Grade Seven Language Arts – Biography Unit



Grade Four Social Studies- A Journey Across Canada

Strand: Canada and World Connections: Grade Four Canada’s Provinces, Territories and Regions

Unit Objective:

The unit may be taught at any point during the year and will be composed of 10 classes over 4 weeks. The purpose of this unit is for students to acquire knowledge of key social studies concepts, including change, culture, environment, and their link to the various regions of Canada. It is here they will learn about Canada and the role of natural resources and physical regions of a culturally diverse population. Students will incorporate science, technology, language arts, and visual arts as they experience some of the key characteristics of the various regions within Canada. By the end of this unit students will become familiar with technology through a virtual field trip which will be used as a cumulating activity. Students will be challenged to take knowledge that they have learned and apply it in a meaningful and authentic way through letter writing, postcard design, and through the use of learning centres and hands-on activities.

Overall Expectations:

Lessons 1-3

1.1 Social Studies:

Name and locate the various physical regions, provinces, and territories of Canada and

identify the chief natural resources of each.

1.2 Music:

Identify and perform music from various cultures and historical periods.

Lesson 4-5

1.3 Social Studies:

Name and locate various physical regions, provinces and territories of Canada and identify the chief natural resources of each.

1.4 Science:

Students will demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion of the landscape.

Lesson 6-7

1.5 Social Studies:

Students will name and locate the various physical regions, provinces and territories of Canada in the context of letter writing to a family member.

1.6 Language Arts:

Students will generate, gather, and organize ideas and information to write a letter for a journey across Canada.

1.7 Social Studies:

Students will name and locate one region of Canada in the context of making a postcard that could be sold to tourists in the area.

1.8 Language Arts:

Students will generate, gather, and organize ideas and information to make a postcard from a specific region in Canada.

Lesson 8

1.9 Social Studies:

Students will name and locate the various physical regions, provinces and territories of Canada and identify the chief natural resources of each through a virtual filed trip/open book test culminating activity.

Specific Expectations:

Lessons #1-3

2.0 Social Studies:

Identify Canada’s provinces and territories by their shape and location on a map of Canada.

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., Canadian Shield, Great Lakes– St. Lawrence lowlands, Hudson Bay lowlands).

2.1 Music Arts:

Students will sing in tune for the song “The Provinces and Territories are Fun to Remember”.

Lesson #4-5

2.2 Social Studies:

Identify the natural resources necessary to create Canadian products and the provinces and territories from which they originate -describe and compare the environments of the physical regions of Canada.

2.3 Science:

Identify the many uses of rocks and minerals in manufacturing, and in arts and crafts

Describe the effects of wind, water and ice on the landscape

Compile data gathered through investigation in order to record and present results

Lesson #6-7

2.4 Language Arts:

Students will use specific words and phrases in a letter, using acquired knowledge, that will explain what they are ‘encountering’ as they journey across Canada.

Students will identify the topic, purpose, and audience for the letter they will be writing.

2.5 Language Arts:

Students will identify the topic, purpose, and audience for the postcard they will be making.

2.6 Visual Arts:

Students will produce two dimensional works of art, in the form of a postcard, that will communicate thoughts, feelings, and ideas about specific regions of Canada which could be used by tourists to understand the region better.

Lesson #8

2.7 Social Studies:

Students will identify Canada’s Provinces and Territories and its main physical regions as well as the natural resources necessary to create Canadian products.

Students will use media works (virtual field trip) to identify and communicate key information about the regions, provinces, and territories.

|Lesson Topic |Details of Lesson |Resources and Expectations |

|Lesson # 1 (55 Minutes) |-Students will be divided into groups of four |-Resources: |

|-Students will explore the provinces |at their desks. Teacher will start by asking |-The teacher will have a Map of Canada on |

|and territories of Canada while |students what provinces or territories they |the blackboard, song lyrics, and an outline |

|singing the song the “The Provinces |have been to. Teacher will explain that this |map to be cutout |

|and Territories are fun to remember” |will be the beginning of a new unit on Canada’s| |

| |Provinces, Territories, and Regions |-Students will cutout the map of Canada and |

| |-Students will then participate in a hands on |place the provinces and territories in the |

| |activity of cutting out the provinces and |proper place. |

| |territories of Canada while listening to the | |

| |song. This in turn will help them identify |- A checklist will be used as an assessment |

| |where the provinces and territories belong. |tool and to help determine the pace of the |

| |-The lesson will close with a short question |unit. |

| |period to check for progression. | |

| | |Expectations: 1.1, 1.2, 2.0, 2.1 |

| | | |

|Lesson #2 (55 Minutes) |-Teacher will start by asking questions |-Resources: |

|-Students will explore the concept of |regarding where students have traveled to in |-The teacher will have a copy of a map of |

|a region (Within Canada) |the past. This will then be tied into what a |Canada to help illustrate the regions of |

| |region is with an explanation. |Canada. |

| |-Teacher will show on a map the different |-The teacher will also have copy of the map |

| |regions within Canada and ask students to label|of Canada to hand out. |

| |the region on it | |

| |-The lesson will end with a short presentation |Expectations: 1.1, 1.2, 2.0, 2.1 |

| |with a small question period | |

| | | |

| | | |

| | | |

| | | |

| | | |

|Lesson #3 (55 minutes) |-The teacher will show a map of Ontario and |-Resources: |

|-Students will be exposed to the |point out unique characteristics for this |The teacher will have a road map of Ontario |

|characteristics and identification of |province. |to help illustrate the regions of Ontario, |

|the physical regions of Ontario |-Teacher will provide a handout and go through |pointing to where the physical regions are |

| |it with the students pointing out key |located. In addition, the teacher will have |

| |characteristics of the regions. |a handouts that will be provided for the |

| |-Students will then be placed into groups of |students explaining the egions of Ontario, |

| |four and asked to place pictures they think |while using a checklist as an assessment |

| |belong to a particular region based on the |tool. |

| |prior knowledge that they have received from | |

| |the handout. |Expectations: 1.1, 1.2, 2.0, 2.1 |

| |-Studetns will complete this exercise and make | |

| |a small presentation demonstrating their | |

| |findings. | |

| |- A small question period will be conducted to | |

| |help assess how the students were able to | |

| |complete this assignment. | |

|Lesson #4 (50 minutes) |- Students will be divided into 3 large groups |- Resources: The Big Book of Experiments, |

|Students will explore how wind, water |and rotate through 3 stations to perform an |Brown Watson © 2000 |

|and ice can shape and affect the |experiment at each. The first experiment |Social Studies Curriculum Document 2004 |

|landscape and relate this to Canada’s |explores ice erosion. The second experiment |Science Curriculum Document 1998 |

|physical regions |focuses on wind erosion and the third | |

| |experiment looks at water erosion. At each |(for the map) |

| |station students are asked to fill in an | |

| |observation sheet, which asks for predictions, |Expectations: 1.3, 1.4, 2.2, 2.3 |

| |observations and asks questions regarding | |

| |erosion and the landscape. Students will then | |

| |form a definition of erosion together and | |

| |discuss how erosion happened in the physical | |

| |regions of Canada. Students will complete the | |

| |drawings of erosion associated with particular | |

| |region of Canada | |

|Lesson #5 (50 minutes) |- The class will participate in a Treasure Hunt|- Resources: Social Studies Curriculum |

