UnitTitle:

ExploringOurWorld(Unit3)

NumberofLessons:
06
TimeinWeeks:
1.5

Names:
WhitneyJardineandShelbyPhippen
Subject(s)
:

SocialStudies
Grade(s):
4

Rationale&Overview:
Theimportanceofthisunitistobroadenourstudentsknowledgeontheworldanditsmajorphysical
features.Studentswillbeexpectedtodescribethemaincharacteristicsoftheworldandexamineitsphysicalfeaturesand
benefits.Studentswillalsoexamineworldchallengesandconsiderhowhumansrespondtothem.Thiswillbeimplemented
throughmultipledifferentiatedlessons.Thedifferentiatedlessonswillfocusoncommunication,inquiry,andparticipation.Bythe
endofthisunitstudentswillbeabletothinkcriticallyabouttheworldaroundthemandthechallengesthatwefacedaily.In
additiontocontent21stcenturyskillswillbeincorporatedintotheunit.Thelessonswillbetaughtonceadaythroughouta
7
period.
PrescribedLearningOutcomes:
4.3.1Examinemajorphysicalfeaturesoftheworld
4.3.2Describethemaincharacteristicsofrivers,islands,mountains,andoceans
4.3.3Examinetherelationshipbetweenhumansandthephysicalenvironment
PrerequisiteConceptsandSkills:
Previousknowledgeofphysicalfeaturesofprovinces
Previousknowledgeofculturediversityintheirprovince
Understandingofpublicdecisionmaking
Thephysicalfeaturesoftheirownprovinceandregion
Thenatureofexploration
Basicunderstandingofthephysicalworld

 Communicationandgroupworkskills
TeacherPreparationRequired:
Useofdifferentiatedlessons
Knowledgeofdifferentiatedactivities
Knowledgeofageappropriatecontent
Lessonplanscompletedaheadoftime
Materialsforlessonspreparedaheadoftime
Knowledgeofstudentinterestsandexperiences
Knowledgeofrelevantunitvocabulary
Overallknowledgeofunitcontent
Knowledgeofwhichstudentsworkwelltogetheringroupdynamics
Handoutsreadandhandedoutatbeginningofclass
Smartboardtechnologyinuse
Inflatableglobeinclasswhennecessary
Video
Postcards
Allmaterialslistedforeachlessonavailable
CrossCurricularConnections:
Math:Interpretingthepercentagesputforthintheseoutcomesandputtingthemintoabargraphorpictograph
SCO:SP2:
Constructandinterpretpictographsandbargraphsinvolvingmanytoonecorrespondencetodraw
conclusions.
EnglishLanguageArts:WritingandListening
SCO:
contributetoconversationsandsmallgroupandwholegroupdiscussion,showanawarenessofwhentospeakand
whentolisten
SCO:
showbasiccourtesiesofconversationingroupinteractions
SCO:
respondcriticallytotextsby:askingquestionsandformulatingunderstandingsanddiscussingtexts

 SCO:
usestrategiesinwritingandotherwaysofrepresentingto:theirownthoughtsandbeliefsandcomparewithothers
Art:Threedimensionalexplorationanddevelopmentofimagery
SCO:
createdesignswithdifferentsimpleshapes
SCO:
discussvisualideastheyandotherscreate
SCO:
experimentwithmodelingtechniquesusingclay,plasticine,playdough,e.g.,pinch,push,coil,andadditive
techniquestocreateaproduct.
ExtensionstoUnit:
Possibleactivitiestoextendand/orenrichstudentunderstanding:
Possibilitiesforfieldtripsrevolvingaroundthisunit(identifyfeaturesaroundlocalparks,natureparks,mountains,etc.)
Studentsmaybeallottedtimetodiscusstheirpersonalexperienceswithseeingtheworld(whetherthatbetraveling,seen
locally,orwatchedontelevisionandtheinternet)
Guestspeakerswhohaveclimbedmountainsorscubadived,etc.Thiswillallowstudentstointeractwithsomeonewho
hasencounteredsomeoftheworldsphysicalfeatures.

