THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Atlantic Canada’s Connections by Sea
Lesson Overview
Students will understand and appreciate the importance of Atlantic Canada’s historical
connection to the sea.
Grade Level
This lesson is appropriate for students in Grades K-6 but can be adapted to other grades.
Time Required
Two class periods
Curriculum Connection (Province/Territory and course)
Atlantic Provinces Curriculum for Social Studies: Council of Atlantic Ministers of
Education and Training (CAMET): Nova Scotia General Curriculum Outcomes K-6 (Can be
adapted for any province)
Culture and diversity:
Students will be expected to demonstrate an understanding of culture, diversity and
worldview recognizing the similarities and differences in various cultural, racial and ethnic
perspectives. (Grade 4)
People, places and environment:
Students will be expected to demonstrate an understanding of the interactions among
various people in the community. They will understand need for food clothing and shelter
(Grade 4) / The basic needs of people are the same everywhere. (Grade 5)
Interdependence:
Students will be expected to demonstrate an understanding of the interdependent
relationships among individuals, societies, and the environment – locally, nationally and
globally. They will understand that interdependence is a consistent and important factor in
human relations everywhere (Grade 4) / in the role of the individual in the community.
(Grade 5)
Time, continuity and change:
Students will be expected to demonstrate an understanding of the past and how it affects
the present and the future. Students will understand that events are remembered with
traditions and customs. (Grade 4)
Link to the Canadian Atlas Online (CAOL)
www.canadiangeographic.ca/atlas/
Explore by themes: Building a nation - Early Trade Networks
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Additional Resources, Materials and Equipment Required
•
Computer with Internet access & word processing access
•
Your choice of recording information for the class at the front (overhead, poster
paper, board)
•
LCD projector
•
Glue, scissors, color pencils, markers
•
Modeling clay
•
Copies of the map ‘Canada and the World’ by Canadian Geographic
•
Map of Atlantic Canada:
•
o
http://www.tourismfredericton.ca/en/directionsmaps/resources/Atlantic_Cana
da.gif
o
http://canada.blog.uvm.edu/groupA/map.gif
http://www.historicalatlas.ca/website/hacolp/contents.htm
o
•
View the map of Canada on line:
o
•
CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries
http://geography.about.com/gi/dynamic/offsite.htm?site=http://atlas.gc.ca/si
te/english/maps/reference/national/can%5Fpolitical%5Fe/referencemap%5Fi
mage%5Fview
Blank outline map of Canada:
o
http://geography.about.com/library/blank/blxcanada.htm
•
Outline map of the Atlantic Provinces: http://www.canadainfolink.ca/blankmap.htm
(individual and group copies)
•
Atlantic Canada’s Waterforms: Networks to the Past
http://www.canadiangeographic.ca/atlas/lessonplan.aspx?ID=LESSON43
•
Copies of student cards, “Primary Exploration Route” (attached)
•
Copies of student “Activity Sheets #1,2, and 3” (attached)
•
Copies of student assessment: “Self Evaluation” and “Peer Evaluation” (attached)
Main Objective
Students will understand and appreciate the importance of Atlantic Canada’s seacoast as a
route for European explorers by researching various European exploration routes in Atlantic
Canada.
Learning Outcomes
By the end of the lesson, students will be able to:
•
Locate the various waterways in their provinces
•
Trace European exploration in Atlantic Canada
•
Produce a wall display of selected data
•
Work in groups to effectively present material to their class
•
Categorize and organize information for presentation
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
The Lesson
Teacher Activity
Introduction
Student Activity
First Class: Teacher Preparation
First Class:
Distribute Primary Exploration
Locate work groups and discuss
assignment as per instructions.
Route cards to students until 6
groups have been assigned with at
least five in each group. (Students
with similar routes will work
together.)
In groups, plan and organize today’s
individual workload and contribution to
the group effort.
Direct students to find their work
group by locating others with the
same card.
Hand out blank outline maps of
Canada and the Atlantic Provinces.
Identify the provinces of the Atlantic
Region of Canada and point out how
Atlantic Canada is connected by
various water systems.
