Physical Geography of Canada 5

Title of Unit Grade Level

Social 59 days
Subject Time Frame

Samantha Lesyk
Developed By

Stage 1 - Identify Desired Results

CCC’s

Cultural and Global Citizenship: ​Throughout this unit, students will be required to actively engage in cultural, environmental, and
economic systems. We will be exploring the diversity and variety across Canada from the different perspectives involved including
First Nations, Metis, and Inuit and Francophone. Students will discover an appreciation for this diversity and recognize the value of
looking at topics from multiple perspectives. Students will also understand how their actions affect the environment and communities
around them.

Communication: ​Students will expand on their communication skills during discussions, assignments, and the projects involved in
this unit. They will regularly share thoughts and ideas through oral, written, and non-verbal media. As well, communication will include
interpreting messages and considering other perspectives of events and scenarios. This will also involve communicating in a
respectful and appropriate manner. Especially when dealing with others’ perspectives and opinions, students will be required to
communicate respectfully in a way to benefit others.
Critical Thinking: ​Students will be required to think critically about different perspectives, their own identity, and in the application of
their knowledge about the physical geography of Canada and the ways in which it affects life. When exploring different perspectives,
students will demonstrate an open-mind and avoid biases. In exploring their own identity, students will reflect and evaluate their
thoughts, beliefs, and ideas and the possible sources behind them. Students will also apply what they know about the physical
geography of Canada to make judgements about the ways they impact life for those who live there. This will require them to put
themselves in the place of others and use what they have learned to support their thoughts and ideas.

Learning Outcomes
What relevant goals will this unit address?
(include all relevant GLO(s) & SLO(s)

G.L.O.’s
5.1 Physical Geography of Canada
Students will demonstrate an understanding and appreciation of how the physical geography and natural resources of Canada affect
the quality of life of all Canadians.

S.L.O.’s
Students will:
5.1.1 value Canada’s physical geography and natural environment:
● appreciate the variety and abundance of natural resources in Canada (ER, LPP)
● appreciate the diversity of geographic phenomena in Canada (LPP)
● appreciate the environmental significance of national parks and protected areas in Canada (ER, LPP)
● appreciate how the land sustains communities and the diverse ways that people have of living with the land (GC, LPP)
● appreciate the influence of the natural environment on the growth and development of Canada (LPP)
● demonstrate care and concern for the environment through their choices and actions (GC, LPP)
● appreciate the geographic vastness of Canada (LPP)
5.1.2 examine, critically, the physical geography of Canada by exploring and reflecting upon the following questions and issues:
● What are the major geographical regions, landforms and bodies of water in Canada? (LPP)
● How do landforms, bodies of water and natural resources affect the quality of life in Canada? (LPP)
 ● How have natural disasters and severe weather been part of Canada’s physical geography? (LPP, TCC)
● What are the differences and similarities among the geographical regions of Canada? (LPP)
● How is the geographical region they live in different from other regions of Canada? (LPP)
● What are the factors that determine climate in the diverse geographical regions of Canada (e.g., latitude, water, mountains)?
(LPP)
● How are Canada’s national parks and protected areas important to the sustainability of Canada’s natural environment? (ER,
LPP)
5.1.3 analyze how people in Canada interact with the environment by exploring and reflecting upon the following questions and
issues:
● In what ways do natural resources and the physical geography of a region determine the establishment of communities? (ER,
LPP)
● How are natural resources used, exchanged and conserved in Canada? (ER, LPP)
● Whose responsibility should it be to ensure the preservation of Canada’s national parks and protected areas? (C, ER, LPP)

Enduring Understandings Essential Questions

What understandings about the big ideas are desired?​ ​(what What provocative questions will foster inquiry into the content?
you want students to understand & be able to use several (open-ended questions that stimulate thought and inquiry linked to
years from now) the content of the enduring understanding)
What misunderstandings are predictable?
Students will understand that...
● Identity is shaped by the places we live, the languages
we speak, the groups we belong to, where we came
from, and how we see ourselves
● An inquiry is an investigation to find answers to
questions
● Natural resources are an important source of work
since industries are often linked to the available
resources
● There are many ways of life across Canada FNMI, multicultural, cross-curricular…
depending on the type region one resides in
Related misconceptions…
● Everyone is the same as yourself
● Location doesn’t affect your life that much
Knowledge:
What knowledge will student acquire as a result of this unit?
This content knowledge may come from the indicators, or
might also address prerequisite knowledge that students will
need for this unit.
Students will know...
● Regions are areas of land with unique features
including physical features, climate and weather, and
natural resources
● Canada is divided into six major regions: Arctic region,
Cordillera region, Interior Plains region, Canadian
Shield region, Great Lakes-St. Lawrence Lowlands
region, and Atlantic region
Content specific….
● Is being a Canadian the same for everyone?
● What are the main regions, landforms, and bodies of water in
Canada?
● In what ways do natural resources help establish
communities?
● How have the land and the stories and histories of the people
in each region shaped who we are as Canadians?
● What similarities and differences are there from the ways the
First Nations, Metis, and Inuit peoples used and lived on the
land compared to modern times?
Skills
What skills will students acquire as a result of this unit? List the skills
and/or behaviours that students will be able to exhibit as a result of
their work in this unit. These will come from the indicators.
Students will be able to…
● Locate the six major regions in Canada on a map
● Name the major landforms and bodies of water in Canada
● Appreciate the variety and abundance of natural resources
and the geographic diversity in Canada
● Appreciate the environmental significance of national parks
and protected areas in Canada
● Recognize the influence of the natural environment on the
 ● The available natural resources and the ways they are growth and development of Canada
used, the climate and weather, the physical features,
the ways in which they affect quality of life for each
region
● Types of natural disasters and severe weather
accustomed to each region
● Factors that help determine climate

