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Physical Regions of Canada - Grade 4

Note: Use WordPerfect and Presentations if you do not have MS Word & PP

Timeline for the Unit:The timeline that we have included for the unit is approximately 2 and a half weeks. Of coursethis could always be modified according to an individual class’ needs. If more time is requiredfor the completion of the unit, that would be acceptable. If the students have completed theassignments in less time, that would be acceptable also.

The student tasks take place throughout the unit. For instance, Task 1 would take place at thevery beginning of the unit as an introduction to the physical regions of Canada. Task 2 wouldtake place around the middle of the unit so that the students are comfortable with the physicalregions and are able to locate and define different concepts found in the physical regions ofCanada. Task 3 is a follow up to task 2 where the students have to organize the information thatthey have gathered. Task 4 takes place at the end of the unit. The students must create a powerpoint presentation on a physical region of Canada in order to sum up the important aspects of theunit.

Student GroupingsThe student groupings for this unit can be adapted to suit any classroom dynamic. That

being said, here are some examples of different groupings that can be useful throughout this unit. It should be noted however that Task 1 should be completed as an individual work because it isfocussing on the student’s individual knowledge of the locations of the physical regions ofCanada. This will allow the students to contribute more effectively to their groups later on in theunit.

Tasks 2, 3, and 4 can be completed in groups of 2 or 3. The students can be paired upaccording to their skill level regarding reading, writing and computer knowledge. This willallow the stronger students to help out with the weaker students. This way, the work will becompleted and the tasks will not require any modifications.

The students can also be paired with other students of the same skill set. This wouldallow the tasks to be completed in a timely manner. However, the tasks will require somemodifications for the weaker groups. These groups will also require more teacher supervision,whereas the stronger groups will be able to work independently.

Furthermore, the students paired up into small groups, of 3 for example could be incharge of a different task throughout each of the assignments. One student may take notes,while another may be the navigator. Another student may be in charge of locating the requiredweb sites.

It is important to note seeing as tasks 2, 3, and 4 are follow ups to each other, the studentgrouping should remain the same throughout the unit.

The teacher may want to give each student in the group a title for each of the tasks. Forexample, the visual learners can be the “designer”, creating the look for the students’ project. The kinesthetic learner can be the “navigator” of the project. They would be the student incharge of navigating the computer throughout each of the tasks. The auditory learner can be the“director” of the project, asking the students to reread the information in order to provide thegroup with feedback. By providing the students with the titles of “designer”, “navigator”, and“director”, the teacher is focusing on each learning style without labelling the students. Bydoing this, the teacher is also avoiding task conflicts.

Task 1 (Strategy: Program software: Kid Pix)Time line: 2 lessons, 80 minutes

Prerequisite knowledge: For this task, the students must already be familiar with using the KidPix program. They must know how to gain entry as well as how to use different elements of theprogram. The students must also be able to label the physical regions. That being said, thestudents must be familiar with the ibooks in order to use them effectively.

Lesson: Locate and labelphysical regions of Canada,using Kid Pix

Overall expectations:-Name and locate the variousphysical regions of Canada andidentify the chief natural resourcesof each.

Specific Expectations:-identify Canada’s territories and itsmain physical regions;

Introduction

Teacher Strategies Student tasks Material/Resources

-The teacher informs the studentsthat they will be beginning a newunit on the physical regions ofCanada.-The teacher explains the concept ofa region, linking it to the past unit ofthe provinces and territories.-Using an ELMO, the teacherpresents the 7 physical regions ofCanada.-The teacher draws the attention ofthe students to each individualregion.-The teacher asks differentcomprehension questions on thelocations of the regions. Examples: -What region is the farthest to theEast? -What is the most northernregion?

-The students listen attentively inorder to gain knowledge on thephysical regions of Canada.

-The students make a connectionbetween the physical regions and theprovinces and territories of Canada.

-The students apply their newknowledge by participating andanswering the teachercomprehension questions.

