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Search Engines

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Grade 5: Études Sociales: Canada, régions politiques






Instructional Design: Dan Huot et Natalie Jurick


Stage 1 - Desired Results




Established Goals:
Identifier, situer et noter sur une carte les régions physiques du Canada.
Lire et interpréter des cartes-légendes du Canada indiquant: les divisions politiques, les caractéristiques physiques (chaînes de montagnes, Grands Lacs, les ports maritimes et rivières principales) et les principales ressources naturelles d’une région.
Tirer des conclusions sur la façon dont les caractéristiques d’une région physique affectent les ressources naturelles, les occupations, la répartition de la population et les transports.

ICT Outcomes:
Below is a pdf file identifying all of the ICT outcomes touched on throughout this project. Click on the file to download it to your computer.

Enduring Understandings:
L’élève fera preuve d’une compréhension et d’un discernement de la manière dont la géographie physique et les ressources naturelles du Canada affectent la qualité de la vie de tous les Canadiens.

Essential Questions:
Comment est-ce que la géographie physique et les ressources naturelles affectent-elles la qualité de vie des Canadiens?

Students will know and be able to:
Situer et indentifier des lieux en utilisant un atlas.
Faire une recherche pour répondre aux questions essentielles.
Utiliser des échelles.
Chaque province-territoire a ses propres caractéristiques. Ex. physique, politique, ressources, etc.
Présenter l’informations sous forme d’une carte postale.
Quelles sont les ressources naturelles de chaque région? Quelles sont les industries de chaque région? Quelles sont les caractéristiques propres à chaque région? À quoi ressemble le terrain?
Quel climat y trouve-t-on? Quelle est la situation de chacun(e)? Où se trouve chacune de ces régions?






Stage 2 - Assessment Evidence






Performance Task(s)
Tu voyages à un endroit spécifique au Canada. Lors de ton voyage, tu découvres les caractéristiques de ce territoire. En utilisant ce que tu sais, tu écris une carte postale à des parents ou amis chez toi. Dans ton message, tu dois décrire la région, ce que tu as vu, vécu, selon l’endroit où tu es. Tu seras évalué à l’aide de la rubrique proposée.

Other Evidence (Quizzes, test, etc)
Recherche
Identifier leur région sur une carte du Canada

Self Assessment
Auto-évaluation
évaluation de soi-même et du rôle de leur partenaire pour la recherche.





Stage 3 - Learning Plan






Teaching and Learning Activities

Donne un tableau aux élèves pour compléter leur recherche.
Ceci est fait en classe avant de le compléte à l’ordinateur.
Les élèves vont utiliser le livre Le Canada un pays, un peuple, des feuilles d’exercices et l’Internet pour faire leur recherche.
Ils étudient comment adresser une carte postale et discutent les avantage et limites de l'utilisation de cartes postales pour communiquer.

        Period 1 in  lab: Show a sample of the post card. Have students copy the penguin picture, the beach picture and the post card template in their personal folder. Open the post card template. Insert the beach picture. Go Save As and rename it Pnguin Vacation. Under Arrange, Scale by percent, choose 50%. Resize to fit the space for the picture. Open a new painting document. Insert the penguin picture, place it in the top portion of the document. using the lasso, select around the penguin. Start over if you go on the penguin. move the penguin outside its background. Remove the background. Reselect the penguin and reduce in size until it is of appropriate proportion. Go to the post card template and drag the beach background over to the painting document. Place the penguin on the beach. Select the beach and drag it back to the post card background. Remove the beach that does not have the penguin on it. Under Format, Ruler Settings, choose text and cm. Format, Show Rulers. Using the text tool, write the caption, center text and choose appropriate font, size, etc.
         In class before period 2:
They take a picture of themselves, dressed appropriately for the destination on a white or solid background, using the digital camera. Ensure we can see the whole students (no feet cut off, etc.) The teacher must place all student pictures in the assignment folder.
Students  write their text.
They should find two or three pictures for their background. Find the largest version of it. No thumbnail! (see instruction)
        Period 2 and 3  in lab:
Students drag and drop their photo from the assignment folder to their personal folder. If not already done, students find their background picture. They open the post card template in their personal folder. Go Save As and rename it appropriately. Insert the background picture. Under Arrange, Scale by percent, choose appropriate %. Resize to fit the space for the picture. Open a new painting document. Insert your  picture, resize. Place it in the top portion of the document. using the lasso, select around your body. Start over if you go on yourself.
Move yourself outside the background. Remove the background. Reselect the person and reduce in size until it is of appropriate proportion. Go to the post card template and drag the vacation background over to the painting document. Place your person on the background. Select the background and drag it back to the post card background. Remove the background that does not have you on it. Under Format, Ruler Settings, choose text and cm. Format, Show Rulers. Using the text tool, write the caption, center text and choose appropriate font, size, etc.

        Period 4 in lab: Students continue where they left off .
Students then write their message and the address of recipient. If time permits, they look for a stamp and paste in on the post card.
        Period 5 in lab: Students continue where they left off .
Students then write their message and the address of recipient. If time permits, they look for a stamp and paste in on the post card. They start printing their post card on the color printer. As students finish they can go fill out survey at: http://resources.gsacrd.ab.ca/studentfeedback/
        Period 6 in lab: All students should finish their work. They print their post card on the color printer.
Look at rubric and see what can be improved. Print. Rehearse presentation at home. Get parent feedback.
In class:
A. Present orals. Use rubric for evaluation. Student self-assesses using rubric and reflects, filling in the reflection form. Teacher assesses using rubric.

Differentiation
For gifted students

Variation in content

Task is more challenging

Modifications:
Prédis la population, les emplois, l’âge des gens, quelles sortes de ressources est-ce que les gens pourront encore utiliser dans l’année 2020.
Choisi une ou deux de ces idées.

Additional Teacher Resources
These are documents for teachers and/or students that were developed to support the project.  Documents will always be available in pdf format as well as in the original format created (e.g. MS Word, AppleWorks, Inspiration, etc)





Rubric(s)






Click to download Rubric

AppleWorksScreenSnapz001.jpg





Student Exemplars







The following exemplars represent an excellent, adequate and limited student samples. Please click on the exemplar to download a copy.  NB - You will need Appleworks 6 installed on your computer to view.


 Last Modified: 30 July,2005