Stage 2 – Assessment Evidence

Pre-Assessment
● KWL chart
● Discussions

Quizzes, Tests, Assignments Performance Tasks, Projects

● Canada regions colour map ● Arctic and the Canadian Shield regions float
● Interior Plains and Cordillera regions quiz ● National Park postcard
● Great Lakes - St. Lawrence Lowlands and the Atlantic ● Ranking the regions
regions quiz ● Case study task
● Latitude and Longitude assignment
● What Makes a Region? assignment
Other Evidence​ (observations, work samples, dialogues) Student self-assessment
● Daily observations/conversations ● KWL chart
Learning Assessments
Outcome
Title KWL Daily Canada What Case Quizzes Region National Region Latitude
Chart Observation/ Regions Makes a Study Float Park Ranking and
Conversation Colour Map Region? Project Postcard Longitude
Assignment

Type
(Formative/Sum
mative/Pre-Asse
P-A/F F S S S S S S S S
ssment))

Weighting
N/A N/A 5% 10% 10% 15% (x2) 15% 15% 10% 5%

5.1.1 value Canada’s

physical geography
and natural
environment:
● appreciate the
✓ ✓ ✓ ✓
variety and
abundance of
natural
resources in
Canada (ER,
LPP)

5.1.1 value Canada’s

physical geography
and natural
environment:
● appreciate the
✓ ✓ ✓ ✓
 diversity of
geographic
phenomena in
Canada (LPP)

5.1.1 value Canada’s

physical geography
and natural
environment:
● appreciate the
✓ ✓ ✓
environmental
significance of
national parks
and protected
areas in
Canada (ER,
LPP)

5.1.1 value Canada’s

physical geography
and natural
environment:
● appreciate
✓ ✓ ✓ ✓
how the land
sustains
communities
and the
diverse ways
that people
have of living
 with the land
(GC, LPP)

5.1.1 value Canada’s

physical geography
and natural
environment:
● appreciate the
✓ ✓ ✓ ✓
influence of
the natural
environment
on the growth
and
development
of Canada
(LPP)

5.1.1 value Canada’s

physical geography
and natural
environment:
● demonstrate
✓ ✓ ✓
care and
concern for
the
environment
through their
choices and
actions (GC,
LPP)
5.1.1 value Canada’s
physical geography
and natural
environment:
● appreciate the
✓ ✓ ✓
geographic
vastness of
Canada (LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓ ✓ ✓
following questions
and issues:
● What are the
major
geographical
regions,
landforms and
bodies of
water in
Canada?
(LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and ✓ ✓ ✓ ✓ ✓
reflecting upon the
following questions
and issues:
● How do
landforms,
bodies of
water and
natural
resources
affect the
quality of life
in Canada?
(LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓ ✓
following questions
and issues:
● How have
natural
disasters and
severe
weather been
part of
Canada’s
physical
geography?
 (LPP, TCC)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓ ✓ ✓
following questions
and issues:
● What are the
differences
and
similarities
among the
geographical
regions of
Canada?
(LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓ ✓ ✓ ✓
following questions
and issues:
● How is the
geographical
region they
live in different
 from other
regions of
Canada?
(LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓ ✓
following questions
and issues:
● What are the
factors that
determine
climate in the
diverse
geographical
regions of
Canada (e.g.,
latitude, water,
mountains)?
(LPP)

5.1.2 examine,
critically, the physical
geography of Canada
by exploring and
reflecting upon the
✓ ✓ ✓
following questions
and issues:
● How are
Canada’s
national parks
and protected
areas
important to
the
sustainability
of Canada’s
natural
environment?
(ER, LPP)

5.1.3 analyze how

people in Canada
interact with the
environment by
exploring and
✓ ✓ ✓ ✓ ✓
reflecting upon the
following questions
and issues:
● In what ways
do natural
resources and
the physical
geography of
a region
determine the
establishment
 of
communities?
(ER, LPP)

5.1.3 analyze how

people in Canada
interact with the
environment by
exploring and
✓ ✓ ✓ ✓ ✓
reflecting upon the
following questions
and issues:
● How are
natural
resources
used,
exchanged
and
conserved in
Canada? (ER,
LPP)

5.1.3 analyze how

people in Canada
interact with the
environment by
exploring and
✓ ✓ ✓
reflecting upon the
following questions
and issues:
● Whose
responsibility
should it be to
ensure the
preservation
of Canada’s
national parks
and protected
areas? (C,
ER, LPP)
Assessment Tool Overview
Assessment Brief Description Assessment Assessment Assessment
FOR AS OF
Tool Learning Learning Learning

KWL Chart At the beginning of the unit, students will fill in the two of the three columns
indicating what they already know about the unit and what they want to learn.
This chart will prime the students to start thinking about the physical ✓ ✓
geography of Canada and also give me an indication as to what the students
already know about the topics before getting into the unit. It will serve as a
form of pre-assessment and self-assessment. The students will be required to
evaluate where they are currently at in their learning and record it.
Then, at the end of the unit, students will look back at their KWL charts and fill
in the final column indicating what they have learned throughout the unit. This
will inform me if the students were able to pick up on some of the key
concepts and takeaways from this unit and also provide the students an
opportunity to assess their own learning.

