Reader
The Canadian
Current Canadian events and issues for students in Grades 3 to 5
3 Literacy Focus: Reading Strategies Assessment | 6 Article: Welcome to the Edible Classroom
11 Article: Return of the Blue-Green Ooze | 16 Article: A Breath of Fresh Air
22 Comic: Canada Day
24 Comic: The WebVoyagers in 'At the Arctic Circle'
31 Map: Northern Canada | 33 Answer Key
Teachers serving teachers since 1990
Please circulate to:
June 2013
The Canadian Reader
Current Canadian events and issues for students in grades 3 to 5
The Canadian Reader is published eight times during the school year in English and
in French from September through June by LesPlan Educational Services Ltd.
Subscribe to The Canadian Reader at a cost of $180 per year
by contacting us at:
LesPlan Educational Services Ltd.
638 Lambie Drive
Victoria, BC V8Z 2L8
The Canadian Reader is protected by copyright. Subscribers
receive one copy of the publication each month and may photocopy
each issue for use by all students and teachers within one school.
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ee): 1-888-240-2
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How to use this resource:
The Canadian Reader has three main
components. Use the entire package, or pick and
choose the pages that suit your class the best:
1. Literacy Focus – This generic lesson plan features
one of six key reading comprehension strategies.
Teachers may introduce and practice the featured
strategy using any of the articles or comics in
this issue, or save it for another time or text.
2. Canadian news stories – Each of the three
articles is leveled for students in Grades 3 to 5 and
accompanied by a literacy-based lesson plan and
supporting materials. Teach the lessons as they are
presented, or pick and choose the activities and
assignments you'd like to explore with your students.
3. WebVoyagers comic – The WebVoyagers
travel to a new location in Canada every month.
Use this comic to help your students find out
more about their country. Then, take them
to the computer lab and explore the topics
introduced in the comic in an Internet-based
lesson (or use a computer and projector or pages
downloaded and copied ahead of time).
Note: All URLs referenced in The
Canadian Reader are posted as links
on our student website at http://www.
news4youth.com. Bookmark this URL on
your school's computer network to give
students easy access to our recommended sites.
Share The Canadian Reader with other staff members in your
school, including itinerant, relief, and substitute teachers.
2
The Canadian Reader
June 2013
Literacy Focus
Reading Strategies Assessment
Review with students the reading comprehension strategies that they have learned and practiced this
year using the Reading Strategy Review handout (p. 4). Which strategies have students used most?
Which have they found easiest to use? Which have been more difficult? What reasons can students
suggest to explain these observations?
Choose one article from this issue to use to assess students' understanding of and ability to apply the
reading strategies. Ask students to read this story independently. Then, have students use the article to
complete the Reading Strategies Assessment (p. 5).
Rubric for Reading Strategies Assessment: Use the rubric below to assess other oral, written,
and anecdotal evidence of students' understanding of and ability to apply the following reading
comprehension strategies, gathered throughout the year:
Asking Questions/Making Inferences
1 – Is not able to form a question about what has been read.
3 – Is able to ask simple questions about what has been read and is able to answer 'right there'
questions accurately. Can ask/answer some simple 'in my head' questions (can make an inference).
5 – Can ask questions that demonstrate deep understanding of the text. Can clearly explain what
an inference is and can make inferences that are thoughtful. Questions and inferences are relevant to
the topic.
Determining Importance
1 – May be able to identify the topic.
3 – Can identify the topic and retell important ideas and some details. Can identify some key
words.
5 – Can identify main ideas and key words, and is able to summarize in own words.
Making Connections
1 – Is unable to make connections to the text.
3 – Can make both personal connections and connections to background knowledge. Connections
are meaningful (relevant to the content).
5 – Is able to make text-to-self, text-to-text and text-to-world connections. Can express how the
connections have helped enhance understanding.
Transforming/Synthesizing
1 – Is not able to identify new thinking. May be able to retell but not rethink the text.
3 – Understands that readers sometimes develop new thoughts from reading. Is able to apply some
of the reading strategies to the text. New thinking may be shown only with facts.
5 – Is able to find simple ways of rethinking the text. Independently uses all of the reading
strategies. Uses experiences and text to identify a new perspective or thought that enhances meaning
and deepens understanding.
Source: Adapted from Nonfiction Reading Power by Adrienne Gear, Pembroke Publishers, c. 2008
The Canadian Reader
June 2013
3
Literacy Focus
Reading Strategy Review
Good readers . . .
. . . make connections. As they
read they think about what the text
reminds them of. This thinking –
or reminding – is called connecting.
. . . ask questions before, during, and after
they read. Sometimes, the answers to these
questions can be found right in the story.
Sometimes, the answer has to come from you.
. . . visualize. As they read, they make
pictures or a movie in their head. These
pictures or movies are called visualizing.
. . . make inferences.
