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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:06 AM 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), Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:17 AM Page A-1 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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:17 AM Page A-2 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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:17 AM Page A-3 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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:38 AM Page B-1 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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:38 AM Page B-2 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. Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:16:38 AM Page B-3 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 3z33 3z39 4z40 4z61 3z51 3z38 4z39 3z31 3e3 3e2 3e9 3e51 4e26 4e66 • 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 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-1 From Coast to Coast Ontario and Canada Ours To Discover and Promote An Integrated Unit for Grade 3/4 4e67 4e52 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.). 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-2 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 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-3 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 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-4 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 3z44 3z46 3z47 4z46 4z47 4z50 4z52 4z51 4z53 4z54 4z55 4z59 3z38 3e28 3e25 3a23 4a34 4a43 – 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 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-5 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); 3a26 3a27 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 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-6 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 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-7 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 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-8 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 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-9 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); 4z23 4z37 4z36 4z35 4z38 3z46 4z45 4z48 3z41 3z48 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 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-10 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). 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-11 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 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-12 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 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-13 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 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-14 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). 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-15 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. 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-16 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. 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-17 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 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-18 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 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-19 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 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-20 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 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-21 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) 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-23 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 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-24 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 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-25 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 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-28 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 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-1 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 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-2 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 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-3 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 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-4 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
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