Ontario and Canada
Ours To Discover and Promote
Including:
From Coast to Coast
A Mapping We Will Go!
Provinces and Territories
Land Forms and Regions!
The Exchange: Goods and Services
Inquiring Minds: Research at Its Best
Canadian Products
An Integrated Unit for Grade 3/4
Written by:
Connie Colella, Sherrie Savelli, Michael Costelloe (Project Leader)
Length of Unit: approximately: 16.7 hours
September 2001
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 Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
The developers are appreciative of the suggestions and comments from teacher colleagues involved
through the internal, external and theological review.
The following organizations have supported the elementary unit project through team building and
leadership:
The Council of Directors of Ontario
The Ontario Curriculum Centre
The Ministry of Education, Curriculum and Assessment Branch
Catholic 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 Curriculum
Committees.
An Integrated Unit for Grade 3/4
Written by:
Connie Colella, Sherrie Savelli, Michael Costelloe (Project Leader)
St. Joachim
(905) 525-2930
Hamilton Wentworth Catholic District School Board
[email protected]
Based on a unit by:
Connie Colella, Sherrie Savelli, Michael Costelloe (Project Leader)
St. Joachim
(905) 525-2930
Hamilton Wentworth Catholic District School Board
[email protected]
This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province of
Ontario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share units
to help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is not
necessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educational
purpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unit
to particular commercial resources, learning materials, equipment, or technology does not reflect any official
endorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.
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Unit Overview
Ontario and Canada
Page 1
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Task Context
Canada and World Connections is the first strand in the Social Studies Curriculum. This unit, Ontario and
Canada: Ours To Discover and Promote, will focus on the individual and combined expectations found in the
grade 3 and grade 4 expectations. Within this grade 3/4 combined Ontario and Canada unit the students, with
the use of maps, will be able to identify, locate, and label Canada's provinces and territories, land forms and
physical features, and relationships between communities and provinces. Throughout this unit, they will
develop their investigative, researching, and presentation skills, culminating in a 30 minute group commercial
drama 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 Summary
The students will use and integrate the Catholic faith tradition, in the critical analysis of the arts, media and
technology, and information systems to enhance the quality of life.
The students will engage in various learning activities surrounding the following: mapping, provinces and
territories, relationships/exchanges between communities and provinces, and landforms and physical
features. 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 the
culminating 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. The
commercial will be an extension of what the students have learned in an entertaining forum, developing their
confidence and communication skills simultaneously.
In order to provide the students with the knowledge necessary to research, write, and present a commercial
the students will:
- compare and contrast urban and rural communities in Ontario, as well as focus on human and
environmental 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 other
communities, provinces, territories, and perhaps countries.
Culminating Task Assessment
The 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 each region on a map
of 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 Knowledge
Prior to beginning the unit, the teacher may want to review co-operative learning skills (group work),
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research skills (rough notes, reading for information), how to conduct searches on the Internet, and the
steps used in problem solving. Students are also encouraged to discuss the unit topic with their parents, as
Subtask 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 Teacher
Notes to Teacher
This unit will focus on both individual and combined expectations found in grade 3 Urban and Rural
Communities 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 in
throughout the unit. Teachers should read through the unit and subtask descriptions before beginning the
unit 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 the
use 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 and
World Connections, and provides activities that will cover one term. Teachers should ensure that the
assessment 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 of
the 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 and
abilities. Teachers will want to choose small group members carefully to ensure that all students' needs will
be met. Individual modifications to the unit should be considered by the classroom teacher.
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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 and
visual 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 our
bountiful and providing environment. You may want to take this opportunity to continue/strengthen the
students' development of a Catholic moral perspective.
All students should experience success within these activities. Identified students, ESL students, students
with special needs, and those receiving enrichment should have the essential motification 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, one-to-one assistance through the use of volunteers and
resource staff, etc.
We as teachers must remain sensitive to students' economic and family structures, realizing that attention to
letters 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
utmost importance.
Attention to multiple intelligences would ensure that student strengths are recognized and that there are
multi-faceted growth opportunities.
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List of Subtasks
Ontario and Canada
Subtask List Page 1
Ours To Discover and Promote An Integrated Unit for Grade 3/4
1
From Coast to Coast
In a large group discussion, the students will investigate vocabulary that they will encounter
throughout this unit. They will also brainstorm possible manufactured goods from communities/regions
and provinces/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, and the 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.
2
A Mapping We Will Go!
The students will recognize that certain colours are used on maps to indicate particular features. They
will be introduced to the various components of a map, i.e., symbols, legends. Students will also have
a chance to make and use large maps of urban and rural communities, On a map of Ontario, the grade
4 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.
3
Provinces and Territories
The 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 each
region on a map of 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.
4
Land Forms and Regions!
The students will discover the landforms and physical regions of Ontario and Canada. The grade 3
students will explore the differences between urban and rural communities through a teacher-directed
lesson. 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
in the work of others.
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List of Subtasks
Ontario and Canada
Subtask List Page 2
Ours To Discover and Promote An Integrated Unit for Grade 3/4
5
The Exchange: Goods and Services
The students will demonstrate an understanding of the exchanges/trades that occur between the
regions of Ontario. The grade 3 students will list and describe ways in which their families use the
natural environment.
The grade 4 students will identify the natural resources used to create Canadian products and the
provinces from which they came from.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively
CGE 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
contemporary society.
6
Inquiring Minds: Research at Its Best
The students will select a Canadian manufactured product that is produced (or one which they would
like to produce). Through brainstorming, discussions and research, the groups will select, create, and
present their products. The project will encompass the three modes of learning (auditory, visual, and
kinesthetic-tactile). They will use critical thinking to solve problems about their projects and to make
decisions 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
in 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.
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List of Subtasks
Ontario and Canada
Subtask List Page 3
Ours To Discover and Promote An Integrated Unit for Grade 3/4
7
Canadian Products
In the role of a design team, the students will prepare a presentation of a product that will be
advertised 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 as
follows: grocery item, wood item, minerals or fuels, toys, games, etc. The group will be responsible for
researching, designing, creating, and presenting a two- or three-dimensional model of their Canadian
manufactured product. The presentation will be in the format of a commercial, approximately five - 10
minutes long. The audience for this assignment will be prospective product buyers from supermarkets
and retail stores. The audience will consist of all students not presenting at the time. The purpose of
this presentation is to help create more knowledgeable and responsible Canadian citizens in a
Canadian perspective.
The groups will be responsible for producing:
* an initial draft of their written reports following a specific model of inquiry, including: roles taken by
members (designers, printer, presenter), product name and purpose, required materials and reasons
why 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 qualities
in the work of others.
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From Coast to Coast
Subtask 1
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
180 min.
Description
In a large group discussion, the students will investigate vocabulary that they will encounter throughout
this unit. They will also brainstorm possible manufactured goods from communities/regions and
provinces/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, and
the 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.
Expectations
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• demonstrate awareness of the possible similarities
and differences among people, places, and
environments.
– ask questions and explore a variety of means to
obtain information (e.g., concerning relationships
between the community and the environment);
– formulate questions to facilitate the gathering and
clarifying of information on study topics (e.g., effects
of physical features such as mountains, hills,
plateaus, and valleys on land use; relationships
among provinces; trade);
– investigate a cause-and-effect relationship
between the environment and the economy in a
province or territory (e.g., overfishing on the Grand
Banks);
– identify some products that Ontario sells to other
provinces or territories (e.g., nickel) and buys from
them (e.g., oil, wheat).
– use appropriate vocabulary (e.g., urban, rural, city,
town, village, environment, scale, north, south, east,
west) to describe their inquiries and observations;
– use appropriate vocabulary (e.g., regions,
Canadian Shield, Great Lakes lowlands, St.
Lawrence lowlands, Hudson Bay lowlands, interior
plains, Arctic lowlands, Cordilleras, physical features,
boundaries, province, capital, territories, natural
resources, grid, latitude, longitude) to describe their
inquiries and observations;
• identify distinguishing features of urban and rural
communities;
• organize information into short paragraphs that
contain a main idea and related details;
• write materials that show a growing ability to
express their points of view and to reflect on their
own experiences (e.g., journal notes);
• use and spell correctly the vocabulary appropriate
for this grade level;
• listen to discussions and ask questions to clarify
meaning;
– print legibly and use cursive writing.
– listen to others and stay on topic in group
discussion;
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Collaborative/cooperative Learning
Brainstorming
Direct Teaching
Assessment
Assessment Strategies
Introduction
Observation
Portfolios
Assessment Recording Devices
Anecdotal Record
Rating Scale
Rubric
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From Coast to Coast
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
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Subtask 1
180 min.
– use appropriate strategies to organize and carry
out group projects (e.g., brainstorming, summarizing,
reporting, giving and following instructions);
• communicate various types of messages, explain
some ideas and procedures, and follow the
teacher’s instructions;
Teaching / Learning
1.1 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 the
overriding 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 each
page and illustrations. See Resources section for the ISBN number and for all other available recommended
resources.
2. Tell the students that they will be participating in a word matching activity to assess what they already
know about communities. Stress that this is not a test, but rather an opportunity to recall and demonstrate
previously learned knowledge and skills.
