THE MEDIUM – WINTER 2010

Phyllis Thomas

Teacher librarian, Henry Janzen School

Regina Public Schools

Disneyland… the Canadian Way!

Saskatchewan School Library Association

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Disneyland…the Canadian Way!

Saskatchewan School Library Association

“Disneyland is planning to open an amusement park in Canada. The big question is--where? Your

class has been asked to come up with a proposal recommending the top three Canadian locations

that would best support this business venture.”

With this task, Ms. Joan Edward’s Grade 5 class at Henry Janzen School embarked on an engaging

learning experience requiring critical thinking, inquiry, and decision-making.

First, pairs of students used a pathfinder

(http://learninglibrary.wikispaces.com/Canadian+Provinces) and an information organizer to gather

facts about six categories: population, climate, land regions, economy, tourist destinations, and

availability of transportation for one province or territory. This information was shared in jot-note

form with the whole class using a wall-sized matrix in the classroom.

Next, students were placed in new groups to analyze categories of information across all thirteen

provinces and territories. Each group identified and rated the top three provinces or territories for

each category, providing reasons for their choices. This process involved discussion and revisiting of

the facts.

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Groups placed a one, two, or three on the classroom matrix to indicate their top three choices for

each category.

Finally, a whole class discussion was held about observations and trends in the decision-making

matrix. Each student made a final written recommendation for the best Canadian Disneyland

location.

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This project was developed collaboratively with the teacher-librarian. The goal was to transform a

traditional-type assignment (i.e., write a report about a Canadian province or territory) into one

requiring students to purposefully locate, analyze, and use information. Assessment and evaluation

was ongoing, focusing on the learning process. Feedback from students indicated their enthusiasm

and engagement throughout this project.

For ideas about how to transform traditional-type assignments into ones that require deeper thinking

and application of learning, ask your teacher-librarian about the following books:

Loertscher, D. V., Koechlin, C., & Zwaan, S. (2005). Ban those Bird Units: 15 Models for Teaching

and Learning in Information-rich and Technology-rich Environments. Salt Lake City, UT: Hi Willow

Research and Publishing.

Loertscher, D. V., Koechlin, C., & Zwaan, S. (2007). Beyond Bird Units! Thinking and Understanding

in Information-Rich and Technology-Rich Environments. Salt Lake City, UT: Hi Willow Research and

Publishing.

(This article appeared originally in the June 2009 Info, a monthly newsletter about happenings in

Regina Public Schools. Info is circulated only to employees of Regina Public Schools via email with a

few paper copies sent to staff rooms.)

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Canadian Disneyland Project – Teacher Notes

Process:

1. Introduce project by having students share Disneyland experiences. Show pictures, talk

about location (use Google Maps or Google Earth). Build excitement and provide background

information about the history of Disneyland and other Disney locations around the world.

Hand out Request for Proposal (Appendix 1).

2. Form investigative teams--one for each province and territory. Each group will collect jot

notes on one province or territory being sure to include information on the categories

outlined in the Request for Proposal. Students collect information on Individual Information

Organizer. Teach mini-lessons as needed on the following topics:

using online Subject Guide to locate information from a variety of sources

http://learninglibrary.wikispaces.com/Canadian+Provinces

reading non-fiction text

making jot notes

cross-checking information using multiple sources

creating a bibliography (citing books, web pages, online encyclopedias)

working in a group

3. Develop a decision matrix on classroom wall to collect students' jot notes according to

province or territory (see picture in article). Create new student groups to analyze the

information in each category across all provinces and territories. Each group uses Disney

Location Comparison Chart to reach a consensus on the three most favourable locations in

each category.

4. Student groups use Disney Location Comparison Chart to plot their 1st, 2nd, and 3rd choices

on the wall matrix. Hold a class discussion about the results.

5. Individual students complete My Proposal handout and My Project Reflection.

Information Sources:

See online Subject Guide - http://learninglibrary.wikispaces.com/Canadian+Provinces

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Evaluation Suggestions:

* individual information organizer (chart) (6 categories X 4 marks each) Appendix 2

* jot notes for wall matrix (see earlier photo for an example of this matrix)

* bibliography (5 sources X 2 marks each)

* group participation rubric (use to provide ongoing feedback, one per student) Appendix 3

* Disney Location Comparison chart (one per group or one per student ) Appendix 4

* My Proposal (one per student, 10 marks) Appendix 5 and My Reflection Appendix 6

analysis is logical and insightful

final decision is based on data

Ways to extend student thinking and make real world connections:

So What?

Invite an expert, someone with experience in writing proposals for their career like a city worker or

consultant, for a classroom visit. Have the class share their research and findings and ask for advice

from the expert. For example, how could the student proposal be stronger? Have the expert share

both positive and negative stories about real-life proposals in which they have been involved.

What Next?

Think about ways to become involved in a real proposal in the students’ town, province, or country.

Could students “shadow” a real project in our community?