They fill in, in their
heads, what is not
written or shown on
the page. Predicting is
one kind of inference.
. . . determine importance. They
sift and sort information in
their heads, making decisions
about what information they
need to remember and what
information they can ignore.
. . . transform their thinking. They add their background
knowledge, their experience, and their thinking to what they are
reading to come up with a new way to think about something.
Sources: Gear, Adrienne, Nonfiction Reading Power, Pembroke Publishers, c. 2008; Harvey, Stephanie and Goudvis, Anne, Strategies That Work,
Stenhouse Publishers, c. 2000; and Hoyt, Linda, Mooney, Margaret, and Parkes, Brenda, Exploring Informational Texts, Heinemann, c. 2003.
4
The Canadian Reader
June 2013
Name:
Date:
Article title:
Reading Strategies Assessment
1. What is one meaningful connection you can make?
2. Write one 'right there' question that you have.
3. Write one 'in your head' question. Then, answer this question.
4. Write down important points from one section of the article. Then,
write a nugget summarizing the most important points.
5. Explain how this article has changed your thinking on this topic.
The Canadian Reader
June 2013
5
Welcome to the Edible Classroom
ur pencil for
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’s school
Welcome to Vancouver Tech
g in and get dirty.
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a spade. Swap your desk fo
Van Tech’s urban farm sprouted this spring.
Students have finished tilling the soil. They've
sown their seeds. Before long, little shoots
will pop up. Week after week, the plants will
grow. By fall, the quarter-acre garden will
yield thousands of kilograms of vegetables.
Changing “Yuck!” to
“Yum!”
“Want a snow pea?” “Taste
this bok choy.” “Mmm! Bite
into this tomato.” Student
farmers are eager to
sample what they grow.
The cafeteria will cook
and serve the garden6
grown foods. Students can explore new
tastes and textures. They may even add
more veggies to their plates. Any extra
produce will be sold in the community.
Food for thought
The garden provides plenty of growing
room for herbs, salad
Urban
greens, root vegetables,
means 'located in or
squash and tomatoes.
characteristic of a city.'
But it produces more
than crunchy carrots and
leafy lettuce. It prompts questions.
Will peppers grow here? Do marigolds keep
pests away from tomatoes? Can compost
make food grow better? How much sun
The Canadian Reader
June 2013
and water do plants need to thrive? How
long? How much? Why and where?
The answers come through doing and
experimenting. They span many subjects,
from geography and science, to business
and home economics. Students soak
up hands-on lessons on ecosystems,
climate, nutrition, and plant biology.
A growing trend
Vancouver Tech isn’t the first high school
to build a market garden, though. Two
Ontario projects may have planted the seed.
In 2008, Bendale BTI in Scarborough
plowed and planted its front and rear lawns.
Later, the school added a greenhouse. Now
it farms over an acre of land. The produce
doesn’t travel far. Cooking classes serve
it in the school cafeteria. On Tuesdays,
they open a booth and sell the rest at low
prices to people in the neighbourhood.
The Canadian Reader
Bendale Market Garden pays several
students to work through the summer.
It also helps many teens to earn
their community service hours.
Meanwhile, at Stratford Northwestern
Secondary School, cooking students run
a gourmet café. Over 300 students eat at
the Screaming Avocado every day. Daily
specials are written on a blackboard. They go
from the ordinary to the exotic. Ingredients
grow in the school’s courtyard garden,
organic greenhouse and six-acre farm.
A farm to fork education
Students are excited to be a part of these
projects. School market gardens are a fun
way to put theory into practice. After all,
where else can you sell your schoolwork
and eat your science project for lunch?
en
arket gard
m
a
e
e
s
to
u like
ot?
Would yo
y or why n
h
W
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o
h
at your sc
June 2013
7
Welcome to the Edible Classroom
Lesson Plan
Before Reading:
Using appropriate technology, view images of school gardens, such as:
http://www2.oaklandnet.com/oakca1/groups/opr/documents/image/oak031382.jpg
http://4.bp.blogspot.com/_QI_XJH0WZ6o/TLdAC-TTFFI/AAAAAAAAAU0/VHs_KoOCoSQ/
s1600/CIMG3546.JPG
http://www.renewallgardenproject.net/images/SchoolGarden_KidsCropsESY.jpg
http://freshrootsurbancsa.files.wordpress.com/2010/03/me-and-gray-laugh-1.jpg
Invite students to consider the advantages of growing their own produce at home. (Advantages
could include access to fresh produce, produce free of pesticides, being able to choose what you grow,
the satisfaction of growing your own food.)
Read the title of the article aloud. Invite students to make predictions about how learning in an
‘edible classroom’ might differ from learning in a traditional classroom.
During Reading:
As they read the article, encourage students to underline or highlight facts about the benefits of
planting a school garden.
