Download Robyn Carrière, Alisia D`Angelo, Laura Despault, Catherine Truby

Robyn Carrière, Alisia D’Angelo, Laura Despault, Catherine Truby
Unit plan: Canada and World Connections: Grade 4 – Canada’s Provinces,
Territories, and Regions
Lesson 1: “Trip across Canada”
Specific Expectations:
Knowledge and Understanding
– explain the concept of a region (i.e., an area that is similar throughout its extent and different
from the places around it)
– identify Canada’s provinces and territories
Inquiry/Research and Communication Skills
– use media works, oral presentations, written notes and descriptions, drawings, tables, and
graphs to identify and communicate key information about the regions, provinces, and territories;
In this lesson, students will take a trip across Canada, learn what are it’s provinces and
territories, and where they are located on a map. After introduce the students with (getting them
to reflect) I.E where do we live? How many provinces do you know of? Can you name them?
How big is Canada? Who are our neighbors?
Talk about and explain the concept of a region and after giving them examples ask them for their
own.
Activity:
After showing them where everything is situated on a detailed Canadian map, the teacher can
bring them to the computer room to explore Canada further using this interactive website:
http://www.canadiangeographic.ca/cgKidsAtlas/default_en.asp
Here they can explore in more detail and have fun!
At the end of the class, the teacher will explain their Ongoing Cumulative Project:
Each student will need a Bristol board where they will be drawing (tracing for students with
difficulties) their own map of Canada. Here they will add after every class, some more
information from what they learnt. Every map in the end should include: Provinces and
territories, capital cities, borders, Ontario’s great lakes and major waterways, cardinal and
intermediate directions, pictorial and non-pictorial symbols, Canada’s physical features while
using symbols and legends, to display places, transportation routes, and political boundaries
(e.g., international, national, provincial) in Canada.
Lesson 2: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
– identify Canada’s provinces and territories and its main physical regions (e.g., Canadian Shield,
Appalachians, Hudson Bay lowlands, Arctic lowlands, Great Lakes–St. Lawrence lowlands, interior
plains, cordilleras)
Inquiry/Research and Communication Skills
– use media works, oral presentations, written notes and descriptions, drawings, tables, and
graphs to identify and communicate key information about the regions, provinces, and territories;
Map, Globe, and Graphic Skills
– use a variety of sources (e.g., atlases, relief maps, globes, aerial and satellite photo- graphs) to
locate and label the physical regions of Canada on a map
– construct maps of the provinces and territories.
In this lesson, the teacher will begin by reviewing the information they have learned in the last class.
After some time has been spent on discussing and asking questions, the students will begin to draw
and label their maps. After this is done, the teacher will now introduce the physical regions of
Canada. There are 7 different regions, some sharing with other provinces. Which ones? How does it
look like on a map? What are the main differences or similarities with each one?
Activity:
Start their map. Labeling all the provinces and territories.
Lesson 3: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
– identify Canada’s provinces and territories and its main physical regions (e.g., Canadian Shield,
Appalachians, Hudson Bay lowlands, Arctic lowlands, Great Lakes–St. Lawrence lowlands, interior
plains, cordilleras)
Inquiry/Research and Communication Skills
– use media works, oral presentations, written notes and descriptions, drawings, tables, and
graphs to identify and communicate key information about the regions, provinces, and territories;
Map, Globe, and Graphic Skills
– use a variety of sources (e.g., atlases, relief maps, globes, aerial and satellite photo- graphs) to
locate and label the physical regions of Canada on a map
– construct maps of the provinces and territories
In this lesson, the teacher will begin by asking the students questions on what they learnt in the last
class about the introduction to the physical regions. The teacher will talk about the regions in more
depth and give them this chart to fill out in groups of 4. After they are finished the teacher goes over
it and they correct it together.
2. What is the unique characteristic of each geographic region?
Region
Characteristics/Land
Location
climate
Natural ressources
Location
Climate
Natural
Resources
Cordillera
Plains
North
Canadian Shield
Great Lakes
Lowland
Atlantic/Maritimes
http://olc.spsd.sk.ca/de/webquests/TravelCanada/physicalregions.html
At the end of the class the students start adding the physical regions to their map.
Lesson 4 and 5: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
– relate the physical environment to economic and cultural activities in the various provinces and
territories (e.g., mountains/ skiing/British Columbia; the Grand Banks/ fishing/Newfoundland and
Labrador; beaches/tourism/Prince Edward Island; temperate climate and fertile soil/orchards/
southern Ontario).
