Grade 5
Social Studies
Regions of Canada
Title: Regions of Canada, Group Presentation
Curriculum Outcomes
- I can explain what the physical regions in Canada are, and their specific qualities such as climate, bodies of water, and natural resources.
- I can explain how the quality of life of Canadians is affected by where they live.
- I can explain how natural resources and physical geography influence where communities are built.
- I can explain where a location is on a map using cardinal directions
- I can locate places on maps using degrees latitude and longitude
- I can describe the major geographical regions and bodies of water that are important to Canada.
- I can explain what factors determine climate in Canada.
Skills and Processes Outcomes
- I can use technological tools to organize information and solve problems.
- I can use a variety of methods to organize and interpret information.
- I can use technology to create a visual for a specific purpose.
- I can organize and share information so that my audience understands it.
Lesson (5 One-Hour Blocks, plus time to present):
Block 1:
-Show examples of prezi and powerpoint.
-Assign Groups (Groups assigned based on reading level, technological skills and language skills)
-Share Google Doc with Research questions and presentation options (Prezi, Powerpoint, Website –through our schoolzone)
Your Research Questions:
-What is the name of your region?
-What part of Canada is your region located in? (Use Cardinal Directions)
-What Provinces/Territories are a part of your region?
-What MAJOR cities are located in your region? (Show their location on a map in your presentation)
-What type of climate does your region have?
(Use Four Factors to discuss)
-What type of natural resources does your region have?
-Why did people settle there (in the past)?
-Why do people live there today?
-What kind of quality of life do people have in your region?
-Is there anything special about your region?
-How many capital cities are in your region? Please name them and provide their latitude and longitude coordinates.
-Students arrange into groups and assign each student a question.
-Students create a new Google Doc with their questions, Student begin researching their questions, putting research and resources in their document. Students input information using the RAP strategy.
R - Read it.
A - Ask yourself what it says.
P - Put it in your own words.
Students will use sites listed under the Resources Tab and others they’ve found through Google:
Social Studies Textbook Online
Test Your Skills- Canada's Geography
http://lizardpoint.com/geography/canada-quiz.php
Quizlet on latitude and longitude
http://quizlet.com/_91ez6
Block 2:
-Students continue researching their questions. Once they feel like they are an expert in their region and have included all the research in their own words and resources, student will share their research with their teacher for approval. Once approved the student can proceed to work on the group project (prezi, powerpoint or website)
Block 3:
-Continue from Block 2
-Offer tutorial assistance for any student who has not completed their research questions by this point. (Students needing help can work during tutorial with assistance)
Block 4:
-Research questions should be done at this point. Students not done with their questions will stay for tutorial.
-Groups should be working on their presentations
Block 5:
-Share Listening, Speaking, Viewing Rubric with students and explain this is an additional mark. They will be scored formatively on their project and formatively on their listening, speaking viewing.
-Continue working on presentations
-Begin rehearsing
Presentations:
-Begin Presentations by groups.
|
Formative
|
NS
|
NS
|
MP
|
MP
|
|
Summative
|
1
|
2
|
3
|
4
|
|
SPEAKING
Mark
|
· speaks
inappropriately in volume, tone, pace, or timing for many audiences
· eye contact avoided or too intense for
conversational partners
· gestures inappropriate for audience
· vocabulary needs development
|
· attempts to use
appropriate volume and tone, sometimes adjusting to audience
· sometimes makes
eye contact appropriately
· gestures
sometimes appropriate
· vocabulary
somewhat simple for grade level
|
· appropriate
volume, tone and pacing for audience
· makes eye contact
· appropriate
gestures to audience
· vocabulary generally
well developed for grade level and pronunciation correct for most words
|
· ability to engage
audience with exceptional speaking ability, flexibly using volume, tone and
pacing for effect
· eye contact
sensitively adjusted to audience and situation
· takes risks to extend
vocabulary and make it more precise
|
|
Effort
|
· avoids speaking in class or continually speaks
out inappropriately
|
· needs much encouragement to speak out in class
or sometimes speaks out inappropriately
|
· speaks appropriately, and makes an effort to add to discussions in
class
|
· recognizes how to extend speaking to enhance
learning and makes an effort to take reasonable risks
|
|
LISTENING
Mark
|
· rarely
follows oral instructions the first time they are given
· makes little or no eye contact with speaker
· distracts speaker and other listeners
|
· usually follows oral instructions
· attempts to make eye contact with speaker
· some distracting behaviour to speaker or to
other listeners
|
· follows oral instructions consistently and actively
listens to peers and teacher
· usually makes eye contact with speaker
appropriately
· avoids distracting behaviour
|
· follows instructions consistently, reflects
and asks further questions or makes comments to enhance learning
· eye contact with speaker is consistently
appropriate
· encourages others to listen
|
|
Effort
|
· plays with objects during listening time or
talks
|
· tries
to avoid distractions to others while listening
|
· usually avoids distractions to others or self
while listening
|
· is consistently
aware of being ready to listen and avoids distracting self or others
|
|
VIEWING
Mark
|
· does
not respond to viewed material in a way that is meaningful for the grade
level
|
· attempts a response to what has been viewed,
but may need some assistance to be able to identify key elements of viewed
material
|
· identifies with, makes comparisons and/or
responds personally to what has been viewed in expected patterns
|
· extends
viewing response by making new personal and critical connections
· reflects and asks further questions about
what has been viewed
|
|
Effort
|
· avoids
viewing task
· is
distracted easily from viewing task
|
· reluctantly participates in viewing
· may need reminders to stay on task
|
· willingly participates in viewing
· commits to viewing task
|
· willingly participates in viewing
· encourages peers to stay committed to task
|
|
REPRESENTING
Mark
|
· representation is unclear and does not reflect
the purpose of the assignment
· represents learning in one, somewhat sketchy form
|
· attempts representation of learning but purpose
is somewhat unclear or incomplete
· represents
learning in one form
|
· communicates through representation to suit
audience
· representation reflects purpose of learning
· uses a variety of techniques & forms
|
· representation shows deep understanding of
subject and purpose
· considers several forms and techniques
· selects
form best suited to purpose
|
|
Effort
|
· representation
is incomplete or messy
· follows stereotypical pattern from others or
media
|
· representation simple and may have gaps or
inconsistencies
· follows a common pattern
|
· representation has some detail or design
appropriate to project
· representation has some originality and visual
appeal/impact
|
· representation has clear design and detail
appropriate to project
· representation has clear originality and exceptional
visual appeal/impact
|
No comments:
Post a Comment