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Appendix 1

Request for Proposals: Disneyland is coming to Canada!

Task:

Disneyland is planning to open a new amusement Park in Canada. The big question is—“Where?” Location is

everything. Tour class has been asked to come up with a proposal recommending the top three Canadian locations

that could successfully support this business. You must take into consideration several elements that are critical to

the location of a successful amusement park. These elements are:

Population

o What is the population of the province/territory?

o Where do most people live?

o What are the larger cities?

Climate

o What are the seasonal temperature ranges?

o How much precipitation is received and in what forms?

Land Regions

o What is the relief of the land? (mountains, prairies, lakes, rivers)

o What types of vegetation are common?

o What types of wildlife are common?

Popular Tourist Destinations

o What interesting attractions are already important to the province/territory? (arts, culture,

entertainment, professional sports)

Economy

o What natural resources does the province/territory have?

o What are the key industries? (manufacturing, agriculture, mining, forestry, services)

Transportation

o What main forms of transportation are readily available?

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Appendix 2

Pro

vin

ce /

Ter

rito

ry:

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am

e: _

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lati

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To

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st A

ttra

ctio

ns

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Appendix 3

Nam

e: _

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Grou

p P

arti

cip

ati

on

Ru

bri

c

Sk

ills

C

rite

ria

P

oin

ts

1

No

ne

of

the

tim

e

2

So

me

of

the

tim

e

3

Mo

st o

f th

e ti

me

4

All

of

the

tim

e

Lis

ten

ing

L

iste

ns

resp

ectf

ull

y t

o

oth

er’s

idea

s.

Ask

s ques

tions

to h

elp c

lari

fy

idea

s.

Pa

rtic

ipa

tin

g

Par

tici

pat

es i

n

each

ste

p o

f th

e

pro

cess

.

Off

ers

idea

s &

sugges

tions.

Sta

ys

on t

ask.

Res

pec

tin

g

Enco

ura

ges

and

support

s th

e

idea

s an

d e

ffort

s

of

oth

ers.

To

tal

Poin

ts

Tea

cher

Co

mm

ents

:

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Appendix 4

Dis

ney

Lo

cati

on

Com

pa

riso

n C

ha

rt

Na

me:

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1

st C

ho

ice

2n

d C

ho

ice

3rd

Ch

oic

e Q

ues

tio

ns

/

Info

rma

tio

n N

eed

s

Po

pu

lati

on

* W

hat

is

the

popula

tion

of

the

pro

vin

ce/t

erri

tory

?

* W

her

e do m

ost

peo

ple

live?

* W

hat

are

the

larg

er

citi

es?

Cli

ma

te

* W

hat

are

the

seas

onal

tem

per

ature

ran

ges

?

* H

ow

much

pre

cipit

atio

n i

s re

ceiv

ed

and i

n w

hat

form

s?

La

nd

Reg

ion

s * W

hat

is

the

reli

ef o

f th

e

land? (m

ounta

ins,

pra

irie

s, l

akes

, ri

ver

s)

* W

hat

typ

es o

f

veg

etat

ion a

re c

om

mon?

* W

hat

typ

es o

f w

ildli

fe

are

com

mon?

Dis

ney

Lo

cati

on

Com

pa

riso

n C

ha

rt

Na

me:

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1

st C

ho

ice

2n

d C

ho

ice

3rd

Ch

oic

e Q

ues

tio

ns

/

Info

rma

tio

n N

eed

s

Po

pu

lar

To

uri

st

Des

tin

ati

on

s * W

hat

inte

rest

ing

attr

acti

ons

are

alre

ady

import

ant

to t

he

pro

vin

ce/t

erri

tory

? (a

rts,

cult

ure

, en

tert

ainm

ent,

pro

fess

ional

sport

s, e

tc.)

Eco

no

my

* W

hat

nat

ura

l re

sourc

es

does

the

pro

vin

ce/t

erri

tory

hav

e?

* W

hat

are

the

key

indust

ries

? (e

.g.,

man

ufa

cturi

ng,

agri

cult

ure

, m

inin

g,

fore

stry

, se

rvic

es,

etc.

)

Tra

nsp

ort

ati

on

* W

hat

mai

n f

orm

s of

tran

sport

atio

n a

re r

eadil

y

avai

lable

?

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Appendix 5

My Proposal & Rationale for Canadian Disneyland Locations

1st Choice: ____________________ 2nd Choice: ____________________ 3rd Choice: ____________________ My Rationale:

My top recommendation for a Canadian Disneyland location is

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Appendix 6

My Project Reflection Think about the Canadian Disneyland project that you have been working on. What comments do you have about the project in general? ______________________________________________________________________________

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What insights or big ideas did you learn about Canada? ______________________________________________________________________________

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What comments do you have about working with a group? (challenges, benefits) ______________________________________________________________________________

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Is there anything else that you would like to say? ______________________________________________________________________________

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