3. Distribute the I Am Canadian sheet (BLM #1B) to the students and have them work individually, submitting
the 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 Canada
Grade 3/4 Combined Activity
1. Read the stories suggested in the resources or another selected resource to the students to provide them
with the required knowledge of Canadian product. Discuss the contents of the selections with the students
to 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. See
Resources 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 some
examples of items that are made in Ontario/Canada and sold to other provinces and territories. Using the four
various types of industries listed above as a reference guide, have the students brainstorm the names of
some 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 how
they use their environment in their daily lives (e.g., walks to parks, growing food, etc.).
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From Coast to Coast
Subtask 1
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
180 min.
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) when
completed.
1.4 Canadian Products in the Making: Introduction to Culminating Task, Rubric and Parent
Letter Combined Activity
1. Hand out the Parent/Guardian Letter (BLM #1D) and Canadian Products in the Making Note (BLM #1E) as a
package to the students. Read aloud to the students, explaining what is expected. Answer any questions
and concerns at this point to ensure clarification of what is expected. Have students take this package
home, returning only the portion signed by the parent/guardian indicating understanding of what is expected
and 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 in
such 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 proper
behaviour expected while using the Internet. See Subtask Notes for further explanations.
Adaptations
1. All students should experience success within these activities. (Identified students, ESL students, special
needs 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 to
letters 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 utmost
importance.
Resources
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
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From Coast to Coast
Subtask 1
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
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
180 min.
Various books on Ontario and Canada
Chart Paper
4
Markers, Pencils, Crayons
File Folder
Notes to Teacher
Charts that are developed during this activity should be accessible to students throughout the unit. Posting
them somewhere in the classroom is advised.
Whenever students have access to CD-ROMS, Internet, videos, films, etc., cautionary statements and prior
knowledge are crucial. Please take time to read over the information provided regarding Internet use and
stress the importance of behaving Christ-like in our actions and following the teachings of our Roman
Catholic faith in respecting the rights of others. Critical examination of the contents should be performed on
a regular basis to prevent any inappropriate use of the Internet and its various Web sites. You may also
want to send a permission letter home at the start of this unit, to ensure that parents/guardians are aware
that 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 for
growing 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 a
note to be signed and returned. Understanding of expectations may not be clear to some
parents/guardians, and further explanations may be required for some students.
Teacher Reflections
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A Mapping We Will Go!
Subtask 2
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
Description
The students will recognize that certain colours are used on maps to indicate particular features. They
will be introduced to the various components of a map, i.e., symbols, legends. Students will also have a
chance to make and use large maps of urban and rural communities, On a map of Ontario, the grade 4
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.
Expectations
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– make and use large maps of rural and urban
communities, using familiar units of measure (e.g.,
centimetre, metre, kilometre);
– consult map legends when looking for selected
features (e.g., H/hospital);
– recognize that different colours on maps indicate
different things (e.g., different colours are used for
different countries).
– identify Ottawa as the capital of Canada;
– 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;
– use cardinal and intermediate directions,
non-pictorial symbols, and colour on a map to locate
and describe physical regions;
– use pictorial symbols to represent natural
resources on a map;
– use number and letter grids to locate places on
base maps and road maps, and in atlases;
– use latitude and longitude to describe location;
– utilize special purpose maps (e.g., contour,
climatic, physical feature maps);
– create sketch maps of familiar places, using
symbols for places and routes.
– locate on a map community boundaries and
adjacent communities (e.g., towns, counties) within
a region;
– use appropriate vocabulary (e.g., urban, rural, city,
town, village, environment, scale, north, south, east,
west) to describe their inquiries and observations;
– print legibly and begin to use cursive writing.
– accurately use titles and subheadings as
organizers;
• 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;
• use correctly vocabulary and art terminology
associated with the specific expectations for this
grade.
– produce two- and three-dimensional works of art
(i.e., works involving media and techniques used in
drawing, painting, sculpting, printmaking) that
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Direct Teaching
Advance Organizer
Map Making
Assessment
Assessment Strategies
Exhibition/demonstration
Observation
Questions And Answers (oral)
Performance Task
Assessment Recording Devices
Checklist
Rubric
Anecdotal Record
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A Mapping We Will Go!
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 2
120 min.
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 of printmaking);
– recognize and name the warm (red, orange,
yellow) and cool (purple, green, blue) colours, and
describe their emotional impact (e.g., a warm colour
scheme may make people feel warmer);
– identify characteristics of a variety of lines (e.g.,
thick, thin, broken, dotted);
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Teaching / Learning
2.1 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 students
locate 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 cardinal
and intermediate directions on the map.
4. Referring back to the atlas, and using Ontario as a point of reference, ask the students to verbally provide
names 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 students
up to the front, using the large wall map and doing some group examples together. At their seats, have the
students turn to a preselected map of Ontario or Canada. Call out various coordinates and determine if the
students can locate that particular city. You may choose at this point to pair the students and have them test
each other by locating cities using coordinates.
6. If you feel the students have successfully grasped the above concepts you may want to move ahead to
longitude and latitude. Repeat step #4 above.
7. While students are engaged in paired activity, walk around the room quietly using observation, anecdotal
record 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 the
different provinces, territories, land forms, water systems, and regions. Ask the students to peruse the atlas
noticing 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 the
atlas as a source of information ask the grade 3 students to consult the map legend for correct colour
schemes and to colour the map of Canada accordingly. Insert the completed activities into the file folders
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A Mapping We Will Go!
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 2
120 min.
(portfolios).
Grade 4
1. Distribute an Ontario Map (BLM #2C) and an atlas to each student. Using the atlas as a reference, ask the
grade 4 students to locate and label the following places on their map of Ontario.
a).
b).
c).
d).
e).
f).
g).
h).
i).
Ottawa (Capital of Canada)
The Great Lakes (Lake Superior, Lake Michigan, Lake Ontario, Lake Erie, Lake Huron)
Georgian Bay
Hudson Bay
James Bay
The St. Lawrence Seaway
Your city or town
Boundaries of ...?
Lake St. Clair
Ask students to refer to their Map Checklist (BLM #2D) to ensure that they have completed all requirements of
the 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 is
usually 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 on
the 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. They
will then create legends with their own symbols. The symbols will be drawn, colored, cut out, and glued onto
a piece of manilla tag paper, creating a community map. The community map must include the following: the
student'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 and
clarification when needed. It is suggested that notes of assistance and records of modification be kept for
assessment purposes.
2.4 Pictorial Legend: Natural Resources
Combined 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 are
items that are found in nature that people find useful, e.g., gold, nickel and oil. Natural resources are found in
various landforms or different earth surfaces such as mountains, plains, and valleys. Discuss how
landforms are directly related to the specific resources found, e.g., the Great Lakes would not be good for
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A Mapping We Will Go!
Subtask 2
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
mining.
3. Ask the students to complete the pictorial legends independently, by drawing a picture of the various
resources and indicating where and/or what landform this natural resource would belong to. Insert the
completed activities into the portfolios. Use the Natural Resources Rating Scale (BLM #2H) to evaluate this
activity, reviewing it with the students ahead of time.
Adaptations
A further subtask/extension could incorporate activities that would affirm the diversity and interdependence of the
world'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 needs
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 of workload,
repetition of instruction, peer assistance, or one-to-one assistance throughout the use of volunteers, resource
staff, etc.
Resources
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
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A Mapping We Will Go!
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 2
120 min.
Notes to Teacher
For the combined activity 2.1 it is important to pair up students requiring assistance with other independent
learners. Allow them to work co-operatively in a team setting, sharing and exchanging ideas and answers. For
step #6 allow your anecdotal records to reflect the individual learner. If assistance/team work is required then
mark accordingly.
Although several activities may appear closed, including expected answer tasks, students may be encouraged
to 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
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Provinces and Territories
Subtask 3
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
Description
The 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 each region on a
map of 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.
Expectations
3z45
– identify the Canadian provinces, territories, and
their capitals on a map;
• identify how different regions are interdependent
(e.g., with respect to their economies or
governments);
– demonstrate an understanding of how provincial
governments are elected;
– identify the levels (legislative, executive, and
judicial) of provincial government;
– demonstrate an understanding of the
characteristics of the provinces;
– identify ways in which the provincial government is
involved in provision of services (e.g., provision of
funding for education, highway repair, health care).
– consult map legends when looking for selected
features (e.g., H/hospital);
– locate and label provinces, territories, and capital
cities within each region on a map of Canada;
– identify symbols used to outline boundaries
(international, national, provincial);
– sort and classify information about communities to
identify issues, solve problems, and make decisions;
– describe ways in which they and their families use
the natural environment (e.g., playing in the park,
growing food);
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Groupings
Students Working Individually
Students Working In Small Groups
Teaching / Learning Strategies
Collaborative/cooperative Learning
Direct Teaching
Oral Explanation
Assessment
Assessment Strategies
Assessment Recording Devices
Teaching / Learning
Provinces 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 to
label their blank maps of Canada with the provinces and the territories. Orally review the checklist, outlining
the expectations for each level of performance. They may use an atlas or the large wall map as reference if
required. The Teacher Answer Key (BLM #3C) is included.
