THE CANADIAN ATLAS ONLINE
QUEBEC – GRADE 6
The Natural Regions of Quebec:
From North to South...Quebec’s Forest Regions
Lesson Overview
Using an atlas, students will explore the various forest regions of Quebec and identify the types of
vegetation in each of Quebec’s ecozones.
Grade Level
Grade 8 or Junior High
Time Required
One class period
Curriculum Connection
Quebec Program of Studies, Geography, Secondary Schools, Cycle 1. Programme de formation de
l'école québécoise, Domaine de l'univers social, Géographie au premier cycle.
 Competency #1: Read the organization of a territory.
Use cartographic terms (Refer to different types of maps used to illustrate a territory. Search out
points of reference to read the organization of a territory and draw diagrams to illustrate their
understanding of this organization).
Link to Canadian National Geographic Standards
Essential Element #3 (Grades 6-8) - Physical Systems
Geographic Skill #3 (Grades 6-8) - Organizing Geographic Information
The Canadian Atlas
The initial resource for this lesson is the printed version of The Canadian Atlas: Our Nation,
Environment and People (2004), pg. 16-28 and the Website of the Canadian Atlas:
www.canadiangeographic.ca/atlas.
Additional Resources, Materials and Equipment Required
 An outline map of Quebec – 8 ½ x 14 (2 maps per student)
 Information on vegetation and forests in Quebec or a bank of images on vegetation
 The following websites:
www.actionboreale.qc.ca (in French)
http://www.forest.ca/index.php3
http://www.borealcanada.ca/about_boreal_e.cfm
http://www.cfl.scf.rncan.gc.ca/ecosys/maps/intro_dombio_e.htm
http://www.cfl.scf.rncan.gc.ca/ecosys/maps/intro_qcimg_e.htm
http://www.mrnfp.gouv.qc.ca/english/forest/quebec/quebec-environment-zones.jsp
Canadian Council for Geographic Education
1
THE CANADIAN ATLAS ONLINE
QUEBEC – GRADE 6
Main Objective
To locate, describe and illustrate the layout of each of Quebec’s natural regions.
Learning Outcomes
By the end of the lesson, students will be able to:
 Locate the ecozones on a map
 Differentiate among the types of vegetation of each ecozone
 Identify the characteristics of the climate of each ecozone
 Establish a link between forests and natural resources
Lesson
Teacher Activity
Canadian Council for Geographic Education
Student Activity
2
THE CANADIAN ATLAS ONLINE
Introduction
 Begin the activity by reviewing
students’ knowledge. Write key
words on board. For example the first
word could simply be “forest”. Write
down students’ ideas.
QUEBEC – GRADE 6
 Students share their knowledge
about the words written on the board
and establish links.
 Add words gradually to allow
students to slowly establish the links
between the concepts and their prior
knowledge (Example: key words or
concepts: forests, climate, province,
deciduous and evergreen species,
logging and so forth).
Development
 Once students have become familiar
with the diversity of Quebec’s forests,
ask them to look at the information
on pages 16-17 of The Canadian
Atlas. Use questions to direct
students. (For example: In which
ecozone is our city located? In how
many provinces do we find the boreal
forest? Which natural region is
situated in the most
southern/northern part of our
province? Which natural region is
situated in Western Canada?)
 Now that students have seen the
natural diversity in the province,
assign task.
Development
 Using a map of Quebec, ask students
to delimit the natural zones. In order
to represent each ecozone
adequately, provide students with
The Canadian Atlas (or its Website),
as well as reference books. Then ask
students to correctly identify the
types of vegetation in each forest.
Ask students to illustrate the typical
vegetation within the limits drawn out
initially.
 Students:
1. Look at the content of the pages
assigned
2. Compare the geographic situation
of each ecozone
3. Analyze the images and photos on
these pages and establish links
with the natural regions
4. Identify similarities and
differences
5. Recognize the landscapes of their
own region
 Students highlight the information
contained in The Canadian Atlas and
other resources
 Students identify the typical
vegetation of each of the ecozones,
represent them adequately, and
associate the characteristics that are
specific to each ecozones.
 Using the second map with the
ecozones delimited, ask students to
describe:
- types of vegetation
- characteristics of climate
- natural resources
Canadian Council for Geographic Education
3
THE CANADIAN ATLAS ONLINE
Conclusion
 Show students’ work to the class and
ask them to present their work and
share what they have learned.
QUEBEC – GRADE 6
 Students consolidate their knowledge
by sharing what they have learned.
By reformulating in their own words
what they have just learned, they
reinforce the information and
concepts acquired during the lesson.
Lesson Extension
 The lesson can provide a starting point for studying a particular issue such as logging,
deforestation or the forest industry.
 Various newspaper and magazine articles on the subject could be studied, thus allowing students
to establish a link between their learning and current issues.
Assessment of Student Learning
 Evaluate the quality of map work.
 Present a list of characteristics of the natural regions and ask students to match them with the
corresponding ecozone.
Canadian Council for Geographic Education
4