Teacher Name: Nathan Comstock Date: (20/03/2018)

Subject Area: Social Studies Grade: 7/8

Topic: Confederation Time: 12:35 – 1:50

General Learner  7.1 Students will demonstrate an understanding and appreciation of the
Outcome(s) distinct roles of, and the relationships among, the Aboriginal, French and
Taken from Alberta Program of Studies British peoples in forging the foundations of Canadian Confederation.

Specific Learner  7.1.5 assess, critically, the political competition between the French and
Outcome(s) the British in attempting to control North America
Taken from Alberta Program of Studies

Students will be able to:

Learning Objectives
What do you want your students to learn?
1. Define key issues related to confederation
2. Identify individuals important to this time period
3. Demonstrate a knowledge of the area
4. Differentiate opinions
5. Analyse political inquire questions

Formative Assessment:
Auditory: listen during students’ discussion to ensure they are developing an
understanding of the information.
Visual: see students actively participating in the activity – thinking critically
Assessment Physical: Note taking, and activities should be completed during this time, and
How will you know your students have completion of debate material
learned?
 During the above formative assessment the teacher gets to witness students
growth over time
Summative Assessment:

 No summative assessment for today’s lesson

Materials  Student notes
What resources will you need?  Chrome books
Introduction  Review
(attention 5 mins
 Ask students how their debate notes are coming along
grabber)
Learning Activity Title – Meeting with groups
Teacher Actions
Instructional Sequence – Have students sitting and waiting upon instruction
 Students are to continue working on their debate research
 They can use laptops, textbook, and notes
 Prompt students with ideas
 Have students collaborate on one communal set of notes
 Have students work on their introduction speeches
Resource used – none needed
Student Actions
 Students will be provided with a chrome book for note taking
 Students are to use tools properly
Body  Students are to work in collaboration with one another
(Activity #1)  Students will contribute to discussion 35 mins
 Students will answer questions posed to them by the teacher
Assessment Evidence
Formative Assessment – visual/auditory/physical assessment
 Students will be assessed by their correctness of responses and willingness
to participate (speaking)
 Students will be assessed based on their ability to articulate their ideas
(speaking/vocabulary)
 Students will be assessed on their ability to follow along, and create notes
(visual/physical)
Transition Details
Time for a Break – After sitting through a presentation, students will need to get
out of their chairs and refocus their energy
Learning Activity Title – Brain Break
Teacher Actions
Instructional Sequence – Have students listening to instructions prior to moving
 Explain to students that this is the Oreo challenge
o Bring two chairs to the hall
o Have students race one on one
o Move the Oreo from their eye to their mouth using facial muscles
only
 Do a demonstration with the students, and be involved
Student Actions
Body 10 mins
 Students will attempt to participate in the activity
(Brain Break)
 Students will be given this opportunity to move around, and refocus their
brains
 Students will act respectful of one another during this time

Transition Details
Refocus – allow students time to return to their tables
 When the desired time is up, students are to return to their chairs
 Wait for students attention to move onto the next task
 Learning Activity Title – Participating in the Debates
Teacher Actions
Instructional Sequence – have students seated awaiting instruction
 Split students into their debate groups
o Instruct students to be sitting across the table from one
another
o Provide instructions for how the debate will be set up
o Instruct students to open with their introduction speech
(one team at a time) – Give then roughly 3 minutes
o Give each team 2 minutes to create a rebuttal
o Give each team 2 minutes give their rebuttal
o Give each team 2 minutes to create a closing statement 30 mins
Body o Have each team give their closing statement
(Activity #2) o REPEAT FOR ALL DEBATE TOPICS
Student Actions
 Students will begin work
 Students will collaborate, working together in a positive manner
 Students will sit quietly to the best of their abilities while the other team
presents
 Students will be respectful to classmate
Assessment evidence
Formative assessment – students are given the opportunity to work with what
they learned
 This allows students to grow
 This provides them with review of material that was discussed
 Have discussion with students on the topic of the debate
 Have students discuss their opinions 5 mins
Closure  Ask students if they enjoyed the debate
 Clean up the all materials

Adaptations  Working in collaboration allows for students to thrive