Discussion To begin a lot of lessons, we will start with discussions that will get the
students thinking about what they already know about the topics or get them
brainstorming as to what the answers could be. This is also an opportunity to ✓
pre-assess the students to see what they already know, don’t know, or have
misconceptions about before proceeding into the lesson. Discussions will also
occur sporadically throughout lessons to help give me a sense as to how well
the students are currently understanding the concepts. Based on what
discussions we are having, I will be able to make informed decisions as to
how best move forward.
Daily Regularly, students will be assessed through observation of visual cues and
Observations and dialogues that will help to inform whether they are understanding the concepts
Conversations or if they should be reapproached. Visual cues may include facial and body ✓
expressions, interactions, participation, and engagement. This is an ongoing
process of formative assessment. Conversations with students and the
conversations they have with one another will also be formatively assessed.
Depending on the type of dialogue they are having, it may give some sort of
indication as to how well they are understanding the topics or if there are any
misconceptions that should be addressed.

Canada Regions As one of the first assignments, students will be required to accurately colour
Colour Map the six physical regions of Canada on a map. They must also label the
regions, provinces, and bodies of water included on the map. This assignment ✓ ✓
will help to inform how much students remember from previous years about
the geography of Canada and will be graded on their ability to identify major
geographical regions, landforms, and bodies of water.

What Makes a In order to move forward with the rest of the unit, the students need to
Region?
assignment
understand what defines a region. Students will be given an assignment in
which they will be able to use their resources (particularly their textbook) to ✓ ✓
complete. It will also give them a basic introduction into how their geographical
region may differ from others in Canada, help them explore factors that
contribute to a region’s climate, and begin to see how natural
resources/physical geography can help form communities.
This will also inform me as to how well they understand what a region is, so as
we move on, I will know if they will need me to repeat things or not.

Case Study Students will be given a case study representing the perspective of either an
individual from a FNMI, European, or Loyalist group in the Atlantic or the
Great Lakes - St. Lawrence Lowlands regions. With this case study, the ✓
students must dissect the clues given to figure out which perspective this case
 study is representing and how they know, By identifying who’s perspective
their case study is representing, students can put themselves the in the shoes
of various people from different regions and appreciate how diverse Canada is
and the ways in which it affects its people. Also, it will force students to
compare and contrast the qualities of the two regions to identify which one is
more fitting for the perspective they are given. Within the case study, it will
outline the quality of life for the individual and the ways in which they use,
exchange, and conserve their natural resources, which should give more
clues as to what region and perspective the case study is from.

Quizzes We will have two quizzes throughout this unit as a form of summative
assessment. They will test the students on their understandings and
knowledge about the Interior Plains and the Cordillera regions and the Great ✓
Lakes - St. Lawrence Lowlands and the Atlantic regions. Students will need to
be able to define key terms for this unit (identity, region, etc.); describe the
available natural resources and the ways they are used, the climate and
weather, the physical features, types of natural disasters and severe weather
accustomed, factors that help determine climate, and the ways in which they
affect quality of life for the regions; and explain the First Nations, Inuit, and
Metis and Francophone involvement, the ways in which they were affected,
and their perspective in these regions. They will include multiple choice,
matching, true-false, and short answer questions, which will assess the
students’ understanding on a variety of levels.

Region Float To assess the students’ understanding about the Arctic and the Canadian
project Shields regions, students will demonstrate their learning by creating a parade
float representation of their region of choosing. They will be reminded the ✓ ✓
purpose of a float is to represent a theme, key features, appealing to the eye,
and inform, so their float should do the same. It will showcase important
features, natural resources, lifestyles, weather/climate, major communities,
 and work. Students will also have to complete a write up describing their float,
why they chose particular elements, how the process went, and what were
some challenges they came across during this project.

National Park Students will create a postcard to represent a National Park in Canada of their
postcard choosing. This project will require students to research using their resources
to showcase key features of their National Park. On their postcards, students ✓
must incorporate parts of their park that encompass its environmental
significance including landforms, bodies of water, animals, and attractions. In
doing this research, students should gain a broader understanding of National
Parks in Canada and what makes them special. Then, on the back of their
postcard, students will complete a writing portion where they are writing to a
“friend” telling them about their park, why it is important, and the people who
should be responsible for its preservation.

Region Ranking Near the end of the unit, students will complete a region ranking task in which
they will apply their knowledge about the six physical regions of Canada and
rate them according to most desirable to least. This will require them to ✓
compare features and characteristics of the regions and support their choices
with both facts and opinions. In doing this, students will demonstrate a gained
appreciation for the variety and diversity of Canada’s physical geography.

Latitude and In order to understand some of the factors that help determine climate of a
Longitude
assignment
region, students must be able to work with latitude and longitude. To ensure
their understanding, students will complete an assignment that gives them an ✓ ✓
opportunity to practice their skills and demonstrate how well the are able to
use latitude and longitude when working with a map.
 Stage 3 – Learning Plan
What teaching and learning experiences will you use to:
● achieve the desired results identified in Stage 1?
● equip students to complete the assessment tasks identified in Stage 2?