Review the location of the provinces
Review lesson expectations and key
points to be covered in “Student
Activity Sheet #1”.
Locate the four Atlantic Provinces on a
large map.
Locate the four Atlantic Provinces on
their blank maps and colour code, using
a legend.
Note: If possible, arrange to have a
LCD Projector available in order to
provide visual of available website
data linked to pages of the Canadian
Atlas Online (CAOL).
www.canadiangeographic.ca/atlas/
Lesson
Development
First Class:
First Class:
Provide students with Internet
access to:
http://www.historicalatlas.ca
Following instructions, use The
Historical Atlas as a source of
information on the Primary exploration
routes of the European explorers.
Instruct to click on “Explore the
Map”.
Locate these primary exploration
Routes:
Complete “Activity Sheet #1” by going
to:
•
Primary routes 1497-1524
•
Primary routes 1525-1542
http://www.historicalatlas.ca CHAPTER:
Exploring the Atlantic Coast 16th, 17th
Centuries
•
Primary routes 1543-1585
Record on Atlantic Canada map.
•
Primary routes 1586-1604
•
Primary routes 1605-1613
Note: Both individual and group copies
will be required.
•
Primary routes 1614-1632
Outline region area on the group
Map with colour: England (red), France
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Circulate and discuss various
aspects of students’ findings.
Monitor for accuracy.
NOVA SCOTIA - GRADE 4
(blue), Portugal (orange), Spain
(purple), Netherlands (green)
Create your group and individual
map of Atlantic Canada’s explorers
using blank base maps (attached)
Begin work on “Activity #2; Student
Research
Conduct mini lessons as required
provide feedback
Outline: “How European Explorers
Contributed to Atlantic Canada”
Complete “Student Activity Sheet #3:
We Are Connected” for homework.
Second Class: Teacher Activity
Second Class: Student
Provide handouts for students to
record information:
Pass in homework
•
“Self Evaluation”
•
“Peer Evaluation”
Review procedure and expectations
for presentations, follow-up
questions and student note taking.
Conduct evaluation during
presentations for content and
effectiveness.
Provide feedback; make connections
with places on the wall map and
group activity.
Conclusion
Review and prepare for group
presentation. They can see the
difference in the water systems in each
of the provinces.
As a group, plan and organize work
assignments to complete the wall map
and prepare for the presentation.
Present findings to the class while the
audience records information and
participate in follow-up discussions.
Students present their maps to the class
on day two.
Teacher Activity:
Student Activity:
Lead final discussion to highlight key
points and make connections
between the presentations and the
completed maps.
Participate in final discussion.
Collect student handouts to assess
quality and quantity of information
gathered
Summary
Class discuss homework
Summarize/recheck information
on “Activity #2; Student Research
Outline: How European Explorers
Contributed to Atlantic Canada”
Hand in all completed forms.
Each group will have contributed to a overview of Atlantic Canada’s exploration
The classroom wall maps and made presentations to the class identifying key
points of their respective region.
All students will have completed information outlines about each of the six
primary routes based on the findings presented.
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA - GRADE 4
Lesson Extension Student Activity Sheet: Visual Literacy
This unit will base on visual literacy. The intent on focusing on visual literacy is to:
•
Assist students in analyzing visual images to understand the creator’s technique and
intent
•
Enable students to achieve a considered response to a visual image
•
Enable students to achieve a considered response to a text through creating a visual
image.
Students will combine speaking and listening with a visual display through a photo essay.
Students will:
•
Draw the flag of the country where the explorer was born
•
Create a stamp for each country the explorer visited
•
Draw a picture of the explorer
•
Create a gallery of their findings using information from
Assessment of Student Learning
1. Formative: Demonstrate a skill
o
Peer & self-evaluation and teacher observation can be used to evaluate skills/
process.