|Students will explore the natural |to find out the natural resources of Canada. |Document 2004 |

|resources in each of Canada’s |The class will break into 6 groups. Each group|Science Curriculum Document 1998 |

|provinces and territories. |will select a province to start with. They |

| |will follow clues and find lists of resources |canada.htm |

| |for the provinces and territories around the |

| |classroom. Students will find all the |cts.html |

| |resources by the end of class, discuss the |

| |meaning of natural resource from the examples |canada.htm |

| |they found and discuss what the resources could| |

| |be used for. |Expectations: 1.3, 1.4, 2.2, 2.3 |

| | | |

| | | |

| | | |

|Lesson #6 (50 minutes) |- Introduction includes some review of regional|- An exemplar is required to show the |

|Students will be given the task of |traits that they have already learned in |students what is to be expected. |

|writing a letter to a person in their |previous lessons. |- envelopes will be provided. |

|family as they take a journey from one|-The idea of writing a letter from a journey |- Students will be provided with blank or |

|place to another anywhere in Canada |will be introduced and students brainstorm what|lined paper and allowed to write the letter |

| |things such a letter would include. |in the style of their choice while adhering |

| |- Teacher will go over an exemplar that has |to some of fundamental components of a |

| |been created from a trip through Ontario. |letter (envelope, address etc). |

| |- Students are allowed to work on their own | |

| |letter using 3 terms that they have learned | |

| |thus far. | |

| |- Last five minutes is devoted to sharing some |Expectations: 1.5, 1.6, 1.7, 1.8, 2.4, 2.5, |

| |of the regions that students have chosen. |2.6 |

| | | |

| | | |

| | | |

|Lesson #7 |- Students will be introduced to the topic of |- A number of small pre-cut pieces of |

|Students will design a postcard of any|postcards with a series of real postcards being|Bristol-board will be ready for students to |

|region that they wish which will |passed around. |use in the design of their postcards. |

|include two identifiable things about |- Once they have seen these, the assignment |- Teacher will have examples of real |

|the region that they are displaying. |will be assigned and they will have to design |postcards as well as an exemplar which shows|

| |their own postcard including two things of |a rough guideline as to the expectation for |

| |their choice about a particular region. |this assignment. |

| |- Teacher will show an exemplar to demonstrate | |

| |what is required. |Expectations: 1.5, 1.6, 1.7, 1.8, 2.4, 2.5, |

| |Students allowed to work on and produce their |2.6 |

| |own postcard. | |

| | | |

|Lesson #8 (70 minutes) | | |

|Students will apply their knowledge |- The teacher will start by surprising the |Resources: |

|that they have learned on Canada’s |class with the knowledge that they are about to|Social Studies Curriculum Document 2004 |

|Provinces, Territories and resources |embark on a great filed trip across Canada! |-used to meet curriculum expectations. |

|through a virtual field trip across |- The teacher will direct the class on how to | |

|Canada. |log onto the Canada Tour website. Then |

| |demonstrate how to navigate around this |ur.html |

| |particular site to take the trip. |-Website used for virtual filed trip across |

| |- Students will complete the rest of the tour |Canada. Also used to compose activity |

| |and worksheet independently. |questions. |

| |- They will be able to use their maps of Canada| |

| |as well as the information from the Tour of |Children & Social Studies |

| |Canada to answer the questions on the |Creative Teaching in the Elementary |

| |worksheet. |Classroom 3rd Ed. Murry R. Nelson |

| | |- used to help create unit layout and |

| | |brainstorm ideas for a final cumulative |

| | |activity. |

| | | |

| | |Expectations: 1.9, 2.7 |

Canada’s Provinces and Territories Lesson One

1. Identification:

|Candidate: Jeffery Moore |Grade: Four No. of Students: 30 |

|Associate: N/A |Subject/Strand: Social Studies – Canada and World Connections |

|School: Brock University |Lesson Type: Teacher Guided/Group Work |

|Date: February 1, 2007 Duration:55 min |Students Absent for this Lesson: None |

2. Lesson Topic:

This lesson will serve as an introduction to the identification of Canada’s provinces and territories.

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Grade Four Social Studies:

Identify Canada’s provinces and territories by their shape and location on a map of Canada.

Grade Four Music Arts:

Students will sing in tune for the song “The Provinces and Territories are Fun to Remember”.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: x | |

In groups of four, students will cut out and colour the provinces and territories (3 or 4 each). As a group, the students will then use the outline of Canada that has been provided and the pieces they have cut out and coloured to build a complete map of Canada.

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: x |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |

The teacher will observe the students in their groups and make anecdotal and checklist notes about which individual students are able to identify the provinces and territories and which groups are able to accurately construct a map of Canada.

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

As this is an initial unit activity to assess the students’ prior knowledge and introduce them to the provinces and territories, the evaluation will not be used as part of the unit mark. However, the teacher will use a class list to ensure that each student’s progress is assessed and these notes will be used to determine how the unit should proceed and the amount of time that needs to be spent studying the location of the provinces and territories in Canada.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students: (in groups of four)

-photocopy of map of Canada to colour and cut out

- outline map

-scissors

-crayons

-glue

6.b. For the Teacher:

-map of Canada on the board

-copy of the outline of Canada and the map to be cut out

-checklist

-observation notepad

-copy of song “The Provinces of Canada are fun to Remember”

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: x |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: x |Demonstration: x |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: …………………………………………..……………. 5 Minutes

Include reviewing, motivating, and providing a context.

Whole Class:

-Students will be divided into groups of four at their desks

-The teacher will start by asking what other provinces and territories students have been to and what other provinces they had to drive through to get there, this will help students relate the lesson to their own experience and get them interested in learning more about the provinces and territories of Canada

-The teacher will explain that this is the beginning of a new unit about Canada and that in this lesson they will learn where the provinces and territories are located.

\

8.b. A Sequence of Teaching and learning:………………………………10 Minutes

Include checking for understanding and reviewing key points.

Whole Class:

-The teacher will show a map of Canada that has the names of the provinces and territories on it, specifically pointing out unique features about the shape of each one

-To help students remember the names of the provinces and the order they are in, the teacher will play a recording of the song “The Provinces of Canada are Fun to Remember”

-The students will sing along to the song a couple of times to help them remember the provinces

-The teacher then will cover up the names of the provinces and territories on the map and ask students to name them in order to check for understanding

-Next, the teacher will show students cut outs of each province and territory and then explain that their task is to cut out the provinces and territories (which are labeled with their names) and colour them accordingly

-Then the students will construct a map of Canada using the cutouts.

8.c. Application:……………........………………………………………30 Minutes

Include facilitating guided and/or independent practice.

Small Groups:

-In their groups of four, students will each cut out and colour 3 or 4 provinces and territories

-As a group, they will build a map of Canada on the outline provided with emphasis on learning the names of each province and territory and using the shape of the provinces and territories to identify where they fit on the map, students should also be repeating the song “The provinces of Canada are fun to remember” to help them identify which provinces belong where.

8.d. Closure and Assessment:………………..…...................……………10 Minutes

Include sharing, reflecting, and considering next steps.

