Collaborativeunitplan

Collaborative Unit Planning Curriculum Expectations
Collaborative Unit Topic: Strand B: People and Environments: Political and Physical
Regions of Canada
Classroom Teacher/Co Partner: Victoria Ohinski/John Broll
Subject: Social Studies Grade: 4
We chose this unit to collaborate on as we are currently LTOs, but have both taught
grade 4. We thought this would be great unit to include the inquiry model in as there are
many great resources both print and online for students to use as resources for this topic,
and inquiry is a great way to learn about the country they live in.
Curriculum Expectations:
Overall Expectations
Identify Canadas political and physical regions, and describe their main characteristics and some
significant activities that take place in them
Specific Expectations
2.3- analyse and construct print and/or digital maps, including thematic maps, as part of their
investigations into balancing human needs/wants and activities with environmental stewardship
in Canada
2.6-communicate the results of their inquiries using appropriate vocabulary e.g., boundaries,
province, capital, territory)
3.4-identify various types of political regions in Canada
3.1-identify various physical regions in Canada, and describe their location and some of the
major ways in which they are distinct from and similar to each other
3.5-identify Canadas provinces and territories and their capital cities, and describe them with
reference to their location and some of the peoples who live in them
Four Week Plan- What will your role be? What will the co
planning teachers role be? How many lessons will need to be
taught? What will the lessons look like? (Be sure to include
copies of the four (4) lessons.) What will the students
responsibilities be? Will there be a checklist or an outline for the
students to follow? What will assessment look like? How will you
address differentiated learning? What will the Success Criteria
and Learning Goals look like?
Week 1 Diagnostic- See what knowledge students have about Canada

- Teach students how to form good questions
Week 2 Provinces and Territories in Canada
Week 3 Capital Cities in Canada
Week 4 Landform/Physical Regions in Canada
Week 5 Focus on Ontario: Ontarios Land Regions and the Great Lakes,
Ontario Resources and Industry, and Sharing Resources in
Ontario
Stages of Inquiry- What will each stage entail? What lessons will
be part of each stage? What resources will be required? What
virtual spaces will be accessed? How will technology be
incorporated?
Stage 1 Explore Introduction to Canada- Canada Diagnostic; Activating
-Initiate Inquiry Prior Knowledge (Lesson 1)
-Choosing the topic
-Developing questions Through lesson:
Guiding Question(s)
What are the physical divisions in Canada? Provinces/
Territories and physical regions.
What differences are there in each of these divisions?
How do cultures, and economy differ in each?
How are these divisions connected?
What are the natural resources in each province?
What do we know about the province we live in (Ontario)?
What province do you want to know more about?
Students will be given books, pictures, and a Ipad for each

group to explore to help activate their knowledge.
We will put up this chart to help guide students questions

starting with Remember
Students will then be able to think of questions during this

stage and there will be a KWL chart started that we can add to
through the unit.
Stage 2 Investigate -Students will work to create 3-5 of their own questions to
-Designing the plan answer during research
-Selecting information -Start to use suggested sources (Worldbook, Groiler, Cross
-Formulating the focus Country Canada Game)
-Take point form notes on province
-Research required information and answers to questions that
they came up with
-teacher will guide students here on keywords to search and
resources to use
-Use templates to record information for final presentation
Stage 3 Process -Conference with teacher to see progress, discuss the

-Analyzing information information they have found and how they are going to present
-Evaluating ideas their information (prezi, powerpoint, etc.)
-Organizing & synthesizing -Next steps: what is left to research, refer back to criteria for
findings assignment
-Begin to put research into presentation form
Professional Learning: Student self-assessment
Sample reflective questions for student to answer:
What have you learned?

Are there new questions for you to research?
What are your next steps?
How are you going to share your findings?
Stage 4 Create -Students should have all their jot notes, and templates and
-Making & presenting should be starting to put together their presentation
product -Students will look at exemplars and examples of great
-Assessing product & presentations (powerpoints, prezis, bristol boards, poster,
process diorama etc.)
-Extending & transferring -student will do self evaluation on their work and their
learning progress through the inquiry
-ELL and IEP students would be able to choose a presentation
format that is more hands on (i.e. poster, diorama)
Diagnostic/Introduction Lesson
Title: Activating Prior Knowledge on Canada Grade: 4

Subject Social Studies
Time: 40 Minutes Strand: Strand B: People and Environments: Political and Physical
Regions of Canada
Lesson Description
The students will activate their prior knowledge about Canada, and present their information to
the class!
Lesson Goals (clearly identify what students are expected to know and be able to do, in language that
students can readily understand)
The students will work cooperatively with each other to draw and record what they know about
Canada.
Success Criteria (teachers will identify the criteria they will use to assess students learning, as well as what
evidence of learning students will provide to demonstrate their knowledge and skills
I can work cooperatively with my group.
I can record or illustrate ideas about Canada.
I can share my ideas with my classmates.
Assessment
Assessment Mode: Written
Assessment Strategy: Group
Assessment Tool: I will look at the charts the students come up with, to access their prior
knowledge of Canada before beginning the unit.
Materials
Smartboard
Chart Paper
Markers
Lesson Format
What Teachers Do/Say What Students do:
Motivational Hook/engagement /introduction (Minds on) ( minutes)
On the smartboard I will bring up a picture of a Canadian Students will predict what is under the square
Flag that is hidden by a square grid. I will select students grid, as the squares are erased.
to come up and erase one square at a time to slowly reveal
the Canadian flag below. Children will predict what the Once the flag is revealed students will do a
picture is under the square grid, with each square erased. Think-Pair-Share with their elbow partner
activating their prior knowledge about
Questions I will ask: Canada.
What colours do we see?
What do you know thats that colour?
As we begin to see the points in the maple leaf I will ask
the students what do they know that has that shape.
Once the flag is revealed I will ask the students to think

