geography: people, place and environment unit...

Geography: People, Place and Environment Unit Plan

Daniel Turgeon Molly MacKenzie

Meghan Higgins Natasha Boutilier

Overview The People, Place and Environment unit will introduce students to concepts about their surroundings. Students will participate individually as well as in groups to explore these geographical concepts. The unit was chosen for grade three students to raise awareness of the importance of their global environment and the sustainability for the future. The following lessons will be included within the unit:

• Which Direction Should We Go? • Reading Maps • Landforms • Vegetation • What Are The Difference Between Urban And Rural?

This unit begins with an inquiry focus, which will help students make observations and predictions about their planet. The unit will then transition into a community focus, as students will learn about the ways individuals live and make a living.

Following a constructivist methodology, students will focus on prior knowledge and understanding while working in group and individual settings. Students will draw on the importance of group discussion, and respecting the opinions of their peers. Activities will require students to work hands on and use multiple learning styles, as teachers will provide inclusive practices throughout.

A social studies journal will be used throughout the People, Place and Environment unit. Students will be encouraged to record observations and questions, through written and illustrated responses. Students will include all completed worksheets within the social studies journal. The social studies journal, completed projects/assignments, along with teacher observations will be used as part of the assessment process throughout the unit.

The unit will take approximately 6 weeks to complete. Students will participate in social studies class three times a week, at 40 minutes each class. The exception will be for extended lessons and the field trip.

Outline Class 1: Class 2: Class 3: Week 1 Outcome Facilitated:

• Use location, distance, scale, direction, and size to describe place.

Introduce the compass rose and the cardinal points.

Locate or identify objects and places using the cardinal points’ method.

Locate on maps and determine the relative positioning of various places around the community and the world using cardinal points.

Week 2 Outcome Facilitated:

• Use maps, globes, and picture to describe location and place.

Introduce the characteristics of a map and have class discussion about “mental maps”.

Conduct a preparation activity (worksheets) about legend and scale found on a map.

Create a map of surrounding areas, which include a legend and scale.

Week 3 Outcome Facilitated:

• Identify some of the basic physical processes that have shaped the earth

Introduce the characteristics of landforms found across the earth.

Complete an activity where students match pictures of landforms to the corresponding descriptions.

Create sculptures/scenes of landforms using colored clay that visually describe each landform. This can be paired with waterforms.

Week 4 Outcome Facilitated: • Identify and describe major

physical features, climates, and vegetation of their province and region (Atlantic Canada)

Introduction to vegetation of the Atlantic region: discussion, worksheet, and collage

Discuss the importance of the vegetation of the Atl. region, introduction to climate (link climate/seasons)

Have students create a comic strip that depicts the ways that the climate in their region influences their life/activities they participate in

Week 5 Outcome Facilitated: • Demonstrate an understanding

of where people live and how people make a living in their province

Introduce Urban/Rural provide definition and read story

Talk about different urban and rural places in their province and region

Take the Students on a field trip to an area that is the opposite of theirs.

Week 6 Outcome Facilitated: • Demonstrate an understanding

of where people live and how people make a living in their province

Have a discussion about how people make a living in their province

Volunteer/Parent Job Fair

Self-Reflection Activity – What jobs would I like to have?

Objectives

Lesson #1:

• Students will learn and understand basic concepts of the Compass Rose. • Students will locate relative objects and places using the cardinal points.

Lesson #2:

• Students will learn and understand various characteristics of a map such as legends and scales.

Lesson #3:

• Students will identify 10 landforms. • Students will be able to identify characteristics found within each landform (rocks, soil,

vegetation, surrounded by water, lava) • Students will connect each landform with a basic description.

Lesson #4:

• Students will examine and explore vegetation patterns in the Atlantic region, and their significance.

• Students will develop concepts about vegetation, and bring meaning to how different vegetation patterns are associated with different areas of the Atlantic region.

• Students will observe how vegetation patterns in the Atlantic may determine the means of earning a living in a particular region, which will lead to further investigation in subsequent classes.