Prerequisite Outcomes
Grade 2
2.1 Canada’s Dynamic Communities
Students will…
2.1.1 appreciate the physical and human geography of the communities studied:
● appreciate how a community’s physical geography shapes identity (I, LPP)
● appreciate the diversity and vastness of Canada’s land and peoples (CC, LPP)
● value oral history and stories as ways to learn about the land (LPP, TCC)
● acknowledge, explore and respect historic sites and monuments (CC, LPP, TCC)
● demonstrate care and concern for the environment (C, ER, LPP)
2.1.2 investigate the physical geography of an Inuit, an Acadian, and a prairie community in Canada by exploring and
reflecting the following questions for inquiry:
● Where are the Inuit, Acadian and prairie communities located in Canada? (LPP)
● How are the geographic regions different from where we live? (LPP)
● What are the major geographical regions, landforms and bodies of water in each community? (LPP)
● What are the main differences in climate among these communities? (LPP)
● What geographic factors determined the establishment of each community (e.g., soil, water and climate)? (LPP,
TCC)
● How does the physical geography of each community shape its identity? (CC, I)
● What is daily life like for children in Inuit, Acadian and prairie communities (e.g., recreation, school)? (CC, I, LPP)
● How does the vastness of Canada affect how we connect to other Canadian communities? (C, I, LPP)
2.1.4 investigate the economic characteristics of communities in Canada by exploring and reflecting upon the following
questions for inquiry:
● What kinds of natural resources exist in the communities (e.g., fishing, agriculture, mining)? (ER, LPP)
 ● What are the occupations in each of the communities? (ER)
● What kinds of goods and services are available in the communities? (ER)
● What impact does industry have on the communities (i.e., agriculture, manufacturing)? (ER, LPP)

Grade 3
3.1 Communities in the World
Students will…
3.1.1 appreciate similarities and differences among people and communities:
● demonstrate an awareness of and interest in the beliefs, traditions and customs of groups and communities other
than their own (CC)
3.1.3 examine the geographic characteristics that shape communities in other parts of the world by exploring and reflecting
upon the following questions for inquiry:
● Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
● In what ways do the people in the communities depend on, adapt to and change the environment in which they live
and work? (ER, LPP)
● In what ways do the communities show concern for their natural environment? (GC, LPP)
● How does the physical geography influence the human activities in the communities (e.g., availability of water,
climate)? (CC, LPP)
Grade 4
4.1 Alberta: A Sense of the Land
Students will...
4.1.1 value Alberta’s physical geography and natural environment:
● appreciate the diversity of elements pertaining to geography, climate, geology and paleontology in Alberta (LPP)
● appreciate how Alberta’s fossil heritage contributes to the province’s unique character (LPP)
● appreciate the variety and abundance of natural resources in Alberta (ER, LPP)
● appreciate the environmental significance of national and provincial parks and protected areas in Alberta (ER, LPP)
● appreciate how land sustains communities and quality of life (ER, LPP)
● demonstrate care and concern for the environment through their choices and actions (LPP)
4.1.2 examine, critically, the physical geography of Alberta by exploring and reflecting upon the following questions and
issues:
 ● Where is Alberta located in relation to the other provinces and territories of Canada? (LPP)
● What are the major geographical and natural vegetation regions, landforms and bodies of water in Alberta (e.g.,
prairie region, forests, rivers, hoodoos, Rocky Mountains, oil sands)? (LPP)
● What are the factors that determine climate in the diverse regions of Alberta (e.g., latitude, mountains)? (LPP)
● What are the significant natural resources in Alberta, and where are they located (e.g., mineral deposits, coal,
natural gas and oil, forests)? (ER, LPP)
● How are Alberta’s provincial parks and protected areas and the national parks in Alberta important to the
sustainability of Alberta’s natural environment? (ER, LPP)
4.1.3 examine, critically, how geology and paleontology contribute to knowledge of Alberta’s physical geography by
exploring and reflecting upon the following questions and issues:
● How did archeologists and paleontologists discover the presence of dinosaurs in Alberta? (LPP, TCC)
● What geological features make Alberta unique (e.g., hoodoos, Rocky Mountains, foothills, oil sands)? (LPP, ER)

Future Outcomes
N/A

Learning Environment and Learner Involvement

● Hands-on experience
● Creative
● Individual and collaborative work
● Reflective
● Project-based learning
● Lecture and notes

How will you ​engage ​students at the beginning of the unit? (motivational set)

To introduce the students to this new unit, we are going to focus on identity; what it is and how it applies to you. Students will
participate in an “I am…” writing activity that will get them exploring their own identity. This will also serve as a great icebreaker
activity at the beginning of the year.
 Assess and Reflect (Stage 4)
Considerations
Required Areas of Study:
Is there alignment between outcomes,
performance assessment and learning
experiences?
Comments
I do believe the learning experiences and performance assessments
align appropriately with the outcome for this unit. Through both traditional
lecture and notes and engaging activities, students will approach the
physical geography of Canada and the relating topics in a variety of ways
that will help to ensure understanding and demonstrate their knowledge
and skills.Assessments will also be done both formatively and
summatively with an appropriate balance to allow for adequate feedback,
practice, informing of instructional decisions, and demonstration of
student learning.
Adaptive Dimension:
Have I made purposeful adjustments to the
curriculum content (not outcomes), instructional
practices, and/or the learning environment to meet
the learning needs and diversities of all my
students?
For students who need a challenge:
For struggling students:
● Repeat important concepts throughout the unit
● Multiple forms of learning including hands-on, videos,
demonstrations, notes, moving, group work, individual work,
technology use, etc.
● Be explicit in what students should record for notes
● Use of visuals in the lessons
● Worksheets incorporating basic understanding questions to more
thought perplexing
● Multiple forms of learning to keep students engaged
● Challenge questions on assignments to get them thinking beyond
the basics
● Class activities that put the students responsible for their learning
and research
Instructional Approaches:
Do I use a variety of teacher directed and student
centered instructional approaches?
Resource Based Learning:
Do the students have access to various resources
on an ongoing basis?
FNM/I Content and Perspectives/Gender
Equity/Multicultural Education:
Have I nurtured and promoted diversity while
honoring each child’s identity?
I plan on using a mix of teacher-directed and student-centered
instructional approaches. Some days will be spent more on lecture and
notes, while others will incorporate student-centered approaches in which
students will explore and research the topics on their own or in groups. I
will always be sure to regroup after the student-centered approaches to
make sure the students were able to accomplish what they needed to and
clear up any misconceptions there may be.
The students will have access to Chromebooks and textbooks at all times
throughout the unit that they can use during classroom activities and
research projects/assignments.
In order to nurture and promote diversity within the classroom, we will
explore the different perspectives involved regarding each of Canada’s
physical regions. Also, there will be a focus on identity in which students
will evaluate their own identities and for those who are willing to share
theirs, we will have an open-minded and safe environment.
 Monday Tuesday ​(30 min.) Wednesday Thursday Friday