After Reading:
Distribute a copy of Benefits of School Gardens (p. 10) to each student. Direct them to use the
information in the article to consider how growing a school garden has benefits for students, the
school and the community. Encourage them to use the facts to consider other benefits not directly
mentioned in the article. (Other benefits could include: surplus produce is sold in the community→
may help pay for the garden supplies/tools; gives the community access to locally-grown, organic
vegetables; creates a positive view of teens.)
When they have finished, ask students to identify the greatest benefit for students, the school and
the community of growing school gardens. Develop the criteria for the greatest benefit with the
class. (The greatest benefit affects the most people, results in positive long-term change, and promotes
well-being.) Ask students to record their responses on the back of the organizer.
Criteria for Assessment: A well-supported judgment has relevant evidence that supports the
criteria and is clearly stated.
Extension:
Review the images of school gardens. Invite students to notice the features of the gardens. (Students
may notice raised container gardens, security, storage shed, tools.) Next, have students create a plan
for a school garden. Encourage them to select the right site, then design a simple garden plan that
includes essentials for planting, growing and harvesting vegetables.
8
The Canadian Reader
June 2013
Welcome to the Edible Classroom
Lesson Plan
Internet Connections:
Read more about the Vancouver Tech’s school garden at:
http://www.vancouversun.com/life/Market+garden+creates+outdoor+classroom+students+Van
couver/7934544/story.html
Watch a video on starting a school garden at:
http://www.youtube.com/watch?v=qXO5NYV6bCc.
Learn how to select the right site for a school garden at:
http://www.ecoliteracy.org/sites/default/files/uploads/getting-started-2009.pdf (see pp. 15-16)
Find out more about the ‘essential ingredients’ of a school garden at:
http://www.ecoliteracy.org/sites/default/files/uploads/getting-started-2009.pdf (pp. 16-21)
http://www.myhealthyschool.com/gardens/starting.php (Scroll down to “Finding a site for your
garden”)
See a sample garden plan at:
http://www.csgn.org/sites/csgn.org/files/Sample%20Simple%20Garden%20Map.jpg
[Note: All URLs are available as links on our student website at http://www.news4youth.com.]
The Canadian Reader
June 2013
9
Name:
Date:
Welcome to the Edible Classroom
Benefits of School Gardens
Additional benefits
For the community
For the school
For students
Benefits mentioned in the article
10
The Canadian Reader
June 2013
Return of the Blue-Green Ooze
Two summers ago, thick, green, stinky, slimy stuff covered
large sections of Lake Erie. It even washed up on the shore.
Perfect conditions for a day at the beach? Absolutely not!
Unfortunately, scientists say blue-green algae
could be back again this summer.
Algae are tiny organisms that live in water.
In the right conditions, they can grow
into large masses called algae blooms.
They spread across the surface of a lake.
Some types of algae are helpful. Blue-green
algae isn't one of them. It can cause skin
irritations. It can also contain harmful
bacteria that make drinking water unsafe.
Meanwhile, dead algae sinks to the
bottom of the lake and decays. That sucks
oxygen out of the water, killing fish.
Why is this happening?
At its peak in 2011, the algae bloom on Lake
Erie covered 5000 square kilometres.
The Canadian Reader
Scientists say a ‘perfect storm’ of events caused
this problem. One is the lake itself. Lake Erie
is the warmest and shallowest of the Great
Lakes – and algae grow best in warm, sunlit
waters. But the biggest culprit? Phosphorus.
Phosphorus is a chemical found in fertilizer.
It is spread on farmers’ fields to make
crops grow better. But heavy spring rains
washed phosphorus into the lake. The
algae thrived on it and grew rapidly.
“It was pretty bad,” says one scientist.
Battling the blob
In 2012, blue-green algae wasn't a huge
problem. But due to a rainy spring, this
June 2013
11
summer could see as much algae on the
lake as in 2011. And in the coming years,
scientists say there may be even bigger
blooms. Why? Because of climate change.
It's causing Lake Erie’s water to get even
warmer. It's making rain showers heavier.
Turn-off for tourists
That means problems for many of the 40
million Canadians and Americans who live
around the Great Lakes. Their drinking water
is at risk. So are their recreational activities.
In Canada, 73 million tourists visited the lakes
in 2010. They spent about $12.3 billion while
they were there. One of the biggest attractions
for visitors is fish. Lake Erie has the second
largest freshwater fishery in the world.
Back to the drawing board
Canada and the United States have
had to tackle this problem before.
In the 1960s, parts of Lake Erie were
declared ‘dead’ due to algae. Nothing could
grow there. But the two countries worked
together. Phosphorus was removed from
laundry detergents. Hundreds of farmers
changed their methods to prevent runoff. The result? Many trouble-free years.
Now, a team of scientists is looking at
new ways to battle the blue-green ooze
again. They're hopeful they'll be able to
solve the problem this time around, too.