Lesson #5:

• Students will be able to describe at least two characteristics about a rural area and a urban area

• Students will be able to identify if they live in an urban area or rural area

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Language%Arts%

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Health%

Plants%

Healthy%

Relationships%

Visual%Art%

Math%

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Collages%

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Lesson #1

Which direction should we go?

Grade Level: 3

Unit: People, place, and environment.

Time Estimated for Lesson: 40 minutes

• Initial introduction: approximately 5 minutes • Activity: approximately 30 minutes • Closing: approximately 5 minutes

Objectives:

• Students will learn and understand basic concepts of the Compass Rose. • Students will locate relative objects and places using the cardinal points.

Outcomes Facilitated:

• Students will be expected to use location, distance, scale, direction, and size to describe place.

Materials Needed:

• Computer with internet access (Google Earth). • A terrestrial globe. • “Compass Rose” sheets, see Appendix A. • Activity worksheets see Appendix B & C (Complete Canadian curriculum: grade

3).

Procedure:

a) Introduction

• Introduce students to the Compass Rose (see Appendix A “Compass Rose".) Place a bigger version of the compass correctly (the northern part of the compass aiming to the north) on the floor and introduce students to the other Cardinal points (east, west, south, northeast, northwest, and southeast). Explain to students that certain facts are related to the cardinal points (e.g., the sun always rises from the east and sets in the west, or how the strength and direction of winds are often reported using the cardinal points method).

b) Activity

• Give students a Compass Rose sheet and ask them to place it on their desks correctly by referring to the display on the floor (Students’ compasses will be placed differently depending on the seating arrangement of the classroom). Ensure that the north is pointing in the right direction.

• Use cardinal directions to locate objects in the classroom relative to the compass (e.g. the pencil sharpener is to the east of me, the clock…). Do the same exercise in determining the position on other premises of the school in relation to the classroom (e.g. the gym is to the west of the class etc.)

• Out in the schoolyard with a real compass or a GPS; explain that the compass and GPS are tools that we use to find north. The presentation of these instruments is made as awareness only! It is not expected for the students to operate the equipment mentioned above. Once the north has been established, ask students to ensure that their compass rose is pointing in the right direction, and to determine various objects relative to their position (e.g. the flagpole is southeast of us etc.).

• Then, students will determine the relative position of various places in the community relative to the school (e.g. arena is north of the school, gas station is southeast of the school etc.). Ensure that children write down each location on their compass sheet.

c) Productive questions

• Worksheets attached (see Appendix B & C) are added to enhance the learning about the Compass Rose, but also as a tool to enable productive questions throughout the lesson.

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d) Closing

• Encourage students to share with classmates about the places they have chosen while using their Compass Rose.

• Discuss about some of the difficulties encountered during the activity. • Go over the worksheets from Appendix (B & C) to ensure that all questions are

answers, but also that all students have a good understanding of labeling relative objects or places while using their compass rose.

• Emphasize on how beneficial is to have awareness of direction. For instance, someone may ask you for direction, or yet, you may need to situate yourself in relation to other places.

Real World Connections:

• Compass Rose is also an indicator that directs in which direction the map is drawn to. Without the compass rose on a map, you would not know the exact direction of the north.

• Despite the growing technology, there are several occasions or situations that you will only have access to a paper map, and knowing how to read a compass on a map can assist you in many ways such as traveling.

Enrichment:

• Compass Rose is actually divided into 32 points and has 360° numbered clockwise from 0° to 360°.

• Compass rose is also found on nautical charts indicating magnetic north - which will be discussed during science in the portion of “Invisible Forces”. (Provide a nautical chart for children to become more engage in the discussion).

Additional Activities:

• Provide a map of the Atlantic regions with all the major cities labeled on it. Ask children different questions that relates to relative positioning such as “where is Yarmouth in relation to Saint John?” answer: “Yarmouth is South of Saint John”. The same can be done with other cities of the world in relation to Nova Scotia. For example, “London, England is to the east of Nova Scotia” etc.