about everything they know about Canada. Students will
do a Think-Pair-Share with their elbow partner and will
share any information they know about Canada (symbols,
places theyve been, animals, etc.). I will have students
then orally share some of their ideas.
I will then bring up a world map on the smartboard, to

show the students where Canada is in world. I will have
one student come up and circle Canada on the map using
the magic pen to spotlight Canada.
During /working on it/action (Hands on) (20 minutes)
I will then divide the students into groups of 4 or 5, In groups students will brainstorm ideas
combining students with various abilities. Students on chart paper using words and drawing
will be given books, pictures, and a Ipad for each to show their ideas about Canada.
group to explore to help activate their knowledge.
I will ask students to draw or record their ideas about

Canada on the chart paper. As students are working
in their groups I will walk around and observe, taking
note of how well the groups are working together.
Students will be given 20 minutes to record their

ideas.
After: Consolidation (Reflect and Connect) (10 minutes)
I will ask students to post their chart paper around the Students will walk around the classroom to
classroom, and then all the students will do a gallery walk look at the ideas of their classmates.
to look at their classmates ideas.
Collaborate with students to create KWL
Once students have looked at their classmates ideas I will chart.
say:
You guys all had great ideas, and will comment on the way
they worked together. I will sum up what types of ideas
they recorded, create a KWL Chart and explain that on
next we will be taking a closer look at Canada and its
provinces.
Teacher Reflection:
What do students already know?

What are their questioning skills like?
What are next steps?
Stage 1: Wonder and Explore

Brainstorming 1.7
2006 Toronto District School Board 28 Imagine the Learning! @ Your Library
Lesson 2
Title: Provinces and Territories Grade: 4

Time: 40 Minutes Strand: Strand B: People and Environments: Political and Physical Regions
of Canada
Lesson Description
Students will investigate the political divisions of Canada by identifying and locating the
provinces and territories on a map.
B3: Understanding Context: Regions in Canada
Identify Canadas political and physical regions, and describe their main characteristics and
some significant activities that take place in them
in Canada
3.4-identify various types of political regions in Canada
Lesson Goals (clearly identify what students are expected to know and be able to do, in
language that students can readily understand)
Students will name and find the location of the provinces and territories in Canada, and label
them on a map.
Success Criteria (teachers will identify the criteria they will use to assess students learning, as
well as what evidence of learning students will provide to demonstrate their knowledge and
skills
I can participate in the smartboard lesson
I can find the provinces and label them on the map
I can write my neatest when labelling the provinces on the map.
Assessment
Exit Ticket: What province do you think you may want to learn more about?
Materials
Smartboard
Map of Canada
Large map of Canada
Pencil Crayons
Lesson Format
Motivational Hook/engagement /introduction (Minds on) ( minutes)
I will start this lesson by using a map circle to show The students will read page 4 of Many
students how their city is in a province, which is part Gifts and participate in the smartboard
of the country, which is on a continent, which make lesson.
up the world. (Picture below shows an example,
however I have used the words above)
Smartboard lesson: Show map of Canada labelled

with all the provinces. As a group I will have
students read page 4 of Many Gifts. Explain to
students that the map on the smartboard is a political
map. The provinces and territories are called political
divisions because each of them has certain powers of
government.
Canada is the second largest country in the world,

after Russia. It stretches more than 5000km from the
west to the east, and more than 4000 km from the
north to the south.
Have student build the map on the smartboard. Then

have them name the provinces on the map using the
magnifying glass to check their answers. Finally
students will use the smartboard eraser to determine
the surrounding waterways and landmasses around
Canada. I will ask students first if they know the
oceans around Canada. [See copy of Smartboard
Lesson for above].
Each student will receive a booklet with a checklist Students will work independently labeling
with all the provinces listed and a map to label the the provinces on the map they have been
provinces. I will instruct students to do their best to given, and will use their checklist to
write neatly on their maps and within the space given. ensure they have all the provinces labeled.
Students must use a sharp pencil! Once they have labeled all the provinces
in pencil they can colour their map using
I will put up 2 large maps of Canada for students to pencil crayons!
use as a reference. They can also use page 4 of
Many Gifts.
I will explain to students that they can colour their

maps once they have labelled them, using blue for
water, and colouring each province a different colour.
I will show an example and tell students that they
must colour lightly with pencil crayons.
If students finish all this quickly I have Canada

puzzles, word searches, activity cards and books for
them to do!
I will teach students the song The Provinces of Students will join in singing the song, and
Canada are Fun to Remember and show them the will highlight the provinces on their copy
provinces on my big map as we sing the song. I will of the song.
provide each student with a copy of the song, and
once we have sang it once together I will have them
go through and highlight the provinces.
Extension Activities/Next Steps
Next steps are teaching the capital cities of each province and having the students label them on
a map.
Special Education Notes: Include support people eg S.E.R.T. Educational Assistant Support Needed
Differentiated Instruction considerations/accommodations/ assessment
Any students with modified expectations will receive a different map to cut and paste the names
of the provinces on.
Teacher Reflection:
How did the lesson go?