UniversalDesignforLearning(UDL)andDifferentiatedInstruction(DI):
MultiplemeansofRepresentation:
1.1Offerwaysofcustomizingthedisplayofinformation
Appropriatesizeoftextandimagesisusedandinformationis
displayedinavarietyofwaysincludinghandouts,smartboardtechnology,physicalobjects,andvideoclips.
2.4Promotelearningacrosslanguages
Learningispromotedthroughoutdoorlanguage.
2.5Illustratethroughmultiplemedia
studentswillbeabletoexpresstheiropinionsandideasthroughmultiplemeansofmedia
videos,smartboardtechnology,claymationcreations,reflectivewriting,andhandsonlearning.
3.1Activateorsupplybackgroundknowledge
Lessonsbeginbyactivatingstudentspriorknowledge.APKactivitiesfocuson
knowledgelearnedinpreviouslessons.
3.3Guideinformationprocessing
KWLcharts,tablecharts,stations,andstepbystepinstructionareused.

MultiplemeansofAction&Expression:

4.1Varythemethodsforphysicalresponse
Studentsworkwithmaterialsusingtheirhandsmovementisincorporatedwiththe
stations,outdoorclassroom,andgames.
4.3Optimizeaccesstotoolsandassistivetechnologies
Allottedtimewithcomputersincomputerlabwillbegivenopportunity
toworkwithsmartboards,globes,maps.
5.1Usemultiplemediaforcommunication
Varythemethodsofcommunicationusingmultipleintelligencesandlearningstyles
asaguide.Studentsuseavarietyofoptionstoexpressthemselvesandprovideproductsincludingwrittenresponse,discussion,
claydesign,physicalmanipulatives,computers,tables/charts.
5.2Usemultipletoolsforconstructionandcomposition
Assureallclassroommaterialsthatareneededtoconstructand
composeforeachactivityarereadilyavailablesuchasartsupplies,maps,globes,IhaveWhohas,etc.
6.2Supportplanningandstrategicdevelopment
Lessonsandactivitiesarestrategicallyplannedtohelpfurtherdevelop
studentsknowledgeontheunit.Eachactivityandassessmentstrategyisimplementedanddifferentiatedinordertosupporta
varietyofstudentsindividualMIsandlearningstrategies.
6.4Enhancecapacityformonitoringprogress
Ensurethatgoodclassroommanagementisdevelopedinorderforlearningto
occur.Facilitatorwillprovidestudentswithfeedbackthroughouttheunitinatimelymanner.Observationandmonitoringwilltake
placethroughouteachlesson.Facilitatorswillkeeprecordofeachindividualstudentsprogressthroughouttheunit.

MultipleMeansofEngagement:
7.1Optimizeindividualchoiceandautonomy
Activitiesandmeansofassessmentwillvarythroughouttheunitinorderforall
studentstoexpressthemselvesinthebestwaytheycan.Thelessonsthroughouttheunitaredifferentiatedinorderforinclusion
purposes.
7.2Optimizerelevance,value,andauthenticity
Activitiesandsourcesofinformationvarysothattheycanbesociallyrelevant,
ageandabilityappropriate,andpersonalizedtostudentslives.

8.2Varydemandsandresourcestooptimizechallenge
Studentwillbefacedwithcrosscurricularlessons,differentiated
lessons,reflectionpieces,groupwork,groupdiscussion,andindividualworkinordertovarydemandsandembracechallenge
andempowercriticalthinkingskills.
9.1Promoteexpectationsandbeliefsthatoptimizemotivation
Duringeachactivitystudentswillbegivenclearexpectations
withoutcomesclearlypostedintheroom.Studentswillbeallottedtimesfordiscussionandtimesforreflectivewritingtooptimize
motivationsandexpressbeliefsandopinions,
9.3Provideoptionsthatdevelopselfassessmentandreflection
Studentshavemanyopportunitiesforselfreflectionand
selfassessmentwhencompletingchartsandwrittenresponses.

