Ontario and Canada

From Coast to CoastA Mapping We Will Go!

Provinces and TerritoriesLand Forms and Regions!

The Exchange: Goods and ServicesInquiring Minds: Research at Its Best

Canadian Products

Including:

September 2001

Written by:

Connie Colella, Sherrie Savelli, Michael Costelloe (Project Leader)

Ontario and CanadaOurs To Discover and Promote

Length of Unit: approximately: 16.7 hours

An Integrated Unit for Grade 3/4

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:06 AM

Ontario and CanadaOurs To Discover and Promote An Integrated Unit for Grade 3/4



St. Joachim(905) 525-2930

Hamilton Wentworth Catholic District School Board

St. Joachim(905) 525-2930

Hamilton Wentworth Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

An Integrated Unit for Grade 3/4Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchCatholic Curriculum Cooperative (CCC)

A Special thank you to The Institute for Catholic Education and the partners who provided leadership,direction and support through the Advisory and CurriculumCommittees.


Ontario and Canada Page 1

Ours To Discover and Promote An Integrated Unit for Grade 3/4

Task ContextCanada and World Connections is the first strand in the Social Studies Curriculum. This unit, Ontario andCanada: Ours To Discover and Promote, will focus on the individual and combined expectations found in thegrade 3 and grade 4 expectations. Within this grade 3/4 combined Ontario and Canada unit the students, withthe use of maps, will be able to identify, locate, and label Canada's provinces and territories, land forms andphysical features, and relationships between communities and provinces. Throughout this unit, they willdevelop their investigative, researching, and presentation skills, culminating in a 30 minute group commercialdrama presentation encompassing auditory, visual, and kinesthetic-tactile modes of learning.

Catholic Graduate Expectations:CGE Overall - an effective communicator who speaks, writes and listens honestly and sensitively,responding critically in light of gospel values.

Task SummaryThe students will use and integrate the Catholic faith tradition, in the critical analysis of the arts, media andtechnology, and information systems to enhance the quality of life.

The students will engage in various learning activities surrounding the following: mapping, provinces andterritories, relationships/exchanges between communities and provinces, and landforms and physicalfeatures. Inquiry and research skills will be developed through various stimulating activities. The students'independent and co-operative learning skills will be further developed and strengthened leading up to theculminating activity. The culminating task will bring together all the previously learned knowledge and skills.This will be achieved and assessed through the students' commercial presentations in small groups. Thecommercial will be an extension of what the students have learned in an entertaining forum, developing theirconfidence and communication skills simultaneously.

In order to provide the students with the knowledge necessary to research, write, and present a commercialthe students will:

- compare and contrast urban and rural communities in Ontario, as well as focus on human andenvironmental interactions (grade 3);- study the provinces and territories of Canada (grade 4);- be able to locate, label, and describe the physical features of regions within the provinces and territories;- investigate the exchange of goods and resources among the provinces and territories;- identify Canadian products and the natural resources from which they were derived;- explore and discover the steps required to create, produce, and promote a Canadian product to sell to othercommunities, provinces, territories, and perhaps countries.

Culminating Task AssessmentThe grade 3 students will identify the Canadian provinces, territories, and their capital cities on a map. Thegrade 4 students will locate and label the provinces, territories, and capital cities within each region on a mapof Canada. The grade 4 students will also identify the branches of the provincial government.

Catholic Graduate Expectations:CGE2b - reads, understands and uses written materials effectively.CGE3c - thinks reflectively and creatively to evaluate situations and solve problems.

Links to Prior KnowledgePrior to beginning the unit, the teacher may want to review co-operative learning skills (group work),

Unit Overview

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research skills (rough notes, reading for information), how to conduct searches on the Internet, and thesteps used in problem solving. Students are also encouraged to discuss the unit topic with their parents, asSubtask 1 focuses on gathering information about Ontario and Canada based on prior knowledge.

The grade 3 students should have a prior knowledge of:

- similarities and differences between their community and other communities in Canada;- the use of symbols, colour, and cardinal directions on maps of Canada;-everyday items and products and their country of origin;- how to communicate information using media works, oral presentations, and written notes and descriptions.

The grade 4 students should have prior knowledge of:

- distinguishing features of urban and rural communities;- relationships between communities and their natural environments;- specific products that Ontario sells to other provinces, territories, and countries;- Canadian provinces, territories, and their capitals on a map of Canada;- how to communicate information using media works, oral presentations, written notes, and descriptions.

Considerations

Notes to TeacherNotes to Teacher

This unit will focus on both individual and combined expectations found in grade 3 Urban and RuralCommunities and grade 4 The Provinces and Territories of Canada.

Prior to Beginning Unit

The culminating task is an extension of the learning and activities that the students have participated inthroughout the unit. Teachers should read through the unit and subtask descriptions before beginning theunit in order to be prepared for the final assessment activity.

Other suggested resources for the unit:

- a large wall map of Canada.- atlases: one book for two students is recommended.- coordination and support of the school teacher-librarian is necessary for student research skills and theuse of print/electronic resources required.- a collection of any literary materials for research purposes should be place in a designated area, i.e.,"Canada Corner."

Assessment

This combined - grade unit is designed to cover one strand of the Social Studies curriculum: Canada andWorld Connections, and provides activities that will cover one term. Teachers should ensure that theassessment records (rubrics, checklists, rating scale) collected will reflect the work that is completed.Assessment suggestions are included with every subtask. The final assessment project is just one part ofthe ongoing assessment practice that the teacher will undertake.

Generic Accommodations/adaptations

The activities in this unit are designed to be as open-ended as possible to allow for many learning styles andabilities. Teachers will want to choose small group members carefully to ensure that all students' needs willbe met. Individual modifications to the unit should be considered by the classroom teacher.


Some suggested modifications are:

- present instructions orally and in writing- use pictures and diagrams whenever possible- vary resources with regard to reading level, amount of visual information, and use of oral, written andvisual data- modify the assignment in terms of time, quantity of work assigned, and nature of the assignment.- stress quality rather than quantity- provide opportunities for strengths to be used (e.g., artistic and speaking abilities)- team students with varying abilities- assist students in keeping lesson notes consistent and organized- teach note taking and organizational skills- provide research material for their reading level, or with relevant information highlighted- use reading partners- assign enrichment tasks for those who require this- vary assessment strategies

This is an excellent time to personally reflect on the gifts we have received as witnessed through ourbountiful and providing environment. You may want to take this opportunity to continue/strengthen thestudents' development of a Catholic moral perspective.

All students should experience success within these activities. Identified students, ESL students, studentswith special needs, and those receiving enrichment should have the essential motification made to meet theirneeds. Some specific adaptations could include preferential seating, copy of notes, chunking or reduction ofworkload, repetition of instruction, peer assistance, one-to-one assistance through the use of volunteers andresource staff, etc.

We as teachers must remain sensitive to students' economic and family structures, realizing that attention toletters sent home, signed evaluations, and family involvement may differ from family to family, school toschool and/or city to city. Empathy, understanding and discretion, towards the varying family dynamics is ofutmost importance.

Attention to multiple intelligences would ensure that student strengths are recognized and that there aremulti-faceted growth opportunities.



Subtask List Page 1List of Subtasks

From Coast to CoastIn a large group discussion, the students will investigate vocabulary that they will encounterthroughout this unit. They will also brainstorm possible manufactured goods from communities/regionsand provinces/territories. Answers will be recorded on chart paper and displayed for futurereference. Upon completion of this initial assessment, students will be introduced to the unit, theculminating task, and the rubric. A letter will be distributed to the parents/guardians regarding the topicand expectations.

Catholic Graduate Expectations:CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 5e - respects the rights, responsibilities and contributions of self and others.

1

A Mapping We Will Go!The students will recognize that certain colours are used on maps to indicate particular features. Theywill be introduced to the various components of a map, i.e., symbols, legends. Students will also havea chance to make and use large maps of urban and rural communities, On a map of Ontario, the grade4 students will individually locate and label key features (e.g., Great Lakes) and construct maps.

Catholic Graduate Expectations:CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2b - reads, understands and uses written materials effectively.

2

Provinces and TerritoriesThe grade 3 students will identify the Canadian provinces, territories, and their capital cities on a map.The grade 4 students will locate and label the provinces, territories, and capital cities within eachregion on a map of Canada. The grade 4 students will also identify the branches of the provincialgovernment.


3

Land Forms and Regions!The students will discover the landforms and physical regions of Ontario and Canada. The grade 3students will explore the differences between urban and rural communities through a teacher-directedlesson. The grade 4 students will colour and label the major landform regions of Canada on a map,including the resources found in each region.

Catholic Graduate Expectations:CGE 7i - respects the environment and uses resources wisely.CGE 5b - thinks critically about the meaning and purpose of work.CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.

4

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:38 AM Page B-1



The Exchange: Goods and ServicesThe students will demonstrate an understanding of the exchanges/trades that occur between theregions of Ontario. The grade 3 students will list and describe ways in which their families use thenatural environment.The grade 4 students will identify the natural resources used to create Canadian products and theprovinces from which they came from.

Catholic Graduate Expectations:CGE 2b - reads, understands and uses written materials effectivelyCGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5a - works effectively as an interdependent team member.CGE 5b - thinks critically about the meaning and purpose of work.CGE 7g - respects and understands the history, cultural heritage and pluralism of today'scontemporary society.

5

Inquiring Minds: Research at Its BestThe students will select a Canadian manufactured product that is produced (or one which they wouldlike to produce). Through brainstorming, discussions and research, the groups will select, create, andpresent their products. The project will encompass the three modes of learning (auditory, visual, andkinesthetic-tactile). They will use critical thinking to solve problems about their projects and to makedecisions about manufacturing and marketing.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,technology and information systems to enhance the quality of life.CGE 5a - works effectively as an interdependent team member.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.CGE 4b - demonstrates flexibility and adaptability.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

6




Canadian ProductsIn the role of a design team, the students will prepare a presentation of a product that will beadvertised to the public (classmates) through the television media. As a small group (four members)the students will choose a product they would like to develop and produce. Some suggestions are asfollows: grocery item, wood item, minerals or fuels, toys, games, etc. The group will be responsible forresearching, designing, creating, and presenting a two- or three-dimensional model of their Canadianmanufactured product. The presentation will be in the format of a commercial, approximately five - 10minutes long. The audience for this assignment will be prospective product buyers from supermarketsand retail stores. The audience will consist of all students not presenting at the time. The purpose ofthis presentation is to help create more knowledgeable and responsible Canadian citizens in aCanadian perspective.

The groups will be responsible for producing:

* an initial draft of their written reports following a specific model of inquiry, including: roles taken bymembers (designers, printer, presenter), product name and purpose, required materials and reasonswhy we should buy this product.* a final written copy of their reports.* an organized, well-performed oral presentation (commercial) of their manufactured products.* a sample of the three-dimensional product they have presented.

Catholic Graduate Expectations:CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualitiesin the work of others.

7


Ontario and Canada Subtask 1From Coast to Coast

Ours To Discover and Promote An Integrated Unit for Grade 3/4 min.180

Expectations3z33 • demonstrate awareness of the possible similarities

and differences among people, places, andenvironments.

3z39 – ask questions and explore a variety of means toobtain information (e.g., concerning relationshipsbetween the community and the environment);

4z40 – formulate questions to facilitate the gathering andclarifying of information on study topics (e.g., effectsof physical features such as mountains, hills,plateaus, and valleys on land use; relationshipsamong provinces; trade);

4z61 – investigate a cause-and-effect relationshipbetween the environment and the economy in aprovince or territory (e.g., overfishing on the GrandBanks);

3z51 – identify some products that Ontario sells to otherprovinces or territories (e.g., nickel) and buys fromthem (e.g., oil, wheat).

3z38 – use appropriate vocabulary (e.g., urban, rural, city,town, village, environment, scale, north, south, east,west) to describe their inquiries and observations;

4z39 – use appropriate vocabulary (e.g., regions,Canadian Shield, Great Lakes lowlands, St.Lawrence lowlands, Hudson Bay lowlands, interiorplains, Arctic lowlands, Cordilleras, physical features,boundaries, province, capital, territories, naturalresources, grid, latitude, longitude) to describe theirinquiries and observations;

3z31 • identify distinguishing features of urban and ruralcommunities;

3e3 • organize information into short paragraphs thatcontain a main idea and related details;

3e2 • write materials that show a growing ability toexpress their points of view and to reflect on theirown experiences (e.g., journal notes);

3e9 • use and spell correctly the vocabulary appropriatefor this grade level;

3e51 • listen to discussions and ask questions to clarifymeaning;

4e26 – print legibly and use cursive writing.4e66 – listen to others and stay on topic in group

discussion;

DescriptionIn a large group discussion, the students will investigate vocabulary that they will encounter throughoutthis unit. They will also brainstorm possible manufactured goods from communities/regions andprovinces/territories. Answers will be recorded on chart paper and displayed for future reference.Upon completion of this initial assessment, students will be introduced to the unit, the culminating task, andthe rubric. A letter will be distributed to the parents/guardians regarding the topic and expectations.

Catholic Graduate Expectations:CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 5e - respects the rights, responsibilities and contributions of self and others.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesCollaborative/cooperative LearningBrainstormingDirect Teaching

Assessment

Assessment StrategiesIntroductionObservationPortfolios

Assessment Recording DevicesAnecdotal RecordRating ScaleRubric

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:48 AM Page C-1



4e67 – use appropriate strategies to organize and carryout group projects (e.g., brainstorming, summarizing,reporting, giving and following instructions);

4e52 • communicate various types of messages, explainsome ideas and procedures, and follow theteacher’s instructions;

Teaching / Learning1.1 From Coast to Coast!

Grade 3/4 Combined Activity

1. Hand out file folders. Students should decorate the front of the folder using Ontario and Canada as theoverriding theme. Have the students paste the Unit Cover Sheet (BLM #1A) onto the cover of the file folder.

1.2 I am Canadian!

Grade 3/4 Combined Activity

1. Read a story such as One Is Canada, by Maxine Trotter. Read aloud to the students and discuss eachpage and illustrations. See Resources section for the ISBN number and for all other available recommendedresources.

2. Tell the students that they will be participating in a word matching activity to assess what they alreadyknow about communities. Stress that this is not a test, but rather an opportunity to recall and demonstratepreviously learned knowledge and skills.

3. Distribute the I Am Canadian sheet (BLM #1B) to the students and have them work individually, submittingthe final product to be assessed.

4. Please note that the grade 3 students and grade 4 students have their own perspective activities.

5. Insert the completed activities into their folders (portfolios).

1.3 Ontario and Canada: Made In CanadaGrade 3/4 Combined Activity

1. Read the stories suggested in the resources or another selected resource to the students to provide themwith the required knowledge of Canadian product. Discuss the contents of the selections with the studentsto ensure understanding of the concepts. See #2 below for an alternate strategy.

