Alberta Parks Project

Learner Outcome

Alberta Social Studies Program of Studies (Grade 3):

• Social Studies 3.1: Demonstrate an awareness of the physical regions of Alberta and the natural resources found in these regions.
• Social Studies 3.2: Identify how people interact with the environment and the importance of preserving natural areas.
• Visual Arts (linked to this activity): Express ideas about natural spaces through creative poster design.

Lesson Objectives

KUSP’s

• Know: Students will know the names and locations of 10 Alberta provincial and national parks and the physical regions of Alberta where these parks are located.
• Understand: Students will understand the importance of natural resources in Alberta's parks and why protecting these areas matters for the environment and the community.
• Skills: Students will develop researching, writing, summarizing, and artistic skills as they prepare an educational poster.
• Product: Each student will create a poster that includes key information about an Alberta park or protected area.

Student Objectives

By the end of this lesson, students will be able to:

• Select one Alberta provincial or national park from a given list.
• Identify two natural resources found in that park.
• Name the physical region of Alberta the park belongs to (e.g., Grasslands, Parklands, Boreal, Rockies).
• Explain in their own words why these resources are important and need protection.
• Present their information visually in the form of a well-organized and informative poster.

Pre-Planning

• Teacher to prepare printed materials: pages 51-54 from Super Simple Sheets (project instructions, parks list, planning pages, and poster outline).
• Posters or visual aids of example National or Provincial Parks (e.g., Banff, Elk Island, Writing-on-Stone).
• Space in the classroom to display student posters at completion.
• Ensure technology for any quick video clips or maps is ready (optional extension).
• Group size: 11 students — plan for individual work with occasional peer sharing.

Materials/Resources

• Super Simple Sheets pages 51-54 (printed for each student)
• Markers, coloured pencils, crayons
• Large blank poster sheets (11 x 17 inches or larger)
• Alberta physical regions map handout or display poster
• Example park posters (prepared by the teacher in advance)
• Chart paper or whiteboard for modelling expectations
• Access to Alberta Parks brochure or teacher-curated information packets about parks
• Optional: tablet or laptop for quick reference to Alberta’s environment (if permitted)

Review (2 minutes)

• Quick recap of previous studies on Alberta’s physical regions and natural resources.
• Ask 2-3 students to name a physical region and a natural resource found there.
• Connect these past ideas with today’s task about parks and protected areas.

Introduction and Hook (1 minute)

• Show two colourful example posters of Alberta parks (one provincial, one national).
• Ask students: "Have you ever visited a place like this? What do you see in these pictures?"
• Introduce the project: “You will create your own poster about an important park or protected area in Alberta. You’ll learn what makes this park special — from its natural resources to the region it belongs to.”

Procedure / Learning Activity Sequence

First 15 minutes – Overview & Planning

1. Explain the project assignment and expectations (refer to page 51 - Teacher models):

   • Students will select one park or protected area from the provided list (page 52).
   • Their poster must include:
     • Name and location of park
     • Two natural resources found in that park
     • The physical region of Alberta where it is located
     • A brief explanation about why these resources matter and the importance of protecting them

2. Hand out the Planning Sheet (page 54).

3. Model a completed example on the board or chart paper.

4. Allow students 5 minutes to choose their park and start filling out their planning sheet.

Next 90 minutes – Poster Creation

1. Students work independently on their posters using their completed planning sheets as guides.
2. Encourage students to be creative — include drawings or printed images related to their park.
3. Teacher circulates, offering guidance, checking correct connections between resources, physical region, and importance.
4. For students needing support: offer one-on-one help reviewing information or simplifying explanations.
5. For advanced students: challenge to include a sentence about the impact of humans on the park or compare their park with another region.

Last 20 minutes – Peer Sharing, Reflection

1. Students pair up and share their posters, explaining their park’s natural resources and significance.
2. Whole class quick discussion: “What did you learn about protecting parks? Why do you think it is important for Alberta?”
3. Students revise or add any finishing touches to posters after feedback.

Closure (Quick) (5 minutes)

• Invite 3-4 students to present their posters briefly to the class.
• Reinforce key ideas: "These parks protect important natural resources and help us keep Alberta’s nature safe for future generations."
• Explain that posters will be displayed in the classroom or hallway for the school community.
• Remind students about the importance of respecting natural spaces every day.

Assessment/Evaluation

Formative

• Observation during planning and poster creation (engagement, staying on task, understanding).
• Teacher questions to check comprehension on physical regions and resources.
• Review planning sheets for correct information and understanding before poster creation.

Summative

• Final poster evaluated using a rubric aligned to learning outcomes:
  • Inclusion of park name and location (10%)
  • Identification of two natural resources (25%)
  • Correct physical region named (20%)
  • Explanation of why the resources need protection (25%)
  • Creativity and clarity of poster presentation (20%)

Differentiated Instruction

Accommodations:

• Provide sentence starters on planning sheets for students who need writing support.
• Pair ELL or struggling writers with peers or offer scribe support.
• Use visuals and realia to support comprehension (pictures, maps).
• Allow oral presentations instead of written if needed.

Extensions:

• Research and add a short paragraph about endangered species or human impact in their park.
• Create a digital version of the poster using a simple programme (if tech is available).
• Encourage students to include a “Did You Know?” fact with additional interesting park details.

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This lesson plan fully aligns with the Alberta Program of Studies for Grade 3 Social Studies, focusing on landforms, natural resources, and people's relationship with the environment. It incorporates literacy, creativity, and oral language opportunities suitable for the age group while meeting curriculum expectations in an engaging, hands-on manner.