Resources:
Lesson16:

http://www.mapsofworld.com/
Lesson1&2:

https://www.teachervision.com/geographyandmaps/resource/63808.html
Lesson3:

www.youtube.com

Lesson#
andTitle
(Timein
Minutes)

Lesson#1:
Whatinthe
World?!
60minutes

OutcomesinLesson

4.3.1Examine
majorphysical
featuresofthe
world
Firstandforemost
studentsneedto
identifycontinents
andoceans.

a) Outcomesin
StudentFriendly
Terms
b) Teaching
Strategies
a)
SWBATtoseethe
differencebetweenthe
amountofwaterinthe
worldcomparedtoland.

b)
KWLchart
Student
perspective

AssessmentStrategies

KWLChart(exit
ticket)
Studentinput
throughwhole
group,andtable
groupdiscussion
Observation

LessonActivities

APK(10minutes):
Students
willbegivenaKWLchartat
thebeginningofclass.Prompt
questionswillbeprovided,
whichstudentswilldiscussas
aclass.Promptquestionswill
include:Whatdoyouknow
aboutthephysicalfeaturesof
theWorld?(continents,

Material(Specificto
ThisLesson)

Smartboard
KWLcharts
Worldmaps
World,Land,
Areas,and
Elevations
handout

Studentswillneed
tohavean
understandingof
theworlds
physicalfeatures
andtheirrelative

sizes.

Wholegroup
activity
Tablegroup
activity
Criticallythinking
skills

oceans,mountains,plains),
Whatdoyouhopetolearn
aboutthephysicalfeaturesof
theWorld?
Amapoftheworldwillbe
placedontheSmartboardfor
studentstorefertothroughout
thelesson.
Activity1(20minutes):
Each
studentwillbegivenaWorld,
Land,Areas,andElevations
handout(instudentfriendly
terms)andalsoahandoutout
ofaworldmap.Studentswill
begiven23minutestolook
overhandoutintheirtable
groups.Studentswillbeable
todiscussthedatathey
interpretedfromthehandout.
Nextthefacilitatorsandthe
studentswillgoovertheland
areapercentagecolumnon
handout(whichwillbein
studentfriendlyterms)
Thefacilitatorswillbegintoput
thepercentagecolumnin
perspectiveforthestudents.
Thiswilloccurbyhaving
studentsformgroupsaround
theclassroomthatcorrespond
witheachcontinentsworldly
percentage.Thiswillallow
studentstovisualizethe
continentsareasinrelationto
eachother.
ActivityTwo(20minutes):
Studentswillbeseparatedinto
2groups.70%oftheclasswill

beagainstonewalland30%
oftheclasswillbeagainstthe
oppositewall.Thefacilitators
willexplaintotheclassthat
70%oftheworldismadeupof
waterandonly30%ofthe
worldismadeupofland.This
allowsforstudentstovisualize
andcomparelandversus
water.
Theclasswillbegiven12
minutestodiscusstheir
thoughtsandopinionson
thesepercentages.
Studentswillreturntotheir
tablegroupsandinstructedto
refertomaphandout.The
facilitatorswillusethe
Smartboardtoindicatethe
locationandnamesofeach
oceanandwhatcontinentthey
surround.Studentswillbe
giventimetoindicatethison
theirhandout.
Closure/Reflection/KWL(10
minutes):
Foraclosure
activitystudentswillbe
instructedtowritea45
sentencereflectiononthe
lessonalongwithonequestion
fornextclassintheLsection
oftheirKWLchart.Students
willhandintheirKWLchartas
anexitticketattheendof
class.