Modifications/Adaptations:

• One option to ensure that an exceptional learner is involved during the activity is to pair him or her with another child who understands the material and concepts. Working together will be a benefit to both students. Someone besides the teacher can explain the concepts to the special needs student. In addition to the special needs child learning about compass rose the other student will reinforce his or her own understanding of the subject matter. For this topic, there are a great number of technologies available to enable understanding of the subject. For visual impaired students, I would ensure that the compass rose has braille scripts, from which each cardinal points can be feel by touch.

Assessment:

• Observing students' actions during learning activities is crucial for a proper assessment. For this reason, while students are working with their compass roses inside the classroom or outside (schoolyard), teacher is to walk about and take notes about his/her observations. Teacher has to not only observe, but also listen for conversations related to outcomes. Teacher should also collect, review, and assess all compass rose representations.

Lesson #2

Reading maps!

Grade Level: 3

Unit: People, place, and environment.


• Initial introduction: approximately 5 minutes • Activity: approximately 30 minutes • Closing: approximately 5 minutes

Objectives:

• Students will learn and understand various characteristics of a map such as legends and scales.


• Students will be expected to use maps, globes, and picture to describe location and place.

Materials Needed:

• Computer with internet access (Google Earth and Google map). • A map of the city (hard copy). • Activity worksheet see Appendix D & E (Complete Canadian curriculum: grade

3). • Bristol board paper (white paper).

Procedure:

a) Introduction

• Invite students to close their eyes and mentally represent the classroom. Ask them then to describe where are some of the elements of the class, such as windows or doors. Then ask them to imagine that they are walking from the class to the administrative office and imagining a map that would assist them getting to the administrative office. Explain to them, what they have just created in their heads are "mental maps," which in a way guided you to move from the class to the office.

• Then, as a class discussion, draw a map on the board to illustrate the direction that students can take from the classroom to the administrative office. Ensure to add on the drawing a “compass rose” with all the cardinal points labeled on it (this will act as a review from the previous lesson). The idea for this demonstration is to exhibit the beneficial impacts of legends and scales of a map.

• Emphasize that the information provided on a map will not only guide someone to destination, but as well as to provide pertinent information about the surroundings of places. Ensure to draw a small legend and scale to explain what the graphic on the drawings really means. For instance, in the legend there would be the route, desks, cafeteria, doors etc.

• Ask the following questions regarding the drawing on the board. For instance, a new student has just arrived in our class, in what way this map maybe beneficial to him/her. Why would it be important to know where a place is located? (This is also part of productive questions).

b) Activity

• As a warm-up activity, students should complete activity worksheets found in Appendix D & E, which will enable them to focus on and acquire knowledge about legends and scales prior to the main activity below.

• Then, in groups of 2 or 3, students will create a map of the surrounding areas of the school. Ensure that the following are included:

o A colorful legend, which will contain surrounding natural and building elements such as roads, trees, houses, buildings, stores etc. (Ensure to promote creativity to the children).

o Proper orientation of the Compass Rose (remind students which direction the north is).

o A scale to represent approximate distances. For example: [1dm = 1km].

c) Productive questions:

• What resources on a map allow you to find information? • What characteristics of the map assist you to find information? • What can you learn from the map and the included legend? • Ask the following questions regarding the drawing made on the board. For

instance, a new student has just arrived in our class, in what way this map maybe beneficial to him/her. Why would it be important to know where a place is located?

d) Closing

• Students will share their maps with other groups. • Discuss about some of the difficulties encountered during the activity. • Go over the activity worksheet “D & E” to ensure that all questions are answers,

but also that all students have a good understanding of map legends and scales.

STSE/Real World Connection:

• The legend on a map essentially tells you what the signs on a map symbolize and represent or what is natural or a man-made feature. Allow the students to reflect on a latest trip they took or simply on their way to school every day, and ask them to recall all road signs they have encountered. Map legends are very similar in a way, as the symbols inform people about important characteristics located on the map.

• World maps have legends as well (bring up a world map on the board and explain some of the characteristics, such as the scales, compass rose, population, and major cities). Depending on the map used, some will also provide various names of parks, lakes, rivers etc. Some maps will also provide scaling information such as inches vs. kilometers.