-Students will be asked to demonstrate their maps of Canada to the class

-Opportunity will then be given to provide reflection, with the following prompts

-What have you learned from cutting out the provinces and territories?

-Is there another way, as a class, to remember the provinces and territories?

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

The Provinces and Territories of Canada

The provinces and territories of Canada are fun to remember, fun to remember, fun to remember...(x2)

Come along and sing them with me...

Newfoundland and P.E.I;

Nova Scotia and New Brunswick;

Quebec, Ontario, from there you'll see Manitoba, Saskatchewan, Alberta, B.C.

And don’t forget to look up as you can see, the Northwest Territories, Yukon and……. Nunavut!

[pic]

Assessment Tool: Diagnostic Checklist

Provinces and Territories of Canada Are Fun to Remember

| |Provinces placed in proper order/ Able to |Able to Sing and remember the song the |

| |identify the proper provinces |Province and Territories are fun to remember|

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Canada’s Provinces and Territories Lesson Two

1. Identification:

|Candidate: Jeffery Moore |Grade: Four No. of Students: 30 |

|Associate: N/A |Subject/Strand: Social Studies – Canada and World Connections: |

| |Canada’s Provinces and Territories and Regions |

|School: N/A |Lesson Type: Teacher Guided/Group Work |

|Date: February 2, 2006 Duration:55 min |Students Absent for this Lesson: None |

2. Lesson Topic:

This lesson will serve as an introduction in to explaining the concept of a region.

3. Specific Expectations: Mark with an x: Concepts: [x] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Explain the concept of a region (i.e., an area that is similar throughout its extent and different from the places around it).

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: x | |

4.b. Tools for the Teacher: Mark with an x:

|Observation:x |Checklist: |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |

The teacher will observe the students and make anecdotal notes about which individual students are able to identify what a region is and are able to identify one on a map of Canada.

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

This unit activity will assess the students’ prior knowledge and introduce them to what a region is, the evaluation will not be used as part of the unit mark. However, the teacher will use a class list to ensure that each student’s progress is assessed and these notes will be used to determine how the unit should proceed and the amount of time that needs to be spent studying defining what a region is.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students: (in groups of four)

-photocopy of map of Canada

- pencils and crayons

6.b. For the Teacher:

-map of Canada on the board

-copy of map of Canada to be handed out

-observation/anecdotal notepad

7. Instructional Strategies:

7.a. Student-Centred:

Mark with an x:

|Cooperative: x |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: x |Guided Inquiry: x |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: ……………………………………………..……………. 5 Minutes

Include reviewing, motivating, and providing a context.

Whole Class:

-The teacher will start by asking what other cities or towns students have been to recently and what other areas they had to drive through to get there, this will help students relate the lesson to their own experience and get them interested in learning more about the regions of Canada.

-The teacher will explain that in this lesson they will learn what a region is.

The teacher will then give a definition of what constitutes a region and provide examples.

In geography, an area usually distinguished by common cultural or physical characteristics, such as Southern Ontario, Western Canada, or the East Coast.

8.b. A Sequence of Teaching and Learning:……………………………10 Minutes

Include checking for understanding and reviewing key points.

Whole Class:

-The teacher will show a map of Canada that has the names of the provinces and territories on it, specifically pointing out unique features about certain areas that help make up what a region is.

Students will then be given a map and asked to label the regions of Canada on it

-To help students identify what a region is the teacher will hand out photocopied maps of Canada and show students on the blackboard map what constitutes a region.

8.c. Application:……………..........………………………………………30 Minutes

Include facilitating guided and/or independent practice.

Small Groups:

- In groups of four students will then have to identify where they are located in Canada and answer the question what constitutes a region.

-As a group, they will continue to identify other regions in Canada, especially in Ontario using the map of Canada that they have been given

8.d. Closure and Assessment:…………………………...........……………10 Minutes

Include sharing, reflecting, and considering next steps.

-Students will be asked to demonstrate their maps of Canada to the class and show one particular region and explain why this area is a region.

-Opportunity will then be given to provide reflection, with the following prompts

-What have you learned from identifying particular regions in Canada and especially Ontario?

-Is there another way, as a class, to remember what a region is?

9. Post-lesson Reflections and/or Notes: These should be written by the candidate. Additional comments from teacher associates are appreciated.

[pic]

Canada’s Provinces and Territories Lesson Three

1. Identification:

|Candidate: Jeffery Moore |Grade: Four No. of Students: 30 |

|Associate: N/A |Subject/Strand: Social Studies – |

|School: N/A |Lesson Type: Teacher Guided/Group Work |

|Date: February 3, 2007 Duration: 55 min |Students Absent for this Lesson: None |

2. Lesson Topic:

This lesson will serve as an introduction to the identification of Ontario’s physical regions and description of the characteristics.

3. Specific Expectations: Mark with an x: Concepts: [x] Skills: [ ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Identify the physical regions of Ontario and describe their characteristics (e.g., Canadian Shield, Great Lakes– St. Lawrence lowlands, Hudson Bay lowlands).

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: x |Work Samples: x | |

Students will be given a road map of Ontario and will have the task to list the physical regions in Ontario and their characteristics after guided instruction. As a group, the students will then use the road map of Ontario that has been provided and present in front of the class some of the physical regions.

4.b. Tools for the Teacher: Mark with an x:

|Observation: x |Checklist: x |Rubric: |Quiz, Test: |Other: |

|Self-assess.: |Rating Scale: |Notes: x |Peer Assess: | |

The teacher will observe the students individually and in their groups and make anecdotal and checklist notes about which students are able to identify the physical regions of Ontario and describe their characteristics.

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

As this is the third lesson of the unit to assess the students’ prior knowledge and introduce them to the physical regions and their characteristics, the evaluation will be used as part of the unit mark. The teacher will use a class list to ensure that each student’s progress is assessed and these notes will be used to determine how the unit should proceed and the amount of time that needs to be spent studying the physical regions and their characteristics of Ontario. A checklist will be used for understanding at this initial stage of the unit.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students: (in groups of four)

- Road Map of Ontario

- Handout of the physical characteristics of Ontario

- Pencil

- Eraser

6.b. For the Teacher:

-map of Ontario on the board

-copy of the handout listing the characteristics of the various physical regions

-checklist

-observation notepad

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: x |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: x |Guided Inquiry: x |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: …………………………………………………………………………..……………. 5 Minutes

Include reviewing, motivating, and providing a context.

Whole Class:

-Students will be divided into groups of four at their desks.

-The teacher will start by reviewing from yesterday what a region is.

-The teacher will explain that this lesson will be an introduction to the physical regions of Ontario and the characteristics that belong to each one.

8.b. A Sequence of Teaching and Learning:……………………………15 Minutes

Include checking for understanding and reviewing key points.

Whole Class:

-The teacher will show a map of Ontario on the board, specifically pointing out unique features/characteristics about the areas of each region (showing (slide show) pictures that correlate to each particular region, as this will help the visual learners)

-Next, the teacher will give a handout explaining the different regions in Ontario and listing the characteristics that belong to each region.

8.c. Application:……………….......………………………………………35 Minutes

Include facilitating guided and/or independent practice.

