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THE CANADIAN ATLAS ONLINE NOVA SCOTIA - GRADE 4www.canadiangeographic.ca/atlas

Atlantic Canada’s Connections by Sea

Lesson OverviewStudents will understand and appreciate the importance of Atlantic Canada’s historical connection to the sea.Grade LevelThis lesson is appropriate for students in Grades K-6 but can be adapted to other grades.Time RequiredTwo class periodsCurriculum 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

http://www.canadiangeographic.ca/atlas/

THE CANADIAN ATLAS ONLINE NOVA SCOTIA - GRADE 4www.canadiangeographic.ca/atlasAdditional 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:

o http://www.tourismfredericton.ca/en/directionsmaps/resources/ Atlantic_Canada.gif

o http://canada.blog.uvm.edu/groupA/map.gif http://www.historicalatlas.ca/website/hacolp/contents.htm

o CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries View the map of Canada on line:

o 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:o 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 ObjectiveStudents 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 OutcomesBy 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 LessonTeacher Activity Student Activity

Introduction First Class: Teacher Preparation First Class: Locate work groups and discuss

http://www.canadiangeographic.ca/atlas/lessonplan.aspx?ID=LESSON43

http://www.canadainfolink.ca/blankmap.htm

http://geography.about.com/library/blank/blxcanada.htm

http://geography.about.com/gi/dynamic/offsite.htm?site=http://atlas.gc.ca/site/english/maps/reference/national/can_political_e/referencemap_image_view



http://www.historicalatlas.ca/website/hacolp/national_perspectives/exploration/UNIT_05/index.htm

http://www.historicalatlas.ca/website/hacolp/contents.htm

http://canada.blog.uvm.edu/groupA/map.gif

http://www.tourismfredericton.ca/en/directionsmaps/resources/Atlantic_Canada.gif

http://www.tourismfredericton.ca/en/directionsmaps/resources/Atlantic_Canada.gif


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/

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

First Class:Provide students with Internet access to: http://www.historicalatlas.caInstruct 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.

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 CenturiesRecord 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 individualmap of Atlantic Canada’s explorers using blank base maps (attached)




http://www.historicalatlas.ca/

http://www.historicalatlas.ca/

http://www.canadiangeographic.ca/atlas/


Conduct mini lessons as required provide feedback

Second Class: Teacher ActivityProvide 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.

Begin work on “Activity #2; Student ResearchOutline: “How European Explorers Contributed to Atlantic Canada”

Complete “Student Activity Sheet #3: We Are Connected” for homework.

Second Class: Student Pass in homeworkClass discuss homeworkReview 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 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

Student Activity: Participate in final discussion.Summarize/recheck information on “Activity #2; Student ResearchOutline: 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.

THE CANADIAN ATLAS ONLINE NOVA SCOTIA - GRADE 4www.canadiangeographic.ca/atlasLesson 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:

Draw the flag of the country where the explorer was born 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 Learning1. Formative: Demonstrate a skill

o Peer & self-evaluation and teacher observation can be used to evaluate skills/ process.

2. Communication: o Read for detail

3. Inquiry:o Identify cause & effect

4. Participation: o Explain the visual representations

5. Products Createdo Written Assignmento Portfolio

Further ReadingOptionalLink to Canadian National Standards for GeographyEssential Elements 1: The World in Spatial Terms

Map projection (distance, direction) Latitude & longitude Map, globe & atlas use

Essential Element 2: Places & Regions How cultures affects places and regions (cultural landscape)

Essential Element 3: Physical Systems


River systems of Canada and the worldEssential 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 Where is it located?

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

Description

1. Click on http://www.historicalatlas.ca/website/hacolp/contents.htmGo to “CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries ”

2. Go Interactive Maps Click on “ Principal Explorations, 1497-1632”

3. 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

4. Outline the region on your group map with these colours:

England - Red

France - Blue

Portugal - Orange

Spain - Purple

Netherlands - Green





Student Activity Sheet #2: Research Outline

How European Explorers Contributed to Atlantic CanadaYour Name:

_____________________________________________

Group Members: 1. _________________________________________________

2. _________________________________________________

3. ________________________________________________

4. _________________________________________________

5. ________________________________________________

6. _________________________________________________

Pick an explorer that you would like to research and circle the name:Henry Hudson

