Social Studies Lesson Plan Week 3 2025

**[Easter Term ]** **[Social -- Studies ]** **[Lesson Plan Week 3 ending January 24, 2025]** +-----------------------------------+-----------------------------------+ | **GRADE: 3 SUBJECTS: Social | | | Studies STRAND (TOPIC): Dynamic |...

**[Easter Term ]** **[Social -- Studies ]** **[Lesson Plan Week 3 ending January 24, 2025]** +-----------------------------------+-----------------------------------+ | **GRADE: 3 SUBJECTS: Social | | | Studies STRAND (TOPIC): Dynamic | | | Relationships** | | | | | | **DATE: Week ending January 24, | | | 2025** | | +===================================+===================================+ | **What is the Purpose of the | | | Lesson?** | | | | | | To examine the local, indigenous, | | | and global interactions and | | | interdependence of individuals, | | | societies, cultures, and nations. | | +-----------------------------------+-----------------------------------+ | **What are the Specific | | | Curriculum Outcomes? DR 2.1.1** | | | | | | Students will be able to define | | | secondary/manufacturing industry. | | | | | | Students will be able to list | | | characteristics of secondary | | | industries with 90% accuracy. | | | | | | Students will be able to list | | | examples and non-examples of | | | secondary/manufacturing industry. | | +-----------------------------------+-----------------------------------+ | **Planning for the diverse | | | learner(s) in this lesson** | | | | | | - *For advanced learners: | | | Encourage them to research | | | more complex manufacturing | | | processes and present them.* | | | | | | - *For struggling learners: | | | Provide additional resources | | | and one-on-one guidance | | | during group activities.* | | | | | | - *Visual aids and hands-on | | | activities will cater to | | | various learning styles.* | | +-----------------------------------+-----------------------------------+ | **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 | | | secondary/ manufacturing | | | industries and their relevance in | | | our lives.* | | | | | | Pupils observe pictures. | | | | | |  | | +-----------------------------------+-----------------------------------+ | **TIME TO TEACH- 7-10 minutes** | | | | | | Present a mini-lecture on | | | secondary/ manufacturing | | | industry. Include definition, | | | examples, and discuss their | | | importance. | | | | | | **Round Table** | | | | | | - Use round table technique to | | | enable learners to describe | | | the activities done in the | | | secondary industry. | | | | | | - Provide learners with | | | self-stick notes to write | | | phrases/sentences describing | | | the activity in a selected | | | picture. | | | | | | - Learners post their | | | self-stick notes next to | | | picture described. Discussion | | | builds on learners' responses | | | and then ideas from the | | | entire class. | | | | | | **Brief Notes with Examples:** | | | | | | Secondary industry involves the | | | transformation of raw materials | | | into finished goods. | | | | | | Examples include car | | | manufacturing, textile | | | production, and food processing. | | | | | | Non-examples include agriculture | | | (primary industry) and services | | | (tertiary industry). | | | | | | **Time to Practice** | | | | | | **ACTIVITIES:** | | | | | | - **Day 1: Introduction to the | | | topic with a lecture followed | | | by a group brainstorming | | | session on characteristics of | | | secondary industries.** | | | | | | - **Day 2: Create a chart as a | | | class to categorize examples | | | and non-examples of secondary | | | industries.** | | | | | | - **Day 3: Group activity where | | | students will research and | | | present a specific secondary | | | industry (e.g., clothing | | | manufacturing).** | | | | | | - **Day 4: Conduct a quiz to | | | assess understanding and hold | | | a reflection session on what | | | they learned.** | | | | | | **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 secondary 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)** | | +-----------------------------------+-----------------------------------+ **[\ ­­­­­­­­­­­Social Studies week 3 Review] Grade 3 \_\_\_\_** Instructions: Read each question carefully and circle the correct answer. 1. What is a secondary industry? a\) An industry that grows crops or raises animals. b) An industry that makes things from raw materials. c\) An industry that provides services to people. 2. Which of the following is an example of a manufactured product? a\) A tree b) A car c) A fish 3. Why are factories often located near sources of raw materials? a\) To be closer to the sun. b) To save money on transportation costs. c) To be near the ocean. 4. What is the role of workers in a manufacturing industry? a\) To grow crops. b) To operate machines and make products. c) To sell products to customers. 5. How does the manufacturing industry help our economy? a\) It provides jobs for people. b) It makes products we use every day. c) Both a and b **[Social Studies week 3 Review]** Instructions: Read each question carefully and circle the correct answer. 1. What is a secondary industry? a\) An industry that grows crops or raises animals. b) An industry that makes things from raw materials. c\) An industry that provides services to people. 2. Which of the following is an example of a manufactured product? a\) A tree b) A car c) A fish 3. Why are factories often located near sources of raw materials? a\) To be closer to the sun. b) To save money on transportation costs. c) To be near the ocean. 4. What is the role of workers in a manufacturing industry? a\) To grow crops. b) To operate machines and make products. c) To sell products to customers. 5. How does the manufacturing industry help our economy? a\) It provides jobs for people. b) It makes products we use every day. c) Both a and b