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.
  • 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
  • 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

MediaLiteracy

  • 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 usethe 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:

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

  1. Identify, which symbols represent natural resources and the provinces and territories from which they originate
  2. Use primary and secondary sources to locate information about Canadian symbols and how they represent certain natural resources of the land and their uses.
  3. Formulate questions to guide research and clarify information on what the symbols represent
  4. 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: x / Alternate Assignment: 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.
  1. 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.
  2. 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)
  3. 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.
  4. 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