Jacques Cartier

Christopher Columbus

Sir Humphrey Gilbert

Gaspar Corte Real

Samuel de Champlain

1. Using an atlas or a wall map, name the country the explorer sailed from:

Hudson: ____________________

Cartier: ____________________

Columbus: ___________________

Gilbert: _____________________

Corte Real: _____________________

Champlain: ____________________

2. Name the matching capital of the countries you listed in Question 1.

1. ____________________

2. ____________________

3. ______________________

4. ______________________

5. ______________________

6. ______________________

3. 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)

http://www.fcps.edu/KingsParkES/technology/bios/dechamplain.htm

http://www.fcps.edu/KingsParkES/technology/bios/dechamplain.htm

http://www.fcps.k12.va.us/KingsParkES/technology/webquests/explorers/colum.htm

http://www.fcps.k12.va.us/KingsParkES/technology/webquests/explorers/colum.htm

http://www.fcps.k12.va.us/KingsParkES/technology/webquests/explorers/cartier.htm

http://www.fcps.k12.va.us/KingsParkES/technology/webquests/explorers/cartier.htm


DiscoveriesFor country, include things such as special customs, festivals, foods, etc.

Explorer Country

Student Activity Sheet #3:

We Are Connected

THE CANADIAN ATLAS ONLINE NOVA SCOTIA - GRADE 4www.canadiangeographic.ca/atlasBy completing this activity you will understand how lifestyles are interconnected with the different explorers from Europe. Part A – Fact FinderGather information from your research sheet.1. Name the European explorers that came to Atlantic Canada:

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________2. Name the countries that sent explorers to Atlantic Canada

_________________________ _________________________

_________________________ _________________________

_________________________

3. Name the bodies of water (water forms) that the European explorers touched on in Atlantic Canada.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

____________________________________________________________

4. Can you see any place names that you can match with the different explorers, countries or languages? Give as many examples as you can find.


Lesson ExtensionStudent Activity Sheet: Visual Literacy

a. Draw the flag of the country where the explorer was born. Write the name of the country.

b. Create a stamp for each country the explorer visited.

c. Draw a picture of the explorer.


Self-Evaluation of Presentation:How well did you do?

For each item in the table below, score your group’s efforts using the following scale:

5 = Excellent 4 = Superior 3 = Good 2 = Fair 1 = Inadequate

Description 5 4 3 2 1

1. We were well prepared for this presentation

2. We were well organized for this presentation

3. We knew the material well

4. We chose a topic that interested the class

5. Our presentation was well supported with information

6. We were clear in our explanations

7. Our presentation was well paced

8. We were enthusiastic and confident

9. We interacted well with the audience

10. We used audio/visual aids or handouts

• My favourite part was: _____________________________________________________________

• Next time, we should: _____________________________________________________________

• I would like to have had time to:

_____________________________________________________________


Peer Evaluation of Presentation:

How well did they do?

For each item below, indicate your reaction to the presentation. Use the following rating scale:



1. How well was the presentation prepared?

2. Was the presentation well organized?

3. Did the presenter(s) know the material well?

4. Was the presentation topic they chose interesting?

5. Was the presentation well supported by the information?

6. Was the presenter(s) clear in their explanation?

7. Was the presentation well paced?

8. Was the presenter(s) enthusiastic and confident?

9. Did the presenter(s) interact well with the audience?

10. Did the presenter(s) make good use of audio/visual aids or handouts

• My favourite part was: ______________________________________________________________

• Next time, the presentation should:

______________________________________________________________

• I would like to learn more about:

______________________________________________________________


Teacher Evaluation of Presentation

Student’s Name: ______________________________ Date: __________________ Topic: _____________________________________

For each item below, rate the student’s presentation on each of the items below using the following rating scale:



1. Evidence of sufficient preparationComment:

2. Effective use of class time for planningComment:

3. Organization of presentationComment:

4 Knowledge of materialComment:

5. Choice of topicComment:

6. Valid supporting informationComment:

7. Creativity and suitability of presentation methodComment:

8. Enthusiasm and confidenceComment:

9. Interaction with audienceComment:

10. Effective use of audio/visual or handoutsComment:

LESSON EXTENSION: Visual Literacy


Evaluation Rubric for Research workA B C D

Project content

Project captures audience attention and is very informative

Project captures audience attention and is informative

Information presented not very relevant

Information presented not relevant

Organization of work

Very well structured and instructions followed

Well structured and most instructions followed

Structured but a number of instructions not followed

Unstructured

Aesthetic aspects

Very carefully done Information clearly presented

Little attention paid to details of presentation

Work is messy


Primary routes 1497-

1524Primary routes

1525-1542


Primary routes

1543-1585Primary routes

1586-1604


Primary routes

1605-1613 -

Primary routes

1614-1632

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