MB 6-8 Diorama - Canadian Geographic · Appendix G: Assessment Rubric for Diorama CATEGORY 4 3 2 1 Quality of Construction The diorama shows considerable attention to construction

THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 6

www.canadiangeographic.ca/atlas

Seaway Diorama

Lesson Overview:

In this lesson, students will create a diorama of the St. Lawrence Seaway system and

explain how locks work.

Grade Level:

Grade 6

Time Required:

Two 120 minute periods

Curriculum Connection (Province/Territory and course):

Manitoba – Grade 6 (Building a Nation)

KL-022 Locate on a map of Canada the major landforms and bodies of water.

KE-058 Give examples of ways in which industry and technology have changed life in Canada

since 1945. Examples: urbanization, transportation, communication, education

Link to the Canadian Atlas Online (CAOL):


Additional Resources, Materials and Equipment Required:

Song: Edmund Fitzgerald by Gordon Lightfoot

http://www.youtube.com/watch?v=_5EfPF2E7mU&feature=related

Lyrics to the Wreck of the Edmund Fitzgerald (Appendix A)

Lyrics Correction sheet (Appendix B)

KWL chart (Appendix C)

Data Projector Screen

Computer with Internet Access

The Great Lakes and St. Lawrence Seaway System Map (available from www.greatlakes-

seaway.com)

Highway H20 map of Great Lakes and St. Lawrence Seaway System (from

www.hwyh2o.com)

Locks Handouts (Appendices D and E)

St. Lawrence Seaway Handout (Appendix F)

As many 24” x 24” square pieces of wood as required for groups of two

Poly Fill (available at hardware store) wall board compound

Paintbrushes and different coloured paints

Main Objective:

Using the Canadian Atlas Online, introduce students to the features of the St. Lawrence

Seaway system.



Learning Outcomes:

By the end of the lesson, students will be able to:

• Identify the location of the Great Lakes – St. Lawrence Seaway system

• Explain how the Great Lakes – St. Lawrence Seaway contributes to industry,

commerce and trade in Canada

• Explain how a canal lock works



The Lesson:

Teacher Activity Student Activity

Introduction

How will the lesson open?

Teacher will play “Wreck of

the Edmund Fitzgerald”

from the You Tube site

listed in the additional

resources section.

Teacher will then ask

students why they think

he/she chose to play that

song.

Teacher will explain that

the class is going to learn

about the St. Lawrence

Seaway and that the

Edmund Fitzgerald is a

fatality from Lake

Superior.

Teacher will hand out a

KWL on the St. Lawrence

Seaway.

Students will listen to the

song and fill in the blanks

on the song handout as

they listen.

Students will respond to

the question posed.

Students will fill out the K

and the W portion of the

KWL and then file it in

their binders for future

use.

Lesson Development

Detail point by point how

the lesson will develop by

student and teacher

activity.

Teacher will explain what

the St. Lawrence Seaway

system is and how the

locks work between the

lakes by using the

Canadian Atlas Online

website.

Teacher will show students

an exemplar of a St.

Lawrence Seaway diorama

and explain that they too

will be constructing one in

groups of two.

Teacher also explains that

students will present their

dioramas to the teacher in

their groups.

Students will follow along

with the presentation and

fill in the maps provided

by the teacher.

Students will begin

construction of their

dioramas.

Conclusion

How will the lesson

conclude? What final

product or culminating

activity is expected?

Teacher assesses the

presentations.

Students present their

dioramas to the teacher

for final assessment.



Lesson Extension:

• Field trip to the Shipwreck Museum

• Find a tanker captain who is able to come to the school to speak about the locks

from personal experience

Assessment of Student Learning:

Diorama Rubric

Further Reading:

The Canadian Atlas Online website at www.canadiangeographic.ca/atlas

Edmund Fitzgerald Shipwreck Site at www.shipwreckmuseum.org/fitz.phtml

Canadian Atlas Online info on the St. Lawrence Seaway -

www.canadiangeographic.ca/atlas/themes.aspx?id=mixedwood&sub=mixedwood_features_

seaway

Link to Canadian National Geography Standards:

Essential Element #1: The World in Spatial Terms,

• Location of major human and physical features at country and global scales

• Map types (e.g. topographic, navigational, thematic)

