Krysten Klein & Tanya Young
EDES 366
Social Studies
Grade 5 Unit Plan
Physical Geography of Canada
Krysten Klein & Tanya Young
EDES 366
Individual lesson plans – lesson objectives, learning experiences, assessment, resources
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1
Objectives
Specific Outcomes:
5.1.1.7- appreciate the
geographic vastness of Canada
(LPP)
5.1.1.2- appreciate the diversity
of geographic phenomena in
Canada (LPP)
Skills and Processes:
5.S.1.4- generate original ideas
and strategies in situations of
individual and group activities
5.S.3.2- construct maps,
diagrams and charts to display
geographic information
5.S.5.3- work collaboratively
with others to achieve a common
goal
2
Specific Outcomes:
5.1.2.1- What are the major
geographical regions, landforms
and bodies of water in Canada?
(LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
Learning experiences/activities
Topic 1: Introduction to Exploring Canada
Class #1
Students will….
-Watch a Canada video
-Be presented with three inquiry questions.
1. “Where is Canada?”
“Can you find Canada on a globe/world map?” (Globes/maps/atlases will
be placed around the room for the student to interact with. Students can
also use Map It Canada).
2. “What information would you need to know to be able to make a trip
across Canada?” (Kagan Structure-All Write Round Robin in small
groups). Discuss with the class. (Teacher lists ideas on white
board/SMART board).
3. “How many provinces are in Canada?” List as many provinces that you
know on a sheet of loose-leaf. Students will participate in the Kagan
Structure- Mix Pair Share to discuss answers.
Class #2
Students will…
-Complete an interactive bulletin board activity. The students (individually
or in groups) will be given a province of Canada and asked to find where it
goes on the map. The teacher will provide one-two facts about each
province to guide them.
-After the interactive bulletin board the students will be asked to label the
provinces on a blank map handout.
-Students will design their cover page for their accommodating activity,
which is a scrap book which will house all of their notes and activities
completed throughout the unit.
Topic 2: Let’s Explore Canada Regions
Class #3
-Introduce the essential question for this unit to the students. (“How has
the physical geography and the natural resources in each region
influenced who we are as Canadians?”)
-Watch the Canadian Region Landform video.
-Create a list of Canadian landforms using the Kagan Structure- Think Pair
Share.
Resources
Assessment
Formative Assessment:
-Mix Pair Share
-Are the students able to
label all 13 provinces in
Canada? (Yes/No)
-Check for understanding
Formative Assessment:
-Think Pair Share
-Inside Outside Circle
-Can the students locate
points on a map using
latitude and longitude?
(Yes/No)
-Check for understanding
-Canada video
-Globe
-World map
-Atlases
-Map It Canada
-Inquiry questions
-White board/SMART
board
-Loose-leaf
-Kagan structures
-Canada Map (Log in to
Learn Alberta to access
link)
-Interactive bulletin
board
-Bulletin board pieces
-Blank map handout
-Poster Paper
-Markers
-Pencil Crayons
-Magazines
-Kagan Structure
-SMART board lesson
-Navigator Game
-Canadian Region
Landform video
-Interactive bulletin
board
-SMART board notes
Krysten Klein & Tanya Young
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.3.1- use latitude and
longitude to determine the
absolute location of places in
Canada on maps and globes
5.S.5.2- demonstrate the ability
to deal constructively with
diversity and disagreement
5.S.5.3- work collaboratively
with others to achieve a common
goal
3
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
EDES 366
-Discuss findings as a whole class and explain to students that Canada is
geographically diverse.
-Brain break-Why is it important to learn about other regions (InsideOutside Circle)
-Teacher will hand out a copy of the daily notes and the students will be
required to highlight the key terms and information.
-SMART board lesson on what makes up a region and what are the 6
major regions?
Class #4:
Students will…
-Play the Navigator (North, East, South, West game).
http://www.emc.cmich.edu/BrainBreaks/2005/TOC.htm
-SMART board lesson on longitude and latitude. Interactive map activity
to follow. The students will locate the longitude and latitude of the
predetermined points.
-We know that land makes up part of Canada, what else makes up Canada?
What are the bodies of water? The students will locate the Atlantic and
Pacific Oceans on the interactive bulletin board.
Topic 3: Geographical Region #1: Atlantic Region
Class #5:
Students will…
-Watch an Atlantic Region video
-The teacher will read the introduction to the Atlantic Region at the
beginning of the textbook chapter 2. This introduction talks about the land,
weather and natural resources. After watching the video and reading the
introduction in the chapter, the students can share about what they know is
affiliated with the Atlantic Region.
-The teacher will hand out a graphic organizer with key terms and
definitions for the entire unit.
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Atlantic Region.
-The teacher will define a natural resource.
-The students will create a graphic organizer of all the natural resources
found in the Atlantic Region.
-Participate in a Compare and Contrast discussion with a partner about
their findings.
-The students will preview through Chapter 2 and list all of the landforms
located in this region on their graphic organizer.