2. Communication:
o
Read for detail
3. Inquiry:
o
Identify cause & effect
4. Participation:
o
Explain the visual representations
5. Products Created
o
Written Assignment
o
Portfolio
Further Reading
Optional
Link to Canadian National Standards for Geography
Essential Elements 1:
•
Map projection (distance, direction)
•
Latitude & longitude
•
Map, globe & atlas use
The World in Spatial Terms
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Essential Element 2:
•
Places & Regions
How cultures affects places and regions (cultural landscape)
Essential Element 3:
•
NOVA SCOTIA - GRADE 4
Physical Systems
River systems of Canada and the world
Essential Element 4:
Human Systems
•
Population density, density & growth rates
•
Impact of human migration
•
Demographic transition
•
Providers of goods and services
•
Types and patterns of economic activity (primary, secondary, tertiary, quaternary)
•
Places where people work / Transportation
•
Types of economic activity
•
Population density, density & growth rates
•
Human migration patters/ Forced & voluntary
Essential Element 5:
•
Non–renewable resources
•
Earth’s natural resources
Essential Elements 6:
•
Environment & Society
Uses of Geography
Physical and human characteristics of places change over time
Geographic Skill 1 – Asking Geographic questions
•
Where is it located?
Geographic Skill 2 – Acquiring Geographic Information:
•
Locate, gather and process information from a variety of primary & secondary
sources including maps (k-5)
•
Use maps to collect and/or compile geographic information (6-8)
Geographic Skill 3 – Organizing Geographic information
•
Prepare maps to display geographic information
•
Construct graphs, tables and diagrams to display geographic information
Geographic Skill #4 – Analyzing Geographic Information
•
Use maps to observe and interpret geographic relationships
•
Use photographs to observe geographic relationships (k-5)
•
Interpret information obtained from maps and geographic information systems
Geographic Skill # 5 – Answering Geographic Questions:
•
Present geographic information in the form of both oral and written reports
accompanied by maps and graphs (k-5)
•
Develop & Present combinations of geographic information to answer geographic
questions (6-8)
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA - GRADE 4
Student Activity Sheet #1:
Instructions on Locating Primary Exploration Routes
Complete the following chart on using the information presented on:
http://www.historicalatlas.ca/website/hacolp/contents.htm
Description
1.
Click on http://www.historicalatlas.ca/website/hacolp/contents.htm
Go to “CHAPTER: Exploring the Atlantic Coast 16th, 17th Centuries”
2.
Go Interactive Maps
Click on “Principal Explorations, 1497-1632”
3.
Click on the icon on the left.
This will display the primary exploration routes
Locate the following primary routes:
4.
•
Primary routes 1497-1524
•
Primary routes 1525-1542
•
Primary routes 1543-1585
•
Primary routes 1586-1604
•
Primary routes 1605-1613
•
Primary routes 1614-1632
Outline the region on your group map with these colours:
•
England - Red
•
France - Blue
•
Portugal - Orange
•
Spain - Purple
•
Netherlands - Green
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA - GRADE 4
Student Activity Sheet #2: Research Outline
How European Explorers Contributed to Atlantic Canada
Your Name:
_____________________________________________
Group
Members:
1.
_________________________________________________
2.
_________________________________________________
3.
________________________________________________
4. _________________________________________________
5.
________________________________________________
6. _________________________________________________
Pick an explorer that you would like to research and circle the name:
Henry
Hudson
Jacques
Cartier
Christopher Sir Humphrey Gaspar Corte
Columbus
Gilbert
Real
Samuel de
Champlain
1. Using an atlas or a wall map, name the country the explorer sailed from:
Hudson:
____________________
Gilbert:
Cartier:
____________________
Corte Real: _____________________
Columbus: ___________________
_____________________
Champlain: ____________________
2. Name the matching capital of the countries you listed in Question 1.
1. ____________________
4. ______________________
2. ____________________
5. ______________________
3. ______________________
6. ______________________
THE CANADIAN ATLAS ONLINE
NOVA SCOTIA - GRADE 4
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3. Complete the following jot note matrix with information about your explorer and their
country. Write down the most interesting things you find out.
For explorer, include such things as:
• Dates of the explorer's birth and death
• Country the explorer sailed for (if different)
• Voyage dates, Country of intended destination and where they actually landed
(if it was different)
• Discoveries
For country, include things such as special customs, festivals, foods, etc.
Explorer
Country
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Student Activity Sheet #3:
We Are Connected
By completing this activity you will understand how lifestyles are interconnected with the
different explorers from Europe.