What would I do differently next lesson?
What modifications need to be made for students? Differentiated instruction?
The Provinces of Canada Are Fun To Remember
The provinces of Canada are fun to remember,

fun to remember, fun to remember!
The provinces of Canada are fun to remember,
so sing them along with me!
Newfoundland and P.E.I.,

Nova Scotia and New Brunswick,
Quebec, Ontario, from there youll see
Manitoba, Saskatchewan, Alberta, B.C.!
The territories of Canada are fun to remember,

fun to remember, fun to remember!
The territories of Canada are fun to remember,
so sing them along with me with me!
Nunavut, N.W.T.
That stands for Northwest Territories.
Yukons the last, no more to see.
The provinces are ten and territories three!
Subtask 3.1 BLM#3A
Map of Canada
Subtask 3.1 BLM 3b
MAP OF CANADA - CHECKLIST

Name: _________________________ Date: __________________________
The student has correctly located and labelled:
Provinces Capital Cities
[ ] British Columbia [ ] Victoria [ ] Whitehorse
[ ] Alberta [ ] Edmonton [ ] Yellowknife
[ ] Saskatchewan [ ] Regina [ ] Iqualuit
[ ] Manitoba [ ] Winnipeg [ ] Ottawa
[ ] Ontario [ ]Toronto
[ ] Quebec [ ] Quebec City
[ ] New Brunswick [ ] Fredericton
[ ] Prince Edward Island [ ] Halifax
[ ] Yukon Territory [ ] St. John
[ ] Nunavut [ ] Charlottetown
Lesson 3
Title: Capital Cities Grade: 4

Time: 40 Minutes Strand: Strand B: People and Environments: Political and Physical
Regions of Canada
Lesson Description
Students will investigate the capital cities in Canada.
Identify Canadas political and physical regions, and describe their main
characteristics and some significant activities that take place in them
in Canada
Students will name and find the location of the capital cities in Canada, and label them on a
map.
skills
I can find the capital cities and label them on the map
Assessment
Exit ticket: What capital city is in the province you are thinking of doing your inquiry on?
Materials
Powerpoint
Capital cities map
Atlas
Pencil Crayons
Lesson Format
Motivational Hook/engagement /introduction (Minds on) (5 minutes)
I will sing the song The Provinces of Canada are Fun Students will sing the song The
to Remember that we ended with the previous lesson Provinces of Canada are Fun to
and show them the provinces on my big map as we Remember.
sing the song. The students all have their own
individual copy of the song so they can sing it!
Today we will be looking at the capital cities for Students will work independently using
each province and territory in Canada, as well as the an atlas to label the capital cities on the
capital city of Canada. Does anyone know the capital map they have been given, and will use
cities of any province? What is the capital of their checklist to ensure they have all the
Ontario? Go through different provinces to see if the capital cities labeled. Once they have
students know the capital cities. On a map the labeled all the provinces in pencil they
capital cities are marked by little stars. The capital can colour their map using pencil
city of a province is where the government of that crayons!
province is located. (Show big map, and point out
capital cities).
Each student will receive a booklet with a checklist

with all the capital cities listed and a map already
labeled with the provinces to label the capital cities. I
will instruct students to do their best to write neatly
on their maps and within the space given. Students
must use a sharp pencil!
I will have the students use an Atlas to fill out the

capital cities. I will also put up 2 large maps of
Canada for students to use as a reference.
I will explain to students that they can colour their

maps once they have labelled them, using blue for
water, and colouring each province a different colour.
I will show an example and tell students that they
must colour lightly with pencil crayons.
If students finish all this quickly I would have Canada

them to do!
I will play the Stompin Tom- Capital Cities song for Students will watch the Stompin Tom-
the students on the powerpoint, and they can follow Capital Cities song, and can join in
along with the lyrics that have been provided. singing if they would like!
For the next steps the students will be learning the landform regions of Canada.
Any students with modified expectations will receive a different map to cut and paste the names
of the capital cities on.
Teacher Reflection:

Lesson 4
Title: Landform Regions/Physical Regions Introduction Grade: 4

Time: 50 minutes Strand: Strand B: People and Environments: Political and Physical Regions
of Canada
Lesson Description
Students will investigate the landform regions in Canada, and label them on a map. Students
will also learn about what a landform region is and what classifies landform regions.
Prior Knowledge and Skills Students will Need
Students will have already learned about the provinces and territories of Canada and where they
are located on a map. Students will have already have filled out maps labelling the provinces and
territories and capital cities, so will be familiar with how to fill out a map, and how to colour a
map.
Social Studies: Identify Canadas political and physical regions, and describe their main
characteristics and some significant activities that take place in them
Language (Reading):
1. Read and demonstrate an understanding of variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning
Social Studies:
in Canada
Language (Reading):
1.3 Comprehension Strategies
Identify a variety of reading comprehension strategies and use them appropriately before,
during, and after reading to understand texts (e.g. highlighting gist words)
Students will find, name and label the landform regions of Canada on a map to learn about
where the different landform regions are in Canada. Students will also read an article called,
Physical Regions of Canada and do a fill in the blank worksheet to learn about what a physical
region is and the characteristics of a physical region.
skills
I can identify the 7 landform regions of Canada on a map and label them
I can explain what a physical region is
I can identify physical features of physical regions
I can fill in the blanks of the physical regions of Canada worksheet with my group
Assessment
Checklist
Exit Ticket- Assess student understanding of what a physical region is as an exit ticket. Can
student tell you what a physical region is and 1 physical feature?
Materials
Landform Regions Map Physical Regions of Canada
Physical Regions of Canada article (From Our Country Canada, by Mary Cairo and Luci
Soncin)
Physical Regions fill in the blank worksheet
Elmo (Document Camera)
Many Gifts
Highlighters
Lesson Format
Have students read the top of page 6 in their Many Students will read the top of page 6 and
Gifts textbook. look at the landform regions map.
What information does this map give you? (the Student will participate in discussion
landform regions of Canada) answering questions.
What is a landform? (a natural feature of the earths
surface) What doe I mean by natural feature of the
earths surface? Give me an example... (mountains
or lowlands)
What is a landform region? (an area of the country
that has similar natural features)
In what landform region do we live in? (Canadian
Shield)
How many landform regions are there in
Canada? (seven)
What does this map use to show us the different
landform regions? (colour)
Which is the smallest landform region? (Great Lakes
and St. Lawrence Lowlands) The largest? (Canadian
Shield)
Lets close our books now and look at the article Students will label their maps with the
thePhysical Regions of Canada. physical regions of Canada.
On this article is another map that shows the physical Students will volunteer to read parts of the
regions of Canada. Together we are going to label the article and highlight the gist words on the
landform regions on our maps (Use Elmo and label article as they read.
the map with the students). I want you to write with
your neatest writing. There are 7 different landforms Students will fill in the blanks on their
and each on of these has similar characteristics that worksheet, and be involved in discussion.
group them together.
Teaching Point: Show students map of landform

regions on elmo and explain that although there are 7
landform regions in Canada some maps will split the
Hudson Bay Arctic Lowlands up into Hudson Bay
Lowlands and Arctic Lowland because they are on
two different parts of the map.
Now lets read the article and find out what makes
each landform different and the characteristics of
landform region. While we read we are going to
highlight the gist words [gist words are the important
words that tell us what a the main ideas in a
paragraph are] (physical features, landforms,
mountain, valleys, plateaus, hills, plains, bodies of
water, climate, vegetation, animal life, natural
resources) (Have students read the article out loud as
a group).
Once the students have read the article as a group fill

in the blanks on the worksheet.
If students finish all this quickly I have Canada

them to do!
First we will take up the fill in the blank sheet as a Students will take up one anothers fill in
class. (Use Elmo and fill in the blanks as students the blank sheets, making correction for
provide answers). Students with switch with a group incorrect answers.
member so that they are not marking their own.
Students will provide me with something
As an exit ticket students will need to tell me what a they have learned about physical regions
physical region is, and one physical feature that can before they can go out for recess.
describe a physical region.

For the next steps the students will be learning about each of the 7 landform/physical regions in
Canada and its characteristics (looking at descriptions of the land, the vegetation, wildlife,
natural resources etc).
If there are students who struggle with their writing I may have the maps already labelled for
them with the physical regions, or have someone scribe for them.
Teacher Reflection:

Physical Regions and Natural Physical Regions of Canada
Resources of Canada
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
Natural Resources of Canada
Subtask 4.6 BLM#4E
Assessment Checklist
Student has identified and labelled the map with the the 7 physical regions of Canada
Comments:
Students had completed fill in the blank worksheet Mark (Out of 16):____________
Comments:
Exit Ticket: Assess student understanding of what a physical region is as an exit ticket. Can
student tell you what a physical region is and 1 physical feature?
Lesson 4 Continued
Title: Landform Regions Grade: 4

Time: 40 Minutes (2 days) Strand: Strand B: People and Environments: Political and Physical
Regions of Canada
Lesson Description
Students will investigate the characteristics of each landform region in Canada.
Identify Canadas political and physical regions, and describe their main characteristics and
some significant activities that take place in them
in Canada
Students will read about the characteristics of each landform region in Canada, and make notes
about the most important characteristics each.
skills
I can read about each landform region
I can highlight the important characteristics of each region
I can make notes on the important characteristics of each region
Assessment
Materials
Physical Regions of Canada Reading
Canadas Land Regions: Note-Taking sheet
Map of Landform Regions
Powerpoint with pictures of landform regions
Elmo
Highlighters
Lesson Format
Before I start the lesson I am going to do a football toss Students will participate in the football
with the students on the provinces and territories of toss by telling me the name of the
Canada to review what they learned last week! I will province, and catching the ball when it
point to a place on a map, toss the football to a student is thrown to them!
and they will have to tell me the name of that province.
Once this is finished I will put a map of the landform

regions on the elmo and ask students the students what
the map shows them to remind them of what we did the
previous day in social studies? (Landform regions)
Fill out fill in the blank physical regions sheet with class Students will participate by
on elmo from previous day. volunteering to read about the regions.
Students will highlight jist words and
Teaching Point: Show students map of landform regions pick out main ideas to put in notes on
on elmo and explain that although there are 7 landform note taking sheet for each region.
regions in Canada some maps will split the Hudson Bay
Arctic Lowlands up into Hudson Bay Lowlands and
Arctic Lowland because they are on two different parts
of the map.
Day 1:
Begin reading Physical Regions of Canada with the
class and have students highlight important words. On
elmo fill out the Land Region note-taking chart with
students having them pull out main ideas from reading.
Do this for the first three land regions (day 1): The
Canadian Shield, The Interior Plains, and the Great
Lakes- St. Lawrence Lowlands.
Day 2:
Continue reading Physical Regions of Canada with the
class and have students highlight important words. On
the elmo fill out the Land Region note-taking chart with
students having them pull out main ideas from reading.
Do this for the last four land regions (day 2): Hudson
Bay/Arctic Lowlands, Appalachians, Western
Cordillera, Innuitian Mountains.
If students finish all this quickly I have Canada puzzles,