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Compare and Contrast
-Can the students list all of
the landforms in the
Atlantic region using the
textbook? (Yes/No)
-Check for understanding
-Can the students make
their own notes using the
textbook? (Yes/No)
-Inquiry question (Verbal
exit pass)
-Atlantic Region video
-Voices of Canada
textbook Chapter 2
-Graphic organizer with
key terms and definitions
-Graphic organizer for
the Atlantic Region
-Magic School Bus and
the Climate Challenge
book
-Newspaper articles
-Letter templates
Krysten Klein & Tanya Young
5.S.8.4- create visual images for
particular audiences and
purposes
EDES 366
-The teacher will list the students’ findings on the white board/SMART
board and touch on any key details missed.
Class #6:
-Students will answer the inquiry question posted on the interactive
bulletin board.
-The teacher will read “The Magic School Bus and the Climate Challenge”
book to get the students interested in climate.
-The teacher will encourage the students to bring in newspaper articles that
involve weather and climate. These articles will be posted on the bulletin
board and the articles can include all of the regions of Canada.
-The students will read page 59 in the textbook and complete the climate
section on their graphic organizer.
-The students will write a letter pretending they are from the Atlantic
Region, summarizing how the landforms, climate and natural resources
affect their quality of life.
4
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.3.6- list, map and discuss
major waterways that have been
significant in the establishment
of communities in Canada (e.g.,
St. Lawrence River, Great Lakes,
St. Lawrence Seaway, Red
River)
*Note: Graphic organizer will be placed into the students scrap books.
Topic 4: Geographical Region #2: Great Lakes
Class #7:
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Great Lakes. The students will use this
graphic organizer to complete the “What Does the Great Lakes Region
Look Like” activity.
-“What Does the Great Lakes Region Look Like?”
The students will use a variety of resources to find key facts about:
 natural resources
 landforms
 land sustains community
 climate
The students will complete the research portion individually. Once they
finish their research the students will come together in pairs and create a
PowerPoint on the information they retrieved.
-Music that can be played during the students research:
C-A-N-A-D-A
Canada In My Pocket
*Note: Graphic organizer will be placed into the students scrap books.
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Check for understanding
-Can the students find
appropriate research on the
given topics? (Yes/No)
-Can the students pick out
important information for
their research project?
(Yes/No)
-Inquiry question (Sticky
note on the interactive
bulletin board)
-Voice of Canada
textbook chapter 3
-Computers
-Textbooks
-Books (geography)
-Graphic organizer
-PowerPoint
-Internet
-Library resources
Krysten Klein & Tanya Young
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
5
5.S.7.1- determine themes,
patterns and trends from
information gathered
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
5.S.8.4- create visual images for
particular audiences and
purposes
EDES 366
Class #8:
Students will…
- Answer the inquiry question posted on the interactive bulletin board.
-Continue on with their research work from the previous day.
Topic 5: Geographical Region #3: Canadian Shield
Class #9:
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Canadian Shield.
-The teacher is going to introduce the information about the Canadian
Shield in a SMART board lesson. The students will be required to write
down the information in their graphic organizer.
-The students are going to make a newsletter about the Canadian Shield
region. The newsletters will be made out of poster board. The students
need to involve information on the following topics:
 natural resources
 land sustains community
 climate
 landforms
This assignment will carry into the next class.
-Music that can be played during the students research:
C-A-N-A-D-A
Canada In My Pocket
*Note: Graphic organizer will be placed into the students scrap books.
Class #10:
Students will…
- Answer the inquiry question posted on the interactive bulletin board.
-Have this class to finish working on their newsletter. The newsletters will
be posted up around the classroom.
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Check for understanding
-Did the students include
all of the required
elements? (Checklistincluding criteria)
-Inquiry question (Exit
Card)
-Voices of Canada
textbook chapter 4
-SMART board lesson
-Graphic organizer
-Poster board
-Markers
-Pencil crayons
-C-A-N-A-D-A video
-Canada In My Pocket
Krysten Klein & Tanya Young
6
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.1.2.3- How have natural
disasters and severe weather
been part of Canada’s physical
geography? (LPP, TCC)
5.1.2.5- How is the geographical
region they live in different from
other regions of Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
5.S.8.4- create visual images for
particular audiences and
purposes
7
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
EDES 366
Topic 6: Geographical Region #4: Interior Plains
Class #11:
Students will…
-The students will fill out a KWL Chart on the Interior Plains region.
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Interior Plains.
-The teacher is going to introduce the information about the Canadian
Shield in a SMART board lesson. The students will be required to write
down the information in their graphic organizer.
-The teacher will discuss the Alberta Floods and how they are relevant to
the Interior Plains.
-The students are going to make a travel brochure about the Interior Plains
region. The travel brochure will be made out of cardstock. The students
will be able to use magazine clippings for this activity. The students need
to involve information on the following topics:
 natural resources
 land sustains community
 climate
 landforms
This assignment will carry into the next class.
