UNIT OVERVIEW - Brock University
UNIT OVERVIEW
STRAND and FOCUS
Canada’s Provinces, Territories and Regions Canada and World Connections strand of the grade 4 social studies curriculum as determined by the Ministry of Education, 2004.
PURPOSE
In this unit on Canada’s Provinces, Territories and Regions of the Grade 4 Canada and World Connections strand of the social studies curriculum, students will investigate and describe the physical, political and cultural divisions within Canada. Students are to research, analyze and identify how physical characteristics of a given province influence the economy and culture of that province. In this unit, students will also be required to use maps, graphs, posters, and various forms of writing to present their findings.
The unit outline here consists of 7 lessons which will consume approximately twenty-three 50 minute periods. Throughout the unit, students will be engaged in a number of hands-on learning activities that are designed to develop and advance their inquiry, research and communication skills. By the end of this unit, students should be familiar the various provinces and territories of Canada, their location on the map of Canada, and the cultural and natural characteristics that make each province unique.
This unit is planned for the second or third term and will utilize many types of resources, which encourage students to refine and practice their research and analytical skills. Many lessons in this unit incorporate computer and internet technology, while at the same time meeting several cross curricular expectations from other areas of the grade 4 curriculum.
This unit will not include a study of the province of Ontario. A separate unit will be dedicated to the research and analysis of Ontario as a stand alone province and in relation to the provinces covered in this unit. The Ontario unit should commence after and act as an extension to this unit.
Specific Expectations
Grade Four Social Studies
By the end of the unit, students will:
← Identify Canada’s provinces and territories (excluding Ontario), and its main physical regions
← Identify the natural resources necessary to create Canadian products, and the provinces and territories from which they originate.
← Relate the natural environment to economic and cultural activities in the provinces and territories of Canada (excluding Ontario)
← Use primary and secondary sources to locate information about the natural resources and their uses, physical features, and culture of specific provinces, territories, and/or regions of Canada
← 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 to describe their inquiries
← Use a variety of sources (e.g. atlases, globes, aerial and satellite photos) to locate and label the physical regions of Canada on a map
← Create a variety of thematic maps of the physical features of Canada’s territories
← Construct maps of Canada’s territories showing major roadways, railways, and capital cities
← Identify, analyse, and describe economic and cultural relationships that link communities and regions within Canada
← Describe and compare the environments of the physical regions of Canada
← Identify and describe a cause-and-effect relationship between the environment and the economy in a province or territory
← Describe how technology affects the lives of people in an isolated community
← Identify the types of communities in British Columbia
Cross Curricular Connections
Language Arts:
Oral Communication:
• 2.2 students will be able to demonstrate an understanding of appropriate speaking behaviours in a variety of situations, included paired sharing and small – and large-group discussions.
• 2.3 students will be able to communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form.
o Identify the topic, purpose and audience for a variety of writing forms
o Gather information to support ideas for writing using a variety of strategies and oral, print and electronic sources
• 2.7 Use a variety of appropriate visual aids to support or enhance presentations
Writing
• 1.1 Identify the topic, purpose, and audience for a variety of writing forms
• 1.2 Generate ideas about a potential topic using a variety of strategies (e.g. brainstorming)
• 1.3 Gather information to support ideas for writing, using a variety of strategies, and oral, print, and electronic sources
Media Literacy
• 1.1 Identify the purpose and audience for a variety of media texts
• 3.4 produce media texts for a specific purpose and audience, using a few simple media forms
• 2.1 write more complex text using a variety of forms and appropriate conventions and techniques
Visual Art:
• Produce two and three-dimensional works of art (i.e. Work involving media techniques such as drawing, painting, etc.) that communicate thoughts, feelings and ideas for specific purposes and to specific audiences
• Identify strengths and areas of improvement in their own work and that of others
Drama and Dance
• Students will be able to solve problems individually and in groups, by analyzing the problems
Math
• Students will be able to collect and organize data and display the data in a graph, using appropriate titles, labels
• Identify general location using a grid system (e.g. In an Atlas)
• Select the appropriate unit of measurement (e.g. map in kilometres)
Science
• Recognize that animals live in specific habitats because they are dependent on those habitats
Across Canada: Discovering Canada’s Provinces, Territories, and Regions
Tiffany Elliott, Christie McMullen, Natalie Walden, Rylan Pranger, and Lindsay Iuliano
Introductory Lesson #1
Title: Introduction to Canada’s National symbols: how they relate to economies and cultures within Canada.
Description:
Students will research in small groups national symbols of Canada in every province to identify the significance of the symbols. They will use online information from government websites (web quest) to locate information about Canadian symbols and how they represent certain natural resources of the land. Through their research they will formulate questions to guide them and clarify information on what the symbols represent. They will explain/summarize their information and discuss this with the class community through small group presentations.
Resources:
Evaluation:
• Presentation Rubric
• Peer assessment
• Group chart paper with information handed in
• Work samples of research questions and answers handed in
Lesson #2
Title: Researching the Atlantic Provinces Locations and Natural Resources; using online mapping to discover the reliance of natural resources in each Atlantic province.
Description:
Students will research in small groups a specific Atlantic province and present their information to the class in small groups, as well as, participating in a whole class role play where each group is represented as a particular community in their researched province and are trying to solve a problem that has depleted the natural resource in the area. Student will use the atlas.ca website to locate information about natural resources and their uses and give oral presentations with information displayed in written and graph form to identify and communicate key information about the Atlantic Provinces. Each group will use the computer and a hard copy map to locate and label the physical community on their provincial map. Through the role play activity student will identify and describe a cause-and-effect relationship between the environment and the economy in their province.
Resources:
Evaluation:
• Presentation Rubric
• Peer assessment
• Group presentation charts – research notes and work samples handed in.
Lesson #3
Title: Province of Quebec: Travel Brochure
Description:
In groups, students will research the physical features, natural resources and culture of Quebec and present their findings in the form of a travel brochure promoting the province. Students created brochures will identify and describe some of the important natural resources of Quebec and the products they help create.
Resources:
MacDonald, Bill. (2001). Exploring Canada’s Geography: Quebec, Land and People.
Apple Press Publishing, Richmond Hill: ON.
Galvin, K. (1991). A Quebec Experience. Arnold Publishing Ltd, Toronto: ON.
Evaluation:
• “Travel Brochure Rubric” included in the Unit Plan
Lesson #4
Title: Trip to the Prairie Provinces of Canada
Description:
Students will use book, pamphlets, posters, and the internet to research and identify the Canadian Prairie Provinces. Students will use an organizer to record the popular tourist destinations, natural resources, physical features, cultural activities, famous people and interesting facts about Alberta, Saskatchewan, and Manitoba. Students will use their research to create postcards that are intended to draw tourists and communicate key information of the Prairie Provinces.
Resources:
Johnson, R. L. (2001). A walk in the prairie. Carolhoda Books, Inc., Minneapolis, MA.
MacDonald, B. (1987). Canada “From Sea to Sea” Series. Apple Pres Publishing, Thornhill: ON.
McDermott, B., & McKeown, G. (1999). All About…Canadian Geographical Regions: The Interior Plains. Reidmore Books, Scarborough, ON.
Richardson, G, & Yates, S. (1995). Hello Canada. Lerner Publications Co., Minneapolis, MA.
Evaluation:
• Observation of research
• “Trip to the Prairie Provinces of Canada” Rubric
Lesson #5
Title: Discovering British Columbia
Description:
Using primary and secondary sources and discussion, students will be able to identify physical features of British Columbia, identify major natural resources, relate the natural environment to economic and cultural activities, identify and describe types of communities, and present their knowledge by designing and creating their own Totem Pole. Students will have to write a short paragraph and present what features they chose to represent British Columbia in their Totem and why.
Resources:
Francis, D. (2000) Discovering First Peoples and First Contacts. Oxford University Press, Toronto: ON
Sinclair, J. (2003) Across Canada: Puzzles, Games and Activities from Sea to Sea. Scholastic Canada Inc., Markham: ON.
Scholastic Children’s Atlas of Canada 2006. Scholastic Canada Inc., Toronto: ON.
Evaluation:
• Rubric
Lesson #6
Title: Exploring the Yukon, the Northwest Territories, and Nunavut
Description:
Students will identify and compare the culture and economy of the Yukon, the Northwest Territories, and Nunavut through a series of hands-on exploration activities using various artefacts, images, resource books, atlases, and information sheets. Students will complete a series of activities related to the culture, economy, and geography of each territory.
Resources:
Ward, D. (2000) Geography: Province to Province. Northwoods Press, London: ON.
Canadian Geographic Kids:
Provinces and Territories:
Provincial Unit Study: [pic]
Canadian Atlas OR Map of Canada with HWY routes
Evaluation:
• Checklist to evaluate completion of:
-Student Activities: Image of student created Inuksuk, post card, travel route to Whitehorse, complete
-Treasure Trek activity sheet
Lesson # 7
Title: Mission Possible
Description:
In groups, students will become experts on a particular region of Canada. Students will be required to perform their own research on their region and create a poster about their region. Groups will then present their information to the class.
Resources:
Atlantic
New Brunswick
Newfoundland and Labrador
Nova Scotia
Prince Edward Island
Central
Ontario
Quebec
Prairies
Manitoba
Saskatchewan
Alberta
West
British Columbia
North
Yukon
Northwest Territories
Nunavut
Evaluation:
• Rubric which includes poster, group work and presentation as criteria
INTRO LESSON
1. Identification:
|Candidate: Tiffany Elliott |Grade: No. of Students: 30-35 |
|Associate: |Subject/Strand: Social Studies/Canada and World Connections: Grade 4 |
| |– Canada’s Provinces, Territories, and Regions |
|School: |Lesson Type: Introductory/ Teacher Directed/ Research based |
|Date: February 22, 2007 Duration: 120 minutes |Students Absent for this Lesson: |
2. Lesson Topic:
Introduction to Canada’s National symbols: how they relate to economies and cultures within Canada.