word searches, activity cards and books for them to do!
Show pictures (from powerpoint presentation) of each Students will look at pictures that show
landform region discussed, reviewing the physical each landform region and participate by
characteristics of each. talking about the characteristics of that
region.
For the next steps the students will be learning about Ontario and the landform regions within
Ontario.
Photocopy notes for modified students.
Teacher Reflection:

PHYSICAL REGIONS OF CANADA
Subtask
Landforms are what the surface of the earth looks like (e.g., valleys, 4.6
plains, BLM 4F
and
PHYSICAL
mountains). It is any feature REGIONSthat
of the landscape OFisCANADA
caused by nature. The various
landforms in Canada have been divided into physical regions.
Landforms are what the surface of the earth looks like (e.g., valleys, plains, and
mountains).
Canada has Ittheis following
any feature of the landscape
physical regions: that is caused by nature. The various
landforms in Canada have been divided into physical regions.
1. The Canadian Shield
Canada
2. hasInterior
The the following
Plains physical regions:
3. Great Lakes/St. Lawrence Lowlands
1.
4. The Canadian
Hudson Shield
Bay/Artic Lowlands
2.
5. The Interior Plains
Appalachians
3.
6. Great
WesternLakes/St. Lawrence Lowlands
Cordillera
4.
7. Hudson
InnuitianBay/Artic
MountainsLowlands
5. Appalachians
6. Western Cordillera
The Canadian Shield
7. Innuitian Mountains
- largest area of Canada
The Canadian
- made Shield
up of the oldest known rock
- covered by forest, rivers, rock, and waterfalls
-- largest
not goodarea
for of Canada
farming
-- made
timber,upwater,
of thefur-bearing
oldest known rock are found
animals
-- covered
Sudburyby andforest, rivers,
Thunder Bayrock,
areand
richwaterfalls
in mining, forestry, fisheries, and hydro power
-- not good for farming
gold, silver, nickel, cobalt, zinc, and iron ore are natural resources found
- timber, water, fur-bearing animals are found
- Sudbury and Thunder Bay are rich in mining, forestry, fisheries, and hydro power
The Interior Plains
- gold, silver, nickel, cobalt, zinc, and iron ore are natural resources found
- land is flat with gentle, rolling hills
The
- landInterior Plains
is used for grain
- farming is important; wheat and canola are the two main crops
- land is flat with gentle, rolling hills
- oil and gas fields are found
- land is used for grain
- potash is found
- farming is important; wheat and canola are the two main crops
- oil and gas fields are found
-Great
potashLakes
is found- St. Lawrence Lowlands
- parts are flat and good for farming due to fertile land
Great Lakes - St. Lawrence Lowlands
- made up of the Great Lakes which provide hydro source
- mild climate
- parts are flat and good for farming due to fertile land
- excellent water transportation system
- made up of the Great Lakes which provide hydro source
- Toronto and Ottawa are major cities
- mild climate
- iron ore, uranium, limestone, sand, and gravel are found
- excellent water transportation system
- Toronto and Ottawa are major cities
- iron ore, uranium, limestone, sand, and gravel are found Subtask 4.6 BLM 4F
Hudson Bay/Arctic Lowlands Subtask 4.6 BLM 4F

