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

Teacher

Elementary
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/elemsci.pdf
Alberta Program of Language Arts
http://www.learnalberta.ca/ProgramOfStudy.aspx?
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

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
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
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)
Body

Time
10 min.

Time

Learning Activities

Handout and Jigsaw activity

Introduce the Alberta regions to the students in the workbook on
page 2. 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.
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.
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.
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.
Students are asked to use their free time to colour in the regions

30 min.

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 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.

Time
10 min.

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.
This video allows students to have a greater understanding of the diversity of Albertas regions,
in an engaging way that incorporates technology.
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
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.
Students are able to choose what to click on within the interactive site, to learn in more depth
about their assigned region(s).
Each group will get an Ipad to work collaboratively together. The students will focus on using
the interactive website accessed through the QR code.
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.