Canada
Stage 1- Desired Results
Transfer:
Students will be able to independently use their learning to…
  1. Demonstrate independence in reading complex texts, and writing and speaking about them.
  2. Build a strong base of knowledge through content rich texts.
  3. Obtain, synthesize, and report findings clearly and effectively in response to task and purpose.
  4. Construct viable arguments and critique the reasoning of others.
  5. Read, write, and speak grounded in evidence.
  6. Use technology and digital media strategically and capably.
  7. Come to understand other perspectives and cultures through reading, listening, and collaborations.
Standards:
Content Skills:
CS4.1 Use map and globe skills to determine absolute locations (latitude and longitude) of places studied. (G)
CS4.2 Interpret a map using information from its title, compass rose, scale, and legend. (G)

Learning Standards:
LS4.17 On a map of North America, locate Canada, its provinces, and major cities. (G)
LS4.18 Describe the climate, major physical characteristics, and major natural resources of Canada and explain their relationship to settlement, trade, and the Canadian economy. (G, E)
LS4.19 Describe the major ethnic and religious groups of modern Canada. (G, H, C, E)
LS4.20 Identify when Canada became an independent nation and explain how independence was achieved. (H, G)
LS4.21 Identify the location of at least two Native American tribes in Canada (e.g., Kwakiutl and Micmac) and the Inuit nation and describe their major social features. (H, G)
LS4.22 Identify the major language groups in Canada, their geographic location, and the relations among them. (H, G)

ELA Standards
RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.
RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

W.4.3 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Essential Questions

Overarching:
  • How does where you live influence how you live?
  • What causes people to live where they live?
  • Why do we research?


Topical:
  • How are Canadians affected by the climate, major physical characteristics, and major natural resources?
  • What are the major ethnic and religious groups of modern Canada?
  • How did Canada become an independent nation?
Big Ideas
Human interdependence on geography

Enduring Understandings
Overarching:
  • The environmental and geographic features of a country affect the economic, cultural and historical lives of the people who live there.
  • Human actions modify the physical environment and, in turn, the physical environment limits or promotes human activities.
  • Research leads to an enhanced understanding of a topic.

Topical:
  • Every country is unique and can be described by its human and physical characteristics.
  • Many ethnic and religious groups make for a rich Canadian culture and history.
  • Resources play an important role in the United States economy. Each region maintains a certain economy that affects the entire country. Regions offer different economic opportunities across the United States.
Students will know…
  • The geographical location of Canada on a map of North America.
  • The geographical locations of the provinces and major cities of Canada on a map.
  • The climate, physical features, and natural resources of Canada.
  • The relationship between climate, physical features, and natural resources to settlement, trade, and the Canadian economy.
  • The major ethnic and religious groups of modern Canada.
  • When Canada became an independent nation and how independence was achieved.
  • The geographic location of at least two Native American tribes in Canada.
  • The social features of two Native American tribes.
  • The major language groups in Canada, their geographic location, and the relations among them.

Vocabulary: physical features, landforms, landmarks, climate, precipitation, aboriginal, First Nation, province, prairie tundra territory, commonwealth, Parliament, prime minister, arctic, unification, toonie Inuksuk, Olympics
Students will be skilled at …
  • Locating Canada on a map of North America.
  • Identifying the provinces and major cities of Canada on a map.
  • Identifying the climate, physical features, and natural resources of Canada.
  • Describing the climate, physical features, and natural resources of Canada and explaining their relationship to settlement, trade, and the Canadian economy.
  • Gathering information from different types of maps to draw conclusions about the climate, natural resources, and physical features of Canada.
  • Describing the major ethnic and religious groups of modern Canada.
  • Explaining and comparing the cultural identities of the people of Canada.
  • Gathering information on Canada based upon their research questions.
  • Taking notes for collecting information on Canada.
  • Summarizing information orally and in writing.
  • Presenting information in writing and orally.
Stage 2- Assessment Evidence
Performance Tasks: Canada and the United States share more than just a border. Canada and the United States are allies and important trading partners. This project allows students to further explore what it means to be a Canadian, recognizing that as neighbors it is important that we know about each other.

While students may not have enough experience to be aware of this yet, Canadians tend to know much more about Americans than Americans know about them. This project allows students to try to rectify this imbalance. Students can take this one step further and create a Canada Awareness campaign in their school or Canada trivia game to try to stump friends and family.

Your task is to create a picture book, ABC book, or number book that would provide information about Canada to younger students. You will be sharing your book with kindergarten students.

Formative: Two-column notes, summary

Summative: The performance task will serve as a summative assessment of student learning.

Student Self-Assessment: Students assess themselves on the performance task rubric.
Stage 3- Learning Plan

Resources
Digital:

Print:




http://www.crabtreebooks.com/ProductDetail/9780778796527_canada--the-land-revised-ed-3pb#.U63ZTJRdWAg

http://www.crabtreebooks.com/ProductDetail/9780778796541_canada--the-culture-revised-ed-3pb#.U63Z4ZRdWAg

http://www.crabtreebooks.com/ProductDetail/9780778796534_canada--the-people-revised-ed-3pb#.U63aC5RdWAg


Media:
Explore Canada at http://kids.nationalgeographic.com/Places/Find/Canada

Listen to music from Canada: http://worldmusic.nationalgeographic.com/worldmusic/view/page.basic/country/content.country/canada_24

Virtual Field Trip Canadian Museum of Nature
http://nature.ca/explore/gmjx_e.cfm

Virtual Field Trip Canadian Museum of Civilization
http://www.civilization.ca/cmc/exhibitions/online-exhibitions/online-exhibitions

Suggested Websites:
http://www.nytimes.com/2009/07/01/opinion/01canadaday.html
http://www.travelforkids.com/Funtodo/Canada/canada.htm
http://family.go.com/travel/things-to-do/canada/for-children/
http://uscw.canada.travel/
http://www.canada.worldweb.com/TravelArticles/Top10/
http://travel.nytimes.com/
http://www.canadiangeographic.ca/cgKidsAtlas/default_en.asp