-Ontario Social Studies CurriculumDocument. Grades 1-6

-Canada, Our Country. MaryCairo, Luci Soncin (Atlas of thephysical regions of Canada)

-ELMO

Development/Application


-The teacher informs the studentsthat they will be going to locate andlabel each individual physical regionof Canada on a blank map ofCanada in Kid Pix.-The teacher ensures that eachstudent has an ibook and that theycan access Kid Pix.-The teacher provides the studentswith an instruction sheet to helpthem access the program as well asto provide them with steps tocomplete the task.-The teacher will provide help forthe students in need

-The students use their instructionsheet in order to navigate thecomputer and access the Kid Pixprogram.

-The students follow the steps on theinstruction sheet in order tocomplete the task of labelling thephysical regions of Canada on ablank map of Canada.

-The students inform the teacher ifthey are in need of assistance.

Ontario Social Studies CurriculumDocument. Grades 1-6


-ELMO

-ibooks

-Kid Pix software program

Connect and Reflect


-The teacher will inform thestudents that once they havecompleted the labelling process, theywill then print off their work.-The teacher informs the studentsthat they will have to create a legendon their maps in order to colourcode the physical regions.-This will be used as a reference forthe students throughout the unit.-The teacher then ensures that thestudents place their finished work intheir Social Studies binder.

-The students properly shut downthe ibooks and begin creating alegend in order to colour their maps.

-Once they have completed, theyplace their finished copy in theirbinders for future use in this unit.



-ELMO

-Printed copy of student map

Modifications:

Visual and Kinesthetic learners: Task 1 appeals to visual and kinesthetic learners seeing as thestudents must label a map and then create a legend for the map using various colours.

Auditory learners: For the auditory learners, if they require assistance, they could turn to theirelbow partners and request assistance reading the instructions. These partners can read theinstruction sheet for the auditory learners if needed.

Student Instruction Sheet for Task 1 (see Annexe A)

Task 2 (Strategy: research: search engines)Timeline: 1 week (5 lessons), 300 minutes

Prerequisite knowledge: For this lesson, the students must already have an ability to use searchengines and to use the search bar for Internet purposes. The students must be at ease navigatingthe different sites of the Internet that are provided in order to find the important information. The students must also have a clear understanding of how to properly take point form notes onthe important information. Therefore, this is something that should be previously taught beforethe lesson.

Lesson: Researchingimportant information onthe Physical Regions ofCanada

Overall expectations:

-Name and locate thevarious physical regions ofCanada and identify thechief natural resources ofeach.

Specific Expectations:-identify and describe the types ofcommunities in each physical regionof Ontario;

-describe a variety of exchanges thatoccur among the communities andregions of Ontario and among theprovinces and territories;

-identify Canada’s territories and itsmain physical regions;

-describe and compare the physicalregions of Canada;

-use appropriate vocabulary todescribe their inquires andobservations;

Introduction


-The teacher informs the studentsthat they will be using the ibooks inorder to research information on theInternet on a physical region ofCanada.-The teacher places the students ingroupings according to the classdynamic (see annexed).-The teacher gives every group onephysical region that they will beresearching.-The teacher informs the studentsthat they will have to take pointform notes on the following aspectsof their physical region: -Climate -Physical Traits -Natural Resources -Water Sources -Exchanges With Other Regions-The teacher provides a list of websites that they students can researchin order to find their information.

-The students listen attentively to theteacher in order to comprehend thetask at hand.

-The students review the lists of websites that they are able to researchwith the teacher.

-The students settle down into theirgroups to get ready for theirresearch.


-Web Sites:

-http://hrsbstaff.ednet.ns.ca/phillie/InternationalExchange/Canada/Physical%20Regions/Physical_Regions/index.htm

-http://members.shaw.ca/kcic1/geographic.html

-http://olc.spsd.sk.ca/DE/webquests/TravelCanada/physicalregions.html



-Before beginning their research, theteacher goes over the class andschool rules of safe computer use.-The teacher informs the students onthe necessity to stay on the list ofsites provided.-The teacher provides the studentswith an instruction sheet in order tohelp them complete their task.-The teacher then instructs thestudents to begin their work.-The teacher provides support forstudents in need.

