Social Lesson 4: Assessing Natural Resources

Stage 1: Desired Results

General
1. Students will demonstrate an understanding and appreciation of how geography, culture,
Learning
language, heritage, economics and resources shape and change Canada’s communities.
Outcome(s)
1. 2.1.4 investigate the economic characteristics of communities in Canada by exploring and
Specific reflecting upon the following questions for inquiry:
Learning • What kinds of natural resources exist in the communities (e.g., fishing, agriculture,
Outcome(s) mining)? (ER, LPP)
• What are the occupations in each of the communities? (ER
Learning 1. By the end of this lesson, students will demonstrate their knowledge of Natural resources
Objective(s) and occupations in Meteghan by making a book which includes both pictures and words.

Stage 2: Assessment Evidence

Summative Formative
  Game, writing own book assessment
Assessment Assessment

Stage 3: Learning Experience

Tech to  Slides with questions Resources to
 Two types of booklets
Do and expectations Bring
Time Content/Description Notes
Title: Review game
 Tell students we are going to play a game to see how much they
know about natural resources.
 Explain the game rules:
 1. The class will be divided into 3 teams
 2. Each team will have to answer a question.
 3. The team with the best answer will get a point.
 4. If answers are the same both teams will get a point.
 5. Both teams will get a minute to collaborate.
 6. Team members will take turns to answer the questions Praise and point out
 Have the students repeat – or repeat for them. any good behaviour
 Things to remember:
15 minutes  It’s okay to make mistakes! They help you grow Watch for students
2:20-2:35  We won’t get mad at each other for making mistakes who are left out
 We will stay kind.
 Questions to include – Questions will be put up on the Formative
smartboard. Assessment: game
 What are natural resources?
 Where are natural resources found?
 Name five natural resources?
 Where do rocks come from? What gives us air to breathe?
 What are some natural resources found in Claresholm?
 Why is soil important to the people in Claresholm?
 Why is snow important?
 What are 3 natural resources in Nova Scotia?
 What does the water provide? The trees? The plants?
  How does the fish give jobs? The trees? The plants?
 Bonus question: What is Nova Scotia’s national berry?
 Note: Not all of these questions have to be covered
Title: Explain the activity
 The students will make a booklet about natural resources
 This will be their own work – they will work be working by
themselves.
 They will have to write about four things: (these questions will
be on the board)
 1. What are natural resources?
 2. What are some natural resources in Claresholm?
 3. What are some natural resources in Meteghan and Nova
Scotia?
 4. How do these natural resources give jobs to the people in
Meteghan?
 Each question has to be answered by a picture and with words.
 Each question might have more than one answer. The students
should not only give one answer per question but come up with
as many answers as they can. Be specific, but do
 This book will be a non-fiction story – it includes facts. not take too long to
5 minutes
 The students should try write in sentences – capitals and explain, because I
2:35-2:40
punctuation will lose students’
 The students have to use at least four pages of their booklet, attention.
but they may use more.
 Title page – all books have a title page, which includes the title
of their book, a picture and who wrote it.
 There are two different types of booklets. One is completely
blank, with no lines or boxes for pictures. The students may use
their imagination with this one, but they will have to follow the
same checklist which is on the smartboard.
 If this is tricky, there are booklets which have the questions,
boxes for pictures and lines to write on.
 Students will be sitting at their own workstations, except for
some groups who are working with adults. I am looking for hard
working students. Students may talk quietly to the person sitting
next to them but if it gets too loud, it will be invisible voices.
 They will get to the end of the class to work on it.
 Have students repeat some of the key rules
Title: Handing out the booklets.
 Call students up one at a time and ask them which booklet they
Formative
want.
Assessment:
35 minutes  Walk around, observe, guide while students are working.
booklets
2:40-3:15  When students are done, tell them to look it over and make
sure they are not missing any details.
Really praise good
 Tell them they may colour their pictures
behaviour
 At 3:25 ask students to stop working. Praise them for any good
behaviour. Ask them to clean up their workstation.
Title: If all or most students are done early
 Read the Going lobstering book or do some sort of brain break –
I will try think of a new game or play four directions – depending
on energy levels.
Reflections and
Follow Up