Inquiry/Research and Communication Skills
– use media works, oral presentations, written notes and descriptions, drawings, tables, and
graphs to identify and communicate key information about the regions, provinces, and territories;
– use appropriate vocabulary (e.g., regions, Canadian Shield, Great Lakes lowlands, St. Lawrence
lowlands, Hudson Bay lowlands, interior plains, Arctic lowlands, cordilleras, physical features,
boundaries, province, capital, territory, natural resources, grid) to describe their inquiries and
observations.
Map, Globe, and Graphic Skills
– use a variety of sources (e.g., atlases, relief maps, globes, aerial and satellite photographs) to locate
and label the physical regions of Canada on a map
– use cardinal and intermediate directions, pictorial and non-pictorial symbols (e.g., dots to represent
entire cities), scale, and colour to locate and display geographic information on various maps;
Application
– compare two or more regions (e.g., the Arctic and the Prairies), with respect to their physical
environments and exchanges of goods and services
In these 2 lessons, the students will learn more about each province/territories, what their
capital cities are, and what natural resources are found in each one. I.e.: mining, fishing,
forestry, hydro dams…They will also associate with their physical regions. At the end of the
class, the teacher will talk with the students about how the natural resources effect us in
our lives.
Activity:
The students will add to their map: the capital cities and finish what they couldn’t in the
last class. Students have to add color and cardinal symbols.
Lesson 6: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
– relate the physical environment to economic and cultural activities in the various provinces and
territories (e.g., mountains/ skiing/British Columbia; the Grand Banks/ fishing/Newfoundland and
Labrador; beaches/tourism/Prince Edward Island; temperate climate and fertile soil/orchards/
southern Ontario).
Inquiry/Research and Communication Skills
– use appropriate vocabulary (e.g., regions, Canadian Shield, Great Lakes lowlands, St. Lawrence
lowlands, Hudson Bay lowlands, interior plains, Arctic lowlands, cordilleras, physical features,
boundaries, province, capital, territory, natural resources, grid) to describe their inquiries and
observations.
Map, Globe, and Graphic Skills
– use a variety of sources (e.g., atlases, relief maps, globes, aerial and satellite photographs) to locate
and label the physical regions of Canada on a map
– use graphic organizers and graphs to sort
information, clarify issues, solve problems,
and make decision
Application
– identify and describe a cause-and-effect relationship between the environment and the economy in
a province or territory (e.g., overfishing on the Grand Banks; changes to landscape resulting from
open- pit mining or clear-cut logging);
– describe how technology (e.g., in communications, transportation) affects the lives of people in an
isolated community in Canada (e.g., the impact of snowmobiles on hunting in the Arctic; the effects
of satellite television and the Internet on schoolchildren; the effect of air transport on the availability
of products)
In this lesson, the teacher will review quickly everything they have done in the last 5 lessons, asking
and answering questions that the students may have. Then, an open discussing with prompting
questions on the cause-and-effect relationship between the environment and the economy in a
province or territory and about how technology affects the lives of people in an isolated community
in Canada. The teacher can use mini videos from BBC kids like: Cars and community
transport in rural areas
Duration: 03:09, Harvesting wood from the forest
Duration: 03:36 and much more… (note* the videos are from Britain but some can
be linked to what they are learning)
http://www.bbc.co.uk/learningzone/clips/Primary/Geography/Environment/page2?pagesize=12
http://www.bbc.co.uk/learning/subjects/childrens_learning.shtml
other resource:
http://edselect.com/grade-4-canadas-provinces-territories-and-regions-of-canada
Activity:
The students will continue with their maps, adding what they need and making it more detailed.
Lesson 7 and 8: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
-explain the concept of a region (i.e., an area that is similar throughout its extent and different
from the places around it
-identify the physical regions of Ontario and describe their characteristics (e.g., Great Lakes, St
Lawrence lowlands, Hudson Bay lowlands)
-explain how the St. Lawrence River and the Great Lakes systems shape or influence the human
activity of their surrounding area (e.g., with respect to transportation, industry, recreation,
commercial fishing)
Inquiry/Research and Communication Skills
–use appropriate vocabulary (e.g. regions, Great Lake lowlands, St. Lawrence lowlands)
In this lesson, the students will be re-introduced to the idea of a region, but more specifically,
this lesson will be focused on Ontario. They will locate it on the class map and on their own
individual maps. The students will learn of muskeg, the carpet of mosses and lichens that covers
the Hudon Bay Lowland, the Trillium, the purple amethyst, the white pine, Ontario’s best
farmland, and the trees from the Boreal Forest that make one-fifth of Canada’s newsprint. The
students will also learn that the Great Lakes make up the largest body of fresh water in the world,
and that they belong to the United States as well as Ontario.
