LESSON PLAN TEMPLATE

TEACHER Bethany MacDonald, Makayla Hawkes, Nicole Odishaw, Justine

Fahey and Melissa Carter

Subject/Class/Cour ED 3413 - Social Studies Education

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Topic Canadian Landscapes and their Symbols

Grade Level 4 Duration 30 minutes

Objectives/Outcomes (Indicate GCO and SCO) (Indicate SCO in student friendly

language)

GCO: Unit 4: Exploring the Landscapes of Canada

SCO:
● 4.4.1 Describe the physical landscape of Canada
● 4.4.2 Examine the human landscape of Canada
● 4.4.3 Describe the political landscape of Canada
● 4.4.4 Examine symbols associated with Canada‘s landscapes

Student friendly language:

- I can describe and identify physical, human, and political landscapes of Canada
and represent them using symbols.

Introduction

As students enter the class the song “Canada in my Pocket” will be playing
- https://www.youtube.com/watch?v=2-as7WkXkkM
APK
- Students will have a sheet on their desk called “Money Maze” prior to class
beginning (Bell work)
- As the students enter the class they will be greeted and asked to complete the
 bell work
*They will be asked to color in the quarters to reveal the maze path*
- This activity will check the students knowledge of what coins look like

Assessment

We will be using formative assessments in this lesson evaluate if students are

understanding the material:

- APK (Money Maze): Students will show their knowledge of what each coin looks
like to create the path.

- Identify the landscape: Students will be shown different photos of coins with
either a physical, human or political landscapes. They will have to check off what
type of landscape it is on the chart provided. This will let help the teacher see if
students understand the three different types of landscapes.

- Make Your Own Canadian Coin: Students will create their own coin that
describes two or more landscape, human or physical symbols that they feel best
describes Canadian landscapes. This will help students think about what they
think best represents Canadian identity and their values. These will be collected
at the end of class to see if students are understanding the difference between
physical, human, and political landscapes of canada and what they feel are the
most important landscapes.

- Exit ticket: Circle, Square, Triangle Reflection: During this reflection, students
will describe their coin by expressing four points about it, show three things they
learned this class and ask a question about something they did not understand.
This will allow the teach evaluate if students need any additional help or if they
are understanding the material.

Develop the Instruction

Makayla:
Introduction (Slides 1 & 2)
- Slide 1: Introduce topic and group members. Also, introduce attention getter. It
will be both hands on each side of my head to make them look like moose
antlers. “When you see me do this, you should do the same thing as long as you
are quiet”.
- Slide 2: Introduce outcome. Read off of slide, and then say it in student friendly
language: Students will be able to describe and identify physical, human, and
political landscapes of Canada.

Justine:
Physical Landscapes: Climate (Slide3-9)
- Introduce the topic,
“Physical Landscapes are the physical components that make Canada. These
components are Climate, Vegetation, and Natural Resources but for today we are going
to focus on Canada’s Climate”
- Slide 4:
“Canada is roughly as tall as it is wide, creating a wide range of differences province-to
province”
“Through blistering cold winters to hot muggy summers; torrential rain, blinding
snowstorms, and scorching droughts, Canadians experience some of the Planet’s most
diverse weathers”
- Point out the differences in temperature on the slide comparing January/February
temperatures with July/August temperatures
*Make note of Yellowknife’s average low of -30.9°C and average high of 21.1°C*
- Slide 5:
“Chinook winds are winds that rush down the slope of The Rocky Mountains towards
Southern Alberta”
*Point to Alberta on the map of Canada*
- Slide 6:
*Point of the area on the slide indicating the HIGH (indicated with red), MEDIUM
(indicated with orange, and LOW (indicated with yellow) areas of Alberta that are
affected by The Chinook Winds*
“These winds happen between the months of November-May and move at hurricane
speeds of 120 km/hr. They can bring drastic temperature changes; in 1962 there was a
record temperature change of 41°C, from -19°C to 22°C in just one hour”
- Slide 7:
*Point out where The Bay of Fundy is on the map*
“The Bay of Fundy sweeps out 160 billion tonnes of seawater in and out of that small
area twice a day, more than the combined flow of the world’s freshwaters rivers”
- Slide 8:
*Point out Regina on the map*
“Regina, Saskatchewan claims both of Canada’s lowest record temperature: -50°C on
 January 1, 1885 and Canada’s highest record temperature: 43.3°C on July 5, 1937”
“The reason behind this is due to the lack of a large body of water nearby to moderate
temperatures The Prairies are vulnerable to some of the worst weathers Canada has to
offer”
- Slide 9:
*Play the video until 1:49, which depicts the many physical differences in Canada*

Makayla:
Human Landscape: Slides 10-13
- Slide 10: Introduce what human landscapes are. Where do people live? Why do
they live there? How do they interact with each other?
- Slide 11: 100 years of change in population settlement maps. “This maps begins
in 1901 and goes up to 2001. What do you notice about where people were
settling to? Where were the majority living?”
- Slide 12: “Let’s look at the most recent population density map from 2006. The
legend shows us the the black means that that area is sparsely populated. The
legend also says the darker the color, the more densely populated that area is.
I’m going to have one student come up to the bored and help me out. (Invite one
volunteer up). Can you tell the class where you think the most populated area in
the maritimes is? Why do you think that? (Invite another volunteer). Where do
you think the most populated area in New Brunswick is? Why do you think that?
Now let’s look at the rest of Canada”
- Slide 13: Here is a population density map again from 2006 of the whole country.
(Invite another volunteer up). Can you tell the rest of the class where you think
the majority of the population is living? Why do you think that? (ask class in
general). Why do you think that most of Canada is sparsely populated? How
does where people live affect their jobs? What are some modes of transportation
that allow people that live in NFLD to connect with people who live in BC?”

