Social Studies Lesson Plan (Grade 3) - OCR - January 2025 PDF

**[Easter Term ]** **[Social -- Studies ]** **[Lesson Plan Week 2 ending January 17, 2025]** +-----------------------------------+-----------------------------------+ | **GRADE: 3 SUBJECTS: Social | | | Studies STRAND (TOPIC): Dynamic |...

**[Easter Term ]** **[Social -- Studies ]** **[Lesson Plan Week 2 ending January 17, 2025]** +-----------------------------------+-----------------------------------+ | **GRADE: 3 SUBJECTS: Social | | | Studies STRAND (TOPIC): Dynamic | | | Relationships** | | | | | | **DATE: Week ending January 17, | | | 2025** | | +===================================+===================================+ | **What is the Purpose of the | | | Lesson?** | | | | | | **Students will be able to define | | | primary industries, specifically | | | focusing on farming, fishing, | | | forestry, and mining. They will | | | understand the significance of | | | these industries in their daily | | | lives and the economy.** | | +-----------------------------------+-----------------------------------+ | **What are the Specific | | | Curriculum Outcomes? DR 2.1.1** | | | | | | Students will be able to identify | | | and explain the four primary | | | industries and provide examples | | | of each. | | | | | |  | | +-----------------------------------+-----------------------------------+ | **Planning for the diverse | | | learner(s) in this lesson** | | | | | | *The lesson will incorporate | | | visual aids, hands-on activities, | | | and group work to support various | | | learning styles, including | | | auditory, visual, and kinesthetic | | | learners.* | | +-----------------------------------+-----------------------------------+ | **How can OBSERVATION or | | | CONVERSATION or PRODUCTS be used | | | to informally assess the learning | | | in this lesson and to inform the | | | planning of the next lesson?** | | | | | | *Teacher observations during | | | group discussions, completion of | | | worksheets, and participation in | | | presentations will be used to | | | assess student understanding.* | | +-----------------------------------+-----------------------------------+ | **Components of the lesson:** | | +-----------------------------------+-----------------------------------+ | ***Prompter/Hook/Anchor (3-5 | | | minutes)*** | | | | | | *The lesson will begin with a | | | brief overview of the concept of | | | primary industries and their | | | relevance in our lives.* | | | | | | Pupils observe pictures. | | | | | | Group C- Mining Industry | | | | | |  | | | Gold in Guyana - Visiting Gold | | | Mines Around Mahdia | | | | | | Group D- Fishing Industry | | | | | |  | | | Fisheries Management in Guyana - | | | YouTube | | +-----------------------------------+-----------------------------------+ | **Time to Teach (10 -- 15 | | | minutes, depending on subject's | | | scheduled time)** | | | | | | Present a mini-lecture on each of | | | the four primary industries. | | | Include definitions, examples, | | | and discuss their importance. | | | | | | Suggested Questions: | | | | | | - What activities are done in | | | each set of pictures? | | | | | | - Where does the material come | | | from? | | | | | | - What is being produced? | | | | | | - What term can be used to | | | classify the different work | | | activities? | | | | | | *\[A primary industry deals with | | | the extraction or harvest of | | | natural resources from the earth. | | | Martin is a wood cutter/logger. | | | His job is to cut down trees. The | | | trees he cuts are used to make | | | lumber.\]* | | | | | | **Time to Practice** | | | | | | **Students will be divided into | | | four groups, with each group | | | assigned one primary industry. | | | They will research their assigned | | | industry using books, articles, | | | and the internet. Students will | | | prepare a short presentation to | | | share with the class, addressing | | | the following points:** | | | | | | **1. Definition of the industry** | | | | | | **2. Examples of work done in | | | this industry** | | | | | | **3. Importance of this industry | | | in everyday life** | | | | | | **Time to Reflect and Share- | | | Learners (3-5 minutes)** | | | | | | *Each group will present their | | | findings to the class. After each | | | presentation, students will have | | | a chance to ask questions and | | | share their thoughts about what | | | they learned.* | | +-----------------------------------+-----------------------------------+ | **How does the lesson integrate | | | with other subjects?** | | | | | | \- science (understanding natural | | | resources) | | | | | | \- language arts (reading and | | | presenting information) | | | | | | \- math (measuring resources in | | | industries) | | +-----------------------------------+-----------------------------------+ | **Resources used in the lesson** | **Technology used in the lesson** | | | | | *poster boards* | | | *social studies textbook* | | | | | | *video* | | +-----------------------------------+-----------------------------------+ | **How does the lesson include | | | student contexts?** | | | | | | The lesson will include local | | | examples of primary industries | | | found in the students\' | | | community, helping them connect | | | the content to their own lives. | | +-----------------------------------+-----------------------------------+ | **What is your final reflection | | | on the lesson? (Reflective | | | practice)** | | +-----------------------------------+-----------------------------------+