“Simply put, we have to reduce phosphorus
inputs into the lake,” says the team leader.
But tourists won’t come to see dead
fish and stinky green ooze. So unless
something is done, businesses that
make money from tourists are going
to feel the algae's impact, too.
12
The Canadian Reader
e
, what is th
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June 2013
Return of the Blue-Green Ooze
Lesson Plan
Before Reading:
Read the title of the article aloud and invite students to make predictions about what the blue-green
ooze is.
Using appropriate technology, view the following images of Lake Erie’s algae bloom:
http://blogs.agu.org/terracentral/files/2011/09/MODIS_03Sept2011.LakeErie1.jpg
http://shawglobalnews.files.wordpress.com/2013/04/algae-bloom-fish.jpg?w=1024&h=768
http://shawglobalnews.files.wordpress.com/2013/04/algae-waves.jpg?w=1024&h=768
Without telling the students what they are looking at, have them infer what the blue-green ooze is
in the images and why it might be returning.
Then explain that the images show the algae bloom in Lake Erie. Ask the class to generate a list of
questions based on the title, images and topic of the article. You may wish to record and post these
questions for reference.
During Reading:
As they read the article, encourage students to highlight or underline important facts about the
algae bloom – what causes it and its consequences or impact.
After Reading:
Revisit the class’ questions. Determine which ones were answered in the article and which ones
require further research. Challenge students to find answers to the ‘unknown’ questions for
homework.
Using a number of dominos, show the concept of cause and effect. Explain the following:
• the cause makes something else happen. In this case, the push on the first domino made the
second domino topple. The cause happens first and answers the question ‘Why did it happen?’;
• the effect is what happens as a result of the cause. In this case, the second domino toppled over
which in turn toppled the third domino over and so on. The effect answers the question ‘What
happened?’;
• sometimes there is more than one cause for an event;
• often there is more than one effect, thus the term ‘domino effect’.
You may wish to provide further examples:
Cause: The girl hit the ball with her tennis racket.
Cause: The boy teased the dog.
Cause: John studied hard for his test.
→
→
→
Effect: The ball flew over the net.
Effect: The dog growled.
Effect: He got an “A”.
Invite students to use the information in the article to create a cause and effect diagram (or flow
chart) showing the major causes of the algae bloom and the effects it is having on the environment
and human use of the lake. Encourage students to use boxes and arrows to show the relationship
between the causes and effects.
The Canadian Reader
June 2013
13
Return of the Blue-Green Ooze
Lesson Plan
Criteria for Assessment: An informative cause and effect chart shows all relevant causes and
resulting effects, uses boxes and arrows to clearly show the relationship between the events (causes)
and what happened as a result of the causes (effects), and is easy to read.
Extension:
Suggest that one of the reasons the algae bloom continues to return is because of the water cycle.
Have students learn about the water cycle, then create a labeled diagram showing how the stages
in the water cycle – evaporation, transpiration, condensation, precipitation, surface run-off, and
ground water collection – contribute to the algae bloom in Lake Erie. Encourage them to include
specific references from the article (for example, heavy spring rains = precipitation).
Internet Connections:
To read more about this news story, visit:
http://www.thestar.com/news/world/2013/03/23/will_this_summer_see_another_toxi_algae_
bloom_in_lake_erie.html
Watch a news story explaining the algae bloom and its impact at:
http://metronews.ca/news/windsor/653499/lake-erie-could-be-headed-for-a-record-breakingalgae-bloom/ (embedded video).
To learn more about the water cycle, watch these videos:
http://www.youtube.com/watch?v=YswL4dIDQuk
http://www.youtube.com/watch?v=0_c0ZzZfC8c (an animation of the water cycle)
http://www.youtube.com/watch?v=AQKdkponoZMd (Ms. Frizzle and Magic School Bus show the
water cycle)
http://www.youtube.com/watch?v=hehXEYkDq_Y (Bill Nye the Science Guy explains key ideas
in the water cycle).
These websites explain how the water cycle works:
http://www.kidzone.ws/water/index.html
http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/watercycle.html
To see examples of water cycle diagrams, go to:
http://pmm.nasa.gov/education/sites/default/files/article_images/Water-Cycle-Art2A.png
http://blog.discoveryeducation.com/wp-content/blogs.dir/1/files/2013/03/water-cycle.jpg
[Note: All URLs are available as links on our student website at www.news4youth.com.]
14
The Canadian Reader
June 2013
Name:
Date:
Return of the Blue-Green Ooze
Crossword
1
2
3
O
G
O
C
4
S
6
5
M
R
R
7
T
8
Across
E
Down
3. a large mass of algae is called a _____
1. thick, green, stinky, slimy stuff
4. a person who has expert knowledge
of one or more of the sciences
2. a chemical found in fertilizer
6. climate change is causing Lake
Erie's water to _____ up
7. why many visitors come to Lake Erie
8. the warmest and shallowest Great Lake
The Canadian Reader
3. harmful microscopic organisms
that can affect drinking water
5. a person who travels for pleasure
6. algae are tiny organisms that live
in _____
June 2013
15
A Breath of Fresh Air
oke-free?
