Lesson Outline |
Introduction
Teacher Activity
- Teacher should review all online material before presenting this activity to students.
- Teacher introduces to class the concept of physical regions. Group students into pair or triads to complete the following activities.
Student Activity
- Assign each student group a region topic: polar, grassland, rainforest, desert or forest. Using student worksheet, have each group research using electronic and non-electronic sources to form a definition of their region type.
- Have each group share three main characteristics of their region type based on their research by writing down characteristics on chart paper and posting it on the wall.
Lesson Development
Teacher Activity
- Provide groups with an outline map of Canada found at:
Explore Our Maps » Reference Maps Canada Outline » Coastline,
Boundaries and Names of Canada Map.
- Have students go to: Explore Our Maps » Environment » Ecology » Ecological
Framework » Terrestrial Ecozones Map.
- As a whole class activity students share maps and review the ecozones they find in the maps and decide which ones fall under the category of polar, grassland, desert, rainforest or forest.
Student Activity
- Students are assigned roles of researchers and recorders.
On the Terrestrial Ecozones map, the researchers click
Get Info from Map and then on each province. The recorder writes down the ecozone name and physiography on the outline map of Canada. The outline map can be found by going to: Explore Our Maps » Reference Maps » Canada Outline » Coastline, Boundaries and Names of Canada Map. This way they use the Web site to find information in the corresponding province or territory.
- In the next activity, the teacher may have to direct students to help them decide if the ecozone falls into a category of polar, grasslands, rainforest or forest if the answer is not obvious. For example, the Web site indicates the west coast of Canada as the Pacific Maritime Ecozone but this region can also be considered Canada’s rainforest.
- Students create a master map that indicates where the polar, grassland, rainforest or forest regions are in Canada. They can indicate which parts represent the regions using illustrations or textually. They can use an overhead projector to make a large wall map of Canada. They should draw symbols that represent polar, grassland, desert, rainforest or forested regions.
Conclusion
Teacher Activity
- Student groups are assigned a region (polar, grassland,
desert, rainforest or forest). Each group uses electronic
or non-electronic sources to find another country that
has an example of that region, for example, the polar
region of Norway, Russia or the African Savannah. They
can begin research in the Atlas’ Learning Resources Section
and select Other Online Atlases.
Student Activity
- Students identify on an outline master map of the world. It can be found by going to: Explore Our Maps » Reference Maps » International Outline » The World with Names Map where examples of polar, desert, grassland, rainforests and major forests are globally. They can indicate which parts represent the regions using illustrations or textually.
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