-The students listen to the class andschool rules on safe computer use.

-The students work with theirgroups in order to find all thenecessary information they need fortheir research.

-The students follow the instructionsheet in order to ensure that they arecompleting their work properly.

-The students write theirinformation point form on a linedsheet of paper, being careful toinclude headings and sub headingsto their work.


-Web Sites:




-Teacher instruction sheet

Connect and Reflect


-Once the students have completedtheir research, the teacher instructsthem to review the instruction sheetin order to make sure that they havefound information on all thenecessary elements of the physicalregions.

-The students review their workwith their group members.

-The students review the instructionsheet to make sure they did not leaveany important information out oftheir research.


-Web Sites:





Modifications:

Visual learners: The web sites the students are going to research provide many pictures andmaps of the physical regions of Canada; therefore there are elements that will suit the visuallearners in this task. The teacher may also want to highlight the important information on theweb pages for a group of visual students who are working at a lower level.

Auditory learners: In a group of 3, the task of one student could be to read the passages for therest of the group. In this case, the teacher may want to provide the students with each of theirtasks in order to ensure that the auditory learner is capable of hearing the passages read.

Kinesthetic learners: In this situation, the kinesthetic learner would be the student in charge ofnavigating the web sites while the other students read the passages and take notes. This wouldallow the students to be actively involved in the learning process.

Student Instruction Sheet for Task 2 (see Annexe B)

Homework Sheet: This homework task is crucial for the students. The students need tocomplete this task in order to be able to work on task 3. This worksheet will be sent homefor one evening between task 2 and task 3.

Name:_____________________________ Date:___________________________

Homework Handout TaskInstructions:Create a table like the one below in your word processor.Fill in the table with the information that you have gathered from the internet web sites. Makesure to write in point form.Print out your work and return it to school. If you do not have a printer, E-mail your work andsend it to yourself.

Physical

Region

Climate

Physical Traits

Natural Resources

Important Water Sources

Exchanges with other Regions

Task 3 (Strategy: graphic program)Timeline: 1 lesson, 60 minutes

Prerequisite knowledge: The students must have prior knowledge using the word processorWord 2007 in order to effectively complete this task. They should also be comfortable using thegraphic organizers. If this concept has not previously been taught, it could be taught at thebeginning of this lesson.

Lesson: Organizeinformation in a graphicorganizer


Social Studies-Name and locate the various physicalregions of Canada and identify thechief natural resources of each.

Language Arts-Generate, gather, and organizeideas and information to write for anintended purposeand audience

Specific Expectations:

Social Studies-identify and describe the types ofcommunities in each physical region ofOntario;





Language Arts:sort and classify ideas andinformationfor their writing in a variety of ways-identify and order main ideas andsupporting

details and group them intounits that could be used to develop asummary, using a variety of graphicorganizers and organizationalpatterns

Introduction


-The teacher informs the studentsthat they will remain in their groupsfor this assignment.-The teacher then informs thestudents that they are going to usethe information that compiled into atable for their homeworkassignment, in order to create agraphic organizer of theirinformation.-The teacher demonstrates to thestudents how to use Smart Art(Word 2007) to create graphicorganizers.-The teacher informs the studentsthat they must simply take theinformation compiled into theirtables and add it into a graphicorganizer of their choice.

-The students listen attentively to theteacher in order to learn of theirnew assignment.

-The students follow along as theteacher demonstrates how to createa graphic organizer in Smart Art.

- The students ask questions in orderto clarify any uncertainties of thetask.


-ibooks

-Word 2007 (Smart Art)

-Student homework sheet (table ofinformation)


-Once the teacher has providedstudents with example, the teacherinstructs the students to begin thework.



-Before the students begin the work,the teacher makes sure that thestudents have an instruction sheetthat they can refer to if theyencounter any problems.-The teacher provides support forthe students in need, and ensuresthat the groups remain on task andfocussed.

-The students follow the teacherinstruction sheet in order to accessthe Smart Art in the Word program

-The students work together as agroup in order to choose a graphicorganizer.