Should the outdoors be sm
so. They’re passing
k
in
th
a
ad
an
C
ss
ro
ac
es
ti
Over a hundred ci
re from parks and
he
yw
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ev
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in
ok
sm
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p
new laws that stam
s and sports fields.
re
ua
sq
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bl
pu
s,
ol
po
s,
nd
beaches to playgrou
Calling for change
“An outdoor smoking ban? Hear, hear!”
says the youth council in Lakeshore,
Ontario. These teens are pressing their local
community for a smoke-free outdoors.
Chairman Zach Marchand says it’s the first
bylaw his group has ever proposed.
“A lot of the youth are trying
to move towards a healthier
lifestyle. They’re realizing the
effects of smoking and how
detrimental it is to health.”
Butt out
We all know smoking
is unhealthy.
16
Every year, 37,000 Canadians die from
illnesses related to tobacco, like cancer
and lung disease. In fact, tobacco is the
leading cause of preventable death.
But you don’t have to smoke to risk your
health. Breathe in while someone smokes
nearby. Their “second-hand
A
smoke” is just as deadly. It
bylaw is a law made
contains 69 cancer-causing
by a local government.
Detrimental means 'harmful.'
chemicals. It’s so toxic that the
Toxic means 'poisonous.'
World Health Organization
says there is no safe level.
That’s true even if you’re outside.
Inside out
Most indoor spaces in Canada are
already smoke-free. You can’t smoke in
The Canadian Reader
June 2013
restaurants or offices. You aren’t allowed
to smoke at the movies. You can’t smoke
in a car carrying children. The new
laws make outdoor spaces safer, too.
I quit!
Smoking bans protect non-smokers.
But smokers reap the benefits, too. Just
look at Woodstock. The Ontario town
outlawed smoking outdoors in 2008. Two
years later, the town released a study.
Almost 40 percent of the ex-smokers said
the ban helped them kick the habit.
A nonstarter
A ban sends a strong message. You can’t
light up here. Smoking isn’t cool.
It also keeps cigarettes out of sight.
Lawmakers hope this will prevent children
from picking up the habit. After all,
not starting is the best way to quit.
The Canadian Reader
Trendsetters
Manitoba is the first to pass a provincewide law. It has banned smoking on
playgrounds and beaches. When the
law takes effect in 2014, the government
expects attitudes to change very quickly.
The smoke may disappear, but the butts
will linger for decades. Toxic to children
and wildlife, they litter the outdoors.
Our beautiful sand beaches shouldn’t
be park ashtrays, said Manitoba
Conservation Minister Gord Mackintosh.
From now on, he joked, we only want
one kind of butts on our beaches.
gest to
an you sug
c
s
n
o
s
a
e
r
gainst
What
eople are a
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s
y
h
oors?
explain w
king outd
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m
s
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o
n
a ba
June 2013
17
A Breath of Fresh Air
Lesson Plan
Before Reading:
Read the title of the article aloud to class. Invite students to respond to the article’s opening
question: Should the outdoors be smoke-free? Encourage them to provide reasons for their
opinion.
During Reading:
As they read the article, encourage students to underline or highlight facts about the harmful
effects of smoking and the benefits of smoking bans. [Alternatively, you may wish to have students
code the text: – for detrimental effects of smoking; + for benefits of smoking bans.]
After Reading:
Invite students to use the information in the article to record, on a separate piece of paper, facts
that would support the passing of a new law that banned smoking at parks and beaches.
Distribute a copy of Preparing a Brief (pp. 20-21) to each student. Provide some background
information about briefs. For example, briefs:
• reflect the opinions or ideas of an individual, group or organization on a current issue;
• are presented to various levels of government;
• are a way of having a say on the development of laws that affect our lives;
• have a specific structure;
• include information that helps the audience understand the importance of the issue. (Emphasize
to students that quality of information is more important than quantity of information and review
the difference between important versus interesting facts.)
Next, have students star (J) the facts from their list that would have the biggest impact on their
audience. Then, have them prepare their briefs by completing the organizer. You may wish to
complete an example together or have students work in partners.
Decide whether students will present their briefs orally or complete a ‘good copy’ in paragraph
form (excluding the headings and explanations).
[Note: If your community does not currently have a by-law for smoke-free public spaces you may
wish to send the completed briefs to your municipal council for consideration.]
Criteria for Assessment: An effective brief has a clear statement of the issue, includes relevant,
compelling facts supporting the issue and presents a convincing ‘so what’ argument calling for action.