Part A – Fact Finder
Gather information from your research sheet.
1. Name the European explorers that came to Atlantic Canada:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Name the countries that sent explorers to Atlantic Canada
_________________________
_________________________
_________________________
_________________________
_________________________
3.
Name the bodies of water (water forms) that the European explorers touched on in
Atlantic Canada.
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
4. Can you see any place names that you can match with the different explorers, countries
or languages? Give as many examples as you can find.
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Lesson Extension
Student Activity Sheet: Visual Literacy
a. Draw the flag of the country where the explorer was born. Write the name of the country.
b. Create a stamp for each country the explorer visited.
c. Draw a picture of the explorer.
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Self-Evaluation of Presentation:
How well did you do?
For each item in the table below, score your group’s efforts using the following scale:
5 = Excellent
4 = Superior
3 = Good
Description
1.
We were well prepared for this presentation
2.
We were well organized for this presentation
3.
We knew the material well
4.
We chose a topic that interested the class
5.
Our presentation was well supported with
information
6.
We were clear in our explanations
7.
Our presentation was well paced
8.
We were enthusiastic and confident
9.
We interacted well with the audience
10.
We used audio/visual aids or handouts
2 = Fair
1 = Inadequate
5
4
3
• My favourite part was:
_____________________________________________________________
• Next time, we should:
_____________________________________________________________
• I would like to have had time to:
_____________________________________________________________
2
1
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NOVA SCOTIA - GRADE 4
Peer Evaluation of Presentation:
How well did they do?
For each item below, indicate your reaction to the presentation. Use the following rating
scale:
5 = Excellent
4 = Superior
3 = Good
2 = Fair
Description
1.
How well was the presentation prepared?
2.
Was the presentation well organized?
3.
Did the presenter(s) know the material well?
4.
Was the presentation topic they chose interesting?
5.
Was the presentation well supported by the
information?
6.
Was the presenter(s) clear in their explanation?
7.
Was the presentation well paced?
8.
Was the presenter(s) enthusiastic and confident?
9.
Did the presenter(s) interact well with the
audience?
10.
Did the presenter(s) make good use of
audio/visual aids or handouts
1 = Inadequate
5
4
3
• My favourite part was:
______________________________________________________________
• Next time, the presentation should:
______________________________________________________________
• I would like to learn more about:
______________________________________________________________
2
1
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Teacher Evaluation of Presentation
Student’s Name: ______________________________ Date: __________________
Topic: _____________________________________
For each item below, rate the student’s presentation on each of the items below using the
following rating scale:
5 = Excellent
4 = Superior
3 = Good
Description
1.
Evidence of sufficient preparation
Comment:
2.
Effective use of class time for planning
Comment:
3.
Organization of presentation
Comment:
4
Knowledge of material
Comment:
5.
Choice of topic
Comment:
6.
Valid supporting information
Comment:
7.
Creativity and suitability of presentation method
Comment:
8.
Enthusiasm and confidence
Comment:
9.
Interaction with audience
Comment:
10
.
Effective use of audio/visual or handouts
Comment:
LESSON EXTENSION: Visual Literacy
2 = Fair
1 = Inadequate
5
4
3
2
1
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NOVA SCOTIA - GRADE 4
Evaluation Rubric for Research work
A
B
C
D
Project
content
Project captures
audience attention
and is very
informative
Project captures
audience
attention and is
informative
Information
presented not
very relevant
Information
presented not
relevant
Well structured
and most
instructions
followed
Structured but a
number of
instructions not
followed
Unstructured
Organization
of work
Very well
structured and
instructions
followed
Aesthetic
aspects
Very carefully done Information
clearly presented
Little attention
paid to details of
presentation
Work is messy
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Primary
routes
1497-1524
Primary
routes
1525-1542
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
NOVA SCOTIA - GRADE 4
Primary
routes
1543-1585
Primary
routes
1586-1604
THE CANADIAN ATLAS ONLINE
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NOVA SCOTIA - GRADE 4
Primary
routes
1605-1613
Primary
routes
1614-1632
-