UnitPlan

PlanningSheet

GradeandTopic
Grade4
PEOPLEANDENVIRONMENTS:POLITICALANDPHYSICALREGIONSOF
CANADA
Whatarethebigideasoftheunit?
Inthisunitstudentswilldeveloptheskillsandknowledgenecessarytoidentifythe
physicalregionsandenvironmentalattributesofCanada.Thestudentswillnowuse
thisknowledgetoexaminethewaysinwhichpeopleliveandthriveaccordingtotheir
dominantindustry.

Whichcurriculumexpectationsaretheenduringunderstandings?(Ontariospecific
expectations)
B1.1Analysesomeofthegeneralwaysinwhichthenaturalenvironmentofregions
inCanadahasaffectedthedevelopmentofindustry(e.g.howthecharacteristicsofthe
CanadianShieldmadepossiblethedevelopmentofminingandsmeltingforest,
freshwaterfisheries,pulpandpaperhowthecharacteristicsoftheMaritimes
provincesmadepossiblethedevelopmentoffisheries,coalmining,agriculture,
offshoreoildrillinghowthetopographyandclimateofthePrairiesmaketheregion
suitableforlargescalefarmingandranching).

B3.4IdentifyvarioustypesofpoliticalregionsinCanada(e.g.provinces,territories,
municipalities,FirstNationsbandsandreserves),anddescribesomeoftheirbasic
similaritiesanddifferences(e.g.thepowersofaprovinceversusthoseofaterritory)

B3.5IdentifyCanadasprovincesandterritoriesandtheircapitalcities,anddescribe
themwithreferencetotheirlocationandsomeofthepeopleswholiveinthem(e.g.
NewBrunswick,whichisinAtlanticCanada,istheonlybilingualprovinceandhasa
largeAcadianpopulationToronto,whichisthecapitalofOntario,hasalarge
immigrantpopulation,whichincludespeoplefromChina,SouthAsia,Europe,and
LatinAmericaaswellasAboriginalCanadiansthemajorityofpeopleinNunavut,in
ArcticCanada,areInuit).

Whatdoyouwantstudentstobeabletodo,understand,andknowattheendofthe
unit?
Bytheendoftheunitstudentswillbeabletoidentifytheprovincesandterritoriesand
theircapitalsofCanada.Theywillbeabletovisuallyidentifytheseregionsonamapof
Canada.Studentsshouldalsobeabletocomprehendhowdifferentsocialissuesand
environmentalregionsaffecttheirmainindustriesofeachprovince.

Listpossiblewaysthatyouasateacherwillhaveevidenceofstudentsunderstanding,
skills,andknowledge.Foryourunit,youonlyhavetofullydeveloponeperformance
task(summativeassessment).
SummativeTask:
StudentswilllabelandcolouramapofCanada
Assessment:
Correctlylabeltheprovinces,citiesandcolourtheclimatezones
SummativeTask:
Studentswillhaveaconferencedepictingdifferent
groups/provincestodiscusssocialissues
Assessment:
Theteacherwillmakearubrictoassessthegrouppresentation.Groups
willbeevaluatingeachother,baseduponashortchecklist(e.g.didthegroup
representtheirprovincecreatively?)
SummativeTask:
Studentswillhaveamultiplechoiceandshortanswerexamabout
regionsandindustriesofCanada
Assessment:
Teacherwillmarkaccordingtorightandwronganswers

SummativeTaskthatisFullyDeveloped
Description:
Thestudentswillmakebrochuresfortheirgivenprovinces/territories(Individually).The
brochureswillcoverclimate,industry,landregion,governmentandtimezone.Other
interestingfactswillbeincludedtoconvincethereaderthattheprovince/territoryisa
niceplacetovisit.