Sept. 3 Sept. 4 Sept. 5 ​Lesson 1 Sept. 6 ​Lesson 2 Sept. 7

No School First Day of School L.O.’s: L.O.’s:
Define ​identity as being Recall ​the names and
shaped by the places locations of the
we live, the languages provinces and territories
we speak, the groups in Canada
we belong to, where we Explore ​Canadian
came from, and how we provinces and territories
see ourselves noting​ unique features
Assess​ own identity (landforms, bodies of
identify​ the pieces that water, cities, etc.)
make us who we are Compare​ the Canadian
Pre-Assessment: provinces and territories
KWL chart and ​discuss​ any
Activities: differences or
“Who am I?” writing similarities
activity Define​ regions as areas
Think-Pair-Share of land with unique
Notes features including
physical features,
climate and weather,
and natural resources
List​ the six major
regions in Canada
Pre-Assessment:
Kahoot
Activities:
Google Earth Canadian
scavenger hunt
Notes
Sept. 10 ​Lesson 3 Sept. 11 ​Lesson 4 Sept. 12​ L ​ esson 5 Sept. 13 ​Lesson 6 Sept. 14
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Label a​ map of Canada Define​ region and Identify t​ he provinces Recall​ the first people
with the appropriate identify s​ ome attributes included in the Interior who first lived on the
regions of regions that allow Plains region Interior Plains
Colour​ a map of you to differentiate Describe​ the physical Summarize​ the ways in
Canada showing the between them features in the Interior which the FNMI peoples
provinces and territories Explore ​how a region Plains region of the region lived off of
in each region and the can contribute to your Discuss​ the climate and the land and ​explore
borders between them identity weather in this region how life at that time
Pre-Assessment: Pre-Assessment: Pre-Assessment: may have been for
Discussion Discussion Brainstorm concept them
Activities: Activities: map Describe​ the
Canada colour map What Makes a Region? Activities: experiences and
assignment Interior Plains ​video involvement of the
(3:58-4:54) Francophone in the
Notes development of the
Discussion Interior Plains into what
it is today
Imagine​ the stories of
the Francophones from
their perspective
Pre-Assessment:
Discussion
Activities:
Notes
Buffalo hide picture
story activity
Sept. 17 ​Lesson 7
L.O.’s:
Identify​ other significant
groups of people who
had impact in the
development of the
Interior Plains
Describe​ the ways of
life of the Metis people
in the Interior Plains
and the ways in which
they affected the
development of this
region
Pre-Assessment:
Think-Pair-Share
Activities:
Notes
Discussion
Sept. 18 ​Lesson 8
L.O.’s:
Identify​ other significant
groups of people who
had impact in the
development of the
Interior Plains
Describe​ who the
North-West Mounted
Police were in the
Interior Plains and the
ways in which they
affected the
development of this
region
Pre-Assessment:
Quick writes
Activities:
Notes
Sept. 19 ​Lesson 9
L.O.’s:
Recall​ other influential
events that helped
shape the Interior
Plains into what it is
today
Evaluate​ these events
from the different
perspectives involved
Describe​ what the
Canadian Pacific
Railway is and the ways
it would affect ways of
life in the Interior Plains
Pre-Assessment:
CPR Intro ​video
Activities:
Role playing activity
Notes
Sept. 20 ​Lesson 10 Sept. 21
L.O.’s:
Recall​ other influential
events that helped
shape the Interior
Plains into what it is
today
Evaluate​ these events
from the different
perspectives involved
Describe​ the different
settlers that made their
way to the Interior
Plains
Pre-Assessment:
Discussion
Activities:
Jigsaw
Notes
Sept. 24 ​Lesson 11 Sept. 25 ​Lesson 12 Sept. 26 ​Lesson 13 Sept. 27 ​Lesson 14 Sept. 28
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
List​ the natural Identify t​ he provinces Recall​ the first people Describe​ the
resources that belong to included in the who first lived in the experiences and
the Interior Plains Cordillera region Cordillera involvement of the
region Describe​ the physical Summarize​ the ways in Francophone in the
Explain​ how the natural features in the which the FNMI peoples development of the
resources have shaped Cordillera region of the region lived off of Cordillera region into
communities in this Discuss​ the climate and the land and ​explore what it is today
region weather in this region how life at that time Imagine​ the stories of
Pre-Assessment: Relate​ common severe may have been for the Francophones from
Four corners weather occurrences of them their perspective
Activities: this region to current Pre-Assessment: Pre-Assessment:
Notes events Discussion Discussion
Pre-Assessment: Activities: Activities:
Cordillera ​video Notes Notes
(0:24-2:56) Potlatch read aloud
Activities: w/pictures and videos
Notes
Current events
Oct. 1 ​Lesson 15
L.O.’s:
Identify​ other significant
groups of people who
had impact in the
development of the
Cordillera region
Describe​ the ways of
life of the Chinese,
Japanese, and Sikhs
people in the Cordillera
region and the ways in
which they affected the
development of this
region
Pre-Assessment:
Historic photo
exploration
Activities:
Notes
Oct. 2 ​Lesson 16
L.O.’s:
Identify​ other significant
groups of people who
had impact in the
development of the
Cordillera region
Describe​ the ways of
life of the Chinese,
Japanese, and Sikhs
people in the Cordillera
region and the ways in
which they affected the
development of this
region
Pre-Assessment:
Discussion
Activities:
Notes
Oct. 3​ ​Lesson 17 Oct. 4 ​Lesson 18 Oct. 5
L.O.’s: L.O.’s:
List​ the natural Recall​ other influential
resources that belong to events that helped
the Cordillera region shape the Cordillera
Explain​ how the natural into what it is today
resources have shaped Describe​ what a gold
communities in this rush is and the ways it
region would affect ways of life
Pre-Assessment: in the Cordillera
Drawing Pre-Assessment:
Activities: Discussion
Notes Activities:
Discussion/debate Notes
What’s in a Name?
textbook activity
Oct. 8 Oct. 9 ​Lesson 19 Oct. 10 ​Lesson 20 Oct. 11 ​Lesson 21 Oct. 12
No School L.O.’s: L.O.’s: L.O.’s: PD Day
Define ​identity Define ​identity Identify t​ he provinces
Identify​ the Identify​ the included in the
characteristics that characteristics that Canadian Shield region
make up a region make up a region Describe​ the physical
Describe t​ he Interior Describe t​ he Interior features in the
Plains and the Plains and the Canadian Shield region
Cordillera regions and Cordillera regions and Discuss​ the climate and
the available natural the available natural weather in this region
resources and the ways resources and the ways Pre-Assessment:
they are used, the they are used, the Canadian Shield ​video
climate and weather, climate and weather, (4:56-5:44)
the physical features, the physical features, Activities:
types of natural types of natural Notes
disasters and severe disasters and severe
weather accustomed, weather accustomed,
factors that help factors that help
determine climate, and determine climate, and
the ways in which they the ways in which they
affect quality of life for affect quality of life for
both regions both regions
Explain ​the First Explain ​the First
Nations, Inuit, and Metis Nations, Inuit, and Metis
and Francophone and Francophone
involvement, the ways involvement, the ways
in which they were in which they were
affected, and their affected, and their
perspective in the perspective in the
Interior Plains and Interior Plains and
Cordillera regions Cordillera regions
Pre-Assessment: Pre-Assessment:
Discussion Brief review/priming
 Activities: Activities:
Review Quiz

