Grade Level

The lesson plan was created for Secondary 3 (Grade 9) students (age 14 to 15) but can be adapted for students at other levels.

Time Required

Two 45 or one 90 minute periods

Curriculum Connection (province and course)

Province of Quebec Ministry of Education Web site: http://www.meq.gouv.qc.ca/DGFJ/dp/programmes_etudes/secondaire/pdf/geoqc3a.pdf

Course #094 314: Geography of Quebec and Canada – Secondary 3

Objective Module 1: To understand the main characteristics of the geographic and geopolitical position of Quebec and Canada in the World.

General objective: Students should understand the main characteristics of the geographic and geopolitical position of Quebec and Canada in the World.

Terminal objective 1.2: To describe the geographic position, political divisions and regions of Canada.

Intermediate objectives (treated in this lesson plan):

• Describe the geographic and geopolitical divisions of Canada.
• Locate the Canadian provinces and territories.

Link to Canadian National Geography Standards

Essential Element #1 – The World in Spatial Terms

• map, globe and atlas use (for example, observing and analyzing relationships).

Geographic Skill #2 – Acquiring Geographic Information

• systematically locate and gather geographic information from a variety of primary and secondary sources
• systematically assess the value and use of geographic information

Atlas of Canada Resources

Go to the Atlas of Canada Web site found at: atlas.gc.ca The following parts of the Web site will be accessed by students during the lesson:

Teacher presentation and maps for student activities:

• Explore Our Maps

Reference Maps » Canada » Standard Time Zones Map

Reference Maps » International Outline » The World Map

Reference Maps » International Outline » The World with Names Map

Reference Maps » International Outline » North America Map

Reference Maps » International Outline » North America with Names Map

Additional student reference when completing the activity sheets:

• Explore Our Maps

Reference Maps » Canada Outline » Coastline and Boundaries of Canada Map

Reference Maps » Canada Outline » Coastline, Boundaries and Names of Canada Map (may be used for testing)

• Learning Resources

Facts About Canada » Significant Canadian Facts (for sections on Total Area of Canada, Boundary, Landmass and Freshwater)

Facts About Canada » Coastline and Shoreline

Additional Resources, Materials and Equipment

• A digital projector linked to the Internet is the easiest and most catching way to demonstrate and work with the reference maps. (Note: your projector has to have the possibility of rotating the image since it is oriented towards the east on the Atlas)
• A regular transparency projector might replace the above, however, you would have to first print the maps you want to use and then transfer them on transparencies.
• Every student should be given a copy of the Atlas of Canada maps that are to be used.
• Print Atlases for research.

Main Objective

At the end of the lesson, the students should understand the main characteristics of the geographic position of Quebec and Canada in the World.

Learning Outcomes

At the end of the lesson, the students should know and understand the main characteristics of:

• Canada’s land and water boundaries
• Canada’s surface area and how it compares to some other countries in the world
• Canada’s time zones

Introduction

Teacher Activity

• Introduce lesson objectives.

Lesson Development

Teacher Activity

• Use a projector and Atlas of Canada maps to present information on:
• Canada’s position in the World – Use Reference Maps, Outline Maps International, The World with Names Map

– Develop the following ideas in the presentation:
– Canada is in the northern part of the Northern Hemisphere
– Advantageous position between the Asia-Pacific region and Europe
– Longest common border in the world with a country (the United States)

• Canadian Land and Water Boundaries – Use the North America with Names Map Indicate the following information:

– land boundaries (South): United States
– land boundaries (West): Alaska (UnitedStates)
– land boundaries (East): St Pierre and Miquelon Islands (France), Greenland (Denmark)
– water boundaries (North): Arctic Ocean
– water boundaries (East): Atlantic Ocean
– water boundaries (West): Pacific Ocean

• Surface Area – On the same projection, show the four largest countries. See Appendix A for a table of the Largest 10 Countries in the World and their areas.
• Time Zones – Use the Standard Time Zones Map

– Project the time zones map and provide a printed copy for each student.
– Provide the following definition: In a time zone, the time is the same everywhere. Time zones are generally centered on meridians of a longitude that is a multiple of 15º (for the simple reason that there are 24 hours in a day and 360° in a circle; hence: 360÷24 = 15°). In order that people in a same region or in a same country live on a synchronised time, the time zones limits are often altered.
– Explain the following:

The time is counted starting from Greenwich (called Greenwich Mean Time or GMT; some times Universal Time or UT) (Greenwich, pronounced Greenich, is a small village near London, England and was chosen because of its historical observatory.)

Since the earth turns from west to east, and Greenwich is west of Canada, the time in Canada is always UT minus a few hours. For example, Montreal time is UT – 5 ; when it is 3 PM in London, it is 3 PM – 5 hours in Montreal or 10 AM.

Indicate what time it is in another province by counting the time zones on the map.

As a rare particularity, Newfoundland has been placed in a time zone UT-3.5 in order to avoid a big discrepancy with the regions of Canada farther west.

See Appendix B for Canada’s Time Zones with standard and daylight savings times listed in UT.

Student Activity

• Provide blank world maps from Reference Maps, Outline Maps International, The World on the Atlas of Canada Web site to each student. Have them add the information from the presentation on Canada’s Position in the World to their maps.
• Provide blank North American maps (from Reference Maps » International Outline » North America Map) on the Atlas of Canada Web site to each student. Have them add the information from the presentation on Canadian Land and Water Boundaries to their maps.
• Distribute Student Worksheet 1, Canada’s Position in the World and have students complete it.
• Activity (to be done in class or as homework) – Provide a printed blank graph or teach students to draw their own: Show the 10 largest countries in the world on a graph that will make the comparisons easier.
• Students follow the presentation using the copies of the maps provided for them. After the presentation, provide a copy of Student Worksheet 2, Time Zones, for each student and have them complete it.

Conclusion

Student Activity

• Students complete an oral or written test of their learning.

The student worksheet is printed separately for distribution to students.

• Student Worksheet 1 – Canada’s Geographic Position – Canada’s Position in the World
• Student Worksheet 2 – Canada’s Geographic Position – Time Zones
• Appendix A

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Appendix A

• Appendix B

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Appendix B

On the Atlas of Canada Web site at atlas.gc.ca additional fun information for use in this lesson may be found in:

• Learning Resources » Facts About Canada » Weather

Student activity sheets and the graph may be evaluated.

David Phillips. Environment Canada. Blame it On the Weather.

• PDF version (Adobe Acrobat Reader required)