CurriculumExpectationsAssessed:
B3.4IdentifyvarioustypesofpoliticalregionsinCanada(e.g.provinces,territories,
municipalities,FirstNationsbandsandreserves),anddescribesomeoftheirbasic
similaritiesanddifferences(e.g.thepowersofaprovinceversusthoseofaterritory)

B3.5IdentifyCanadasprovincesandterritoriesandtheircapitalcities,anddescribe
themwithreferencetotheirlocationandsomeofthepeopleswholiveinthem(e.g.
NewBrunswick,whichisinAtlanticCanada,istheonlybilingualprovinceandhasa
largeAcadianpopulationToronto,whichisthecapitalofOntario,hasalarge

immigrantpopulation,whichincludespeoplefromChina,SouthAsia,Europe,and
LatinAmericaaswellasAboriginalCanadiansthemajorityofpeopleinNunavut,in
ArcticCanada,areInuit)

B1.1Analysesomeofthegeneralwaysinwhichthenaturalenvironmentofregionsin
Canadahasaffectedthedevelopmentofindustry(e.g.howthecharacteristicsofthe
CanadianShieldmadepossiblethedevelopmentofminingandsmeltingforest,
freshwaterfisheries,pulpandpaperhowthecharacteristicsoftheMaritimes
provincesmadepossiblethedevelopmentoffisheries,coalmining,agriculture,
offshoreoildrillinghowthetopographyandclimateofthePrairiesmaketheregion
suitableforlargescalefarmingandranching).

Assessment:
Arubricwillbedesignedbytheteachertodeterminelevel1,2,3or4basedonthe
informationprovidedbythestudents.

Whatlearningexperienceswillstudentsneedinordertoperformeffectivelyand
achievedesiredresults?(Foryourunit,youneedaminimum10lessonideas)
Expectation(s):
B3.4identifyvarioustypesofpoliticalregionsinCanada
(e.g.,
provinces,territories,municipalities,FirstNationsbandsandreserves)
,anddescribe
someoftheirbasicsimilaritiesanddifferences
(e.g.,thepowersofaprovinceversus
thoseofaterritory).
Studentswillbeabletoidentifyandlabelalloftheprovincesand
territoriesandtheircapitalsbytheendofthelesson.
Teaching:
BeginwithablankmapofCanadaupontheSMARTboardandaskthe
studentstoidentifythemap.CantheytellyouitisamapofCanada?Thiswillbe
engagingtheirpastknowledgeifanyexists.Wewillgothrougheachprovinceand
territory,discusssomeimportantpointsabouteachandcallthestudentsuptoplace
eachwheretheybelieveitbelongs.Wewillhavetherestoftheclassusingthumbs
up/thumbsdowntodeterminewhereeachlabelgoes.
StudentTask:
AfterlabellingamapofCanadaasaclass,studentswillbe
independentlylabelingablankmapofCanada.Studentswillberesponsibleforfilling
inthemapwiththeappropriateprovinces.
Assessment:
Anecdotalrecords:trackstudentprogressandunderstandingduringtheclass
discussion.
Checklist:alltheprovincesandterritoriesarelabelledcorrectly.
Expectation(s):
B3.4identifyvarioustypesofpoliticalregionsinCanada
(e.g.,
provinces,territories,municipalities,FirstNationsbandsandreserves)
,anddescribe
someoftheirbasicsimilaritiesanddifferences
(e.g.,thepowersofaprovinceversus

thoseof

aterritory).
Studentswillusetheirknowledgefromthepreviouslessonto
appropriatelylabelthecapitalcitiesofeachprovince.
Teaching:
Beforethestudentsbegintheirindividualworksheettheteacherwill
introducethecapitalcitiesofeachprovince.Theteacherwillposethequestiontothe
group,Whatisacapitalcity?.Thestudentsmayrespondortheteachermayanswer,
A