-The students decide on how toorganize their information in thegraphic organizer in a clear andrelevant manner.

-The students create theirorganizers, asking for help from theteacher when needed.


-ibooks




Connect and Reflect


-The teacher informs the studentsthat they must now present theirgraphic organizers to the class.-The teacher instructs the studentsto demonstrate their logic on whythey chose the specific organizer andhow it helps them in their research.

-The students present their graphicorganizers to the class, answeringstudent questions on why and howthey created their work.


-ibooks




Modifications:

Visual learners: This tasks appeals to visual learners due to the fact that they are required totransfer their written work from their created table into a graphic organizer.

Auditory learners: One of the students may be required to read the information aloud for theauditory learners as they are transferring the information into the graphic organizer.

Kinesthetic learners: The students once again may be in charge of navigating the computer. They would be the ones typing the information into the graphic organizers.

Student Instruction Sheet for Task 3 (see Annexe C)

Task 4 (Strategy: Power Point presentation)Timeline: 1 week (5 lessons), 300 minutes

Prerequisite knowledge: In order for this lesson to go smoothly, the students should have hadprior experience in using the Power Point program. Therefore, they should have had alreadycreated a Power Point assignment earlier during the year, and this would be a review for them. The must know how to access different elements of the Power Point program such as animationsand background.

Lesson: Power PointPresentation


Social Studies-Name and locate the various physicalregions of Canada and identify thechief natural resources of each.

Language Arts-Generate, gather, and organize ideasand information to write for anintended purposeand audience

-Use editing, proofreading, andpublishing skills and strategies, andknowledge of languageconventions, to correct errors, refineexpression, and present their workeffectively;

Specific Expectations:

Social Studies-identify and describe the types ofcommunities in each physical region ofOntario;





Language Arts:sort and classify ideas and informationfor their writing in a variety of ways-identify and order main ideas andsupporting

details and group them intounits that could be used to develop asummary, using a variety of graphicorganizers and organizational patterns-spell familiar words-spell unfamiliar words using a varietyof strategies that involveunderstandingsound-symbol relationships, wordstructures,word meanings, and generalizationsabout spelling

-produce pieces of published work tomeet identified criteria based on theexpectations related to content,organization,style, use of conventions, anduse of presentation strategies

Introduction


-The teacher informs the studentsthat they will be creating a powerpoint presentation on their physicalregion of Canada.-The teacher reviews quickly withthe students how to create a powerpoint presentation, asking questionsto the students -Does anyone remember how toaccess the power point program? -Where do we find the animations? -How do we add colour?

-The teacher informs the studentsthat they will be using their graphicorganizers as reference in order tocreate their work.-The teacher also reminds thestudents that they have their table,as well as their point form notes thatthey have taken and that they canrefer to these also, if needed.-The teacher informs the studentsthat the power point presentationcan be organized any way the groupwould like but there will have to beheadings.-In the power point, the studentsneed to incorporate colour as well asanimation.-The teacher demonstrates to thestudents where to find all thenecessary components of the powerpoint program as the students followalong.-The teacher provides an instructionsheet for the students to followduring their work.

-The students listen attentively to theteacher in order to comprehend thetask of creating a power pointpresentation.

-The students recall their knowledgeof the power point program byparticipating and answering theteacher’s questions.

-The students follow along in orderto remember where to find theelements of the program.

-Ontario Social Studies Document.Grades 1-6

-Student created graphic organizers

-Students created information table

-Student point form notes

-ibooks

-Word 2007 (Power Point software)




-The teacher ensures that all of thegroups have ibooks and that they areall settled and ready to work.-The teacher instructs the studentsto begin their work.-The teacher provides support forthe students in need.

-The students work as a group inorder to create their power pointpresentations.

-The students follow the teacherinstruction sheet in order to ensurethat they are properly completingtheir work.

-The students use their gatheredinformation (graphic organizer,table, point form notes) to createtheir power point presentation.