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
Overall Expectations
1. Use a variety of resources and tools to research national symbols and how they are representative of certain economies and cultures across Canada.
Specific Expectations
2. Identify, which symbols represent natural resources and the provinces and territories from which they originate
3. Use primary and secondary sources to locate information about Canadian symbols and how they represent certain natural resources of the land and their uses.
4. Formulate questions to guide research and clarify information on what the symbols represent
5. Explain/summarize their information researched about National symbols and discuss this with the class community
Language curricular connection
Oral Communication:
2.2 students will be able to demonstrate an understanding of appropriate speaking behaviours in a variety of situations, included paired sharing and small – and large-group discussions.
2.3 students will be able to communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form.
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 | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: x |Rubric: x |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Each component part of the lesson to be completed will be checked off when done.
These parts include: The research questions prepares, the internet search, the chart paper completed with information researched, and their culminating presentation of information to another small group or pair of students.
These presentations will be peer and teacher assessed using a presentation Rubric, outlining criteria to be included in the students presentations.
5. Lesson Modifications:
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: x |
| | |x | | |
|Oral Explain: |Repeat: x |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: x |Visuals: x |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Increase time for research for any student who is finding the task too overwhelming.
• The teacher can also minimize their tasks in the group, helping them to still complete the expectations, but decrease the level of difficulty with regard to researching with a partner or peer buddy.
• Visuals of the flags and coat of arms are provided to help the students with hands-on material and visual aids for preparing their poster.
• If the research task is too difficult or cumbersome use an alternate assignment that helps the student complete the expectation. An assignment with fewer tasks to complete, such as narrowing the search limits and having a conference to help the student develop their research questions.
• Peer tutors are helpful and in this group activity you may wish to group specific students together who you know will help one another in completing the task.
6. Materials and Equipment Required:
6.a. For the Students:
• Markers
• Pencil Crayons
• Paper/pen/pencil/eraser
• Construction paper
• Ruler
• Glue stick
• Scissors
• Computer
• Chart paper
6.b. For the Teacher:
• Computers/Internet capabilities in the school
• Activity description
• Research component worksheet
• Rulers
• Glue sticks
• Scissors
• Paper
• Construction paper
• Coloured paper
• Chart paper
• Manila paper
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: x |Centres: |Inquiry; Problem-solving: x |Computer-Assisted: x |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: ………………………………………………………..……………10 Minutes
Include reviewing, motivating, and providing a context. W
Bring into class several different examples of our National flag, provincial flags and coats of arms. Ask students if they know which flag belongs to which province or territory. Ask questions to get them thinking about how to link the flag with that specific province or territory. When they provide an answer ask them how they know it’s connected to that province or territory? What helps them remember the flag and what it represents?
Hypothesize with the class National symbols used in Canadian flags and coats of arms; refer to the examples of flags and formulate questions surrounding the symbols. Where do they come from? What do they represent? Natural resources? Cultural heritage?
8.b. A Sequence of Teaching and Learning:……………………………………………10 Minutes
Include checking for understanding and reviewing key points
Have students break up into pairs or small groups with each group getting a flag and/or coat of arms to brainstorm the representation of the symbols. This isn’t researched based it is their own creative ideas/critical thinking about what the flags may represent as they experience this without any prior information or researched information.
They will write a list of ideas they brainstormed as a group and share this with the class as a group, when everyone is finished looking at and brainstorming their symbols.
The sharing of the information should be presented as a safe place where there are no right or wrong answers, just their ideas around what the symbols may represent or mean.
8.c. Application:……… …………………..........…………………… (Timeline: 1class research, 1 class poster creation, and class presentations)
Inlude facilitating guided and/or independent practice.
1. Each group is given the activity description. Their task is to research the symbols and relay on chart paper or poster paper their findings.
2. Assign each group a flag and coat of arms to research – they have already been set up in groups to brainstorm ideas, keep them in these groups. (Alberta, Manitoba, Newfoundland and Labrador, Nova Scotia, Ontario, Quebec, Yukon, British Columbia, New Brunswick, Northwest Territories, Nunavut, Prince Edward Island, Saskatchewan, and Canada’s flag and coat of arms)
3. Each group will research the symbols of their respective flags and coat of arms, first finding their national, provincial, or territory symbols. They will record this on a generic worksheet provided by the teacher. (At least 5 symbols have to be present) Here they are picking at least 5 symbols to narrow their research scope. The five they pick is up to them, it may depend on ones they are interested in and want to know more about. Here you are providing student choice.
4. Break up the researching amongst the small group or pairs. Have a research-based sheet where the students fill out what information each student in the group will be responsible for researching. At this stage the group hands in a sheet that has research questions prepared, before looking for information. Research questions should be prepared with these topics or ideas in mind: the plants or animals the symbols are based on, the link of the symbols to the land, their natural resources, why the symbol(s) was chosen, what the symbol tells us about the community and what values might have lead to the use of the symbol.)
5. The teacher will sign this before the students are able to move to the next step.
6. Once this is done, students will be given the links page for their flag and coat of arms. Essentially this is a web quest activity where they will navigate through one page, looking for the information pertaining to their flag and coat of arms, recording the information on the research criteria page they have just created.
7. Once the information is collected they will return to their groups in the classroom to start organizing their information charts to display the information they have found. Since the computers are being used, specify that everything on their posters has to be hand written, from their research page. They are transferring the information from the website and summarizing it on their chart paper. This step should be done if they properly filled out their research sheet and answered their questions that they prepared before the research stage. (The website link must also be displayed somewhere on the paper)
8. One to Two periods using the computers should provide enough time to find and record the information. After the computer time, the rest of the activity (charts) can be completed in class, in their groups/pairs. If within the two periods the research component is not finished schedule time at recess or lunch for students to finish up their research component before the class time period for working on their posters.
9. Students will present their information to smaller groups, a mini presentation. The students observing will peer assess using a rubric based on criteria complete. The students will rotate until everyone has presented their information to another group and have also peer assessed. The teacher will also assess each group display using the same rubric.
8.d. Closure and Assessment:………… …..…...................……………….10 Minutes
Include sharing, reflecting, and considering next steps.
Once the posters are completed display them around the class.
After presentations the teacher will discuss with the whole class the importance of the national symbols and what they learned from the various presentations - open ended discussion about the information presented in groups; a recap or closing discussion on the activity.
The Culminating Activity will be explained:
Their mission is to prepare regional posters for Canada. Explain to students that they will be researching information on their region from various sources.
Tell students that each poster will incorporate information that will be discovered throughout the unit.
Remind students that the purpose of the poster is to educate people about what the region looks like, what it has to offer, what the climate is, what the people do there and various other activities that we will discover as we travel across Canada.
Explain that the purpose of these presentations and the whole exercise is so each group can become an expert on their province/territory, and then educate the rest of the class about that province/territory - the whole class is going on a journey across Canada to learn about all of 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.
Students need no previous knowledge of the provinces and territories in Canada to complete this activity. Those with knowledge regarding the topic will create greater connections to the real life symbols used in Canada and why they are important.
Extensions
Extensions to the project can incorporate other visual arts activities, for instance, creating their own coat of arms using symbols that depict themselves, their family, and their hobbies. The students can prepare a synopsis of their symbols and present this to the class.
The students could also focus on the animals in the symbols and talk about wildlife and their value as symbols in many different cultures. Here science, social studies, and media in language arts are being utilized; with regard to how different symbols serve as logos for an organization or cause.
Language arts is an underlying element in all the activities. The ability to summarize their information from the web to their poster display, and how they present that information are key elements to the activity. Their comprehension of information will be prevalent in their presentation of information in small groups. Also their creative and critical thinking abilities will be utilized in the diagnostic activity to help them start analyzing information and critically think about the task.
An extension could be created with regard to music and researching the national and provincial lyrics, talking about the symbols that also are used in the lyrics.
This activity could be adapted to suit any age group. Discussing Canada’s flag, coat of arms and the symbol of the maple leaf. Students could create various flags that represent their own family/community and talk about why they chose those symbols to represent themselves and those around them; a great way to discuss equity in education and share the various stories of people’s heritage, culture, and background.
Resources:
This activity is adapted from the "Wildlife in National Symbols" activity by the Council for Environmental Education (2006) in Project Wild's Activity Guide, sponsored by the Canadian Wildlife Federation (Kanata, Ontario).
Curriculum Resource: The Ontario Curriculum, Social Studies Grades 1- 6 (2004)
Links for activity - web quest (research component)
Canadian Heritage Website: The Symbols of Canada
Government of Canada website: Provinces and Territories
Additional information
Government of Canada Website: About Canada
Government of Canada website: Quizzes and Puzzles
About National Symbols
Links pages to set up for students for research.
Alberta
Manitoba
NS
Ontario
Quebec
Yukon
BC
Go to Education and Literacy > Kid’s Page > BC Facts
NB
NFLD
NWT
Nunavut
PEI
Saskatchewan
Our National Symbols of Canada
Activity Description
Each group will research the symbols of their province or territories flag and coat of arms, first finding their national, provincial, or territory symbols. They will record these symbols below and search for facts about these symbols.
What do they mean? Why were they chosen?
You can research the animals, colours, flowers, and anything you want to learn about.
