Social Studies Unit Plan Grade 4: What Are Canada’s Regions Like?

Presented by Chantal Desroches, Holly MacDonald, Pamela Berry and Karen

Chevarie

Unit ObjectivesTo explore the physical landscape of CanadaTo apply the concepts of boundaries and

regions to areas that are familiar to studentsTo examine and compare satellite images

with physical region maps so as to theorize about how boundaries were created

To determine the characteristics of the six physical regions using poems, art and maps

By the end of the unit, students will be able to …Explain the concept of a region

Identify the six physical regions of Canada

Discuss the climate, vegetation and natural resources of each region

Eight Days of Discovery• Day 1 : Discuss the objectives of the unit and

why we divide large areas into regions. Discuss Nova Scotia tourist regions using the map and its features. Discuss the poem about the Interior Plains as well as its student author. (pp. 110-111)

Day 2 : Discuss how places are organized into regions by analyzing the school floor plan in the text. Let students discuss the “My World” topic. Draw students’ attention to the “Tool Kit” insert.

Unit Plan: Day by DayDay 2 continued : Analyze garbage zone map

of Mount Pearl and the seating chart of the Moncton Coliseum. Allow students to record responses to “Checkpoint.” (pp. 112-113)

Day 3 : Teach students how to read a satellite image and how to compare and contrast it to a conventional map by using the images of Africa. Allow students to work on “My Turn” by experimenting with Geographic Information System (GIS) software. (pp. 114-115)

Mid-Unit: Day by DayDay 4 : Review what has been learned so far

about satellite images and maps to compare and contrast the satellite image of Canada on page 116 with the regional map of Canada on page 117. Allow students to respond to “Checkpoint” by creating postcards either digitally using Microsoft Office or by hand.

Day 5 : Discuss some features of physical regions and define several key terms found on page 118. Respond to paintings on this page and the next. Google similar Canadian artwork. Discuss the “Did You Know?” section.

Onward We Go…Day 5 continued : Analyze the features of the

relief map of Canada on page 119. Analyze the vegetation map on page 120 and discuss similarities between both maps. Set up “Checkpoint” on page 120 using Microsoft Office.

Cultivating Curiosity about Climate…Day 6 : Investigate the features of the

climate map of Canada on page 121. Learn how to interpret the table of average temperature and precipitation. Answer the questions at the end of the page to ensure comprehension. Find and show a short video clip (David Suzuki?) about Canada’s changing climate.

Our Precious Natural ResourcesDay 7 : Use photographs on pages 122, 123

and 124 to pique interest and initiate discussion about natural resources. Discuss “Did You Know?” on page 123 and then enhance the topic of glaciers by showing a simulation of moving glaciers. Show a short video or photographs of magnificent trees in British Columbia. Allow students to work on “Checkpoint” by doing searches on the internet.

Let’s have a look at all we have learned!Day 8 : Explain how to complete the regional

organizer activity on page 125 and allow the students to work together. Assign the brochure project to students and provide a tutorial involving using the Microsoft Office brochure template.

ReferencesLeBel, S., Carty, M., & Mercer, G. (2011).

Explorations 4 Student Text. Toronto: Nelson Education Ltd.

LeBel, S., Carty, M., & Mercer, G. (2011). Explorations 4 Teacher’s Resource. Toronto: Nelson Education Ltd.

LESSON PLANObjective: Students will be able to create an

Excel Chart to compare and Contrast the 6 Physical Regions of Canada.

Students will be able to work collaboratively to combine research information they found into one chart.

Students will be able to use these skills to compare and contrast topics in all subjects.

Make SureCheck that the computer lab is booked for

youHave a copy of all students user names and

passwordsCheck that the necessary software is installed

on ALL computersCheck that all computers are working

properlyHave a copy of the students groups

What To DoDivide students into groups of 2Assign which Physical Regions they will be researching. Tell them 2 or 3

groups will be researching the same area and then they will come together to compile their findings into one report.

They need to find at least 6 characteristics of the region they are researching.

ALMOST READYGive students some websites to start their

search. Such as Google Earth, Satellite Images, and websites suggested in the Teacher’s Guide.

Let them know they can also use other websites.

HERE WE GOHave students line up in line-up order and

head off to the computer lab.Check that all students are signed in and

working on the project that is assigned.Tell them they can only print things if they

have your permission.Make sure the know that the pretty pictures

they see on the computer will be in black and white when they print them at school.

THE END (until tomorrow)Hope you had a great day!