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Social Studies 4.4.

1 The Canadian Regions


Teacher: Kara Palmer, Marie Downey & Alicia Matthews Time Required: 45 minutes Date: February 4, 2014 Subject / grade level: Social Studies, Grade 4 Unit 4: Exploring the Landscapes of Canada Curriculum Outcome: 4.4.1: Describe the physical landscape of Canada. Lesson objective(s): Students will learn about the six regions of Canada and how they make our country special: How and why are countries organized into regions? What are the names of the six physical regions of Canada? What are the physical features of each of Canadas regions? Which region do you live in? Assessment: Students will create a postcard at the end of this lesson to show their understanding of the different regions of Canada. They will draw a picture of their chosen region on the front of the postcard and provide facts about that region on the back. Differentiation strategies to meet diverse learner needs: Kinesthetic and visual learners are considered with the incorporation of a variety of interactive activities and visual representations of the information that is presented. An integration of the Art and LA curriculums acknowledges the spatial and linguistic learners in the class as well. We have provided opportunities for higher order thinking by creating activities in the Engagement section that require students to examine some thought provoking questions. Teacher will be wearing an FM system microphone for those who may have difficulty hearing. Structure: Students will have an opportunity to work interactively as they collaborate in groups during the Engagement, Exploration, and Explanation section of this lesson. They will also be able to work independently and demonstrate their own learning during the Elaboration and Evaluation sections. Teaching Methods/Strategies: Teaching methods in this lesson will allow students to explore topics discussed by following the 5 Es approach: Engage, Explore, Explain, Elaborate, and Evaluate. This constructivist approach to teaching will allow for class discussions, collaboration among students, interactive activities, media and visuals, and consideration of many learning styles. Students will be encouraged to build on prior knowledge and experience to construct meaning for themselves about concepts being taught. Materials/Features: Printouts of landscapes, masking tape, six groups of objects, yarn, Post-It notes, map of Canada, cardstock, markers, pencil crayons. Text, Audio, Video Based Resources: Powerpoint, Explorations 4 Text Chapter 8. Vocabulary: Appalachia, Shield, Lowlands, Plain, Cordillera, Arctic, region, landscape, features. ENGAGEMENT (5 minutes) (Teachers Actions) Show students some paintings of Canadian landscapes that are placed around the room and ask questions such as: Where do you think this landscape is from? Why? Does this look ENGAGEMENT (Students Actions) Students should be making educated guesses about where the photos were taken. They should be asking themselves the question: How can I tell where a landscape is by looking at the physical

similar to the landscape that we see here in New Brunswick? What physical features do you notice in this landscape? Give students plenty of time to make their predictions. EXPLORATION (10 minutes) (Teachers Actions) Have a rectangle made out of masking tape on the floor with 6 groups of objects. Each group should have a certain physical feature in common (ex. all blue objects in one group, all yellow objects in another group, etc.) Ask students to separate the objects with a piece of yarn so that each group is separated from the others. Ask questions to engage students in higher order thinking: Why did you choose to separate them like that? Explain your rationale. Ask students to think about and discuss the following questions as a class: What are some of the defining features of your home? New Brunswick? Canada? EXPLANATION (10-15 minutes) (Teachers Actions) Teacher will explain characteristics of the 6 different regions in Canada with the help of the PowerPoint visual presentation and a map of Canada. Appalachia: a land mass in eastern North America that contains the Appalachia mountains. Shield: a vast area of land with exposed rock. Lowlands: land that is lower than the land around it. Plain: a large stretch of level/flat or gently rolling land. Cordillera (core-dill-yare-a): a system of parallel mountain ranges. Arctic: an extremely cold, dry and treeless region in the northernmost parts of Earth. The teacher will ask the students to look at the paintings around the room again, try to guess

characteristics? What do I already know about this kind of landscape?

EXPLORATION (Students Actions) Student should: separate the items within the masking tape rectangle by group and try to explain why they chose to separate them the way they did. They should be thinking about which physical features define New Brunswick and Canada as a whole and contributing to the class discussion.

EXPLANATION (Students Actions) Student will make predictions about paintings of different Canadian landscapes, guessing which regions they would belong to. Students will have a Post-It note and will write their predictions on the note and stick it to its corresponding landscape painting. Students will compare their predictions to others and will analyze the differences and similarities in opinion.

which region they believe each landscape belongs to, and write their prediction on PostIt notes to stick on the pictures. ELABORATION (15-20 minutes) (Teachers Actions) The teacher will distribute materials for students to create a landscape postcard that represents one of Canadas regions and explain the instructions for the activity. Circulate to offer help to those who may need it. Clarify the defining features of the regions as needed. EVALUATION (Teachers Actions) The teacher will look at the students post cards to ensure that they have understood the lesson and have demonstrated their understanding in the final product. EVALUATION (Students Actions) Students should hand in their post cards. ELABORATION (Students Actions) Students will create their post card using the materials distributed. Students will draw a landscape on one side and identify the region type on the other side as well as a few defining features of the region.

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