Province or Territory your group is researching _____________________________________________________
Group Members: _____________________________________________________________________________
List the five symbols chosen to focus your research on:
1. _________________________________________
2. _________________________________________
3. _________________________________________
4. _________________________________________
5. _________________________________________
What are your five research questions prepared by the group for finding this information?
1.______________________________________________________________________
2.______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
• List beside each symbol and each research question, which group member is responsible for finding that information.
• Have the Teacher initial this page before going to the research stage.
What is the link to your provincial web page? ____________________________________
Our National Symbols
Presentation Rubric
(Teacher and Peer Assessment)
Group Members: ______________________________________________________________
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
|Presentation of Information |Unclear explanation and |Somewhat unclear in |Good explanation and |Exceptional explanation and |
| |presentation of information |explanation and presentation|presentation of information.|presentation of information |
| | |of information | | |
|Clear and Concise use of |Lacking clarity, not easy to|Somewhat clear, easy to |Good clarity, easy to |Exceptional clarity and easy|
|voice |understand most of the time |understand some of the time |understand most of the time |to understand |
|Enthusiasm |Very little use of facial |Facial expressions and body |Facial expressions and body |Facial expressions and body |
| |expressions or body |language are used to try to |language sometimes generate |language generate a strong |
| |language. |generate enthusiasm, but |a strong interest and |interest and enthusiasm |
| | |need improvement. |enthusiasm about the topic |about the topic in others. |
| | | |in others. | |
|Content |Didn’t demonstrate that they|Shows a good understanding |Shows a good understanding |Shows a full understanding |
| |understood the topic very |of parts of the topic. |of the topic. |of the topic. |
| |well. | | | |
LESSON 2
1. Identification:
|Candidate: Tiffany Elliott |Grade: 4 No. of Students: 25-30 |
|Associate: |Subject/Strand: Social Studies/Canada and World Connections: Canada’s|
| |Provinces, Territories, and Regions |
|School: |Lesson Type: Teacher guided/ Student Inquiry |
|Date: February 22, 2007 Duration: 3-4 periods |Students Absent for this Lesson: |
|50 minutes each | |
2. Lesson Topic:
Researching the Atlantic Provinces Locations and Natural Resources; using online mapping to discover the reliance of natural resources in each Atlantic province.
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
Overall Expectations:
• Name and locate the Atlantic provinces of Canada and identify chief natural resources of each.
• Use a variety of resources and tools to determine the influence of physical factors on the economies and cultures of the Atlantic Provinces.
Specific Expectations:
Inquiry/Research and Communication
• Use primary and secondary sources to locate information about natural resources and their uses
• Use oral presentations, written notes and descriptions, drawings graphs to identify and communicate key information about the Atlantic provinces
• Use appropriate vocabulary to describe their inquiries
Map, Globe and Graphics Skills
• Use the computer and a hard copy map to locate and label the community on your provincial map
Application
• Identify and describe a cause-and-effect relationship between the environment and the economy in the province.
Math Cross curricular Connection
Specific expectation:
Students will be able to collect and organize data and display the data in a graph, using appropriate titles, labels.
Drama and Dance Curricular connection
Students will be able to solve problems individually and in groups, by analyzing the problems
Language curricular connection
Oral Communication:
2.2 students will be able to demonstrate an understanding of appropriate speaking behaviours in a variety of situations, included paired sharing and small – and large-group discussions.
2.3 students will be able to communicate in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form.
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 | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: |Checklist: |Rubric: x |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Students will be assessed on their completion of task activities. Working in groups they will complete steps in the sequence of the activity to put together a final presentation for small group presentations. These will be peer assessed by classmates as well as by the teacher with a presentation rubric.
All research information will be collected and handed in with their final presentation notes.
5. Lesson Modifications: (Where applicable, provide student names.)_________________________________
5.a. Mark with an x:
|Increase Time: x |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: x |
| | |x | | |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: x |Visuals: x |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
Increase time for research for any student who is finding the task too overwhelming. The teacher can also minimize their tasks in the group, helping them to still complete the expectations, but decrease the level of difficulty with regard to researching with a partner or peer buddy.
Visuals of the maps are provided as well as online maps that they will be researching. This will help them locate the community on a hard copy in front of them for tactile, visual learners.
If the research task is too difficult or cumbersome use an alternate assignment that helps the student complete the expectations. An assignment with less tasks to complete – possibly researching just the fishing industry in NFLD and reporting on the reliance of this resource in that region and why they think this is so – instead of all five of the possible industries in that province and then finding the highest reliance.
6. Materials and Equipment Required:
6.a. For the Students:
• Computer with internet access and print capabilities
• Chart paper/poster paper
• Pencil, pen, markers, eraser
• Activity Description/Worksheet for Research component
• Presentation Outline and Rubric
6.b. For the Teacher:
• Computer lab with internet access and printer
• Data projector for demonstration
• Activity Description/Worksheet for Research component
• Presentation Outline and Rubric
• Outline maps of the Atlantic provinces (Nova Scotia, New Brunswick, PEI, and NFLD and Labrador)
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: x |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: ……………………………………………………..………10-15 Minutes
Include reviewing, motivating, and providing a context. W
1) Review with the students the main economic activity of their community or region. (Based on introductory lesson they should have some ideas brainstormed from the previous activity tied to national symbols). Discuss what natural resources are and which ones, if any, are available in the local area. (Niagara Region: grape/farming/agriculture resources/tourism and economic activities)
2) Discuss as a class what these Natural Resources provide and why they are important to the region – how do they infuse our local culture? Our economy?
3) Pre-Activity: You could interview one local person about their occupation. Have them answer questions about the main occupation in their own region.
8.b. A Sequence of Teaching and Learning:………………………………………15 Minutes
Include checking for understanding and reviewing key points. W/S
1) Introduce students to the online Atlas of Canada using a projector and the student worksheet
2) Students view the teacher demonstration and make note of the basic steps to access information on the website – you want them to feel familiar with the site before they go and research this in their groups.
3) Assign a different Atlantic province of Canada to groups of students (four provinces- there may be more than one group doing a specific province). Provide an outline map of their assigned area to each group and review the relation of the province to the overall map of Canada. Review relative and absolute location with students so that they can complete worksheet questions. Use printed copy of outline maps to show relative location of the community found in the online atlas
4) Students will assign a role to each group member based on the questions on the worksheet. There are five resources to research (fishing, forestry, agriculture, energy, and mining) each student will pick a resource to research in their designated province.
5) Students complete the questions on the worksheet using computers in the lab. For the first task students should be at individual computers researching their specific resource.
6) They will report their findings of the percentage of reliance on that resource to the group.
7) They will then decide as a group which resource they researched to be the most relied upon in that province.
8) They have to locate a community on the map and record the percent that they are reliant on this resource. They have to then describe in their own words using proper vocabulary the relation of the community to the entire province and why they feel that resource is high in reliance in that community.
9) The second part of the research task is for students to research online and in the Library through books and other resources a cultural tradition/ ritual/ celebration the province celebrates or practices. – The four government websites will be provided and class time in the library (10-15 minutes) if needed to search for a book or material that will help them find this information. (this part could also be a HMWK assignment – looking for one resource – alternate to the internet)
10) Students make oral presentations (to other small groups) on the type and location of economic activity generated by natural resources in order to share their results. They will also present the cultural celebration or ritual/practice that the province also takes part in. Something neat/and interesting fact about that culture.
8.c. Application:……………...…………………………………………150 Minutes
3- 50 minute periods
2 periods for demonstration and student research
1-2 periods for presentations and student discussion/role-play
Include facilitating guided and/or independent practice. W/S
Teacher Demonstration
Use a projector to complete the computer demonstration to the class to help students familiarize themselves with the website for further research
1. Go to atlas.gc.ca and click on English
a) go to Explore our Maps menus on the left
b) select: Economy > Resource-reliant communities 2001
c) scroll down and select the link for All resource-reliant communities
d) click on Get Info from Map button and then on the province to show the info given
e) you can also demonstrate Zoom to Region and pick the specific province you want to research
f) show what happens when you check any of the five resources on the side panel (here the resources can be checked off and they will be displayed on the map in coloured coated triangles)
Student Activity
2. Go to atlas.gc.ca and click on English
a) go to Explore our Maps menus on the left
b) select: Economy > Resource-reliant communities 2001
c) scroll down and select the link for All resource-reliant communities
d) Zoom to Region and pick the specific province you want to research
e) make sure there is a check mark in the box of the resource you are researching (e.g. fishing, forestry, agriculture, energy, and mining)
f) click on Get Info from Map button
g) write the name of one community given and mark this on your province map outline
h) record the Reliance percent for that particular community
The Goal of the activity is to make sure the students are looking for the highest percent of reliance for that community with regard to their natural resource/industry reliance. After student presentations these figures will be used to refer to scenarios that can occur if that natural resource is depleted and how that will affect that community.
Second Research Component
Have students go to the provincial (government) website and research a cultural tradition/celebration/interesting fact about that culture. This can be tied to the preservation of the natural resource or just an interesting fact about the province that provides insight into the culture of the community.
Student Presentations in small groups
1) Students are working in groups to present their findings – this is important for them to remember. Once each group member has collected this data for their province they will record this and bring it back to their group and discuss their findings.
2) For their presentation they will chart their findings in a graph that will depict their most relied upon resource to their least relied upon resource. These results can vary so it is important for the group to explain how they found this information and how they know it is the most relied upon resource.
3) Each group member should also have an interesting fact/cultural tradition/ celebration that they will also include in this presentation.
4) These presentations will be made to other smaller groups in the class where the students will peer assess each other on their presentation with a rubric.
5) The teacher will also assess each group with the same rubric.