2. Show a video or film clips that highlights Canada, Ontario, and the other provinces and territories. SeeResources for suggested titles.

3. After viewing the media resource, discuss with the students that Canada has many industries (i.e.,farming, mining, fishing, forestry) and regions. Explain what "Made in Canada" means and give someexamples of items that are made in Ontario/Canada and sold to other provinces and territories. Using the fourvarious types of industries listed above as a reference guide, have the students brainstorm the names ofsome products that are made/produced. Record their responses on chart paper.

4. Ask them to think about their communities and the province of Ontario. Lead them in a discussion on howthey use their environment in their daily lives (e.g., walks to parks, growing food, etc.).




Resources

5. Distribute the We're All Connected sheet (BLM #1C). Ask students to read the information provided,highlight key points, and record their answers in jot-note form in the space provided.

6. Ask students to insert their completed jot-note activity sheets into their folders (portfolios) whencompleted.

1.4 Canadian Products in the Making: Introduction to Culminating Task, Rubric and ParentLetter Combined Activity

1. Hand out the Parent/Guardian Letter (BLM #1D) and Canadian Products in the Making Note (BLM #1E) as apackage to the students. Read aloud to the students, explaining what is expected. Answer any questionsand concerns at this point to ensure clarification of what is expected. Have students take this packagehome, returning only the portion signed by the parent/guardian indicating understanding of what is expectedand how it will be evaluated.

2. A prayer has been included (BLM #1G) as a way of reminding students how thankful we are to live insuch as bountiful and free country. You may choose to recite this prayer as a whole at the start of the unit,throughout the unit on a daily basis, or after you have explained the culminating activity.

3. Please read over A Teacher's Guide to the Internet (BLM #1H) with your students to ensure the properbehaviour expected while using the Internet. See Subtask Notes for further explanations.

Adaptations1. All students should experience success within these activities. (Identified students, ESL students, specialneeds students, and those receiving enrichment should have the essential modification made to meet their needs.Some specific adaptations could include preferential seating, copy of notes, chunking or reduction of workload,repetition of instruction, peer assistance, or one-to-one assistance through the use of volunteers, resource staff,etc.

2. We as teachers, must remain sensitive to students' economic and family structure, realizing that attention toletters sent home, signed evaluations, and family involvement may differ from family to family, school to school,and/or city to city. Empathy, understanding, and discretion towards the varying family dynamics is of utmostimportance.

Ontario and Canada 1.1 BLM 1A BLM 1A.cwk

I am Canadian 1.2 BLM #1B BLM 1.2 1B.cwk

We're Connected 1.3 BLM #1C BLM 1 C.cwk

Parent Letter 1.4 BLM #1D BLM 1.5 1D.cwk

Canadian Products 1.4 BLM #1E BLM 1.4 1E.cwk

Prayer BLM #1G BLM 1G.cwk

Teacher's Guide to the Internet 1.4 BLM#1E

BLM 1H.cwk




Discover Ontario Bill MacDonald

Discover Canada Bill MacDonald

Canada Gareth Stevens

One Is Canada Maxine Trottier

Kids Book Of Canada Greenwood

Journey Across Canada Various Titles

Various books on Ontario and Canada

Chart Paper 4

Markers, Pencils, Crayons

File Folder

Notes to TeacherCharts that are developed during this activity should be accessible to students throughout the unit. Postingthem somewhere in the classroom is advised.

Whenever students have access to CD-ROMS, Internet, videos, films, etc., cautionary statements and priorknowledge are crucial. Please take time to read over the information provided regarding Internet use andstress the importance of behaving Christ-like in our actions and following the teachings of our RomanCatholic faith in respecting the rights of others. Critical examination of the contents should be performed ona regular basis to prevent any inappropriate use of the Internet and its various Web sites. You may alsowant to send a permission letter home at the start of this unit, to ensure that parents/guardians are awarethat the children will be accessing the Internet and other resources.

Note It is important to be aware that some communities may not have access to parks and gardens forgrowing food. Providing pictures and books will help to get your lesson across to students. Also note,showing sensitivity to students' economic and family structures should be considered when expecting anote to be signed and returned. Understanding of expectations may not be clear to someparents/guardians, and further explanations may be required for some students.

Teacher Reflections


Ontario and Canada Subtask 2A Mapping We Will Go!


Expectations3z44 – make and use large maps of rural and urban

communities, using familiar units of measure (e.g.,centimetre, metre, kilometre);

3z46 – consult map legends when looking for selectedfeatures (e.g., H/hospital);

3z47 – recognize that different colours on maps indicatedifferent things (e.g., different colours are used fordifferent countries).

4z46 – identify Ottawa as the capital of Canada;4z47 – locate and label the Great Lakes and other major

bodies of water and waterways (e.g., Hudson Bay,James Bay, Ottawa River) on a map of Ontario;

4z50 – use cardinal and intermediate directions,non-pictorial symbols, and colour on a map to locateand describe physical regions;

4z52 – use pictorial symbols to represent naturalresources on a map;

4z51 – use number and letter grids to locate places onbase maps and road maps, and in atlases;

4z53 – use latitude and longitude to describe location;4z54 – utilize special purpose maps (e.g., contour,

climatic, physical feature maps);4z55 – create sketch maps of familiar places, using

symbols for places and routes.4z59 – locate on a map community boundaries and

adjacent communities (e.g., towns, counties) withina region;

3z38 – use appropriate vocabulary (e.g., urban, rural, city,town, village, environment, scale, north, south, east,west) to describe their inquiries and observations;

3e28 – print legibly and begin to use cursive writing.3e25 – accurately use titles and subheadings as

organizers;3a23 • identify the elements of design (colour, line,

shape, form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

4a34 • use correctly vocabulary and art terminologyassociated with the specific expectations for thisgrade.

4a43 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) that

DescriptionThe students will recognize that certain colours are used on maps to indicate particular features. Theywill be introduced to the various components of a map, i.e., symbols, legends. Students will also have achance to make and use large maps of urban and rural communities, On a map of Ontario, the grade 4students will individually locate and label key features (e.g., Great Lakes) and construct maps.

Catholic Graduate Expectations:CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2b - reads, understands and uses written materials effectively.


Teaching / Learning StrategiesDirect TeachingAdvance OrganizerMap Making

Assessment

Assessment StrategiesExhibition/demonstrationObservationQuestions And Answers (oral)Performance Task

Assessment Recording DevicesChecklistRubricAnecdotal Record




communicate thoughts, feelings, and ideas forspecific purposes and to specific audiences (e.g.,create a poster for display in the school library tocommemorate a personal literary hero, using anadditive form of printmaking);

3a26 – recognize and name the warm (red, orange,yellow) and cool (purple, green, blue) colours, anddescribe their emotional impact (e.g., a warm colourscheme may make people feel warmer);

3a27 – identify characteristics of a variety of lines (e.g.,thick, thin, broken, dotted);

Teaching / Learning2.1 Mapping Canada

Combined Activity

1. Distribute an atlas to each student. Review how to use and atlas to locate cities/towns regions.

2. Have the students find a map of Canada in the atlas. Then, have them find Ontario. Have the studentslocate the compass rose on the map, name the various directions, and state its purpose.

3. Distribute a Map of Canada (BLM #2A). Locate the compass rose and have the students label the cardinaland intermediate directions on the map.

4. Referring back to the atlas, and using Ontario as a point of reference, ask the students to verbally providenames of cities, regions, or provinces and territories that are north, south, east, west, northeast, southeast,northwest, and southwest of Ontario.

5. Introduce the coordinates of number and letter grids to locate your city. You may want to call the studentsup to the front, using the large wall map and doing some group examples together. At their seats, have thestudents turn to a preselected map of Ontario or Canada. Call out various coordinates and determine if thestudents can locate that particular city. You may choose at this point to pair the students and have them testeach other by locating cities using coordinates.

6. If you feel the students have successfully grasped the above concepts you may want to move ahead tolongitude and latitude. Repeat step #4 above.

7. While students are engaged in paired activity, walk around the room quietly using observation, anecdotalrecord keeping, and direct questioning to assess the students' levels of understanding.

2.2 Colorful Canada!

Grade 3

1. Discuss that different colours on maps mean different things. Explain that they are used to highlight thedifferent provinces, territories, land forms, water systems, and regions. Ask the students to peruse the atlasnoticing how colour is used for different purposes. You may want to select a special purpose map, i.e.,contour, climatic, physical feature, to expose the students to a variety of maps.

2. Distribute the Map of Canada (BLM #2B) to all students, highlighting the legend and its purpose. Using theatlas as a source of information ask the grade 3 students to consult the map legend for correct colourschemes and to colour the map of Canada accordingly. Insert the completed activities into the file folders




(portfolios).

Grade 4

1. Distribute an Ontario Map (BLM #2C) and an atlas to each student. Using the atlas as a reference, ask thegrade 4 students to locate and label the following places on their map of Ontario.

a). Ottawa (Capital of Canada) b). The Great Lakes (Lake Superior, Lake Michigan, Lake Ontario, Lake Erie, Lake Huron) c). Georgian Bay d). Hudson Bay e). James Bay f). The St. Lawrence Seaway g). Your city or town h). Boundaries of ...? i). Lake St. Clair

Ask students to refer to their Map Checklist (BLM #2D) to ensure that they have completed all requirements ofthe mapping activity. Insert the completed maps into the file folders (portfolios).

2.3 Map Making Mania!Combined Activity

1. Explain to the students that a map legend shows symbols for information on the map. The legend isusually in a box near the bottom of the map.

2. Ask the students to open their atlases to a specific map of Canada (your choice). Together as a group,discuss the map legend and discuss the various symbols shown. Take some time to locate these symbols onthe map.

3. Explain to the students that you will be distributing a map legend (BLM #2E) for them to complete.Distribute the Map Rating Scale (BLM #2F) to the students, reviewing how their maps will be evaluated. Theywill then create legends with their own symbols. The symbols will be drawn, colored, cut out, and glued ontoa piece of manilla tag paper, creating a community map. The community map must include the following: thestudent's home, school, and surrounding area.

4. Grade 3: map must include a legend and the cardinal points. Grade 4: map must include a legend, cardinal points, and various routes in and around their communities.

5. Instruct all students to put their maps into their portfolios. Walk around the room, providing assistance andclarification when needed. It is suggested that notes of assistance and records of modification be kept forassessment purposes.

2.4 Pictorial Legend: Natural ResourcesCombined Activity

1. At the beginning of this activity, have the students refer back to the Made in Canada chart paper.

2. Distribute the Natural Resources sheet (BLM #2G). Discuss with the students that natural resources areitems that are found in nature that people find useful, e.g., gold, nickel and oil. Natural resources are found invarious landforms or different earth surfaces such as mountains, plains, and valleys. Discuss howlandforms are directly related to the specific resources found, e.g., the Great Lakes would not be good for




Resources

mining.

3. Ask the students to complete the pictorial legends independently, by drawing a picture of the variousresources and indicating where and/or what landform this natural resource would belong to. Insert thecompleted activities into the portfolios. Use the Natural Resources Rating Scale (BLM #2H) to evaluate thisactivity, reviewing it with the students ahead of time.

AdaptationsA further subtask/extension could incorporate activities that would affirm the diversity and interdependence of theworld's peoples and cultures.

A multicultural day, week, or luncheon would provide an opportunity to learn about the location, people, culture,tradition, foods, and similarities we share with all of God's children.

All students should experience success within these activities. Identified students, ESL students, special needsstudents and those receiving enrichment should have the essential modification made to meet their needs. Somespecific adaptations could include preferential seating, carbon copy of notes, chunking or reduction of workload,repetition of instruction, peer assistance, or one-to-one assistance throughout the use of volunteers, resourcestaff, etc.

Map of Canada 2.1 BLM #2A BLM 2A.cwk

Map of Canada 2.2 BLM #2B BLM 2B.cwk

Map of Ontario 2.2 BLM #2C BLM 2c.cwk

Map Checklist 2.2 BLM #2D BLM 2.2 2d.cwk

Map Legend 2.3 BLM #2E BLM 2E.cwk

Map Scale 2.3 BLM #2F BLM 2F.cwk

Natural Resources 2.4 BLM #2G BLM 2G.cwk

Natural Resources Scale 2.4 BLM #2H BLM 2.4 2.cwk

Atlas

Glue

Manilla Tag Paper

Construction Paper

Markers, Crayons, Pencils

Made in Canada Reference Chart




Notes to TeacherFor the combined activity 2.1 it is important to pair up students requiring assistance with other independentlearners. Allow them to work co-operatively in a team setting, sharing and exchanging ideas and answers. Forstep #6 allow your anecdotal records to reflect the individual learner. If assistance/team work is required thenmark accordingly.

Although several activities may appear closed, including expected answer tasks, students may be encouragedto go beyond the obvious and perform other activities, i.e., mapping various routes through the provinces,drawing and labeling the compass rose, designing and drawing a legend with pertinent symbols, etc.

Teacher Reflections


Ontario and Canada Subtask 3Provinces and Territories


Expectations3z45 – identify the Canadian provinces, territories, and

their capitals on a map;4z23 • identify how different regions are interdependent

(e.g., with respect to their economies orgovernments);

4z37 – demonstrate an understanding of how provincialgovernments are elected;

4z36 – identify the levels (legislative, executive, andjudicial) of provincial government;

4z35 – demonstrate an understanding of thecharacteristics of the provinces;

4z38 – identify ways in which the provincial government isinvolved in provision of services (e.g., provision offunding for education, highway repair, health care).

3z46 – consult map legends when looking for selectedfeatures (e.g., H/hospital);

4z45 – locate and label provinces, territories, and capitalcities within each region on a map of Canada;

4z48 – identify symbols used to outline boundaries(international, national, provincial);

3z41 – sort and classify information about communities toidentify issues, solve problems, and make decisions;

3z48 – describe ways in which they and their families usethe natural environment (e.g., playing in the park,growing food);

DescriptionThe grade 3 students will identify the Canadian provinces, territories, and their capital cities on a map. Thegrade 4 students will locate and label the provinces, territories, and capital cities within each region on amap of Canada. The grade 4 students will also identify the branches of the provincial government.


GroupingsStudents Working IndividuallyStudents Working In Small Groups

Teaching / Learning StrategiesCollaborative/cooperative LearningDirect TeachingOral Explanation

Assessment

Assessment Strategies

Assessment Recording Devices

Teaching / LearningProvinces and Territories

3.1 Map Making Mania!

Grade 3:

1. Distribute the Map of Canada (BLM #3A), and the Map of Canada Checklist (BLM #3B). Ask the students tolabel their blank maps of Canada with the provinces and the territories. Orally review the checklist, outliningthe expectations for each level of performance. They may use an atlas or the large wall map as reference ifrequired. The Teacher Answer Key (BLM #3C) is included.

