Capitols
Nunavut PEI Saskatchewan
Yukon
NFLD
Flags
New Brunswick BC Yukon
Quebec NFLD
Inuksuk Point
Foxe Peninsula, Baffin Island in Nunavut.
Group of more than 100 inuksuks created by Inuit.
National Heritage Site Since 1969.
Pysanka (Ukrainian Easter Egg)
Vegreville, Alberta
Founded 1906 to commemorate the 100th anniversary
of the Royal Canadian Mounted Police in 1974 and to
celebrate Vegreville's ethnic heritage.
Pier 21
Halifax, Nova Scotia
Canada's National Museum of Immigration
From 1928-1971 it was the primary point of entry for
over one million immigrants and refugees. It was also
the departure site for 496,000 military personal during
World War 2.
CN Tower
Toronto, Ontario
Communication and observation tower that stands 553.3 Meters.
It is currently the tallest free-standing structure in the Western Hemisphere.
Hopewell Rocks
Hopewell Cape, New Brunswick
First formed as a massive mountain range, it slowly eroded and
the layers of sediment compressed into solid rock. The native
Mi'kmaq have created many legends regarding the formation
of these flower pot shaped rocks.
Red flower worn in November
This animal lives in a lodge on the water.
It changes color in the fall.
Canadians love it, but it is not our national
sport.
This sweet treat can be enjoyed as a liquid
or a solid.
Poppy Beaver
Maple Leaf
Hockey
Maple Syrup.
I am the largest province.
I am the smallest province.
I am the only province you cannot
drive to.
I am the only province that borders
The Pacific Ocean.
This province contains The Great Lakes.
Quebec
PEI
NFLD
Steven Harper
BC
Ontario.
Canada's Birthday
This highway takes you from coast to coast
My famous red hat can be spotted in Halifax Harbour
People have tried to ride over me in a barrel.
The Prime Minister July 1st
Trans Canada Highway Theodore Tugboat
Niagara Falls
Capitols
Flags
Symbols
Geography
Landmarks
Hodge Podge
Canadian
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Jeopardy: Canada Edition
by
Emily Fanning
Rationale: The students in a Grade Three class will be studying various aspects of Canada as part of
the curriculum outcomes. This game will be played as a whole class as part of the formative
assessment plan. It will be helpful to gauge where the students are in their knowledge of the material
being presented to them. Perhaps it could be played at the beginning of a particular unit as an
introduction and to assess previous knowledge and then near the end as both a review and to gauge
how far the knowledge of the material has progressed.
Outcomes:
GCO: People, Place and Environment – Students will be expected to demonstrate an understanding of
the interactions among people, places and the environment.
KSCO's:
 Ask basic geographic questions; acquire, organize and analyze geographic information and
answer geographic questions at an age appropriate level.
 Describe some of the physical and human characteristics of their local communities.
 Identify some of the basic physical processes that have shaped the earth.
SCO's:
 Students will be able to recall the names of the provinces' s capitals
 Students will be able to identify provincial flags.
 Students will be able to respond to questions presented about Canadian geography.
 Students will be able to describe landmarks that are the result of physical Earth processes.
GCO: Culture and Diversity – Students will be expected to demonstrate an understanding of culture,
diversity and world view, recognizing the similarities and differences reflected in various personal,
cultural, racial and ethnic perspectives.
KSCO's:
 Identify the material and non material elements of a culture.
 Give examples of contributions made to Canada by various individuals, groups and cultures.
 Give examples of how culture is transmitted.
SCO's:
 Students will be able to develop the concept of how Canadian culture is transmitted.
 Students will be able to respond to questions about Canadian culture.
 Students will be able to interpret symbols of Canadian culture.
 Students will be able to identify contributions of individuals, group and cultures.
Processes:
Communication:
 Read critically
 Employ active listening techniques
 Communicate ideas and information to a specific audience
Inquiry:
 Draw conclusions that are supported by evidence
 Interpret meaning and the significance of information and arguments.
Participation:
 Relate to others in peaceful, respectful and no-discriminatory ways.
 Reflect upon, assess and enrich their learning process
 Engage in a variety of learning activities that include both independent study and
collaboration.
This is a reproduction/adaption of the game show Jeopardy. Students will be separated into two equal
teams and will compete against each other, one team member at a time. Scores will be kept on the
white board/chalk board/chart paper in the room.
Directions:
- One team member from each side will approach the podium.
 A category and money level will be chosen by the player of the team who answered the last
correct question. (The first choice will be determined by coin toss)
 The answer will be provided and the two players will buzz in if they feel they can correctly
answer the question. The first player to buzz in will be required to provide the correct
corresponding question. If the player is correct, the team will receive the amount of the
question. (i.e. $100, $200, $300, $400, $500) If the player responds incorrectly, the team
looses the dollar amount and the other team's player has a chance to either buzz in to answer
for the amount or pass. If neither player buzzes in, the question will be provided.
 The next team's member will approach the podium and this will continue until there are no
questions left.
 When the game has been completed, the team with the higher dollar amount on the
scoreboard are the winners.
Other Comments:
- Students will have a discussion prior to the game about remaining respectful to their team members,
each student has to complete their own question independently of the team. The team members are
to remain respectful and non judgmental to a team member who has not been successful in their
answer or chooses to not buzz in.
 With six categories containing five questions each, there should be more than enough
questions for each student to have a chance to answer one.
 If a student has a concern with participation in their activity, they can choose to be a score
keeper or an official judge.