Class Discussion/Role Play
1) The next step in this overall sequence is to have the whole class reconvene and talk about their findings.
2) Present a problem that has affected the fishery-reliant communities in the Atlantic Provinces – What is going to happen to our town/community if we are affected by this problem. Ex. Over-fishing or poaching where other ships sit on the coast and creep their fishing lines into the Atlantic Ocean –poaching our Natural Resources.
3) Set up the class as a round table discussion with representatives from each province at the table (each student group and the community they chose to represent in their findings)
4) They will have already heard every other provinces presentation on their most reliant resource.
5) Start an open discussion about these resources and why they are important to their community. Set up a safe space here where student ideas are encouraged. They have done research and now the entire class will discuss what it means to be a community reliant on such an industry.
6) Here the teacher has to be flexible and throw in different ideas of how to deal with a situation if their resource is depleted in any way, maybe due to a population increase, or waterway pollution, various ideas – maybe there is a current event that can be infused here.
7) Incorporate into the discussion their cultural traditions and how they are connected to the natural resource – why do they do them? How did they begin? Is it important to them as a community and why?
8.d. Closure and Assessment:…………..………..…...................………………10 -15 Minutes
Include sharing, reflecting, and considering next steps. W
Teacher uses the online atlas to look up the five different reliant types of communities – showing which ones are more prominent and where all across Canada. This will be a teacher guided inquiry where we will use the computer and projector to see where the different resources are most predominant on the map of Canada.
We’ll focus on the Atlantic Provinces and discuss our findings as a class and pose questions about the others provinces across Canada. Looking at the entire map of Canada I’ll pose a “to inquire/think about question” Where we look at the other provinces and their natural resources and say I wonder if we look at these communities what we’ll find? What do you think? Talk about it at he beginning of the next class or if time before the end of this class.
I wonder if they have the same natural resources or celebrate as a community the same way or differently.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Resources:
Provincial Government Sites for Research
Lesson Activity
Map and Resources
atlas.gc.ca
Student Activity
Atlantic Provinces – Harvesting Our Natural Resources
Name of the Province your Team is Researching _______________________________________________
Assign each group member a natural resource to research
Depending on the number of people in your group you may have to decide what resources you will research as a team or some group members will have to research more than one natural resource.
Group member #1 ___________________________ Natural Resource ___________________
Group member #2 ___________________________ Natural Resource ___________________
Group member #3 ___________________________ Natural Resource ___________________
Group member #4 ___________________________ Natural Resource ___________________
Group member #5 ___________________________ Natural Resource ___________________
Activity Description
3. Go to atlas.gc.ca and click on English
a) go to Explore our Maps menus on the left
b) select: Economy > Resource-reliant communities 2001
c) scroll down and select the link for All resource-reliant communities
d) Zoom to Region and pick the specific province you want to research
e) make sure there is a check mark in the box of the resource you are researching (e.g. fishing, forestry, agriculture, energy, and mining)
f) click on Get Info from Map button
g) find the one community that has the highest reliance on your natural resource
h) record that community name in the space below
What is the name of the Community that relies on your natural resource? __________________________
i) mark where you can find this community on your province map outline
j) record the reliance percentage for that particular community in the space below
What is the percent of this reliance? ___________
Reliance percentage: How much the community relies on the natural resource to keep their economy strong.
Ex. In our community we have grapes and farming, which is agriculture – How much do we rely on these resources as a community? What would happen if there weren’t any grapes to Harvest?
The Goal of the activity: make sure you are looking for the highest percent of reliance in that community for your natural resource.
Second Research Stage:
Research a cultural tradition, Celebrations, or interesting fact about the province your group is researching.
• Write this fact down and include it in your presentation.
Natural Resources and Community Traditions
Student Presentations in Small Groups
6) Work in your Group/Team to present your findings.
7) Once each group member has collected the data for their natural resource bring it back to their group and discuss their findings.
8) For your presentation you will present your findings in a bar graph that will depict your most to least relied upon resource.
9) These results can vary so it is important for the group to explain how they found this information and how they know it is the most relied upon resource. Refer to your research sheet – done on the computer.
10) Remember to include all information researched in your presentation – including your community celebration, traditions, or interesting fact.
11) These presentations will be made to other smaller groups in the class where you will provide feedback on each others presentations.
12) The teacher will also assess each group with the same rubric.
Presentation Rubric
|Criteria |Level 1 |Level 2 |Level 3 |Level 4 |
|Presentation of Information |Unclear explanation and |Somewhat unclear in |Good explanation and |Exceptional explanation and |
| |presentation of information |explanation and presentation|presentation of information.|presentation of information |
| | |of information | | |
|Vocabulary |Limited use of appropriate |Some use appropriate |Good use of appropriate |Exceptional use of |
| |vocabulary for the activity.|vocabulary. Does not include|vocabulary. |vocabulary for grade level. |
| |Does not extend to use |any vocabulary that might be| | |
| |appropriate vocabulary in |new to the audience during | | |
| |the presentation. |the presentation. | | |
|Enthusiasm |Very little use of facial |Facial expressions and body |Facial expressions and body |Facial expressions and body |
| |expressions or body |language are used to try to |language sometimes generate |language generate a strong |
| |language. |generate enthusiasm, but |a strong interest and |interest and enthusiasm |
| | |need improvement. |enthusiasm about the topic |about the topic in others. |
| | | |in others. | |
|Organization |Disorganized among group |Somewhat organized among |Organized well with most |Exceptionally well organized|
| |members. Not all information|most group members. |group members. Information |among all group members. |
| |is presented or |Information is presented |is presented with good |Information is very well |
| |comprehended. |with some comprehension of |comprehension. |presented with great |
| | |facts. | |comprehension. |
|Neatness and Attractiveness |Appears messy and "thrown |Lines are neatly drawn but |Neat and relatively |Exceptionally well designed,|
|of your graph |together" in a hurry. Lines |the graph appears quite |attractive. Ruler used to |neat, and attractive. Use of|
| |are visibly crooked. |plain. |make the graph more |colour and a ruler to make |
| | | |readable. |the graph more readable. |
|Type of Graph chosen |Graph seriously distorts the|Graph distorts the data |Graph is adequate and does |Graph fits the data well and|
| |data making interpretation |somewhat and interpretation |not distort the data, but |makes it easy to interpret. |
| |almost impossible |of the data is somewhat |interpretation of the data | |
| | |difficult. |is somewhat difficult. | |
Lesson 3
1. Identification:
|Candidate: Rylan Pranger |Grade: 4 No. of Students: 27 |
|Associate: |Subject/Strand: Social Studies |
|School: |Lesson Type: Introductory |
|Date: 2/20/07 Duration: 100 minutes |Students Absent for this Lesson: |
2. Lesson Topic:
The Province of Quebec – Travel Brochure
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
SOCIAL STUDIES
• Identify the main physical features of the province of Quebec
• Relate the natural environment to economic and cultural activities in Quebec
• Identify and describe some of the important natural resources of Quebec and the products they help create
ART
• Produce two and three dimensional works of art (ie. Work involving media techniques such as drawing, painting, etc.) that communicate thoughts, feelings and ideas for specific purposes and to specific audiences
• Identify strengths and areas of improvement in their own work and that of others
Language Arts
• Identify the topic, purpose and audience for a variety of writing forms
• Gather information to support ideas for writing using a variety of strategies and oral, print and electronic sources
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: X |Quiz, Test: |Other: |
|Self-assess.: X |Rating Scale: |Notes: |Peer Assess: X | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
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:
• Computer and internet access with list of websites for research
• Brochure template
• Pencil
• Pencil crayons/markers
• Sample brochure
• List of appropriate books and websites
6.b. For the Teacher:
• Overhead
• Brochure template
• Chalk and chalkboard
• Brochure template
• List of approved websites
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: X |Centres: |Inquiry; Problem-solving: |Computer-Assisted: X |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: ……………………………………………………..……………10 Minutes
Include reviewing, motivating, and providing a context.
• BRAINSTORM - Ask students to tell you what comes to mind when they think of Quebec?
• Students will likely provide answer such as ‘French is spoken there’, ‘Quebec is famous for their Winter Carnival’, etc.
8.b.A Sequence of Teaching and Learning: …………………………………… 10-15 Minutes
Include checking for understanding and reviewing key points.
• I will put my brochure template on the overhead and explain to students that in pre-determined groups of 4, they will be required to complete a travel brochure for the province of Quebec
• The brochure will consist of four major categories, which are: physical features, Natural Resources, culture and other fun facts. Each group member will be given a category to complete.
• Each page will have space beneath the written portion where original drawings are to be created
• I will demonstrate expectations for the assignment on the overhead with the entire class
• Consult school library before having students perform research for this activity
• Provide students with a predetermined list of books and resources appropriate for this assignment
• Show students examples of travel brochures
Websites:
8.c. Application: ……………………..........………………………………………… 70 Minutes
Include facilitating guided and/or independent practice.
• Students will then be asked to create their own Travel Brochure for Quebec
• The first class will be used for research on Quebec using both the computer lab and the library
• The remaining time will be allotted for completing the booklet
• Given that this is a cross curricular activity, it would also be appropriate to use an art period to complete part of this assignment
8.d. Closure and Assessment: ……………..………..…...................…………… 5-10 Minutes
Include sharing, reflecting, and considering next steps.
• On the last day, the brochure’s will be collected and students will have an opportunity to comment on the experience, (ie. What was learned from the experience, how was it working in a group, etc.)
