Where to Live in Canada?

Grade 5 Social Studies Unit Plan

Created by Liisa Kleemola For Ed.3700 C&I for Social Studies Dec. 5, 2013

Unit Plan Introduction

To what extent does the geography of a region have on the quality of life? Why is this Unit taught? This unit is taught in grade 5 so that students are aware and can appreciate the enormity of Canada, and how the geographic regions vary over the country. These differences affect the communities in that area, in quality of life and how they adapt to live on the land or change the land to live on it. The students discover the differences in regions, landforms and bodies of water and how these can affect the climate of the regions. In grade 4, the students would have learned about Alberta, and the regions and resources present there, but moving to grade 5, Canada is looked at as a whole, and then broken down by geographic region. Citizenship and Identity Citizenship and Identity are looked at throughout this unit. The various regions, both landform and climate, attract different people to live there. The students will examine the ways that the quality of life is affected in each region, and how natural disasters can affect this. For some, the geographic region they come from is an identifying factor, and something to be proud of. The students will examine some of these reasons and will hopefully discover their ties to a certain region whether in Canada or elsewhere. Aboriginal, Francophone, and/or other Linguistic, Cultural and Ethnic Groups The Aboriginal groups must be considered in this unit, as they have a strong connection to the land, and students can determine why certain groups settled in areas compared to others, while knowing that some did not have much choice. The Francophone perspective will also be taught, as there is a large concentration to one geographical area. Other linguistic, cultural, and ethnic groups will be discussed as

land was sought after for the landforms and bodies of water, typically resembling the ones from their home country. Components of Powerful Teaching and Learning Meaningful: As this unit deals with the regions students live in, as well as quality of life, this material can be very meaningful to students. The connections they or their family have to the land is important. Integrative: I have attempted to incorporate literature into this unit, tying in with Language Arts. Students can connect with the books in LA, writing poetry and doing other activities with them, linking to identity, which comes later in the year. There is plenty of writing involved in the unit, and small bits of presentation, linking to LA. Value-based: Focusing on quality of life, the discussion of what is most important in ones life is very much value-based. I will attempt to prevent any judgment on the quality of life in a region, rather present it how the locals see it for themselves and what they value and appreciate. Challenging: For teaching, the challenging part is the short timeline for this unit. I can easily see this unit taking longer than two weeks, as certain things will need more time to go fully in-depth, however, depending on the class, others may be very straightforward. Students must analyze the reasons why and how geography can affect ones quality of life. This concept on its own can be very challenging to comprehend. Active: I have attempted to have the students working in pairs or small groups as much as possible, even bringing in mini-white boards and play-doh to help with explanations. I have also planned for a mini teacher show and tell activity, which should spark students interest.

Student Knowledge and Skills Already in Place Planning this unit, I am assuming that the students have begun learning about Canadas geography. They have begun learning about the protected environment in Canada, parks and other protected areas. Concern for the environment and the significance of the protection would have already been discussed. This unit would come at the beginning of the year, before delving into histories and stories of ways of life in Canada and how this shapes ones identity. Students will have already worked in elbow partners and know the routines for T/P/S and small groups. Family/Community Issues The only issues I can see arising in this unit is how the Aboriginal, Francophone, and multiple groups view how the land was settled, being treated, or how it was created. This would be a very good time to bring in an Elder to speak about the land from their perspective. ICT Outcomes I think it is a good idea for students to explore the geographic regions and ways of life across Canada, as well as complete research through the use of Internet via class laptops. I will also be utilizing the smart-board, which students will also have access to. Subject Integration This unit can be aligned with the Language Arts curriculum very easily, as well as the Science curriculum. For Language Arts, students will be reading information on the internet and picture books, as well as researching, writing, and presenting material, and in Science, students learn about weather and wetland

ecosystems, which are touched on while dealing with climate and geographic regions and bodies of water in Social Studies. Current Events Linkage This unit connects very well with current events. For example, the students must analyze how natural disasters and severe weather have been part of Canadas physical geography. The recent flooding in Southern Alberta, as well as the severe winter storms in Eastern Canada are just a couple current events that can be used in the discussion.