Small Groups:

-In their groups of four, students will be ask to place pictures containing unique physical characteristics and matching them with their related region in Ontario.

-As a group, they will complete this exercise with emphasis on learning the physical characteristics of each region in Ontario.

8.d. Closure and Assessment:………………………...................……………10 Minutes

Include sharing, reflecting, and considering next steps.

-Students in groups will be asked to demonstrate their pictures and what region they belong to, in front of the class

-Opportunity will then be given to provide reflection, with the following prompts:

-What have you learned from being able to identify particular physical characteristics in regions from Ontario?

-Is there another way, as a class, to remember the physical characteristics of the regions in Ontario?

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Handout for the physical characteristics of Ontario!

Hello Grade Fours! Today we will be looking at the physical regions of Ontario and their physical characteristics. We will be looking at the following four regions:

1. Hudson Bay Lowlands

2. Canadian Shield

3. St. Lawrence Lowlands

4. Great Lakes

[pic]

1.) Hudson Bay Lowlands

[pic]

The Lowlands is composed mostly of muskeg or peatlands (grouped by biologists into bogs and fens), and dotted with ponds, lakes and streams. The drier areas are broken up by stands of balsam poplar, aspen, white spruce and balsam fir and in the muskeg by black spruce and tamarack.

2.) Canadian Shield

[pic]

The Canadian Shield has two major landforms, a rocky surface of mainly igneous rock and many coniferous forests. The highest elevation of the Canadian Shield is only about 500m above sea level. The reason that this region has rocky surfaces is because millions of years ago there were mountains in the sub-region, through water, freeze thaw and fluvial erosion the mountains have eroded into hard even land. The southern section of the Canadian Shield is mainly boreal, meaning that it is mostly coniferous forests. In the northern part it is had rocky frozen tundra.

3.) St. Lawrence Lowlands

[pic]

St. Lawrence Lowland, is a plain along the St. Lawrence River between Québec City in the East and Brockville, Ontario, in the West, including the Ottawa River valley West to Renfrew, Ontario.

The large-scale topographic features are the result of weathering and erosion by rivers, during the last 100 million years of the nearly flat-lying early sedimentary rocks of the lowland. The rocks from oldest (lowest) to youngest (uppermost) are sandstone, dolomite and limestone and shale, from 520 to 480 million years old.

The lowland is dominated by the Monteregian Hills, a series of isolated mountains in a belt about 20 km wide extending East from Montréal to the Appalachians Mountains.

4. Great Lakes Lowlands

[pic]

The Great Lakes-St. Lawrence Lowlands is a region fertile soil for farming and many lakes. In the area there are a few rocky hills and small trees.

This region is located in the southern parts of Quebec and Ontario around the St. Lawrence River and the Great Lakes. The soil is very good for growing and is some of the best agricultural soil in the world. More people live in this region than in the rest of Canada put together.

This region is the hottest in Canada. In the summer it has the longest growing season.  Winters are fairly mild but temperatures can drop to -30 degrees Celsius. This region gets about 80 cm of precipitation with a great deal of snow in winter.

Assessment Tool: Formative Checklist

Physical Regions of Ontario and their Characteristics

| |Able to identify most physical regions of |Description of most physical regions of |

|Student Name |Ontario |Ontario |

|1. | | |

|2. | | |

|3. | | |

|4. | | |

|5. | | |

|6. | | |

|7. | | |

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|30. | | |

Social Studies- Lesson 4

1. Identification:

|Candidate: Cheryl George |Grade: 4 No. of Students: |

|Associate: |Subject/Strand: Canada’s Provinces and Territories |

|School: Brock University |Lesson Type: lesson 4 |

|Date: Feb 4, 2007 Duration: 50 min |Students Absent for this Lesson: |

2. Lesson Topic:

Students will explore how wind, water and ice can shape and affect the landscape and relate this to Canada’s physical regions.

3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

-demonstrate an understanding of effects of erosion of the landscape (Science)

-describe the effects of wind, water and ice on the landscape (Science)

-compile data gathered through investigation in order to record and present results (Science)

-describe and compare the environments of the physical regions of Canada (Social Studies)

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: X |Portfolio: |Conference: |Multi-media: |Other: |

|volunteers | | | | |

|Journal: |Projects: |Presentation: |Work Samples: X map, | |

| | | |worksheet | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: X during |Checklist: X |Rubric: |Quiz, Test: |Other: |

|experiments | | | | |

|Self-assess.: |Rating Scale: X |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

The teacher will collect all science work sheets to look for complete compilation of data in the form of descriptive sentences, points or drawings (checklist). The class will define erosion collaboratively through discussion. The class will complete the given map illustrating how wind, ice and water have shaped specific physical regions in Canada and a rating scale will be used to determine completion.

5. Lesson Accommodations: (Where applicable, provide student names.)

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explain.: X |Repeat: |Re-teach: X |Scribe: |E. A. Assistance: |

|Peer Tutor: X |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Accommodations:

The teacher will pair a student that may need assistance with another student that would benefit from the oral explanation and teaching process to another student. The teacher will be available to re-teach and provide any additional oral explanations.

6. Materials and Equipment Required:

6.a. For the Students:

pencil

6.b. For the Teacher:

worksheet to complete for each centre, water access, paper towels, 2 glass jars, freezer access, 2 buckets of sand, straws (one for each), pan with wide base and shallow edges (ie. baking pan) x 3 – one is larger than the others, 2 sand pails

7. Instructional Strategies:

7.a. Student-Centered: Mark with an x:

|Cooperative: X |Centers: X |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: X |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: Minutes 5

Include reviewing, motivating, and providing a context. Group W

What are some of the ways that the land is shaped by nature? Ask students this and brainstorm answers onto board. We are going to experiment with some of the elements of nature today in 3 different experiments.

8.b. A Sequence of Teaching and Learning: Minutes 20

Include checking for understanding and reviewing key points. Group S

Students will spend about 5 min at each station where they will conduct the activity and answer the questions. The teacher will explain each station and assign groups before they start.

Experiment 1 – Fill a glass jar to the brim with water the day before and put in freezer. When in class, place a jar filled to the brim with room temperature water in front of them. Ask “what do you think will happen, if we freeze this water”- they will write suggestions down. Show students the jar that was put in the freezer, the water level rises up past the brim of the jar- “why do you think this happens?” Students can write their observations and answers on the given sheet. What do you think would happen to water that flows in the cracks of a rock and then freezes?

Experiment 2- In a shallow pan (smaller one), students will pick up their own straw and blow into the pan of sand gently (tip of the straw close to the sand). Record what happens to the sand. What do you think would happen if the wind would blow over a piece of land? Shake the sand in the pan so it is even again for the next group.

Experiment 3- Students have 2 pans of sand and a bucket of water. A small amount of water is put in the sand of one pan (smaller one) so a sand castle could be made. First the students will put the sand in a bucket, but form it in the empty pan (largest one). They will then pour water over their castle using the other sand pail. Record what happened to it? What will happen to the land if there is water flowing over it?

Students will return to their desks once they have completed each of the stations.

8.c. Application: Minutes 20

Include facilitating guided and/or independent practice. Group W/ I

The teacher will go through the worksheet and take up the answers at each station. Explain that these 3 centers look at the effects of ice, water and wind on our landscape. Students can gather together at the end and discuss the questions that were at each center and form a definition for erosion.