Enrichment:

• Some children may ask about other lines that are found on a terrestrial globe or a world map. Explain that these are call latitude and longitude lines.

• Latitude lines are "imaginary" lines that run around the earth parallel (explain parallel) to the equator. They represent degree from the equator to the poles. For example, the equator is also the zero degree latitude line (show equator

line on the globe or map). The North Pole is at 90 degrees and the South Pole is at -90 degrees.

• Longitude lines are also imaginary lines running from the North Pole to the South Pole. These lines are farther apart at the equator and get closer as they approach the poles where they meet together (demonstrate this). Longitudes are usually referenced from Greenwich, England where it has been established as Zero Degrees longitude (demonstrate this on the map as well as the concept of +180 degrees and – 180 degrees).

• Latitude and Longitude lines are very useful. For instance, the lines can serve as a global address to spot specific area on Earth. For example, navies or search & rescue units around the world utilize this system to plot pertinent information during special operation (I would provide my own experience while employed for the National Defense. However, if a substitute is giving this lesson, delete the above statement).

Additional Activities:

• In groups of 4 or 5, students could make up a treasure map. In order to make it realistic, teacher will need the paper to look like an old parchment, by ripping the edges, crumpling the paper, pouring liquid or coffee on it, blow dry it. Have students including the cardinal directions along with various landmarks throughout the map. Some landmarks could include the Amazon Jungle, the SteepCliff of Falling, The Scorpion Passage, and so on... Let them create as many rivers, mountains and houses as they wish on the map. Do not forget the X to mark the spot for the treasure, the compass rose, and the legend. Students could also add a story for the map as well. The activity could extend and meet some of the outcomes for language arts.


• One option to ensure that an exceptional learner is involved during the activity is to pair him or her with another child who understands the material and concepts. Working together will be a benefit to both students. Someone besides the teacher can explain the concepts to the special needs student. In addition to the special needs child learning about map legends and scales, the other student will reinforce his or her own understanding of the subject matter. For this topic, several tools on the web are available to enable learning to occur; National Geographic for kids has many learning games to facilitate children with difficulties comprehending the topic. For visual impaired students, I would ensure that maps are available in braille scripts and that manipulative are made available during the creation of the map.

Assessment:

• Observing students' actions during learning activities is crucial for a proper assessment. For this reason, while students are creating their maps, teacher is to walk about and take notes about his/her observations. Teacher has to not only observe, but also listen for conversations related to outcomes. Teacher should also collect and review all map representations and evaluate the maps based on the following criteria:

§ Building and natural elements are identified and located approximately in the right place on the map?

§ Does the compass rose is oriented correctly? § The map legend and scale are present. § Does all symbols presented on the map are also represented by

in the legend?

Lesson #3

Landforms

Grade Level: 3

Unit: Geography


Introduction: 10 minutes Activity: approximately 20 minutes Closing: approximately 10 minutes

Outcomes:

• Ask basic geographic questions; acquire, organize and analyze geographic information; and answer geographic questions at an age-appropriate level.

• Use location, distance, scale, direction, and size to describe place. • Identify some of the basic physical processes that have shaped the earth

Objectives:

• Students will identify 10 landforms. • Students will be able to identify characteristics found within each landform (rocks, soil,

vegetation, surrounded by water, lava) • Students will connect each landform with a basic description.

Materials Needed:

• Computer • Landform Work Sheet (Appendix F) • Color Pencils • Markers • Glue sticks • Scissors • Assessment Rubric

Procedure:

a. Introduction • Ask the students what they believe a landform to be. • Using large chart paper, make a list of landforms they know, and a list of things

that can help characterize landforms (for example soil, rocks, etc.) b. Activity

• Before starting the lesson, explain what they are expected to do during the activity.

• Show a video from www.discoveryeducation.ca

• As the students are watching the video, stop at each landform discussed and make note of what each landform is. The teacher may want to also write the descriptions down on the board so that students can copy on their own paper.

• After completing the video, hand out the work sheets, and explain that they are to cut out each landform and glue them next to the corresponding description.