2. The completed activity must be placed into the file folders (portfolios)
Grade 4
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Provinces and Territories
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 3
120 min.
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 level
of performance. Ask the students to carefully check over their work by making sure they have correctly
labeled the places listed.
2. Instruct all students to submit their maps for assessment purposes. Walk around the room, providing
assistance and clarification when needed. It is suggested that notes of assistance and records of
modification 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 answer
them. 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 legislative
level, the executive level, and the judicial level. The students learn about these three levels of government by
participating 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 she
will 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 the
assigned level of government.
3. They will then take turns presenting in their small groups what they have learned about the level of
government. 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) to
assess 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 a
community/city/province/territory of their choice. Have them co-operatively complete the Community Brochure
(BLM #3I).
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Provinces and Territories
Subtask 3
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
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 or
leaders 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 work
to 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).
Adaptations
1. An extension of the community brochure/study of municipal duties could be used to further explore the Roman
Catholic 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, and
resource 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 local
government on the country from where he/she came from, if possible. Allow that student to share his or her work
with others, developing both confidence and tolerance in others, just as God has taught us to behave.
Resources
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
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Provinces and Territories
Subtask 3
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Ministry Match 3.3 BLM #3L
120 min.
BLM 3.3 3L.cwk
Notes to Teacher
The inquiry guide can be adapted/expanded to include higher order questions. The natural progression from
knowledge/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 the
province/country.
Although several activities may appear closed, including expected answer tasks, students may be encouraged
to 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
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Land Forms and Regions!
Subtask 4
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
Description
The students will discover the landforms and physical regions of Ontario and Canada. The grade 3
students will explore the differences between urban and rural communities through a teacher-directed
lesson. 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 in
the work of others.
Expectations
3z34
3z31
3z35
3z49
4z22
4z26
4z28
4z27
4z29
4z31
4z32
4z25
– demonstrate an understanding of the
characteristics (e.g., with respect to land use,
transportation, physical features, population,
buildings) of urban (industrial, residential,
commercial) communities;
• identify distinguishing features of urban and rural
communities;
– 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;
– compare the characteristics of their community to
those of a different community (e.g., with respect to
density, services, recreation);
• describe the distinguishing physical features of
regions within the provinces and territories;
– identify and describe the main features of a river
system (e.g., mouth, source, tributary, branch, delta,
flow);
– identify Ontario’s major natural resources and their
uses (e.g., water for hydroelectricity and recreation);
– demonstrate an understanding of the significance
of the St. Lawrence River and the Great Lakes
systems (e.g., for transportation, industry,
recreation);
– identify and describe types of communities in each
physical region of Ontario (e.g., forestry and mining
communities in the Canadian Shield region, fishing
and hunting communities in the Hudson Bay
lowlands);
– identify the physical regions of Canada
(Appalachians, Hudson Bay lowlands, Arctic
lowlands, Great Lakes/St. Lawrence lowlands,
interior plains, Cordilleras);
– describe and compare the physical environments
of these regions (e.g., with respect to land-forms);
– identify the characteristics of the physical regions
of Ontario (e.g., Canadian Shield, Great Lakes/St.
Lawrence lowlands, Hudson Bay lowlands);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Brainstorming
Classifying
Collaborative/cooperative Learning
Direct Teaching
Homework
Research
Model Making
Map Making
Assessment
Assessment Strategies
Observation
Select Response
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
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Land Forms and Regions!
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
4z49
3a23
3a35
3a33
3e32
3e53
4a43
4a45
4a35
4a37
4a38
Subtask 4
120 min.
– locate and label the physical regions of Canada
on a map;
• 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;
– identify and explain the specific choices they
made in planning, producing, and displaying their
own art work (e.g., the choices of subject matter,
colours, location for display);
– solve artistic problems in their art works, using at
least three of the elements of design specified for
this grade (e.g., describe why they placed objects in
the foreground, middle ground, or background);
• 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;
• talk about characters and situations in stories, and
information and ideas in non-fiction materials;
– 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 of printmaking);
– identify strengths and areas for improvement in
their own work and that of others.
– identify monochromatic colour schemes (i.e., tints
and shades of one colour);
– demonstrate awareness that the overlapping of
shapes is one way of creating the illusion of depth;
– distinguish between relief and free-standing
Teaching / Learning
Land 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 present
what rural and urban communities look like. It would be helpful to mount and laminate these pictures on either
bristol board or construction paper (these will keep for future use). Use two colours one to represent the
country and one to represent the city. Have these pictures posted in your room so the students can use
these 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 good
research site and/or lesson during computer-lab time).
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Land Forms and Regions!
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 4
120 min.
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 one
coloured 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, Country
Mouse by Jan Brett.
2. Upon completion of this book, place students in your preselected groups, giving them one piece of chart
paper and one coloured marker. The students decide among themselves who the two recorders and the
presenter will be. Instruct the students to divide the paper into two columns and print the headings: City and
Country.
3. For the written component, students compare the country vs. the city and track these differences in the
appropriate columns. After they have finished writing about the story, instruct the students as a group to
record observations they have noticed in their lives in relation to the city and country. i.e. "the city has large
cement 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 each
student. This activity sheet is completed as homework and handed in for assessment. Make sure the
students understand the meaning of the terms "urban" and "rural."
4.4. Urban Vs. Rural Community Montage
Grade 4 Activity
1. Divide the students into groups of four. Distribute a variety of magazine, travel brochure, and/or
newspaper clippings to each group. Instruct the students to divide the chart paper into half and label one half
Rural Community and the other half Urban Community. The students then cut and paste a variety of pictures
under the appropriate headings. Observation during this group work period should be recorded in anecdotal
notes.
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.
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Land Forms and Regions!
Subtask 4
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
* how non-pictorial symbols and colour on a map are used to locate and describe physical regions and
places.
* 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 natural
resources and create a legend for both. This map should have a direction indicator (compass rose) and a
legend to display each of the regions. BLM #4D provides the student with the necessary information to
complete 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 reference
guide in completing BLM #4E. As a class, read through the physical regions and their descriptions. Provide a
question 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 natural
resources, 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 of
roughly 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 a
teacher-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. Lawrence
Seaway. 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.
Adaptations
Adaptation
For students who need more conceptual assistance with BLM #4A and #4B, provide the activities on chart
paper as a reference.
All students should experience success within these activities. Identified students, ESL students, special
needs 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 of workload, repetition of instruction, peer assistance, or one-to-one assistance through the use of
volunteers, and resource staff.
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Land Forms and Regions!
Subtask 4
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
120 min.
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 4.5
BLM #4C
Physical Regions of Ontario Subtask 4.5
BLM #4D
Physical Regions and Natural Resources
Subtask 4.5 BLM #4E
Physical Regions of Canada Subtask 4.6
BLM #4F
Anatomy of a River Subtask 4.6 BLM #4G
BLM 4c.cwk
St. Lawrence Seaway 4.4 BLM #4H
BLM 4.6 4H.cwk
Country Mouse, City Mouse
Jan Brett
BLM 4D.cwk
BLM 4E.cwk
BLM 4.6 4F.cwk
BLM 4.6 4.cwk
Laminate
Coloured Construction Paper
Various Magazines, Brochures,
Newpapers
Chart Paper
1
Coloured Markers
1
Canadian Wall Map
Notes to Teacher
Note: Teachers should determine materials available and make substitutions when necessary. If modelling
clay is not available you can substitute papier mache for the construction of the model. If making papier
mache 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 not
required for the recipe to turn out).
Teacher Reflections
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The Exchange: Goods and Services
Subtask 5
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
160 min.
Description
The students will demonstrate an understanding of the exchanges/trades that occur between the regions
of Ontario. The grade 3 students will list and describe ways in which their families use the natural
environment.
The grade 4 students will identify the natural resources used to create Canadian products and the
provinces from which they came from.
Catholic Graduate Expectations:
CGE 2b - reads, understands and uses written materials effectively
CGE 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 contemporary
society.
Expectations
3z32
3z36
3z40
3z48
3z51
4z30
4z33
4z34
4z56
• describe some possible relationships between
communities and natural environments;
– describe the interaction between people and the
environment (e.g., dependence on nature for food,
water, energy);
– 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);
– describe ways in which they and their families use
the natural environment (e.g., playing in the park,
growing food);
– identify some products that Ontario sells to other
provinces or territories (e.g., nickel) and buys from
them (e.g., oil, wheat).
– demonstrate an understanding of the exchanges
that occur between the regions of Ontario (e.g., fruit
from the Niagara Peninsula, nickel from Sudbury,
vehicles from Oshawa);
– identify the natural resources necessary to create
Canadian products and the provinces from which
they originate (e.g., trees/furniture/Ontario);
– demonstrate an understanding of the exchanges
that occur between provinces (e.g., potatoes from
P.E.I., fish from B.C., grain from Saskatchewan);
– 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);
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Direct Teaching
Collaborative/cooperative Learning
Visualisation
Think / Pair / Share
Technology
Research
Oral Explanation
Map Making
Inquiry
Directed Reading-thinking Activity
Assessment
Assessment Strategies
Classroom Presentation
Exhibition/demonstration
Observation
Questions And Answers (oral)
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
Subtask 5
5.1 The Canadian Exchange: Goods and Services
Before you begin this activity locate the following videos: Natural Resources, 100% Educational Videos and
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The Exchange: Goods and Services
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 5
160 min.
