GRADE 5: UNIT 1 - PHYSICAL

GEOGRAPHY OF CANADA
LANDON HATCH
UNIVERSITY OF LETHBRIDGE

Unit Plan: Social Studies

Unit Introduction
The purpose of the Grade 5 Social Studies curriculum is to allow examination of the ways of
life of peoples in Canada and how this plays an integral part in the development of Canadian culture
and identity. Within Unit 1 entitled Physical Geography of Canada allows students will explore the
wide array of unique geographical landforms and natural resources existent in Canada and reflect
upon their influences upon the peoples and histories of Canada. As students develop an
understanding of the underlying influences of geography upon the quality of life in Canada, an
increase of appreciation of citizenship will occur as well as a strengthening of self-identity.
Although the program of studies does not directly reference FNMI perspectives and
influences in this first unit, a teacher is able to implement aboriginal content as they focus upon how
geography and resources have influenced the establishment of communities across Canada. This is a
similar situation to the utilization of the diverse experiences and perspectives of other ethnic,
cultural, and francophone groups. As previously stated, this first unit provides the foundation of
knowledge needed to understand and appreciate the development and impact of peoples, places, and
events that have shaped the country in which we live. These perspectives will be directly addressed
in following units within the grade 5 curriculum.
This unit plan effectively addresses all the five main aspects of powerful teaching and
learning: meaningful, integrative, value-based, challenging, active. The approaches and strategies
used to address the concepts included in this unit allow the students to draw meaningful relations to
their own experiences, which allows for a deeper understanding and appreciation for the content
covered. Each lesson has been specifically designed to integrate knowledge and principles from a
variety of related disciplines such as geography and science to encourage students to address
concepts from multiple perspectives. This integration also includes technology and informative
media. The basis of the summative assessment and the lessons leading up to it are based upon values

and appreciation of resources and their role in our lives. As students learn about the uses and effects
of the acquisition and utilization of resources, they will gain a greater understanding of their
importance and the need for regulation and sustainability. The own personal beliefs and
understanding will be challenged by the array of activities that are designed around critical inquiry
and information-based inquiry. Many of these activities promote an active approach that will allow
students to be enveloped in the content and acquire hands on experience that further solidifies their
understanding of concepts.
Special Considerations:
With consideration to the specific knowledge and skills that are assumed to be in place before
instruction of this unit may occur, there are a few points that should either be verified rehearsed with
the students. Since this is the first unit that will be covered in grade 5 social studies curriculum,
students should enter this unit with a basic understanding of the physical shape and composition of
Canada, as well as the general distribution of the population. This will assist the students in
comprehending where in Canada discussed landforms exist, in addition to the influences this has had
upon the creation and development of communities and cities. Students must also possess a primitive
knowledge of the historical timeline of Canadian history and how particular peoples were preexistent
and other immigrated and established themselves here. This will not only aid the teacher in
successfully sequencing lessons, but will provide students with background information on the
overall societal and developmental changes that have occurred in Canada.
Teachers must be mindful of the assumptions that the students might be bringing into this
inquiry. Such assumptions might include the misunderstanding of the sophistication and complexity
of Aboriginal culture, beliefs, and life styles, as well as the misconception that Native Americans do
not currently exist in the same form. If students either think that aboriginals were just savages
without a unique and complicated culture and belief system or that natives still chase the buffalo on

the prairies, this will hinder their comprehension of the stories and early history of Canada. In saying
this, students may enter this unit with the mistaken belief that specific groups of peoples are better
than other or that one has had a greater influence upon the current Canadian identity.
These misconceptions may possibly create or address family/community issues that would
require attention from the teacher. Such issues may include racial or prejudice beliefs about groups
within Canada and specific events that may still be sensitive to communities or ethnic groups.
Despite the issue, a teacher must first create a positive classroom atmosphere where all may feel
welcome and all negative judgements dont exist.
ICT Integration:
This unit provides both the student and teacher with many opportunities to incorporate
information and communication technologies. Not only can a teacher provide a larger scope of
information made possible through technologies such as the internet, but students can easily find a
wider variety of perspectives and histories pertaining to resources, historical events, and diverse
cultural groups. Specifically, this unit encourages students to research the location, uses, and effects
of natural resources available in Canada and the physical landforms in which they are found.
Focusing upon the influences upon the establishment of communities and quality of life, students can
either access or develop their own sources of information about the histories of the communities in
which they belong, as well and provide personal familial context about where and why they live
where they do. The limits are endless to ICT integration to this unit and it is up to the teacher to
decide just how much they want to include.