Lesson#2:
Whereinthe
world?
60minutes

4.3.1Examine
majorphysical
featuresofthe
world
Identifymajor
physicalfeatures
associatedwith
particular
continents:
mountains,plains,
deserts,islands,
lakes,rivers,and
oceans.Also,
consideration
shouldbegivento
theclimate(e.g.,
tropical,
temperate,polar)
andvegetationof
eachcontinent.
Thisshouldbe
relatedtothe
equatorandthe
polesandkeptat
averybasiclevel
(e.g.,itishotnear
theequatorand
coldnearthe
poles).

a)
SWBATcreateand
presenteachcontinentand
itsmainfeatures.

b)
SmallGroup
Jigsaw
Ihave,Whohas
game
Inflatableglobefor
visualand
kinestheticlearners
Clay
representations
Wholegroup
closurediscussion
Peerlearning
duringsmallgroup
closurediscussion

APKactivity
Smallgroupand
wholegroup
discussion,
closure
discussion
Representation
andinformation
providedduring
claypresentation

APKIhave,Whohas(10
minutes):
Asaclass,students
willparticipateinagameofI
have,Whohas.Studentswill
eachbegivenaslipofpaper
withanIhave,whohas
questiononitrelatingtolast
class(forexample:Ihave70%
oftheworld,whohasthe

continentwiththelargestland
percentage?).
Activity1(15minutes):
An
inflatableglobewillbeusedto
explainthedefinitionof
equator.Studentswillbeable
tovisualizewhichpartofthe
worldborderstheequator,the
climateclosetotheequator,
andtheclimatefurtheraway
fromtheequator.Studentswill
havetheopportunitytopass
aroundtheglobetogetafeel
ofwhattheyequatorisand
whatitdoes.
Activity1.5(25minutes):
Eachtablegroupwillbe
assignedacontinenttowork
with.Thetablegroupswillbe
givenaninformationsheetto
goalongwiththeircontinent.
Theinformationsheetwill
include:mountains,plains,
deserts,climate,surrounding
oceans,majorlakesandrivers.
Studentswillusethis
informationsheettocreatea
clayrepresentationofthe
continentanditsparticular

Ihave,Who
hasgame
Continent
information
handouts
Inflatable
globe
Clay

Lesson#3:
Rivers,
Islands,
Mountains,
andOceans:
Part1(60
minutes)

4.3.2Describe
themain
characteristics
ofrivers,
islands,
mountains,and
oceans
Studentswillbe
ableto
understandthe
importanceofthe
main
characteristicsof
rivers,mountains,
andoceansin
theirphysical
locations.
Aswell,students
shouldbeableto
giveexamplesof
eachphysical

a)SWBATidentifythe
basiccharacteristicsof
rivers,islands,mountains,
andoceansfromavariety
ofvideoclips.

SWBATdiscussthree
physicalfeaturesofthe
worldthattheywouldliketo
seeandexplainwhy.

b)
Inflatableglobefor
kinestheticand
visualMIs
Videoclipsfor
visualMIs
Tablechartfor
mathematical
logicalMIsand
individualwork
Smallgroup
collaboration

APKactivitywith
globe
Observation
(notesand
discussionduring
Activity1)
Student
participationin
closureactivity
anddiscussion,
exitticket

physicalfeatures.Once
completedeachtablegroup
willpresenttheircreationand
informationtotheclass.
Closurequestion(10
minutes):
Studentswillbe
posedwithaclosurequestion
ofwhatisthemostsignificant
thingyoulearnedintodays
lesson?.Tablegroupswillbe
given5minutestodiscussat
theirtables,and5minutesto
discussasaclassafter.
APKactivity(10minutes):
Studentswillbeinstructedto
spreadthemselvesoutaround
theroom.Theinflatableglobe
willbetossedbetween
students.Whereverthe
studentsthumblandsthey
mustidentifyafeatureabout
thecontinentoroceanbefore
tossingtoanotherstudent.
Thisactivitywillcontinueuntil
eachstudenthashadaturn.
Activity1(40minutes):
Video
clipsdepictingrivers,
mountains,islands,and
oceans(atlocal,national,and
globallevels)willbeshownat
fourdifferentstations(for
example:Sugarloafmountain,
St.LawrenceRiver).Each
corneroftheclassroomwill
havealaptop/computer,and
oneofthefourmajorphysical
features(river,mountain,

Inflatable
globe
Videoclips
Laptops/comp
uters
Pen/pencil
Paper
Tablechart
handout

feature(atlocal,
national,and
globallevels).

