Lesson

Title/Focus

Introduction to Geographic Regions of

Alberta

Date

21/11/2016

Subject/Gra
de Level

Social Studies/Grade 4

Time
Duratio
n

15 minutes

Unit

4.1: Alberta: A Sense of the Land

Teacher

Mr. Willumsen

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

Students will demonstrate an understanding and appreciation of how elements of

physical geography, climate, geology and paleontology are integral to the landscapes
and environment of Alberta.
4.1.1 - value Alberta's physical geography and natural environment
4.S.8 - demonstrate skills of oral, written and visual literacy

LEARNING OBJECTIVES
Students will:
- appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in
Alberta
- explore and understand the major geographical and natural vegetation regions, landforms and
bodies of water in Alberta (e.g.,
prairie region, forests, rivers, hoodoos, Rocky Mountains, oil
sands).
- listen to others in order to understand their perspectives

LEARNING RESOURCES CONSULTED

MATERIALS AND EQUIPMENT

Whiteboard or Smartboard
Map for teacher reference if using a
whiteboard

Learnalberta.ca

PROCEDURE
Prior to lesson
Attention Grabber/
Essential Question
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Learning Activity
#1
Learning Activity
#2

If using smartboard, set that up prior to lesson.

Introduction
Introduce concept by asking about places in Alberta that
students have been. Did they look different from Lethbridge? In
what ways? Plants, weather, animals, etc.
Review shape of Alberta and neighboring provinces. Ask
students about where we are in relation to other provinces in
Canada. Either draw or put an image of Alberta up for the class.
Students are to engage in thinking about the concepts
discussed and gain some understanding and interest in the
geographic regions of Alberta.
Body
Begin to draw and/or label the geographic regions of Alberta,
giving some background info on each one as it is covered.
Back to back, face to face. Have the students get out of their
chairs and wander about until the teacher says back-to-back
whereupon the students will get back to back with the person
nearest to them (a group of three is acceptable in case of an
odd number of students), and think silently on some things that
they might expect to find in a geographic area that the teacher
chooses. After some time to think, the teacher will say face to
face and the partners will share and discuss with each other
what they thought. During this time, the teacher can be
wandering around, listening to sharing and doing formative
assessment. The teacher may then call upon a couple groups to

Adapted from a template created by Dr. K. Roscoe

Time
3 min
2 min

Time
6-8 min
3-5 min

Consolidation of
Learning:

share with what they thought. Repeat several times for

different areas, perhaps giving prompting information.
Closure
Briefly summarize the regions again, and introduce what
further in-depth work will be done on them.

Adapted from a template created by Dr. K. Roscoe

Time
1-2 min