Unit Planning Organizer

Subject Social Studies: Grade 5
Unit/Topic: Natural Resources
Unit Duration: 2-3 weeks
1. Unit Overview Critical Inquiry Question
What is Canadas most valuable resource?
2. General Learning Outcomes for Unit
Students will demonstrate an understanding and appreciation of how the physical
geography and natural resources of Canada affect the quality of life of all Canadians.
3. Focusing Questions for Unit (Related Questions)
What is a natural resource?
How do humans use natural resources?
What is the difference between renewable and non-renewable resources?
What are the personal effects of using natural resources? Economical? Environmental?
How have Canadas landforms and resources contributed to overall quality of life?
How have Canadas landforms and resources influenced the establishment of
communities?
What is the purpose and importance of National Parks in Canada?
4. Key Concepts for Unit
Natural resources (renewable, non-renewable)
Quality of life
Sustainability
5. Specific Learning Outcomes for Unit
Knowledge:
5.1.2 - examine, critically, the physical geography of Canada by exploring and
reflecting upon the following questions and issues:
How do landforms, bodies of water and natural resources affect the quality of life in
Canada?
5.1.3 - analyze how people in Canada interact with the environment by exploring

and reflecting upon the following questions and issues:

In what ways do natural resources and the physical geography of a region determine the
establishment of communities?
How are natural resources used, exchanged and conserved in Canada?
Attitude:
5.1.1 - value Canada's physical geography and natural environment:

Appreciate the variety and abundance of natural resources in Canada

Skill:
Critical thinking and creative thinking:

Assess significant local and current affairs from a variety of sources, with a focus on
examining bias and distinguishing fact from opinion

Geographic thinking:

Construct and interpret various types of maps (i.e., historical, physical, political
maps) to broaden understanding of topics being studied

Decision making and problem solving:

Propose and apply new ideas, strategies and options, supported with facts and
reasons, to contribute to decision making and problem solving

Research and information:

Determine the reliability of information, filtering for point of view and bias

Oral, written and visual literacy:

Express opinions and present perspectives and information in a variety of forms, such
as oral or written presentations, speeches or debates

Summative Assessment

Welcome to the Canadas Next Top Resource Competition! You have been selected to participate
by representing a particular resource found naturally in Canada. You and a partner will fill out
the following questionnaire and arrive on the day of the competition ready to explain why you
are Canadas most important resource in front of other competing resources (your classmates).
We cannot wait to see you at this years competition & good luck!
Instructions
1. Questionnaire: To prepare for the competition, you and your partner will fill in the
questionnaire during researching classes (2 classes) and at home. You may use your
textbook, internet, magazine, or news articles to find information about your resource.
2. Competition Day: For the competition day, you and your partner will be placed in one of
three small groups made up of your classmates. You will explain to them a few of the
different uses of your resource and your reasons why it is the most important in Canada.
After all students have shared their resources, each student will vote for the resource they
think is the most important. The top three resources will share their information to the
entire class and together we will vote Canadas Next Top Resource! (Hint: your group
make choose to come dressed up or themed to further show off your resource!)
Questionnaire
1. My Partner is (chosen by you) _______________________________________________
2. My Resource is (given by Mr. Hatch) _________________________________________
3. Using the map below, shade in where you can find your resource in Canada?

E.g.