Essential Element #2: Places and Regions,

• Physical and human characteristics of places and regions within the province and

Canada

Essential Element #3: Physical Systems,

• River systems of Canada and the world

Essential Element #4: Human Systems,

• Types of economic activity (primary, secondary, tertiary, quaternary)

• Transportation and communication networks in Canada and the world

• Global economic interdependence

Geographic Skill #1: Asking Geographic Questions,

• Plan how to answer geographic questions

Geographic Skill #2: Acquiring Geographic Information,

• Use maps to collect and/or compile geographic information

Geographic Skill #4: Analyzing Geographic Information,

• Interpret information obtained from maps, aerial photographs, satellite-produced

images and geographic information systems

Geographic Skill #5: Answering Geographic Questions,

• Develop and present combinations of geographic information to answer geographic

questions



Appendix A: Lyrics Handout (Teacher Correction Sheet)

The Wreck of the Edmund Fitzgerald

by Gordon Lightfoot

The legend lives on from the Chippewa on down

Of the big lake they call Gitche Gumee

The lake, it is said, never gives up her dead

When the skies of November turn gloomy.

With a load of iron ore - 26,000 tons more

Than the Edmund Fitzgerald weighed empty

That good ship and true was a bone to be chewed

When the gales of November came early

The ship was the pride of the American side

Coming back from some mill in Wisconsin

As the big freighters go it was bigger than most

With a crew and the Captain well seasoned.

Concluding some terms with a couple of steel firms

When they left fully loaded for Cleveland

And later that night when the ships bell rang

Could it be the North Wind they'd been feeling.

The wind in the wires made a tattletale sound

And a wave broke over the railing

And every man knew, as the Captain did, too,

T'was the witch of November come stealing.

The dawn came late and the breakfast had to wait

When the gales of November came slashing

When afternoon came it was freezing rain

In the face of a hurricane West Wind

When supper time came the old cook came on deck

Saying fellows it's too rough to feed ya

At 7PM a main hatchway caved in

He said fellas it's been good to know ya.

The Captain wired in he had water coming in

And the good ship and crew was in peril

And later that night when his lights went out of sight

Came the wreck of the Edmund Fitzgerald.

Does anyone know where the love of God goes

When the words turn the minutes to hours

The searchers all say they'd have made Whitefish Bay

If they'd fifteen more miles behind her.



They might have split up or they might have capsized

They may have broke deep and took water

And all that remains is the faces and the names

Of the wives and the sons and the daughters.

Lake Huron rolls, Superior sings

In the ruins of her ice water mansion

Old Michigan steams like a young man's dreams,

The islands and bays are for sportsmen.

And farther below Lake Ontario

Takes in what Lake Erie can send her

And the iron boats go as the mariners all know

With the gales of November remembered.

In a musty old hall in Detroit they prayed

In the Maritime Sailors' Cathedral

The church bell chimed, 'til it rang 29 times

For each man on the Edmund Fitzgerald.



Superior, they say, never gives up her dead

When the gales of November come early.



Appendix B: Lyrics Handout (Student Handout)

The Wreck of the Edmund Fitzgerald

by Gordon Lightfoot

The legend lives on from the _____________ on down

Of the big lake they call ________ ___________

The lake, it is said, never gives up her dead

When the skies of ___________ turn gloomy.

With a load of iron ore - _____________ tons more

Than the Edmund Fitzgerald weighed empty

That good ship and true was a bone to be ___________

When the __________ of November came early

The ship was the pride of the _____________ side

Coming back from some mill in ____________

As the big freighters go it was bigger than most

With a crew and the _____________ well seasoned.

Concluding some terms with a couple of steel firms

When they left fully loaded for _______________

And later that night when the ships bell rang

Could it be the __________ _________ they'd been feeling.

The wind in the wires made a ___________ sound

And a ________ broke over the railing

And every man knew, as the Captain did, too,

T'was the witch of _______________ come stealing.

The dawn came late and the __________ had to wait

When the gales of November came ___________

When afternoon came it was ___________ _________

In the face of a ___________ West Wind

When supper time came the old cook came on deck

Saying fellows it's too rough to feed ya

At _________ a main ___________ caved in

He said fellas it's been good to know ya.