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-operatively
brainstorm and record the relationship we as people have with our environment. Remind the students that all
answers (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 Environment
and How Could We Live Without Our Environment? Upon completion of this activity post all charts and ask
each 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 the
following 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 Shield
The Great Lakes/St. Lawrence Lowlands
The 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 from
the 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 findings
neatly 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 the
groups' 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 an
overhead and coloured transparency markers. If space is available, draw a large board-sized map on
Ontario, as information for the next activity will be recorded on it. If this is not possible due to limited board
space, 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 the
province/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 group
researches through books, Web sites (this can be done with the aid of the teacher-librarian), and their
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The Exchange: Goods and Services
Subtask 5
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
160 min.
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) to
create 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 and
assessment 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 the
role 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 and
you are from Nova Scotia, etc). Every student should have the opportunity to play. If you run out of time
continue with the next student when the game resumes. Students should be reminded to play co-operatively
and 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 is
from.
4. The game should continue until everyone has had the opportunity to play.
Adaptations
Identified students, ESL students, special needs 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 of workload, repetition of instruction, peer assistance, one-to-one
assistance through the use of volunteers, and resource staff.
Resources
Physical regions and Resources of
Ontario Subtask 5.2 BLM #5H
Map of Canada Subtask 5.3 BLM #5G
BLM 5H.cwk
Natural Resources
100% Educational Videos
What's a Natural Resources
Omega Films
BLM 5G.cwk
Overhead Transparency
Coloured Transparency markers
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The Exchange: Goods and Services
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 5
160 min.
Notes to Teacher
Dependence on the environment could be further illustrated through awareness of manufactured productivity
and environmental issues (recycling and packaging).
Teacher Reflections
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-22
Inquiring Minds: Research at Its Best
Subtask 6
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
100 min.
Description
The students will select a Canadian manufactured product that is produced (or one which they would like
to produce). Through brainstorming, discussions and research, the groups will select, create, and
present their products. The project will encompass the three modes of learning (auditory, visual, and
kinesthetic-tactile). They will use critical thinking to solve problems about their projects and to make
decisions 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 in
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.
Expectations
3z41
3z39
3z51
3z40
3z42
3z43
4z42
4z43
4z41
– sort and classify information about communities to
identify issues, solve problems, and make decisions;
– ask questions and explore a variety of means to
obtain information (e.g., concerning relationships
between the community and the environment);
– identify some products that Ontario sells to other
provinces or territories (e.g., nickel) and buys from
them (e.g., oil, wheat).
– 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);
– construct and read graphs, charts, diagrams,
maps, and models for specific purposes (e.g., to
describe a community and its environment);
– communicate information (e.g., concerning the
comparison of urban and rural communities), using
media works, oral presentations, written notes and
descriptions, drawings, tables, charts, maps, and
graphs.
– sort and classify information to identify issues,
solve problems, and make decisions;
– construct and read a wide variety of graphs,
charts, diagrams, maps, and models for specific
purposes (e.g., to determine physical features, area
of regions, size of populations, types of
communities, land-forms, climate);
– locate key information about natural resources
and their uses (e.g., within the regions of Ontario
and Canada) from primary sources (e.g., interviews,
classroom visitors, class trips) and secondary
sources (e.g., maps,illustrations, print materials,
Groupings
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Brainstorming
Buddy System
Collaborative/cooperative Learning
Decision-making Models
Discussion
Field Trip
Homework
Ideal Problem Solving Strategy
Memorizing
Model Making
Note-making
Oral Explanation
Rehearsal / Repetition / Practice
Research
Role Playing
Technology
Visualisation
Working With Manipulatives
Assessment
Assessment Strategies
Classroom Presentation
Exhibition/demonstration
Observation
Questions And Answers (oral)
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Inquiring Minds: Research at Its Best
Subtask 6
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
4z44
4z30
4z33
4z34
3a34
3a35
4a31
videos, and CD-ROMs);
– communicate information about regions, using
media works, oral presentations, written notes and
descriptions, drawings, tables, charts, maps, and
graphs.
– demonstrate an understanding of the exchanges
that occur between the regions of Ontario (e.g., fruit
from the Niagara Peninsula, nickel from Sudbury,
vehicles from Oshawa);
– identify the natural resources necessary to create
Canadian products and the provinces from which
they originate (e.g., trees/furniture/Ontario);
– demonstrate an understanding of the exchanges
that occur between provinces (e.g., potatoes from
P.E.I., fish from B.C., grain from Saskatchewan);
– 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 mural in a
group interpreting a Native legend through colour,
shape, and line);
– identify and explain the specific choices they
made in planning, producing, and displaying their
own art work (e.g., the choices of subject matter,
colours, location for display);
• produce two- and three-dimensional works of art
that communicate ideas (thoughts, feelings,
experiences) for specific purposes and to specific
audiences;
100 min.
Conference
Assessment Recording Devices
Anecdotal Record
Teaching / Learning
6.1 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 of
precut design, packaging, and marketing.
2. This excursion provides an opportunity for students to visually collect information that may be necessary
when 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 information
written on charts and posted in the classroom.
* A manufactured product is one in which ingredients/materials have been put together to create something
that we can consume and/or use in our daily lives (e.g., a kitchen furniture set created from trees from the
province of Ontario, jam and preserves made from fruit from the Niagara Fruit Belt and Essex County. Auto
production from Windsor, Mississauga, Ingersol and St. Thomas). Brainstorm some possible manufactured
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Inquiring Minds: Research at Its Best
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 6
100 min.
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 often
specify 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 and
present their product.
- Students select the recorder, the creator of the product, the writer for the written report, and the presenter
for the oral presentation.
Adaptations
All students should experience success within these activities, Identified students, ESL students, special
needs 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 of workload, repetition of instruction, peer assistance, or one-to-one assistance through the use of
volunteers 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 a
manufactured product."
Resources
Notes to Teacher
Note: Before beginning this activity you should be aware of your community and plan an excursion from
there. Note that not all communities have access to the same opportunities as other communities. Plan your
excursion accordingly.
Teacher Reflections
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Canadian Products
Subtask 7
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
200 min.
Description
In the role of a design team, the students will prepare a presentation of a product that will be advertised
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 as follows:
grocery item, wood item, minerals or fuels, toys, games, etc. The group will be responsible for
researching, designing, creating, and presenting a two- or three-dimensional model of their Canadian
manufactured product. The presentation will be in the format of a commercial, approximately five - 10
minutes long. The audience for this assignment will be prospective product buyers from supermarkets
and retail stores. The audience will consist of all students not presenting at the time. The purpose of this
presentation is to help create more knowledgeable and responsible Canadian citizens in a Canadian
perspective.
The groups will be responsible for producing:
* an initial draft of their written reports following a specific model of inquiry, including: roles taken by
members (designers, printer, presenter), product name and purpose, required materials and reasons why
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 qualities in
the work of others.
Expectations
3z51
3z43
4z41
4z42
4z44
– identify some products that Ontario sells to other
provinces or territories (e.g., nickel) and buys from
them (e.g., oil, wheat).
– communicate information (e.g., concerning the
comparison of urban and rural communities), using
media works, oral presentations, written notes and
descriptions, drawings, tables, charts, maps, and
graphs.
– locate key information about natural resources
and their uses (e.g., within the regions of Ontario
and Canada) from primary sources (e.g., interviews,
classroom visitors, class trips) and secondary
sources (e.g., maps,illustrations, print materials,
videos, and CD-ROMs);
– sort and classify information to identify issues,
solve problems, and make decisions;
– communicate information about regions, using
media works, oral presentations, written notes and
descriptions, drawings, tables, charts, maps, and
graphs.
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Collaborative/cooperative Learning
Inquiry
Model Making
Research
Simulation
Assessment
Assessment Strategies
Classroom Presentation
Exhibition/demonstration
Observation
Performance Task
Assessment Recording Devices
Anecdotal Record
Checklist
Rating Scale
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-26
Canadian Products
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Subtask 7
200 min.
Teaching / Learning
Canadian 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. Each
group is given approximately 10 - 15 minutes to present its commercial in front of peers, who are in role as
consumers/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-evaluation
of the commercial.
2. Students are asked to evaluate the performing group's commercial using BLM #7A. Have the students
circle 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. To
ensure fairness and sensitivity to others each student is asked to keep his or her constructive comments
Christian-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 for
evaluation and report card purposes.
Adaptations
1. To extend and further develop this subtask, you may chose to have the class dramatize a comparison of
products used in Jesus' time and products used now. The criteria could be to produce or promote a Catholic belief
resource 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 the
students/changes in activities.
4. All students should experience success within these activities. Identified students, ESL students, special
needs 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 of
workload, repetition of instruction, peer assistance, or one-to-one assistance through use of volunteers and
resource staff.
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-27
Canadian Products
Subtask 7
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
200 min.