Activity:
Continue their maps. The students are to focus mainly on Ontario and are encouraged to
add graphics of the flowers, the trees, the lakes, the fruits and vegetables and the cities
should be label as well.
Lesson 9: “Trip across Canada continued…”
Specific Expectations:
Knowledge and Understanding
-describe a variety of exchanges that occur among the communities and regions of Ontario (e.g.
Fruit from Niagara Peninsule, nickel from Sudbury, vehicles from Oshawa, wild rice from
Kenora, cranberries from Wahta First Nation, potatoes from P.E.I, fish from B.C. grain from
Saskatchewan and art from Nunavut)
Map, Globe, and Graphic Skills
-construct maps of transport routes between local communities within a region (e.g. train, road,
water, air)
Application
-describe how technology affects the lives of communities in isolated Canada (communication,
transportation, snowmobiles, the Internet, air transport on helping the availability of products)
In this lesson, the teacher will begin by asking the students if they know of different types of
communities in Canada. The teacher will then proceed to describe and identify different types of
communities in Ontario and in the rest of Canada (i.e., fishing communities, farming
communities, etc). The students will then learn about the different exchanges that occur in
Ontario such as the farming that occurs in the Great Lakes and St. Lawrence area. They will also
learn about the different modes of transportation available in Canada for different communities.
Activity:
The students will be given the final chance to make sure that the communities are visible on their
individual maps. They will be given time to finish working on their maps during this allotted
timeframe.
Lesson 10: “Trip across Canada continued…”
The final lesson will be split into three parts. The first part will be the completion of their
individual maps. The second part will be the students with a partner explaining their artistic
choices and such of their own maps and exploring what they have learned, and the final and third
part will be the mini presentations of the maps. The students will be asked to volunteer to
showcase their individual maps to the class and introduce us to their versions of Canada. They
will be given the chance to display what they have learned throughout the past 9 lessons.
Lesson Plan Title : Trip Across Canada Lesson 6
Grade: 4
Subject : Canada and World Connections; Canada’s Provinces and Territories
Province : Ontario
Time needed: 1 hour, 30 min
Vocabulary: Regions, Canadian Shield, Tourism, Great Lakes Lowlands, St Laurence
Lowlands, Hudson Bay Lowlands, Interior Plains, Cordilleras, Arctic Lowlands, Physical
Features, Boundaries, Province, Capital, Territory, Natural Resources, Isolation, Climate,
Environment, Overfishing
Learning Objectives/Outcomes:
Students will:

Be able to identify how the physical surroundings and modern day technology
within an area in Canada affect our lives and the lives of those within a community

Be able to identify what those main problems are and explain how they are a
positive or negative consequence
Curriculum Expectations:
– identify and describe a cause-and-effect relationship between the environment and the
economy in a province or territory (e.g., overfishing on the Grand Banks; changes to
landscape resulting from open- pit mining or clear-cut logging);
– describe how technology (e.g., in communications, transportation) affects the lives of
people in an isolated community in Canada (e.g., the impact of snowmobiles on hunting in
the Arctic; the effects of satellite television and the Internet on schoolchildren; the effect of
air transport on the availability of products)
-– explain how the St. Lawrence River and the Great Lakes systems shape or influence
the human activity of their surrounding area (e.g., with respect to transportation, industry,
recreation, commercial fishing);
– use appropriate vocabulary;
– use graphic organizers and graphs to sort
information, clarify issues, solve problems,
and make decision
Materials required:


Graphic Organizer “Cause&Effect” template copies, one per student
Video (or youtube clip) “Cars and Community Transport in Rural Areas”, BBC
Kids, 3:09 duration
 Video (or youtube clip) “Harvesting Wood from the Forest” BBC Kids, 3:36
duration
Description of Activity:
Students will begin by reviewing what has been learned over last classes within the unit.
Prompt them with discussion questions that will identify the causes and effects of the
environment and the economy. “Can anyone tell me where we might find a lot of
deforestation? What happens to the wildlife in that area?” (ex overfishing, deforestation),
as well as the effects of technology on a community within a region (ex snowmobiles and
hunting, the internet and children, the effect of air transport on the availability of
products).
Use a discussion review to introduce the activity. In this activity, students will be
required to fill out a cause and effect graphic organizer identifying 3 main problems or
positive happenings in Canada, within what we have been discussing this unit, and then
list 2 effects for each one. Students may use any examples of existing problems within
Canada that have been taught in class. Although the effects will have already been taught
as well, if students would like to incorporate the internet to perform research, they may
do so in order to discover further effects of the causes.