- flat, swampy forest
- made up of
Hudson islands
Bay/Arctic Lowlands
- not good for farming
- rich in furs due to abundance of wildlife
- barren ground covered by mosses and needle leaf trees
- water resources provide source of hydro power for Ontario
Appalachian Mountains
- mining and forestry are important
- rolling mountains, hills, valleys
- coal is found here
Innuitian Mountains
- northern mountains
- not many trees are found because of cold
Western Cordillera
- high mountains
- glaciers
- ranching and agriculture
- large parts of region are covered in forests used for making paper and lumber
Province/Territory Presentation
You are going to design a brochure, powerpoint presentation, poster, diorama or any other
presentation form that would like for a province or territory (If not listed above please confirm
with your teacher). Your presentation will include several features:
a) Pictures that represent your province or territory (outline of province with capital city, major
waterways, and natural resources, the flag, flower, special features).
b) You will need to research and demonstrate specific subtopics in your presentation:
1. General information about the province or territory (Eg. population, coat of arms, flag,
legends, animal life, climate etc).
2. Physical Regions and natural resources. Include a map showing the physical regions,
and use symbols to show where the natural resources are and create a legend.
3. History of the province or territory. (When it was established, who first live there,
language spoken, etc.)
4. Major Attractions (entertainment, landmarks)
5. A motto for your province or territory. (eg. Yours to Discover-Ontario)
You will use the library or internet to research your topic. Class time will be given for research,
to write rough notes, put sentences into your own words, and summarize for your brochure/
presentation. All notes will be handed in with your good copy.
A bibliography MUST be attached for ALL books and website used for this brochure. This will
be written on a separate piece of paper and handed in with your final brochure. Please use the
attached handout to help you with your bibliography.
Title: Provinces and Territory Brochures Grade: 4
Subject: Social Studies
Time: 40 minutes (at least 5 periods in the lab/on ipads/chrome books for research and
development) Strand: Canada
Lesson Description
Each student will be assigned a province or territory of Canada, and will be required to do
research using books, encyclopedias and the internet on general facts (i.e. Capital city, flower,
flag etc.) about the province, natural resources, climate, physical regions etc., and create a
brochure on their province.
Guiding Question(s) (Big Idea):
- physical and political divisions of Canada
- how physical characteristics influence the economy and culture of Ontario and the other
provinces and territories
- use of maps, graphics, and print materials to present information about their findings
- identify and describe economic and cultural relationships that connect communities throughout
the country
-Questions the student has set out to answer which were developed through the inquiry
Prior Skills and Knowledge required for the completion of the culminating task:
(This list will be the content of your unit plan)
Provinces and Territories/Capital Cities of Canada
Physical Regions/Concept of Region
Natural Resources necessary to create Canadian Products
Economic and cultural activities in the various provinces and territories
Appropriate vocabulary
Creating and using maps
Researching and making jot notes
-Name and locate the various physical regions, provinces and territories of Canada and identify
the 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 Ontario and the other provinces and territories
-Identify Canadas province and territories and its main physical regions
-Describe and compare the environments of the physical regions of Canada
-Identify the natural resources necessary to create Canadian products, and the province and
territories form which they originate
-Relate the physical environment to economic and cultural activities in the various provinces and
territories
INQ/R
-Formulate questions to guide research and clarify information on study topics
-Use secondary sources to locate information about natural resources and their uses
-Use graphic organizers and graphs to sort information, clarify issues, solve problems and make
decisions
-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 and observations
Map/Globe/Graphic Skills
-Construct maps of the provinces an territories, showing major roadways, railways, and cities,
including capital cities
-Prepare various forms of maps using symbols and legends to display places, transportation
routes, and political boundaries
Social Studies
Writing 1.1, 1.2, 1.3, 1.4, 1.5, 2.3, 3.1, 3.2, 3.5, 3.6, 3.7, 3.8, 4.1
Media Literacy 3.1, 3.3, 3.4
Students will do research on their province finding the information outlined as well as answering
their own questions. Students will present findings using presentation option of their choice.
skills
I can use different sources (internet, books etc.) to research my province or territory
I can incorporate pictures in my brochure
I can include important information in my brochure
I can do jot notes and write down where my information is from
I can put the information into my own words
I can do a rough copy on the Brochure template
I can do a bibliography
Assessment
Assessment Mode: Written
Assessment Strategy: Individual
Assessment Tool: Rubric
Materials
Brochure Requirements Handout
Brochure Template Handout
Computers
Province/territory books
Lesson Format
Motivational Hook/engagement /introduction (Minds on)
Introduce the assignment to the students and explain Students will ask question about the
what is expected of them in creating their brochures/ assignment and learn new resources to
powerpoints. Read through the requirements handout find information on.
so all students understand what they are expected to
do. Have students draw the name of a province or
territory out of a hat to make it fair, ESL/modified
students get to do the province of Ontario.
Explain to students that they need to record where

they get their information from (bibliography
handout) and that they need to write the information
in their own words.
I will start each period by showing them resources to

help them to do their research on (Worldbook, groiler,
books)
During /working on it/action (Hands on)
Students will get 5 periods to do research with access Students will log onto the computer to do
to the computer lab, and possibly more if needed to research on Worldbook or Groiler, or sit
take jot notes and gather information for their and do research from books.
brochures.
During this time I will conference with students and

make sure they are on the right track.
After: Consolidation (Reflect and Connect)
Once the students are done their brochures/ Students will show the class their
presentations they will do a galley walk to show their brochures/presentations and complete a
work to their classmates, and do a self assessment of self assessment of their work.
their achievement of the success criteria.
A rubric will be used to access students knowledge and understanding of this unit.
Students with modified expectations can do the province of Ontario as the unit covers lots of information
on Ontario or can do mind map or alternate presentation form on the province of Ontario.
Bibliography
What is a Bibliography?
(bib-li-og-ra-phy)
! A bibliography is a list of places where you got your information

from.
Why do I need to make a bibliography?

!
A bibliography helps you know where you got your information
from and it lets your teacher know you are giving proper credit to
the person who gave you that information.
What do I include in a bibliography?

!
You should list every source you use such as a book, a movie, a
website, an interview or any information that did not come from
you.
Where do I put the bibliography for my assignment?
! The bibliography goes at the end of your assignment.

! The title of this page should be Bibliography.
Fill in the template on the next page to get started!

