Sample file. Permission is granted to backup and store the audio tracks on a CD disk.

Transcription

1 Congratulations on the purchase of this electronic ebook. This ebook purchase includes extra media files. When the text in this ebook references a CD track or transparency page, please refer to the extra media file provided as a second link on your original download. Media file CD audio tracks Clip art images Transparency pages File provided mp3 files jpeg images PowerPoint presentation (ppt) This ebook contains reproducible pages that entitle the individual purchaser to reproduce copies needed for single classroom or home use. The reproduction of any part of this ebook for commercial resale or for use by an entire school or school district is strictly prohibited. Permission is granted to backup and store the audio tracks on a CD disk. Thank you for all you do to bring the love of learning into the lives of your students and for allowing us to play a small part in that endeavor! The Lorenz Educational Press Team

2 Map Skill Series Grades 5-9 Canada by David Fletcher of Toronto, Ontario and Sharon Bocklage This book presents supplementary learning experiences which focus on basic geographical concepts and skills. The activities provide practical learning projects, stimulate critical responses, and enhance the understanding of the geography of Canada. Each of the twelve teaching units in the book is introduced by a full color transparency which emphasizes the basic concept of the unit. Student activity pages provide reinforcement and follow up activities. The teaching guide offers student activity objectives, the teaching focus, suggestions for enrichment projects, and a complete answer key. Artist Greg Litwicki Cover Photograph CORBIS Copyright 2003 Milliken Publishing Co. a Lorenz company P.O. Box 802 Dayton, OH All rights reserved Permission to reproduce pages extends only to the teacher-purchaser for individual classroom use, not to exceed in any event more than one copy per pupil in a course. The reproduction of any part for an entire school or school system or for commercial use is strictly prohibited.

3

4 CANADA TEACHING GUIDE This book presents supplementary learning experiences which focus on basic geographical concepts and skills. The activities provide practical learning projects, stimulate critical responses, and enhance the understanding of the geography of Canada. Ask students to write a brief essay on the pros and cons of Canada s strong ties with the United States. Ask students to determine map distances from the scale on page 1a and compare to driving distances in #4 on 1c. How can they account for the differences? Each of the twelve teaching units in this book is introduced by a full-color transparency which emphasizes the basic concept of the unit. A student page or pages will accompany each transparency to reinforce the concept and/or skills that have been introduced. The map and graph activities focus on reading and interpreting information. The geographical concepts are further developed through objective, literal, critical, and evaluative questions and exercises. The Answer Key for each of the twelve topics includes Student Activity Objectives, Teaching Focus, Enrichment, and Answers. 1. NORTH AMERICA 1. To locate Canada in its North American geographic context. 2. To identify Canadian political divisions and capital cities. 3. To gain a sense of the diversity of this vast nation. 4. To locate geographic places by latitude and longitude. 5. To understand the various types of map projections. 6. To calculate driving distances in miles/kilometers. This transparency will be needed for students to complete activities on 1a, 1b, and 1c. Discussion and group activities should focus on the political divisions of North America and their geographic relationship to Canada. Meridians of longitude and parallels of latitude need emphasis to enable students to locate specific places. Canada s ten provinces and two territories should be introduced. Additional map activities might include a discussion of the location of Asia in relation to North America and the fact that about 8000 B.C., a land bridge at the Bering Strait was used by Asian ancestors of Native American Indians and the Inuit, a name the Eskimos call themselves. NOTE: Whitehorse and Yellowknife are territorial capitals. Also, it may be necessary to teach the conversion from miles to kilometers. This book uses.6 instead of.62 in the formula. 1a. Map of NORTH AMERICA will be used with activities on page 1b and 1c. 1b. INTRODUCING CANADA: 1. North America; Cancer; Arctic; North 2. French and English 3. Great Britain 4. Indians and Eskimos (or Inuit) 5. (across) Edmonton; Halifax; St. John s; Winnipeg; Toronto; Quebec; Victoria; Charlottetown; Iqaluit; Fredericton; Regina 6. Yukon Territory and Northwest Territories 7. old and young; large and small; mountains and flatlands 8. map label: Greenland 9. map label: Russia 10. map label: Ottawa 11. map labels: Washington, D.C., New York City, Mexico City. Washington D.C. and Mexico City are national capitals. 12. map labels: (W to E) Lakes Superior, Michigan, Huron, Erie, Ontario 1c. MAP SKILLS: 1. about 56 W longitude and 144 W longitude N latitude 3. a. Baffin Island b. Nova Scotia c. Lake Superior d. Montreal or Ottawa e. Toronto f. Hudson Bay 4. a km b mi c km d mi 2. THE PHYSICAL SETTING OF CANADA 1. To locate and learn the characteristics of the nine physical regions of Canada. 2. To name the provinces and territories that lie in each region. 3. To understand the term Continental Shelf and its location. This transparency will be used with pages 2a and 2b to enable students to understand the physical features and location of each of Canada s physical regions. The wide diversity (icy barrens to fertile lowlands) as well as the common features need to be stressed. Discuss the Continental Shelf and its characteristics. NOTE: This transparency needs to be accessible (taped to window) so students can complete pages 2a and 2b. Copyright Milliken Publishing Co. All rights reserved. ii. MP4712 Canada

