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Lesson 4
Grade 3: Morning Warm up & Social Studies
Crystal Carroll
St. Thomas University

Lesson Plan
Date: April 17, 2018
Topic: Morning Warm up & Social Studies
Grade: 3
Time: ~ 45 minutes
NB Social Studies GCO
Curriculum Outcomes People, Place, and Environment
Students will be expected to
demonstrate an understanding of
the interactions among people,
places, and the environment.
By the end of grade 3, students
will be expected to:
 use maps, globes, and pictures to
describe location and place
 describe the movement of goods,
people, and ideas within their
community.
Learning Objective Students will complete their daily morning warm up and then move into a 30-minute
social studies lesson, allowing them to demonstrate where they are on the map, zooming
out from their house to their city, province, country and world.
Materials
 SMART Notebook: Morning warm up
 SMART Notebook: Social studies lesson from last day
(put up as a reminder)
 Morning warm up hand out (See Appendix A)
 “Me on the Map” handout (See Appendix B)
Lesson component Teacher’s Procedures
Engagement  Teacher will get students
(10-15 minutes) awake and thinking by
starting with their morning
warm up routine. Teacher
will ask the date, and a
number of other cross
curricular questions that
will appear in the SMART
Notebook slides (weather,
math, etc.).
Exploration &
Explanation  Teacher will explain all of
~ 30 minutes the pages of “me on the
map” and help students to
complete them all. (Use
SMART Notebook of
‘Our Province’ to help
students.
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SCO
 3.1.1 Locate their province in the Atlantic
region, Canada, North America, and the
world.
 3.1.2 Describe the major physical features,
climates, and vegetation of their province
and the Atlantic region.
Location
 On the SMART Board
 On the SMART Board
 Photocopied on the back table
 Photocopied on the back table
Student’s Procedures
 The helper of the day will pass out the
handout.
 Students will fill out their handout and take
turns coming up to the SMART board to
answer the daily questions they encounter.
 As students finish, the students can put
their sheet in their desk as the helper (and
other students) pass out the “me on the
map” pages.
.
 Students will complete all pages of “me on
the map” and connect it from the top to
make it like a flipbook. Students will be
able to use this as a reference as we move
forward with the lessons in Social Studies.
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 Students will draw a picture of their house

Elaborate
(5 minutes)  Have students clean up
their area and discuss
something they drew or
discovered while
completing their flipbook.
and where it is if they know.
 Students will move on to the next piece and
draw their neighborhood, showing what
surrounds their house.
 Students will name their city on the next
page and draw, or name things located
within their city.
 On the next page, students will show where
their city is within their province and locate
other cities within their province that they
might be familiar with.
 On the ‘Country’ and ‘World’ page,
students will draw attention to their
province, and country respectively,
showing the zooming out of where they
come from.
 Students will clean up and share what they
wrote or drew. If students run out of time,
there will be more time later in the day or
the next morning that they will be able to
finish it.

Evaluation  Teacher will monitor and  Students will demonstrate their

take anecdotal notes of if
students are understanding
the difference between the
city, province, country,
and world that they live in.
understanding of their city, province and
country in their world along with the things
within those places.

Differentiation:
Ty: Help by showing where the previous information learned is, as well as one on one help by
his EA. Provide assistance to him and others who are having difficulty with the material being
taught and help them to fill in the pages as students work through them.
For students who are exceeding expectations/finish early: Suggest providing more detail in their
sentences and drawings on their “me on my map” giving more detail as to what exists within
their neighborhood, city, province, etc.
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After the Lesson

Teacher reflection/notes for next time:
Overall Comments: Suggestions:
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Anecdotal Notes: (formative assessment)

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References

Government of New Brunswick. (2011). Social Studies Grade 3 Provincial Identity. Retrieved
from Government of New Brunswick:
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/SocialStudies/Socia
lStudies-Grade3.pdf
https://www.teacherspayteachers.com/Product/Me-On-The-Map-Flip-Book-Freebie-
3427458?utm_source=pinterest&utm_campaign=Me%20On%20The%20Map%20Flip%20Book
%20Image%20Only
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Appendix A
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Appendix B
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Here is my province.
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Here is my country.
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Here is my world.