Communities in the World Lesson Plan (3) w/ 1 worksheet

Lesson
Title/Focus

Clues and Conclusions Reintroduced, Peru

Date

November 24, 2014

Subject/Gra
de Level

Grade 3: Social Studies

Time
Duratio
n

60 minutes

Unit

Communities in the World (3)

Teacher

Deanna Plested

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

3.1 Students will demonstrate an understanding and appreciation of how geographic,

social, cultural, and linguistic factors affect quality of life in communities in India,
Tunisia, Ukraine and Peru.
3.1.2 examine the social, cultural and linguistic characteristics that affect
quality of life in communities in other parts of the world by exploring and
reflecting upon the following questions for inquiry:
How does daily life reflect quality of life in the communities?

LEARNING OBJECTIVES
Students will:
1. Students will investigate images to learn about Peru.

ASSESSMENTS
Observations:

Key Questions:

Products/Performan
ces:

Ensure that students understand the concept of a clue.

Ensure that students understand the concept of a conclusion.
Ensure students are linking the images to Peru. (3.1.2)
Do students understand what a clue is, what a conclusion is?
Can students make conclusions about what they see in the
images?
Questions about Peru
Clues and Conclusions Peru worksheet.

LEARNING RESOURCES CONSULTED

Program of Studies
http://www.learnalberta.ca/content/ssmt/html/inv
estigatingpictures_mt_session1.html

MATERIALS AND EQUIPMENT

Clues and Conclusions Peru Worksheet
Peru powerpoint
Computer/smartboard

PROCEDURE
Prior to lesson
Attention Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behaviour
Advance
Organizer/Agenda
Transition to Body
Learning Activity
#1
Teacher Notes:
Assessments/
Differentiation

Ensure that all materials are prepared and that the lesson is firmly
understood.
Introduction
Time
Ask the students: Who remembers what we did last time in
5-8
social studies?
minutes
See if the students remember the clues and conclusions part of
it.
Students should work independently and diligently to complete
their tasks. Students should raise their hands when asking or
answering a question.
1. Questions about Peru
2. Clues and Conclusions
Tell the students about questioning.
1 minute
Body
Time
Questions about Peru
Tell the students When I am learning about a new country, I
always have a lot of questions. I have questions about food,
clothing, housing, transportation and anything else I can think
of about that country. Ask the students: I want to know what
questions you have about Peru! Write all of the questions
on the appropriate slide within the powerpoint. (last

10-15
minutes

slide) Later, take these questions and create worksheet

for students to fill in, in subsequent lessons.
Learning Activity
#2
Teacher Notes:
Assessments/
Differentiation

Learning Activity
#3

Consolidation of
Learning:

Clues and Conclusions

Using the sheet provided, go through the second Peru image in
the powerpoint. For this task, the students are detectives. Tell
the students that it is their job as detectives to know everything
about this picture that they can find out. First ask the students
to write and draw everything that they see in the picture. They
will have 5-10 minutes to do this. Once the time is up, ask the
students what they see. Once that is finished, ask the students
what they think the picture is about. What the students think
the overall message of the picture is about. Link the things in
the picture to what the picture is about.

15-20
minutes

Clues and Conclusions cont.

Using the sheet provided, go through the Peru image from the
previous lesson in the powerpoint. For this task, the students
are detectives. Tell the students that it is their job as detectives
to know everything about this picture that they can find out.
First ask the students to write and draw everything that they
see in the picture. They will have 5-10 minutes to do this.
Once the time is up, ask the students what they see. Once that
is finished, ask the students what they think the picture is
about. What the students think the overall message of the
picture is about. Link the things in the picture to what the
picture is about.
Closure
Tell the students When I am learning about a new country, I
always have a lot of questions. I have questions about food,
clothing, housing, transportation and anything else I can think
of about that country. Ask the students: I want to know
what questions you have about Peru! (Activity #1)

15-20
minutes

Time

Feedback From
Students:
Feedback To
Students
Transition To Next
Lesson
Sponge
Activity/Activities
Reflections from the
lesson

Clues and Conclusions Peru

Name:_________________________________________________________
What do I see in this picture?
____________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________

What is the message of this picture? What do I think that this

picture is about?
_______________________________________________________________
_______________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_____________________________