2. The completed activity must be placed into the file folders (portfolios)

Grade 4




1. While the grade 3 students are working, hand out a Map of Canada (BLM #3A) and the Mapping Checklist(BLM #3B - 3D) to the grade 4 students. Orally review the checklist, outlining the expectations for each levelof performance. Ask the students to carefully check over their work by making sure they have correctlylabeled the places listed.

2. Instruct all students to submit their maps for assessment purposes. Walk around the room, providingassistance and clarification when needed. It is suggested that notes of assistance and records ofmodification be kept for assessment purposes.

3.2 Our Community/Government

Grade 3: Our Community

1. Distribute Urban Community Questions (BLM #3E) to the students and have them work in pairs to answerthem. They may use any information from charts, books, etc. as reference material.

2. Insert into the file folders (portfolios) when completed.

Grade 4 Our Government

1. Begin this portion by explaining that there are three branches of government in Ontario: the legislativelevel, the executive level, and the judicial level. The students learn about these three levels of government byparticipating in an inquiry guide/jigsaw activity.

2. Place students in groups of three. Each student will be assigned a level of government which he or shewill be responsible for learning about.

Student 1 - legislative Student 2 - executive Student 3 - judicial

Each member must read their Government Article (BLM #3F) and complete the Inquiry Guide (BLM #3G)outlining the level of government, highlighting key points, and answering specific questions about theassigned level of government.

3. They will then take turns presenting in their small groups what they have learned about the level ofgovernment. Ask students to insert their completed inquiry guide forms into their file folders (portfolios).

4. Use the Ontario Government Diagram Rubric (BLM #3H), and/or the Government Checklist (BLM #3H) toassess performance and achievement.

3.3. Extension Activity

Grade 3 Community Brochure

1. Before you begin this activity, ensure that you have resources and print material available (print material,travel brochures, charts, encyclopedias, CD-ROMs, magazines, etc.)

2. Using these varied resources, have the students work individually to research acommunity/city/province/territory of their choice. Have them co-operatively complete the Community Brochure(BLM #3I).




Resources

3. Insert the completed brochures into the file folders (portfolios) for assessment.

Grade 4 Ministry Duties

1. Review with the students that ministers are members of the Ontario government, and act as heads orleaders of a specific department, which is called a ministry.

2. Discuss the importance of having different ministries to better serve the people (citizens) of Ontario.

3. On chart paper, write down the titles of the various ministries. Ask the students to hypothesize (guess)what each ministry is responsible for, orally discussing each ministry.

4. Distribute the ministry duties work match (BLM #3K). Have the students correctly match and glue the workto its correct definition. Insert the completed assignments into the file folders.

5. Provide the students with the correct definition/overview of what each ministry is responsible for. See Ministry Duties Word Match Answers (BLM #3L).

Adaptations1. An extension of the community brochure/study of municipal duties could be used to further explore the RomanCatholic Parishes in Ontario (grade 3) and Canada (grade 4).

2. In consideration of different learning styles and abilities, adaptations can be made. Modifications in activities,(e.g., fewer questions, longer time to complete activities, scribing), or assistance from parent volunteers, andresource teachers can be requested.

3. If a child is new to your school from another country, allow him/her to complete a brochure/study of the localgovernment on the country from where he/she came from, if possible. Allow that student to share his or her workwith others, developing both confidence and tolerance in others, just as God has taught us to behave.

Map of Canada 3.1 BLM #3A BLM 3A.cwk

Map Checklist 3.1 BLM #3B BLM 3b.cwk

Map Checklist 3.1 BLM #3D BLM 3d.cwk

Community Questions 3.2 BLM #3E BLM 3.2 3.cwk

Our Government 3.2 BLM #3F BLM 3.2 3F.cwk

Inquiry Guide 3.2 BLM #3G BLM 3.2 3G.cwk

Community Brochure BLM 3I.cwk

Answer Key 3.1 BLM #3C BLM 3C.cwk

Ministry Match 3.3 BLM 3K BLM 3.3 3K.cwk




Ministry Match 3.3 BLM #3L BLM 3.3 3L.cwk

Notes to TeacherThe inquiry guide can be adapted/expanded to include higher order questions. The natural progression fromknowledge/understanding/synthesis could include further research work on a specific level of government,government leaders, different ministries, and why responsible government is crucial to the management of theprovince/country.

Although several activities may appear closed, including expected answer tasks, students may be encouragedto go beyond the obvious and perform other activities, i.e., mapping various routes through the provinces,drawing and labeling the compass rose, designing and drawing a legend with pertinent symbols, etc.

Teacher Reflections


Ontario and Canada Subtask 4Land Forms and Regions!


Expectations3z34 – demonstrate an understanding of the

characteristics (e.g., with respect to land use,transportation, physical features, population,buildings) of urban (industrial, residential,commercial) communities;

3z31 • identify distinguishing features of urban and ruralcommunities;

3z35 – demonstrate an understanding of thecharacteristics (e.g., with respect to land use,transportation, physical features, population,buildings) of rural (fishing, farming, forestry, mining)communities;

3z49 – compare the characteristics of their community tothose of a different community (e.g., with respect todensity, services, recreation);

4z22 • describe the distinguishing physical features ofregions within the provinces and territories;

4z26 – identify and describe the main features of a riversystem (e.g., mouth, source, tributary, branch, delta,flow);

4z28 – identify Ontario’s major natural resources and theiruses (e.g., water for hydroelectricity and recreation);

4z27 – demonstrate an understanding of the significanceof the St. Lawrence River and the Great Lakessystems (e.g., for transportation, industry,recreation);

4z29 – identify and describe types of communities in eachphysical region of Ontario (e.g., forestry and miningcommunities in the Canadian Shield region, fishingand hunting communities in the Hudson Baylowlands);

4z31 – identify the physical regions of Canada(Appalachians, Hudson Bay lowlands, Arcticlowlands, Great Lakes/St. Lawrence lowlands,interior plains, Cordilleras);

4z32 – describe and compare the physical environmentsof these regions (e.g., with respect to land-forms);

4z25 – identify the characteristics of the physical regionsof Ontario (e.g., Canadian Shield, Great Lakes/St.Lawrence lowlands, Hudson Bay lowlands);

DescriptionThe students will discover the landforms and physical regions of Ontario and Canada. The grade 3students will explore the differences between urban and rural communities through a teacher-directedlesson. The grade 4 students will colour and label the major landform regions of Canada on a map,including the resources found in each region.

Catholic Graduate Expectations:CGE 7i - respects the environment and uses resources wisely.CGE 5b - thinks critically about the meaning and purpose of work.CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.


Teaching / Learning StrategiesBrainstormingClassifyingCollaborative/cooperative LearningDirect TeachingHomeworkResearchModel MakingMap Making

Assessment

Assessment StrategiesObservationSelect ResponseQuestions And Answers (oral)

Assessment Recording DevicesAnecdotal Record




4z49 – locate and label the physical regions of Canadaon a map;

3a23 • identify the elements of design (colour, line,shape, form, space, texture), and use them in waysappropriate for this grade when producing andresponding to works of art;

3a35 – identify and explain the specific choices theymade in planning, producing, and displaying theirown art work (e.g., the choices of subject matter,colours, location for display);

3a33 – solve artistic problems in their art works, using atleast three of the elements of design specified forthis grade (e.g., describe why they placed objects inthe foreground, middle ground, or background);

3e32 • express clear responses to written materials,relating the ideas in them to their own knowledgeand experience and to ideas in other materials thatthey have read;

3e53 • talk about characters and situations in stories, andinformation and ideas in non-fiction materials;

4a43 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate thoughts, feelings, and ideas forspecific purposes and to specific audiences (e.g.,create a poster for display in the school library tocommemorate a personal literary hero, using anadditive form of printmaking);

4a45 – identify strengths and areas for improvement intheir own work and that of others.

4a35 – identify monochromatic colour schemes (i.e., tintsand shades of one colour);

4a37 – demonstrate awareness that the overlapping ofshapes is one way of creating the illusion of depth;

4a38 – distinguish between relief and free-standing

Teaching / LearningLand Forms and Physical Features

4.1 Teaching/Learning

Introduction to the Unit - Grade 3

Before you begin:

a. You should compile a collection of pictures from old calendars and travel magazines to visually presentwhat rural and urban communities look like. It would be helpful to mount and laminate these pictures on eitherbristol board or construction paper (these will keep for future use). Use two colours one to represent thecountry and one to represent the city. Have these pictures posted in your room so the students can usethese as a reference.

b. Teacher should obtain a copy of a short children's story such as City Mouse, Country Mouse by Jan Brett.

c. Locate Web sites for Canadian cities with the assistance of the teacher-librarian. (This would be a goodresearch site and/or lesson during computer-lab time).




d. Gather travel brochures, magazines, and/or newspapers for montage art activity.

e. Gather some atlases as a source of reference.

f. You should divide the class into groups of three ahead of time, and have ready one chart paper and onecoloured marker per group.

4.2 Let's Explore the City and Country!

Grade 3 Activity

1. Introduce the oral component first by reading to a students the story such as Town Mouse, CountryMouse by Jan Brett.

2. Upon completion of this book, place students in your preselected groups, giving them one piece of chartpaper and one coloured marker. The students decide among themselves who the two recorders and thepresenter will be. Instruct the students to divide the paper into two columns and print the headings: City andCountry.

3. For the written component, students compare the country vs. the city and track these differences in theappropriate columns. After they have finished writing about the story, instruct the students as a group torecord observations they have noticed in their lives in relation to the city and country. i.e. "the city has largecement structures such as the C.N. Tower. The country has many farms."

4. Call students back together as a whole group to begin the sharing process. Place all charts on the board.The presenters from each group will share his/her groups' ideas with the whole class.

4.3 Urban vs. Rural Community

Distribute the blackline masters Urban Community (BLM #4A) and Rural Community (BLM #4B) to eachstudent. This activity sheet is completed as homework and handed in for assessment. Make sure thestudents understand the meaning of the terms "urban" and "rural."

4.4. Urban Vs. Rural Community MontageGrade 4 Activity

1. Divide the students into groups of four. Distribute a variety of magazine, travel brochure, and/ornewspaper clippings to each group. Instruct the students to divide the chart paper into half and label one halfRural Community and the other half Urban Community. The students then cut and paste a variety of picturesunder the appropriate headings. Observation during this group work period should be recorded in anecdotalnotes.

4.5 Physical Regions of Ontario

1. Review with all of the students, using an atlas, the required mapping skills necessary to complete BLM#4C. Be sure to include the following in your review:

* how to use an atlas index.* latitude and longitude.* using pictorial symbols to represent resources or places on a map.* how a grid is used to locate places on a map.




* how non-pictorial symbols and colour on a map are used to locate and describe physical regions andplaces.* the direction indicator to show cardinal and intermediate direction.

2. On BLM #4C the grade 4 students label a map of the physical regions of Ontario, add the naturalresources and create a legend for both. This map should have a direction indicator (compass rose) and alegend to display each of the regions. BLM #4D provides the student with the necessary information tocomplete BLM #4C.

4.6 The St. Lawrence Seaway "A Model to Study"

Grade 4 Activity

Before you begin:

1. Before beginning the following grade 4 activity, provide BLM #4F for the students to use as a referenceguide in completing BLM #4E. As a class, read through the physical regions and their descriptions. Provide aquestion and answer period here before beginning the following activity.

2. On BLM #4E the grade 4 students draw and label the physical regions of Canada, add the naturalresources, and provide a legend for both.

3. The following group activity provides grade 4 students the understanding of the significance of the St.Lawrence River and the features of a river system. To prepare for this activity each group (made up ofroughly four students) requires modelling clay and cardboard or plywood.

4. Provide BLM #4G for the students as they begin to learn about the St. Lawrence Seaway. In ateacher-directed lesson, read the definitions and relate them to an atlas visual.

5. Using cardboard or plywood, groups create a simplistic three-dimensional relief/model of the St. LawrenceSeaway. Students must include the following:

* important transportation routes (e.g., roads, tracks).* all major cities, rivers, lakes, mountains.* notes on where the best place to live along the St. Lawrence River is and why.* possible recreational activities found along the St. Lawrence/Great Lakes and their locations.* employment as a result of the above.

6. Following this completed activity, each student is responsible for completing BLM 4H.

AdaptationsAdaptation

For students who need more conceptual assistance with BLM #4A and #4B, provide the activities on chartpaper as a reference.

All students should experience success within these activities. Identified students, ESL students, specialneeds students and those receiving enrichment should have the essential modification made to meet theirneeds. Some specific adaptations could include preferential seating, carbon copy of notes, chunking orreduction of workload, repetition of instruction, peer assistance, or one-to-one assistance through the use ofvolunteers, and resource staff.




Resources

Urban Community Subtask 4.3 BLM #4A BLM 4.3 4A.cwk

Rural Community Subtask 4.3 BLM #4B BLM 4.3 4B.cwk

Physical Regions of Ontario Subtask 4.5BLM #4C

BLM 4c.cwk

Physical Regions of Ontario Subtask 4.5BLM #4D

BLM 4D.cwk

Physical Regions and Natural ResourcesSubtask 4.5 BLM #4E

BLM 4E.cwk

Physical Regions of Canada Subtask 4.6BLM #4F

BLM 4.6 4F.cwk

Anatomy of a River Subtask 4.6 BLM #4G BLM 4.6 4.cwk

St. Lawrence Seaway 4.4 BLM #4H BLM 4.6 4H.cwk

Country Mouse, City Mouse Jan Brett

Laminate

Coloured Construction Paper

Various Magazines, Brochures,NewpapersChart Paper 1

Coloured Markers 1

Canadian Wall Map

Notes to TeacherNote: Teachers should determine materials available and make substitutions when necessary. If modellingclay is not available you can substitute papier mache for the construction of the model. If making papiermache use the following recipe:

Papier Mache Paste

2 parts cornstarch to 1 - 2 parts warm water (the consistency of the mixture should be a thick, smooth,creamy texture). Cream of tartar may be added (this helps to keep the paste from going bad but is notrequired for the recipe to turn out).