Closureactivityfor
intrapersonal,
interpersonal,and
verballinguistic
MIs

Lesson#4:
Rivers,
Islands,
Mountains,
andOceans:
Part2(60
minutes)

4.3.2Describe
themain
characteristics
ofrivers,
islands,

a)
SWBATwritealetterto
afriendoffamilymember
basedonobservations
fromapostcard.

b)
3personinterviews

Individual
Assessment
Studentswillbe
assessed
throughthe
postcardactivity.
Thisactivity

island,orocean)willbeshown
ateachcorner.Groupsof45
studentswillspendabout810
minutesateachstation.
Studentswillwatchthevideo
clipsandtrytoidentifythe
basiccharacteristicsofeach
physicalfeature.Atablechart
withtheheadingsrivers,
mountains,islands,oceans
willbegiventoeachstudent.
Theywillwritetheirown
answers,individually,onthe
chartprovided,butcandiscuss
characteristicswiththeirgroup
members.
Closure(10minutes):
Studentswillwritedown3
physicalfeaturesthatthey
wouldliketoseesomeday,as
wellaswhythosefeatures
interestthem(i.e.,Mount
Evereststudentscanchoose
specificorgeneralphysical
features).Inthelast5minutes
ofclasstheywillhavean
opportunitytosharetheir
thoughtswiththeirpeers.As
anexitticketstudentswillhand
intheir3physicalfeatures.
APK(1012minutes):
Studentswillbeginclasswitha
threepersoninterview.The
facilitatorswillnumber
studentsofffrom13and
separateintotheirgroups.
Onceintheirgroupsstudents

Postcards
Paper
Pencils

mountains,and
oceans
Studentsshould
understandthat
examplesofany
particularphysical
featurearefound
throughoutthe
world.

Individualwriting
andcriticalthinking
skills

allowsthe
facilitatorstosee
whateach
studenthas
takenfromeach
lessonthusfar.
Postcardactivity
willbeusedin
futureclasses

willdevelop1or2questions
revolvingaroundthesimilar
physicalfeaturesthatare
foundthroughouttheworld.
Nextstudentswillinterview
oneanotherwiththeir
questions.
PostcardActivity1(4850
minutes):
OnceAPKis
completedstudentswillreturn
totheirseats.Avarietyof
postcardswithrivers,islands,
mountains,andoceans.
Studentswillthenpenaletter
tofriendorfamilymemberwith
thefollowingpromptquestions
inmind:Describethephotoon
yourpostcard.Whatisunique
aboutit?Whatdoyounotice
aboutit?Whatisthemost
interestingfeatureinyour
opinion?Howisitdifferent
fromwhereyoulive?Howisit
similar?etc.Studentswillbe
instructedtowriteathree
paragraphletterwiththese
questionsinmind.
Closure:
Studentswillhandin
theirletterattheendofclass.
Studentsletterswillbegraded
withcorrectionsand
suggestionsasstudentswillbe
usingandreferringtothese
lettersinfutureSocialStudies
andLanguageArtsclasses.

Lesson#5
People,
Places,and
Things:Part
1(60
minutes)

4.3.3Examine
therelationship
betweenhumans
andthephysical
environment
Studentswill
describeboththe
benefitsthe
physical
environment
offershumans
andthe
challengesposed
bythephysical
environment.

a)
SWBATusetheinternet
tofindthebenefitsof
physicalfeaturesofthe
worldandhowtheeffects
thepeopleoftheworld.

b)
Groupwork
Useof21stcentury
skills
Relevantuseof
technology

Observation
throughouttime
incomputerlab.
Whencompleted
studentswill
handintheirfinal
information
sheet.Thiswill
beassessed
throughpassor
failunless
otherwisenoted.
Studentswill
handintheir
homework
assignmentwith
theirinformation
sheet.
Studentswillbe
assessedon
theirteamwork
skills.