Performance Assessment Task and Evaluation Tool Tourist Brochure

You work at a tourist bureau for a certain Canadian city. Miss Kleemola will assign you to a specific city/town. To attract visitors to your city, you must create a brochure or poster advertising all the facets of your town. Make sure to include information on: - the geography surrounding the city (including landforms and bodies of water make reference to the geographic region) - the climate of the city and surrounding area make reference to the climate region and what to expect) - the quality of life for people (all parts to this) - the natural resources available in and around the city, including main industries and products (at least 3-5) - at least one unique fact about the city (something to attract tourists) Also, include visuals where you feel they will add to your brochure. You can find images on the websites, or draw your own. You can do your research from the books provided in the classroom, at the library, the regions booklets made in class, or the following websites: - City/Town websites - Wikipedia - Google Maps - http://www.worldbookonline.com/kids - http://www.worldbookonline.com/students **Remember not to just copy and paste from the websites/books. You must put the information into your own words. - Paper for your brochure or poster will be provided.

Presentation: After completing your brochure, you will be placed in geographic region groups and present to those small groups. You will then form a small booth for your region at your desks and rotate around the class, visiting and reading about the cities in other regions.

Rubric for Tourist Brochure

GLO 5.1: Physical Geography of Canada: Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians 4 3 2 1 Incomplete SLO 5.1.2 - examine, critically, the physical geography of Canada - States the Geographical Region - States bodies of water in and around city and describes how they affect the life of the community - States the landforms in and around the city and describes how they affect the community - Describes the Natural Resources and Industries present in the city (x2) - Describes the quality of life in the city and how this is affected by the geography (x2) - Describes the climate and states the climate region, explaining how this affects life in the city SLO 5.S.7 apply the research process - Information gathered is accurate and appropriate (not just copy and pasted) - Details are specific and clear for readers - Information is organized logically SLO 5.S.8 demonstrate skills of oral, written and visual literacy - Audience is considered with visuals and written work Comments:

Lesson Objectives
General Learning Outcome for Unit: 5.1: Physical Geography of Canada: Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect the quality of life of all Canadians Specific Learning Outcomes for Unit: Values and Attitudes 5.1.1 - value Canada's physical geography and natural environment appreciate the diversity of geographic phenomena in Canada appreciate how the land sustains communities and the diverse ways that people have of living with the land appreciate the geographic vastness of Canada Knowledge and Understanding 5.1.2 - examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues: What are the major geographical regions, landforms and bodies of water in Canada? How do landforms, bodies of water and natural resources affect the quality of life in Canada? How have natural disasters and severe weather been part of Canada's physical geography? What are the differences and similarities among the geographical regions of Canada? How is the geographical region they live in different from other regions of Canada? What are the factors that determine climate in the diverse geographical regions of Canada (e.g., latitude, water, mountains)? Skills and Processes 5.S.3 - develop skills of geographic thinking: list, map and discuss major waterways that have been significant in the establishment of communities in Canada (e.g., St. Lawrence River, Great Lakes, St. Lawrence Seaway, Red River) 5.S.4 demonstrate skills of decision making and problem solving: use data gathered from a variety of electronic sources to address identified problems use graphic organizers, such as mind mapping/webbing, flow charting and outlining, to present connections between ideas and information in a problem-solving environment 5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building: consider multiple points of view while attempting to reach group consensus demonstrate the ability to deal constructively with diversity and disagreement

work collaboratively with others to achieve a common goal record group brainstorming, planning and sharing of ideas by using technology 5.S.7 apply the research process determine themes, patterns and trends from information gathered use graphs, tables, charts and Venn diagrams to interpret information draw and support conclusions, based on information gathered, to answer a research question access and retrieve appropriate information from the Internet by using a specific search path or from given uniform resource locators (URLs) organize information gathered from the Internet, or an electronic source, by selecting and recording the data in logical files or categories 5.S.8 demonstrate skills of oral, written and visual literacy: select appropriate forms of delivery for written and oral information, taking particular audiences and purposes into consideration create visual images for particular audiences and purposes

Key Words/Concepts for Unit Regions, Geography, landforms, natural disaster, natural environment, bodies of water, tundra, mountain (range), lake, river, stream, ocean, bay, prairie, climate, natural resources, products, cliffs, valleys, ridges, peninsulas, plateau, ice sheet, canyon, cave, pond, marshlands/wetlands, coast, desert, delta, gulf, hill, island, plain, trait, tributary, isthmus, quality of life

Lessons Overview
Monday Week 1:
(40 minute blocks)

Tuesday Landforms and Bodies of Water

Wednesday Prairies/ Great Plains and Quality of Life

Thursday Climate and Natural Resources

Friday
Appalachian

Intro to Geography

and Great Lakes & St. Lawrence Lowlands Regions

Instructional Objective

Students will discover the geographical regions of Canada.