• Student’s will complete a peer and self evaluation on the assignment
• The rubric provided will be used for teacher assessment
• Students work will be displayed on the bulletin board
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
_____________________________
________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________
____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
____________________________________________________________________________________________________________________________________________________________________________________
____________________________________
____________________________________
|Category |Level 1 |Level 2 |Level 3 |Level 4 |
|Knowledge and Understanding of |Students display a limited |Students display some |Students display a |Students display a thorough |
|content |understanding of material and|understanding of material and|considerable understanding |understanding of material and |
| |knowledge of content |knowledge of content |of material and knowledge |knowledge of content |
| | | |of content | |
|Appearance |Brochure is unattractive, |Brochure shows some |Brochure shows good |Brochure is extremely |
|- appearance, relevance and quality |unoriginal, demonstrates |originality, is relatively |originality, is attractive,|original, very attractive, |
|of content, creativity, |little creativity and the |attractive, presents some |presents relevant |presents exceptionally |
|organization, etc. |information presented has |relevant information and |information and |relevant information and |
| |little relevancy |demonstrates some creativity |demonstrates good |demonstrates excellent |
| | | |creativity |creativity |
|Communication |- Expresses thoughts and |- Expresses thoughts and |- Expresses thoughts and |- Expresses thoughts and ideas|
|- Based on Presentation of |ideas with limited |ideas with some effectiveness|ideas with considerable |with thorough effectiveness |
|information |effectiveness | |effectiveness | |
|Organization |- Brochure is unorganized, |Brochure design shows some |Brochure is organized, neat|Brochure is well organized, |
|- organization of information |sloppy and difficult to read |organization but remains |and readable |exceptionally neat and quite |
| |- Showed limited commitment |somewhat sloppy and difficult|- Showed considerable |easy to read |
| |to organization and delivery |to read |commitment to organization |- Showed exceptional |
| |of information |- Showed some commitment to |and delivery of information|commitment to organization and|
| |- Group was generally off |organization and delivery of |- Group was on task the |delivery of information |
| |task and unproductive |information |majority of the time and |- Group was very efficient and|
| | |- Group generally used their |clearly productive in their|on task all of the time |
| | |time effectively |use of time | |
Travel Brochure Rubric
Lesson 4
1. Identification:
|Candidate: Lindsay Iuliano |Grade: 4 No. of Students: 25-30 |
|Associate: |Subject/Strand: Social Studies/Canada’s Provinces, Territories and |
| |Regions. |
|School: |Lesson Type: Consecutive & Inquiry Researched Based |
|Date: Duration: 3 x 50 minute periods |Students Absent for this Lesson: |
2. Lesson Topic:
Introduction to and exploration of Alberta, Saskatchewan, Manitoba (The Prairies) of Canada.
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 Prairie Provinces (Alberta, Saskatchewan, and Manitoba) and their main physical regions.
• Identify the natural resources necessary to create Canadian products, and the provinces from which they originate specifically Alberta, Saskatchewan, and Manitoba.
• Relate the physical environment to economics and cultural activities in the Prairie Provinces.
• Use media works, written notes and descriptions, and drawings to communicate key information about the Prairie Provinces.
Cross-Curricular:
Language Arts:
1.1 Identify the purpose and audience for a variety of media texts (postcard).
2.1 Write complex text using a variety of forms (a postcard home that explains the physical environment, economics, cultural activities, natural resources and interesting facts of one of the Prairie Provinces)
3.4 Produce media texts for specific purposes and audiences, using a few simple media forms and appropriate conventions and techniques.
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: X |Projects: X |Presentation: |Work Samples: X | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric:X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: X | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Observation and anecdotal notes will be used during the research and work periods as a formative assessment tool to ensure student progress.
Students will peer assess post card and focus on the effectiveness of the written description and illustration of their province.
A rubric will be used to evaluate all completed post cards.
5. Lesson Modifications: (Where applicable, provide student names.)
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:
• Pencils
• Coloured pencils or markers
• Library books
• Internet access
• Traveller’s knapsack: - Canadian Flag bag
- Instruction sheet
- Travel Log
- Blank post card (4x6 cardstock)
- Stamp
6.b. For the Teacher:
• 27 Canadian Map handout
• Library books available in classroom (Alberta, Saskatchewan, Manitoba)
• Travel brochures (Canadian Prairies)
• Computer lab booking/library periods for first two classes
• 27 Traveller’s knapsacks
• Post card examples
• Map of Canada hanging in classroom with a school bus taped on the prairies to indicate to students that the Prairies are the topic for the next three social studies lessons
• Canadian Flag
• Scissors
• Glue
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: |Other: |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 10 Minutes W
Include reviewing, motivating, and providing a context.
1.) Congratulate the class on winning, all expense paid trip to the prairies of Canada! Each student in our class will be travelling to Alberta, Saskatchewan, or Manitoba.
2.) Ask a student to come up and move the school bus on the map from Quebec to one of the Prairie Provinces.
3.) Ask students if they know anything about the Canadian Prairie Provinces or if they know of anyone that lives there.
4.) Look at the map of Canada on the board and hand out a copy of the map to students get up them to trace the Prairie Provinces with a bright coloured marked.
8.b. A Sequence of Teaching and Learning: 10 Minutes W
Include checking for understanding and reviewing key points.
1.) Explain to students that they will each be researching one of the three provinces. To conduct research students will need to consult at least two books and one internet site.
2.) Students will get two computer/library periods to accumulate research and fill out their Travel Log and one lesson to design and write a post card.
3.) Students may collaborate during research but each student will produce an original postcard.
4.) Review how to take point form notes and inform students their Travel Log will be written in point form. Tell students they must complete the Travel Log before moving on to the post card creation.
8.c. Application: 100 Minutes S
Include facilitating guided and/or independent practice.
1.) Hand out Traveller’s Knapsacks and have students look at Traveller’s Log and go over Instruction Sheet.
2.) Explain to students that they will have a few tasks to perform during their trip to the Prairie Provinces.
Show students a copy of the travel log and outline things students will have to look for when on vacation (a.k.a. researching their province) for Alberta, Saskatchewan, or Manitoba students will have to find popular tourist destinations, natural resources, physical features, cultural activities, famous people and interesting facts.
3.) Along with the Travel Log students must keep in touch with their families back home in St. Catharines. The final project will be to write a postcard home telling your family about your trip. Make sure to include at least two things you recorded on your travel log (popular tourist destinations, natural resources, physical features, cultural activities, famous people and interesting facts).
4.) Explain to students that they will illustrate the front of their postcards using symbols and pictures that represent the province you travelled to. Be sure to design a professional postcard that highlights the best features of the province and engage viewers. Do not forget to attach a stamp and write a mailing address. Show students examples of real postcards before they start creating their own. Post cards will be placed in the CANADA envelope as a class set.
5.) Have students line up with their Traveller’s knapsacks and a pencil to head down to the library.
6.) Once in library facilitate research by circulating continuously and making sure all students are on task. Have students print out any pictures or symbols they like that are associated with one of the Prairie Provinces.
7.) The second period will be spent in the classroom. At the beginning of the second period, ask students to share some interesting or relevant information they have found so far about their province (to check for understanding and see that all students are on the write track with their research).
8.) Students will use books, pamphlets and posters located in the classroom to complete their Travel Log and may start working on their post cards. Remind students to refer to their instruction sheets so they are completing the required tasks using their Travel Log and postcard.
9.) To create their postcards students will use the last period. Show examples of real post cards and have students refer to pictures in books, ones they printed out from the computer, and national symbols learned about in Lesson #1 of the unit. The written component of the post card must include two points form the student Travel Log. Remind students they are writing home and describing the attractive things about the province they are visiting. The post card illustration must represent the province they are visiting.
8.d. Closure and Assessment: 30 Minutes S
Include sharing, reflecting, and considering next steps.
1.) After students have completed their Travel Logs and postcards, they will switch postcards with a classmate and fill out the peer assessment form. Peers will be looking for the two interesting facts about the province. The front illustrations of the postcard should entice your peers to want to travel to or find more out about that province.
2.) All postcards will be placed in the CANADA envelope to keep a class set of postcards from the prairies.
3.) Encourage students to read about the adventure of their peers and compare their vacations.
4.) Ask students where they think the school bus will take them next class. Facilitate short discussion about British Columbia and the Rocky Mountains, etc if time permits.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Students should gain a sense of the province that they studied. If time is permitting than group the students into threes and perform a jigsaw activity. Each student in the group will be the expert on a different province. Have each student explain their Travel Log and postcard highlighting the key facts about their province. After this jigsaw lesson, all students should have information about all three provinces.
Another extension may be to have students prepare short class presentations of their trip to the Prairie Provinces. This will extending the lesson cross curricularly into Language arts (oral presentation) or even Dramatic Arts.
Resources:
Johnson, R. L. (2001). A walk in the prairie. Carolhoda Books, Inc., Minneapolis, MA.
MacDonald, B. (1987). Canada “From Sea to Sea” Series: Discover Alberta. Apple Pres Publishing, Thornhill: ON.
MacDonald, B. (1987). Canada “From Sea to Sea” Series: Discover Manitoba. Apple Pres Publishing, Thornhill: ON.
MacDonald, B. (1987). Canada “From Sea to Sea” Series: Discover Saskatchewan. Apple Pres Publishing, Thornhill: ON.
McDermott, B., & McKeown, G. (1999). All About…Canadian Geographical Regions: The Interior Plains. Reidmore Books, Scarborough, ON.
Richardson, G. (1995). Hello Canada: Saskatchewan. Lerner Publications Co., Minneapolis, MA.
Yates, S. (1995). Hello Canada: Alberta. Lerner Publications Co., Minneapolis, MA.
