THE CANADIAN ATLAS ONLINE NOVA SCOTIA - GRADE 4
www.canadiangeographic.ca/atlas
Lesson Overview
Students will understand and appreciate the importance of Atlantic Canada’s historical connection to the sea.
Grade Level
This lesson is appropriate for students in Grades K-6 but can be adapted to other grades.
Time Required
Two class periods
Curriculum Connection (Province/Territory and course)
Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of Education and Training (CAMET): Nova Scotia General Curriculum Outcomes K-6 (Can be adapted for any province)
Culture and diversity:
Students will be expected to demonstrate an understanding of culture, diversity and worldview recognizing the similarities and differences in various cultural, racial and ethnic perspectives. (Grade 4)
People, places and environment:
Students will be expected to demonstrate an understanding of the interactions among various people in the community. They will understand need for food clothing and shelter (Grade 4) / The basic needs of people are the same everywhere. (Grade 5)
Interdependence:
Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment – locally, nationally and globally. They will understand that interdependence is a consistent and important factor in human relations everywhere (Grade 4) / in the role of the individual in the community. (Grade 5)
Time, continuity and change:
Students will be expected to demonstrate an understanding of the past and how it affects the present and the future. Students will understand that events are remembered with traditions and customs. (Grade 4)
Link to the Canadian Atlas Online (CAOL)
www.canadiangeographic.ca/atlas/
Explore by themes: Building a nation - Early Trade Networks
Additional Resources, Materials and Equipment Required Computer with Internet access & word processing access Your choice of recording information for the class at the front (overhead, poster paper, board) LCD projector Glue, scissors, color pencils, markers Modeling clay Copies of the map ‘Canada and the World’ by Canadian Geographic Map of Atlantic Canada: http://www.tourismfredericton.ca/en/directionsmaps/resources/Atlantic_Canada.gif http://canada.blog.uvm.edu/groupA/map.gif http://www.historicalatlas.ca/website/hacolp/contents.htm CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries View the map of Canada on line: http://geography.about.com/gi/dynamic/offsite.htm?site=http://atlas.gc.ca/site/english/maps/reference/national/can%5Fpolitical%5Fe/referencemap%5Fimage%5Fview Blank outline map of Canada: http://geography.about.com/library/blank/blxcanada.htm Outline map of the Atlantic Provinces: http://www.canadainfolink.ca/blankmap.htm (individual and group copies) Atlantic Canada’s Waterforms: Networks to the Past http://www.canadiangeographic.ca/atlas/lessonplan.aspx?ID=LESSON43 Copies of student cards, “Primary Exploration Route” (attached) Copies of student “Activity Sheets #1,2, and 3” (attached) Copies of student assessment: “Self Evaluation” and “Peer Evaluation” (attached) Main Objective
Students will understand and appreciate the importance of Atlantic Canada’s seacoast as a route for European explorers by researching various European exploration routes in Atlantic Canada.
Learning Outcomes
By the end of the lesson, students will be able to:
Locate the various waterways in their provinces
Trace European exploration in Atlantic Canada
Produce a wall display of selected data
Work in groups to effectively present material to their class
Categorize and organize information for presentation
The Lesson |
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Teacher Activity
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Student Activity
| Introduction
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First Class: Teacher Preparation
Distribute Primary Exploration
Route cards to students until 6 groups have been assigned with at least five in each group. (Students with similar routes will work together.)
Direct students to find their work group by locating others with the same card.
Hand out blank outline maps of Canada and the Atlantic Provinces.
Identify the provinces of the Atlantic Region of Canada and point out how Atlantic Canada is connected by various water systems.
Review the location of the provinces
Review lesson expectations and key points to be covered in “Student Activity Sheet #1”.
Note: If possible, arrange to have a LCD Projector available in order to provide visual of available website data linked to pages of the Canadian Atlas Online (CAOL).
www.canadiangeographic.ca/atlas/
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First Class:
Locate work groups and discuss assignment as per instructions.
In groups, plan and organize today’s individual workload and contribution to the group effort.
Locate the four Atlantic Provinces on a large map.
Locate the four Atlantic Provinces on their blank maps and colour code, using a legend.
| Lesson Development
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First Class:
Provide students with Internet access to: http://www.historicalatlas.ca
Instruct to click on “Explore the Map”.
Locate these primary exploration
Routes:
Primary routes 1497-1524
Primary routes 1525-1542
Primary routes 1543-1585
Primary routes 1586-1604
Primary routes 1605-1613
Primary routes 1614-1632
Circulate and discuss various aspects of students’ findings.
Monitor for accuracy.
Conduct mini lessons as required provide feedback
Second Class: Teacher Activity
Provide handouts for students to record information:
“Self Evaluation”
“Peer Evaluation”
Review procedure and expectations for presentations, follow-up questions and student note taking.
Conduct evaluation during presentations for content and effectiveness.
Provide feedback; make connections with places on the wall map and group activity.
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First Class:
Following instructions, use The Historical Atlas as a source of information on the Primary exploration routes of the European explorers.
Complete “Activity Sheet #1” by going to:
http://www.historicalatlas.ca CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries
Record on Atlantic Canada map.
Note: Both individual and group copies will be required.
Outline region area on the group
Map with colour: England (red), France (blue), Portugal (orange), Spain (purple), Netherlands (green)
Create your group and individual
map of Atlantic Canada’s explorers
using blank base maps (attached)
Begin work on “Activity #2; Student Research
Outline: “How European Explorers Contributed to Atlantic Canada”
Complete “Student Activity Sheet #3: We Are Connected” for homework.