Bibliography Sample Template
Presentation of Knowledge Success Criteria
Did you meet all of the success criteria in your province/territory

presentation? (**If you are doing a diorama or other form of
presentation some of these may not apply**)
I can use at least 3 different types sources (e.g internet, books,

encyclopedia)
I can incorporate pictures
I can include important information
I can collect jot notes from the sources I used and write down
where my information is from
I can put the information into my own words
I can do a rough copy
I can create a bibliography

Stage 4: Create and Share
Reections of a Researcher 4.13
I am proud of...
Things I did well... I learned...
Things I would like to have done

better...
Some Problems...
Next time I will...
2006 Toronto District School Board 116 Imagine the Learning! @ Your Library
Bibliography of Print School Resources
Cairo, M., & Soncin, L. (2007). Our Country, Canada Student Edition. Toronto: Thomson
Nelson.
Cairo, M., Soncin, L., & Burton, W. (2013). Canadas Regions Textbook. Nelson Publishing
Company.
Goldsworthy, K. (2014). British Columbia; The Best Place On Earth. Weigl Educational
Publishers.
Goldsworthy, K. (2014). New Brunswick: Be...In this place. Weigl Educational Publishers.
Goldsworthy, K. (2014). Newfoundland and Labrador: A world of Difference. Weigl

Educational Publishers.
Goldsworthy, K. (2014). Northwest Territories: Spectacular. Weigl Educational Publishers.
Goldsworthy, K. (2014). Nova Scotia: Canadas Ocean Playground. Weigl Educational

Publishers.
Goldsworthy, K. (2014). Ontario: Yours to Discover. Weigl Educational Publishers.
Goldsworthy, K. (2014). Quebec: Je Me Souviens. Weigl Educational Publishers.
Goodfellow, G. (2005). Exploring Canada's Coasts. Toronto: Pearson Education Canada Inc..
Greenwood, B., & MacRae, J. (2007). The Kids Book of Canada. Kids Can Press.
Lawson, J. (2008). Hands On Social Studies. Winnipeg: Portage and Main Press.
Moore, C., & Slaving, B. (2002). Exploring the Provinces and Territories Tundra Books.
Penn, Briony. (2008) The Kids Book of Canadian Geography. Kids Can Press.
Power Magazine, Come On, Canada!. (2004). Toronto: Gale Learning.
Santin, S., & Gallagher, P. (2001). Many Gifts: Social Studies for Catholic Schools. Toronto:
Gage Educational Publishing Company.
Bibliography of Websites
Canada Regions- Canadian Perspectives. (n.d.). YouTube. Retrieved June 1, 2017 from http://
www.youtube.com/watch?v=fUp2Xo-05os
Canada's Treasure Trek Games - TVOKids.com. (n.d.). TVOKids.com - Free educational games
for kids. Main Sections - TVOKids.com. Retrieved June 1, 2017, from http://
www.tvokids.com/games/canadastreasuretrek
Canada Travel and Tourism. (2012). Come Explore Canada. Retrieved June 1, 2017. http://
www.comeexplorecanada.com/canada/
Canadian Geographic Kids. (n.d.). Canadian Geographic - Canadian Geographic Magazine.

Retrieved June 1, 2017, from http://www.canadiangeographic.ca/kids/
Colella, C., Savelli, S., & Costelloe, M. (n.d.). Ontario and Canada: Ours To Disocver and
Promote. Queens University. Retrieved June 1, 2017, from orgs.educ.queensu.ca/curr/
OntCan.pdf
DOS Games Online. (n.d.) Crosscountry Canada. Retrieved June 1, 2017 from https://
classicreload.com/crosscountry-canada.html
National Geographic Kids. (n.d.) Canada Facts. Retrieved June 1, 2017, from, https://
www.natgeokids.com/nz/discover/geography/countries/facts-about-canada/
Scholastics Groiler. Groiler Online. Retrieved June 1, 2017, from groiler.com
Stompin Tom - Capitals Song - YouTube. (n.d.). YouTube. Retrieved June 1, 2017, from http://
www.youtube.com/watch?v=bjgOQDUOGAg ada.com/live-and-settle/where-to-live/
provinces-and-territories#.UQP7647A820
Worldbook Student. (n.d.). Worldbook Online. Retrieved June 1, 2017, from

