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Mini Unit Lesson #1 Tech Integration

Grade 4 Social Studies
Morgan W, Erin, and Nicole
Lesson Title/Focus

Introduction to Alberta's Physical

Geography and Natural
Environment

Date

October 17,
2016

Subject/Grade Level

Grade 4 Social Studies

Time Duration

One class
period approx.
50 mins

Unit

Alberta Landscape and Climate

Teachers

Erin, Nicole, and

Morgan W.

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Overarching
Question

What components, or elements, make up Albertas regions, and how do

the distinct regions influence where we choose to live?

General Learning
Outcomes

Social Studies:
4.1 - Students will appreciate and demonstrate an understanding
of Albertas landscape and its physical geography, climate,
geology, and paleontology. (H)
Language Arts:
3. Students will listen, speak, read, write, view and represent to
manage ideas and information. (L)

Specific Learning
Outcomes

Social Studies:
4.1.1 Value Alberta's physical geography and natural
environment. Appreciate the diversity of elements pertaining to
geography, climate, geology and paleontology in Alberta (H)
Language Arts:
3.3 Organize, record and evaluate (L)W
LEARNING OBJECTIVES What do you want your students to learn?

Students will:
1. Students will be able to demonstrate their knowledge about Albertas landscape and
climate, through developing questions and linking prior knowledge.
2. Students will be able to locate the different regions in Alberta
3. Students will be able to describe the landscape and climate within a given, specific region
in Alberta
ASSESSMENTS How will you know your students have learned?
Formative / Summative

Formative Pre-Assessment Questions

Formative- Question students throughout lesson

Formative Observation of Student Participation / Cooperation
Formative Exit slips/ KWL chart (to be developed throughout the lessons)

LEARNING
RESOURCES CONSULTED

MATERIALS AND EQUIPMENT- #s

Alberta Program of Studies Science:

https://education.alberta.ca/media/159711/elems
ci.pdf
Alberta Program of Language Arts
http://www.learnalberta.ca/ProgramOfStudy.asp
x?lang=en&ProgramId=404703#550823
Alberta Regions Website:
http://www.learnalberta.ca/content/sszi/en/index.
html
Alberta Tourism Video
https://www.youtube.com/watch?
v=ThFCg0tBDck

Handout x (# of students), plus extras in case

students make mistakes and need to start over.
Computers/device for each group of students
(6 groups of 5 students, one per group)
QR Codes
Textbooks (one per group= 6)
Coloured sticky notes (green, purple, blue,
yellow, orange, pink)
Coloured sticks (green, purple, blue, yellow,
orange, pink)
Pencil crayons, pencils, erasers etc.
Student work booklets (x # of students =30)

PROCEDURE
Introduction
Agenda / Attention
Grabber

Learning Activities

Time

Agenda: Have the structure of the lesson written on the board so the
students know what is expected of them for that day
Introduction to Alberta landscape and climate
o Pre-assessment
What is climate?
What are different landscapes? And what do
they look like?
Activity (split into groups)
Exit slips (KWL chart) & Have students put away materials.
Pre Assessment: Ask the students to think about the land shapes, the
plants, and animals around the school and around their homes and school
Have students answer the question orally after theyve been given
a minute to think
Alberta Tourism video
o Ask students what landscapes, etc. that they noticed in
the video that may be different from what they know, or
what theyve seen before.
Attention Grabber:
Travel Alberta video to show different regions (2 min)

10 min.

Body

Time

Handout and Jigsaw activity

Introduce the Alberta regions to the
students in the workbook on page 2.

30 min.

Students will be given time to label each

region during the lesson.
The teacher will introduce the website,
and show students how to navigate the
website. During this time students will
label each region on page two of the
workbook.
o Students are adept at using QR
codes already. The teacher
explains that they will need to
access the website through the
QR code provided in the
workbook on page three.
Students at each table will be given a
coloured stick, which will separate them
into expert groups (all students with the
same coloured stick will go into the same
group i.e. all blue coloured sticks will go
together)
Blue: Foothills
Green: Boreal Forest
Purple: Rocky
Mountains
Yellow: Grassland
Orange: Parkland
Pink: Canadian Shield
With their coloured sticks, the students
will go to their assigned colour table.
Each table will have a corresponding
coloured sticky note for each group.
o The sticky note will have the
corresponding page number for
the booklet, and will include the
chapter in the textbook/ specific
pages to be used.
In their colour groups they will
investigate a designated region together.
o Each student has the
responsibility to take on a duty
within the group. These duties
include:
1 Recorder
2 Researchers (Ipad
and textbook)
1 Timer
1 Manager
It is assumed that the classroom has
access to ipads, one researcher will be
responsible for using the ipad and
accessing the QR code.
This will be a two day activity, on this
first day students are asked to complete
questions one and two within their

specific region
As the students are working the teacher
and EA will be circulating the classroom,
asking students questions about what
theyre learning, answering questions,
and making sure students are staying on
task (not exploring other websites, etc.)
Once students have completed questions
one and two for their specific region,
they need to show the teacher, or EA,
that they have completed the questions
correctly and with enough detail, before
moving on to colouring.
o Students are asked to use their
free time to colour in the
regions of Alberta in their
booklet (page 2).