Teacher Reflections


Ontario and Canada Subtask 5The Exchange: Goods and Services


Expectations3z32 • describe some possible relationships between

communities and natural environments;3z36 – describe the interaction between people and the

environment (e.g., dependence on nature for food,water, energy);

3z40 – locate key information about urban and ruralcommunities from primary sources (e.g., surveys,interviews, and fieldwork) and secondary sources(e.g., charts, graphs, maps, models, and CD-ROMs);

3z48 – describe ways in which they and their families usethe natural environment (e.g., playing in the park,growing food);


4z30 – demonstrate an understanding of the exchangesthat occur between the regions of Ontario (e.g., fruitfrom the Niagara Peninsula, nickel from Sudbury,vehicles from Oshawa);

4z33 – identify the natural resources necessary to createCanadian products and the provinces from whichthey originate (e.g., trees/furniture/Ontario);

4z34 – demonstrate an understanding of the exchangesthat occur between provinces (e.g., potatoes fromP.E.I., fish from B.C., grain from Saskatchewan);

4z56 – identify relationships between Ontario and theother provinces and territories in a variety of fields(e.g., art, literature, music, dance, technology,heritage, tourism, sports);

DescriptionThe students will demonstrate an understanding of the exchanges/trades that occur between the regionsof Ontario. The grade 3 students will list and describe ways in which their families use the naturalenvironment.The grade 4 students will identify the natural resources used to create Canadian products and theprovinces from which they came from.

Catholic Graduate Expectations:CGE 2b - reads, understands and uses written materials effectivelyCGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 5a - works effectively as an interdependent team member.CGE 5b - thinks critically about the meaning and purpose of work.CGE 7g - respects and understands the history, cultural heritage and pluralism of today's contemporarysociety.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDirect TeachingCollaborative/cooperative LearningVisualisationThink / Pair / ShareTechnologyResearchOral ExplanationMap MakingInquiryDirected Reading-thinking Activity

Assessment

Assessment StrategiesClassroom PresentationExhibition/demonstrationObservationQuestions And Answers (oral)


Teaching / LearningSubtask 5

5.1 The Canadian Exchange: Goods and Services

Before you begin this activity locate the following videos: Natural Resources, 100% Educational Videos and




What's a Natural Resource, Omega Films.

Grade 3 Activity

How do I need the Natural environment?

Give small groups of students one page of chart paper and one marker. The students co-operativelybrainstorm and record the relationship we as people have with our environment. Remind the students that allanswers (e.g., dependence on nature for food, water, energy) are important and are not to be criticized.Have students divide the chart paper into two columns and label the sides How We Need Our Environmentand How Could We Live Without Our Environment? Upon completion of this activity post all charts and askeach group to present their findings.

5.2 Physical Regions of Ontario

Where Do Our Resources Go?

Provide the students with an opportunity to browse through materials in your class "Canadian library" for thefollowing research activity.

1. Divide your grade 4 students into three groups (each group will represent one physical region).The groups are as follows:

The Candian ShieldThe Great Lakes/St. Lawrence LowlandsThe Hudson Bay Lowlands

2. Distribute BLM #5H to each student. They use this as the visual to begin with.

3. Each member must co-operatively research to locate the buyers of their natural resources (e.g., fruit fromthe Niagara Peninsula is sold to ________, nickel from Sudbury is sold to _____________)

4. After all the information is compiled, it should be neatly printed (or typed). Then, students glue all findingsneatly onto a bristol board alone or with pictures to support the information. Urge students to draw pictures.Orally, the students present to the whole class (grade 3 students included). Upon presentation, display thegroups' posters in the classroom.

5.3 Natural Resources used to Create Canadian-Made Products

Grade 4

Before beginning the following activity make an overhead transparency of BLM #5G and have available anoverhead and coloured transparency markers. If space is available, draw a large board-sized map onOntario, as information for the next activity will be recorded on it. If this is not possible due to limited boardspace, trace on large brown butcher block/craft paper.

1. Give the students a map of Canada (BLM #5G) and help them draw appropriate pictures to represent theprovince/territory's natural resource (e.g., wheat bundles from Saskatchewan, lobsters from Nova Scotia,potatoes from Prince Edward Island).

2. Place the grade 4 students into groups of two and assign each pair a province/territory. Each groupresearches through books, Web sites (this can be done with the aid of the teacher-librarian), and their




Resources

province/territory's natural resources, and compiles a list of products which can be made from this resource(e.g., Ontario - trees - furniture, lumber, toothpicks, paper, pencils, sporting equipment, tool handles, etc.)

3. Students then research which provinces have purchased their natural resource (the raw material) tocreate their own products.

4. Each group must co-operatively transfer its information onto its province on the map of Canada.

5. Each group presents its findings to the whole class.

6. Observe and evaluate this activity while in the co-operative group work setting. Observation andassessment is done during the oral presentation.

5.4 Guess Where I'm From?

This game is an activity that requres the students to think of provinces as they observe other students in therole play mode. You should have cards prepared ahead of time with an occupation or action on them (e.g.,you are riding a tractor and are from Saskatchewan, you are fishing in a boat and the waves are rough andyou are from Nova Scotia, etc). Every student should have the opportunity to play. If you run out of timecontinue with the next student when the game resumes. Students should be reminded to play co-operativelyand without criticism.

1. Randomly select a student to come to your desk and write an occupation down on a piece of paper.2. The student has approximately five seconds to act out without words the action on the paper.3. The student will then choose one girl and one boy to guess the action and which province the person isfrom.4. The game should continue until everyone has had the opportunity to play.

AdaptationsIdentified students, ESL students, special needs students and those receiving enrichment should have theessential modification made to meet their needs. Some specific adaptations could include preferential seating,carbon copy of notes, chunking or reduction of workload, repetition of instruction, peer assistance, one-to-oneassistance through the use of volunteers, and resource staff.

Physical regions and Resources ofOntario Subtask 5.2 BLM #5H

BLM 5H.cwk

Map of Canada Subtask 5.3 BLM #5G BLM 5G.cwk

Natural Resources 100% Educational Videos

What's a Natural Resources Omega Films

Overhead Transparency

Coloured Transparency markers




Notes to TeacherDependence on the environment could be further illustrated through awareness of manufactured productivityand environmental issues (recycling and packaging).

Teacher Reflections


Ontario and Canada Subtask 6Inquiring Minds: Research at Its Best


Expectations3z41 – sort and classify information about communities to

identify issues, solve problems, and make decisions;3z39 – ask questions and explore a variety of means to

obtain information (e.g., concerning relationshipsbetween the community and the environment);


3z40 – locate key information about urban and ruralcommunities from primary sources (e.g., surveys,interviews, and fieldwork) and secondary sources(e.g., charts, graphs, maps, models, and CD-ROMs);

3z42 – construct and read graphs, charts, diagrams,maps, and models for specific purposes (e.g., todescribe a community and its environment);

3z43 – communicate information (e.g., concerning thecomparison of urban and rural communities), usingmedia works, oral presentations, written notes anddescriptions, drawings, tables, charts, maps, andgraphs.

4z42 – sort and classify information to identify issues,solve problems, and make decisions;

4z43 – construct and read a wide variety of graphs,charts, diagrams, maps, and models for specificpurposes (e.g., to determine physical features, areaof regions, size of populations, types ofcommunities, land-forms, climate);

4z41 – locate key information about natural resourcesand their uses (e.g., within the regions of Ontarioand Canada) from primary sources (e.g., interviews,classroom visitors, class trips) and secondarysources (e.g., maps,illustrations, print materials,

DescriptionThe students will select a Canadian manufactured product that is produced (or one which they would liketo produce). Through brainstorming, discussions and research, the groups will select, create, andpresent their products. The project will encompass the three modes of learning (auditory, visual, andkinesthetic-tactile). They will use critical thinking to solve problems about their projects and to makedecisions about manufacturing and marketing.

Catholic Graduate Expectations:CGE 2a - listens actively and critically to understand and learn in light of gospel values.CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.CGE 2d - writes and speaks fluently one or both of Canada's official languages.CGE 2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media,technology and information systems to enhance the quality of life.CGE 5a - works effectively as an interdependent team member.CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.CGE 4b - demonstrates flexibility and adaptability.CGE 5e - respects the rights, responsibilities and contributions of self and others.CGE 5f - exercises Christian leadership in the achievement of individual and group goals.

GroupingsStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesBrainstormingBuddy SystemCollaborative/cooperative LearningDecision-making ModelsDiscussionField TripHomeworkIdeal Problem Solving StrategyMemorizingModel MakingNote-makingOral ExplanationRehearsal / Repetition / PracticeResearchRole PlayingTechnologyVisualisationWorking With Manipulatives

Assessment

Assessment StrategiesClassroom PresentationExhibition/demonstrationObservationQuestions And Answers (oral)




videos, and CD-ROMs);4z44 – communicate information about regions, using

media works, oral presentations, written notes anddescriptions, drawings, tables, charts, maps, andgraphs.

4z30 – demonstrate an understanding of the exchangesthat occur between the regions of Ontario (e.g., fruitfrom the Niagara Peninsula, nickel from Sudbury,vehicles from Oshawa);

4z33 – identify the natural resources necessary to createCanadian products and the provinces from whichthey originate (e.g., trees/furniture/Ontario);

4z34 – demonstrate an understanding of the exchangesthat occur between provinces (e.g., potatoes fromP.E.I., fish from B.C., grain from Saskatchewan);

3a34 – produce two- and three-dimensional works of art(i.e., works involving media and techniques used indrawing, painting, sculpting, printmaking) thatcommunicate their thoughts and feelings aboutspecific topics or themes (e.g., produce a mural in agroup interpreting a Native legend through colour,shape, and line);

3a35 – identify and explain the specific choices theymade in planning, producing, and displaying theirown art work (e.g., the choices of subject matter,colours, location for display);

4a31 • produce two- and three-dimensional works of artthat communicate ideas (thoughts, feelings,experiences) for specific purposes and to specificaudiences;

Conference


Teaching / Learning6.1 A Shopping We Will Go!

Introduction to Research Activity

Combined Activity

1. The class goes on an excursion to a local supermarket/department store to foster an understanding ofprecut design, packaging, and marketing.

2. This excursion provides an opportunity for students to visually collect information that may be necessarywhen selecting and completing their products, which the groups will present during the culminating activity(Subtask 7).

6.2 Research and Marketing

1. Before you begin, please review the following information with your students. Have this informationwritten on charts and posted in the classroom.

* A manufactured product is one in which ingredients/materials have been put together to create somethingthat we can consume and/or use in our daily lives (e.g., a kitchen furniture set created from trees from theprovince of Ontario, jam and preserves made from fruit from the Niagara Fruit Belt and Essex County. Autoproduction from Windsor, Mississauga, Ingersol and St. Thomas). Brainstorm some possible manufactured




Resources

goods that already exist, print them on chart paper and post.

Steps to creating your manufactured product:(please see adaptation before beginning this section)

a. brainstorm (group discusses possible products)b. research (look in magazines, books, the Internet, and flyers. For food and other items, labels will oftenspecify where the product was manufactured/produced).c. select (group co-operatively decides on a product)d. create (begin to create a two- or three-dimensional product)e. present (the group presents its product to the consumers - the class)

2. As the teacher, you can select how this project can be completed in one of two ways:

- All members co-operatively create a two- or three-dimensional product along with a written report andpresent their product.

- Students select the recorder, the creator of the product, the writer for the written report, and the presenterfor the oral presentation.

AdaptationsAll students should experience success within these activities, Identified students, ESL students, specialneeds students and those receiving enrichment should have the essential modification made to meet theirneeds. Some specific adaptations could include preferential seating, carbon copy of notes, chunking orreduction of workload, repetition of instruction, peer assistance, or one-to-one assistance through the use ofvolunteers and resource staff.

Adaptation to creating a product

Children with special needs can select a product already produced/manufactured, such as jellies and jams,from various cities in Ontario. They can research/present using the same criteria for "creating amanufactured product."

Notes to TeacherNote: Before beginning this activity you should be aware of your community and plan an excursion fromthere. Note that not all communities have access to the same opportunities as other communities. Plan yourexcursion accordingly.

Teacher Reflections


Ontario and Canada Subtask 7Canadian Products


Expectations3z51 – identify some products that Ontario sells to other

provinces or territories (e.g., nickel) and buys fromthem (e.g., oil, wheat).

3z43 – communicate information (e.g., concerning thecomparison of urban and rural communities), usingmedia works, oral presentations, written notes anddescriptions, drawings, tables, charts, maps, andgraphs.

4z41 – locate key information about natural resourcesand their uses (e.g., within the regions of Ontarioand Canada) from primary sources (e.g., interviews,classroom visitors, class trips) and secondarysources (e.g., maps,illustrations, print materials,videos, and CD-ROMs);

4z42 – sort and classify information to identify issues,solve problems, and make decisions;

4z44 – communicate information about regions, usingmedia works, oral presentations, written notes anddescriptions, drawings, tables, charts, maps, andgraphs.

DescriptionIn the role of a design team, the students will prepare a presentation of a product that will be advertisedto the public (classmates) through the television media. As a small group (four members) the studentswill choose a product they would like to develop and produce. Some suggestions are as follows:grocery item, wood item, minerals or fuels, toys, games, etc. The group will be responsible forresearching, designing, creating, and presenting a two- or three-dimensional model of their Canadianmanufactured product. The presentation will be in the format of a commercial, approximately five - 10minutes long. The audience for this assignment will be prospective product buyers from supermarketsand retail stores. The audience will consist of all students not presenting at the time. The purpose of thispresentation is to help create more knowledgeable and responsible Canadian citizens in a Canadianperspective.

The groups will be responsible for producing:

* an initial draft of their written reports following a specific model of inquiry, including: roles taken bymembers (designers, printer, presenter), product name and purpose, required materials and reasons whywe should buy this product.* a final written copy of their reports.* an organized, well-performed oral presentation (commercial) of their manufactured products.* a sample of the three-dimensional product they have presented.

Catholic Graduate Expectations:CGE 5g - achieves excellence, originality, and integrity in one's own work and supports these qualities inthe work of others.


Teaching / Learning StrategiesCollaborative/cooperative LearningInquiryModel MakingResearchSimulation

Assessment

Assessment StrategiesClassroom PresentationExhibition/demonstrationObservationPerformance Task

Assessment Recording DevicesAnecdotal RecordChecklistRating Scale




Teaching / LearningCanadian Products

7.1 Ready! Set! Action!Grade 3/4 Combined Activity

1. In their groups the students present their commercial/simulation of their manufactured products. Eachgroup is given approximately 10 - 15 minutes to present its commercial in front of peers, who are in role asconsumers/potential buyers.

2. Ask the consumer buyers to be attentive and sensitive to their performing peers. (See adaptations).

3. With remaining time left in the period, repeat the above steps #1 and 2.

7.2 Constructive Critics!

1. Awareness and sensitivity to bias and inclusion issues are discussed and reflected in the peer-evaluationof the commercial.

2. Students are asked to evaluate the performing group's commercial using BLM #7A. Have the studentscircle the appropriate level of performance they believe the performing group demonstrated.

Note: The oral presentation evaluation should immediately follow each performance and be handed in. Toensure fairness and sensitivity to others each student is asked to keep his or her constructive commentsChristian-like.