5 Ask students to research the physical regions of the rest of the North American continent and to mark the regions on their map of North America (the first map worksheet in this book). 2a. Map of THE PHYSICAL SETTING OF CANADA is needed to complete activities on page 2b. 2b. CANADA S LAND REGIONS: 1. map label: Canadian Shield, colored brown 2. map labels: Arctic Circle; Baffin Island; Arctic Region, left white 3. map labels: Hudson Bay; Hudson Bay Lowlands, colored green 4. map labels: Gaspe Peninsula; Gulf of St. Lawrence; Appalachian Region, colored blue 5. map labels: St. Lawrence River; St. Lawrence River and Great Lakes Lowlands, colored yellow 6. map labels: Interior Plains; Interior Plains, colored light green 7. map labels: Intermountain Plateau; Intermountain Plateau, colored purple 8. map labels: Mount Logan, 19,308 ft; Western Cordillera, colored tan 9. Canadian Shield: N.W.T., Alta., Nun., Sask., Man., Ont., Que., Nfld.; Arctic: Yukon Terr, N.W.T., Nun.; Hudson Bay Lowlands: Man., Ont.; Appalachian Region: Nfld., P.E.I., N.B., N.S., Que.; N.W.T., B.C., Alta., Sask., Man.; Western Cordillera: Alta., B.C., Yukon Terr., Intermountain Plateau: Yukon Terr., B.C., Alta., Sask.; St. Lawrence River and Great Lakes Lowlands: Ont., Que. 3. CANADA S CLIMATES AND NATURAL VEGETATION 1. To identify and locate by color-coding the seven major climate regions in Canada. 2. To identify and locate ocean currents and wind patterns that affect the country. 3. To understand the term isotherm and the location of the Permafrost Line. 4. To learn the names of vegetation zones and the type of plants that grow in them. 5. To understand that vegetation zones change based on both latitude and altitude. 6. To convert temperatures from Celsius to Fahrenheit. This transparency will be needed for students to complete activities on pages 3a and 3b. It must be accessible for the students worksheet. Discussion needs to focus on Canada s location on the globe and the effect of the chilling continental air masses that move from the Arctic and over the North Pole. Have students predict the characteristics of each climatic region. Stress the location of the Permafrost Line, the term isotherm (same temperature), the average yearly temperature of below 17 F (-7 C) north of the Permafrost Line, and areas south of it (above -7 C) to the southern limit of permanently frozen soil. The relationship of climate and the type of vegetation in each region need emphasis. NOTE: The formula for converting from C to F [( C x 9/5) + 32] needs to be taught. Using a globe, point out that the overall climate of Canada is very harsh compared to similar latitudes in Europe. Ask them to research why this is so. 3a. Map of CANADA S CLIMATES is needed to complete activities on page 3b. 3b. CANADA S CLIMATES: 2. map labels: Japan Current in the Pacific Ocean; westerlies, also over the Pacific 3. Answers will vary, but should include some of these ideas: cold winds blowing south from the permanently frozen Arctic; Hudson Bay is frozen most of the year; sparse winter sunlight; generous summer sunlight that, however, is mostly reflected back into the air and not absorbed by the land. 4. During the long days of the northern spring and summer (June 21 is the longest day), the sun melts the heavy snow cover and warms the topsoil enough to thaw it to a depth of a few inches but only for a few weeks. 5. map label: chinook winds off the Rockies; chinooks are damaging to wheat farming: the fields are planted in the fall, and the unusual warmth provided by the chinooks causes the seeds to sprout prematurely. The tender shoots are then frozen by the return of normal winter weather. 6. Less and less sunshine during fall and midwinter; more and more towards spring and midsummer 7. map labels: Gulf Stream currents in the Atlantic Ocean south of Nova Scotia; Labrador Current in the Atlantic northeast of Newfoundland. In winter, the climate here is cold, humid, windy, and stormy. In summer, it is mild, humid, windy, and stormy because of the clash of the warm Gulf Stream and the cold Labrador Current. WORKING WITH CLIMATE DATA: Climate Region Calgary Steppe, Vancouver = West Coast, St. John s = Maritime, Toronto = Humid Continental, Churchill = Northern Region; N or S: Calgary = S, Vancouver = S, St. John s = S, Toronto = S, Churchill = N; Temperature Range: Calgary 28 C 82 F; Vancouver 16 C 61 F; St. John s 20 C 68 F; Toronto 24 C 75 F; Churchill 39 C 102 F 1. a. Vancouver b. Churchill 2. see chart 3. St. John s, Churchill 4. St. John s, Calgary Copyright Milliken Publishing Co. All rights reserved. iii. MP4712 Canada