Students will distinguish the various landforms and bodies of water in the landscape of Canada.

Students will determine the influence the land has on its residents. Students will analyze the affect of the land on ones quality of life.

Students will analyze Canadas various climate regions. Students will investigate Canadas many natural resources. -Whiteboard and Markers -Computer/ Projector -Pictures/ videos of climate regions + - map of regions for students - Items for natural resource/pro duct show and tell - T-charts - Regions booklets Discussion, TCharts, Regions Booklets, What stuck with you?

Materials

- Map of Canada and globe - Pictures of landforms and bodies of water - KWL Charts - Map of regions large for front and student handouts - Exit Slips

-Mini Whiteboards and Markers -Computer/ Projector and pictures of landforms - Play doh

-If youre not from the prairie David Bouchard - Regions Comparison Booklets

Students will analyze Canadas vast geographical regions, by responding to the videos. Students will compare and contrast two regions in Canada to the Prairies. -Computer/ Projector - Pictures of landforms, resources, and bodies of water in the 2 regions - Regions Booklets

Assessment

Discussion, KWL Charts, Exit Slip

Discussions, Observations

Discussion, Comparison Chart/Booklets, Thumbs up/down

Discussion, Regions Booklets, Exit Slip

Monday Week 2:
(40 minute blocks)

Tuesday Hudsons Bay Lowlands and Natural Disasters

Students will determine the effects of natural disasters and severe weather on the quality of life.

Wednesday Northern Canada

Thursday Canadas Cordillera

Friday Tourist Brochure Work Period

Canadian Shield Jigsaw

Instructional Objective

Students will determine the geography of the Canadian Shield through research and group work. Students will cooperate and will communicate clearly with others in groups. - Laptops - Regions - Booklets - Sticky notes

Students will analyze Canadas vast geographical regions, by responding to the video. Students will compare and contrast two regions in Canada.

Materials

- Whiteboard and Markers -Computer/ Projector - Regions Booklets Discussion, Booklets, Class brainstorm, Thumbs up/down

- Whiteboard and Markers - KWL Charts -Computer/ Projector - Venn Diagrams Discussion, KWL Charts, Venn Diagrams, What stuck with you?

Assessment

Discussion, Jaqsaw, Regions Booklets, and What stuck with you?

Students will distinguish the Cordillera region from the Plains/Prairi es. Students will review the geography of Canada through writing their own alphabet. - Crazy About Canada -A Mountain Alphabet - Regions Booklets Discussion, Regions Booklets, KWL chart

Students will demonstrate their knowledge of a geographic region by creating a tourist brochure.

- Laptops

- Assignments Sheets and Rubrics

Project Rubric

Monday Week 3:
(40 minute blocks)