Once worksheets have been completed and handed in, two BBC Kids videos may be
shown in class, if time permits. Also students may continue to work on their maps
Assessment (describe or provide rubric):
Assessment:
Level 1
Knowledge and
Understanding
-Connect key
concepts to
graphic organizer
Demonstrates
limited
understanding
of content
Inquiry and Research Skills
-Effective use of
Uses
graphic organizer organizational
skills with
limited
effectiveness
Communication
-Appropriate use
Uses vocabulary
of vocabulary
with limited
effectiveness
Application
-Identify 3
happenings
-Identify 2 causes
(For each)
Makes
connections
with limited
effectiveness
Level 2
Level 3
Level 4
Demonstrates
some
understanding
of content
Demonstrates
considerable
understanding of
content
Demonstrates
thorough
understanding of
content
Uses
organizational
skills with some
effectiveness
Uses
organizational
skills with
considerable
effectiveness
Uses
organizational
skills with a
high degree of
effectiveness
Uses vocabulary
with some
effectiveness
Uses vocabulary
considerable
effectiveness
Uses vocabulary
with a high
degree of
effectiveness
Makes
connections
with some
effectiveness
Makes
connections
with
considerable
effectiveness
Makes
connections
with a high
degree of
effectiveness
Extended activities:
Students may complete a second graphic organizer stating a total of 6 causes and effects
for extra credit.
Print and websites references:
Learning Zone Broadand: Class Clips
http://www.bbc.co.uk/learningzone/clips/Primary/Geography/Environment/page2?pagesize=12
BBC Home: Online Educational Resources to Support Children’s Learning
http://www.bbc.co.uk/learning/subjects/childrens_learning.shtml
Ed Select, Educational Online Ressources: Grade 4 Canada’s Provinces, Territories
and Regions
http://edselect.com/grade-4-canadas-provinces-territories-and-regions-of-canada
This site lists links to many top rated sites which directly relate to the strand of
geography.
Name:_________________________________
Instructions: Name three “cause and effect” relationships between the environment and the
economy or between technology and the community within Canada’s Provinces, Territories or
Regions.
____________________________________________
(title)
CAUSE
EFFECT
Rational:
In this lesson, students will be able to identify some of the major economic and social
influences and problems within Canada. They will learn who is responsible as well as who they
effect. They will be able to locate on a map the provinces in which these issues arise and
primarily take place. The importance of including a lesson such as this, will help the students
think for themselves about the critical issues and be able to show these thoughts by using a
graphic organizer. At this point, students will already have begun and nearly completed their
maps assignment. This will already allow them to think for themselves and organize their
thoughts and knowledge by placing what they know on a map. The cause and effect organizer
will allow them to think critically about growing issues in Canada that they will need to be
dealing with, as well as need to understand, for perhaps the rest of their lives while living as a
Canadian Citizen. Throughout this unit, students will be encouraged to watch movies that deal
with these issues, such as deforestation to implant certain images in their heads and get them to
think about it on their own. This type of lesson also addresses different types of learners as it
becomes very hands on and students can think on their own in designing their maps, as well as
allowing for lots of creativity and artistic skills. Students may also use the computer to fill out
their graphic organizer, and as the teacher, the file should be ready for this lesson in case any
students choose to do it that way.
Resources
Askin, Betty Lou. Canada, the Place. Scholastic Canada Limited: Canada, 2003.
Bowers, Vivien. Wow Canada!: Exploring This Land From Coast To Coast to Coast. Owl: New
York, 1999.
Carney, Margaret. At Grandpa’s Sugar Bush. Kids Can Press: Toronto, 1997.
Cleaver, Elizabeth. How Summer Came to Canada. Oxford University Press: Toronto, 1969.
Greenwood, Barbara. The Kids Book of Canada. Kids Can Press: Toronto, 2001.
Hundal, Nancy. Prairie Summer. Fitzhenry & Whiteside Publishers: Toronto, 1999.
Kiss, Andrew. A Mountain Alphabet. Tundra Books; Calgary, 1996.
Oberman, Sheldon. The White Stone in the Castle Wall. Tundra Books: Toronto, 1995.
Wallace, Ian. Duncan’s Way. Groundwood Book: Toronto, 2003.
Wallace, Mary. The Inuksuk Book. Maple Tree Press: Toronto, 1999.
Museum of Civilization.
The Ontario Curriculum.