7.3 Unit Summative Assessment

1. As a final assessment, you evaluate the group presentation using the BLM #7E and Subtask 1 BLM #1I.

2. You should attach the final evaluations to the student's portfolio to be sent home and signed by parents.The unit marks, anecdotal comments, and final evaluation grading should be recorded in your records forevaluation and report card purposes.

Adaptations1. To extend and further develop this subtask, you may chose to have the class dramatize a comparison ofproducts used in Jesus' time and products used now. The criteria could be to produce or promote a Catholic beliefresource that the students are familiar with, i.e., the Bible, Sunday mass, importance of the Sacraments, etc.

2. You could lead the students in a brainstorming session to further develop these concepts.

3. The criteria for the oral presentation evaluation BLM #7A can be adapted to meet the needs of thestudents/changes in activities.

4. All students should experience success within these activities. Identified students, ESL students, specialneeds students and those receiving enrichment should have the essential modification made to meet their needs.Some specific adaptations could include preferential seating, carbon copy of notes, chunking or reduction ofworkload, repetition of instruction, peer assistance, or one-to-one assistance through use of volunteers andresource staff.




ResourcesOral Presentation Evaluation 7.2 BLM #7A BLM 7.2 7A.cwk

Canadian Product Evaluation 7.3 BLM #7B BLM 7.3 7B.cwk

Self-Evaluation 7.4 BLM #7C BLM 7.4 7C.cwk

Peer/Group Evaluation 7.4 BLM #7D BLM 7D.cwk

Group Evaluation by Teacher 7.4 BLM #7E BLM 7.4 7E.cwk

Notes to Teacher1. This is an excellent time to personally reflect on the Gifts we have bestowed as witnessed through ourbountiful and providing environment. You may want to take this opportunity to continue/strengthen thestudents' development of a Catholic moral perspective.

2. The culminating task demands a creative demonstration of learning; attention to gender equality throughoutthe task should be considered to ensure that bias is not shown to one gender over the other.

3. Advise students to make peer-evaluation comments Christian-like, to ensure the respect for differences in ourdiversity of cultures, likes, dislikes, and needs.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List


Page 1

Blackline Master / File

Anatomy of a River Subtask 4.6 BLM #4GBLM 4.6 4.cwk

ST 4

Answer Key 3.1 BLM #3CBLM 3C.cwk

ST 3

Canadian Product Evaluation 7.3 BLM #7BBLM 7.3 7B.cwk

ST 7

Canadian Products 1.4 BLM #1EBLM 1.4 1E.cwk

ST 1

Community BrochureBLM 3I.cwk

ST 3

Community Questions 3.2 BLM #3EBLM 3.2 3.cwk

ST 3

Group Evaluation by Teacher 7.4 BLM #7EBLM 7.4 7E.cwk

ST 7

I am Canadian 1.2 BLM #1BBLM 1.2 1B.cwk

ST 1

Inquiry Guide 3.2 BLM #3GBLM 3.2 3G.cwk

ST 3

Map Checklist 2.2 BLM #2DBLM 2.2 2d.cwk

ST 2

Map Checklist 3.1 BLM #3BBLM 3b.cwk

ST 3

Map Checklist 3.1 BLM #3DBLM 3d.cwk

ST 3

Map Legend 2.3 BLM #2EBLM 2E.cwk

ST 2

Map of Canada 2.1 BLM #2ABLM 2A.cwk

ST 2

Map of Canada 2.2 BLM #2BBLM 2B.cwk

ST 2

Map of Canada 3.1 BLM #3ABLM 3A.cwk

ST 3

Map of Canada Subtask 5.3 BLM #5GBLM 5G.cwk

ST 5

Map of Ontario 2.2 BLM #2CBLM 2c.cwk

ST 2

Map Scale 2.3 BLM #2FBLM 2F.cwk

ST 2

Ministry Match 3.3 BLM 3KBLM 3.3 3K.cwk

ST 3

Ministry Match 3.3 BLM #3LBLM 3.3 3L.cwk

ST 3

Natural Resources 2.4 BLM #2GBLM 2G.cwk

ST 2

Natural Resources Scale 2.4 BLM #2HBLM 2.4 2.cwk

ST 2

Ontario and Canada 1.1 BLM 1ABLM 1A.cwk

ST 1

Oral Presentation Evaluation 7.2 BLM #7ABLM 7.2 7A.cwk

ST 7

Our Government 3.2 BLM #3FBLM 3.2 3F.cwk

ST 3

Parent Letter 1.4 BLM #1DBLM 1.5 1D.cwk

ST 1

Peer/Group Evaluation 7.4 BLM #7DBLM 7D.cwk

ST 7

Physical Regions and Natural ResourcesSubtask 4.5 BLM #4E

BLM 4E.cwk

ST 4

Physical regions and Resources of OntarioSubtask 5.2 BLM #5H

BLM 5H.cwk

ST 5

Physical Regions of Canada Subtask 4.6 BLM#4F

BLM 4.6 4F.cwk

ST 4

Physical Regions of Ontario Subtask 4.5 BLM#4C

BLM 4c.cwk

ST 4

Physical Regions of Ontario Subtask 4.5 BLM#4D

BLM 4D.cwk

ST 4

Prayer BLM #1GBLM 1G.cwk

ST 1

Rural Community Subtask 4.3 BLM #4BBLM 4.3 4B.cwk

ST 4

Self-Evaluation 7.4 BLM #7CBLM 7.4 7C.cwk

ST 7

St. Lawrence Seaway 4.4 BLM #4HBLM 4.6 4H.cwk

ST 4

Teacher's Guide to the Internet 1.4 BLM #1EBLM 1H.cwk

ST 1

Urban Community Subtask 4.3 BLM #4ABLM 4.3 4A.cwk

ST 4

We're Connected 1.3 BLM #1CBLM 1 C.cwk

ST 1

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:19 AM Page D-1


Resource List


Page 2

Licensed Software

1998 Candian and World Enclyclopedia Unit

Adventure Canada Unit

Cross Country Canada Unit

Microsoft Works V3.0 (English) Unit

PC Globe (English) Unit

Print

A TownPeter and Connie Roop157572128-7

Unit

All God's Children- A Book of PrayersLee Bennett Hopkins0-15-201499-3

Unit

Atlas ST 2

Atlas of Social IssuesAlisdair Rogers0-8160-2024-8

Unit

Bible AtlasE. Wilson and S. Lloyd Jones0-7847-0080-x

Unit

Bible StoriesAnnabel Shilson-Thomas0-14-054897-1

Unit

CanadaGareth Stevens

ST 1

Canada, the peopleBobbie Kalman0-86505-218-2

Unit

Country Mouse, City MouseJan Brett

ST 4

Cultures in CanadaNorman Buchignani and Joan Engel3-0006-00000439-1

Unit

Discover CanadaBill MacDonald

ST 1

Discover OntarioBill MacDonald

ST 1

Festivals of the WorldGareth Stevens0-8368-1680-3

Unit

Global Links -Connecting CanadaRobert Kolpin0-19-541333-4

Unit

God Speaks to Us in Water StoriesMaryAnn Getty-Sullivan0-8146-2364-6

Unit

Journey Across CanadaVarious Titles

ST 1

Kids Book Of CanadaGreenwood

ST 1

Me and My WorldAlexandra Parsons0-531-14375-9

Unit

One Is CanadaMaxine Trottier

ST 1

Thanksgiving Day In CanadaKrys Val Lewicki0-929141-18-0

Unit

The Canadian Junior Green GuideTeri Degler0-7710-7157-4

Unit

The Christian WorldAllan Brown0-7500-1195-5

Unit

The Good SamartanCatherine Storr0-8172-1988-9

Unit

The People AtlasPhilip Steele0-19-520846-3

Unit

Various books on Ontario and Canada ST 1

Waterways to the Great LakesHarry Beckett0-86593-529-7

Unit

We Can Get AlongLauren Murphy Payne1-57542-013-9

Unit



Resource List


Page 3

Media

Natural Resources100% Educational Videos

ST 5

What's a Natural ResourcesOmega Films

ST 5

Website

A Look at Ontariohttp://candan.gc.ca

Unit

Government of Canadahttp://canada.gc.ca

Unit

Learn the Nethttp://www.learnthenet.com

Unit

website by namehttp://

Unit

Material

Canadian Wall Map ST 4

Chart Paper4

ST 1

Chart Paper1

ST 4

Coloured Construction Paper ST 4

Coloured Markers1

ST 4

Coloured Transparency markers ST 5

Construction Paper ST 2

Glue ST 2

Laminate ST 4

Manilla Tag Paper ST 2

Markers, Crayons, Pencils ST 2

Markers, Pencils, Crayons ST 1

Overhead Transparency ST 5

Various Magazines, Brochures, Newpapers ST 4

Equipment / Manipulative

File Folder ST 1

Made in Canada Reference Chart ST 2

Parent Community

Unit

Grocery or Department StoreLocal School Area

Unit

Guest Speakers i.e. Municipal PlanningDepartment

City Hall

Unit

Parent Volunteers Unit

Parish Priest or Religious Team Leaders Unit


Subtask 1.1 BLM 1A

Ontario and Canada:

Ours To Discover

and Promote

Name ________________________

Mining Communities- Mining is hard, and sometimes dangerous, work.- There are valuable minerals like iron and nickel found deep inside rock below the earth’s surface.- Mines are large holes dug or drilled in the earth to get minerals.- The land in this area is rocky and has very little soil.

* Mining town: Cobalt, Sudbury

Farming Communities- People use the land to grow fruits like apples, peaches, and grapes.- People raise animals like hogs, cattle, and sheep on the land.- Dairy farms produce lots of milk, which is used to make butter, cheese, ice cream, and yogurt.- Some farms have field crops like wheat, oats, corn, and hay.

* Farming area: Ancaster, Niagara Falls

Forestry Communities- People harvest the trees that grow on the lands.- Paper is made from trees in pulp mills.- Logs from the trees can go to the sawmill to be cut into boards.- One of the most important jobs is planting seedlings to replace the harvested trees (also called reforestation).

* Forestry town: Marathon

Tourist Communities- Some communities get lots of visitors, especially in the summer.- Some people in these villages and towns depend on summer visitors for their living.- Special attractions like fall fairs and festivals bring visitors to the area.- There are provincial parks where land has been set aside for people to enjoy the beauty of nature.

* Tourist city/town: Niagara Falls, Toronto

Subtask 1.3 BLM 1C

“We’re All Connected”

Important Jot-Note Information

Write down two important jot-notes from each community.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Subtask 1.4 BLM 1G

Name ______________________

God, we thank you for all that you have given us.

We especially thank you for our homeland, Canada.

We ask Jesus to protect and bless us as we serve to keep this

land of ours glorious and free.

Amen

Subtask 1.4 BLM 1H

A Teacher’s Guide to the Internet

What does the term “network” mean?

A network is a group of computers which are connected together. School labs are often networked together. A good demonstration of this is the fact that all computers in a lab will print to the same printer; signal travels from one computer to another, until it finally reaches the printer.

What is the Internet?

The Internet is a world-wide computer network of computers capable of communicating with each other. Today, it consists of millions of computers that are linked together in what is often referred to as the World Wide Web. It allows people to communicate with others across the globe.

When did the Internet originate?

The original Internet started in 1969, as a U.S. military project. It consisted of four computers: three in California and one in Utah.

Of what benefit is the Internet?

The Internet can be thought of as the world’s biggest library. It allows us to quickly and easily access information from around the world, and it provides a means of communication. For instance, we can visit the Louvre in Paris, order a car from Europe, and purchase clothes from Rome.

What do you need to get on the Internet?

You will need a computer, a modem, and an Internet Service Provider (ISP) which will give you access to the Internet. Many school boards act as the ISP, or access to the Internet, for their schools.

What is the World Wide Web (WWW)?

Originally, the Internet allowed computers to share text-only documents. The World Wide Web has added a multimedia component. The World Wide Web allows graphics, sounds, video clips, and more to be integrated into posted documents. Since its inception in 1993, the World Wide Web has made the sharing of information through the Internet much more appealing and attractive. This has led to the increased use of the Internet.

Subtask 1.2 BLM #1B

I AM A CANADIAN

WORD MATCH

Cut and match the term with its definition, then insert into your file folder (portfolio)

mouth runs parallel to the equator

source legislative, executive, and judicial

tributary an area along the St. Lawrence River that is low in relation to the surrounding country

natural resources a place from where a river or stream begins

levels of the provincial government a river or stream flowing into a larger river or lake

regions place where a river enters an ocean

boundaries a chain of mountains, especially the principal mountain system of a continent

latitude a line marking the limit of a land

longtitude something found in nature that people find useful

cordilleras an area of land having boundaries and characteristics

St. Lawrence Lowlands runs perpendicular to the equator

Subtask 1.2 BLM #1B

I AM A CANADIAN

ANSWER KEY

urban living or situated in a town or a city

rural living or situated in the country

city a large populated area

town small populated area

village a group of houses, smaller than a town

scale the relationship between the measurement on a map and the distance on the earth's surface

cardinal points north, south, east, west

population the number of individuals occupying an area

industrial community a community serving the needs of industry

residential community a community occupied by private homes

commercial community a community engaged mostly in commerce

Subtask 1.2 BLM #1B

I AM A CANADIAN

GRADE 4 ANSWER KEY

mouth place where a river enters an ocean

source a place from where a river or stream begins

tributary a river or stream flowing into a larger river or lake

natural resources something found in nature that people find useful

levels of the provincial government legislative, executive, and judicial

regions an area of land having boundaries and characteristics

boundaries a line marking the limit of a land

latitude runs parallel to the equator

longitude runs perpendicular to the equator

cordilleras a chain of mountains, especially the principal mountain system of a continent

St. Lawrence Lowlands an area along the St. Lawrence River that is low in relation to the surrounding country

Subtask 1.2 BLM #1B

I AM A CANADIAN

GRADE 3 WORD MATCH

urban a community engaged mostly in commerce

rural a community occupied by private homes

city a community serving the needs of industry

town the number of individuals occupying an area

village north, south, east, west

scale the relationship between the measurement on a map and the distance on the earth's surface

cardinal points a large populated area

population a group of houses, smaller than a town

industrial community small populated area

residential community living or situated in a town or a city

commercial community living or situated in the country

Subtask 1.4 BLM #1D

There are many gifts, but always the same Spirit,There are many ways of serving, but always the same Lord.

There are many activities, but in everybody the same Godis at work in them all. The gifts of the Spirit grantedto each person are to be used for the common good.

1 CORINTHIANS 12:4-7

Dear Parents/Guardians

Our class is beginning an Ontario/Canada unit of study in Social Studies. We will be identifying features of urban and rural communities, relationships between communities and the natural environment, as well as learning about products and exchanges between provinces.