Tuesday Tourist Brochure Work Period and

Presentation
Same as previous Friday

Tourist Brochure Work Period

Instructional Objective Materials Assessment

Same as previous Friday

Lesson 1:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - appreciate the geographic vastness of Canada 5.1.2 - examine, critically, the physical geography of Canada 5.S.3 - develop skills of geographic thinking Students will discover the geographical regions of Canada. Map of Canada and globe Pictures of landforms and bodies of water KWL Charts Map of regions large for front and student handouts Exit Slips Map Activity Have a large map of Canada on the board and a globe at the front. Provide pictures of different geographic regions, both from Canada and not (Niagara Falls, Tundra, St. Lawrence River, Appalachian and Rocky Mountains, Prairies, Grand Canyon, Sahara, Rain Forest, etc.). Have students put them where they think they belong, either somewhere on the map of Canada, or on the globe. Time: 10 minutes Discussion How they knew where to put certain landforms/bodies of water. How can you tell they are Canadian? Canada is quite a large country that has many types of geography. How is Canada divided? Provinces, Territories, cities, climate, geographic regions. What is the deciding factor from one region to another? Time: 10 minutes Geographic Regions Show a map with the regions divided by colour and hand out version for students to label. Why might they be divided like that? Can a region be a mixture of several? Go through the names (Appalachian, Great Lakes and St. Lawrence Lowlands, Canadian Shield, Hudson Bay Lowlands, Great Plains, Canadian Cordillera, Canadian Artic Lands) and explain meaning of names. Time: 5 minutes Regions KWL Charts Hand out charts will be keeping these until the end of the unit, where we will fill out the last column. Students fill out the first two columns individually Then, have students turn to elbow partners to share the first two columns, allowing time for additions. Time: 10 minutes SNIB - approved books for this unit Exit Slip What sorts of things might influence people to live in the different regions around Canada? Time: 5 minutes Discussion, KWL Charts, Exit Slip Google Map of Canada and its geographic regions

Learning Objectives Materials Introduction

Body of Lesson

Sponge Closure

Assessment Methods Resources

Lesson 2:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.S.7 apply the research process determine themes, patterns and trends from information gathered Students will distinguish the various landforms and bodies of water in the landscape of Canada. Mini Whiteboards and Markers Computer/Projector and pictures of landforms Play doh Class Brainstorm Landforms What are they? Bodies of Water what are they? Examples of each? Are they different in each region? Why and how so? Time: 10 minutes Creation of Landforms and Bodies of Water Hand out play doh, mini whiteboards, and markers. Have students get out paper for definition sheets. Slowly go through the definitions, reading and writing them on board/projecting them on screen and have students copy them. [tundra, mountain (range), lake, river, stream, ocean, bay, prairie, cliffs, valleys, ridges, peninsulas, plateau, ice sheet, glacier, canyon, cave, pond, marshlands/wetlands, coast, desert, delta, gulf, hill, island, plain, trait, tributary, isthmus] Depending on the landforms, after copying the definition, students can draw or mold what they believe the landform would look like. After discussing what the students created, show a picture of one in Canada. Discuss differences or similarities. Time: 25 minutes Exit Discussion Which landforms/bodies of water may be difficult to live by/on? Why? Which ones do people in Canada typically live by/on? Why? Time: 5 minutes Discussions, Observations Google

Learning Objectives Materials

Introduction

Body of Lesson

Closure

Assessment Methods Resources

Lesson 3:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - appreciate how the land sustains communities and the diverse ways that people have of living with the land 5.1.2 - examine, critically, the physical geography of Canada 5.S.4 demonstrate skills of decision making and problem solving Learning Objectives Students will determine the influence the land has on its residents. Students will analyze the affect of the land on ones quality of life. Materials If youre not from the prairie David Bouchard Regions Comparison Chart Introduction Class Prediction Have students predict what the book will be about based off the title and cover picture. Flip through the pictures does this change any predictions? Time: 5 minutes Body of Lesson Read, Discuss and T/P/S Read the story and pause for questions and discussion if necessary. Discuss feelings towards the information presented. Can anyone relate? Does anyone have a strong connection to somewhere else besides the prairie? What are the people connected to? Why and how? (Think/Pair/Share) What influences people to live in certain places refer back to exit slips. (land, resources, things to do, water, climate, etc.) What is this connection/influence called? Why are these things important? Are there things that are more important? Quality of life: recreational opportunities; e.g., physical activities, arts, sports, hobbies, travel, socializing plentiful, fresh, nutritious food suitable housing; e.g., affordable, not crowded, materials, good location clean environment; e.g., free of pollution, clean air, waste disposed of quality education access to medical care sufficient availability of good jobs strong family and social network safe environment.