Closure

Assessment of Learning / Assignment

KWL chart/ exit slip

Solidify learning;
Did everyone learn what they needed to?
Connect to next lesson
In our next class we will be doing a
similar lesson, where we will learn more
about the regions of Alberta.
After the allotted time for the activity,
the teacher will have the students return
to their original seats.
The teacher will direct the students to
find their KWL chart in their workbook.
Students will be asked to fill in two
points for each section.
After each student is done filling out
their KWL chart, the teacher will ensure
that they have their name on their
workbook, that they have all group
members names and what region their
group researched. After this is all done,
ask the student with the purple stick to
bring the work books to the teacher.
As students are filling out the KWL
chart, teacher will be writing the
coloured stick cleaning jobs on the board
so that all students can see. Ensure that
as students are finishing KWL chart,
draw attention to the whiteboard so that
all students know their job.
The teacher will ask the student with the
green stick to return the textbooks to the
designated area.
Have the student with pink stick to return

Time
10 min.

the Ipad to the designated area.

Have the student with the blue stick
collect the sticky notes and coloured
sticks to teacher.
Have the student with the yellow stick
collect pencil crayons and return to the
designated area.
Have the student with the orange stick
ensure that all materials are in their
designated area and that the table area is
cleaner than before.
The students will be filling this same
KWL chart out every day. The teacher
will review all work done in the work
books at the end of each lesson.

Observations:
Students are engaged in the lesson and raise their hands if they have questions.
Students are listening to the videos in their expert groups.
Students are utilizing textbooks for addition information on landscapes and climate.
Students are not surfing the web (instead they are using the material provided, and are
staying on task).
Students are engaged and on task within the research process.
Students are able to designate roles within their groups (researcher, timer, etc.).
Students will be respectful of the opinion and skills of classmates during the research
process.
Students participate in the cleaning process (putting away materials).
Key Questions:
What does climate mean? Have you ever experienced what it feels like to be in a
different climate? What did it feel like?
What is a landscape? Where do we see landscapes?
What are the different regions within Alberta? What did they look like
Description of Technology & How It Will Be Used
In our lesson we utilize both an Alberta Tourism video and an interactive website about
the Alberta regions.
The Alberta tourism video, created by Travel Alberta is a video, found on youtube, that
effectively shows the varied landscapes of Alberta.
o This video allows students to have a greater understanding of the diversity of
Albertas regions, in an engaging way that incorporates technology.
o A Smartboard will be used to show the students the Alberta Tourism Video to
the class.

The students will access the interactive website through the use of Ipads

o This interactive website allows students to click on their assigned regions,

where they are able to learn in greater detail about their region(s). The website
is easy to navigate and is grade four appropriate.
o Students are able to choose what to click on within the interactive site, to learn
in more depth about their assigned region(s).
o Each group will get an Ipad to work collaboratively together. The students will
focus on using the interactive website accessed through the QR code.
o The students will access the website through the QR code provided in their
work booklets. The QR code ensures students are able to find the website easily,
with little to no online distractions. Through using a specific link there is less
chance of students getting off task while searching for information online.
Rationale & Integration
Through incorporating technology in our lesson we are able to engage our learners in a
fun and interactive way. The video in the introduction serves as a hook to capture
student attention. Through the use of this video students are able to see the diversity of
Albertas landscape, which will aid them when researching their specific regions.
Ipads are provided for this lesson. Through the use of the Ipads the students are able to
access the interactive website to learn more about their regions. It is assumed that the
students have used this technology in the classroom before, and are familiar with the
proper procedures and classroom expectations associated with their use.
The QR code is relatively easy to use, and is positive in that students are directed to the
interactive website provided. This is effective in that it reduced possible online
distractions that may take away from learning. Again, we assume that the students have
regular access to Ipads and have used QR codes before.
The interactive website is the main form of technology integration in our lesson. This
website is effective in that the students are provided with one source to gather
information from, wherein they are able to learn in greater depth about each region.
Because in our later lessons we have the students sharing the information found, we are
able to control what information they have access to, so that the students are all
provided with the same material.
Potential Downsides
With any technology based lesson there is always the possibility that the internet will
crash, or the website will be down or possibly slow to navigate. In these situations it is
important to have alternatives for students learning. In our lesson, students also access
the class textbook for information about their regions, if the technology fails us we
would have to direct our students to the textbook for their research needs. While this
isnt ideal, it is an appropriate alternative that will allow the students to complete the
assigned task in their workbooks.