This unit covers required curriculum in the Ontario Curriculum (Social Studies), and incorporates the Gospel values and social teaching of our Church. We want students to have an awareness of this teaching, just as we want them to learn about cities in Canada and the role of citizens within a culturally diverse and interdependent world.

Here are some things you may wish to do to support your child’s learning in this unit:

- Together, read stories, poems, and articles about urban and rural communities.- Talk about ways in which you are connected with other communities.- Talk about products/services made in Canada.- Discuss Canada and its provinces, territories and regions, and products made in Canada.

Please join us as we learn about Ontario and Canada during this term.

Yours truly,

Subtask 1.4 BLM 1ECANADIAN PRODUCTS IN THE MAKING

Name: ____________________________

Due Date: _________________________

Dear Parents/Guardians:

During the course of the Ontario/Canada unit of study, your child will be engaged in various learning activities. The culminating, or final task, assignment will involve identifying, researching, creating, and presenting a “Made In Canada” product or item.

Your child will be placed in a group of four. The initial research and rough draft will be completed in class. Although time is provided in class to complete the final draft, it may also be completed at home.

The final project must include the following:

Oral Component- presentation of product in a commercial format- creative and informative way to promote product

Visual Component- a three-dimensional model, diagram, etc. of the product being promoted

Written Component- a neatly printed summary of what was made, its name (title), what it’s used for and any other important information felt necessary

Please discuss this research information sheet and project note with your child, read the assessment attached, and sign the portion below to indicate that you are aware of the expectations.

Sincerely,_________________________________________________________________________

I, __________________ have read the above information letter and understand what is (Parent/Guardian name)

expected of ______________________. (Child’s name)

_______________________ (Parent/Guardian Signature)

Map of CanadaSubtask 2.1 BLM #2A

Map of CanadaSubtask 2.1 BLM #2B

Legend

AB Light Blue NFLD GreyBC Orange PEI Light GreenMAN Light Brown NS Dark PurpleSASK Dark Blue NWT Dark GreenONT Pink NUV YellowPQ Light Purple YT Dark BrownNB Red

Subtask 2.2 BLM #2c

MAP OF ONTARIO

Subtask 2.2 BLM 2D

CHECKLIST OF MAPPING SKILLS

Name: _____________________________ Date: _________________________

Ontario Map

The student has correctly located and labelled:

_____Toronto _____James Bay_____Ottawa _____St. Lawrence Seaway_____Lake Superior _____Niagara Escarpment_____Lake Michigan _____Lake St. Clair_____Lake Huron ___________________________Lake Erie ___________________________ Lake Ontario __________________________Georgian Bay ___________________________Hudson Bay ______________________

To assign a level of performance, consider the following descriptors:

Level 1 - completes task with assistance and with major errors/omissionsLevel 2 - completes taks with some assitance and with some minor errorsLevel 3 - completes taks independently and with few minor errorsLevel 4 - completes tasks proficiently as required and labels additional information not stated

Subtask 2.3 BLM 2E

Map Legend

A map legend shows symbols for information on the map. The legend is usually in a box near the bottom of the map.

A). Using your own symbols, complete the legend below. Include any missing symbols that belong to your neighborhood.

school

church

trees

road

library

house

store

grass

shopping mall

park

B). Using the above legend, create your own map of your neighborhood. Be sure to include cardinal points.C). Make a scale to measure the distance between your home and school.

0 kml ________________l

Subtask 2.3 BLM 2F

Natural Resources Rating Scale

Name: _____________________

Total Mark: _________________

Circle only one number per category, The higher the number, the better the map and graph is at showing information to the reader.

Criteria Rating

Title: (clearly states contents of product)

Legend/Labels: (Symbol/features identified by legend or labels)

Printing: (labels neatly printed and easy to read)

Informative: (all information is included, correct and easily understood)

Overall Appearance (neatness, care in drawing, use of colour, use of space)

NoneIncomplete Complete Thorough0 1 2 3 4


NoneIncomplete Complete Thorough 01 2 3 4



Subtask 2.3 BLM 2G

Pictorial Legend: Natural Resources - Grade 3Draw a picture of the following resources. Write a sentence explaining where and/or what landform this natural resource would belong to. Give reasons why.

a). fruit

b). vegetables

c). trees

d). water

e). parks

f). oil

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Subtask 2.4 BLM 2H

RATING SCALE

Name: ___________________________ Total Mark: _______

Criteria Rating

Title: (clearly states None Incomplete Completecontents of product) 0 1 2 3 4

Legend/Labels: None Incomplete Complete(symbol/features 0 1 2 3 4identified by legendor labels)

Printing: (labels None Incomplete Completeneatly printed and 0 1 2 3 4easy to read)

Informative: (all None Incomplete Completeinformation is 0 1 2 3 4included, correct,and easily understood

Overall Appearance None Incomplete Complete(neatness, care in 0 1 2 3 4drawing, use ofcolour, use of space)

Map of CanadaSubtask 3.1 BLM#3A

Subtask 3.1 BLM 3b

MAP OF CANADA - CHECKLIST

Name: _________________________ Date: __________________________


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

Yukon Territory

AlbertaSaskatchewan

Manitoba

Ontario

Quebec

New Brunswick

Nova Scotia

Newfoundland

British Columbia

Northwest Territories

Nunavut

Map of Canada:

Iquluit

Yellowknife

* Whitehorse

Victoria

*Edmonton

*Regina *Winnipeg

* Toronto

*Quebec City

*

Fredericton

Prince Edward Island

Charlottetown

* Halifax

St. John’s

Answer Key

Subtask 3.1 BLM #3C

Subtask #3.1 BLM 3D

MAP OF CANADA - CHECKLIST

Name: _________________________ Date: __________________________


Provinces Capital Cities Boundaries

[ ] British Columbia [ ] Victoria [ ] International

[ ] Alberta [ ] Edmonton [ ] National

[ ] Saskatchewan [ ] Regina [ ] Provincial

[ ] Manitoba [ ] Winnipeg [ ] Toronto

[ ] Ontario [ ] Quebec City [ ] Fredericton

[ ] Quebec [ ] Halifax [ ] Saint John

[ ] New Brunswick [ ] Charlottetown [ ] Whitehorse

[ ] Prince Edward Island [ ] Yellowknife [ ] Northwest Territories

[ ] Yukon Territory [ ] Iqaluit [ ] Ottawa

[ ] Nunavut

Subtask 3.3 BLM 3I

Community Travel Brochure

Favorite Sports

_________________________________________________________________________________

Recreational Activities

____________________________________________________________________________________________________________

Tourist Attractions

____________________________________________________________________________________________________________

Entertainment:____________________________________________________________________________________________________________

My Community ........Mine to Discover

Visit _____________________

_________________________!

Designed by: ____________________

______________________________

Subtask 3.2 BLM #3E

TEACHER’S QUESTIONSABOUT AN URBAN COMMUNITY

Name:________________________ Date: _______________

1. What signs do you see in your urban community?

2. Name one rule or law in your urban community.

3. Name one place in your urban comunity where you go to have fun.

Subtask 3.2 BLM 3F

OUR GOVERNMENT

EXECUTIVE

The executive branch is the level of government that is responsible for the administration or management of government.

After an election, the party that wins the most ridings, or seats, forms the government. The leader of this party will be appointed as the Premier of Ontario.

The premier will then choose special assistants called ministers. Each minister will oversee and head a specific government department, called a ministry. Together, the premier and ministers form the executive branch of government, which is called the cabinet. The various people who work within a ministry will advise their minister as to what initiatives will make the ministry work most effectively to provide service to the people of Ontario. Together, the premier and the cabinet will determine government policies and introduce new legislation in the legislature.

After an election, the party with the second highest number of seats is known as the Official Opposition. The leader of this party will become the Official Leader of the Opposition. The leader will form what is known as a shadow cabinet. Members are appointed to serve as critics for specific ministries and ministers.

The other parties with representation of elected MPPs are referred to as opposition parties. Their leaders will also appoint shadow cabinets to critique ministers and their ministries.

Together, the opposition parties have a very important role in that they serve to keep the government accountable. Their members, especially the shadow cabinets, will study and debate legislation and government spending.

Subtask 3.2 BLM 3F

OUR GOVERNMENT

LEGISLATIVE

The legislative branch of a government is responsible for making and enacting laws for a country, province, or state.

In each Canadian province, the legislature is called the legislative assembly, also known as the provincial parliament. The Legislative Assembly for Ontario meets in the provincial parliament buildings which are located at Queen’s Park in Toronto.

The members of the legislative assembly are called members of provincial parliament, or MPPs for short. Most MPPs belong to a political party, which is a group of people that tries to have its members elected to the legislature. The members of a political party have similar ideas about the running of business, industry, education, health care, social issues, etc.

In Ontario, an election must be held every five years. All Ontario residents who are Canadian citizens and over the age of 18 are eligible to vote. Through the election process, voters in each area, or riding, will choose a candidate who will become their member of parliament. The winning candidate has the responsibility to represent the people of that riding in the legislature. Therefore, voters must carefully consider all candidates and then select the candidate that they believe will most effectively represent the concerns of their community, and Ontario as a whole.

The political party which wins the majority of ridings in an election will form the provincial government. It holds the power in the legislature, and will be responsible for making and enacting laws and policies to determine how the province and its resources will be managed.

Subtask 3.2 BLM 3F

OUR GOVERNMENT

JUDICIARY

The judiciary is the branch or level of government that presides over and administers the laws of the land. Laws are made by legislatures on behalf of the people for the common good of all. When there are allegations that a law has been broken, the judiciary must decide whether or not that law was in fact broken, and what consequences should result if it was. When the provincial or federal legislature creates a new law, the judiciary often has to determine whether this new law is unconstitutional, that is, contrary to the Canadian Charter of Rights and Freedoms. The Charter of Rights and Freedoms defines the rights that all citizens of Canada enjoy. If the judiciary decides that a law is unconstitutional, then it will be revoked or terminated.

Provincial governments appoint provincial court judges, magistrates, justices of the peace, coroners, sheriffs, and other officers who together work within the courts of law to administer, or uphold, the laws which have been enacted by both provincial and federal legislation. Punishment will be meted out to those who deliberately break the law.

There are two types of laws over which the judiciary presides: criminal and civil. Criminal law deals with crime, or conduct which is prohibited because it is detrimental to the society as a whole. Civil law deals with relationships between people. In either case, the role of the judiciary is to serve as impartial arbitrator. Members of the judiciary will listen carefully to both sides, and make decisions based upon the law. We entrust the judiciary to make wise and sensible decisions, using good judgment. Their decisions must uphold the laws which originate in the legislature by our elected representatives working on our behalf to define the rules of our society.

Subtask 3.2 BLM 3G

LEVEL OF GOVERNMENT

INQUIRY GUIDE

Read the article which describes your assigned level of government.

Together with the other members of your expert group make jot-notes to answer the following questions about your assigned level of government. You will share this information with your home group.

Level of Government:

Who makes up this level of government?

What does this level of government do?

Where does this level of government work?

Why is this level of government necessary?

How does this level of government function?

Subtask 3.3 BLM 3K

MINISTRY MATCH

Cut and match the term with its definition. Then paste them onto a paper. Place completed sheet into your file folder (portfolio).

Ministry of the Attorney General is responsible for the protection of Ontario's lands, waters, provincial parks, fisheries, and wilderness

Ministry of Economic Development, Trade, and Tourism

maintains the upkeep of Ontario's highways; is responsible for administering driver's licenses

Ministry of the Environment provides a fair and accessible justice system (i.e.: courts, judges, lawyers)

Ministry of Health is responsible for elementary and secondary school programs

Ministry of Natural Resources protects the personal safety of all residents of Ontario

Ministry of the Solicitor General and Correctional Services

helps businesses and tourism in Ontario to develop and grow

Ministry of Transportation is responsible for administering health care to the citizens of Ontario

Ministry of Education protects the ecosystem and human health of Ontarians, develops laws to protect the environment

Subtask 3.3 BLM 3L

MINISTRY MATCH

ANSWERS

Ministry of the Attorney General provides a fair and accessible justice system (i.e. courts, judges, lawyers)

Ministry of Economic Development, Trade, and Tourism

helps businesses and tourism in Ontario to develop and grow

Ministry of the Environment protects the ecosystem and human health of Ontarians; develops laws to protect the environment

Ministry of Health is responsible for administering health care to the citizens of Ontario

Ministry of Natural Resources is responsible for the protection of Ontario's land, waters, provincial parks, fisheries, and wilderness

Ministry of the Solicitor General and Correctional Services

protects the personal safety of all residents of Ontario

Ministry of Transportation maintains the upkeep of Ontario's highways; Is responsible for administering driver's licenses

Ministry of Education is responsible for elementary and secondary school programs

* Note to Teachers: You may add or eliminate any ministry. These were the ones chosen since they were simple to explain and understand. You may want to focus on a ministry which is specific to your area of the province.

Subtask 4.3 BLM 4A

URBAN COMMUNITY

List some points under the following headings that you would find in an urban community.

Attractions Recreation________________________ ____________________________

________________________ ___________________________

________________________ ____________________________

Buildings Services________________________ ____________________________

________________________ ___________________________

________________________ ____________________________

Jobs________________________

________________________

________________________

Transportation________________________

________________________

________________________

Attractions________________________

________________________

________________________

Subtask 4.3 BLM 4B

RURAL COMMUNITY

List some points under the following headings that you would find in a rural community.

Attractions Recreation________________________ ____________________________

________________________ ___________________________

________________________ ____________________________

Buildings Services________________________ ____________________________

________________________ ___________________________

________________________ ____________________________

Jobs________________________

________________________

________________________

Transportation________________________

________________________

________________________

Attractions________________________

________________________

________________________

Subtask 4.5 BLM 4c

PHYSICAL REGIONS OF ONTARIO

Physical Regions Legend

___________________________

___________________________

___________________________

Natural Resources Legend

Subtask 4.5 BLM #4D

Physical Regions of Ontario - Mapping Skills

Using the descriptions of the physical regions of Ontario, colour the three regions and provide a corresponding legend for your map. On each of the regions, add two or three pictorial symbols to indicate the natural resources from that region and include these in your legend as well. Some examples of symbols that you can use are shown below:

fish forests wildlife fresh water fossil fuels salt minerals

Include on your map, a direction indicator which has both the cardinal and intermediate directions labeled.

Physical Regions of Ontario

Canadian Shield

The Canadian Shield covers two-thirds of Ontario. This area is characterized by its abundance of rugged exposed rock and shallow soils, making it largely unsuitable for agriculture. Large coniferous forests blanket the region. Many lakes, rivers, streams, and ponds are home to a variety of wildlife. The stark and rugged beauty of the region attracts cottagers and tourists from southern Ontario, as well as tourists from around the world.