Have you/your family always live on the prairies? Is there a connection to the land, or some other part of quality of life? (T/P/S class) Time: 23 minutes Comparison Charts/Booklets Hand out booklets and explain how they work continually adding to them throughout the unit. Fill in what you can for the Prairies/Great Plains. Time: 10 minutes Closure Thumbs up/down List items, both areas of quality of life and not. Students put a thumbs up if it falls under quality of life and down if not. Time: 2 minutes Discussion, Comparison Chart/Booklets, Thumbs up/down If youre not from the prairie David Bouchard

Assessment Methods Resources

Lesson 4:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - appreciate how the land sustains communities and the diverse ways that people have of living with the land 5.1.2 - examine, critically, the physical geography of Canada 5.S.4 demonstrate skills of decision making and problem solving Students will analyze Canadas various climate regions. Students will investigate Canadas many natural resources. Whiteboard and Markers Computer/Projector Pictures/videos of climate regions + map of regions for students Items for natural resource/product show and tell T-charts and Regions booklets Odd Facts (Crazy about Canada!: hundreds of amazing things kids want to know) Read some odd climate facts to students and discuss. Time: 5 minutes Climate Discussion What is climate? What influences it? location, water Types of climate tropical, semi-arid, arid, marine west coast, subarctic, humid continental, tundra, icecap, highland, etc. Show pictures/videos of places and have students determine what climate type it would fall in. What types are in Canada? In the Prairies? fill out Regions Booklet/chart and label map of climate regions In table groups, determine what climate might influence in a region. People, things to do, resources? Time: 15 minutes Resources show and tell/Table Talks and T-Charts Hand out t-charts to students. Show and tell with different natural resources mixed with products. Divide up 4 or 5 things per table group. Ask students to discuss what each item is and what they are used for. Which are natural resources? If not a natural resource, what are the things? Students fill out t-charts with what they believe natural resources are and what products are, and why/what determines that. Come back as a class to discuss the differences between the two, and the uses of natural resources. Time: 15 minutes What Stuck With You? Hand out sticky notes. Students should write out one thing that they learned about natural resources and one thing about climate, and then stick them to the board. Time: 5 minutes Discussion, T-Charts, Regions Booklets, What stuck with you? Bowers, Vivien. (2006) Crazy about Canada! : hundreds of amazing things kids want to know. Items from around school and home Google

Learning Objectives Materials

Introduction

Body of Lesson

Closure

Assessment Methods Resources

Lesson 5:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment
5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building

Learning Objectives Materials

Introduction

Body of Lesson

Students will analyze Canadas vast geographical regions, by responding to the videos. Students will compare and contrast two regions in Canada to the Prairies. Computer/Projector Pictures of landforms, resources, and bodies of water in the 2 regions Regions Booklets Class Brainstorm Put pictures on the board of the Appalachian mountains, St. Lawrence river, lobsters, fishing boats, etc. Ask class, what region do you think we are talking about today? How can we figure it out? What are the pictures of, and where are they in Canada? Appalachian and Great Lakes & St. Lawrence Lowlands Regions locate on map and talk about cities located in those areas Time: 5 minutes Video/Discussion and Booklets Before showing the video (Appalachian Region), ask students to get out a blank sheet of paper and while watching the video, write out the resources, landforms, and bodies of water shown. Repeat the video for students. Elbow partners to discuss what they found and then to whole class to identify them. Talk about quality of life in the region. Fill out Regions booklets in partners. Time: 15 minutes Video/Discussion and Booklets Before showing the video (Great Lakes and St. Lawrence Lowlands), ask students to get out a blank sheet of paper and while watching the video, write out the resources, landforms, and bodies of water shown. Repeat the video for students. Elbow partners to discuss what they found and then to whole class to identify them. Talk about quality of life in the region, and the vastness of the St. Lawrence River as well as the Great Lakes. Fill out Regions booklets in partners. Time: 18 minutes

Sponge Closure Assessment Methods Resources

SNIB from approved list for unit Exit Slip What is one question you have about a region we talked about today? Time: 2 minutes Discussion, Regions Booklets, Exit Slip http://www.youtube.com/watch?v=wokHeV7tJUY http://www.youtube.com/watch?v=7OT7XSw2XFc Google

