Teacher Name: Nathan Comstock Date: (22/03/2018)

Subject Area: Social Studies Grade: 7/8

Topic: Confederation Time: 12:35 – 1:50

General Learner  7.1 Students will demonstrate an understanding and appreciation of the
Outcome(s) distinct roles of, and the relationships among, the Aboriginal, French and
Taken from Alberta Program of Studies British peoples in forging the foundations of Canadian Confederation.

Specific Learner  7.1.5 assess, critically, the political competition between the French and
Outcome(s) the British in attempting to control North America
Taken from Alberta Program of Studies

Students will be able to:

Learning Objectives
What do you want your students to learn?
1. Define key issues related to confederation
2. Identify individuals important to this time period
3. Demonstrate a knowledge of the area
4. Differentiate opinions
5. Analyse political inquire questions

Formative Assessment:
Auditory: listen during students’ discussion to ensure they are developing an
understanding of the information.
Visual: see students actively participating in the activity – thinking critically
Assessment Physical: Note taking, and activities should be completed during this time, and
How will you know your students have completion of debate material
learned?
 During the above formative assessment the teacher gets to witness students
growth over time
Summative Assessment:

 No summative assessment for today’s lesson

 Student notes
Materials  Chrome books
What resources will you need?
 Provide students with review booklet
Introduction  Review
(attention 5 mins
 Inform students of the plan for the period
grabber)
Learning Activity Title – Review of Confederation (Jeopardy Game)
Teacher Actions
Instructional Sequence – Have students sitting and waiting upon instruction
 Explain that we will be playing a jeopardy review game
 Have students on teams from their table groups (reorganize if it is not
even)
 Allow students one minute to pick an appropriate team name
 Start the game show
 All answers will appear on the board
 Maintain an appropriate sound level, as another class is working in the
same room
 If needed a printed version of the game will be provided
Resource used – none needed 30 mins
Student Actions
Body  Students will be provided with a group to work with
(Activity #1)  Students are to use tools properly
 Students are to work in collaboration with one another
 Students will contribute to discussion
 Students will answer questions posed to them by the teacher
Assessment Evidence
Formative Assessment – visual/auditory/physical assessment
 Students will be assessed by their correctness of responses and willingness
to participate (speaking)
 Students will be assessed based on their ability to articulate their ideas
(speaking/vocabulary)
 Students will be assessed on their ability to follow along, and create notes
(visual/physical)
Transition Details
Time for a Break – After sitting through a presentation, students will need to get
out of their chairs and refocus their energy
Learning Activity Title – Brain Break
Teacher Actions
Instructional Sequence – Have students listening to instructions prior to moving
 Explain to students that this is the Oreo challenge
o Bring two chairs to the hall
o Have students race one on one
o Move the Oreo from their eye to their mouth using facial muscles
only
 Do a demonstration with the students, and be involved
Body
Student Actions
(Brain Break) 10 mins
 Students will attempt to participate in the activity
 Students will be given this opportunity to move around, and refocus their
brains
 Students will act respectful of one another during this time

Transition Details
Refocus – allow students time to return to their tables
  When the desired time is up, students are to return to their chairs
 Wait for students attention to move onto the next task

Learning Activity Title – Working on Review Booklet/Boar work

Teacher Actions
Instructional Sequence – have students seated awaiting instruction
 Write the big overarching topics on the board
o Hand out sticky notes to students
o Tell students to write what they know about each topic on
the board
o Have a discussion, reading what students wrote under each
of the questions
o Add important aspects that students may have forgotten
o Address all key questions
 Allow students the remainder of the time to work independently on their 35 mins
Body
study guides
(Activity #2)
Student Actions
 Students will begin work
 Students will collaborate, working together in a positive manner
 Students will be active in discussion
 Students will do their best to recall key information from the unit
 Students will be respectful to classmate
Assessment evidence
Formative assessment – students are given the opportunity to work with what
they learned
 This allows students to grow
 This provides them with review of material that was discussed
 Have discussion with students on their upcoming test
 Have students discuss any other information they are struggling with 5 mins
Closure  Ask students if they feel confident going into the debate
 Clean up the all materials

Adaptations  Working in collaboration allows for students to thrive