Oct. 15 ​Lesson 22 Oct. 16 ​Lesson 23 Oct. 17 ​Lesson 24 Oct. 18 ​Lesson 25 Oct. 19

L.O.’s: L.O.’s: L.O.’s: L.O.’s:
Recall​ the first people Demonstrate​ using Describe​ the Recall​ influential events
who first lived in the latitude and longitude experiences and that helped shape the
Canadian Shield and ​describe​ how it involvement of the Canadian Shield into
Summarize​ the ways in affects climate explorers, including the what it is today
which the FNMI peoples Pre-Assessment: Francophone, in the Describe​ what the fur
of the region lived off of Discussion development of the trade was and the ways
the land and ​explore Activities: Canadian Shield into it affected ways of life in
how life at that time Notes what it is today the Canadian Shield
may have been for Latitude and Longitude Imagine​ the stories of Identify​ other significant
them assignment the explorers and groups of people who
Pre-Assessment: Francophones from had impact in the
Discussion their perspective development of the
Activities: List​ the natural Canadian Shield
Notes resources that belong to Describe​ the ways of
Snowshoe ​video the Canadian Shield life of the voyageurs
Mini snowshoe craft? Explain​ how the natural and Metis people in the
resources historically Canadian Shield and
shaped communities in the ways in which they
this region affected the
Pre-Assessment: development of this
Think-Pair-Share region
Activities: Pre-Assessment:
Notes Discussion
Activities:
Notes
Hudson’s Bay Company
vs. North West
Company Venn
 diagram

Oct. 22 ​Lesson 26 Oct. 23 ​Lesson 27 Oct. 24 ​Lesson 28 Oct. 25 ​Lesson 29 Oct. 26