-Ontario Social Studies Document.Grades 1-6

-Student created graphic organizers

-Students created information table

-Student point form notes

-ibooks

-Word 2007 (Power Point software)


Connect and Reflect


-The teacher informs the studentsthat they will be presenting theirpower point presentations to theclass and that they have to organizetheir work so that all of the groupmembers will have a part.-The teacher sets up the student’spresentations on the projector sothat the class can see their work-The teacher makes sure everythingis set up properly for the students tobegin.-The teacher instructs the studentsto be respectful while others arepresenting their work.-The teacher invites volunteers topresent their work first.

-The students prepare theirpresentations.

-The students present theirpresentations to the class, eachhaving a part.

-The students listen respectfully asother groups present their work.

Ontario Social Studies Document.Grades 1-6

-ibooks

-Overhead projector

-Student power point presentations

Modifications:

Visual learners: The visual learner can be in charge of the looks of the power point. Theywould be the one selecting the colour, background, style, and animations of the presentation. Thevisual learner may also be responsible for creating a pamphlet or brochure for the audienceduring the presentation.

Kinesthetic learners: The kinesthetic learner would once again be in charge of the manipulationthroughout this task. They would be the one typing the information into the slides. They wouldalso be the one flipping from one slide to the next during the oral presentation.

Auditory learners: The other students can read their progress to the auditory learner to seewhat progress of the project. The auditory learner can be the speaker for the presentation. Theywould be responsible for sharing the knowledge that they have gained throughout the unit.

Student Instruction Sheet for Task 4 (see Annexe D)

Annexe A

1) Log on to the computer by using your username and password.

2) Open Kid Pix Deluxe 4.

3) Click File from the top menu bar and click Open. The Open Picture window will open.

4) Click the down arrow by Look In and navigate to the “Physical Regions of Canada Map” file.

5) Click on the saved file once to select it and click Open. The map will open in the Paint Zone.

6) Click on the Typewriter icon in the Goodies menu.

7) Choose a colour and font from the Options bar.

8) Place the pointer where you would like your label/text to begin.

9) Begin to label the region farthest to the west.

10) Continue labelling the next regions moving from the west to the east.

11) Type the label as you would with a word processor.

To Print:

1) Click File from the top menu bar and click Print. A Print This Picture window will appear.

NOTE: If the Print option is greyed out, Small Kids Mode is turned ON. Turn Small Kids Mode

off by clicking Controls from the top menu bar and click Turn Small Kids Mode Off.

2) Select the desired options on the Print This Picture window and click Options. A Print window

will appear.

3) Click the down arrow by Name and select the desired printer from the list of installed printers.

4) Click OK on the Print window to close it.

5) Click OK on the Print This Picture window to print the project.

6) Once you have the print of your map, you will assign a colour to each physical region that

you’ve labelled.

7) Colour each region in its’ own colour.

8) Create your legend to explain what each colour represents.

NOTE: Make sure to use a ruler when creating your legend!

Now that you are done!

9) Write your name on your map and put it in your binder. You’ll need it later on so don’t lose it!

Annexe B

Navigator: 1) Log on to the computer using your username and password

2) From the desk top double click on the Internet Explorer Icon

3) In the address bar type: a) http://hrsbstaff.ednet.ns.ca/phillie/InternationalExchange/Canada/Physical%20Regions/Physical_Regions/ind

ex.htm

b) http://members.shaw.ca/kcic1/geographic.html

*Note that the address above is very long so make sure to type it carefully. You may want to have the “director” slowlyread the address to you word by word or letter by letter.

3) Double click on the region that you have been assigned.

4) The Director will:

a) Read the selected passage to the group.

5) The Designer will:

a) Using lined paper, write down all the information that is important to the region that you have

been assigned.

b) Make sure to include the following information:

-Climate

-Physical Traits

-Natural Resources

-Water Sources

-Exchanges with Other Regions

3) Complete actions 4 to 6 for website A and B listed above.

4) Each member of the group should take a few minutes to copy the information down on lined paper.

