THE CANADIAN ATLAS ONLINE
QUEBEC – GRADE 6
Extremes of Weather:
Understanding natural phenomena influencing continental temperatures.
Lesson Overview
From facts concerning natural phenomena, students will discover what influences climate. They will
also learn about Canada’s climate zones and the movement of air masses from season to season.
Grade Level
Grades 5-6, Junior High
Time Required
One period of approximately 90 minutes
Curriculum Connection (Quebec)
1st cycle, secondary school – Domaine de l’univers social : Géographie
 Competency 1: Read the organization of a territory.
 Elements of the competency: Understand the influence of humans the territory. Establish
relationships between various geographic scales. Use cartographic terms.
 Competency 3: B
 Learn to become a citizen of the world.
 Elements of the competency: Demonstrate the global character of a geographic reality.
Link to Canadian National Geography Standards
Essential Element #1 (Grades 6-8) - The World in Spatial Terms
 Distribution of major human and physical features at country and global scales
 Map types
Essential Element #2 (Grades 6-8) - Places and Regions
 Physical and human characteristics of places and regions in Canada and the world
 Factors that influence people’s perceptions of places and regions
Essential Element #3 (Grades 6-8) - Physical Systems
 Physical processes shape patterns in the physical environment
 Global patterns of wind and water
 Types of precipitation (orographic, cyclonic, convectional)
 Implications of the hydrologic cycle
 Causes and patterns of extreme natural events
Essential Element #5 (Grades 6-8) - Environment and Society
 Impact of natural and technological hazards/disasters on the human and physical environment
 Limits and opportunities of the physical environment for human activities
Geographic Skill #1 (Grades 6-8) - Asking Geographic Questions
 Plan how to answer geographic questions
Geographic Skill #2 (Grades 6-8) - Acquiring Geographic Information
 Use maps to collect and/or compile geographic information
Canadian Council For Geographic Education
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QUEBEC – GRADE 6
Geographic Skill #4 (Grades 6-8) -Analyzing Geographic Information
 Interpret information obtained from maps
 Interpret information obtained from a variety of sources
Geographic Skill #5 (Grades 6-8) –Answering Geographic Questions
 Develop and present combinations of geographic information to answer geographic questions
The Canadian Atlas
The Canadian Atlas, Our Nation, Environment And People, pages 14 and 15. (Or visit their Website at
www.canadiangeographic.ca/atlas)
Additional Resources, Materials and Equipment Required
Teachers can refer to several websites, such as:
 Environment Canada: http://www.ec.gc.ca/
 The Weather Office of Canada: http://www.weatheroffice.ec.gc.ca/
 The Weather Network: http://www.theweathernetwork.com
Main Objective
Students will identify and understand the significance and impact of extremes of weather.
Learning Outcomes
By the end of the lesson, students will be able to:
 Recognize Canada’s climate zones
 Recognize what causes temperature differences
 Understand how air masses influence the seasons
 Differentiate between cold fronts and warm fronts
 Explain the characteristics of Quebec’s climate
The Lesson
Teacher Activity
Introduction
 Ask students to draw an exploratory
map based on their knowledge of
extremes of weather (climate,
seasons, natural phenomena and so
forth).
Student Activity
 Participate in the exploratory map by
answering questions.
 Give information on the specific
characteristics of Quebec’s climate.
 After discussing the various elements,
ask students to highlight the specific
characteristics of Quebec’s climate.
This can take the form of a table, a
brainstorming activity, etc.
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Development
 Ask students to refer to pages 14 and
15 of the Canadian Atlas (or visit the
website at
www.canadiangeographic.ca/atlas).
As a first step, ask students to locate
Quebec in its climatic zone.
 Ask students to describe the major
characteristics of Quebec’s climatic
zone.
 Refer students to the Canadian Atlas
and explain what happens when air
masses collide.
 Ask students what the climatic
consequences are when air masses
collide.
QUEBEC – GRADE 6
 Locate Quebec’s climatic zone.
 Read the information on climate
zones and highlight facts pertaining to
Quebec.
 Try to understand what happens
when air masses collide.
 Based on the newly acquired
knowledge about air masses, discover
the climate consequences of such
phenomena.
 Answer orally or in writing the
questions posed by the teacher, as
specified.
 Ask students to explain the seasons.
For example, the teacher may ask:
- Why does Quebec have four very
distinct seasons?
- Why do we have extremely cold
winters and very hot summers?
Conclusion
 Review the information on extremes
of weather, adding any points that
students may have overlooked.
 Use the student activity sheet at the
end to verify that students have
understood the phenomena of
extremes of weather.
 Listen attentively as the teacher
reviews the main points of the lesson.
 Complete the student activity sheet at
the end.
Lesson Extension
Within the lesson framework, emphasis is placed more on Quebec’s specific climatic characteristics. In
order to widen the scope of the lesson, students should be able to apply the same reasoning to
Canada’s other provinces. Students could provide a summary for each of the other provinces or focus
on one particular province. A comparative analysis could also be carried out.
Assessment of Student Learning
Teachers could evaluate students’ understanding of the notions involved in the lesson using the
student activity sheet handed in at the end. Teachers could also evaluate how students subsequently
use the information acquired. An evaluation rubric is included to facilitate the correction of the student
activity sheet and allow teachers to verify the depth of the students’ understanding.
Evaluation Rubric
Criteria
Student is able to locate Quebec and identify the climatic
zone where it is situated.
Canadian Council For Geographic Education
Grade
A
B
C
D
E
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THE CANADIAN ATLAS ONLINE
QUEBEC – GRADE 6
Student understands and explains clearly and accurately in
his/her own words the characteristics of the zone.
A
B
C
D
E
Student is able to state in his/her own words what happens
when air masses collide.
A
B
C
D
E
Student is able to explain why Quebec has four very distinct
seasons.
A
B
C
D
E
Student understands the difference between cold fronts and
warm fronts.
A
B
C
D
E
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QUEBEC – GRADE 6
Student Activity Sheet
Summary: Extremes of Weather
Name: ______________________________________
Date: __________________
1. Name and describe the climatic zone in which Quebec is situated.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. What causes an air mass to move and what happens when two air masses collide?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. Why does Quebec have four very distinct seasons, when other provinces or countries don’t?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. What differentiates cold fronts from warm fronts?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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QUEBEC – GRADE 6
5. Based on what you remember about the lesson on extremes of weather, explain, in your own
words, how a hurricane is formed. If necessary, draw a sketch.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Sketch (if necessary):
6. Do the same climatic influences affect all the provinces? If not, why not?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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