Where do we see this erosion happening in Canada? Name the physical regions and erosion that occurred. Provide a map of Canada and students will draw an example of how wind, water or ice caused erosion in this particular area of Canada.

8.d. Closure and Assessment: Minutes 5

Include sharing, reflecting, and considering next steps. Group W

A few students can volunteer to share their illustrations with the class and explain how their element was causing erosion in a certain region of Canada.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Erosion Work Sheet

Experiment One: Water in a Jar

What do you think will happen, if we freeze this water?

What did you see happen when the water was frozen?

Why do you think this happens?

What do you think would happen to water that flows in the cracks of a rock and then freezes?

Experiment 2: Blowing Sand

What do you think will happen to the sand when you blow at it through a straw?

What do you think would happen if the wind would blow over a piece of land?

Experiment 3: Sandcastles

What do you think will happen to your sand castle when you pour water over it?

What happened to your sand castle?

What will happen to the land if there is water flowing over it?

Erosion is … ____________________________________________________________________________________________________________________________________________________________________________________

Evaluation

Checklist

(use class list)

|Student |Completed |

| |worksheet? |

|A | |

|B | |

|C | |

Y= Yes

N= No

Rating Scale

0- Scattered completion of work

Sloppy work

1- Labeled physical regions but no pictures (or reverse)

Some colouring

2- Labelled the physical regions

Drawings completed

Colouring completed

3- Completed as level 2 but attention to details

Excellent presentation

Social Studies- Lesson 5

1. Identification:

|Candidate: Cheryl George |Grade: 4 # of students:|

|Associate: |Subject/ Strand: Canada’s Provinces and Territories |

|School: Brock University |Lesson Type: lesson 5 |

|Date: Feb 5, 2007 |Students Absent: |

|Duration: 50 min | |

2. Lesson Topic:

Students will explore the natural resources in each of Canada’s provinces and territories.

3. Specific Expectations: Mark with an x: Concepts: [X ] Skills: [X ] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

- name and locate various physical regions, provinces and territories of Canada and identify the chief natural resources of each

-identify the natural resources necessary to create Canadian products and the provinces and territories from which they originate (Social Studies)

- identify the many uses of rocks and minerals in manufacturing, and in arts and crafts (Science)

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students:

|Oral report: |Portfolio: |Conference: |Multi-media: |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

4.b. Tools for the Teacher:

|Observation: X |Checklist: X |Rubric: |Quiz/ Test: |Other: |

|Self-assess: |Rating Scale: |Notes: |Peer: | |

4.c. Teacher’s routine for marking, tracking and reporting:

Teacher will collect the treasure hunt sheet to look for completeness and will be inserted into portfolio.

5. Lesson Accommodations: (where applicable, provide student names)________________________

5.a.

|Increase Time: |Challenge: |Decrease no./ difficulty: | |Alternative Assignment: |

|Oral Explain: X |Repeat: X |Re-teach: |Scribe: |E.A. Assistance: |

|Peer Tutor: X |Visuals: |Manipulatives: |Other: |Instruct Technologies: |

5.b. Teacher’s routine for lesson modifications:

Student can be paired with another student that will compliment the child and the pair will work well together. Teacher is available for extra oral explanations and repeating instructions.

6. Materials and Equipment Required:

6.a. for the students:

pencil

6.b. for the teacher:

worksheets for the class, cut outs of each province and territories to start activity, clues for around the room (see samples), a list of resources for each province and territory

7. Instructional Strategies:

7.a. Student-centered:

|Cooperative: X |Centers: |Inquiry, problem solve: |Computer-assisted: |Other: treasure hunt |

7.b. Teacher-directed:

|Drill: |Lecture: |Guided inquiry: X |Demonstration: |Other: |

8. Presentation Steps (Teacher Actions):

8.a. Introduction: minutes 5 grouping W

include reviewing, motivating and providing a context

“We have many natural resources in Canada and we are going to have a treasure hunt to find them…” Review provinces and territories and the physical regions of Canada.

8.b. A sequence of teaching and learning: minutes 25 grouping S

include checking for understanding and reviewing key points

Students are going to go on a treasure hunt around the room to find the natural resources for the provinces and territories.

Students are divided into 6 groups and are each given a Treasure Hunt sheet. They will get in their teams and draw out of a bag one provinces/territories. This is the province they will be starting to find the information for. Students will open the clue (related to where it is in the room) on their province and must search the room to find the next clue. This new tag will have all of the resources on it for their province and will also have a clue for the next province/territory. They will copy the resources down on their Treasure Hunt page and put the clue back where they found it and go searching for the next tag. All the groups should be able to find the clues around the room. Students should have a complete list of all the natural resources from across Canada when they are finished.

8.c. Application: minutes 15 grouping W

include facilitating guided and/or independent practice

Students will return to their desks and the teacher will ask for volunteers as the class takes up the sheet of resources together. The class will look at all the examples they have found and create a definition for a natural resource. “What can we use these resources for?” Brainstorm the ideas onto the board. “What are the uses of rocks and minerals?” (ie. in manufacturing, and in arts and crafts). Students will discuss these ideas and write their answers at the bottom of their Treasure Hunt sheet.

8.d. Closure and Assessment: minutes 5 grouping W

include sharing, reflecting and considering next steps

Ask anyone if they have any stories or connections with any of the provinces and their natural resources. If not, what do they think we can do to help protect the resources in Canada?

9. Post-lesson Reflections and/or Notes:

Evaluation

Checklist

(use class list)

|Student |Completed |

| |worksheet? |

|A | |

|B | |

|C | |

Y= Yes

N= No

|Natural Resources Across Canada |

|TREASURE HUNT |

|PROVINCE/TERRITORY |RESOURCES/INDUSTRIES |

|British Columbia | |

|[pic] |-Forestry |

| |-B.C.'s mountains, parks and beaches attract many tourists. |

| |-Mining (copper, coal, gold, silver, zinc, sulphur, asbestos) |

| |-the largest fishing industry in Canada. |

| |(salmon, halibut, clams, cod, crab, oysters, rockfish, shrimp and herring) |

| |-hydro electricity. |

| |- natural gas |

|Alberta | |

| |-Alberta has oil, natural gas, and coal. |

|[pic] |-The main crop is wheat |

| |-There is also sulfur, silica sand, potash, quartz, thick salt deposits, clay and |

| |limestone. |

| |-Forests cover over half of Alberta. |

| |-There are many dairy farms and cattle ranches. |

|Saskatchewan | |

| |- wheat |

|[pic] |-other crops include canola, rye, oats, barley, flaxseeds |

| |-forestry in northern Saskatchewan |

| |-rich in minerals (potash, uranium, coal, oil and natural gas) |

|Manitoba | |

| |-Minerals and metals are found in the Canadian Shield.(nickel, gold, copper, |