5) You will use the information found today to finish your homework assignment tonight!

http://hrsbstaff.ednet.ns.ca/phillie/InternationalExchange/Canada/Physical%20Regions/Physical_Regions/index.htm

http://hrsbstaff.ednet.ns.ca/phillie/InternationalExchange/Canada/Physical%20Regions/Physical_Regions/index.htm

http://members.shaw.ca/kcic1/geographic.html

Annexe C

1) Log on to the computer using your username and password.

2) Double click on the Word icon

3) Select the Insert tab located at the top of the screen.

4) In the “Illustrations” section you will see the Smart Art icon.

5) Click on the Smart Art icon.

6) Choose a graphic organizer that you think would work best for the information you need to

display. (Be ready to explain why you chose this graphic organizer!)

7) To insert more shapes you must click on the box you want to add to.

8) You have to right click on the box you are adding to.

9) On the menu that appears you will select the “Add Shape” button

10) You may now add a shape above, below, before, or after.

11) Set up the organizer exactly how you want it. (with the right number of boxes in the right spot)

12) You may now enter the Region that you studied in your research.

13) You may also enter the subheading titles (climate, water source, natural resources, physical traits,

and exchange with other regions)

14) Enter in all the information that you and your group found during your research. You must

use the homework you completed last night as a reference.

15) Example of a graphic organizer.

Annexe DNavigator

1) Log on to the computer using your username and password

2) Go to “All Programs” and select “Microsoft Office”

3) Double click on Power Point.

4) A new slide will appear on the screen and you are ready to create your slide show!

Director

Communicate with the Navigator because he/she is still in charge of entering all the information!

1) Decide what information will appear on each slide.

2) Make sure to keep the slides brief! The majority of your information should come from the

speaker. Let the slide show highlight your most important ideas.

Designer

Communicate with the Navigator because he/she is still in charge of entering all the information!

1) Once the slide is complete you will select background colour, font size, colour, and animation.

You are in charge of the overall look of the presentation.

2) You may add images to your slide show, by copying pictures from the internet.

Make sure to cite/list all the websites that you’ve used in your Power Point presentation. You want to

give credit where credit is due!

The Presentation

Each member is responsible for speaking.

1) Divide the slides up among each of you. Make sure it’s fair!

2) Create cue cards to help you remember all the information you want to share with the class.

Remember that you are teaching them all about your Physical Region of Canada!

3) Practice what you are going to say to each other.

4) Make sure you are:

-loud enough to be heard all the way at the back.

-you are making eye contact with your audience.

-you are standing nice and tall.

Assessment Rubric for Task 1

The goal of this task is to have the students demonstrate their knowledge and understanding ofthe locations of the physical regions of Canada by labelling them in the KidPix program. Theymust also be able to apply their knowledge by creating a colour coded legend for the map ofthese physical regions. The students will not have to demonstrate their thinking or their planningskills for this lesson. There will also be no need for them to communicate their responses. Therefore, the achievement chart will contain only the Knowledge and Understanding, as well asthe Application rubrics. That being said, the students will be assessed on how well they knowthe names and locations of the physical regions of Canada, as well as how they apply thatknowledge into creating a legend for the map of the physical regions.

Modified Social Studies Curriculum Achievement Chart

Category Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding

Knowledge of

content (e.g.,

names of physical

regions)

Understanding of

content (e.g.,

location of

physical regions)

-Demonstrates

limited knowledge

of the content

-Demonstrates

limited

understanding of

the content

-Demonstrates

some knowledge of

the content

-Demonstrates

some

understanding of

the content

-Demonstrates

considerable

knowledge of the

content

-Demonstrates

considerable

understanding of

the content

-Demonstrates

thorough

knowledge of the

content

-Demonstrates

thorough

understanding of

the content

Application

Transfer of

knowledge and

skills (e.g., apply

the concept of the

location of the

physical regions

by creating a

legend for the

map) to new

contexts

-Transfers

knowledge and

skills to new

contexts with

limited

effectiveness

-Transfers

knowledge and

skills to new

contexts with some

effectiveness

-Transfers

knowledge and

skills to new

contexts with

considerable

effectiveness

-Transfers

knowledge and

skills to new

contexts with a

high degree of

effectiveness


The goal of task number 2 is to have the students gather the important information on theirphysical region of Canada in a clear and precise manner. The students (or group of students)will be assessed on well they take notes. Although the notes will be taken in point form thestudents must make sure to include the proper terminology in order to create their presentation atthe end of the unit. The student must also ensure that they gather all the important informationthat is required of them in this task. That being said, the students will be assessed oncommunication, how they communicate their notes on paper. The will be assessed onknowledge, how many key elements have they included in their notes. They will also beassessed on thinking, how they organize their notes in order to make sense of them for thefollowing tasks.