• Hand out glue sticks and scissors to each student, along with the worksheets. • Give students 15 minutes to complete the activity. • If the students are done early, or there is time at the end of the lesson, they can

color their landform pictures.

c. Productive Questions • What is a landform? • What are some things you can see on a landform? • What do landforms have in common? • Where can you see some of these landforms?

d. Closing

• Once students have completed their activity, go over each landform, asking students what answers they may have come up with.

• Ask again what characteristics they notice of each landform. • Ask students if they know of any of the landforms discussed can be found here in

Nova Scotia? Canada? • Put the new landform names up on the word wall under social studies.

Assessment Strategies:

While students are discussing landforms in the introduction, make note of their answers on chart paper. The descriptions completed by the students during the video can be collected and put in their social studies journals for further assessment by the teacher. As students are cutting and pasting their landform pictures, the teacher will walk around the class making note on a clip board the language being used by the students, as well as discussing with the students why they chose to match up which landform, exploring the description and the elements in the pictures. At the end of the activity the teacher will collect the activity sheets to assess.

STSE Connections:

Students can identify landforms that they may see in their own communities or provinces, for example islands they may see in the harbor, or that areas of Cape Breton can be seen as a peninsula.

Extensions:

An extension to this activity would be to assign students in pairs or groups a specific landform that they will construct using clay of different colors. This can also be linked to a lesson on water forms as they can make a scene using both. On completion of their scenes, the students will present their landforms/waterforms to the class, describing them using terms and characteristics

discussed in previous lessons. This can also be accompanied by research done on the computer or using textbooks in class to research where they can find specific landforms in the world.


An option to ensure exceptional students can participate is to pair up the student with a pre-determined student. The pair can complete the activity together, taking turns matching up landforms, or having one student do the cutting and pasting if the exceptional student is unable to use their fine motor skills to do so.

Lesson #4

What is the vegetation of the Atlantic region?

Grade Level: Three

Unit: People, Place, and Environment

Time Estimated for Lesson: 40 minutes:

• Introduction: approximately 10 minutes • Activity: approximately 25 minutes • Closing: approximately 5 minutes


• 3.1.2 describe the major physical features, climates, and vegetation of their province and the Atlantic region

o describe the vegetation patterns of the Atlantic region

Objectives:

• Students will examine and explore vegetation patterns in the Atlantic region, and their significance.

• Students will develop concepts about vegetation, and bring meaning to how different vegetation patterns are associated with different areas of the Atlantic region.

• Students will observe how vegetation patterns in the Atlantic may determine the means of earning a living in a particular region, which will lead to further investigation in subsequent classes.

Materials Needed:

• Bristol board or card stock • Art material or a computer equipped with a drawing program • Photos of vegetation in Nova Scotia/the Atlantic provinces • Vegetation worksheet (Appendix G) • Chart paper and/or whiteboard • Social Studies journals and/or notebooks

Procedure: a. Introduction:

• This lesson may be used as an inter-unitary lesson as a way to introduce vegetation in the Atlantic region.

• Begin the class by stating that today’s lesson will be about exploring the vegetation of the Atlantic region.

• After introducing the subject, have the students sit quietly at their desks. Ask students to create a list of the landforms in the Atlantic region that they have studied in the unit People, Place, and Environment up until this point (mountains, beaches, rivers, valleys, islands, etc). Write student responses on the whiteboard or a piece of chart paper; this can be added to throughout and after the activity.

• After students have had a chance to reflect on the landforms they have learned about thus far, ask them to think about types of vegetation that might grow in or around these landforms. Write students’ ideas on the whiteboard or a piece of chart paper next to the names of the landforms that have already been mentioned by the students.

• Hand out the “What is the vegetation of Nova Scotia?” work sheet to the students which asks them to identify and draw different fruits and vegetables that grow in Nova Scotia.

• Ask students to place their worksheets in their Social Studies journals and/or notebooks. • As students fill out their worksheet, they will be asked productive questions about the

type of fruits and vegetables that they can think of that grow in Nova Scotia. Invite students to discuss their ideas with other students around them.