|[pic] |zinc, cobalt, gypsum) |

| |-Manitoba has petroleum (used to make gasoline). |

| |-Hydro-electric power |

| |-Wheat |

| |-Dairy farms produce milk, cheese, yogurt and cream. |

| |-There are also livestock farms |

|Ontario | |

| |-Mining: zinc, nickel, platinum, uranium, oil, natural gas, copper, gold, |

|[pic] |silver, iron ore |

| |-main producer of nickel, cobalt, salt, and magnesium in Canada |

| |-large pulp and paper industry |

| |-grain farms, fruit and vegetable farms, livestock and dairy farms |

| |-fruit and vegetables |

| |-vineyards and wineries |

|Quebec | |

| |-mining of gold, copper, silver, zinc, nickel, asbestos, and iron ore |

|[pic] |-hydro-electricity |

| |- pulp and paper products( paper, newsprint, boxes, tissue and cardboard) |

| |-Quebec's lumber is used to make furniture and to build homes |

| |-largest dairy industry in Canada |

| |-many livestock farms; main crop is hay grown to feed the livestock |

| |-All kinds of fruits and vegetables |

| |-maple syrup |

|New Brunswick | |

| |-N.B. is the main producer of lead, zinc, copper, and bismuth in Canada. |

|[pic] |-Coal, potash, antimony, silver, natural gas and oil are also mined. |

| |-fishing |

| |-The main industry is forestry. |

| |-The main crop is potatoes. |

| |-Apples, blueberries, strawberries, and cranberries are also grown. |

|PEI | |

| |-Agriculture is the largest industry. |

|[pic] |-potatoes, fruits and vegetables and cereal crops |

| |-Fishing |

| |-Irish moss (a seaweed) is harvested by pulling a special rake along the rocks. It is used to thicken |

| |ice cream, cheese and toothpaste |

|Nova Scotia | |

| |-The main mineral is coal (used for making electricity). |

|[pic] |- Fishing |

| |-There are four pulp and paper mills and several hundred sawmills. |

| |-Apples and blueberries are grown in the Annapolis Valley. |

|Newfoundland and Labrador | |

| |-Nfld. is part of the Canadian Shield. Nickel, copper, cobalt, zinc, lead and silver are mined. |

|[pic] |-Nfld. is the main producer of iron ore in Canada. Steel is made from iron ore. |

| |-Oil and gas are found under the Grand Banks. |

| |- hydro-electric power |

| |-Forests ( mostly coniferous trees ) cover one third of Nfld. There are many sawmills. |

|Yukon | |

| |-People visit the Yukon to hike, raft, camp, rock climb, fish, see wildlife, and hunt. |

|[pic] |-The largest industry is mining (gold, lead, zinc and silver). |

| |-Beaver, lynx, wolverine, muskrat, marten and fox are trapped and the furs are sold. |

|Northwest Territory | |

| |-mining gold, zinc, iron ore, lead, silver and diamonds (near Lac de Gras) |

|[pic] |-oil and natural gas exploration |

| |-hunting and trapping of beaver, lynx, fox, marten, muskrat, polar bear |

| |-tourism - people come to see the wildlife and natural beauty. |

|Nunavut | |

| |-tourism: People come to fish, hike, camp, hunt, to see the  wildlife. |

|[pic] |-mining: copper, lead, silver, zinc, iron, gold and diamonds, oil and gas |

| |-fishing : whitefish and Arctic char |

| |-factories : packaging the raw fish and meat |

| |-sale of Inuit arts and crafts (soapstone sculptures) |

|Natural Resources Across Canada |

|TREASURE HUNT |

|PROVINCE/TERRITORY |RESOURCES/INDUSTRIES |

|British Columbia | |

|[pic] | |

| | |

|Alberta | |

| | |

|[pic] | |

| | |

|Saskatchewan | |

| | |

|[pic] | |

| | |

|Manitoba | |

| | |

|[pic] | |

| | |

|Ontario | |

| | |

|[pic] | |

| | |

|Quebec | |

| | |

|[pic] | |

| | |

|New Brunswick | |

| | |

|[pic] | |

| | |

|PEI | |

| | |

|[pic] | |

| | |

|Nova Scotia | |

| | |

|[pic] | |

|Newfoundland and Labrador | |

| | |

|[pic] | |

|Yukon | |

| | |

|[pic] | |

|Northwest Territory | |

| | |

|[pic] | |

|Nunavut | |

| | |

|[pic] | |

What is a natural Resource?

What can we use these resources for?

What are the uses of rocks and minerals?

[pic] -Forestry

-B.C.'s mountains, parks and beaches attract many tourists.

-Mining (copper, coal, gold, silver, zinc, sulphur, asbestos)

-the largest fishing industry in Canada.

(salmon, halibut, clams, cod, crab, oysters, rockfish, shrimp and herring)

-hydro electricity.

- natural gas

-Alberta has oil, natural gas, and coal.

-The main crop is wheat

-There is also sulfur, silica sand, potash, quartz, thick salt deposits, clay and

limestone.

-Forests cover over half of Alberta.

-There are many dairy farms and cattle ranches.

Social Studies/Language Arts – Lesson 6

1. Identification:

|Candidate: Derek |Grade: 4 No. of Students: N/A |

|Associate: Camile Rutherford |Subject/Strand: Social Studies and Langauge Arts |

|School: Brock University |Lesson Type: Letter Writing – Journey Across Canada |

|Date: February 8, 2007 Duration: 50 min |Students Absent for this Lesson: N/A |

2. Lesson Topic:

Social Studies:

Students will name and locate the various physical regions, provinces and territories of Canada in the context of letter writing to a family member.

Language Arts:

Students will generate, gather, and organize ideas and information to write a letter for a journey across Canada.

3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [x] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Students will use specific words and phrases in a letter, using acquired knowledge, that will explain what they are ‘encountering’ as they journey across Canada.

Students will identify the topic, purpose, and audience for the letter they will be writing.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

| | | | |Letter |

|Journal: |Projects: |Presentation: |Work Samples: | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: x |Rubric: |Quiz, Test: |Other: |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Formative Assessment will be done for the completion of the assignment based on a checklist (appendix 1.1). While the assignment is not being graded at the moment, it will be part of the portfolio for the end of unit evaluation.

5. Lesson Modifications: (Where applicable, provide student names.) N/A

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-Teach: |Scribe: |E.A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students:

- pen/pencil

- lined paper or blank paper of their choice

6.b. For the Teacher:

- sheets of blank paper/lined paper

- sample copy of a letter home

- an envelope for each student to make the letter look more authentic

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

| | |x |x | |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |x | | |

8. Presentation Steps (Teacher Actions):Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction:…………………………………………………………Minutes 5; Grouping W

Include reviewing, motivating, and providing a context.

1. Teacher will go over the progress that students have achieved this far in looking at Canada’s regions, provinces, and territories.

2. Teacher may do a little review by asking questions like:

a. Where in Ontario would I find Nickel?

b. In which province would wheat be the main crop?

c. In which two province’s would fishing be important?

d. Where does the most maple syrup come from?

3. Students will be asked where they might journey across Canada? What are some things they are learning that might help them in such a journey?

8.b. A Sequence of Teaching and Learning:….………………………..Minutes 15; Grouping W/I

Include checking for understanding and reviewing key points.

4. The topic of letter writing will be introduced and students will orally brainstorm some things that are important for a letter (envelope, who it is to, greeting, content, ending)

*Teacher will record the components on the chalkboard.