Knowledge of content (e.g.,

terminology, all necessary elements)

-

Demonstrates

limited

knowledge of

content

-

Demonstrates

some

knowledge of

content

-Demonstrates

some

knowledge of

content

-Demonstrates

thorough

knowledge of

content

Thinking

Use of critical / creative thinking

process (e.g., clear organization of

notes taken during research)

-uses critical /

creative

thinking

process with

limited

effectiveness

-uses critical /

creative

thinking

process with

some

effectiveness

-uses critical /

creative

thinking

process with

considerable

effectiveness

-uses critical /

creative

thinking

process with a

high degree of

effectiveness

Communication

Expression and organization of ideas

and information (e.g., clear and

logical organization of taken

research notes) in written form

-expresses

and organizes

ideas and

information

with limited

effectiveness

-expresses

and organizes

ideas and

information

with some

effectiveness

-expresses and

organizes ideas

and information

with

considerable

effectiveness

-expresses and

organizes ideas

and information

with a high

degree of

effectiveness


The goal of task 3 is to have the students synthesize the information that they have gathered and plugged

into a table as their homework assignment in order to create a visual aid (graphic organizer) that will later

help them create their power point presentation. The students (or group of students) will be assessed on

how they transfer or apply the information from their table into the graphic organizer. They must ensure

not too leave out any important details. They will be assessed on how they utilized their processing skills

when synthesizing the information into the graphic organizer. They will also be assessed on how they

communicate their ideas in their visual



Application

-Transfer of knowledge

and skills (e.g., transfer

of information gathered

into a table to a graphic

organizer) to new

contexts

-transfers

knowledge and

skills to new

contexts with

limited

effectiveness

-transfers

knowledge and

skills to new

contexts with

some effectiveness

-transfers

knowledge and

skills to new

contexts with

considerable

effectiveness

-transfers

knowledge and

skills to new

contexts with a

high degree of

effectiveness

Thinking

Use or processing skills

(e.g., synthesizing

information from a

table into a visual aid

Use of planning skills

(e.g., organizing

information into a

visual aid)

-uses processing

skills with limited

effectiveness

-uses planning

skills with limited

effectiveness

-uses processing

skills with some

effectiveness

-uses planning

skills with some

effectiveness

-uses processing

skills with

considerable

effectiveness

-uses planning

skills with

considerable

effectiveness

-uses processing

skills with a

high degree of

effectiveness

-uses planning

skills with a

high degree of

effectiveness

Communication

Expression and

organization of ideas

and information (e.g.,

information is

organized and

expressed logically in

the visual aid) in

written form

Communication for

different audiences

(e.g., communicate

visual aid clearly for the

class) in oral form

-expresses and

organizes ideas and

information with

limited

effectiveness

-communicates for

different audiences

and purposes with

limited

effectiveness

-expresses and

organizes ideas

and information

with some

effectiveness

-communicates for

different audiences

and purposes with

some effectiveness

-expresses and

organizes ideas

and information

with considerable

effectiveness

-communicates

for different

audiences and

purposes with

considerable

effectiveness

-expresses and

organizes ideas

and information

with a high

degree of

effectiveness

-communicates

for different

audiences and

purposes with a

high degree of

effectiveness


The goal for this task is to have the student create a power point presentation, using all of theirgathered information, in order to present it to their peers. The students will be assessed on theirknowledge of the content. Did they complete the task, incorporating all the necessarycomponents of the task? Did they know their information when presenting to the class? Theywill be assessed on their organization of the presentation. Did they organize their information ina clear and logical manner? They will be assessed on how they applied their information fromprevious tasks into the presentation. Did they leave out any important details from their priorworks? Finally, they will be assessed on how they communicate their presentation to the class. Did all of the group members present a part to the class? Was the group able to answer simplequestions asked of them by their peers? Therefore, all 4 categories of achievement will beevaluated at the end of this task.