The Captain wired in he had water coming in

And the good ship and crew was in ____________

And later that night when his lights went out of sight

Came the ____________ of the Edmund Fitzgerald.

Does anyone know where the love of _________ goes

When the words turn the minutes to hours



The searchers all say they'd have made ____________ Bay

If they'd ____________ more miles behind her.

They might have split up or they might have _____________

They may have broke deep and took water

And all that remains is the faces and the names

Of the wives and the sons and the daughters.

_______ ____________ rolls, _____________ sings

In the ruins of her ice water mansion

Old ____________ steams like a young man's dreams,

The islands and bays are for sportsmen.

And farther below Lake _______________

Takes in what Lake ________ can send her

And the iron boats go as the ___________ all know

With the gales of November remembered.

In a musty old hall in __________ they prayed

In the Maritime Sailors' Cathedral

The church bell chimed, 'til it rang _________ times

For each man on the Edmund Fitzgerald.



Superior, they say, never gives up her dead

When the gales of November come early.



Appendix C: K-W-L on the St. Lawrence Seaway (student handout)

Name _________________________ Date ______________________

KWL Chart

Before you begin your research, list details in the first two columns. Fill in the last column

after completing your research.

What I know about the

St. Lawrence Seaway…

What I want to know

about the St. Lawrence

Seaway…

What I learned about the

St. Lawrence Seaway…



Appendix D: Locks Handout (Teacher Copy)



Appendix E: Locks Handout (Student copy – will need to be manipulated)

THE C

ANADIA

N A

TLAS O

NLIN

E

MANIT

OBA –

GRADE 6

www.canadiangeogra

phic.ca/a

tlas

Appendix F: St. Lawrence Seaway Chart

Retrieved from: www.lre.usace.arm

y.m

il/greatlakes/greatlakes&st-lawrenceseawaystudy



Appendix G: Assessment Rubric for Diorama

CATEGORY 4 3 2 1

Quality of

Construction

The diorama shows

considerable attention to

construction. The items

are neatly trimmed. All

items are carefully and

securely attached to the

backing. There are no

stray marks, smudges or

glue stains. Nothing is

hanging over the edges.

The diorama shows

attention to

construction. The

items are neatly

trimmed. All items

are carefully and

securely attached to

the backing.

The diorama shows

some attention to

construction. Most

items are neatly

trimmed. All items

are securely

attached to the

backing.

The diorama was put

together sloppily. Items

appear to be "slapped

on". Pieces may be loose

or hanging over the

edges. Smudges, stains,

rips, uneven edges,

and/or stray marks are

evident.

Creativity Several of the objects

used in the diorama

reflect an exceptional

degree of student

creativity in their

creation and/or display

One or two of the

objects used in the

diorama reflect

student creativity in

their creation

and/or display.

One or two objects

were made or

customized by the

student, but the

ideas were typical

rather than

creative

The student did not make

or customize any of the

items on the diorama.

Design Objects are an

appropriate size and

interesting shape and

are arranged well. Care

has been taken to

balance the diorama

scene.

Objects are an

appropriate size and

interesting shape

and are arranged

well. The diorama,

however, does not

appear balanced.

Objects are an

appropriate size

and shape, but the

arrangement of

items is not very

attractive.

Objects are of an

inappropriate size and/or

shape. It appears little

attention was given to

designing the diorama.

Number of

Items

The diorama contains all

of the required

elements: cities, lock

names, great lakes, St.

Lawrence River.

The diorama

includes all but one

of the required

elements.

The diorama

includes all but 2

of the required

elements.

The diorama does not

contain enough items to

determine what it is.

Time and

Effort

Class time was used

wisely. Much time and

effort went into the

planning and design of

the diorama. It is clear

the student worked at

home as well as at

school.

Class time was used

wisely. Student

could have put in

more time and

effort at home.

Class time was not

always used

wisely, but student

did do some

additional work at

home.

Class time was not used

wisely and the student

put in no additional effort.

Documents

MB 6-8 Diorama - Canadian Geographic · Appendix G: Assessment Rubric for Diorama CATEGORY 4 3 2 1 Quality of Construction The diorama shows considerable attention to construction