• Once students have had the opportunity to think of types of fruits and vegetables that grow in Nova Scotia and have started to fill out their worksheet, ask students to share some of their ideas with the class.

• Ask students if there are any other types of vegetation that they can think of that grow in Nova Scotia (trees, etc.) Create a list of the types of vegetation that grow in Nova Scotia on the whiteboard or a piece of chart paper. Leave this list at the front of the class during the activity as a reference for students.

b. Activity:

• Before allowing students to begin the production of their collage, divide them into small groups.

• Explain to the students that, in these groups, they will be creating a collage of vegetation in the Atlantic region.

• Students should be told exactly what is expected of them as they work collaboratively on their collages. As this is an impromptu, in-class project, let students know that they will not be formally assessed on their collage. Emphasis should be placed on the understanding that students demonstrate in choosing vegetation to include in their collage, and the justification if asked to share their final product with the class.

• Remind students to be respectful while working within their groups, and to work together so that every member of the group has the opportunity to contribute and participate in the creation of the collage.

• Encourage students to refer to the list of vegetation of the Atlantic region that you have brainstormed as a class, and to the worksheet they have just completed, for ideas of types of vegetation that grow in the Atlantic region to include in their collage.

• Provide students with glue sticks, cardstock and/or Bristol board, scissors, and other art materials that will be needed to make the collage. Allow students to search for images on the internet, or provide them with magazines, and photos from various different sources to use for the production of their collage.

• Students will begin their collages. Circulate the class and encourage students to talk about their ideas with you or with their group if it is not disruptive or distracting. Note the observations and explanations that the students are making about the pictures of vegetation they are choosing to include, and its significance to the Atlantic region.

• Do not rush a students creativity or thought processes by abruptly ending the exercise; if more time is required a subsequent lesson may be provided to allow those students who have not finished to finish, and which would provide time for those finished to either work on another collage which is province specific rather than to the entire Atlantic region, or to write about their collage in the Social Studies journals and/or notebooks.

• Throughout the activity, guide the students’ exploration of the vegetation of the Atlantic region by asking them productive questions to get them talking about their thought processes and justifications.

c. Productive Questions:

• What are some of the landforms that we have learned about so far in this unit? • What are some types of vegetation (trees, plants, fruits, vegetables, etc.) that might grow

in or around the landforms that we have learned about in this unit? • In which provinces would you expect to find a forest? • What type of vegetation do you think are common in all provinces, and therefore the

entire Atlantic region? • What types of fruits and vegetables can you think of that grow in Nova Scotia? • What is the importance of the vegetation in the Atlantic region?

d. Closing:

• Gather the students after the activity and ask them to share any thoughts, experiences, and/or anything that they may have learned about the vegetation of the Atlantic region that they did not know before. Write these on the board and/or chart paper.

• For the pair and share ask students to form two large circles, one inside the other. Each of the students in one circle will be facing a student in the other. Students will be encouraged to discuss what they have learned during the activity, and to address the key concepts of the lesson.

• After a moment, ask the students in the interior circle to rotate two or three people to the right. Encourage students to share what they learned with their new partner. Students may be asked to share with as many partners as possible, time permitting.

• Ask students if any of them would like to share the collage they created with the class. Have students explain the types of vegetation that they chose to incorporate into their collage, and why, and what they may have learned about the vegetation of the Atlantic region during the activity. Invite other students to share their responses to similar questions, even if they do not feel comfortable showing their collage to the class.

• Invite students to think about the importance of the vegetation of the Atlantic region (the type of vegetation may influence the ways in which people living in the area make a living, etc.) which will be examined further in subsequent classes.

Assessment Strategies:

• Observe students during the introductory discussion and worksheet activity. As students respond to the questions you are asking during and after the activity, and engage in subsequent discussion with you, with their peers, or with the entire class, note participation.

• As students engage in the creation of their vegetation collages, circulate the class with a clipboard or other means of note taking. Ask the students productive questions during the activity, and note the responses of the students. Record whether students are making observations, offering responses, or asking questions that lead to further exploration in subsequent lessons.