town

or

city

that

is

the

official

seat

of

government

in

political

entity,

such

as

state
or

nation.TheteacherwillthenhavealargeblankoutlineofCanada.Theteacher
willhave
StudentTask:
Studentswillreceiveanothermapworksheettoindependentlylabelthe
capitalcitiesofeachprovince.Themapswillhaveadotindicatingwherestudents
shouldwritethenameoftheprovinceandthecapitalcity.
Assessment:
Checklist:Usethechecklistfromthepreviouslessonforthisoneaswell,makingsure
theyhaverememberedtheprovincesandpairedthepropercapitalcitywiththecorrect
province.
Expectation(s):
B1.1Analysesomeofthegeneralwaysinwhichthenatural
environmentofregionsinCanadahasaffectedthedevelopmentofindustry(e.g.how
thecharacteristicsoftheCanadianShieldmadepossiblethedevelopmentofmining
andsmelting,forest,freshwaterfisheries,pulpandpaperhowthecharacteristicsof
theMaritimesprovincesmadepossiblethedevelopmentoffisheries,coalmining,
agriculture,offshoreoildrillinghowthetopographyandclimateofthePrairiesmake
theregionsuitableforlargescalefarmingandranching).
Teaching
:Teacherexplainsthattheprairiesaretoodryfortreestogrowsoitis
primarilyflatgrassland.PrairiescomposedofsouthernAlberta,Saskatchewanand
Manitoba.Theflatlandisidealforfarmsandgrowingwheat.Startwithvideo
(
https://www.youtube.com/watch?v=tUMG8Z4fxXs
)toorientatestudentswiththeland.
MapofCanadadisplayedonSmartboardandhaveastudentcirclewheretheythink
theprairiesarelocated.Studentsrespondwiththumbsup/downifthestudentisright.
ThendoamatchingactivityonSmartboard(onesideisapictureofwheat,forest,
cattle)othersideissouthernAlberta,northernSaskatchewanandsouthern
saskatchewan.(thumbsup/downformotherstudents)
StudentTask
:Studentscompletemappingactivitythatincludescolouringthethree
prairieprovinceswithdifferentcoloursthentheymustcirclesymbolsthatareinthe
wrongplace(examplewheatattheborderofsaskatchewanandnorthwestterritories.)
Theycolourinsymbolsthatarelocatedintherightplacelikeatreeinnorthern
SaskatchewanorwheatinsouthernSaskatchewan.*Symbolsarealreadyonthemap
whenitishandedouttostudents.*
Assessment
:Checklist:Isitcolouredwithcareusingdifferentcoloursforeach
province?Teacherlooksforcircledsymbolsthatareinthewrongspotonthemapand
colouredinsymbolsintherightsectionsforcorrectness.

Expectation(s)
:B1.1Analysesomeofthegeneralwaysinwhichthenatural
environmentofregionsinCanadahasaffectedthedevelopmentofindustry(e.g.how
thecharacteristicsoftheCanadianShieldmadepossiblethedevelopmentofmining
andsmeltingforest,freshwaterfisheries,pulpandpaperhowthecharacteristicsofthe
Maritimesprovincesmadepossiblethedevelopmentoffisheries,coalmining,
agriculture,offshoreoildrillinghowthetopographyandclimateofthePrairiesmake
theregionsuitableforlargescalefarmingandranching).
Teaching
:Explaintoclassthatmaritimemeansbytheseaandthatthemaritimes
consistofNewBrunswick,NovaScotiaandPrinceEdwardIsland.OntheSmartboard
haveastudentdrawaroundthemaritimeprovinces(bluewhenitsonthewaterand
greenwhenitsalongtheland.Thiswillshowstheemphasisthatitisprimarilyalong
theoceanorGulfofSt.Lawrence.Thenwatchyoutubevideo
(
https://www.youtube.com/watch?v=DETt4VNjJ24
)toorientateclasstotheland.
StudentTask
:Crosswordwithsomewordsfrompreviousclassonprairiesandsome
wordsthatdealwithmaritimes.Highlightprairiewordsinyellowandmaritimewordsin
blue.Wordlist:Alberta,Manitoba,Saskatchewan,wheat,flatland,grassland,cattle,
farm,ranches,NewBrunswick,NovaScotia,PrinceEdwardIsland,StLawrence,
Atlantic,cod,haddock,herring,sardines,lobster,Halifax.
Assessment
:Checklist:Areprairiewordshighlightedinyellow,andmaritimewords
highlightedinblue?Didtheymakeanefforttocompletetheactivity,ifnottheycan
finishforhomework.
Expectation(s):
A3.4describesignificantphysicalfeaturesandnaturalprocessesand
eventsintwoormoreearlysocieties
(e.g.,
physicalfeatures:
rivers,floodplains,
mountains,volcanoes,oceanshore,fertilesoil
naturalprocesses:
seasonalchangesin
climate,animalmigration,erosion
naturalevents:
earthquakes,floods,volcanic
eruptions)
andhowtheyaffectedthesesocieties,withafocusonthesocieties
sustainabilityandfoodproduction
(e.g.,howfloodingofriversinancientEgypt,India,
andChinaenrichedagriculturalland,makingitpossibletosustainlargepopulations
howthethintopsoilofCentralAmerica,Mesopotamia,andEasterIslandlimited
populationgrowthhowvolcanoesthreatenedthesurvivalofcommunitiesinancient
GreeceandtheRomanEmpire)