Extension:
Have students create a series of charts to show the number of youth (males and females ages 1519) in Canada who currently smoke and how the percentage of youth smokers has changed since
1981. Select charts to best represent the statistics. For instance, a pie chart would best show the
18
The Canadian Reader
June 2013
A Breath of Fresh Air
Lesson Plan
percentage of males who smoke; a bar graph or line graph would best show the changes in the
number of smokers over time. Statistics on the effects of smoking and the number of smokers in
Canada are available at http://www.heartandstroke.com/site/c.ikIQLcMWJtE/b.3483991/k.34A8/
Statistics.htm#smoking
[Note: Students may wish to use on-line chart tools to create their charts. These are available at:
http://nces.ed.gov/nceskids/createagraph/default.aspx
http://www.onlinecharttool.com/]
Internet Connections:
To learn more about outdoor smoking bans, check out:
http://www.cbc.ca/news/canada/british-columbia/story/2013/01/20/bc-call-for-smoking-ban.
html
Listen to the Canadian Cancer Society’s arguments to ban outdoor smoking across BC at:
http://www.cbc.ca/news/canada/british-columbia/story/2013/01/20/bc-call-for-smoking-ban.
html (embedded radio interview).
Read why some people say an outdoor smoking ban ‘goes too far’ at:
http://fullcomment.nationalpost.com/2013/01/22/jesse-kline-b-c-crusade-seeks-morerestrictions-on-outdoor-smokers/
http://news.nationalpost.com/2012/02/18/no-smoking-outdoors-have-activists-gone-too-far/
[Note: All URLs are available as links on our student website at www.news4youth.com.]
The Canadian Reader
June 2013
19
Name:
Date:
A Breath of Fresh Air
Preparing a Brief
INTRODUCTION (This tells the audience who you are,
what the issue is, and why you’re interested in it.)
My name is
. I’m interested in supporting a ban
on smoking outdoors in public spaces because
BODY
Statement of facts (These facts best support your position.)
Here are some reasons smoking in outdoor spaces is harmful:
20
The Canadian Reader
June 2013
Name:
Date:
A Breath of Fresh Air
Preparing a Brief cont'd.
Argument (This tells your audience why they should support your position.)
This is why supporting a ban on smoking
outdoors in public spaces is a good idea:
CONCLUSION (This summarizes the ‘so what’ of the issue –
the most important reason for supporting the ban OR how supporting
the ban will affect the community in a positive way.)
Supporting a ban on smoking outdoors in public spaces:
The Canadian Reader
June 2013
21
22
The Canadian Reader
June 2013
Name:
Date:
Canada Day
Multiple Choice
Write the letter of the best answer in the space beside each question.
1. Why is July 1 an important day in Canada's history?
a) It's a holiday.
b) It's when B.C. became a country.
c) It's Canada's birthday.
d) None of the above.
2. In Canada, what is another name for July 1?
a) Canada Day.
c) Party Time!
b) National Day.
d) None of the above.
_ 3. What kinds of events are held across Canada on July 1?
a) Parades.
c) Fireworks.
b) Picnics.
d) All of the above.
4. Where is the biggest celebration held on July 1?
a) New York.
c) Toronto.
b) Ottawa.
d) None of the above.
5. Who participates in special ceremonies on July 1?
a) American tourists.
c) New Canadians.
b) All Canadians.
d) None of the above.
As you see it, what is the importance of national
holidays? Give reasons to explain your response.
The Canadian Reader
June 2013
23
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The Canadian Reader
June 2013
The Canadian Reader
June 2013
25
26
The Canadian Reader
June 2013
The WebVoyagers in 'At the Arctic Circle!'
Lesson Plan
Before Reading:
Explain that the region north of the Arctic Circle, an imaginary line that circles the globe at 66°
32’ N, is often referred to as the ‘land of the midnight sun’ because for a period of time during the
summer, the sun never sets. Suggest the following:
• the longest day of the year, called the summer solstice, happens on or about June 21st;
• there are 24 hours of sunlight on this day;
• the number of days of continuous daylight depends on how far north of the Arctic Circle you are;
• the reverse is true on or around the winter solstice on December 21st.
You may wish to show students this region on a map, in an atlas, or online at http://images.
yourdictionary.com/images/main/A4arctic.jpg
Invite students to consider what a day with 24 hours of daylight might be like. Discuss how
humans, animals, and plants might be affected.
During Reading:
Direct students to use the text and images in the comic strip to find out more about the summer
solstice and the Arctic biome (a region with distinct plant and animal life) as they read. Encourage
them to underline or highlight important and interesting facts.
After Reading:
Ask students to complete the organizer Living in the Arctic (p. 29) to identify specific facts about
the summer solstice, the tundra and Arctic animals presented in the comic strip.