• Collect the students’ Social Studies journals and/or notebooks to assess their worksheet. Assessment should include whether the student chose appropriate types of fruits and vegetables that grow in Nova Scotia, including their drawing of the fruit or vegetable.

• Collect the students’ collages. Students could be asked to formally present their collage in class, or to informally explain the significance of the types of vegetation they chose to include in their collage.

• As this is an informal and impromptu creation of a collage, students should be given an assessment rubric should this lesson be developed further so that students have been given the time to fully develop their collages.

STSE/Community Connections: As Nova Scotian citizens, students will have had experiences with the vegetation of the Atlantic region before the lesson even if they do not realise the significance; introducing the vegetation of the Atlantic region and its significance to students by getting them to create a collage will broaden their understanding of the topic. Some examples of connections that students in grade three may relate to the vegetation of the Atlantic region are:

Spruce tree Cabbage Pumpkin Potato Pine tree Lettuce Squash Beet Birch tree Spinach Beans Carrot Fir tree Broccoli Peas Parsnip Maple tree Cauliflower Corn Radish Oak tree Cucumber Tomato Turnip

Modification: Modifications may be made depending on the abilities of each student in the class.

Extension:

• After the students have finished their collages on the vegetation of the Atlantic region, they may be asked to engage in an informal, or formal, research project. Students may be encouraged to research the importance of the vegetation of the Atlantic region (the type of vegetation helps determine the ways in which people living in that area make a living, etc.) Students may be asked to work individually, or in pairs for the research project. Findings may be written down in their Social Studies journals and/or presented to the class.

Lesson #5

What are the Differences between Urban and Rural?

Grade level: Three

Unit: Place

• Demonstrate an understanding of where people live and how people make a living in their province


• Initial Introduction: 15 minutes • Activity: approximately 20 minutes • Closing: approximately 5 minutes


• Identify the differences between urban area and rural area

Objectives:

• Students will be able to describe at least two characteristics about a rural area and a urban area

• Students will be able to identify if they live in an urban area or rural area

Materials Needed:

• Pencils • Venn Diagram Handout (appendix H) • Book “Town Mouse, Country Mouse” by Jan Brett

Procedure:

a) Introduction: • Introduce the students to the terms urban and rural.

• Provide the students with a definition of urban and rural.

• Read the story the Town Mouse, Country to the students. Ask the students to pay attention to the different things they hear and see about the city and country mouse’s home/area.

b) Activity: • Before beginning the activity provide the students with a brief explanation of

expectations of the activity that they will be engaging in today. • Students will be given a Venn diagram to fill in with the things they notice about the

city and the country mouse’s homes/areas. • Explain to students that they will be sharing their ideas with the class and they should be

able to provide at least two examples for the city mouse and country mouse’s home/area.

c) Productive Questions: • What did you notice about the city mouse’s home/area? • What did you notice about the country mouse’s home/area? • How were their homes/areas the different? • How were their homes/areas the same?

d) Closure: • The teacher will create a large version of the venn diagram on the board. • Students will be asked to share their ideas with the class. • Poll the class at the end of the lesson and ask them if they live in an urban/rural

area. Ask the questions – Do we live in a rural (country) or urban (city) community?

Assessment:

• Observe and listen to students’ conversations and look for connections related to outcomes. While students are working on their activity walk around the classroom and ask questions about their diagrams.

• Collect the Venn diagrams to ensure that the student were able to identify at least two characteristics about the rural and urban areas.

STSE Connections/ Community Connections:

• Students can put different places in Nova Scotia into the categories of urban and rural.

Extensions/Additional Activities:

• Take the children on a field trip to visit an area that is different or opposite from the one they live in.

Modifications:

• Ensure that special needs children understand the activity. Have the child paraphrase the directions back to the teacher to ensure understanding. Allow the student to work with a partner, if needed.

