Regions of Canada Unit
The following is a list of overall expectations we covered in our unit on the Regions of Canada:
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms, styles, and techniques from the past and present, and their sociocultural and historical contexts.
- B1. Application: assess some key ways in which industrial development and the natural environment affect each other in two or more political and/or physical regions of Canada (FOCUS ON: Cause and Consequence; Interrelationships)
- B2. Inquiry: use the social studies inquiry process to investigate some issues and challenges associated with balancing human needs/wants and activities with environmental stewardship in one or more of the political and/or physical regions of Canada (FOCUS ON: Perspective)
- B3. Understanding Context: identify Canada’s political and physical regions, and describe their main characteristics and some significant activities that take place in them (FOCUS ON: Significance; Patterns and Trends)
1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
1. demonstrate an understanding of a variety of media texts;
2. identify some media forms and explain how the conventions and techniques associated with them are used to create meaning;
3. create a variety of media texts for different purposes and audiences, using appropriate forms, conventions, and techniques;
We also connected with the Grade 9 class at North Collegiate using Green Screen and Twitter: Here is our Storify!!!!
3. use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning;
Science & Technology – As we study our endangered animal and look at the interrelationships between the environment, physical features, animals, culture and industry of each Region of Canada.
- analyse the effects of human activities on habitats and communities;
- investigate the interdependence of plants and animals within specific habitats and communities; 3. demonstrate an understanding of habitats and communities and the relationships among the plants and animals that live in them.
Develop and assess key future skills, what Michael Fullan has called the 6 Cs:
• Character education — honesty, self-regulation and responsibility, hard work, perseverance, empathy for contributing to the safety and benefit of others, self- confidence,
personal health and well-being, career and life skills. (All the learning skills on our report card!)
• Citizenship — global knowledge, sensitivity to and respect for other cultures, active involvement in addressing issues of human and environmental sustainability. – Learning about FNMI cultures, sharing knowledge with others.
• Communication — communicate effectively orally, in writing and with a variety of digital tools; listening skills. – Artistic expression, twitter, blog, green screen, google hangouts, google classroom, writing, reading, listening, oral.
• Critical thinking and problem solving — think critically to design and manage projects, solve problems, make effective decisions using a variety of digital tools and
• Collaboration — work in teams, learn from and contribute to the learning of others, social networking skills, empathy in working with diverse others.
• Creativity and imagination — economic and social entrepreneurialism, considering and pursuing novel ideas, and leadership for action. – Novel ideas for supporting endangered animals and protecting the environment in each region of Canada.