-Some good music that can be played throughout this activity includes:
Paul Brandt: Alberta Bound
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Check for understanding
-Did the students complete
their KWL chart
accurately? (Yes/No)
-Did the students include
all of the required
elements? (Checklistincluding criteria)
-Inquiry question (Verbal
Exit Pass)
-Voices of Canada
textbook chapter 5
-Graphic organizer
-SMART board lesson
-Paul Brandt: Alberta
Bound music video
-Cardstock
-Markers
-Pencil crayons
-Travel brochure
templates
-National Geographic
magazines
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Check for understanding
-Monitor the student’s
ability to work within a
group setting.
-Voices of Canada
textbook chapter 6
-Graphic organizer
-Other resources on
Cordillera region
*Note: Graphic organizer will be placed into the students scrap books.
Class #12:
Students will…
-Answer the inquiry question posted on the interactive bulletin board.
-Have this class to finish working on their travel brochure. The students
are going to hand out their travel brochures to the Grade 4 class (who
happens to be learning about Alberta!)
Topic 7: Geographical Region #5: Cordillera
Class #13:
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Cordillera.
-Students will work in groups of 4-5 and complete a Jigsaw graphic
organizer. Each students is responsible for one section on the graphic
Krysten Klein & Tanya Young
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
5.S.5.4- record group
brainstorming, planning and
sharing of ideas by using
technology
8
Specific Outcomes:
5.1.2.2- How do landforms,
bodies of water and natural
resources affect the quality of
life in Canada? (LPP)
5.2.2.6- What are the factors that
determine climate in the diverse
geographical regions of Canada
(e.g., latitude, water,
mountains)? (LPP)
Skills and Processes:
5.S.4.6- use graphic organizers,
such as mind mapping/webbing,
flow charting and outlining, to
present connections between
ideas and information in a
problem-solving environment
5.S.5.3- work collaboratively
with others to achieve a common
goal
EDES 366
organizer (natural resources, land sustains community, climate,
landforms).
-Inquiry question (Sticky
Note on the Interactive
Bulletin Board)
Class #14:
Students will…
-Answer the inquiry question posted on the interactive bulletin board.
-Teacher will review Jigsaw activity with the students and ensure notes are
complete.
*Note: Graphic organizer will be placed into the students scrap books.
Topic 8: Geographical Region #6: Arctic
Class #15:
-The teacher is going to handout a blank graphic organizer to direct the
students learning in regards to the Arctic.
-The teacher will present a SMART board lesson on the Arctic region.
Pictures and vocabulary will be presented to the students to engage them in
the Arctic region. Information included in the SMART board lesson
includes the following:
-natural resources
-land sustains community
-climate
-landforms
*Note: Graphic organizer will be placed into the students scrap books.
Class #16:
Students will…
-Answer the inquiry question posted on the interactive bulletin board.
-Watch a video on the Arctic Region
-Students will participate in a Quiz Quiz Trade review facts about the
Arctic region.
Formative Assessment:
-Did the students complete
their graphic organizer?
(Yes/No)
-Quiz Quiz Trade
-Inquiry Question (Exit
Card)
-Were the students able to
apply the art techniques
that were taught in class to
their polar bear clay
sculpture? (Yes/No)
-Voices of Canada
textbook chapter 7
-Graphic organizer
-SMART board lesson
-Arctic Region video
-Clay
-Art Tools
-Quiz Quiz Trade Cards
Krysten Klein & Tanya Young
EDES 366
Art Integration: Construct a polar bear using clay. The students will have
the rest of this class and the following class to complete their polar bear.
Class #17:
Students will…
-Have this class to finish working on their polar bear sculptures.
9
10
11
Skills and Processes:
5.S.1.4- generate original ideas
and strategies in situations of
individual and group activities
5.S.4.2- collaborate with others
to apply strategies for decision
making and problem solving
Skills and Processes:
5.S.8.4- create visual images for
particular audiences and
purposes
Specific Outcomes:
5.1.2.4- What are the differences
and similarities among the
geographical regions of Canada?
(LPP)
*Field Trip Option: Red Deer Museum to view the Arctic Expedition
display.
Review Day
Class #18:
Students will…
-Complete a Jeopardy Review activity as a class.
Authentic Assessment (Scrapbook)
Class #19:
Students will…
-Students will complete a self-evaluation on their final product of the scrap
book. The students will have this class to make sure all of their notes and
activities are included in their scrapbook. (There will be a checklist
provided for the students.)
-Students will complete a Favorite Region activity to place in their
scrapbook. The students will do a short write up on which region is their
favorite and why.
Traditional Assessment
Class #20:
Students will…
-Complete a unit exam testing their knowledge on the different aspects
they have learned throughout the unit. Different aspects that the students
will be taught on include the following:
-natural resources, land sustains community, climate and landforms.
-The unit exam will be made up of multiple choice, definitions, labelling
of a map and short answer.
Formative Assessment:
-Check for understanding
-Exit Pass
-Jeopardy Review
activity
Formative Assessment:
-Checklist
-Self-Evaluation
-Are the students
scrapbooks completed?
(Yes/No)
-Scrapbook
-Favorite Region activity
-Checklist
-Self-evaluation handout
Summative Assessment:
-Traditional Unit Exam
-Can the students complete
the unit exam? (Yes/No)
-Traditional Unit exam