5. Teacher will then show the exemplar he/she has written and read it aloud to the class. It will be passed around afterwards.

6. Students must write their own letter as if they are traveling across Canada and in it include 3 terms from things that they have learned about Canada and its regions thus far.

8.c. Application:………………………………………........………....Minutes 25; Grouping I

Include facilitating guided and/or independent practice.

7. Independent writing time will be allowed with students allowed to consult their binders for ideas. It is important that they do not discuss their ideas with their neighbour as they should all have differing letters and terms.

8. Teacher will use this time to go around and interview students as to the progress of the letter writing and how it is working out.

8.d. Closure and Assessment:…………………………..………..…................Minutes 5; Grouping W

Include sharing, reflecting, and considering next steps.

9. Last 5 minutes will get together to share some ideas about places that students have decided to write from and who they are writing to.

10. It will be each person’s responsibility to complete this assignment as it will be included in the final portfolio at the end. During the next class, teacher will be going around to check that students have completed their letter. It is important complete this as those who are not finished will have only one more class to show it to me and then they will be staying in to complete it.

11. Give students a heads up about next class where they will be designing a postcard of their choice!

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Assessment Tool: Formative Checklist

Completion of Letter Writing

|Student Name |Letter was not completed |Letter was completed |

|1. | | |

|2. | | |

|3. | | |

|4. | | |

|5. | | |

|6. | | |

|7. | | |

|8. | | |

|9. | | |

|10. | | |

|11. | | |

|12. | | |

|13. | | |

|14. | | |

|15. | | |

|16. | | |

|17. | | |

|18. | | |

|19. | | |

|20. | | |

|21. | | |

|22. | | |

|23. | | |

|24. | | |

|25. | | |

|26. | | |

|27. | | |

|28. | | |

|29. | | |

|30. | | |

Social Studies/Language Arts – Lesson 7

1. Identification:

|Candidate: Derek, |Grade: 4 No. of Students: N/A |

|Associate: Camile Rutherford |Subject/Strand: Social Studies and Langauge Arts |

|School: Brock University |Lesson Type: Postcards – Journey Across Canada |

|Date: February 9, 2007 Duration: 50 min |Students Absent for this Lesson: N/A |

2. Lesson Topic:

Social Studies:

Students will name and locate one region of Canada in the context of making a postcard that could be sold to tourists in the area.

Language Arts:

Students will generate, gather, and organize ideas and information to make a postcard from a specific region in Canada.

3. Specific Expectations: Mark with an x: Concepts: [ ] Skills: [x] Attitudes: [ ]

At the conclusion of the lesson, students will be able to:

Language Arts:

Students will identify the topic, purpose, and audience for the postcard they will be making.

Visual Arts:

Students will produce two dimensional works of art, in the form of a postcard, that will communicate thoughts, feelings, and ideas about specific regions of Canada which could be used by tourists to understand the region better.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: |Conference: |Multi-media: |Other: |

| | | | |postcard |

|Journal: |Projects: |Presentation: |Work Samples: | |

4.b. Tools for the Teacher: Mark with an x:

|Observation: |Checklist: x |Rubric: |Quiz, Test: |Other: |

|Self-assess: |Rating Scale: |Notes: |Peer Assess: | |

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

Formative Assessment will be done for the completion of the assignment based on a checklist. While the assignment is not being graded at the moment, it will be part of the portfolio for the end of unit evaluation.

5. Lesson Modifications: (Where applicable, provide student names.) N/A

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty: | |Alternate Assignment: |

|Oral Explan.: |Repeat: |Re-Teach: |Scribe: |E.A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies |

5.b. Teacher’s Routine for Lesson Modifications:

6. Materials and Equipment Required:

6.a. For the Students:

- pen/pencil

- small square pieces of hard paper that can be used for postcard material

6.b. For the Teacher:

- squares of smaller hard paper the size of a postcard

- sample copy of a made postcard

- Actual postcards as exemplars

- class materials with visuals, textbooks

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative |Centres: |Inquiry; Problem-solving: |Computer-Assisted: |Other: |

| | |x |x | |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: |Demonstration: |Other: |

| | |x | | |

8. Presentation Steps (Teacher Actions):Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction:…………………………………………………………Minutes 5; Grouping W

Include reviewing, motivating, and providing a context.

12. Teacher will review the interesting parts of the letter home and some of the aspects students found enjoying and challenging.

13. Pull out some postcards from areas around Canada and have them passed around.

14. What things do you see on your postcard that tell you about the area? (visuals/words)

15. Today we are going to make our own postcards so I hope everyone is ready to pick their favourite region and show us something about it!

8.b. A Sequence of Teaching and Learning:….………………………..Minutes 15; Grouping W/I

Include checking for understanding and reviewing key points.

16. The topic of the postcard will be left up to the student as well as what they would like to include in it. However, the picture should include TWO things that are identifiable to that region and they are not to do the same thing as their neighbour. (*Perhaps do not allow anyone to do theirs on Niagara Falls because it is too close and obvious.) They should pick something that interests them but that might not be something that everyone knows.

17. Allow students to browse class materials, textbooks and anything else in the classroom that might help them.

18. At this point the teacher will show the class the exemplar they he/she has prepared so that students have an idea of what is to be expected of them.

8.c. Application:………………………………………........………....Minutes 25; Grouping I

Include facilitating guided and/or independent practice.

19. Once they have got their topic and checked with the teacher if they can do that one, they may begin with their drawing and wording on the postcard paper provided.

20. Teacher will use this time to go around and interview students as to the progress of the letter writing from last class. Use checklist to verify when students have it complete and record those who do not. Remind those who do not have it done that if they cannot show it next class, they will be staying in to finish it otherwise they will get too far behind.

8.d. Closure and Assessment:…………………………..………..…................Minutes 5; Grouping W

Include sharing, reflecting, and considering next steps.

21. Last 5 minutes will get together to share some ideas about places that students have decided to advertise to tourists in the form of postcards.

22. It is important that it is factual information as it would just be wrong and misleading to tell people about the panda bears in Saskatchewan…Make sure that you keep your information real and if that means doing more research, please make sure that you do.

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Assessment Tool: Formative Checklist

Completion of Postcard

|Student Name |Postcard was not completed |Postcard was completed |

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Canada’s Provinces and Territories- Virtual Field Trip

1. Identification:

|Candidate: Darryl |Grade: Four No. of Students: N/A |

|Associate: N/A |Subject/Strand: Social Studies – Canada and World Connections |

|School: N/A |Lesson Type: Demonstration/Guided/Independent |

|Date:Feb.10-11/2007 Duration:70 min |Students Absent for this Lesson: None |

2. Lesson Topic:

This lesson will serve as a final culminating activity for the unit on Canada’s Provinces and Territories.

3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ x ]

At the conclusion of the lesson, students will be able to:

-Identify Canada’s provinces and territories, capital cities and its main physical regions.

-Identify the natural resources within Canada.

-Apply knowledge successfully while navigating through a website virtual tour of Canada.

-Students will use media works (virtual field trip) to identify and communicate key information about the regions, provinces, and

territories.