The Canadian Shield region has many natural resources. Minerals such as gold, silver, nickel, cobalt, zinc, and iron ore are abundant. Timber, water, and fur-bearing animals are plentiful. Large centres such as Sudbury and Thunder Bay have developed around this rich resource base in mining, forestry, fisheries, and hydropower.

Great Lakes/St. Lawrence Lowlands

This region of Ontario is often referred to as Canada’s “main street” because a large percentage of Canada’s population live and work here. This area is characterized by a flat to gently rolling land surface. The fertile soil and relatively mild climate make this an attractive place to live. In addition, this area has an excellent water transportation system which has encouraged the growth of industry and job opportunities for the region. Toronto and Ottawa are two major cities in the Great Lakes/St. Lawrence Lowlands region. Toronto is the capital city of Ontario. It is a cosmopolitan city offering excellent shopping and entertainment, and it attracts many visitors each year. The Niagara Escarpment is a distinctive feature of the landscape. Tourists from across the globe come to visit the world-famous Niagara Falls.

Subtask 4.5 BLM #4D

Some of the best agricultural land in the country can be found in this region of Ontario. Many different crops, from fruits and vegetables to forage, are grown. A large number of livestock farms are also found in this part of Ontario. The Great Lakes provide a source for electricity to service the area. A variety of mineral resources such as iron ore and uranium exist in the region. Limestone, sand, and gravel are also prevalent. There are also minor oil and gas deposits in southwestern Ontario.

Hudson Bay Lowlands

The Hudson Bay Lowlands is the most northern region of Ontario. Located along the southwestern shores of Hudson Bay, this region is generally low and marshy, and its barren ground is covered by mosses and needle leaf trees. Many rivers populate the area and drain into Hudson Bay. These characteristics make the area attractive to migrating birds, as well as a variety of wildlife, for example, seals, whales, caribou, and polar bears.

Traditionally, this area has been sparsely populated. The subarctic climate has limited the development of the land. The soil is not good for farming, and so it did not attract the early settlers of Ontario. Industries have not located here as the region is too far from the populous areas of Ontario, and transportation costs for products would be too expensive. The Hudson Bay Lowlands have a lot of wildlife, and so it is a rich source of animal furs. The water resources also provide a source of electricity for the rest of the province.

Physical Regions and Natural Resources of Canada

Physical Regions of Canada

_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________

Natural Resources of Canada

Subtask 4.6 BLM#4E

Subtask 4.6 BLM 4FPHYSICAL REGIONS OF CANADA

Landforms are what the surface of the earth looks like (e.g., valleys, plains, and mountains). It is any feature of the landscape that is caused by nature. The various landforms in Canada have been divided into physical regions.

Canada has the following physical regions:

1. The Canadian Shield2. The Interior Plains3. Great Lakes/St. Lawrence Lowlands4. Hudson Bay/Artic Lowlands5. Appalachians6. Western Cordillera7. Innuitian Mountains

The Canadian Shield

- largest area of Canada- made up of the oldest known rock- covered by forest, rivers, rock, and waterfalls- not good for farming- timber, water, fur-bearing animals are found- Sudbury and Thunder Bay are rich in mining, forestry, fisheries, and hydro power- gold, silver, nickel, cobalt, zinc, and iron ore are natural resources found

The Interior Plains

- land is flat with gentle, rolling hills- land is used for grain- farming is important; wheat and canola are the two main crops- oil and gas fields are found- potash is found

Great Lakes - St. Lawrence Lowlands

- parts are flat and good for farming due to fertile land- made up of the Great Lakes which provide hydro source- mild climate- 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

- flat, swampy forest- made up of islands- 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

Subtask 4.6 BLM 4G

ANATOMY OF A RIVERTeacher Reference

Definition of terms:

branch: an extension of a river

delta: a triangular area at the mouth of the river, enclosed or traversed by branches

flow: the flowing movement in a river

mouth: the place where the river enters a sea or lake

source: the origin of the river

tributary: a river or a part of a river flowing into a larger river or lake

* Note to Teachers: Use Ontario or Canadian rivers as examples as much as possible. The McKenzie River has an excellent example of a delta.

Subtask 4.6 BLM 4H

Name: _____________________________

Date: ______________________________

St. Lawrence Seaway

Please complete all of the following questions:

1. List all the important transportation routes (e.g., roads, tracks, all major cities, rivers, lakes, and mountains).

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________/10

2. Where is the best place to live along the St. Lawrence River? Why?

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________/5

3. List employment (occupations) that results from the St. Lawrence River.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________ /5

Total /20

PHYSICAL REGIONS AND RESOURCES OF ONTARIO

PHYSICAL REGION CITY/TOWN/PLACEMAJORRESOURCE SYMBOL

Sudbury

Elliot Lake

Espanola

Nickel

Uranium

Pulp & Paper

Canadian Shield

Hudson Bay Lowlands

Great Lakes/St. Lawrence Lowlands

Essex County

Goderich

Petrolia

Fruit

Salt

Oil

Hudson Bay

Moosonee

Water

Fur

Subtask 5.2 BLM#5H

Subtask 5.3 BLM #5G

Yukon Territory

AlbertaSaskatchewan

Manitoba

Ontario

Quebec

New Brunswick

Nova Scotia

Newfoundland

British Columbia

Northwest Territories

Nunavut

CANADA

Prince Edward Island

Subtask 7.2 BLM 7A

Name: ________________________

Date: _________________________

Subject: _______________________

Oral Presentation Evaluation

Performance Levels General Comments(strengths and areas for improvement)

Level 4* the subject is addressed clearly* presented with confidence* does not read notes* visual aid(s) used effectively* well-organized* material well known

Level 3* subject is addressed consistently* presenter has confident volume* some reliance on notes* visual aid(s) used intermittently* good organization* material somewhat known

Level 2* presentation requires more explanation* presentation is difficult to hear* reads notes for majority of presentation* visual aid(s) do not enhance speech* lack of organization* evidence of material is limited

Level 1* presentation does not address topic* presentation cannot be heard* reads notes* no visual aid(s)* no organization* material is not well known

Subtask 7.3 BLM 7B

Canadian Manufactured Project and Presentation

Student Name: _____________________________

Date of Presentation: _______________________

Type of Product: ___________________________

Product Name: _____________________________

Written contribution toward the group

Product completion

Presentation of product

--------------------------------------------------------------------------------------------------------------------------------

Canadian Manufactured Project and Presentation

Student Name: _____________________________

Date of Presentation: _______________________

Type of Product: ___________________________

Product Name: _____________________________

Written contribution toward the group

Product completion

Presentation of product

Subtask 7.4 BLM 7C

Self-Evaluation Name:

1. This is what I did well:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. This is what I had trouble with:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. This is what I liked doing:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

Subtask 7.4 BLM7D

Peer/Group-Evaluation

Name of Group Member _________________________ _________________________

_________________________ _________________________

Peer-Assessment Our Group Work

Colour one of the faces to show how you did.

We did well. We could have done better.

We listened to each other and took turns speaking.

We helped each other.

We finished our work on time.

Subtask 7.4 BLM 7E

GROUP EVALUATION BY TEACHER

Circle the most appropriate number.

CRITERIA:

1). All group members participated equally 1 2 3 4

2). Poster clearly displayed name 1 2 3 4

3). Election platform presented clearly and 1 2 3 4with valid ideas

4). All group members displayed respect for 1 2 3 4others’ opinions and thoughts

COMMENTS:

GROUP REFLECTION:

Expectation List

Selected


Page 1

Assessed

English Language---Writing• write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal

notes);13e2

• organize information into short paragraphs that contain a main idea and related details; 13e3

• use and spell correctly the vocabulary appropriate for this grade level; 13e9

– accurately use titles and subheadings as organizers; 13e25

– print legibly and begin to use cursive writing. 13e28

English Language---Reading• express clear responses to written materials, relating the ideas in them to their own knowledge and experience and to ideas

in other materials that they have read;13e32

English Language---Oral and Visual Communication• listen to discussions and ask questions to clarify meaning; 13e51

• talk about characters and situations in stories, and information and ideas in non-fiction materials; 13e53

– contribute ideas appropriate to the topic in group discussion and listen to the ideas of others; 13e63

Science and Technology---Earth and Space Systems• demonstrate an understanding of the similarities and differences between various soils and the effects of moving water on

soils;13s96

• investigate the components of various soils, and describe the effects of moving water on these soils; 13s97

• recognize the dependence of humans and other living things on soil and recognize its importance as a source of materials formaking useful objects.

13s98

The Arts---Visual Arts• identify the elements of design (colour, line, shape, form, space, texture), and use them in ways appropriate for this grade

when producing and responding to works of art;23a23

– recognize and name the warm (red, orange, yellow) and cool (purple, green, blue) colours, and describe their emotionalimpact (e.g., a warm colour scheme may make people feel warmer);

13a26

– identify characteristics of a variety of lines (e.g., thick, thin, broken, dotted); 13a27

– solve artistic problems in their art works, using at least three of the elements of design specified for this grade (e.g., describewhy they placed objects in the foreground, middle ground, or background);

13a33

– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate their thoughts and feelings about specific topics or themes (e.g., produce a muralin a group interpreting a Native legend through colour, shape, and line);

13a34

– identify and explain the specific choices they made in planning, producing, and displaying their own art work (e.g., the choicesof subject matter, colours, location for display);

23a35

The Arts---Drama & Dance• interpret and communicate the meaning of stories, poems, plays, and other material drawn from a range of sources and

cultures, using basic drama and dance techniques (e.g., writing in role);13a41

• compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual artwork;

13a43

– identify the themes and subjects found in drama and dance works, and make links between these and their own experiences; 13a59

– clarify the meaning of complex or ambiguous dramatic situations (e.g., by posing questions in and out of role to characters ina drama);

13a60

Social Studies---CWC: Urban and Rural Communities• identify distinguishing features of urban and rural communities; 23z31

• describe some possible relationships between communities and natural environments; 13z32

• demonstrate awareness of the possible similarities and differences among people, places, and environments. 13z33

– demonstrate an understanding of the characteristics (e.g., with respect to land use, transportation, physical features,population, buildings) of urban (industrial, residential, commercial) communities;

13z34

– demonstrate an understanding of the characteristics (e.g., with respect to land use, transportation, physical features,population, buildings) of rural (fishing, farming, forestry, mining) communities;

13z35

– describe the interaction between people and the environment (e.g., dependence on nature for food, water, energy); 13z36

– use appropriate vocabulary (e.g., urban, rural, city, town, village, environment, scale, north, south, east, west) to describetheir inquiries and observations;

23z38

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:27 AM Page F-1

Expectation List

Selected


Page 2

Assessed

– ask questions and explore a variety of means to obtain information (e.g., concerning relationships between the communityand the environment);

23z39

– locate key information about urban and rural communities from primary sources (e.g., surveys, interviews, and fieldwork)and secondary sources (e.g., charts, graphs, maps, models, and CD-ROMs);

23z40

– sort and classify information about communities to identify issues, solve problems, and make decisions; 23z41

– construct and read graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe a community and itsenvironment);

13z42

– communicate information (e.g., concerning the comparison of urban and rural communities), using media works, oralpresentations, written notes and descriptions, drawings, tables, charts, maps, and graphs.

23z43

– make and use large maps of rural and urban communities, using familiar units of measure (e.g., centimetre, metre,kilometre);

13z44

– identify the Canadian provinces, territories, and their capitals on a map; 13z45

– consult map legends when looking for selected features (e.g., H/hospital); 23z46

– recognize that different colours on maps indicate different things (e.g., different colours are used for different countries). 13z47

– describe ways in which they and their families use the natural environment (e.g., playing in the park, growing food); 23z48

– compare the characteristics of their community to those of a different community (e.g., with respect to density, services,recreation);

13z49

– identify some products that Ontario sells to other provinces or territories (e.g., nickel) and buys from them (e.g., oil, wheat). 43z51

English Language---Writing– print legibly and use cursive writing. 14e26

English Language---Oral and Visual Communication• communicate various types of messages, explain some ideas and procedures, and follow the teacher’s instructions; 14e52

– use effective openings and closings in oral presentations (e.g., begin by asking questions of listeners; conclude bysummarizing key points);

14e63

– present information to their peers in a focused and organized form on a topic of mutual interest; 14e65

– listen to others and stay on topic in group discussion; 14e66

– use appropriate strategies to organize and carry out group projects (e.g., brainstorming, summarizing, reporting, giving andfollowing instructions);

14e67

Science and Technology---Earth and Space Systems• demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape; 14s101

• investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion ofthe landscape;

14s102

• describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventingmeasures) on physical features of the landscape, and examine the use of rocks and minerals in making consumer products.

14s103

The Arts---Visual Arts• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific

purposes and to specific audiences;14a31

• use correctly vocabulary and art terminology associated with the specific expectations for this grade. 14a34

– identify monochromatic colour schemes (i.e., tints and shades of one colour); 14a35

– demonstrate awareness that the overlapping of shapes is one way of creating the illusion of depth; 14a37

– distinguish between relief and free-standing sculpture; 14a38

– produce two- and three-dimensional works of art (i.e., works involving media and techniques used in drawing, painting,sculpting, printmaking) that communicate thoughts, feelings, and ideas for specific purposes and to specific audiences (e.g.,create a poster for display in the school library to commemorate a personal literary hero, using an additive form ofprintmaking);

24a43

– identify strengths and areas for improvement in their own work and that of others. 14a45

The Arts---Drama & Dance– enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays; 14a61

– represent and interpret main characters by speaking, moving, and writing in role (e.g., write and present monologues); 14a62

– demonstrate the ability to maintain concentration while in role (e.g., create tableaux in small groups, using different levels, aspecific focus, facial expressions, and symbols to convey meaning);

14a64

– create and present a short choreography individually or in a group; 14a65


Expectation List

Selected


Page 3

Assessed

– explain how elements of drama and dance work together to create an intended effect on the audience; 14a67

– identify their own feelings and reactions in various situations, and compare them with those of a character they haveportrayed;

14a68

– explain the importance of research in producing effective dramatizations (e.g., in portraying people in history, depictingcurrent world events).