Melissa:
Political landscapes (Symbols) Slides 14-19

“Now we are going to learn about political landscapes in Canada”

-Slide 14: Political Landscape

“Canada has a central, federal government.
The Federal government makes decisions and laws for the
entire country in areas for which it has responsibility.
“Ottawa is the capital of Canada”

The federal government is made up of elected representatives – called

Members of Parliament or MPs – from every province and territory in
Canada. The political party that elects the most MPs forms the federal
 government. Their leader becomes the head of the federal government,
called the Prime Minister.”

-Slide 15: Political Parties

“In canada there are several political parties that your parents can vote for. The main
ones are Liberal, Conservatives, New Democratic Party and Green Party. You have to
be 18 to vote. Each Party has different view on different subject. “

-Slide 16: Leadership in Canada

“Our Prime Minister is Justin Trudeau. He is in the Liberal party of Canada.”

-Slide 17: Canadian Flag

“Canada and each of its provinces and territories have different flags that represent
them.”

-Slide 18: Provincial Flag

“Here are the provincial flags. Each one has colours or symbols that represents it’s
province or territory.”

-Slide 19: The Canadian Coat of arms

“Canada has a important symbol known as the Coat of Arms (also known as the
national crest)
“You can see it on things like passports, government publications and wax seals. It’s a
very complicated and detailed illustrations with a lot of symbols.”

The crest symbolism is largely British:

Ask: What do you see in the coat of arms?
*Student answer, write on board.*
● Lions are symbol of courage and valour
● Lion above the helmet is a crest that depicts the sovereignty of Canada
● Unicorn represents the Scottish and Irish peoples of the British Isles that
immigrated in our country,
● Fleur-de-lis represents the French that immigrated
● Maple leaves depict the origins of Canadians.
● Medley of plants representing the Scottish, Irish, English, and Welsh.(the
English rose, Scottish thistle, Irish shamrock and the French fleur-de-Lis.)
● The animals stand below the flags of the United Kingdom and medieval France,
symbolizing the “two founding nations” of modern Canada.
● The shield in the center includes the royal symbols from England, France,
Scotland and Ireland. The three maple leaves on the bottom depict the origins of
Canadians.
● Mottoes, both of which are inscribed in Latin on the crest.
 ● Desiderantes Meliorem Patriam, or “They Desire a Better Country,” which
acknowledges the immigrants who have built Canada. (red on shield)
● The other (on the blue ribbon at the bottom) is A Mari usque ad Mare, or “From
Sea to Sea,” which celebrates the country’s vast geography.
● The Imperial Crown represent the English monarchy.
Bethany:
Summary, 9 Canadian symbols and physical, political and human symbol activity
● Slide 20: “Just for a brief review of the three different kinds of Canadian
landscapes, we have physical landscapes, human landscapes and political
landscapes. Each of these landscapes serve a different purpose and represent
different aspects of our canadian culture. The Physical Landscape are the things
we see around us like the climate, vegetation and natural resources. Human
Landscapes make us wonder why humans live where they live, act the way they
act and interact the way they interact with each other. And Political Landscapes
teach us about the broad scope of everything political that has happened, is
happening or will happen in the world around us. These all represent different
kinds of Canadian symbols and we interact with each in a different way.”

● Slide 21: “A fun fact you may not know is that although there are many things
that are symbolic of Canada, our country has actually adopted 9 official symbols.
Many of these symbols are not your stereotypical Canadian emblems and it
surprised me when I read the list.” *Go over list*

● Slide 22 and 23: “I have a little challenge for you. I’d like everyone to pick up the
handout from their table with the chart on it as well as the play money
manipulatives and discuss as a table whether you can find physical, political or
human symbols on each. I’m also interested to know which bills or coins you can
find one of the 9 official Canadian Symbols on. If you find an official Canadian
symbol, mark it with a star in its symbol box.”

Nicole:
Activity 2: Make Your Own Canadian Coin (10 minutes)
- Ask students to each take one of the blank pieces of white paper that is at the
corner of their table.
- Explain that students will have the opportunity to make their own two sided coin.
They can choose the size, shape and any two or more landscapes that they feel
best represents our Canada.
- Invite students to the front of the class to look at example coins. Give clear
instructions that they are not allowed to touch these coins and they must remain
on the front desk.

Reflection for after they are finished drawing their coin:

 - Ask a student to share their coins with their group.
- Ask one person from each group to share with the class what they think
should be on the Canadian coin and why?

Closure

Exit ticket: Circle, Square, Triangle Reflection:

- Circle: 1 Question about this
- Triangle: 3 Things you have learned
- Square: 4 Points about your coin (Is it a physical, human or political landscape?)
Have a square, triangle and circle drawn on the board by the door.
Have students write one a sticky note for each the circle, triangle, square and place them
in the appropriate shape to end class.

Materials, Technologies, Safety or Special Considerations

Technology:
- PowerPoint presentation
- Speakers
Material:
- Coins (Nicole)
- Printer Paper (Nicole)
- Sticky Notes (Nicole)
- Markers (Nicole and Bethany)
- Fake Coins (Justine)

Refection