L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Describe​ the ways in Relate​ the natural Identify t​ he provinces Recall​ the first people
which the fur trade resources of the included in the Arctic who first lived in the
affected the First Canadian Shield region region Arctic region
Nations of the region to the ways in which Describe​ the physical Summarize​ the ways in
Pre-Assessment: people live today, features in the Arctic which the FNMI peoples
Discussion including jobs, lifestyle, region of the region lived off of
Activities: etc. Discuss​ the climate and the land and ​explore
Notes Pre-Assessment: weather in this region how life at that time
Podcast? Discussion Pre-Assessment: may have been for
Activities: Arctic ​video​ (2:57-3:57) them
Notes Activities: Pre-Assessment:
Charades game Notes Discussion
Activities:
Notes
Video​?
Oct. 29 ​Lesson 30 Oct. 30 ​Lesson 31 Oct. 31 ​Lesson 32 Nov. 1 ​Lesson 33 Nov. 2
L.O.’s: L.O.’s: L.O.’s: L.O.’s:
List​ the natural Describe​ the Relate​ the natural Appreciate​ Canada’s
resources that belong to experiences and resources and the physical geography and
the Arctic region involvement of the environment of the natural environment
Explain​ how the natural explorers, including the Arctic to the ways in Identify t​ he major
resources have shaped Francophone, in the which people live today, geographical regions,
communities in this development of the including jobs, lifestyle, landforms, and bodies
region Arctic into what it is etc. of water in the
Pre-Assessment: today Pre-Assessment: Canadian Shield or the
Concept map Imagine​ the stories of Discussion Arctic region
Activities: the explorers and Activities: Demonstrate​ how the
Notes Francophones from Notes physical geography of
Circle Think-Pair-Share: their perspective Climate change debate the regions affects
challenges of living in Pre-Assessment: quality of life in Canada
the North Discussion Compare​ similarities
Activities: and differences
Notes between the regions
Recognize​ the
differences between
their chosen region and
the region where they
live
Pre-Assessment:
Discussion
Activities:
Region float project
Nov. 5 ​Lesson 34 Nov. 6 ​Lesson 35 Nov. 7 ​Lesson 36 Nov. 8 ​Lesson 37 Nov. 9
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Appreciate​ Canada’s Appreciate​ Canada’s Appreciate​ Canada’s Appreciate​ Canada’s
physical geography and physical geography and physical geography and physical geography and
natural environment natural environment natural environment natural environment
Identify t​ he major Identify t​ he major Identify t​ he major Identify t​ he major
geographical regions, geographical regions, geographical regions, geographical regions,
landforms, and bodies landforms, and bodies landforms, and bodies landforms, and bodies
of water in the of water in the of water in the of water in the
Canadian Shield or the Canadian Shield or the Canadian Shield or the Canadian Shield or the
Arctic region Arctic region Arctic region Arctic region
Demonstrate​ how the Demonstrate​ how the Demonstrate​ how the Demonstrate​ how the
physical geography of physical geography of physical geography of physical geography of
the regions affects the regions affects the regions affects the regions affects
quality of life in Canada quality of life in Canada quality of life in Canada quality of life in Canada
Compare​ similarities Compare​ similarities Compare​ similarities Compare​ similarities
and differences and differences and differences and differences
between the regions between the regions between the regions between the regions
Recognize​ the Recognize​ the Recognize​ the Recognize​ the
differences between differences between differences between differences between
their chosen region and their chosen region and their chosen region and their chosen region and
the region where they the region where they the region where they the region where they
live live live live
Pre-Assessment: Pre-Assessment: Pre-Assessment: Pre-Assessment:
Discussion Discussion Discussion Discussion
Activities: Activities: Activities: Activities:
Region float project Region float project Region float project Region float project
Nov. 12 Nov. 13 Nov. 14 ​Lesson 38 Nov. 15 ​Lesson 39 Nov. 16
No School No School L.O.’s: L.O.’s:
Appreciate​ Canada’s Appreciate​ Canada’s
physical geography and physical geography and
natural environment natural environment
Identify t​ he major Identify t​ he major
geographical regions, geographical regions,
landforms, and bodies landforms, and bodies
of water in the of water in the
Canadian Shield or the Canadian Shield or the
Arctic region Arctic region
Demonstrate​ how the Demonstrate​ how the
physical geography of physical geography of
the regions affects the regions affects
quality of life in Canada quality of life in Canada
Compare​ similarities Compare​ similarities
and differences and differences
between the regions between the regions
Recognize​ the Recognize​ the
differences between differences between
their chosen region and their chosen region and
the region where they the region where they
live live
Pre-Assessment: Pre-Assessment:
Discussion Discussion
Activities: Activities:
Region float project Region float parade
Nov. 19 ​Lesson 40 Nov. 20 ​Lesson 41 Nov. 21 ​Lesson 42 Nov. 22 ​ Lesson 43 Nov. 23
L.O.’s: L.O.’s: L.O.’s: L.O.’s:
Identify t​ he provinces Recall​ the first people Describe​ the Recall​ other influential
included in the Great who first lived in the experiences and events that helped
Lakes - St. Lawrence Great Lakes - St. involvement of the shape the Great Lakes -
Lowlands region Lawrence Lowlands explorers, including the St. Lawrence Lowlands
Describe​ the physical Summarize​ the ways in Francophone, in the into what it is today
features in the Great which the FNMI peoples development of the Describe​ what the
Lakes - St. Lawrence of the region lived off of Great Lakes - St. Quebec Act was and
Lowlands the land and ​explore Lawrence Lowlands into the ways it affected
Discuss​ the climate and how life at that time what it is today ways of life in the region
weather in this region may have been for Imagine​ the stories of Identify​ other significant
Pre-Assessment: them the explorers and groups of people who
Great Lakes - St. Pre-Assessment: Francophones from had impact in the
Lawrence Lowlands Discussion their perspective development of the
video ​(6:05-7:05) Activities: Pre-Assessment: Great Lakes - St.