14a70

Social Studies---CWC: The Provinces and Territories of Canada• describe the distinguishing physical features of regions within the provinces and territories; 14z22

• identify how different regions are interdependent (e.g., with respect to their economies or governments); 14z23

– identify the characteristics of the physical regions of Ontario (e.g., Canadian Shield, Great Lakes/St. Lawrence lowlands,Hudson Bay lowlands);

14z25

– identify and describe the main features of a river system (e.g., mouth, source, tributary, branch, delta, flow); 14z26

– demonstrate an understanding of the significance of the St. Lawrence River and the Great Lakes systems (e.g., fortransportation, industry, recreation);

14z27

– identify Ontario’s major natural resources and their uses (e.g., water for hydroelectricity and recreation); 14z28

– identify and describe types of communities in each physical region of Ontario (e.g., forestry and mining communities in theCanadian Shield region, fishing and hunting communities in the Hudson Bay lowlands);

14z29

– demonstrate an understanding of the exchanges that occur between the regions of Ontario (e.g., fruit from the NiagaraPeninsula, nickel from Sudbury, vehicles from Oshawa);

24z30

– identify the physical regions of Canada (Appalachians, Hudson Bay lowlands, Arctic lowlands, Great Lakes/St. Lawrencelowlands, interior plains, Cordilleras);

14z31

– describe and compare the physical environments of these regions (e.g., with respect to land-forms); 14z32

– identify the natural resources necessary to create Canadian products and the provinces from which they originate (e.g.,trees/furniture/Ontario);

24z33

– demonstrate an understanding of the exchanges that occur between provinces (e.g., potatoes from P.E.I., fish from B.C., grainfrom Saskatchewan);

24z34

– demonstrate an understanding of the characteristics of the provinces; 14z35

– identify the levels (legislative, executive, and judicial) of provincial government; 14z36

– demonstrate an understanding of how provincial governments are elected; 14z37

– identify ways in which the provincial government is involved in provision of services (e.g., provision of funding for education,highway repair, health care).

14z38

– use appropriate vocabulary (e.g., regions, Canadian Shield, Great Lakes lowlands, St. Lawrence lowlands, Hudson Baylowlands, interior plains, Arctic lowlands, Cordilleras, physical features, boundaries, province, capital, territories, naturalresources, grid, latitude, longitude) to describe their inquiries and observations;

14z39

– formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., effects of physical featuressuch as mountains, hills, plateaus, and valleys on land use; relationships among provinces; trade);

14z40

– locate key information about natural resources and their uses (e.g., within the regions of Ontario and Canada) from primarysources (e.g., interviews, classroom visitors, class trips) and secondary sources (e.g., maps,illustrations, print materials,videos, and CD-ROMs);

24z41

– sort and classify information to identify issues, solve problems, and make decisions; 24z42

– construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to determinephysical features, area of regions, size of populations, types of communities, land-forms, climate);

14z43

– communicate information about regions, using media works, oral presentations, written notes and descriptions, drawings,tables, charts, maps, and graphs.

24z44

– locate and label provinces, territories, and capital cities within each region on a map of Canada; 14z45

– identify Ottawa as the capital of Canada; 14z46

– locate and label the Great Lakes and other major bodies of water and waterways (e.g., Hudson Bay, James Bay, OttawaRiver) on a map of Ontario;

14z47

– identify symbols used to outline boundaries (international, national, provincial); 14z48

– locate and label the physical regions of Canada on a map; 14z49

– use cardinal and intermediate directions, non-pictorial symbols, and colour on a map to locate and describe physical regions; 14z50

– use number and letter grids to locate places on base maps and road maps, and in atlases; 14z51

– use pictorial symbols to represent natural resources on a map; 14z52

– use latitude and longitude to describe location; 14z53

– utilize special purpose maps (e.g., contour, climatic, physical feature maps); 14z54

– create sketch maps of familiar places, using symbols for places and routes. 14z55

– identify relationships between Ontario and the other provinces and territories in a variety of fields (e.g., art, literature, music,dance, technology, heritage, tourism, sports);

14z56

– locate on a map community boundaries and adjacent communities (e.g., towns, counties) within a region; 14z59


Expectation List

Selected


Page 4

Assessed

– investigate a cause-and-effect relationship between the environment and the economy in a province or territory (e.g.,overfishing on the Grand Banks);

14z61



Expectation Summary


Selected Assessed

English Language3e1 3e2 1 3e3 1 3e4 3e5 3e6 3e7 3e8 3e9 1 3e103e11 3e12 3e13 3e14 3e15 3e16 3e17 3e18 3e19 3e203e21 3e22 3e23 3e24 3e25 1 3e26 3e27 3e28 1 3e29 3e303e31 3e32 1 3e33 3e34 3e35 3e36 3e37 3e38 3e39 3e403e41 3e42 3e43 3e44 3e45 3e46 3e47 3e48 3e49 3e503e51 1 3e52 3e53 1 3e54 3e55 3e56 3e57 3e58 3e59 3e603e61 3e62 3e63 1 3e64 3e65 3e66

Mathematics3m1 3m2 3m3 3m4 3m5 3m6 3m7 3m8 3m9 3m103m11 3m12 3m13 3m14 3m15 3m16 3m17 3m18 3m19 3m203m21 3m22 3m23 3m24 3m25 3m26 3m27 3m28 3m29 3m303m31 3m32 3m33 3m34 3m35 3m36 3m37 3m38 3m39 3m403m41 3m42 3m43 3m44 3m45 3m46 3m47 3m48 3m49 3m503m51 3m52 3m53 3m54 3m55 3m56 3m57 3m58 3m59 3m603m61 3m62 3m63 3m64 3m65 3m66 3m67 3m68 3m69 3m703m71 3m72 3m73 3m74 3m75 3m76 3m77 3m78 3m79 3m803m81 3m82 3m83 3m84 3m85 3m86 3m87 3m88 3m89 3m903m91 3m92 3m93 3m94 3m95 3m96 3m97 3m98 3m99 3m1003m101 3m102 3m103 3m104 3m105 3m106

Science and Technology3s1 3s2 3s3 3s4 3s5 3s6 3s7 3s8 3s9 3s103s11 3s12 3s13 3s14 3s15 3s16 3s17 3s18 3s19 3s203s21 3s22 3s23 3s24 3s25 3s26 3s27 3s28 3s29 3s303s31 3s32 3s33 3s34 3s35 3s36 3s37 3s38 3s39 3s403s41 3s42 3s43 3s44 3s45 3s46 3s47 3s48 3s49 3s503s51 3s52 3s53 3s54 3s55 3s56 3s57 3s58 3s59 3s603s61 3s62 3s63 3s64 3s65 3s66 3s67 3s68 3s69 3s703s71 3s72 3s73 3s74 3s75 3s76 3s77 3s78 3s79 3s803s81 3s82 3s83 3s84 3s85 3s86 3s87 3s88 3s89 3s903s91 3s92 3s93 3s94 3s95 3s96 1 3s97 1 3s98 1 3s99 3s1003s101 3s102 3s103 3s104 3s105 3s106 3s107 3s108 3s109 3s1103s111 3s112 3s113 3s114

Social Studies3z1 3z2 3z3 3z4 3z5 3z6 3z7 3z8 3z9 3z103z11 3z12 3z13 3z14 3z15 3z16 3z17 3z18 3z19 3z203z21 3z22 3z23 3z24 3z25 3z26 3z27 3z28 3z29 3z303z31 2 3z32 1 3z33 1 3z34 1 3z35 1 3z36 1 3z37 3z38 2 3z39 2 3z40 23z41 2 3z42 1 3z43 2 3z44 1 3z45 1 3z46 2 3z47 1 3z48 2 3z49 1 3z503z51 4

Health & Physical Education3p1 3p2 3p3 3p4 3p5 3p6 3p7 3p8 3p9 3p103p11 3p12 3p13 3p14 3p15 3p16 3p17 3p18 3p19 3p203p21 3p22 3p23 3p24 3p25 3p26 3p27 3p28 3p29 3p303p31 3p32 3p33 3p34 3p35 3p36 3p37 3p38 3p39

The Arts3a1 3a2 3a3 3a4 3a5 3a6 3a7 3a8 3a9 3a103a11 3a12 3a13 3a14 3a15 3a16 3a17 3a18 3a19 3a203a21 3a22 3a23 2 3a24 3a25 3a26 1 3a27 1 3a28 3a29 3a303a31 3a32 3a33 1 3a34 1 3a35 2 3a36 3a37 3a38 3a39 3a403a41 1 3a42 3a43 1 3a44 3a45 3a46 3a47 3a48 3a49 3a503a51 3a52 3a53 3a54 3a55 3a56 3a57 3a58 3a59 1 3a60 13a61 3a62

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Expectation Summary


Selected Assessed

English Language4e1 4e2 4e3 4e4 4e5 4e6 4e7 4e8 4e9 4e104e11 4e12 4e13 4e14 4e15 4e16 4e17 4e18 4e19 4e204e21 4e22 4e23 4e24 4e25 4e26 1 4e27 4e28 4e29 4e304e31 4e32 4e33 4e34 4e35 4e36 4e37 4e38 4e39 4e404e41 4e42 4e43 4e44 4e45 4e46 4e47 4e48 4e49 4e504e51 4e52 1 4e53 4e54 4e55 4e56 4e57 4e58 4e59 4e604e61 4e62 4e63 1 4e64 4e65 1 4e66 1 4e67 1 4e68 4e69 4e70

French as a Second Language4f1 4f2 4f3 4f4 4f5 4f6 4f7 4f8 4f9 4f104f11 4f12 4f13 4f14 4f15 4f16 4f17 4f18 4f19 4f20

Mathematics4m1 4m2 4m3 4m4 4m5 4m6 4m7 4m8 4m9 4m104m11 4m12 4m13 4m14 4m15 4m16 4m17 4m18 4m19 4m204m21 4m22 4m23 4m24 4m25 4m26 4m27 4m28 4m29 4m304m31 4m32 4m33 4m34 4m35 4m36 4m37 4m38 4m39 4m404m41 4m42 4m43 4m44 4m45 4m46 4m47 4m48 4m49 4m504m51 4m52 4m53 4m54 4m55 4m56 4m57 4m58 4m59 4m604m61 4m62 4m63 4m64 4m65 4m66 4m67 4m68 4m69 4m704m71 4m72 4m73 4m74 4m75 4m76 4m77 4m78 4m79 4m804m81 4m82 4m83 4m84 4m85 4m86 4m87 4m88 4m89 4m904m91 4m92 4m93 4m94 4m95 4m96 4m97 4m98 4m99 4m1004m101 4m102 4m103 4m104 4m105 4m106 4m107 4m108 4m109 4m1104m111 4m112 4m113 4m114 4m115 4m116 4m117 4m118 4m119

Science and Technology4s1 4s2 4s3 4s4 4s5 4s6 4s7 4s8 4s9 4s104s11 4s12 4s13 4s14 4s15 4s16 4s17 4s18 4s19 4s204s21 4s22 4s23 4s24 4s25 4s26 4s27 4s28 4s29 4s304s31 4s32 4s33 4s34 4s35 4s36 4s37 4s38 4s39 4s404s41 4s42 4s43 4s44 4s45 4s46 4s47 4s48 4s49 4s504s51 4s52 4s53 4s54 4s55 4s56 4s57 4s58 4s59 4s604s61 4s62 4s63 4s64 4s65 4s66 4s67 4s68 4s69 4s704s71 4s72 4s73 4s74 4s75 4s76 4s77 4s78 4s79 4s804s81 4s82 4s83 4s84 4s85 4s86 4s87 4s88 4s89 4s904s91 4s92 4s93 4s94 4s95 4s96 4s97 4s98 4s99 4s1004s101 1 4s102 1 4s103 1 4s104 4s105 4s106 4s107 4s108 4s109 4s1104s111 4s112 4s113 4s114 4s115 4s116 4s117 4s118 4s119 4s1204s121 4s122 4s123

Social Studies4z1 4z2 4z3 4z4 4z5 4z6 4z7 4z8 4z9 4z104z11 4z12 4z13 4z14 4z15 4z16 4z17 4z18 4z19 4z204z21 4z22 1 4z23 1 4z24 4z25 1 4z26 1 4z27 1 4z28 1 4z29 1 4z30 24z31 1 4z32 1 4z33 2 4z34 2 4z35 1 4z36 1 4z37 1 4z38 1 4z39 1 4z40 14z41 2 4z42 2 4z43 1 4z44 2 4z45 1 4z46 1 4z47 1 4z48 1 4z49 1 4z50 14z51 1 4z52 1 4z53 1 4z54 1 4z55 1 4z56 1 4z57 4z58 4z59 1 4z604z61 1 4z62

Health & Physical Education4p1 4p2 4p3 4p4 4p5 4p6 4p7 4p8 4p9 4p104p11 4p12 4p13 4p14 4p15 4p16 4p17 4p18 4p19 4p204p21 4p22 4p23 4p24 4p25 4p26 4p27 4p28 4p29 4p304p31 4p32 4p33 4p34 4p35 4p36

The Arts4a1 4a2 4a3 4a4 4a5 4a6 4a7 4a8 4a9 4a104a11 4a12 4a13 4a14 4a15 4a16 4a17 4a18 4a19 4a204a21 4a22 4a23 4a24 4a25 4a26 4a27 4a28 4a29 4a304a31 1 4a32 4a33 4a34 1 4a35 1 4a36 4a37 1 4a38 1 4a39 4a404a41 4a42 4a43 2 4a44 4a45 1 4a46 4a47 4a48 4a49 4a504a51 4a52 4a53 4a54 4a55 4a56 4a57 4a58 4a59 4a604a61 1 4a62 1 4a63 4a64 1 4a65 1 4a66 4a67 1 4a68 1 4a69 4a70 1

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Page 1Unit Analysis

Assessment Recording Devices

6 Anecdotal Record2 Checklist2 Rating Scale2 Rubric

Assessment Strategies

3 Classroom Presentation1 Conference4 Exhibition/demonstration1 Introduction6 Observation2 Performance Task1 Portfolios4 Questions And Answers (oral)1 Select Response

Groupings

6 Students Working As A Whole Class7 Students Working In Small Groups5 Students Working Individually

Teaching / Learning Strategies

1 Advance Organizer3 Brainstorming1 Buddy System1 Classifying6 Collaborative/cooperative Learning1 Decision-making Models5 Direct Teaching1 Directed Reading-thinking Activity1 Discussion1 Field Trip2 Homework1 Ideal Problem Solving Strategy2 Inquiry3 Map Making1 Memorizing3 Model Making1 Note-making3 Oral Explanation1 Rehearsal / Repetition / Practice4 Research1 Role Playing1 Simulation2 Technology1 Think / Pair / Share2 Visualisation

Analysis Of Unit Components

7 Subtasks120 Expectations 99 Resources103 Strategies & Groupings

-- Unique Expectations -- 15 Language Expectations 6 Science And Tech Expectations 24 Arts Expectations 55 Social Studies Expectations

Resource Types

0 Rubrics 40 Blackline Masters 5 Licensed Software 27 Print Resources 2 Media Resources 4 Websites 14 Material Resources 2 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 5 Parent / Community 0 Companion Bookmarks

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Page 2Unit Analysis

2 Visualisation1 Working With Manipulatives

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Ontario and Canada