Teaching:
Studentswilllearnwhatclimateisandaboutthedifferentclimateregionsin
Canadathroughaninstructionalvideoandafollowuplesson.Afteranswering
questions,studentswillbegivenamapwiththedifferentclimatezonesuntitledandwill
beaskedtotitlethem.
StudentTask:
Thestudentswillwatchavideoonthedifferentclimatezonesin
Canadathatwillincludefoods,shelteroptionsandclothingfromvariousareas.After
thevideo,thestudentswillanswerquestionsaboutthedifferentclimatesandgenerate
ananswerforwhatclimateis.
Assessment:
StudentswillbecompletingaclimatemapofCanadatodeterminethat
theyhaveanunderstandingofclimate.

Expectation(s):
A3.4describesignificantphysicalfeaturesandnaturalprocessesand
eventsintwoormoreearlysocieties
(e.g.,
physicalfeatures:
rivers,floodplains,
mountains,volcanoes,oceanshore,fertilesoil
naturalprocesses:
seasonalchangesin
climate,animalmigration,erosion
naturalevents:
earthquakes,floods,volcanic
eruptions)
andhowtheyaffectedthesesocieties,withafocusonthesocieties
sustainabilityandfoodproduction
(e.g.,howfloodingofriversinancientEgypt,India,
andChinaenrichedagriculturalland,makingitpossibletosustainlargepopulations
howthethintopsoilofCentralAmerica,Mesopotamia,andEasterIslandlimited
populationgrowthhowvolcanoesthreatenedthesurvivalofcommunitiesinancient
GreeceandtheRomanEmpire)

Teaching:
Theteacherwillaskpriorknowledgeandreminderquestionsaboutdifferent
climatesandthenwillputstudentsintogroups.
StudentTask:
Thegroupsofstudentswillbegivenflashcardswithdifferentfoods,
shelterandclothingonthem.Thestudentswilldeterminefromtheflashcards,which
climatetheybelongtobeforemovingontoothergroupsandcomparingclimatezones.
Assessment:
Thestudentswillreconvenewiththeirteacherforaclassdiscussionto
createacharttogetheronsimilaritiesanddifferencesbetweenclimatesofCanada.
Expectation(s):
B1.1Analysesomeofthegeneralwaysinwhichthenatural
environmentofregionsinCanadahasaffectedthedevelopmentofindustry(e.g.how
thecharacteristicsoftheCanadianShieldmadepossiblethedevelopmentofmining
andsmeltingforest,freshwaterfisheries,pulpandpaperhowthecharacteristicsofthe
Maritimesprovincesmadepossiblethedevelopmentoffisheries,coalmining,
agriculture,offshoreoildrillinghowthetopographyandclimateofthePrairiesmake
theregionsuitableforlargescalefarmingandranching).
Teaching:
Introducethetopicofindustrywithashortvideothatincludesdifferent
formsofindustryfoundinCanada.Theteacherwillhaveapresentationpreparedthat
defineswhatindustryis,givesexamplesofwhattypesofindustryareimportantin
Canada.Teacherexplainswhycertainindustriesoperateintheirspecific
areas/provincesbasedonthelandformationsandclimatediscussedinearlierlessons.
StudentTask:
Studentswillwatchthevideoandbehandedabasicworksheetwhere
theywillmatchtheprovinceswiththeirindustryandwriteonesentenceforeach
describingwhythatindustrybelongsthere.
Assessment:
Teacherwillassesstheworksheetforstudentsunderstanding.
Expectation(s):
B1.1Analysesomeofthegeneralwaysinwhichthenatural
environmentofregionsinCanadahasaffectedthedevelopmentofindustry(e.g.how
thecharacteristicsoftheCanadianShieldmadepossiblethedevelopmentofmining
andsmeltingforest,freshwaterfisheries,pulpandpaperhowthecharacteristicsofthe
Maritimesprovincesmadepossiblethedevelopmentoffisheries,coalmining,
agriculture,offshoreoildrillinghowthetopographyandclimateofthePrairiesmake
theregionsuitableforlargescalefarmingandranching).