APK/Bellwork(2minutes):
Studentswillbehandedan
informationsheetastheenter
theclassroom.Studentsareto
taketheinformationsheetto
theirdesksandreadthe
informationthatisprovided.
Theinformationsheetwill
includepreliminaryinformation
suchas:jobsassociatedwith
mounteverest(sherpas),
culture,climate,andlocationof
Inuitpeoples,Climateand
locationof3famousriversof
theworld,challengesthat
peoplefacelivingnearthe
equator,challengespeople
facelivingnorthoftheequator.
Activity1:Computerlab(55
minutes):
Studentswillbe
separatedintogroupsof2.
Studentswillbebroughttothe
computerlabwithinformation
sheets.Onthebackofthe
informationsheetswillhavea
listofwebsitestohelpfindthe
answertotheirquestions.
Studentsaretowritedown
theiranswersontheallotted
spaceoninformationsheets.
Closure(2minutes):
Studentswillbeinstructedto
findonewebsitethattheythink
wouldbehelpfulforthis
assignment.Studentsaretodo
thisasahomework
assignment.Studentswillneed
towrite2sentencesproviding

Information
sheet
Websitesheet
Computerlab
availability

evidenceonwhytheythinkthis
websiteishelpful

Lesson#6
People,
Places,and
Things:Part
2(60
minutes)

4.3.3Examine
therelationship
betweenhumans
andthephysical
environment
Howhumans
impactthe
environment.
Studentsshould
understandthat
peopleneedtobe
sensitivetothe
impactstheyhave
ontheirphysical
environment.

a)
SWBATobservehuman
andworldrelationships
throughtheoutdoor
classroom.

b)
Randomselection
forAPK
Wholegroup
discussion
(interpersonalMIs)
Useofoutdoor
classroom
(kinesthetic,visual,
interpersonal,
intrapersonal,
verballinguistic
MIs)

Individual
assessment
Random
selection
Reflection
Discussion

APK(7minutes):
Throughrandom
selectionstudentswillbechosento
sharetheirwebsiteandtheexplanation
astowhyitisbeneficialtotheclass(3
studentswillberandomlyselected).
Nexttherewillbea5minutewhole
groupdiscussiononhumanand
worldlyrelationsbasedonthe
informationfoundlastclass.

ActivityOutside(50minutes):
Studentswillgatheroutdoor
gearandpreparetohead
outsidetotheschoolsoutdoor
classroomforobservation.The
classwillberemindedtotake
onepieceofpaperandpencil
outdoorswiththem.Students
willbeaskedtokeepthe
followingquestionsinmind
duringtheirtimeoutside:how
andwhydoyouthinkthe
gardenisbeneficial,whydo
youthinkthatplantingflowers
andtreesareimportantinthe
outdoorclassroom?Whatdo
youthinkwouldhappenifno
oneplantedtheirownfoodin
gardens?
Whenstudentsseemtohad
enoughtimeobservingthey
willbeinstructedtositonthe
benchedintheoutdoor
classroomanddiscusswhat

ClassiPad
andrandom
selectionapp.
Penciland
Paper
Outdoorwear

theyhaveobservedinrelations
tothequestionsinmind.
Nextstudentswillbeinstructed
toindividuallyspreadout
amongtheschoolproperty(ie:
swings,bench,sitongrass,or
playgroupequipment).Intheir
individualspotsstudentswill
writedowntheiranswerstothe
questions,andwriteashort
reflectionpieceontodays
lessonwhichwillbehandedin
onceinside.

Reflection
:AlthoughUnit3:ExploringOurWorldissomewhatcondensed,wefeltitallowedformanyopportunitiestoexploreour
teachingstrategies,astherearemanyroutesonecouldtakewiththistopic.Theunitallowedforbothus,asteachers,andthe
studentstobroadenourknowledgeonworldlyaspectssuchasitsphysicalfeatures,locations,andclimates.Wefeltasthough
studentswereabletohaveahandsonlearningexperiencewiththeirpeers,whichhelpsdevelopcriticalthinkingskillsinan
engagingandrelevantway.Thelessonsalsoprovidedstudentswithmanyopportunitiestoworkinawholegroup,smallgroup,
andindividualsetting.