Resources
Oral 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 Teacher
1. This is an excellent time to personally reflect on the Gifts we have bestowed as witnessed through our
bountiful and providing environment. You may want to take this opportunity to continue/strengthen the
students' development of a Catholic moral perspective.
2. The culminating task demands a creative demonstration of learning; attention to gender equality throughout
the 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 our
diversity of cultures, likes, dislikes, and needs.
Teacher Reflections
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Appendices
Ontario and Canada
Ours To Discover and Promote
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:16 AM
Resource List
Page 1
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Blackline Master / File
Oral Presentation Evaluation 7.2 BLM #7A
BLM 7.2 7A.cwk
ST 7
Our Government 3.2 BLM #3F
BLM 3.2 3F.cwk
ST 3
Anatomy of a River Subtask 4.6 BLM #4G
BLM 4.6 4.cwk
ST 4
Parent Letter 1.4 BLM #1D
BLM 1.5 1D.cwk
ST 1
Answer Key 3.1 BLM #3C
BLM 3C.cwk
ST 3
Peer/Group Evaluation 7.4 BLM #7D
BLM 7D.cwk
ST 7
Canadian Product Evaluation 7.3 BLM #7B
BLM 7.3 7B.cwk
ST 7
ST 4
Canadian Products 1.4 BLM #1E
BLM 1.4 1E.cwk
ST 1
Physical Regions and Natural Resources
Subtask 4.5 BLM #4E
BLM 4E.cwk
ST 5
Community Brochure
BLM 3I.cwk
ST 3
Physical regions and Resources of Ontario
Subtask 5.2 BLM #5H
BLM 5H.cwk
Community Questions 3.2 BLM #3E
BLM 3.2 3.cwk
ST 3
Physical Regions of Canada Subtask 4.6 BLM
#4F
BLM 4.6 4F.cwk
ST 4
Group Evaluation by Teacher 7.4 BLM #7E
BLM 7.4 7E.cwk
ST 7
ST 4
I am Canadian 1.2 BLM #1B
BLM 1.2 1B.cwk
ST 1
Physical Regions of Ontario Subtask 4.5 BLM
#4C
BLM 4c.cwk
ST 3
Physical Regions of Ontario Subtask 4.5 BLM
#4D
BLM 4D.cwk
ST 4
Inquiry Guide 3.2 BLM #3G
BLM 3.2 3G.cwk
Map Checklist 2.2 BLM #2D
BLM 2.2 2d.cwk
ST 2
Prayer BLM #1G
BLM 1G.cwk
ST 1
Map Checklist 3.1 BLM #3B
BLM 3b.cwk
ST 3
Rural Community Subtask 4.3 BLM #4B
BLM 4.3 4B.cwk
ST 4
Map Checklist 3.1 BLM #3D
BLM 3d.cwk
ST 3
Self-Evaluation 7.4 BLM #7C
BLM 7.4 7C.cwk
ST 7
Map Legend 2.3 BLM #2E
BLM 2E.cwk
ST 2
St. Lawrence Seaway 4.4 BLM #4H
BLM 4.6 4H.cwk
ST 4
Map of Canada 2.1 BLM #2A
BLM 2A.cwk
ST 2
Teacher's Guide to the Internet 1.4 BLM #1E
BLM 1H.cwk
ST 1
Map of Canada 2.2 BLM #2B
BLM 2B.cwk
ST 2
Urban Community Subtask 4.3 BLM #4A
BLM 4.3 4A.cwk
ST 4
Map of Canada 3.1 BLM #3A
BLM 3A.cwk
ST 3
We're Connected 1.3 BLM #1C
BLM 1 C.cwk
ST 1
Map of Canada Subtask 5.3 BLM #5G
BLM 5G.cwk
ST 5
Map of Ontario 2.2 BLM #2C
BLM 2c.cwk
ST 2
Map Scale 2.3 BLM #2F
BLM 2F.cwk
ST 2
Ministry Match 3.3 BLM 3K
BLM 3.3 3K.cwk
ST 3
Ministry Match 3.3 BLM #3L
BLM 3.3 3L.cwk
ST 3
Natural Resources 2.4 BLM #2G
BLM 2G.cwk
ST 2
Natural Resources Scale 2.4 BLM #2H
BLM 2.4 2.cwk
ST 2
Ontario and Canada 1.1 BLM 1A
BLM 1A.cwk
ST 1
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Resource List
Page 2
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
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 Town
Peter and Connie Roop
157572128-7
Unit
All God's Children- A Book of Prayers
Lee Bennett Hopkins
0-15-201499-3
Unit
Atlas
ST 2
Atlas of Social Issues
Alisdair Rogers
0-8160-2024-8
Unit
Bible Atlas
E. Wilson and S. Lloyd Jones
0-7847-0080-x
Unit
Bible Stories
Annabel Shilson-Thomas
0-14-054897-1
Unit
Canada
Gareth Stevens
ST 1
Canada, the people
Bobbie Kalman
0-86505-218-2
Unit
Country Mouse, City Mouse
Jan Brett
ST 4
Cultures in Canada
Norman Buchignani and Joan Engel
3-0006-00000439-1
Unit
Discover Canada
Bill MacDonald
ST 1
Discover Ontario
Bill MacDonald
ST 1
Festivals of the World
Gareth Stevens
0-8368-1680-3
Unit
Global Links -Connecting Canada
Robert Kolpin
0-19-541333-4
Unit
God Speaks to Us in Water Stories
MaryAnn Getty-Sullivan
0-8146-2364-6
Unit
Journey Across Canada
Various Titles
ST 1
Kids Book Of Canada
Greenwood
ST 1
Me and My World
Alexandra Parsons
0-531-14375-9
Unit
One Is Canada
Maxine Trottier
ST 1
Thanksgiving Day In Canada
Krys Val Lewicki
0-929141-18-0
Unit
The Canadian Junior Green Guide
Teri Degler
0-7710-7157-4
Unit
The Christian World
Allan Brown
0-7500-1195-5
Unit
The Good Samartan
Catherine Storr
0-8172-1988-9
Unit
The People Atlas
Philip Steele
0-19-520846-3
Unit
Various books on Ontario and Canada
ST 1
Waterways to the Great Lakes
Harry Beckett
0-86593-529-7
Unit
We Can Get Along
Lauren Murphy Payne
1-57542-013-9
Unit
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-2
Resource List
Page 3
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Media
Equipment / Manipulative
Natural Resources
100% Educational Videos
ST 5
What's a Natural Resources
Omega Films
ST 5
File Folder
ST 1
Made in Canada Reference Chart
ST 2
Parent Community
Website
Unit
A Look at Ontario
http://candan.gc.ca
Unit
Grocery or Department Store
Local School Area
Government of Canada
http://canada.gc.ca
Unit
Guest Speakers i.e. Municipal Planning
Department
City Hall
Unit
Learn the Net
http://www.learnthenet.com
Unit
Parent Volunteers
Unit
website by name
http://
Unit
Parish Priest or Religious Team Leaders
Unit
Material
Canadian Wall Map
ST 4
Chart Paper
4
ST 1
Chart Paper
1
ST 4
Coloured Construction Paper
ST 4
Coloured Markers
1
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
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-3
Unit
Subtask 1.1 BLM 1A
Ontario and Canada:
Ours To Discover
and Promote
Name ________________________
Subtask 1.3 BLM 1C
“We’re All Connected”
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.
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.
* Mining town: Cobalt, Sudbury
* 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).
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.