Second Class: Student
Pass in homework
Class discuss homework
Review and prepare for group presentation. They can see the difference in the water systems in each of the provinces.
As a group, plan and organize work assignments to complete the wall map and prepare for the presentation.
Present findings to the class while the audience records information and participate in follow-up discussions.
Students present their maps to the class on day two.
| Conclusion
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Teacher Activity:
Lead final discussion to highlight key points and make connections between the presentations and the completed maps.
Collect student handouts to assess quality and quantity of information gathered
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Student Activity:
Participate in final discussion.
Summarize/recheck information
on “Activity #2; Student Research
Outline: How European Explorers Contributed to Atlantic Canada”
Hand in all completed forms.
| Summary |
Each group will have contributed to a overview of Atlantic Canada’s exploration
The classroom wall maps and made presentations to the class identifying key points of their respective region.
All students will have completed information outlines about each of the six primary routes based on the findings presented.
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Lesson Extension Student Activity Sheet: Visual Literacy This unit will base on visual literacy. The intent on focusing on visual literacy is to: Assist students in analyzing visual images to understand the creator’s technique and intent Enable students to achieve a considered response to a visual image Enable students to achieve a considered response to a text through creating a visual image. Students will combine speaking and listening with a visual display through a photo essay. Students will: Create a stamp for each country the explorer visited Draw a picture of the explorer Create a gallery of their findings using information from Assessment of Student Learning
Formative: Demonstrate a skill
Peer & self-evaluation and teacher observation can be used to evaluate skills/ process.
Communication:
Inquiry:
Participation:
Explain the visual representations
Products Created
Written Assignment
Portfolio
Further Reading
Optional
Link to Canadian National Standards for Geography
Essential Elements 1: The World in Spatial Terms
Map projection (distance, direction)
Essential Element 2: Places & Regions
How cultures affects places and regions (cultural landscape)
Essential Element 3: Physical Systems
River systems of Canada and the world
Essential Element 4: Human Systems
Population density, density & growth rates
Impact of human migration
Demographic transition
Providers of goods and services
Types and patterns of economic activity (primary, secondary, tertiary, quaternary)
Places where people work / Transportation
Types of economic activity
Population density, density & growth rates
Human migration patters/ Forced & voluntary
Essential Element 5: Environment & Society
Non–renewable resources
Earth’s natural resources
Essential Elements 6: Uses of Geography
Physical and human characteristics of places change over time
Geographic Skill 1 – Asking Geographic questions
Geographic Skill 2 – Acquiring Geographic Information:
Locate, gather and process information from a variety of primary & secondary sources including maps (k-5)
Use maps to collect and/or compile geographic information (6-8)
Geographic Skill 3 – Organizing Geographic information
Prepare maps to display geographic information
Construct graphs, tables and diagrams to display geographic information
Geographic Skill #4 – Analyzing Geographic Information
Use maps to observe and interpret geographic relationships
Use photographs to observe geographic relationships (k-5)
Interpret information obtained from maps and geographic information systems
Geographic Skill # 5 – Answering Geographic Questions:
Present geographic information in the form of both oral and written reports accompanied by maps and graphs (k-5)
Develop & Present combinations of geographic information to answer geographic questions (6-8)
Student Activity Sheet #1: Instructions on Locating Primary Exploration Routes Complete the following chart on using the information presented on:
http://www.historicalatlas.ca/website/hacolp/contents.htm
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Description
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1.
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Click on http://www.historicalatlas.ca/website/hacolp/contents.htm
Go to “CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries”
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2.
| Go Interactive Maps
Click on “Principal Explorations, 1497-1632”
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3.
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Click on the icon on the left.
This will display the primary exploration routes
Locate the following primary routes:
Primary routes 1497-1524
Primary routes 1525-1542
Primary routes 1543-1585
Primary routes 1586-1604
Primary routes 1605-1613
Primary routes 1614-1632
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4.
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Outline the region on your group map with these colours:
England - Red
France - Blue
Portugal - Orange
Spain - Purple
Netherlands - Green
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Student Activity Sheet #2: Research Outline How European Explorers Contributed to Atlantic Canada
Your Name:
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_____________________________________________
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Group Members:
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1. _________________________________________________
2. _________________________________________________
3. ________________________________________________
4. _________________________________________________
5. ________________________________________________
6. _________________________________________________
| Pick an explorer that you would like to research and circle the name:
Henry Hudson
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Jacques Cartier
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Christopher Columbus
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Sir Humphrey Gilbert
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Gaspar Corte Real
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Samuel de Champlain
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1.
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Using an atlas or a wall map, name the country the explorer sailed from:
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Hudson: ____________________
Cartier: ____________________
Columbus: ___________________
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Gilbert: _____________________
Corte Real: _____________________
Champlain: ____________________
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2.
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Name the matching capital of the countries you listed in Question 1.
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1. ____________________
2. ____________________
3. ______________________
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4. ______________________
5. ______________________
6. ______________________
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3.
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Complete the following jot note matrix with information about your explorer and their country. Write down the most interesting things you find out.
For explorer, include such things as:
Dates of the explorer's birth and death
Country the explorer sailed for (if different)
Voyage dates, Country of intended destination and where they actually landed
(if it was different)
For country, include things such as special customs, festivals, foods, etc.
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Student Activity Sheet #3:
We Are Connected
By completing this activity you will understand how lifestyles are interconnected with the different explorers from Europe.
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