Invite students to revisit their ‘before reading’ predictions about how continuous sunlight might
affect people, animals, and plants. Then, present them with additional facts about the Arctic biome,
such as:
• it's one of the coldest, harshest biomes in the world;
• the average temperature is -12° to -6° C;
• much of the land is covered in permafrost – a layer of frozen soil and dead plants that extends
about 450 metres under the Earth’s surface;
• snow covers the ground for much of the year;
• permafrost melts during the summer and forms bogs and shallow lakes;
• the growing season is 50-60 days.
Have students copy this information onto their organizer in the 'Additional Facts About the Arctic
Biome' section.
Finally, given this new information, encourage students to draw conclusions about how humans,
animals or plants might be affected by living in the Arctic by completing the thinking stems in
the 'My Conclusions' section on page 2 of the organizer. (Note: Students may draw or write their
conclusions.)
The Canadian Reader
June 2013
27
The WebVoyagers in 'At the Arctic Circle!'
Lesson Plan
Extension:
Present the following scenario to students: Imagine you are an artist for Google. Create a new
‘Google-like Doodle’ to represent the first day of summer in the Arctic. Your doodle may be created
around the phrase: Life in the Arctic. Your doodle should be colourful and clearly represent the big
ideas around the summer solstice in this region for one of the following topics: climate, geography,
animal life, plant life.
As a class, view examples of Google Doodles representing the first day of summer, available at:
http://www.google.com/doodles/first-day-of-summer-by-takashi-murakami
http://www.google.com/doodles/first-day-of-summer-2010
http://www.google.com/doodles/first-day-of-summer-2009
http://www.google.com/doodles/first-day-of-summer-2008
Invite students to notice how the artists have captured the ‘essence of summer’ in their illustrations,
using the foreground and background to ‘tell the story’ and incorporating the letters to represent a
big idea about summer. Use these examples to generate the criteria for a powerful doodle. (Possible
criteria: A powerful doodle uses bold colours, blends the background into the word, and has pictures
that clearly represent the summer solstice in the Arctic for the given topic.)
Next, in the computer lab, have students go to the LesPlan student website at http://www.
news4youth.com. Direct them to "The Canadian Reader," then to the links listed under
‘WebVoyagers’ to research an aspect of the Arctic biome – animals, plants, geography or climate.
Have them create their own note making web, chart or outline to record their facts.
When students have finished their research, distribute strips of paper (11 x 4 ¼” works well) for
students to draw their doodle.
Post completed doodles on a bulletin board and invite the class to infer the big ideas captured in
each doodle.
28
The Canadian Reader
June 2013
Name:
Date:
The WebVoyagers in 'At the Arctic Circle!'
Living in the Arctic
Summer Solstice
Arctic Animals
•
•
•
•
•
•
•
•
Arctic Tundra
•
•
•
•
Additional Facts About the Arctic Biome
•
•
•
•
•
The Canadian Reader
June 2013
29
Name:
Date:
The WebVoyagers in 'At the Arctic Circle!'
Living in the Arctic
My Conclusions:
Given this new information about the Arctic biome, my
thinking about how humans / animals / plants (circle one)
have adapted to living in this region has:
☐ changed in a big way.
☐ changed a little.
☐ not changed at all.
I used to think that …
but now I know…
30
The Canadian Reader
June 2013
Map: Northern Canada
Completing the following map assignment will help you to better
understand the context of The WebVoyagers in 'At the Arctic Circle!':
Label the following, then colour:
Provinces and
Territories
• Yukon Territory
• Northwest
Territories
Cities
• Nunavut
• Yellowknife
• British Columbia
• Inuvik
• Alberta
• Dawson City
• Whitehorse
Salt water
• Saskatchewan
• Hudson Bay
• Manitoba
• Beaufort Sea
Other
• Arctic Ocean
• Alaska
• Pacific Ocean
• Dempster
Highway
Challenge:
The Arctic Circle is an imaginary line of latitude
that circles the globe at 66° 32’ North.
Can you draw and label the Arctic Circle on your map? Use
an atlas or other reference source to help you, if necessary.
A good map is complete, accurate, and visually appealing.
The Canadian Reader
June 2013
31
32
The Canadian Reader
June 2013
0
100
200
300
400 Kilometres
Northern
Canada
The Canadian Reader
Answer Key
Welcome to the Edible Classroom
p. 10: Benefits of School Gardens
Answers may vary but should include these facts:
Benefits for students: Eager to eat what they grow; an
opportunity to explore new tastes & textures; a chance to
eat more vegetables; an opportunity to develop questions
about growing & taking care of a garden; a practical
application for a wide variety of subjects; hands-on
learning; gives students work & volunteer experience.
Possible additional benefits: Increases motivation; may lead
to appreciation of nature & being active outdoors; builds
important life skills such as cooperation, responsibility, & a
sense of accomplishment.
Benefits for school: Provides food for the school cafeteria;
results in profits from selling surplus produce.