4. Assessment and/or Evaluation of Student Achievement:

4.a. Tasks for the Students: Mark with an x:

|Oral Report: |Portfolio: X |Conference: |Multi-media: X |Other: |

|Journal: |Projects: |Presentation: |Work Samples: X | |

Independently, students will navigate through the virtual field trip and answer the questions about Canada’s Provinces and Territories.

4.b. Tools for the Teacher: Mark with an x:

|Observation: X |Checklist: |Rubric: |Quiz, Test: X |Other: |

|Self-assess: |Rating Scale: |Notes: X |Peer Assess: | |

The teacher will observe the students at their computers and make anecdotal notes as well as the worksheet will be marked as the open book test. These forms of assessment and evaluation will be used to determine whether students are able to identify the Provinces and Territories and their resources as well as physical regions.

4.c. Teacher’s Routine for Marking, Tracking, and Reporting:

As this is a final unit culminating activity the worksheet will act as an open book test and will be added to each student’s portfolio. The portfolio rubric will be used to evaluate the student’s final assessment on the unit in combination with the other forms of assessment.

5. Lesson Modifications: (Where applicable, provide student names.)_________________________

5.a. Mark with an x:

|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |

|Oral Explain: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |

|Peer Tutor: |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |

5.b. Teacher’s Routine for Lesson Modifications:

There will be no modifications needed for this lesson. Students that have trouble with computer work will be allotted more time and assistance to accommodate them and allow them to complete the activity.

6. Materials and Equipment Required:

6.a. For the Students:

-Computers, 1 per student

- Pencils

- coloured pencils

6.b. For the Teacher:

-map of Canada for each student

-Tour of Canada sheet with website information for each student ()

-observation notepad

- worksheet of questions for each student/open book test

- student social study portfolios

7. Instructional Strategies:

7.a. Student-Centred: Mark with an x:

|Cooperative: |Centres: |Inquiry; Problem-solving: X |Computer-Assisted: X |Other: |

7.b. Teacher-Directed: Mark with an x:

|Drill: |Lecture: |Guided Inquiry: X |Demonstration: X |Other: |

8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent

8.a. Introduction: 10 Minutes

Include reviewing, motivating, and providing a context.

Whole Class:

-Hook: The teacher will start by surprising the class with the knowledge that they are about to embark on a great filed trip across Canada! The whole class will briefly brainstorm fun ideas about what they might need to bring with them on their trip.

-Advanced organizer: The teacher will explain that this is the final activity of the unit about Canada and that in this lesson they will apply their knowledge of Canada’s Provinces and Territories and a few facts about each one in regards to resources and physical regions. It will act as the end of unit open book test.

8.b. A Sequence of Teaching and Learning: 15 Minutes

Include checking for understanding and reviewing key points.

Whole Class:

-Teacher Demonstration: The teacher will direct the class on how to log onto the Canada Tour website. Then demonstrate how to navigate around this particular site to take the trip.

- Guided practice with feedback: The teacher will walk around the class and observe while the class answers question number one. Then feedback will be given to the class as a whole to make sure they have a proper understanding on how to obtain the answers on their worksheet.

8.c. Application: 35 Minutes

Include facilitating guided and/or independent practice.

Independent:

-Students will complete the rest of the tour and worksheet independently.

-They will be able to use their maps of Canada as well as the information from the Tour of Canada to answer the questions on the worksheet.

8.d. Closure and Assessment: 10 Minutes

Include sharing, reflecting, and considering next steps.

-If students finish the worksheet early they can colour there maps of Canada.

-Opportunity will then be given to provide reflection, with the following prompts:

-What have you learned about the Provinces and Territories of Canada?

-How beneficial was it to have the use of the internet to take our field trip across Canada?

-Did you find it fun and interesting learning about our Country? Why?

9. Post-lesson Reflections and/or Notes:

These should be written by the candidate. Additional comments from teacher associates are appreciated.

Tour of Canada

Quest

______________________________________________________________________________

1. Fill in the blanks. Use the words from the box below.

a) Canada is a ___________ country, but has a _____________ population.

b) __________ is the capital of Canada.

c) Canada is divided into ________ provinces, and __________ territories.

d) _________________________ is the most western province of Canada.

e) There are two large mountain ranges in British Columbia – the _________________ and the __________________.

f) _____________ is a large industry in British Columbia.

|Forestry Oil ten twelve three Toronto Montreal Ottawa |

|large medium small British Columbia New Brunswick Ontario Rocky |

|Mountains Andes Mountains Coastal Mountains |

2. True/False. Circle a T or an F after each statement.

a) Alberta lies to the east of the Rockies: T or F

b) Alberta has a large mountain range called the Andes along the western border: T or F

c) Saskatchewan lies in the prairie region of Canada: T or F

d) Lake Winnipeg is the smallest lake in Manitoba: T or F

e) Southern Ontario is bordered by four of the five Great Lakes: T or F

f) Quebec is a French speaking province: T or F

3. Multiple Choice. Circle the best answer in each question.

a) New Brunswick is best known for growing

i) potatoes

ii) corn

iii) bananas

iv) apples

b) Forests cover ____________ of the province of Nova Scotia.

i) one half

ii) all

iii) three fourths

iv) eight sixteenths

c) P.E.I is nicknamed

i) “the large province”

ii) “the garden province”

iii) “the best province”

iv) “the fish province”

d) Labrador is also part of

i) Ontario

ii) New Brunswick

iii) Newfoundland

iv) Quebec

e) ____________ is Canada’s newest territory.

i) Nunavut

ii) Yukon

iii) Yellowknife

iv) Beaver

f) Yukon lies _________ of British Columbia.

i) South

ii) West

iii) East

iv) North

4. Matching. Draw a line to connect the correct Province and Territory to its Capital City.

|British Columbia |Toronto |

|Ontario |Edmonton |

|Alberta |St. Johns |

|Saskatchewan |Regina |

|Quebec |Quebec City |

|Manitoba |Victoria |

|Yukon |Winnipeg |

|Nunavut |Fredericton |

|New Brunswick |Halifax |

|Prince Edward Island |Charlottetown |

|Nova Scotia |Iqaluit |

|Northwest Territories |Yellowknife |

|Newfoundland & Labrador |Whitehorse |

|Portfolio Rubric |

|Teacher Name: |

| |

|Student Name:     ________________________________________ |

| |

|CATEGORY |Level 1 |Level 2 |Level 3 |Level 4 |

|Organization |Shows limited organization.|Shows some organization. |Shows considerable |Shows a high degree of |

| | | |organization. |organization. |

|Communication |Limited communication of |Some ideas are communicated|Considerable amount of |A high degree of ideas are |

| |ideas. |effectively. |ideas communicated |communicated effectively. |

| | | |effectively. | |

|Evidence of Understanding |Limited evidence of |Some evidence of |Considerable evidence of |A high degree of evidence |

| |understanding. |understanding. |understanding. |of understanding. |

Comments:______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

|Collaborative Work Skills : Peer Assessment for Portfolio |

| |

|CATEGORY |P4 |P3 |P2 |P1 |

| |Uses various forms of |Uses various forms of |Uses various forms of |Uses various forms of |

| |written communication with|written communication with|written communication with|written communication with|

|Communication |a high degree of |considerable effectiveness|some effectiveness |limited effectiveness |

| |effectiveness | | | |

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