Yates, S. (1995). Hello Canada: Manitoba. Lerner Publications Co., Minneapolis, MA.
[pic]
Congratulations! You are about to begin your trip to Alberta!
You will use the contents of this knapsack in your travel. You will have a few tasks to perform during your trip to the Prairie Province of Alberta.
Travel log: handout “Travel Log”
Use this to help you conduct your research. When on vacation (a.k.a. researching Alberta) you will have to find popular tourist destinations, natural resources, physical features, cultural activities, famous people and interesting facts. The Travel Logs may be written in point form, but must be handed in at the and of this assignment.
Postcard: white card/stamp
You must also keep in touch with their families back home in the Niagara Region. Your final project will be to write a postcard home telling your family about your trip. Make sure to include at least two things you recorded on your travel log (popular tourist destinations, natural resources, physical features, cultural activities, famous people and interesting facts). You also need to illustrate the front of your postcards using symbols and pictures that represent Alberta. Be sure to design a professional postcard that highlights the best features of the province and engages viewers. Do not forget to attach a stamp and write a mailing address. Post cards will be placed in the CANADA envelope as a class set.
If you need help with the postcards look at the real ones on display in the classroom.
You will be given two research classes and one postcard production class. Use your time wisely!
LESSON 5
1. Identification:
|Candidate: Christie McMullen |Grade: 4 No. of Students: |
|Associate: |Subject/Strand: Canada and World Connections: Canada’s Provinces, |
| |Territories, and Regions |
|School: |Lesson Type: Inquiry, Research and Communication |
|Date: Duration: 3 - 4 |Students Absent for this Lesson: |
|classes | |
2. Lesson Topic:
• Discovering British Columbia
• Design Your Own Mini Totem
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
Using primary and secondary sources and discussion, students will be able to identify physical features of British Columbia, identify major natural resources, identify and describe types of communities, and present their knowledge by designing and creating their own Totem Pole. Students will also have to write a short paragraph and present what they chose to represent British Columbia in their Totem and why.
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: |
|Journal: |Projects: x |Presentation: x |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: |Rubric: x |Quiz, Test: |Other: x: KWL chart |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: x Pair Share | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
• Diagnostic test: KWL chart
• Students will be assessed by the teacher with a presentation rubric for their final art project
• All research information will be handed in on the day of their presentations
5. Lesson Modifications: (Where applicable, provide student names.)_________________________________
5.a. Mark with an x:
|Increase Time: x |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
| | |x | | |
|Oral Explan.: |Repeat: |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: |Visuals: x |Manipulatives: |Other:x conference |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
• Provide more time to students having trouble completing assignment on time
• Conference with teacher for guidance
6. Materials and Equipment Required:
6.a. For the Students:
• Computer with internet access
• A variety of sources: atlases, maps, photographs
• Primary & secondary resources: internet sites, illustrations
• Empty paper towel or wrapping paper rolls
• Crayons and/or markers
• Construction paper (many colours)
• Glue
• Scissors
• Activity description
• Presentation outline and rubric
6.b. For the Teacher:
• Computer with internet access
• Variety of sources
• Primary and secondary resource sites
• Information handout based on what students learn and share as a class
• Have photo examples of Totems
• Activity description
• Presentation outline and rubric
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: x |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: ……………………………………………………..………………Minutes
Include reviewing, motivating, and providing a context.
1st lesson
Diagnostic assessment
• “When you think of British Columbia, what do you think of that might represent the province?”
• Brainstorm and complete a KWL chart with the students
Introduction
• Introduce BC’s motto: Unlimited Splendour
• Have visuals available for students to look at
• Review terms for physical features, natural resources, environment and communities
8.b. A Sequence of Teaching and Learning: …………………………………………Minutes
Include checking for understanding and reviewing key points.
2nd lesson
In partners students will use the period to explore and research BC’s regions, wildlife, natural resources, and Native Haida Art in the library/computer lab
• Students will go to the library to locate books about BC
• Students will look up BC specific websites from a list provided and explore BC’s regions, wildlife, natural resources, and Native Haida Art
Suggested websites:
• Students will regroup in the classroom and pair share their information with another pair of students
3rd lesson
• Following the directions on the activity sheet handout: Students will design and create their own mini Totem based on the information they researched in the previous period
• Students will write a brief paragraph that describes in detail the symbols on their Totem and how they represent British Columbia
4th lesson
• Students can use this period to finish their art and writing assignments
• Students will present their Mini Totems and read their paragraph to the class
8.c. Application:…………………..........…………………………………………….Minutes
Include facilitating guided and/or independent practice.
4 or 5 – 50 Minute Periods
2 periods for discussion and research
2/3 periods to create their Mini Totems and present them to the class
8.d. Closure and Assessment:………………………………..………..…...................………………..Minutes
Include sharing, reflecting, and considering next steps.
Students will present their Mini Totems and read their paragraph to the class
Students will be assessed by the teacher with a presentation rubric
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
List at least 6 examples for each of the following categories
|Physical Features: |Natural Resources: |
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|Wildlife: |Native Haida Art: |
| |* list information about the communities and features used in |
| |Haida Art |
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Mini Totems
Totem poles are tall, carved posts that were created by important men among certain tribes of British Columbia and Alaska. The carved and painted faces on a pole represent the animals or birds. The designs were carved to represent human and animal faces rather than to look exactly like them.
What you Need:
• Empty paper towel or wrapping paper rolls
• Crayons and/or markers
• Construction paper (many colours)
• Glue
• Scissors
What You Do:
1. Cut a piece of construction paper long enough to wrap around the paper roll.
2. You can cut the paper roll in half to make a smaller totem piece.
3. Lay the paper out flat and draw on an animal's face.
4. When you have finished drawing the face, glue the construction paper around the paper roll.
5. Cut a triangular shape (for the nose or beak) out of the construction paper, crease it down the middle (so it will stick out) and glue the edges onto the face.
6. Cut a pair of wings out of the construction paper and glue them to your totem.
7. Write a brief paragraph about the choices you made to design your Totem and what they represent.
* Extension for students who finish early: If you like, you can make a few different totems and stack them on top of one another.
British Columbia: Mini Totems Name:____________________
| |P4 |P3 |P2 |P1 |
| |Limited organization and |Some organization and |Considerable organization|High degree of |
| |minimal development of |fair development of ideas|and good development of |organization and strong |
|Organization and |ideas |Some preparation is |ideas |development of ideas |
|Preparation |Limited preparation is |evident |Considerable preparation |High degree of |
| |evident | |is evident |preparation is evident |
| |The totem looks thrown |The design and |The totem shows that the |The totem shows that the |
| |together at the last |construction were |creator took pride in |creator was took great |
|Attractiveness/ |minute. It appears that |planned. |his/her work. The design|pride in his/her work. |
|Craftsmanship |little design or planning |The totem has several |and construction look |The design and |
| |was done. |flaws that detract from |planned. |construction look |
| |Craftsmanship is poor. |the overall look |The totem has a few flaws|carefully planned. The |
| | | |but these do not detract |item is neat |
| | | |from the overall look. | |
| |Unclear illustrations used|Fair illustrations used |Good illustrations used |Extremely effective |
|Use of Illustrations |to symbolize the province |to symbolize the province|to symbolize the province|illustrations used to |
| | | | |symbolize the province |
| |The student does not |The student can answer 1 |The student can answer 2 |The student can answer 3 |
| |understand how the totem |question correctly about |questions correctly about|questions correctly about|
|Knowledge about Culture |relates to the culture |how the totem relates to |how the totem relates to |how the totem relates to |
| |being studied. |the culture being |the culture being |the culture being |
| | |studied. |studied. |studied. |
| |Often mumbles or can not |Speaks clearly and |Speaks clearly and |Speaks clearly and |
| |be understood. |distinctly most of the |distinctly all the time, |distinctly all the time. |
|Speaks Clearly | |time. |mis-pronounced one word. | |
LESSON 6
1. Identification:
|Candidate: Natalie Walden |Grade: 4 No. of Students: |
|Associate: |Subject/Strand: Social Studies/Canada’s Provinces, Territories and |
| |Regions. |
|School: |Lesson Type: Consecutive |
|Date: Duration: About 5 50 minute periods |Students Absent for this Lesson: |
2. Lesson Topic: Introduction to and exploration of The Yukon Territory, The Northwest Territories and Nunavut.
3. Specific Expectations: Mark with an x: Concepts: [ x ] Skills: [ x ] Attitudes: [ x ]
At the conclusion of the lesson, students will be able to:
Social Studies:
Using secondary resources such as atlases and other print materials, students will be able to
a) Locate and describe the physical and geographic regions of Canada’s three territories;
b) Relate the physical environment to economic and cultural activities in the Canadian territories,
c) Distinguish the cultural and economic differences between each territory,
d) Describe how technology affects the lives of people in an isolated community,
e) Create a variety of thematic maps of the physical features of Canada’s territories,
f) Construct maps of Canada’s territories showing major roadways, railways, and capital cities
Visual Arts:
Produce two dimensional works of art that communicate ideas for a specific purpose and audience
Math:
Identify general location using a grid system (e.g. In an Atlas)
Select the appropriate unit of measurement (e.g. map in kilometres)
Science:
Recognize that animals live in specific habitats because they are dependent on those habitats (e.g. animals who live in the arctic)
Language Arts:
Generate ideas about a potential topic using a variety of strategies (e.g. brainstorming)
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: x – create postcard, inuksuk, |
| | | | |route to Whitehorse, Treasure Trek |
| | | | |answer sheet |
|Journal: x |Projects: |Presentation: |Work Samples: x | |
| | | |Geography sheets | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: x |Checklist: x |Rubric: |Quiz, Test: |Other: |
|Self-assess.: x |Rating Scale: |Notes: |Peer Assess: | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
Students will place all work into an envelope to be collected at the end of the lesson.