Teaching:
Activatepriorknowledgewithopenquestionsfordiscussionaboutindustry
andhowitrelatestolandformsandclimateetc.Thentheteacherwillbreakthe
studentsupintogroups,eachgrouprepresentingaprovince.
StudentTask:
ThestudentswilldiscusstheopeningquestionsEachgroupwill
determinetheirmainindustryfortheirprovinceandcreateashortpresentation/skitthat
theywillpresenttotheclassattheendoftheirworkperiod.
Assessment:
Peerassessment:eachstudentwillberesponsibleforpeerassessingtheothergroups
thatpresent.
Rubric:Arubricwillbecreatedtomarkthepresentations.
Expectation(s):
B1.1Analysesomeofthegeneralwaysinwhichthenatural
environmentofregionsinCanadahasaffectedthedevelopmentofindustry(e.g.how
thecharacteristicsoftheCanadianShieldmadepossiblethedevelopmentofmining
andsmeltingforest,freshwaterfisheries,pulpandpaperhowthecharacteristicsofthe
Maritimesprovincesmadepossiblethedevelopmentoffisheries,coalmining,
agriculture,offshoreoildrillinghowthetopographyandclimateofthePrairiesmake
theregionsuitableforlargescalefarmingandranching).
Teaching:
Theteacherwillbereviewingthesocialstudiestopicswiththestudentsto
activatetheirpriorknowledgebanksfromthepreviousclasses.Thequestionswill
coverallofthethingscoveredthusfar(climate,landregions,industry,provinceand
territorylocationsandnames,capitalcities)
StudentTask:
Asaclassthestudentswillbereviewingthesocialstudiestopicsfrom
previouslessons.Therewillbeasmartboardactivitywherethestudentswillbe
matchingtheimageswiththecorrectlandmassshape.Studentswillbedraggingthe
appropriatepicturestoprovinceshownontheSmartBoard.Studentswillbedragging
outlinesofprovinces,industriesandclimate.Forexample,theywillbematching
imagesoffarming,flatfieldsandthenameSaskatchewanwiththecorrectprovince
location/shape
Assessment:

PeerAssessment
:Duringthelessonstudentswillbecollaboratingwith
theirpeerstocorrectanswers.Afterastudentdragsapictureorprovincetothe
appropriatesectionthestudentwillthenturntowardtheirpeersandaskforthumbs
uporthumbsdown.Studentswillberelyingontheirpeerstocorrectanswers.
TeacherObservation
:Duringthelessonthestudentswillbeengagedinthe
SmartBoardactivitywhiletheteacherobservesthestudents.Theteacherwillbe
watchingforstudentaccuracy.Theteacherwillbeobservingandmakingnoteof
studentsknowledgeonCanadianregions,provinces,industriesandclimate.The
teacherwilltakenoteofeachstudentsworkwiththeSmartBoardbutalsotheclasses
responsetostudentsideas.
Expectation(s):
2.1Identifyelementsandcharacteristicsofsomemediaforms.

Teaching:
Theteacherwillteachstudentswhatabrochureisandwhattypeof
informationisinabrochure.Theteacherwillalsoshowdifferentexamplesofbrochures
frommultipledifferentplacesaroundCanada.
StudentTask:
Studentswillbetaughthowtoreadandcreatedifferenttypesof
brochure.StudentswillthenchoosetheirProvinceorTerritoryandstarttheirresearch.
Studentsmayusecomputers,booksandmagazinestogathertheirinformation.
Assessment:
TeacherObservation
:Teacherwillbewatchingforstudentswhoare
activelyparticipatingintheirresearch.

CanadianTravelGuides!

Instructions:
1.
Select a Province or Territory within Canada.
2.
Research the listed information for your Province/Territory.
3.
Once you have gathered all your information, organize the information so it
can be put into a brochure.
4.
Draw pictures or use images/ visual aids from the internet in your brochure.
5.
Create a visually appealing brochure displaying the information for your
Province/ Territory.
Be sure to include:
-On the front panel:
-Province/ Territorys name and capital city
-Picture/ drawing of the flag
-Picture of the Province/ Territory
-Information for the following headings:
-Official flower
-Official language (English, French, bilingual)
-Climate
-Time zone
-Government/ Political regions (municipalities, First Nations, etc.)
-Land region/ physical regions
-Industry (mining, fishing, forestry, pulp and paper, etc.)
-How do social issues and the environmental regions affect the
Province/Territories main industry.
-Interesting facts about your Province/ Territory.
-Other relevant visual aids (charts, statistics, etc.)
*Dont forget to include your name somewhere on the brochure!