* Forestry town: Marathon
* Tourist city/town: Niagara Falls, Toronto
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 God
is at work in them all. The gifts of the Spirit granted
to 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 1E
CANADIAN 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)
Subtask 2.1 BLM #2A
Map of Canada
Subtask 2.1 BLM #2B
Map of Canada
Legend
AB
BC
MAN
SASK
ONT
PQ
NB
Light Blue
Orange
Light Brown
Dark Blue
Pink
Light Purple
Red
NFLD Grey
PEI
Light Green
NS
Dark Purple
NWT Dark Green
NUV Yellow
YT Dark Brown
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
_____Ottawa
_____Lake Superior
_____Lake Michigan
_____Lake Huron
_____Lake Erie
_____
Lake Ontario
_____Georgian Bay
_____Hudson Bay
_____James Bay
_____St. Lawrence Seaway
_____Niagara Escarpment
_____Lake St. Clair
______________________
______________________
_____________________
______________________
______________________
To assign a level of performance, consider the following descriptors:
Level 1 - completes task with assistance and with major errors/omissions
Level 2 - completes taks with some assitance and with some minor errors
Level 3 - completes taks independently and with few minor errors
Level 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
house
church
store
trees
road
library
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
km
l ________________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)
NoneIncomplete
0
1
Complete
Thorough
2
3
4
Legend/Labels:
(Symbol/features identified
by legend or labels)
NoneIncomplete
0
1
Complete
Thorough
2
3
4
Printing: (labels neatly
printed and easy to read)
NoneIncomplete
1
2
Complete
3
Informative: (all
information is included,
correct and easily
understood)
NoneIncomplete
0
1
Complete
Thorough
2
3
4
NoneIncomplete
0
1
Complete
Thorough
2
3
4
Overall Appearance
(neatness, care in
drawing, use of colour, use
of space)
Thorough
4
0
Subtask 2.3 BLM 2G
Pictorial Legend: Natural Resources - Grade 3
Draw 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
Title: (clearly states
contents of product)
Rating
0
Incomplete
1
2
Legend/Labels:
(symbol/features
identified by legend
or labels)
None
0
1
Incomplete
2
3
Complete
4
Printing: (labels
neatly printed and
easy to read)
None
0
1
Incomplete
2
3
Complete
4
Informative: (all
information is
included, correct,
and easily understood
None
0
1
Incomplete
2
3
Complete
4
0
Incomplete
1
2
Overall Appearance
(neatness, care in
drawing, use of
colour, use of space)
None
None
Complete
3
Complete
3
4
4
Subtask 3.1 BLM#3A
Map of Canada
Subtask 3.1 BLM 3b
MAP OF CANADA - CHECKLIST
Name: _________________________
Date: __________________________
The student has correctly located and labelled:
Provinces
Capital Cities
[
] British Columbia
[
] Victoria
[
[
] Alberta
[
] Edmonton
[ ] Yellowknife
[
] Saskatchewan
[
] Regina
[ ] Iqualuit
[
] Manitoba
[
] Winnipeg
[ ] Ottawa
[
] Ontario
[
]Toronto
[
] Quebec
[
] Quebec City
[
] New Brunswick
[ ] Fredericton
[
] Prince Edward Island
[
[
] Yukon Territory
[ ] St. John
[
] Nunavut
[ ] Charlottetown
] Halifax
] Whitehorse
Subtask 3.1 BLM #3C
Map of Canada:
Answer Key
Iquluit
Yukon Territory
*
Whitehorse
Northwest Territories
Nunavut
Newfoundland
Yellowknife
St. John’s
Prince Edward Island
British Columbia
Quebec
Alberta
Manitoba
Saskatchewan
Charlottetown
*
Edmonton
*
Ontario
* Halifax
*
Quebec City
*
Regina
Nova Scotia
*
Winnipeg
Victoria
New Brunswick
Fredericton
*
Toronto
Subtask #3.1 BLM 3D
MAP OF CANADA - CHECKLIST
Name: _________________________
Date: __________________________
The student has correctly located and labelled:
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
Tourist Attractions
___________________________
___________________________
___________________________
Recreational Activities
___________________________
___________________________
___________________________
___________________________
My Community ........
Mine to Discover
___________________________
___________________________
___________________________
___________________________
Entertainment:
___________________________
___________________________
___________________________
___________________________
Visit _____________________
_________________________!
Designed by: ____________________
______________________________
Subtask 3.2 BLM #3E
TEACHER’S QUESTIONS
ABOUT 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 4F
PHYSICAL 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.
2.
3.
4.
5.
6.
7.
The Canadian Shield
The Interior Plains
Great Lakes/St. Lawrence Lowlands
Hudson Bay/Artic Lowlands
Appalachians
Western Cordillera
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 RIVER
Teacher 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
Subtask 5.2 BLM#5H
PHYSICAL REGIONS AND RESOURCES OF ONTARIO
PHYSICAL REGION
Canadian Shield
Great Lakes/St. Lawrence
Lowlands
Hudson Bay
Lowlands
CITY/TOWN/PLACE
MAJOR
RESOURCE
Sudbury
Nickel
Elliot Lake
Uranium
Espanola
Pulp & Paper
Essex County
Fruit
Goderich
Salt
Petrolia
Oil
Hudson Bay
Water
Moosonee
Fur
SYMBOL
Subtask 5.3 BLM #5G
CANADA
Yukon Territory
Northwest Territories
Nunavut
Newfoundland
British Columbia
Quebec
Alberta
Prince Edward Island
Manitoba
Saskatchewan
Ontario
Nova Scotia
New Brunswick
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
1.
Name:
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 listened to each
other and took turns
speaking.
We helped each other.
We finished our work
on time.
We could have done
better.
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
with valid ideas
1
2
3
4
4).
All group members displayed respect for
others’ opinions and thoughts
1
2
3
4
COMMENTS:
GROUP REFLECTION:
Expectation List
Ontario and Canada
Page 1
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Selected
Assessed
English Language---Writing
3e2
3e3
3e9
3e25
3e28
• write materials that show a growing ability to express their points of view and to reflect on their own experiences (e.g., journal
notes);
• organize information into short paragraphs that contain a main idea and related details;
• use and spell correctly the vocabulary appropriate for this grade level;
– accurately use titles and subheadings as organizers;
– print legibly and begin to use cursive writing.
1
1
1
1
1
English Language---Reading
3e32
• 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;
1
English Language---Oral and Visual Communication
3e51
3e53
3e63
• listen to discussions and ask questions to clarify meaning;
• talk about characters and situations in stories, and information and ideas in non-fiction materials;
– contribute ideas appropriate to the topic in group discussion and listen to the ideas of others;
1
1
1
Science and Technology---Earth and Space Systems
3s96
3s97
3s98
• demonstrate an understanding of the similarities and differences between various soils and the effects of moving water on
soils;
• investigate the components of various soils, and describe the effects of moving water on these soils;
• recognize the dependence of humans and other living things on soil and recognize its importance as a source of materials for
making useful objects.
1
1
1
The Arts---Visual Arts
3a23
3a26
3a27
3a33
3a34
3a35
• 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;
– recognize and name the warm (red, orange, yellow) and cool (purple, green, blue) colours, and describe their emotional
impact (e.g., a warm colour scheme may make people feel warmer);
– identify characteristics of a variety of lines (e.g., thick, thin, broken, dotted);
– solve artistic problems in their art works, using at least three of the elements of design specified for this grade (e.g., describe
why they placed objects in the foreground, middle ground, or background);
– 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 mural
in a group interpreting a Native legend through colour, shape, and line);
– identify and explain the specific choices they made in planning, producing, and displaying their own art work (e.g., the choices
of subject matter, colours, location for display);
2
1
1
1
1
2
The Arts---Drama & Dance
3a41
3a43
3a59
3a60
• 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);
• compare their own work with the work of others in drama and dance through discussion, writing, movement, and visual art
work;
– identify the themes and subjects found in drama and dance works, and make links between these and their own experiences;
– clarify the meaning of complex or ambiguous dramatic situations (e.g., by posing questions in and out of role to characters in
a drama);
1
1
1
1
Social Studies---CWC: Urban and Rural Communities
3z31
3z32
3z33
3z34
3z35
3z36
3z38
• identify distinguishing features of urban and rural communities;
• describe some possible relationships between communities and natural environments;
• demonstrate awareness of the possible similarities and differences among people, places, and environments.
– demonstrate an understanding of the characteristics (e.g., with respect to land use, transportation, physical features,
population, buildings) of urban (industrial, residential, commercial) communities;
– 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;
– describe the interaction between people and the environment (e.g., dependence on nature for food, water, energy);
– use appropriate vocabulary (e.g., urban, rural, city, town, village, environment, scale, north, south, east, west) to describe
their inquiries and observations;
2
1
1
1
1
1
2
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
Ontario and Canada
Page 2
Ours To Discover and Promote An Integrated Unit for Grade 3/4
3z39
3z40
3z41
3z42
3z43
3z44
3z45
3z46
3z47
3z48
3z49
3z51
Selected Assessed
– ask questions and explore a variety of means to obtain information (e.g., concerning relationships between the community
2
and the environment);
– locate key information about urban and rural communities from primary sources (e.g., surveys, interviews, and fieldwork)
2
and secondary sources (e.g., charts, graphs, maps, models, and CD-ROMs);
– sort and classify information about communities to identify issues, solve problems, and make decisions;
2
– construct and read graphs, charts, diagrams, maps, and models for specific purposes (e.g., to describe a community and its
1
environment);
– communicate information (e.g., concerning the comparison of urban and rural communities), using media works, oral
2
presentations, written notes and descriptions, drawings, tables, charts, maps, and graphs.
– make and use large maps of rural and urban communities, using familiar units of measure (e.g., centimetre, metre,
1
kilometre);
– identify the Canadian provinces, territories, and their capitals on a map;
1
– consult map legends when looking for selected features (e.g., H/hospital);
2
– recognize that different colours on maps indicate different things (e.g., different colours are used for different countries).
1
– describe ways in which they and their families use the natural environment (e.g., playing in the park, growing food);
2
– compare the characteristics of their community to those of a different community (e.g., with respect to density, services,
1
recreation);
– identify some products that Ontario sells to other provinces or territories (e.g., nickel) and buys from them (e.g., oil, wheat).
4
English Language---Writing
4e26
– print legibly and use cursive writing.
1
English Language---Oral and Visual Communication
4e52
4e63
4e65
4e66
4e67
• communicate various types of messages, explain some ideas and procedures, and follow the teacher’s instructions;
– use effective openings and closings in oral presentations (e.g., begin by asking questions of listeners; conclude by
summarizing key points);
– present information to their peers in a focused and organized form on a topic of mutual interest;
– listen to others and stay on topic in group discussion;
– use appropriate strategies to organize and carry out group projects (e.g., brainstorming, summarizing, reporting, giving and
following instructions);
1
1
1
1
1
Science and Technology---Earth and Space Systems
4s101
4s102
4s103
• demonstrate an understanding of the physical properties of rocks and minerals and the effects of erosion on the landscape;
• investigate, test, and compare the physical properties of rocks and minerals and investigate the factors that cause erosion of
the landscape;
• describe the effects of human activity (e.g., land development, building of dams, mine development, erosion-preventing
measures) on physical features of the landscape, and examine the use of rocks and minerals in making consumer products.