5. Lesson Modifications: (Where applicable, provide student names.)
5.a. Mark with an x:
|Increase Time: |Challenge: |Decrease No./Difficulty:| |Alternate Assignment: |
|Oral Explan.: |Repeat: x |Re-teach: |Scribe: |E. A. Assistance: |
|Peer Tutor: x |Visuals: |Manipulatives: |Other: |Instruct. Technologies: |
5.b. Teacher’s Routine for Lesson Modifications:
In student groups, allow students to work together
Repeat instructions, have instructions for activities posted throughout each centre
6. Materials and Equipment Required:
6.a. For the Students:
- Pencils
- Journals or paper
- Coloured pencils or crayons
- Treasure hunt checklist
- Plastic bags
- Envelopes
- Travel information for the Yukon ()
- Blackline master map of Canada
- Aboriginal art (from Territories)
- 50 small, smooth rocks for students to make Inuksuks
- Other fact sheets or books about Canadian Territories
- Coloured pencils or crayons – enough for students at all centres – unless students have their own
- Recipe cards or paper cut to size of postcard – enough for each student
- Flags of The Yukon, the Northwest Territories, and Nunavut
- Gold glitter
- Plastic jewels
- Feathers
- Images and information about Arctic animals (i.e. Polar bears, arctic foxes, seals) – Canadian Geographic online and print
6.b. For the Teacher:
- Copies of geography and cultural activity sheets and information sheets for each region for each student (Geography: Province to Province, by Donna Ward. London: Northwoods Press, 2000.)
- Images of Nunavut, The Northwest Territories, and the Yukon - Useful website: Canadian Geographic Kids:
Provinces and Territories:
Provincial Unit Study:
- Images or books of artwork by Ted Harrison ()
7. Instructional Strategies:
7.a. Student-Centred: Mark with an x:
|Cooperative: |Centres: x |Inquiry; Problem-solving: x |Computer-Assisted: |Other: |
7.b. Teacher-Directed: Mark with an x:
|Drill: |Lecture: |Guided Inquiry: x |Demonstration: |Other: x |
8. Presentation Steps (Teacher Actions): Indicate: W: Whole Class; S: Small Group; I: Independent
8.a. Introduction: 15Minutes W
Include reviewing, motivating, and providing a context.
1) Begin lesson by showing students various images of Canadian territories, which may include people, animals (such as polar bears, arctic foxes), cultural artefacts (such as Inuksuks), the terrain, and any other images related to the territories. Discuss with students what they see and how they think the images are connected.
2) Next, show students the three flags of the Canadian Territories; discuss what students see on flags and why they think certain symbols were selected.
8.b. A Sequence of Teaching and Learning: 10 Minutes W
Include checking for understanding and reviewing key points.
1) Classroom is organized into six learning centres: three for the culture and economy of each territory, three for the geography of each territory – each numbered 1, 2, 3, 4, 5, 6
2) Explain each station and each activity to students BEFORE they are grouped and move
3) Students are divided into six groups, each group sent to a different centre
4) Students explore and work at the activities of their learning centre for 20-30 minutes, completing tasks and a treasure hunt along the way
5) After 20-30 minutes (use discretion), students rotate numerically to next station 1(2, 2(3, 3( 4, etc.
6) After all students have been to all stations, collect the work and treasure checklist for assessment
8.c. Application: 180 Minutes S
Include facilitating guided and/or independent practice.
• Classroom is organized into six learning centres: 3 learning centres for the culture and economy of each territory, 3 learning centres for the geography of each territory.
• Students explore 6 learning centres, collecting information and treasures to help them complete their treasure hunt.
• In each station, a different task is assigned, during which time students gather a variety of information about the three Canadian territories.
• Each learning centre includes images from the specific territory, artefacts for students to explore pertaining to the territory they are discovering, information pertaining to the economy and culture of the territory, and an activity for the students to complete.
• In the culture and economic centre for Nunavut, provide small rocks for students to create inuksuks (available at craft stores or Wal-Mart). Students will read about inuksuks, then build their own. After students have built their inuksuk, they will either draw their inuksuk or take a picture of it, and respond to the following questions
o What did you build?
o How did you build it?
o Why do you think the Inuit people use these structures?
o Are there any structures around the school or in your city that are similar to these structures?
Students will also compare the price of food in Nunavut to the price of food in Ontario. Provide students with a list of prices for food bought in Nunavut, (see student workbook), as well as a list of prices for the same foods bought in Ontario. Ask students to brainstorm ideas why there is such a difference.
• In the culture and economic centre for the Northwest Territories, students will create a postcard with at least 3 symbols to represent the territory. Students will look at pictures of the people and history of the territory, as well as read and explore information about the Northwest Territories’ flag, coat of arms, economy, and traditions. On the back of their postcard, students must explain why they chose the symbols they did. Artefacts to explore at this centre will include feathers, gold “dust” (sparkles), and “diamonds” (plastic jewels), and information pertaining to animals that live in the Northwest Territories.
• In the culture and economic learning centre for the Yukon, students will plan a trip from their school to Whitehorse. Looking through tourist pamphlets, information sheets, (available to print from the Yukon travel site ) fact books, and atlases, on a provided map of Canada, students will plot their trip to the Yukon Territory. Students must roughly draw their route to Whitehorse, indicate rest points, identify Whitehorse and at least one other Yukon city, and list at least three attractions or activities they will enjoy once they reach their destination and why they chose those attractions or activities. (Remember, a number of possible routes and ways of travel are possible) Artefacts for exploration include “gold dust”, images of artwork by Ted Harrison, Aboriginal art
• In the geography-learning centre for all the Territories, students will use atlases and other information provided to complete the activity sheet at the centre. Students will label a map at each centre for the specific territory and colour the geological regions that exist in that territory using crayons and various textures to create texture rubbings. Several questions to their treasure hunt will be answered at these centres.
8.d. Closure and Assessment: 40Minutes W
Include sharing, reflecting, and considering next steps.
After students have completed all learning centres, they will complete a self-evaluation, identifying how well they felt they completed each centre, and listing one thing they learned about each territory.
Have students write one paragraphs responding to this question:
If I were to live in one of the Canadian territories, I would live in _________________ because: (students must list at least 5 reasons supporting their reasoning)
Collect their paragraph, completed activities, treasure trek sheet, and envelope for assessment.
Discuss with students their responses.
9. Post-lesson Reflections and/or Notes:
These should be written by the candidate. Additional comments from teacher associates are appreciated.
Student Self Evaluation
Name: _______________________________________
Overall, (circle one)
I stayed on task : all the time sometimes I needed to be reminded
I completed: all the activities most of the activities just a few of the activities
In the Nunavut Culture and Economic Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the Northwest Territories Culture and Economic Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the Yukon Culture and Economic Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the Nunavut Geography Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the Northwest Territories Geography Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
In the Yukon Geography Learning Centre, I learned ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
The Great Canadian Territories Treasure Trek
Name: _____________________________
To complete this treasure trek, you must collect the following items:
❖ A picture of an inuksuk built by you (you can draw it OR take a picture of it with the camera provided, make sure you ask me to help you take the picture and that your name is near the structure)
❖ The Inuit meaning of the inuksuk:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
________________________________________________________________________________________________________
❖ Name one of the natural resources found in 2 of the three Canadian territories
____________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
❖ and collect an example of such a resource – put it in the plastic bag provided
❖ A picture and description of an animal whose habitat is in the Arctic
❖ A feather of the bird of the Northwest Territories, it is called _____________________________________________
❖ The name and location of the longest river in Canada ___________________________________________________
❖ The cost of a homemade breakfast of milk, eggs, and bread in Nunavut
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
❖ The name and location of Canada's deepest body of water _______________________________________________
❖ List and map one route to the capital city of the Yukon
❖ Picture of the flower of the Yukon
❖ Geographical map of the Yukon, the Northwest Territories, and Nunavut, including their major cities and geographical regions
Any information that cannot be written on this sheet must be placed in your treasure keeper envelope. Both this sheet and your envelope will be collected when everyone is finished.
Checklist
❑ Image of Inuksuk
❑ Postcard with three symbols
❑ Explanation for symbols
❑ Route to Yukon – with rest stops
❑ Whitehorse and one other city on map
❑ Three activities or attractions in Yukon
❑ Map of Nunavut labelled
❑ Map of Nunavut coloured
❑ Map of Northwest Territories labelled according to sheet instructions
❑ Map of Northwest Territories coloured according to sheet instructions
❑ Map of Yukon labelled according to sheet instructions
❑ Map of Yukon coloured according to sheet instructions
❑ Paragraph stating which territory they would live in with at least 3 reasons why
❑ Treasure Trek sheet /12
Name: ________________________
Instruction sheets for each centre
Nunavut – Culture and Economics
At this centre, you are going to
1) Build an inuksuk. What’s that you ask? Read through the information provided to find out. Then, once you think you have it, use the rocks provided to build your own. Once you have finished, ask me to help you take a picture or draw one. Then, write down answers to these questions:
a. What did you build?
b. How did you build it?
c. Why do you think the Inuit people use these structures?
d. Are there any structures around the school or in your city that are similar to these structures?
2) Compare the price of food in Nunavut to the price of food in Ontario. Find the grocery list to make breakfast for a family in Nunavut. Write it down on your treasure sheet. Then, look through the fliers and information and write down the price of breakfast for a family in Ontario. Do you notice anything different?