worldbookonline.com
Working in Canada. (n.d.). Where to live in Canada. Retrieved June 5, 2017, from http://
www.workingin-canada.com/live-and-settle/where-to-live#.WTRVYsmhfaa
Collaborative Inquiry Unit Reflection
By: Victoria Ohinski
Through the planning of this unit the biggest challenge has been finding the time to plan
together and bring together our ideas. However, with that said I love doing collaborative
planning and see the value in doing so; being able to bounce ideas of another person, discuss
how things are working in terms of effectiveness of lessons, reflecting on lessons with another
person, and having two brains doing the planning is definitely beneficial. I think it is really
important to collaborate when possible with other teachers because everyone comes from
different backgrounds and experiences. Not only does collaboration help with the planning
process, but having two people to teach and deliver lessons is really beneficial for the students.
Especially when a topic, subject or grade level are new to you it is so nice to have someone else
to work with. Johnny and myself have been able to discuss resources we have found in our time
as LTOs and ways of teaching various concepts. We have brought our backgrounds and ideas
from the various grades and subject areas that we have taught together to form this unit plan.
In terms of curriculum resources within the library my school had lots of print resources
on the individual provinces and on Canada. I also found resources in the literacy room which
were very helpful! I think often teachers forget about the literacy room resources and the best
part about those resources is that the reading material is at grade level. In terms of virtual
resources, the problem at my school is accessing some of them. Worldbook is such a fabulous
resource for students as there are two different levels of reading on Worldbook which is
beneficial for modifiying for students on IEPs and who are ELL. This is a great resource for
students to do research about the provinces and territories, the land form regions, and natural
resources. Both Worldbook Kid and Worldbook Student have a wealth of research and
information to help students clarify information on study topics. However, my current school
does not have a subscription to this resource.
The four stages of guided inquiry help to break down an assignment for students and
allow them time to work through one step at a time. This is important for teaching students how
to do ask effective questions, do research and create a piece of work. This particular unit is
highly integrated with technology having videos, songs, and various visuals for students to learn
from. This helps to address all learning styles and is particularly beneficial for addressing
differentiated learning. Through the inquiry process students would use Ipads, Chrome books
and the computers to research information, as well a possible presentation mode depending on
how they decide to present their information. There is also the Cross Canada and the Canada's
Treasure Trek Games which can be used with students when they have finished tasks, and these
teach them all about Canada.
This has been a very positive experience working another teacher to collaborate through
the planning and development of a unit. While neither of us will have the opportunity at this
point to teach any of these lessons they will definitely be a great unit for us to use should we end
up in grade 4.
Collaborative Inquiry Unit Reflection
By: John Broll
The planning process of this unit was in a sense like a puzzle. We started off with the
grade, subject and unit of study which we wanted to create a unit about. Since my partner and I
arent permanent teachers, we jump around from grade to grade so we figured we would start
with a grade four social studies unit as we have both taught grade four in the past. The planning
process continued with determining what expectations we wanted to cover in our inquiry unit
and what the main learning goals were for our students. We used a backwards planning design
model to help us take the expectations and determine what we want the students to accomplish at
the end of the unit. From there, we started to plan our lessons and determine how long the unit
will be. We came up with many guided open-ended questions which the students would be able
create their own individualized answers for and could use facilitation from the teacher to help
encourage deeper thinking about the topic.
We both valued collaboration while planning this unit as we were able to share past
experiences, elaborate on our ideas and interpret what resources would best suit the students in
this unit. Once we determined how long the unit was going to be, the main collaboration piece of
this unit was determining what resources we were going to use. This allowed us to share virtual
resources which we were familiar with that might fit into this unit, and from there started to
phase out the ones our students havent used yet or might take longer than necessary for our
students to accomplish the unit goals with. Since we were unable to teach this unit, I truly
believe that good teachers use guiding questions to help evaluate their teaching methods and
delivery of instruction. We would both be able to comment and reflect on our teachings to help
modify and change parts of the unit or change the way information is being delivered to students.
Lastly, the use of differentiated instruction and technology would vary depending on the
students in your class. Once again, because we do not have the opportunity to teach this unit, we
cannot determine exactly what modifications or accommodations would be needed to assist the
students learning needs. This component also depends on the schools subscriptions to various
apps and programs as they may or may not be made available to the teacher. We planned this unit
using tools which we have commonly seen used within our school board, but there could always
been new tools and programs added which could benefit individual learning.

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Collaborative Unit Planning Curriculum Expectations

Classroom Teacher/Co Partner: Victoria Ohinski/John Broll

Subject: Social Studies Grade: 4

Week 1 Diagnostic- See what knowledge students have about Canada

Week 2 Provinces and Territories in Canada

Week 3 Capital Cities in Canada

Week 4 Landform/Physical Regions in Canada

Students will be given books, pictures, and a Ipad for each

We will put up this chart to help guide students questions

Students will then be able to think of questions during this

Stage 3 Process -Conference with teacher to see progress, discuss the

Professional Learning: Student self-assessment

Sample reflective questions for student to answer:

What have you learned?

Title: Activating Prior Knowledge on Canada Grade: 4

Once the flag is revealed I will ask the students to think

I will then bring up a world map on the smartboard, to

I will ask students to draw or record their ideas about

Students will be given 20 minutes to record their

What do students already know?

Stage 1: Wonder and Explore

Title: Provinces and Territories Grade: 4

Smartboard lesson: Show map of Canada labelled

Canada is the second largest country in the world,

Have student build the map on the smartboard. Then

I will explain to students that they can colour their

If students finish all this quickly I have Canada

How did the lesson go?

The provinces of Canada are fun to remember,

Newfoundland and P.E.I.,

The territories of Canada are fun to remember,

Subtask 3.1 BLM#3A

MAP OF CANADA - CHECKLIST

The student has correctly located and labelled:

Provinces Capital Cities

[ ] British Columbia [ ] Victoria [ ] Whitehorse

[ ] Alberta [ ] Edmonton [ ] Yellowknife

[ ] Saskatchewan [ ] Regina [ ] Iqualuit

[ ] Manitoba [ ] Winnipeg [ ] Ottawa

[ ] Quebec [ ] Quebec City

[ ] New Brunswick [ ] Fredericton

[ ] Prince Edward Island [ ] Halifax

[ ] Yukon Territory [ ] St. John

Title: Capital Cities Grade: 4

Each student will receive a booklet with a checklist

I will have the students use an Atlas to fill out the

I will explain to students that they can colour their

If students finish all this quickly I would have Canada

How did the lesson go?

Title: Landform Regions/Physical Regions Introduction Grade: 4

Teaching Point: Show students map of landform

Once the students have read the article as a group fill

If students finish all this quickly I have Canada

Extension Activities/Next Steps

How did the lesson go?

Natural Resources of Canada

Subtask 4.6 BLM#4E

Title: Landform Regions Grade: 4

Once this is finished I will put a map of the landform

If students finish all this quickly I have Canada puzzles,

How did the lesson go?

Hudson Bay/Arctic Lowlands Subtask 4.6 BLM 4F

Explain to students that they need to record where