1
1
1
The Arts---Visual Arts
4a31
4a34
4a35
4a37
4a38
4a43
4a45
• produce two- and three-dimensional works of art that communicate ideas (thoughts, feelings, experiences) for specific
purposes and to specific audiences;
• use correctly vocabulary and art terminology associated with the specific expectations for this grade.
– identify monochromatic colour schemes (i.e., tints and shades of one colour);
– demonstrate awareness that the overlapping of shapes is one way of creating the illusion of depth;
– distinguish between relief and free-standing sculpture;
– 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 of
printmaking);
– identify strengths and areas for improvement in their own work and that of others.
1
1
1
1
1
2
1
The Arts---Drama & Dance
4a61
4a62
4a64
4a65
– enact or create, rehearse, and present drama and dance works based on novels, stories, poems, and plays;
– represent and interpret main characters by speaking, moving, and writing in role (e.g., write and present monologues);
– demonstrate the ability to maintain concentration while in role (e.g., create tableaux in small groups, using different levels, a
specific focus, facial expressions, and symbols to convey meaning);
– create and present a short choreography individually or in a group;
1
1
1
1
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Expectation List
Ontario and Canada
Page 3
Ours To Discover and Promote An Integrated Unit for Grade 3/4
4a67
4a68
4a70
Selected
– explain how elements of drama and dance work together to create an intended effect on the audience;
– identify their own feelings and reactions in various situations, and compare them with those of a character they have
portrayed;
– explain the importance of research in producing effective dramatizations (e.g., in portraying people in history, depicting
current world events).
Assessed
1
1
1
Social Studies---CWC: The Provinces and Territories of Canada
4z22
4z23
4z25
4z26
4z27
4z28
4z29
4z30
4z31
4z32
4z33
4z34
4z35
4z36
4z37
4z38
4z39
4z40
4z41
4z42
4z43
4z44
4z45
4z46
4z47
4z48
4z49
4z50
4z51
4z52
4z53
4z54
4z55
4z56
4z59
• describe the distinguishing physical features of regions within the provinces and territories;
• identify how different regions are interdependent (e.g., with respect to their economies or governments);
– identify the characteristics of the physical regions of Ontario (e.g., Canadian Shield, Great Lakes/St. Lawrence lowlands,
Hudson Bay lowlands);
– identify and describe the main features of a river system (e.g., mouth, source, tributary, branch, delta, flow);
– demonstrate an understanding of the significance of the St. Lawrence River and the Great Lakes systems (e.g., for
transportation, industry, recreation);
– identify Ontario’s major natural resources and their uses (e.g., water for hydroelectricity and recreation);
– identify and describe types of communities in each physical region of Ontario (e.g., forestry and mining communities in the
Canadian Shield region, fishing and hunting communities in the Hudson Bay lowlands);
– demonstrate an understanding of the exchanges that occur between the regions of Ontario (e.g., fruit from the Niagara
Peninsula, nickel from Sudbury, vehicles from Oshawa);
– identify the physical regions of Canada (Appalachians, Hudson Bay lowlands, Arctic lowlands, Great Lakes/St. Lawrence
lowlands, interior plains, Cordilleras);
– describe and compare the physical environments of these regions (e.g., with respect to land-forms);
– identify the natural resources necessary to create Canadian products and the provinces from which they originate (e.g.,
trees/furniture/Ontario);
– demonstrate an understanding of the exchanges that occur between provinces (e.g., potatoes from P.E.I., fish from B.C., grain
from Saskatchewan);
– demonstrate an understanding of the characteristics of the provinces;
– identify the levels (legislative, executive, and judicial) of provincial government;
– demonstrate an understanding of how provincial governments are elected;
– identify ways in which the provincial government is involved in provision of services (e.g., provision of funding for education,
highway repair, health care).
– use appropriate vocabulary (e.g., regions, Canadian Shield, Great Lakes lowlands, St. Lawrence lowlands, Hudson Bay
lowlands, interior plains, Arctic lowlands, Cordilleras, physical features, boundaries, province, capital, territories, natural
resources, grid, latitude, longitude) to describe their inquiries and observations;
– formulate questions to facilitate the gathering and clarifying of information on study topics (e.g., effects of physical features
such as mountains, hills, plateaus, and valleys on land use; relationships among provinces; trade);
– locate key information about natural resources and their uses (e.g., within the regions of Ontario and Canada) from primary
sources (e.g., interviews, classroom visitors, class trips) and secondary sources (e.g., maps,illustrations, print materials,
videos, and CD-ROMs);
– sort and classify information to identify issues, solve problems, and make decisions;
– construct and read a wide variety of graphs, charts, diagrams, maps, and models for specific purposes (e.g., to determine
physical features, area of regions, size of populations, types of communities, land-forms, climate);
– communicate information about regions, using media works, oral presentations, written notes and descriptions, drawings,
tables, charts, maps, and graphs.
– locate and label provinces, territories, and capital cities within each region on a map of Canada;
– identify Ottawa as the capital of Canada;
– 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;
– identify symbols used to outline boundaries (international, national, provincial);
– locate and label the physical regions of Canada on a map;
– use cardinal and intermediate directions, non-pictorial symbols, and colour on a map to locate and describe physical regions;
– use number and letter grids to locate places on base maps and road maps, and in atlases;
– use pictorial symbols to represent natural resources on a map;
– use latitude and longitude to describe location;
– utilize special purpose maps (e.g., contour, climatic, physical feature maps);
– create sketch maps of familiar places, using symbols for places and routes.
– 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);
– locate on a map community boundaries and adjacent communities (e.g., towns, counties) within a region;
1
1
1
1
1
1
1
2
1
1
2
2
1
1
1
1
1
1
2
2
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
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Expectation List
Ontario and Canada
Page 4
Ours To Discover and Promote An Integrated Unit for Grade 3/4
4z61
Selected
– investigate a cause-and-effect relationship between the environment and the economy in a province or territory (e.g.,
overfishing on the Grand Banks);
Assessed
1
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Expectation Summary
Selected
Ontario and Canada
Assessed