Knowledge of content (e.g., all

necessary elements of the task are

included)

-demonstrates

limited

knowledge of

the content

-demonstrates

some

knowledge of

the content

-demonstrates

considerable

knowledge of

the content

-demonstrates

thorough

knowledge of

the content

Thinking

Use of planning skills (e.g.,

organizing information into the

power point presentation in a clear

and logical manner)

Use of processing skills (e.g.,

synthesizing information from prior

tasks and incorporating it into the

presentation)

-uses planning

skills with

limited

effectiveness

-uses

processing

skills with

limited

effectiveness

-uses planning

skills with

some

effectiveness

-uses

processing

skills with

some

effectiveness

-uses planning

skills with

considerable

effectiveness

-uses

processing

skills with

considerable

effectiveness

-uses planning

skills with a

high degree of

effectiveness

-uses

processing

skills with a

high degree of

effectiveness

Communication

Expression and organization of ideas

and information (e.g., clear and

logical expression in the power point

program) in written form

Communication for different

audiences (e.g., present power point

clearly and effectively to the class) in

oral form

-expresses and

organizes ideas

and

information

with limited

effectiveness

-communicates

for different

audiences and

purposes with

limited

effectiveness

-expresses and

organizes ideas

and

information

with some

effectiveness

-communicates

for different

audiences and

purposes with

some

effectiveness

-expresses

and organizes

ideas and

information

with

considerable

effectiveness

communicates

for different

audiences and

purposes with

considerable

effectiveness

-expresses and

organizes ideas

and

information

with a high

degree of

effectiveness

communicates

for different

audiences and

purposes with a

high degree of

effectiveness

Application

Application of knowledge and skills

(e.g., Apply knowledge in answering

questions from their peers) in

familiar contexts

Transfer knowledge and skills (e.g.,

transfer important information from

prior works into the power point

presentation) to new contexts

-applies

knowledge and

skills in

familiar

contexts with

limited

effectiveness

-transfers

knowledge and

skills to new

contexts with

limited

effectiveness

-applies

knowledge and

skills in

familiar

contexts with

some

effectiveness

-transfers

knowledge and

skills to new

contexts with

some

effectiveness

-applies

knowledge

and skills in

familiar

contexts with

considerable

effectiveness

-transfers

knowledge

and skills to

new contexts

with

considerable

effectiveness

-applies

knowledge and

skills in

familiar

contexts with a

high degree of

effectiveness

-transfers

knowledge and

skills to new

contexts with a

high degree of

effectiveness

Example of a Letter to Parents Prior to the Unit

Dear parents,

The Grade 4 class is beginning a new unit in Social Studies on the physical regions ofCanada. In this unit, the students will learn about the locations of each of the 7 physical regionsas well as the important characteristics that define each physical region (physical traits, climate,natural resources, water sources, and exchanges with other regions). This unit will be integratedvery closely with the use of computers; therefore, the students may require assistance at home tocomplete some of their tasks. We are also asking for parent volunteers to come in and help outduring this unit. Whether you have experience with computers or not, we would love to haveyou helping out in our class, or just coming by to see the great work we are doing.We are also going to be providing a parent workshop on May 10 for those interested in learningth

what their children will be working on in this unit. The workshop will provide you with all thenecessary knowledge you need in order to help your child throughout the unit (word processor,Kid Pix, Power Point).

If you are interested in coming into our class, please fill in the bottom of the page.

Thank you______________________________________________________________________________

I am interested in being a volunteer in the classroom. Yes No

I have experience with computers. Yes No

I would like to visit the classroom. Yes No

I would like to attend the parent workshop Yes No

I am able to be in the classroom on the following days and at these times:______________________________________________________________________________

______________________________________________________________________________

_____________________________________________

Name Signature

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