Appendices

Appendix: A

Compass rose

Appendix: B

Appendix: C

Appendix: D

Appendix: E

Appendix: F

Name:

Super Teacher Worksheets - www.superteacherworksheets.com

LandformsCut out the landform pictures on the next page. Glue each landform next to its description.

a large areaof flat land

a large area offlat land that israised higherthan the landaround it

a large, tall,rocky area ofland thatcomes up outof the earth’ssurface

a mound ofraised land thatis smaller thana mountain

a large crackin the earthformed by ariver orearthquakes

a narrow stripof land thatconnects twolarge areas ofland

an area ofland that iscompletelysurrounded bywater

a strip of landthat extendsout into a bodyof water

low, water landthat is formedat the mouthof a river

an area of lowland betweentwo mountainsor hills


island

mountain

isthmus

hill

plateau

canyon

valley

peninsula

plain

delta



island

mountain

isthmus

hill

plateau

canyon

valley

peninsula

plain

delta





a large crackin the earthformed by a river orearthquakes






ANSWER KEY

Name:







a large crackin the earthformed by ariver orearthquakes







island

mountain

isthmus

hill

plateau

canyon

valley

peninsula

plain

delta



island

mountain

isthmus

hill

plateau

canyon

valley

peninsula

plain

delta





a large crackin the earthformed by a river orearthquakes






ANSWER KEY

Appendix: G Name:

Date:

What is the vegetation of Nova Scotia?

What fruits and vegetables grow in Nova Scotia?

Name of Fruit or Vegetable Drawing of the Fruit/Vegetable

Appendix: H

Sub

ject

:___

____

____

____

____

____

___

Sub

ject

:___

____

____

____

____

____

___

Name _______________________________________________ Date ______________________

Venn Diagram

Write details that tell how the subjects are different in the outer circles. Write details that tellhow the subjects are alike where the circles overlap.

Cop

yrig

ht ©

Hou

ghto

n M

ifflin

Com

pany

. All

right

s re

serv

ed.

Overall Unit Rubric

Social Studies Rubric Grade 3: Geography: People, Place and Environment

Student Name:

Date:

Time:

Area of Assessment 1 2 3

Activity – Student engagement and participation in classroom discussion

Needs Improvement

Contributes Occasionally

Highly Engaged

Productive Questions – Participates and contributes leading questions and ideas to the discussion

Needs Improvement


Highly Engaged

Investigation – Student ability to follow directions and explore with given materials

Needs Improvement


Highly Engaged

Critical Thinking – Student demonstrate the ability to make connections and meaning out of classroom discussion and investigation

Needs Improvement


Highly Engaged

*Criteria for each category is vague to allow room for individualized comments

Score: /12

References Blau, L. (n.d). The City Mouse and the Country Mouse. Retrieved from

http://www.timelessteacherstuff.com/readerstheater/CityMouseCountryMouse.html

Brett, Jan. (2003). Town Mouse, Country Mouse. Puffin Publishing.

Complete Canadian curriculum: Grade 3. (2012). Social Studies (pp. 290-95). Richmond Hill, Ontario: Popular Book Company (Canada) Ltd.

Dltk's crafts for kids. (2013). Treasure Map. Retrieved from http://www.dltk-kids.com/crafts/pirates/mmap.html

Enchanted learning. (2010). Compass rose template. Retrieved from http://www.enchantedlearning.com/label/geography.shtml

Houghton Mifflin Company. (n.d.). Venn Diagram. Retrieved from http://www.eduplace.com/graphicorganizer/pdf/venn.pdf

Mapnall. (n.d.). Maps for Nova Scotia and the world. Retrieved from http://www.mapnall.com/fr/Carte-géographique-Nouvelle-Écosse_1106132.html

National Geographic Kids. (2012). Go west across America with Lewis & Clark. Retrieved from http://www.nationalgeographic.com/west/index.html

Nova Scotia Department of Education. (1999). Foundation for the Atlantic Canada Social Studies Curriculum. Nova Scotia.

Nova Scotia Department of Education. (2012). Guide d’enseignement: Ma province Nouvelle Ecosse. Comment peux-tu décrire la région de l'Atlantique (CH.2). Montréal : Groupe Modulo Inc.

Super Teacher Worksheets. (2013). Landforms. Retrieved from http://www.superteacherworksheets.com/landforms/landforms-1_WMWNF.pdf

geography: people, place and environment unit...

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