Name: Kasey Geelen Grade(s): 6 Subject(s): Social Studies

Lesson 1, day 1: Mapping Canada

Monday, November 29, 2021.

Introduction/Goal(s):
The purpose of this lesson is review – we will begin by refreshing the students’
memories on Canadian geography, provinces, and territories.

Curriculum Expectations: (consider the Enduring Understanding(s)/Big Idea(s):

possibility of cross-curricular
connections) Understanding of Canadian geography and
Overall: physical landscape.
A 1: Application: assess contributions to Introduction to identity
Canadian identity made by various groups
and by various features of Canadian Understanding of impact of physical
communities and regions (FOCUS ON: environment on identity (continued into next
Cause and Consequence; Patterns and lesson(s))
Trends)

Specific:
A1.1 explain how various features,
including built, physical, and social features
of communities, can contribute to identities
in and images of a territory and/or country
(e.g., built features such as memorials,
different types of buildings, parks, canals,
dams, railroads; physical features such as
climate, landscape, vegetation, wildlife;
social aspects such as cultural traditions,
religious celebrations, economic bases;
geographic, political, and/or socioeconomic
boundaries between communities), and
assess the contribution of some of these
features to images of and identities in
Canada
Equity/ Diversity and Social Justice (Teacher Actions)
Students living and learning in Canada should learn about all the different parts of
Canada, not just the location from which they are from. This is also an important
concept for students not originally from Canada. Using Canadian geography as an
introduction to further discussions on Canadian identity, symbols, and history works well
because it is not very abstract. Students see the city around them, they understand that
they are in Canada, so starting with the physical geography helps prepare students for
further learning about more abstract Canadian concepts, like identity.
Context:
This is the very first lesson I will teach in my practicum. I will be completing a unit on
grade 6 social studies, focusing on the A Strand of the Ontario Curriculum: Heritage
and Identity: Communities in Canada Past and Present. The purpose of this lesson is
an introduction for the students and a refresher on Canadian geography.

Is there a Connection for Students? Connections to other Curricular areas:

Students will connect with this material as they are living and learning in Canada. This
will connect to the world around them and will engage them since the content will be
relevant to their own lives here in Canada.
PART 1: Materials
Minds On: Activating Prior Knowledge

• Class discussion on Canada – why is it important to talk about Google Slides

Canada?
• Refresher/Overview of Canadian provinces and territories

PART 2: Materials
Action

• Introduce Mapping Canada Game Chromebooks

https://online.seterra.com/en/vgp/3006
• Introduce Canadian Geography Quiz
https://www.cbc.ca/kidscbc2/the-feed/how-well-do-you-know- Slides
canadian-geography
• Have students play the games in pairs, practice labelling
provinces, learning about Canadian geography using the
games
• Hand out blank map of Canada, discuss what makes a map Blank Map of
good (compass rose, blue only used for oceans, Titles, Canada
Labelled properly and horizontally)
• Have Students complete the Map of Canada (Possible to
finish up next class)
PART 3: Materials
Consolidation and Debrief
• Recap why it’s important to learn about Canada, its geography
and culture.

Guided Questions
• Why should we be talking about Canada?
• Why does it matter what we know about Canada?

Assumptions to avoid
• All students know all provinces/territories
• All students have a background learning about
Canada/Canadian geography

Differentiated Instruction (Content/ Process/ Product) Accommodations and

Modifications
• Lots of visuals
• Bring up large map of Canada and have students copy the provinces/territories
from that rather than by memory

Next Steps
• Continue developing knowledge of Canada, what it means and eventually how it
shapes identity
• Work towards more complex/abstract understanding of Canada – more than just
physical geography
Self Reflection
What went well?
Students really enjoyed
the games, specifically the
mapping Canada one.
They got really into it and
worked hard to label all
provinces and territories as
fast as possible.
Students also were fairly
engaged in the class
discussion on Canada and
why we should learn about
it.
What did not go so well?
The students enjoyed the
geography game a little bit
too much, it was difficult to
move on from the game
and have them participate
in the discussion/labelling
their own map, once they
were off the game they
were engaged, but it took
longer than expected.
This made me realize that
I need to continue working
on my classroom
management skills, I am
still learning the best
strategies for this class,
What do I need to change?
I could have introduced the
mapping game at the end
rather than the beginning.
That way, the class could
have had a longer, deeper
conversation about what
we were learning about
and ended the class on the
fun game. I could have
had them do the paper
map first, then presented
the game as a challenge,
who can be the fastest?
Most accurate? Etc.
and this highlighted to me
that I need to work on how
to grab student attention
and how to signify that we
are moving on.