Ours To Discover and Promote An Integrated Unit for Grade 3/4
English Language
3e1
3e11
3e21
3e31
3e41
3e51
3e61
3e2
3e12
3e22
3e32
3e42
3e52
3e62
1
1
1
3e3
3e13
3e23
3e33
3e43
3e53
3e63
1
3e4
3e14
3e24
3e34
3e44
3e54
3e64
3e5
3e15
3e25
3e35
3e45
3e55
3e65
3m4
3m14
3m24
3m34
3m44
3m54
3m64
3m74
3m84
3m94
3m104
3s3
3s13
3s23
3s33
3s43
3s53
3s63
3s73
3s83
3s93
3s103
3s113
3z3
3z13
3z23
3z33
3z43
1
1
3e6
3e16
3e26
3e36
3e46
3e56
3e66
3e7
3e17
3e27
3e37
3e47
3e57
3e8
3e18
3e28
3e38
3e48
3e58
3m5
3m15
3m25
3m35
3m45
3m55
3m65
3m75
3m85
3m95
3m105
3m6
3m16
3m26
3m36
3m46
3m56
3m66
3m76
3m86
3m96
3m106
3m7
3m17
3m27
3m37
3m47
3m57
3m67
3m77
3m87
3m97
3m8
3m18
3m28
3m38
3m48
3m58
3m68
3m78
3m88
3m98
3m9
3m19
3m29
3m39
3m49
3m59
3m69
3m79
3m89
3m99
3m10
3m20
3m30
3m40
3m50
3m60
3m70
3m80
3m90
3m100
3s4
3s14
3s24
3s34
3s44
3s54
3s64
3s74
3s84
3s94
3s104
3s114
3s5
3s15
3s25
3s35
3s45
3s55
3s65
3s75
3s85
3s95
3s105
3s6
3s16
3s26
3s36
3s46
3s56
3s66
3s76
3s86
3s96
3s106
3s7
3s17
3s27
3s37
3s47
3s57
3s67
3s77
3s87
3s97
3s107
3s8
3s18
3s28
3s38
3s48
3s58
3s68
3s78
3s88
3s98
3s108
3s9
3s19
3s29
3s39
3s49
3s59
3s69
3s79
3s89
3s99
3s109
3s10
3s20
3s30
3s40
3s50
3s60
3s70
3s80
3s90
3s100
3s110
3z4
3z14
3z24
3z34
3z44
3z5
3z15
3z25
3z35
3z45
3z6
3z16
3z26
3z36
3z46
3z9
3z19
3z29
3z39
3z49
3z10
3z20
3z30
3z40
3z50
1
1
3e9
3e19
3e29
3e39
3e49
3e59
1
3e10
3e20
3e30
3e40
3e50
3e60
Mathematics
3m1
3m11
3m21
3m31
3m41
3m51
3m61
3m71
3m81
3m91
3m101
3m2
3m12
3m22
3m32
3m42
3m52
3m62
3m72
3m82
3m92
3m102
3m3
3m13
3m23
3m33
3m43
3m53
3m63
3m73
3m83
3m93
3m103
Science and Technology
3s1
3s11
3s21
3s31
3s41
3s51
3s61
3s71
3s81
3s91
3s101
3s111
3s2
3s12
3s22
3s32
3s42
3s52
3s62
3s72
3s82
3s92
3s102
3s112
1
1
1
Social Studies
3z1
3z11
3z21
3z31
3z41
3z51
3z2
3z12
3z22
3z32
3z42
2
2
4
1
1
1
2
1
1
1
1
1
2
3z7
3z17
3z27
3z37
3z47
1
3z8
3z18
3z28
3z38
3z48
2
2
2
1
2
Health & Physical Education
3p1
3p11
3p21
3p31
3p2
3p12
3p22
3p32
3p3
3p13
3p23
3p33
3p4
3p14
3p24
3p34
3p5
3p15
3p25
3p35
3p6
3p16
3p26
3p36
3p7
3p17
3p27
3p37
3p8
3p18
3p28
3p38
3p9
3p19
3p29
3p39
3p10
3p20
3p30
3a2
3a12
3a22
3a32
3a42
3a52
3a62
3a3
3a13
3a23
3a33
3a43
3a53
3a4
3a14
3a24
3a34
3a44
3a54
3a5
3a15
3a25
3a35
3a45
3a55
3a6
3a16
3a26
3a36
3a46
3a56
3a7
3a17
3a27
3a37
3a47
3a57
3a8
3a18
3a28
3a38
3a48
3a58
3a9
3a19
3a29
3a39
3a49
3a59
3a10
3a20
3a30
3a40
3a50
3a60
The Arts
3a1
3a11
3a21
3a31
3a41
3a51
3a61
1
2
1
1
1
2
1
1
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:37 AM Page G-1
1
Expectation Summary
Selected
Ontario and Canada
Assessed
Ours To Discover and Promote An Integrated Unit for Grade 3/4
English Language
4e1
4e11
4e21
4e31
4e41
4e51
4e61
4e2
4e12
4e22
4e32
4e42
4e52
4e62
1
4e3
4e13
4e23
4e33
4e43
4e53
4e63
4e4
4e14
4e24
4e34
4e44
4e54
4e64
4e5
4e15
4e25
4e35
4e45
4e55
4e65
4f3
4f13
4f4
4f14
4f5
4f15
4f6
4f16
4m3
4m13
4m23
4m33
4m43
4m53
4m63
4m73
4m83
4m93
4m103
4m113
4m4
4m14
4m24
4m34
4m44
4m54
4m64
4m74
4m84
4m94
4m104
4m114
4m5
4m15
4m25
4m35
4m45
4m55
4m65
4m75
4m85
4m95
4m105
4m115
4s4
4s14
4s24
4s34
4s44
4s54
4s64
4s74
4s84
4s94
4s104
4s114
4z4
4z14
4z24
4z34
4z44
4z54
1
4e8
4e18
4e28
4e38
4e48
4e58
4e68
4e9
4e19
4e29
4e39
4e49
4e59
4e69
4e10
4e20
4e30
4e40
4e50
4e60
4e70
4f7
4f17
4f8
4f18
4f9
4f19
4f10
4f20
4m6
4m16
4m26
4m36
4m46
4m56
4m66
4m76
4m86
4m96
4m106
4m116
4m7
4m17
4m27
4m37
4m47
4m57
4m67
4m77
4m87
4m97
4m107
4m117
4m8
4m18
4m28
4m38
4m48
4m58
4m68
4m78
4m88
4m98
4m108
4m118
4m9
4m19
4m29
4m39
4m49
4m59
4m69
4m79
4m89
4m99
4m109
4m119
4m10
4m20
4m30
4m40
4m50
4m60
4m70
4m80
4m90
4m100
4m110
4s5
4s15
4s25
4s35
4s45
4s55
4s65
4s75
4s85
4s95
4s105
4s115
4s6
4s16
4s26
4s36
4s46
4s56
4s66
4s76
4s86
4s96
4s106
4s116
4s7
4s17
4s27
4s37
4s47
4s57
4s67
4s77
4s87
4s97
4s107
4s117
4s8
4s18
4s28
4s38
4s48
4s58
4s68
4s78
4s88
4s98
4s108
4s118
4s9
4s19
4s29
4s39
4s49
4s59
4s69
4s79
4s89
4s99
4s109
4s119
4s10
4s20
4s30
4s40
4s50
4s60
4s70
4s80
4s90
4s100
4s110
4s120
4z5
4z15
4z25
4z35
4z45
4z55
4z6
4z16
4z26
4z36
4z46
4z56
4z7
4z17
4z27
4z37
4z47
4z57
4z8
4z18
4z28
4z38
4z48
4z58
4z9
4z19
4z29
4z39
4z49
4z59
4z10
4z20
4z30
4z40
4z50
4z60
1
4e6
4e16
4e26
4e36
4e46
4e56
4e66
1
1
4e7
4e17
4e27
4e37
4e47
4e57
4e67
1
French as a Second Language
4f1
4f11
4f2
4f12
Mathematics
4m1
4m11
4m21
4m31
4m41
4m51
4m61
4m71
4m81
4m91
4m101
4m111
4m2
4m12
4m22
4m32
4m42
4m52
4m62
4m72
4m82
4m92
4m102
4m112
Science and Technology
4s1
4s11
4s21
4s31
4s41
4s51
4s61
4s71
4s81
4s91
4s101
4s111
4s121
4s2
4s12
4s22
4s32
4s42
4s52
4s62
4s72
4s82
4s92
4s102
4s112
4s122
1
1
4s3
4s13
4s23
4s33
4s43
4s53
4s63
4s73
4s83
4s93
4s103
4s113
4s123
1
Social Studies
4z1
4z11
4z21
4z31
4z41
4z51
4z61
4z2
4z12
4z22
4z32
4z42
4z52
4z62
1
2
1
1
1
1
2
1
4z3
4z13
4z23
4z33
4z43
4z53
1
2
1
1
2
2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
2
1
1
Health & Physical Education
4p1
4p11
4p21
4p31
4p2
4p12
4p22
4p32
4p3
4p13
4p23
4p33
4p4
4p14
4p24
4p34
4p5
4p15
4p25
4p35
4p6
4p16
4p26
4p36
4p7
4p17
4p27
4p8
4p18
4p28
4p9
4p19
4p29
4p10
4p20
4p30
4a2
4a12
4a22
4a32
4a42
4a52
4a62
4a3
4a13
4a23
4a33
4a43
4a53
4a63
4a4
4a14
4a24
4a34
4a44
4a54
4a64
4a5
4a15
4a25
4a35
4a45
4a55
4a65
4a6
4a16
4a26
4a36
4a46
4a56
4a66
4a7
4a17
4a27
4a37
4a47
4a57
4a67
4a8
4a18
4a28
4a38
4a48
4a58
4a68
4a9
4a19
4a29
4a39
4a49
4a59
4a69
4a10
4a20
4a30
4a40
4a50
4a60
4a70
The Arts
4a1
4a11
4a21
4a31
4a41
4a51
4a61
1
1
1
2
1
1
1
1
1
1
1
1
1
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:37 AM Page G-2
1
Unit Analysis
Page 1
Ontario and Canada
Ours To Discover and Promote An Integrated Unit for Grade 3/4
Analysis Of Unit Components
7 Subtasks
120 Expectations
99 Resources
103 Strategies & Groupings
-- Unique Expectations -15 Language Expectations
6 Science And Tech Expectations
24 Arts Expectations
55 Social Studies Expectations
Resource Types
0
40
5
27
2
4
14
2
0
0
5
0
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Companion Bookmarks
Groupings
Assessment Recording Devices
6
7
5
6
2
2
2
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Anecdotal Record
Checklist
Rating Scale
Rubric
Teaching / Learning Strategies
Assessment Strategies
1
3
1
1
6
1
5
1
1
1
2
1
2
3
1
3
1
3
1
4
1
1
2
1
2
Advance Organizer
Brainstorming
Buddy System
Classifying
Collaborative/cooperative Learning
Decision-making Models
Direct Teaching
Directed Reading-thinking Activity
Discussion
Field Trip
Homework
Ideal Problem Solving Strategy
Inquiry
Map Making
Memorizing
Model Making
Note-making
Oral Explanation
Rehearsal / Repetition / Practice
Research
Role Playing
Simulation
Technology
Think / Pair / Share
Visualisation
Written using the Ontario Curriculum Unit Planner
3
1
4
1
6
2
1
4
1
Classroom Presentation
Conference
Exhibition/demonstration
Introduction
Observation
Performance Task
Portfolios
Questions And Answers (oral)
Select Response
2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:57 AM Page H-1
Unit Analysis
Ontario and Canada
Page 2
Ours To Discover and Promote An Integrated Unit for Grade 3/4
2
1
Visualisation
Working With Manipulatives
Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:17:57 AM Page H-2