Activities: Jigsaw Discussion Lawrence Lowlands
Notes Notes Activities: Describe​ the ways of
Notes life of the United Empire
Loyalists in the Great
Lakes - St. Lawrence
Lowlands and the ways
in which they affected
the development
Pre-Assessment:
Discussion
Activities:
Role playing
demonstration
Notes
Nov. 26 ​Lesson 44 Nov. 27 ​Lesson 45 Nov. 28 ​Lesson 46 Nov. 29 ​Lesson 47 Nov. 30
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Recall​ other influential List​ the natural Identify ​the provinces Recall​ the first people
events that helped resources that belong to included in the Atlantic who first lived in the
shape the Great Lakes - the Great Lakes - St. region Atlantic region
St. Lawrence Lowlands Lawrence Lowlands Describe​ the physical Summarize​ the ways in
into what it is today Explain​ how the natural features in the Atlantic which the FNMI peoples
Describe​ what the resources have shaped Discuss​ the climate and of the region lived off of
underground railroad communities in this weather in this region the land and ​explore
and the Great Migration region List​ the natural how life at that time
were and the ways they Pre-Assessment: resources that belong to may have been for
affected ways of life in Discussion the Atlantic region them
the region Activities: Explain​ how the natural Pre-Assessment:
Pre-Assessment: Notes resources have shaped Demasduit Dream by
Ancestry ​video communities in this Great Big Sea
Discussion region Activities:
Activities: Pre-Assessment: Notes
Notes Atlantic ​video
(7:05-8:11)
Activities:
Notes
Resources diagram
Dec. 3 ​Lesson 48 Dec. 4 ​Lesson 49
L.O.’s: L.O.’s:
Describe​ the Recall​ other influential
experiences and events that helped
involvement of the shape the Atlantic
explorers, including the region into what it is
Francophone, in the today
development of the Identify​ other significant
Atlantic region into what groups of people who
it is today had impact in the
Imagine​ the stories of development of the
the explorers and Atlantic region
Francophones from Describe​ the people
their perspective and events in the
Pre-Assessment: Atlantic region and the
Discussion ways in which they
Activities: affected the
Notes development of this
region
Pre-Assessment:
Discussion
Activities:
Notes
Dec. 5 ​Lesson 50
L.O.’s:
Recall​ other influential
events that helped
shape the Atlantic
region into what it is
today
Identify​ other significant
groups of people who
had impact in the
development of the
Atlantic region
Describe​ the people
and events in the
Atlantic region and the
ways in which they
affected the
development of this
region
Pre-Assessment:
Discussion
Activities:
Notes
Dec. 6 ​Lesson 51 Dec. 7
L.O.’s:
Dissect c​ lues given to
figure out which
perspective their case
study is representing
and ​support ​their choice
Imagine​ themselves in
the in the shoes of
various people from
different regions and
appreciate how diverse
Canada is and the ways
in which it affects its
people
Compare ​the qualities
of the two regions to
identify which one is
more fitting for the
perspective they are
given
Pre-Assessment:
Discussion
Activities:
Case Study
Dec. 10​ ​Lesson 52 Dec. 11 ​Lesson 53 Dec. 12 ​Lesson 54 Dec. 13 ​Lesson 55 Dec. 14
L.O.’s: L.O.’s: L.O.’s: L.O.’s:
Describe ​the Great Define​ national park Describe​ ways in which Describe​ ways in which
Lakes - St. Lawrence Identify​ factors national parks and national parks and
Lowlands and the contributing to the protected areas are protected areas are
Atlantic regions and the importance of national important to the important to the
available natural parks and protected sustainability of sustainability of
resources and the ways areas to the Canada’s natural Canada’s natural
they are used, the sustainability of environment environment
climate and weather, Canada’s natural Recognize​ those who Recognize​ those who
the physical features, environment should be responsible should be responsible
types of natural Appreciate​ the value of to ensure the to ensure the
disasters and severe national parks and preservation of preservation of
weather accustomed, protected areas in Canada’s national parks Canada’s national parks
factors that help Canada and protected areas on and protected areas on
determine climate, and Pre-Assessment: different levels different levels
the ways in which they Canada National Parks Demonstrate​ care and Demonstrate​ care and
affect quality of life for video and map concern for the concern for the
both regions Activities: environment in Canada environment in Canada
Explain t​ he First Notes Pre-Assessment: Pre-Assessment:
Nations, Inuit, and Metis Canadian National Discussion Discussion
and Francophone Parks: fact or opinion Activities: Activities:
involvement, the ways game National Park postcard National Park postcard
in which they were
affected, and their
perspective in the Great
Lakes - St. Lawrence
Lowlands and Atlantic
Pre-Assessment:
Discussion
Activities:
Review
Quiz
Dec. 17 ​Lesson 56 Dec. 18 ​Lesson 57 Dec. 19 ​Lesson 58 Dec. 20 ​Lesson 59 Dec. 21
L.O.’s: L.O.’s: L.O.’s: L.O.’s: PD Day
Describe​ ways in which Describe​ ways in which Apply​ knowledge about Demonstrate
national parks and national parks and the six physical regions understandings about
protected areas are protected areas are of Canada and ​rate the physical geography
important to the important to the them according to most of Canada and the
sustainability of sustainability of desirable to least ways in which it affects
Canada’s natural Canada’s natural Compare​ features and the lives of those who
environment environment characteristics of the reside in each of the
Recognize​ those who Recognize​ those who regions physical regions
should be responsible should be responsible Support​ choices with Pre-Assessment:
to ensure the to ensure the both facts and opinions Discussion
preservation of preservation of Appreciate​ the variety Activities:
Canada’s national parks Canada’s national parks and diversity of KWL chart
and protected areas on and protected areas on Canada’s physical
different levels different levels geography
Demonstrate​ care and Demonstrate​ care and Pre-Assessment:
concern for the concern for the Rating game
environment in Canada environment in Canada Discussion
Pre-Assessment: Pre-Assessment: Activities:
Discussion Discussion Ranking the regions
Activities: Activities:
National Park postcard National Park postcard