Lesson 6:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment 5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building 5.S.5 apply the research process 5.S.8 demonstrate skills of oral, written, and visual literacy Students will determine the geography of the Canadian Shield through research and group work. Students will cooperate and will communicate clearly with others in groups. Laptops Regions Booklets Sticky notes Address Questions from Exit Slips Go through and answer the questions from the previous day. Time: 5 minutes Small Groups Divide students into 6 groups (Labrador, Quebec, Ontario, Manitoba, Iqaluit, and North West Territories) with laptops. Each group will research that province and the information needed in the Regions booklet. Time: 15 minutes Jigsaw Groups switch up, rotating the students so that each group has a person from all the original groups. These students must now report to the group their findings and learn from the others about the other parts of the Canadian Shield. In that group, students may fill out their Regions booklet. Time: 15 minutes What Stuck With You? Hand out sticky notes. Students should write out one thing that they learned from today. Once complete, students can stick it to the whiteboard. Time: 5 minutes Discussion, Jaqsaw, Regions Booklets, and What stuck with you? http://www.worldbookonline.com/student http://www.worldbookonline.com/kids http://atlas.nrcan.gc.ca/site/english/index.html Wikipedia

Learning Objectives Materials

Introduction Body of Lesson

Closure

Assessment Methods Resources

Lesson 7:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment 5.S.5 apply the research process Students will determine the effects of natural disasters and severe weather on the quality of life. Whiteboard and Markers Computer/Projector Regions Booklets Video Show video of polar bears. Where in Canada is this? What is the region called? Hudsons Bay Lowlands Time: 5 minutes Discussion/Booklets Show pictures of the area, and refer back to the video. What types of resources are available there? Quality of life? Climate? Landforms and bodies of water? Why might people live there? Fill out Regions booklets. Time: 15 minutes Natural Disasters/Severe Weather T/P/S about Natural Disasters/Severe Weather. What are they? What causes them? Where in the world do they happen? Have any happened where you/we live? (flooding in Alberta, snow storms out East, Typhoon, etc.) Bring back to class answer lingering questions. How do they affect where people live? How do they affect the quality of life? brainstorm/web on board with class Time: 15 minutes Thumbs up/down Give True/False statements about the regions and concepts we have learned about so far and have students give a thumbs up for true and down for false. Time: 5 minutes Discussion, Booklets, Class brainstorm, Thumbs up/down http://www.youtube.com/watch?v=ryYn6Oax7N0 Google

Learning Objectives Materials

Introduction

Body of Lesson

Closure

Assessment Methods Resources

Lesson 8:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment 5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building 5.S.7 apply the research process Students will analyze Canadas vast geographical regions, by responding to the video. Students will compare and contrast two regions in Canada. Whiteboard and Markers KWL Charts Computer/Projector Venn Diagrams Class Discussion/Brainstorm Say and write the words North, Yukon Territory, Northwest Territory, and Nunavut on the board. Have students give their initial thoughts and feelings to the words and what they already know about the territories, creating a mind map/bubble chart on the board. Either teacher can write the words, or have students come and write them. Time: 5 minutes
KWL Chart Students fill out the first two columns individually. Then, have students turn to elbow partners to share the first two columns, allowing time for additions. Time: 10 minutes Video Have students watch the video first time through with eyes closed. Discuss as a class, what they predict is being shown, and why. Show the video again with students eyes open. Have students compare their predictions to what was shown. Video can be shown a few times. Time: 5 minutes Venn Diagram One circle for Southern Alberta, the other for Northern Canada. Have students work individually or in elbow partners, filling in the diagram with the topics noted in the KWL Charts, showing both the similarities and differences between the two regions of Canada. Have students share in their small groups (3-4) a few of the similarities and differences they found.

Learning Objectives Materials

Introduction

Body of Lesson

Time: 15 minutes Closure

What Stuck With You? Hand out sticky notes. Students should write out one thing that they learned from today, and one thing they still want to know about the North. Once complete, students can stick it to the whiteboard. Time: 5 minutes

Assessment Methods Resources

Discussion, KWL Charts, Venn Diagrams, What stuck with you?

