Name:

Kirsten Koyle

Cohort: B1

Lesson Plan
Lesson Title: Canadian Physical Regions Grade: 4B Date: October 26, 2015
Subject/Strand: People ad Environments: Political and Physical Regions of Canada Unit: 2 Location:
Classroom and the Library
Time:

(length in minutes):

50 minutes

Lesson Plan Description

(What are you teaching? How does it fit into the context of the unit? What are the big
ideas/essential/enduring understandings?)

The students will have the opportunity to research Canadas 7 physical regions through multi-media
resources. The teacher will have bookmarked websites (Canadian Geographic) along with various
books and magazines for the students to gather the required information. Contextually, this fits into
the unit because the students will need to have a solid understanding of the physical regions to
then have an understanding of Canadas industries, population changes (growth, sprawls, declines
ect) which will come later on in the unit. The knowledge of the physical regions will also help the
students make inquires about climate change and how it effects the physical regions of Canada.
This will then help in the understanding of Acting Today, Shaping Tomorrow.
Big Ideas: A region shares a similar set of characteristics.
Students will have to understanding the difference between a physical region and a political region.
They will also have to implement their skills of mapping requirements (blue is water, compass rose,
titles).
Students will have to use their understanding of media literacy to find the information quickly
applying it correctly.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations

(numbers from documents and details)

B3. Identify Canadas political and physical regions, and describe their main characteristics and some significant activities
that take plan in them.

Ontario Curricular Specific Expectations

(numbers from documents and details) selected & listed from the Ont.
Curriculum, refined when necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3), have
expectations that match assessment

B3.1: Identify various physical regions in Canada and describe their location and some of the major ways in which they are distinct from
and similar to each other.
Learning Goals

Discuss with students: What will I be learning today? (clearly identify what students are expected to know
and be able to do, in language that students can readily understand.)

Today I will learn

To identify the 7 Canadian physical region.

To locate the 7 different physical regions on a map.

The differences and similarities between the physical regions.

ASSESSMENT and EVALUATION

Success Criteria

Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria
to assess students learning, as well as what evidence of learning students will provide to demonstrate their knowledge, skills and
thinking, in language that students can readily understand).

I can: Identify the 7 Physical Regions of Canada

I can: Locate the Physical regions on a Canadian Map
I can: list the similarities and differences between the Physical Regions
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Assessment

How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding;
Thinking;
Communication;
Application
Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
Assessment Mode
Written, Oral, Performance
(Write, Say, Do)

Written and
Performance

Assessment Strategy and Task

for Students- What are the students

Assessment Tool - Instrument used to

assess task and record learning e.g.,

doing to show their learning? e.g. turn and

talk, role play/individual, cooperative, etc.

rubric, checklist, observation sheet, turn/talk, role play

etc.

Students will complete a map

locating the 7 different physical
regions, within these regions
there will be point form notes of
their characteristics. Students
will be using multimedia
resources to complete this
assignment

Checkbric, Class Discussions

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have

* An understanding of the political regions of Canada

* An awareness of required mapping skills (title, compass, correct colours)
* An understanding of how to complete quality and reliable research

Differentiation: Content, Process, Product, Environment, Assessment/Accommodations,

Modifications
The region boundaries filled in, and lines to write the Physical Region and their
characteristics
Fewer characteristics needed
Quiet spaces to work
Text to Speech- the computer will read out the information to the student
Learning Skills/Work Habits
collaboration,

initiative,

Highlight/circle ones that are assessed:

self-regulation

responsibility,

organization,

independent work,

Vocabulary

(for word wall and/or to develop schema)

Physical Regions
Plateaus
Mountain Ranges
Coasts
Climate
Agricultural
Border
Industry

Resources and Materials /Technology Integration

List ALL items necessary for delivery of the lesson. Include any
attachments of student worksheets used and teacher support material that will support communication of instruction. Include the use
of Information Technology (ICT) in your lesson plan where appropriate.

Blank Canadian maps

Tablets and computers
Kahoot quiz
Pencils
Headphones
Learning Environment (grouping; transitions; physical set up)
Teacher will introduce the lesson and complete minds on in the classroom. Hand out the maps and allow students to collects their
pencils and rulers. Call students to transition to the library or computer lap (line up at the door and walk there together). Students
will work individually at a computer or with tablet. There will space at the workspace to add information to their maps. Action and
consolidation will be completed in this environment as well.

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Cross Curricular Links

Language- Media Literacy

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with
enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do:
What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide
lesson.
Time: 2:05-2:15pm (Indicate time breakdown of instructional
elements)

Teacher will gather students at the individual work

stations (their desks) and recall information from past
lessons.
Teacher will have a blank copy of the political regions
up on the doc cam (showing on white board)
Asks the students about their knowledge of Canadas
political regions.
Today we will be moving forward in our unit learning
more about Canadas environments! Can someone
please tell me what are the political regions of Canada,
you can write in as many as you know on the white
board
Thats awesome David, and class! This looks
awesome. David you can take a seat. Now this map is
missing a few items. Chloe, can you please come and
fill in the missing items?

