Lesson

The Grassland region

Title

Date

Group

Time
35min
Duration

Grade 4

Dec. 3 2015

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Genera
l
Learnin
4.1.2 examine, critically, the physical geography of Alberta by exploring and
g
reflecting upon the
Outco
following questions and issues:
mes:
Specifi
c
4.1.2
What are the major geographical and natural vegetation regions, landforms and
Learnin
bodies of water in Alberta (e.g., prairie region, forests, rivers, hoodoos, Rocky
g
Mountains, oil sands)? (LPP)
Outco
mes:
LEARNING OBJECTIVES
SWBAT: Describe the Grassland region pertaining to geography, climate, geology and
paleontology in Alberta (LPP)

SWBAT: how Albertas fossil heritage contributes to the provinces unique character (LPP)
SWBAT: Identify what the major geographical and natural vegetation regions, landforms and
bodies of water are in the grassland region (e.g., prairie region, rivers, hoodoos, oil sands)? (LPP)

ASSESSMENTS
Observations
Teacher will observe the performance of students as
:
they participate in each activity
Note what the students are doing
Begin to Ask
Are they engaged?

 Are they practicing loco motor skills?

Are they developing skills that can contribute
to confidence?
Are they practicing activity that can contribute
to lifelong health?
Note how the students use the information
provided, do they understand the concepts

Key
Questions:

What forces have shaped the grassland region?

How is the geography of this region unique?

Products/Per
formances:
LEARNING RESOURCES
MATERIALS AND
CONSULTED
EQUIPMENT
The Alberta Program of Studies
Our Alberta Texts pgs. 47-49
Our Alberta Book 1 (Tyerman,
Note books/ paper
BonBernard & Cardinal) Published Pens/markers etc (writing
by Duvel-House
utensils)
Our Alberta teacher resource (the
accompanying text for teachers)

Prior to
lesson

Expectations
for Learning
and
Behaviour

PROCEDURE
Check to see
all electronics are working
all materials are available
Introduction
**Teacher Action: the teacher will explain
the following expectations for behavior to
students and reinforce accordingly
throughout the lesson.
The expectation for entering the
gymnasium is that everyone is respectful;
this establishes safety and helps to create a
positive learning environment.

Time

During all activities students will

Raise their hands
Use their indoor voices
Be respectful/ kind
Share materials
Students expectations
To listen to instruction
Everyone will participate
Safety- no running around
Advance
Organizer/A
genda

Learning
Activity #1

This lesson will focus on

Significant natural resources
The establishment of communities
How are natural resources used by
Albertans
(Within the foothills region of Alberta)
Body
The purpose of this activity is to give the
students a bit more time to get organized,
review and collect the information they
need before their next learning activity
Teacher Actions
Introduce Grassland region
Go over land forms, geology
Introduce bill 6 as a current event
Discuss the difference between both
sides of the controversy (Govt) and
(Farmers)
Ask students what is so special about
the grassland region (Look for
students to tell you we live in the
grassland region)
Student actions
Listen and follow grassland
introduction
Ask and answer questions about Bill 6
as a current event
Watch hoodoo video

Time

 Discuss video
Watch video again as part of the
afternoon review
Teacher
Notes:
Assessments/
Differentiation
Learning
Activity #2

Teacher
Notes:
Assessments/
Differentiation

Discuss the formation of hoodoos

Ask students
Teacher actions:

Student actions
All students who are not presenting
should be seated, quiet and listening.
Logon:
http://www.onegeology.org/extra/kids/eart
hProcesses/weathering.html
Students will log on to website and sift
through the information to decide
the
differnes between weathering and erosion.
In partners they will also be responsible for
deciding which type of weathering/erosion
is responsible for the formation of hoodoos,
they will present their findings along with
various other geological information to the
class
Observations
Teacher will asking guiding questions such
as What is unique about the land forms
within the grassland region?
Are they meeting the criteria:

Key questions.

Transition:

Thank the students for their participation,

explain to them that we will be continuing

with paper chasers next class as we will

begin to think about ways we can respect
nature.

I over planned this lesson, it took the students a lot

longer than a had anticipated to go through the
website and pick up the major differences between
weathering and erosion, additionally, I wrote the
word unique on the board when I asked them to
keep in mind what the unique lands forms/
features were present in the grassland region. This
was problematic because students didnt know what
unique meant.

Reflections:

Next time I will need to remember to break down

vocabulary more.
Otherwise this lesson went really well, the feedback
I got from my supervising teacher was to allow for
more exploration time when introducing a website
that keeps them engaged.