http://www.youtube.com/watch?v=I3TMEiAQWg8 http://canadasnorth.com

Lesson 9:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment 5.S.5 demonstrate skills of cooperation, conflict resolution and consensus building 5.S.7 apply the research process Students will distinguish the Cordillera region from the Plains/Prairies. Students will review the geography of Canada through writing their own alphabet. Crazy About Canada and A Mountain Alphabet Regions Booklets Fun Facts Read out some facts from Crazy about Canada; hundreds of amazing things kids want to know about Canada and discuss with class. Time: 5 minutes Story and Regions Booklets A mountain alphabet Looking back at what weve talked about over the past 2 weeks, what types of things stand out? Climate? Landforms? Bodies of water? Quality of Life? Resources? Region? Canadian Cordillera Fill out Regions Booklets Time: 15 minutes Elbow Partners In partners, create an alphabet for Canadas landforms, bodies of water, quality of life, resources, etc. from what we have learned. Choose the items you believe represent Canada the best. Share with table group and pick one to be read to class. Have students read out the selected alphabets from each group. Time: 15 minutes KWL Chart Regions KWL Chart from the beginning of the unit fill out the last column and hand them in. Time: 5 minutes Discussion, Regions Booklets, KWL chart Ruurs, Margriet. (1996) A mountain alphabet. Bowers, Vivien. (2006) Crazy about Canada! : hundreds of amazing things kids want to know.

Learning Objectives Materials Introduction

Body of Lesson

Closure

Assessment Methods Resources

Lesson 10-12:
Class Length GLOs SLOs

Social Studies: Canadian Geography Grade 5

40 minutes 5.1 Physical Geography of Canada 5.1.1 - value Canadas physical geography and natural environment 5.1.2 - examine, critically, the physical geography of Canada 5.1.3 - analyze how people in Canada interact with the environment 5.S.7 apply the research process 5.S.8 demonstrate skills of oral, written and visual literacy Students will demonstrate their knowledge of a geographic region by creating a tourist brochure. Laptops Assignments Sheets and Rubrics Explain Project Go over rubric and assignment sheet. Time: 5 minutes Project Allow students to pick city out of a hat. This will be their focus, to design a brochure or poster encouraging people to live in that city.

Learning Objectives Materials Introduction Body of Lesson

Work on and present advertisement for certain City - explain what resources are available - which province/territory it is located and what geographic region - quality of life things to do - climate - landforms and bodies of water near the city - something unique to the city/region Using the booklet made over the last 2 weeks, from books in classroom, library, or certain websites provided by me. Upon completion of the brochures, place students in geographic region groups and have the students present their cities to each other. Once this is complete, have students set up small booths at their desks for their region and rotate the students around the class, visiting and learning about the other cities in different regions. Closure Assessment Methods Resources Question time dont forget to add pictures of things you believe represent the city/region the best Time: 5 minutes Project Rubric http://www.worldbookonline.com/kids Wikipedia, Tourism Websites, Government Websites

Handouts for Students Canadas Geographic Regions KWL Chart K (Know) Canadas Geographic Regions
Appalachian Great Lakes and St. Lawrence Lowlands Canadian Shield Hudson Bay Lowlands Great Plains/Prairies Canadian Cordillera Canadian Artic Lands

W (Want to Learn)

L (Have Learned)

Map of Canada (For Geographic and Climate Regions)

Region Name: Prairies/Great Plains Provinces/Territories: Climate:

Geographic Landforms:

Bodies of Water:

Natural Resources:

Quality of Life:

Terms:

Region Name: Provinces/Territories: Climate: Geographic Landforms: Bodies of Water:

Natural Resources:

Quality of Life:

Similarities to Prairies:

Differences from Prairies:

Terms:

T-Chart (Natural Resources or ?

(What are they? What are they used for? If not a natural resource, what is it? What ones are found in Canada?)

Natural Resource

Social Studies Canadian Geography

Name:

The North: Yukon Territory, Northwest Territory, and Nunavut K

(Know/Think)

W
(Want to learn)

L
(What did you learn?)

In General

Geographical Regions/Land forms/Bodies of Water

Natural Resources

Things to Do/ Ways of Life

Social Studies: Canadian Geography

Name:

Fill in the Venn Diagram using the topics from your KWL Chart with similarities and differences you know/saw between Southern Alberta and the Canadian North.

Southern Alberta

Northern Canada

Visuals Used in Unit

Besides maps, this unit uses many visuals, as students cannot be transported to each environment to discover what it is like. Below is an example of a visual of a landform/body of water that can be used with the unit. Photos of landforms, bodies of water, climate regions, natural resources, products, things to do, etc. will be used throughout this unit.