Students are sitting at their desks

Students raise their hands

David is chosen to fill in the political regions. With his peers
help.
David goes back to his desk
Chloe goes to the white board to fill in a title Map of Political
Regions of Canada, a compass and quickly shades in blue for
the great lakes and the oceans.
Students give thumbs up.
Students raise their hands to give responses such as.
mountains, the Arctic, and coasts.

Looks good, Chloe! Thumbs up or down if every one

agrees with this map.
Nice one, Chloe you can sit down please. Today we
will be learning about the physical regions of Canada.
What does everyone know about the physical regions
of Canada?
All really good ideas!
Puts a blank map of Canada on the doc cam.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: 2:15-2:50pm (Indicate time breakdown of instructional
elements)

Can anyone sum up what physical regions might be?

Yah, ok! Youre on the right track. Splitting up Canada
into these physical regions help geographers and
students like you make studying Canada a little easier.
Why is that?
Yes! Studying the regions help us understand the
land, and why people live there. Or not live there
Today we will be going into the library to research the
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To know what part of Canada we are in. Like if youre in the

mountains then you must be in BC. Or if youre where it is
really flat then you know you must be in Saskatchewan.
Because Canada is so big, and very different
Students gather materials and head to the door

7 physical regions of Canada. I have bookmarked

websites that will help you and books as well. On your
map I need to see all of the qualities of a map, the
approximate boarders of these regions, and within the
regions at least 3 characteristics of them. Since you
will be copying I expect spelling to be correct as well.
There isnt a lot of space, so you may write in point
form.
Once you have received a blank map as she is
handing them out gather your pencils and rulers and
line up at the door. Walking. And we will head to the
library.
While at the door: when we get to the library, please
do not run and push to get to a computer or tablet.
There is enough for everyone. There is another class in
there reading so we are using whisper only.

Students get to work on their studying of the 7 physical

regions with some quiet talking

Class walks to library and finds a seat at a computer or

with a tablet

Class finishes up, and loads Kahoot

Teacher roams the library to encourage the students

and answer any questions.
Ok class, we have about 5 more minutes to wrap up
the map or the region that you are working on. Can
you please bring up Kahoot? There should be an icon
on everyones computer or tablet.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: 2:50-3:00pm (Indicate time breakdown of instructional
elements)

Will we be getting marked on the quiz?

Great, from walking around and the noise level I can see that
a lot of you are finished or close to finishing up. If you are not
done we will have some time tomorrow for you. Now that Ive
uploaded kahoot here on the smart board can you enter in
the GamePin and well get started a on the Kahoot quiz.
Good question, nope this is just as a wrap up to see what
you have remembered from your research. You may use your
maps to help you, but remember there is a time limit. If we
get to a question that you dont know the answer to, just try
your best. Each region only has one answer. So how many
questions will there be?
Awesome. Lets get started starts the Kahoot
Great job everyone, can you please log off your computer
gather all of your materials and line up at the door to head
back to our classroom to get ready to head home.

7!

Class completes the Kahoot with some difficultly.

Students log off their computer. Gathers their

materials and heads to the door.

Extension Activities/Next Steps (where will this lesson lead to next)

After this lesson the students who have not finished their maps will have the
opportunity to finish them. The teacher will review the 7 physical regions of Canada
and their characteristics in the form of a class discussion. She will then open the
floor to what does this mean?. Leading into a discussion about Canadian industries
and populations.

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Curriculum Critical Response:

In looking through the grade four curriculum in regard to the section about Political and Physical Regions of
Canada it seems to be fairly well rounded. There are opportunities for students to learn about Canadian industry,
environmental impacts, populations, mapping skills, political and physical regions. However, there are also some major
pitfalls. The first to be noted is that the curriculum appears to be set on only four economic sectors however there are far
more than 4 economic sectors in Canada. There are also some inferences to human activities in Canada, with bias towards
very traditional, also hinting towards stereotypical activities of Canadians. Not to say that the examples given in the text
are not valid, but they also exclude the activities that the population of new Canadians have brought with them. There also
seems to be some misgivings in the form of Canadian industries. The text seems to focus predominantly on industries that
were booming in the past however a lot of the industries have exported their manufacturing abroad, then closing or
downsizing in their Canadian factories. Industries in Canada are changing focusing more on new age technologies, and
these changes are not noted within the curriculum. There are notes on environmental impact within the curriculum, but it
would be beneficial for the students to have the opportunity to explore how these environmental impacts have changed
Canada and its landscapes (Physical Regions), and thus how this has changed industries and population growth or
movements.

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Blank Map of Canada. To be used by the students to complete their assignment. Hand out will be
larger in scale to provide ample room for writing the characteristics.

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Assessment Tool: CheckBric

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Date:
Student Name:
Assignment:

Does the student

Work independently on the task

Notes:
Have all aspects of a map (compass, title, proper
colouring)

Notes:
Have all of the physical regions labeled, with accurate
boarder

Notes:
Have at least 3 correct characteristics for each physical
region

Notes:
Uses effected point form notes within the region
descriptions. Including spelling
Notes:

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