6 3c. THE LAND COMES TO LIFE: 1. illustration labels: xs between the alpine and subalpine zones on the altitude axis; xs between the boreal and tundra zones (within taiga) on the latitude axis 2. taiga zone 3. boreal, subalpine, mixed forest zones 4. The soil over the Canadian Shield is thin, and much of the area is in the permafrost area. 5. tundra and alpine 6. Hudson Bay Lowlands 7. boreal forest (taiga also acceptable) 8. Cordilleran, Northern 9. boreal forest and taiga 10. taiga 11. one for altitude, one for latitude 12. latitude 13. Humid Continental, because of the rich soil, mild climate, and distinct seasons; Maritime and extreme southeastern part of northern region distinct seasons and rich soil 4b. CANADA S WATER AND ENERGY RESOURCES: 1. map labels: Fraser River, Peace River, North and South Saskatchewan Rivers, St. Lawrence River 2. near the water required as a power source; near population and industrial centers that use the power generated 3. map label: a line showing a water route from Lake Superior to Quebec City to the Atlantic Ocean 4. map label: a line showing a water route from Alberta and Manitoba Lakes and rivers through Hudson Bay and into the Labrador Sea 5. to heat their homes and workplaces, run industry, provide transportation over vast distances 6. $53,400,000,000 (53 billion, 400 million) 7. $38,000,000, yes 9. $15,400,000,000 more export than import 4. CANADA S NATURAL RESOURCES 5. CANADA S PEOPLES 1. To identify Canada s major bodies of water, rivers, and drainage basins. 2. To locate and understand the term Continental Divide. 3. To learn the historic importance of waterways for trade and commerce. 4. To locate Canada s major mineral deposits. 5. To work with data on Canada s minerals in bar chart form. This transparency will be needed to complete activities on pages 4a and 4b. Students will need to locate the Continental Divide and the four drainage basins in Canada. Each of the four basins is shown in a different color. Emphasize that hydroelectric facilities are near population centers. NOTE: The entire Canadian Shield is rich in minerals, but the climate, rugged terrain, and most distances make mining operations very expensive. Canada s crude oil reserves are estimated at 6.8 billion barrels. In comparison, the crude oil reserves for several other countries are estimated as follows: Saudi Arabia billion barrels (#1 worldwide), Iran 58.0 billion barrels (#5 worldwide), United States 26.5 billion barrels (#8 worldwide), Canada 6.8 billion barrels (# 15 worldwide). In light of these figures, ask students to write a brief report on why Canadians believe that hydroelectric power will be Canada s energy resource for the 21st century. 4a. CANADA S NATURAL RESOURCES: Map is needed to complete the activities on page 4b. 1. To gain an awareness of the rich cultural diversity of present-day Canada. 2. To learn the names of some of the Native American Indian and Inuit peoples who populated Canada s past. 3. To identify the founding cultures of Canada. This transparency will be used with pages 5a and 5b to enable students to understand that Canadians are proud of the cultural diversity within their nation. Discuss with the students that many tribes of Native American Indians and Inuit peoples were living in what is now Canada thousands of years before explorers and settlers arrived from France and England in the 16th century. The French and English are called the founding cultures of modern-day Canada. Immigrants from other European countries, from Asia, and from the United States began arriving in Canada in the early 19th century. Since the end of World War II in 1945, more than 5 million immigrants from around the world have entered Canada. The present-day outward migration from Canada, primarily to the United States, is around 30,000 people a year. Ask students to put the information on the Ethnic Ancestry table from their worksheets into bar chart form by province or territory. 5a. CANADA S PEOPLES: This map will be needed to complete activities on page 5b. Copyright Milliken Publishing Co. All rights reserved. iv. MP4712 Canada