Grade _______5________

Activity ___Grade 5 regions

centers_____________

Goals/Key questions
Goals: Students will be exploring different aspects of physical geography in
Canada. Students will be able to identify different elements
of physical geography in the various regions of Canada.
Objective: GLO 5.1 Physical Geography of Canada
5.1.1 - Students will value Canadas physical geography and natural
environment
appreciate the environmental significance of national
parks and protected areas in Canada (ER, LPP)
Appreciate the influence of the natural environment
on the growth and development of Canada (LPP)
5.1.2 - Students will examines, 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)
What are the differences and similarities among the
geographical regions of Canada? (LPP)
5.1.3 - Students will 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)
Pre lesson Considerations
Lesson overview of main ideas to be learned and pre-learning
required:
Students will be participating in a cross Canada trip where they
will be exploring different aspects of Canadian physical geography in
the different physical regions.
Students will be working in groups and filling out a placemat
graphic organizer to help record their findings.
Students will be split into predetermined groups to and moving
from center to center in a set time limit.
I will be using a timer on the smartboard so students
know how much time is left in their center time.
> Center 1 - Climate in the Interior Plains
Students will be exploring climate in the interior plains region as
it is the region that they live in. Students will be identifying climate in

the interior plains and also different ways that climate impacts daily
life.
Students will be taking images and contributing to a class poster
with images about climate in the interior plains.
Students will be recording climate words onto their graphic
organizers - I will have a list that students can choose words from.
> Center 2 - Landforms in the Arctic Region
Students will be examining the importance of the land in the
Arctic Region. - Students will be learning about daily life and the ways
that people use the land to live.
Students will be looking at images from the Arctic region and
reading out an excerpt on the region to one another and working
together to identify how landforms affect daily life. Students will record
their findings on their graphic organizer.
> Center 3 - Occupations/Recreation in the Canadian Shield Region
This center will be facilitated by a helper - students will be
participating in a charades game. They will not be teamed but they
will be acting out their occupation/recreation for their group members.
Students have to guess the occupation/recreation
and then record it on their graphic organizer
We will be going over as a class how to play charades
so that the entire class knows the rules before we break to
centers.
> Center 4 - Bodies of Water in the Great Lakes/St. Lawrence
Lowlands Region
Students will watch a video that I have selected on the Great
Lakes region. In this video, students will learn about how pollution and
human interactions have had an impact on water quality in this region.
Students will identify the great lakes in region on their graphic
organizer (labelled pictures) and then they will complete an exit slip on
the importance of protecting and respecting water (in general) in
Canada.
https://www.youtube.com/watch?v=tAGffb9wWOQ keeping the great lakes great
> Center 5 - Natural Resources in the Cordillera
Students will be given 4 images - each containing a picture of a
person - a miner, a fisherman, a farmer and a forrester. Students will
work together to identify the occupation but take it one step further
and identify the natural resources that they would be working with.

 I will have a terms list - students will use this after they have
identified the different occupations - this can help them with organizing
their ideas
> Center 6 - National Parks of Canada
Students will be watching selected videos about National parks focusing on the ones found in Alberta and into British Columbia.
There will be a write up on the importance of national parks for
the preservation of wildlife and ecosystems in Canada.
Students will also write down on a sheet of paper (for the whole
class) if they have been to a national park before.
https://www.youtube.com/watch?v=4tIzp7emVtQ - wildlife
overpasses in banff
https://www.youtube.com/watch?v=C18Hz9YdEIQ - Wild animals
in banff and jasper
https://www.youtube.com/watch?v=P9em46EZgos - Wild animals
in Jasper
https://www.youtube.com/watch?v=jr0mjESclQ8 - Animals in the
wild - banff
https://www.youtube.com/watch?v=uO17A2v_1d4 - bears in
banff
https://www.youtube.com/watch?v=-cQXxQdjbZo - Jasper
Materials needed/preset up required/logistical considerations
needed (seating arrangement):
___2 laptops_______________

____social check up________

__picture cutouts/chart paper_

lists______________
__graphic organizers_________

__group
_________________________

Content: 60 minutes
Introduction
10 minutes

Students will be seated in their desks.

I will be handing out a check up of 5 questions that students will be
filling out. This checkup is designed to gauge an understanding of what
students took away from the lessons on the Appalachian region. - Students will
be filling this out individually. It is going to be used as a formative assessment. I
will have students help pass out the papers.
I will also be handing out the crossword puzzles that students have been
working on. - I have looked over their work so far and have marked what they
have done so far. I wanted to show students that they are on the right track with

their knowledge. Students can use this crossword as a filler activity when they
are done other activities.
If students are finished their check up before the time allotted is up, they
may read their AR books. I will be walking around to ensure that students are
on task and if they have any questions.
I will be also handing back their maps of canada that they have
previously completed.

Transition Consideration
1 minutes

Students will gather up the check ins and hand them back to me.
I will ask students to put away their AR books and clear their desk.
I will have 2 randomly selected students help pass out the graphic
organizers for the group projects.

ACTIVITY 1
9 minutes

I will redirect students attention to me. This is when we will be going

over the rules and expectations of the centers for the remainder of the class.
I have 6 centers for students to be working through but I will only have
groups work through 3 of the centers on Monday/Tuesday. The remaining
centers will be used on Wednesday and Thursday. This has been planned
purposefully so that students will not be rushed through centers and they will
be able to work together efficiently. This will maximize student learning and
exploration of the different centers.
We will be going through the different centers and explaining them so
that everyone has an idea of what they will be doing at each center.
This will be especially important with the charade center
because there may be students who have never played charades before.
There will be instructions at each station if students
We will also be reviewing expectations for group work
We will be going over what happens when a group is finished at center 5
- they then go to center 1

Transition consideration
5 minutes

Students will only need their pencil and their graphic organizers.
Binders will remain in their desks/under their seats.
I will instruct groups to get up and go to their corresponding centers - I
will have identified centers with a number and also a list of names for the first
group that is there.

ACTIVITY 2
30 minutes

Students will be working through the different centers for the remainder
of the class. Students will be taking their graphic organizers with them as they
move from center to center.
Students will have 1 minute to move to the next station

CONCLUSION
5 minutes

Students will be handing in their graphic organizers to me so that I

know nothing will be happening to them.
I will also have records of what groups were at which stations so I know
where to direct students in the next class.
Assessment: Students will be filling out a Check-up at the beginning of
class that is asking them to retrieve the information that they have learned
during our study and exploration of the Appalachian region. I will be taking
this check up in for formative assessment that will help me understand how I
can improve my teaching to ensure that students are being set up to
succeed.
Accommodations/Modifications: If there are students who are not
working well in their groups or who are constantly getting off task, I will have
worksheets that students will be completing individually. I do not want
students to be working outside of the groups
Extension and extra time activity: I will be paying attention to the clock
- I will also be circulating through the groups to make sure students are still
working - I will adjust for more time if students
Reflection on how the lesson went.