Northwest Territories – Culture and Economics
At this centre, you are going to
1) Create a postcard with symbols representing the Northwest Territories. Look through the information provided about the Northwest Territories and create your own postcard that represents life in the Northwest Territories. You have to have at least three pictures or symbols, but they can be of people, animals, places, a symbol from the flag or crest, natural resources, whatever you think represents life here. On the back, write down the reasons you chose the symbols you did. Neatness is important!
2) Find an animal that makes the arctic his home. Look through the information and magazines provided and either cut a picture our or draw one of your own of an animal who lives in the Arctic. Make sure you label what kind of animal it is and list one thing you think helps this animal survive in the cold north.
The Yukon – Culture and Economics
At this centre, you are going to
1) Map a route from the school to the capital of the Yukon. Look through maps, atlases, and information sheets to find the capital of the Yukon and ways you can get there. You need to draw on the map provided one way of getting to the capital city, including any rest stops you might make. Once you get there, list three activities or attractions you might do or see while visiting the Yukon. You will find that information in the tourist pages at this centre. On your map, you also need to name one other town or city in the Yukon
Nunavut – Geography
At this centre, you are going to
1) Colour the different natural regions in Nunavut. You need to use a different colour and different texture for each region. After you have done that, you need to mark the list of places on your sheet on the map. Do you remember where to find out where these places are located? That’s right, an atlas! Be as neat as you can.
Northwest Territories – Geography
At this centre, you are going to:
1) Colour the different natural regions in Northwest Territories. You need to use a different colour and different texture for each region. After you have done that, you need to mark the list of places on your sheet on the map. Do you remember where to find out where these places are located? That’s right, an atlas! Be as neat as you can
Yukon – Geography
At this centre, you are going to
1) Colour the different natural regions in Yukon. You need to use a different colour and different texture for each region. After you have done that, you need to mark the list of places on your sheet on the map. Do you remember where to find out where these places are located? That’s right, an atlas! Be as neat as you can.
LESSON 7
1. Identification:
|Candidate: |Grade: 4 No. of Students: 27 |
|Associate: |Subject/Strand: Social Studies |
|School: |Lesson Type: Culminating Activity |
|Date: 02/22/07 Duration: 150 minutes |Students Absent for this Lesson: |
2. Lesson Topic:
Mission Possible
3. Specific Expectations: Mark with an x: Concepts: [ X ] Skills: [ X ] Attitudes: [ ]
At the conclusion of the lesson, students will be able to:
SOCIAL STUDIES - Ministry of Education Curriculum: Social Studies, Grades 1-8. P. 41-43.
• Identify, analyse and describe economic and cultural relationships that link communities and regions within Canada
• Describe and compare the environments of the physical regions of Canada
• Use primary and secondary sources to locate information about the natural resources, physical features and culture of specific provinces and/or regions of Canada
• 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
ART – Ministry of Education Curriculum: The Arts, Grades 1-8. P. 36.
• Produce two and three dimensional works of art (ie. Work involving media techniques such as drawing, painting, etc.) that communicate thoughts, feelings and ideas for specific purposes and to specific audiences
• Identify strengths and areas of improvement in their own work and that of others
LANGUAGE ARTS – Ministry of Education Curriculum: Language Arts, Grades 1-8.
Writing – p. 86
• Identify the topic, purpose and audience for a variety of writing forms
• Gather information to support ideas for writing using a variety of strategies and oral, print and electronic sources
Oral Communication – p. 81-82
• Use a variety of appropriate visual aids to support or enhance presentations
• Communicate in a clear , coherent manner, presenting ideas, opinions, and information in a readily understandable form
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: X |Presentation: X |Work Samples: | |
4.b. Tools for the Teacher: Mark with an x:
|Observation: X |Checklist: |Rubric: X |Quiz, Test: |Other: |
|Self-assess.: |Rating Scale: |Notes: |Peer Assess: X | |
4.c. Teacher’s Routine for Marking, Tracking, and Reporting:
5. Lesson Modifications: (Where applicable, provide student names.)____________________
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:
• markers / crayons
• poster paper for each group
• several books and resources from the library or other sources on each of the five regions
• Atlas
• computer with Internet access
• printer
• five large envelopes – one for each group
• activity sheets:
o MISSION POSSIBLE (envelope title page)
o Your Mission Is As Follows
o Thought Organizer (one for each group)
o Internet Instructions (one for each group)
o Mission Possible Poster Rubric (for assessment)
o Group Presentation Rubric (for assessment)
6.b. For the Teacher:
• Overhead
• Activity sheets and templates
• Chalk and chalkboard
• Rubrics
• Poster paper
• Research resources
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: |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.
• Play Mission Impossible music and explain to students that we have almost reached the end of our unit on Canada’s other Provinces and Territories
8.b. A Sequence of Teaching and Learning:…………………………………… 20 Minutes
Include checking for understanding and reviewing key points.
1) Prepare a Mission Possible package for each group. Included will be:
o Mission Possible title page
o Your Mission is as Follows (instruction sheet)
o Thought Organizer
o Research Instructions
2) Pre-arrange books from the library
3) Divide the class into five groups:
o Atlantic
o Central (Quebec only)
o Prairies
o West
o North
5) Ask each regional group to sit together in groups.
o Hand out the envelopes to the groups and explain to the students that this activity is Mission Possible. Their task is to prepare regional posters for Canada.
6) Explain to students that they will be researching information on their region from various sources (books, internet sites, atlases, etc.).
7) Tell students that each poster should incorporate the information that was summarized on their Thought Organizers.
8) Remind students that the purpose of the poster is to educate people about what the region looks like, what it has to offer, what the climate is, what the people do there, etcetera.
9) Explain that the purpose of these presentations and the whole exercise is so each group can become an expert on their region, and then educate the rest of the class about that region thus so the whole class ends up learning about all of the regions across Canada.
8.c. Application:…………..........………………………………………… 50-70 Minutes
Include facilitating guided and/or independent practice.
o Explain to the students that they should organize their findings from their research on the Thought Organizers, and from there, they will create posters and make presentations on their findings.
o In order to create these posters, students will first need to find information about their various regions.
o Each group will work on their own regional posters. Posters must: be colourful, eye catching, informative, show where their region is located in Canada, and use the information that was summarized on the Thought Organizer
8.d. Closure and Assessment:………………………………..………..…...................…………… 40 Minutes
Include sharing, reflecting, and considering next steps.
o Groups must each go up and present their poster to the class. Prior to presentations, teacher will review the following with students regarding their presentations:
· use best voices (speak clearly, slowly and loudly)
· look at the class when speaking
· choose important aspects of the poster to explain to the group
o During presentations, students will be required to perform peer assessments of the presentation and the poster
o Group members will be required to peer assess their teammates in addition to performing self assessments
o Finally, the teacher will use a rubric to assess the overall product created.
Your Mission is as Follows…
• You and your group have been hired by the Government of Canada to create new and interesting posters about your region of Canada.
Your challenge is to:
• create a poster with markers or crayons
• the information for your poster must come from the Thought Organizer that you create
• research information and facts on your region
• you and your group must then present your poster to the Government of Canada Committee
• your presentation must not be longer than five minutes
|Category |Level 1 |Level 2 |Level 3 |Level 4 |
|Knowledge and Understanding of |Students display a limited |Students display some |Students display a |Students display a thorough |
|content |understanding of material and|understanding of material and|considerable understanding |understanding of material and |
|- Based on the Poster and |knowledge of content |knowledge of content |of material and knowledge |knowledge of content |
|Presentation | | |of content | |
|Poster |Poster is unattractive, |Poster shows some |Poster shows good |Poster is extremely original, |
|- appearance, relevance and quality |unoriginal, demonstrates |originality, is relatively |originality, is attractive,|very attractive, presents |
|of content, creativity organization,|little creativity and the |attractive, presents some |presents relevant |exceptionally relevant |
|etc. |information presented has |relevant information and |information and |information and demonstrates |
| |little relevancy |demonstrates some creativity |demonstrates good |excellent creativity |
| | | |creativity | |
|Communication |- Expresses thoughts and |- Expresses thoughts and |- Expresses thoughts and |- Expresses thoughts and ideas|
|- Based on Presentation skills (ie. |ideas with limited |ideas with some effectiveness|ideas with considerable |with thorough effectiveness |
|Rapport with audience, volume, |effectiveness |- demonstrates some |effectiveness |- demonstrates thorough |
|clearness of speech, etc.) |- demonstrates limited |understanding of presentation|- demonstrates considerable|understanding of presentation |
| |understanding of presentation|skills |understanding of |skills |
| |skills | |presentation skills | |
|Organization |- Poster design is |Poster design shows some |Poster is organized, neat |Poster is well organized, |
|- organization of information, (ie. |unorganized, sloppy and |organization but remains |and readable |exceptionally neat and quite |
|Poster and presentation, group work)|difficult to read |somewhat sloppy and difficult|- Presentation showed |easy to read |
| |- Presentation showed limited|to read |considerable commitment to |- Presentation showed |
| |commitment to organization |- Presentation showed some |organization and delivery |exceptional commitment to |
| |and delivery of information |commitment to organization |of information |organization and delivery of |
| |- Group was generally off |and delivery of information |- Group was on task the |information |
| |task and unproductive |- Group generally used their |majority of the time and |- Group was very efficient and|
| | |time effectively |clearly productive in their|on task all of the time |
| | | |use of time | |
-----------------------
Prairies
Manitoba
Saskatchewan
Alberta
West
British Columbia
North
Yukon
Northwest Territories
Nunavut
Atlantic
New Brunswick
Newfoundland and Labrador
Nova Scotia
Prince Edward Island
Central
Ontario
Quebec
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