Approved Books for SNIB Time

Andrews, Jan. (1996) Keri Bannatyne-Cugnet, Jo. (1994) A Prairie year. Busby, Brian. (2003) Question and Answer Encyclopedia Canada. Butler, Geoff. (1995) Killick: a Newfoundland story. Bowers, Vivien. (2007) Wow Canada! Exploring this land from coast to coast to coast. Bowers, Vivien. (2004) Thats very Canadian. Bowers, Vivien. (2002) Only in Canada. Bowers, Vivien. (2006) Crazy about Canada! : hundreds of amazing things kids want to know. Carney, Margaret. (1997) At Grandpa's sugar bush. Harrison, Ted. (1987) Northern alphabet. Hartry, Nancy. (1997) Hold on, McGinty! LeBox, Annette. (1998) Miracle at Willowcreek. Lightburn, Sandra. (1998) Driftwood Cove. Olson, Kay Melchisedech. (2004) Canada. Root, Phyllis. (2004) If you see want to see a caribou. Ruurs, Margriet. (1996) A mountain alphabet. Spalding, Andrea. (1995) Finders keepers. Spalding, Andrea. (2002) Solomon's tree. Suzuki, David. (2003) Salmon forest. Tooke, Susan. (2008) B is for Bluenose, A Nova Scotia Alphabet. Wells, Don (editor). (2005) Canadian unity.

Annotated List of Resources

Audio-Visual Canadas North. (2011). (Video File). Retrieved from: http://www.youtube.com/watch?v=I3TMEiAQWg8 This is a great video to use in the classroom when discussing the Northern part of Canada. It is a short video, but addresses GLO 1 and many of the SLOs in the Gr. 5 curriculum. This can be used to show an overview of the area, discover landforms, bodies of water, natural resources, quality of life, and climate. Lazy Bear Lodge. (2006). (Video File). Retrieved from: http://www.youtube.com/watch?v=ryYn6Oax7N0 This is a cute video to get students interested in learning about the Hudsons Bay Lowlands Region, where the Polar Bears reside. This video demonstrates the difference in climate and landforms/bodies of water present in the region that can be completely foreign to students. Mahal, Manroop. (2013). (Video File). Retrieved from: http://www.youtube.com/watch?v=7OT7XSw2XFc This is a student created video describing the Great Lakes and St. Lawrence Lowlands region in Canada. Although it is an amateur video, it does a wonderful job going over the needed criteria for GLO 1 and several SLOs in the Gr. 5 curriculum. The pictures and information presented can really assist students get a grasp on the region. There on Earth. (2012). (Video File). Retrieved from: http://www.youtube.com/watch?v=wokHeV7tJUY This is also a wonderful video showcasing Canadas Atlantic region. It is a wonderful opener for talking about the region, describing the resources, landforms and bodies of water present in the region. It can assist students to visualize how different this area is to the Prairies, what some students may only know. Fiction Bouchard, David. (1993). If youre not from the prairie Vancouver, BC: Raincoast Books & Summer Wild Productions. This book is a wonderful illustration of life on the Prairies and the connections people make with the land they live on. It connects very well with multiple SLOs in Social Studies, and is a great book to use in LA as well. Poetry,

comparisons, and identity can all be drawn from this book. Ruurs, Margriet. (1996). A mountain alphabet. Toronto, ON: Tundra Books. This book is a lovely way to highlight the significance of the mountains to the Cordillera region. Once again, it clearly connects with the SLOs in the Social Studies curriculum, and allows students to connect with the land through story and pictures. Non-Fiction Bowers, Vivien. (2006) Crazy about Canada! : hundreds of amazing things kids want to know. Toronto, ON: Maple Tree Press. This book is full of interesting and unique facts about Canada. This can help interest students in the topics being presented when there is a funny or odd fact preceding the discussion. Inventions, famous people, and little known facts are all presented in this book. Websites World Book Online. (2013). Retrieved from: http://www.worldbookonline.com/kids World Book Online is a great website for both lower and upper elementary students. There are pictures of different places in the world, maps, a comparison for locations, games and activities, and much more. This is an online encyclopedia for students, presented in a fun format.