Possible additional benefits: Students enjoy learning so
are more likely to stay in school; influences the school’s
reputation in a positive way; promotes positive schoolcommunity relationships/partnerships; encourages teachers
to talk about how their subject areas connect/interact so
students can see the relationships; may encourage staff to
work together on a common project.
Benefits for community: Get surplus vegetables.
Possible alternative benefits: Gives community access to
locally grown, organic vegetables at a reasonable price;
creates a positive view of teens; community members
get involved in the project which builds positive schoolcommunity relationships/partnerships.
p. 8: Lesson Plan Extension (Planning a school garden)
School site recommendations: 6 hours of full sunlight; close
to water faucet; well-drained area – avoid steep slopes &
low spots; accessible to school – short walk from classroom;
secure – within sight of classrooms & neighbours, enclosed
by fences or borders of plants.
Garden plan essentials: Outdoor classroom/meeting space
in shaded area; beds of planting areas 3 m wide; community
growing area for school-wide projects/plantings; special
project area for experimenting; tool shed/storage area;
compost area; sink; greenhouse.
Return of the Blue-Green Ooze
p. 13: Cause/Effect
Answers will vary but may include:
Causes of blue-green algae bloom:
• heavy spring rain→ washes phosphorous from
fertilized fields into lake→ algae eat phosphorus→
multiply→ bloom into large masses→ spread across lake
• warm water→ creates good breeding conditions for
algae→ multiply→ bloom into large masses→ spread
across lake
The Canadian Reader
Effects of blue-green algae bloom:
• blue-green algae→causes skin irritation→limits people's
ability to swim in the lake
• blue-green algae→creates harmful bacteria in lake
water→ bacteria get into the drinking water→ water
unsafe to drink
• blue-green algae→dies→dead algae sinks & decays
at the bottom of the lake→ sucks the oxygen from the
water→ fish and plant-life die→people can't fish→tourism
industry suffers
• blue-green algae→dies→dead algae decomposes→ turns
green, smells, slimy→ affects recreational activities
p. 15: Crossword
1
2
4
A
3
P
L
H
G
A
O
A
C
S
C
I
E
N
P
O
R
S
O O M
I
S
E
T
W A
R M
U
A
I
A
E
8
5
O
T
U
T
L
E
6
H
B
R
R
7
F
I
S
H
S
I
E
T
A Breath of Fresh Air
p. 20-21: Preparing a Brief
Facts supporting the harmful effects of smoking:
• 37,000 Canadians die of tobacco-related illness each
year;
• tobacco is the leading cause of preventable death;
• ‘second-hand smoke’ contains 69 cancer-causing
chemicals;
• second-hand smoke is so toxic there are no safe levels
of exposure inside or outside;
• cigarette butts are toxic to the environment, don’t
decompose quickly & create litter.
Facts supporting benefits of smoking bans:
• protect non-smokers;
• 40% of ex-smokers in Woodstock, ON said the ban
helped them quit;
• banning cigarettes means children won’t see them so
are less likely to start smoking.
Canada Day p. 23: Multiple Choice
1. c; 2. a; 3. d; 4. b; 5. c.
June 2013
33
The Canadian Reader
Answer Key
The WebVoyagers in 'At the Arctic Circle!'
pp. 29-30: Living in the Arctic
Answers will vary. Some possible answers include:
Short growing season:
How people are affected - Access to fresh vegetables and
fruit is limited so humans have to adapt their diet to what’s
available or import what they need;
How animals are affected - Many animals hibernate or
migrate to find food.
How plants are affected - Only certain plants and flowers
will grow;
Extreme climate:
How people are affected - Humans have to insulate homes,
wear protective clothing spend more time indoors. They
have to use transportation that can cross snow/ice & bogs/
shallow lakes, such as snow mobiles & aluminum boats;
0
100
200
300
How animals are affected - Animals have physical adaptations such as layers of fur, body fat, claws, webbing
between their feet to blend into their surroundings, survive the extreme temperatures or move easily through
snow, ice & frozen ground.
How plants are affected - Only certain plants can survive the cold, dry & windy conditions; plants tend to be
short so they are less vulnerable to winds & have shallow roots so they can get moisture from the soil above
the permafrost.
Continuous sunlight or darkness:
How humans are affected - Humans have to use dark shades
to cover their windows in the summer so they can sleep &
turn more lights on during the day in the winter.
Northern
Canada
400 Kilometres
Arctic
Ocean
Beaufort Sea
Arc
ti
c Circ
Û1 le
Inuvik
Alaska
(U.S.)
Dempster
Highway
Dawson
Yukon
Territory
Nunavut
Northwest
Territories
Whitehorse
Yellowknife
Hudson
Bay
Pacific
Ocean
34
British
Columbia
Alberta
The Canadian Reader
Saskatchewan
Manitoba
June 2013
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