4. What are 5 Personal uses for your resource? (e.g. trees houses)
1.
2.
3.

4.
5.
5. What are 5 Economical uses for your resources? (e.g. coal coal energy factories)
1.
2.
3.
4.
5.
6. What are 5 Environmental effects from using or collecting your resource?
1.
2.
3.
4.
5.
7. What are your top 3 reasons that your resource is the most important in Canada? Provide
evidence for your reasons.
Reason #1
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______

Reason #2
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______

Reason #3
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
_______

Competition Day
As you listen to the other student talk about their resources, you will choose three resources
different from your own and using the space below write down 2 of their Personal uses, 1
Economic uses, and 1 Economical effect.

Resource #1 _________________________
Personal Uses:
1. _______________________________________________________________________
_
2. _______________________________________________________________________
_
Economic Use:
1. _______________________________________________________________________
_
Environmental Effect:

1. _______________________________________________________________________
_

Resource #2 _________________________
Personal Uses:
1. _______________________________________________________________________
_
2. _______________________________________________________________________
_
Economic Use:
1. _______________________________________________________________________
_
Environmental Effect:
1. _______________________________________________________________________
_
Resource #3 _________________________
Personal Uses:
1. _______________________________________________________________________
_
2. _______________________________________________________________________
_
Economic Use:
1. _______________________________________________________________________
_
Environmental Effect:

1. _______________________________________________________________________
_

Finale!
What resource did the class choose as Canadas Next Top Resource? ______________________
Do you agree or disagree? _____________________
If you AGREE, tell me one reason why you think this is Canadas most important resource. If
you DISAGREE, what resource do you think is the most important in Canada and tell me one
reason why.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Note: This is a tentative rubric and will be updated will common words and values that
have been discussed and decided upon in class.

_____________________________________________________________________________
__________
Rubric: Canadas Next Top Resource
Personal Uses:

I have identified 5 personal uses for my resource that are both informative and correct.

Economical Uses:

I have identified 5 economical uses for my resource that are both informative and correct.

Environmental Impacts:

I have identified 5 environmental impacts from the gathering or use of my resource.

Top 3 Reasons:

I have chosen 3 reasons that are supported by the information I have researched. These reasons highlight
important points of my resource that both society and I value.

Other Resources:

I have correctly written down information presented by 3 other groups about their resources.

Most Important Resource:

I have chosen a resource that I feel in the most important in Canada and explained my choice using
reasoning and information.

Presentation:

My partner and I equally presented our information, spoke loud and clear, and were understandable by our
classmates.

Comments:

/28

Lesson Overview
Outcomes Addressed

Instructional
Objectives

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada

Students will
understand what
natural resources
(NR) are and provide
examples.

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada

Students will
understand and
appreciate the
diversity of NR found
in Canada.

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
demonstrate care and concern for the
environment through their choices and
actions

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
appreciate the influence of the natural
environment on the growth and
development of Canada

Students will
understand that
natural resources can
be divided into two
categories:
Renewable and
Nonrenewable.

Students will learn

that resources can be
used for 2 different
purposes: Personal,
Economical.

Lesson
Length

Lesson Procedure

1 class
(60 min)

Students will develop a definition for the

term NR by identifying a list of materials
used to create common objects in the
classroom or at home and recognizing the
material can be found naturally in the
environment.

1 class

1 class

1 class

Continuing on from last lesson, students will

learn where particular resources can be found
across Canada by reviewing the pictures of
NR from the previous activity. Students will
place the pictures on an enlarged map of
Canada to enhance comprehension.
Utilizing a portion of Science class, a video
will be shown to the class that distinguishes
between renewable and non-renewable
resources. Upon completion of the video, the
class will devise definitions for renewable
and nonrenewable resources. Once again
using the map of resources, students will
create 2 columns where they will separate the
renewables from the non-renewables. If the
teacher decides to do this in groups, then the
class will have a group discussion about their
decisions and any other resources not
mentioned.
This class will introduce students to the
concepts of personal and economical uses for
resources. The students will be given a
number of resources and asked to come up
with as many examples of personal and
economical uses. We will discuss their
answers and create a chart of considerations
when choosing uses, effects, and reasoning.
This will be the first class in which the class
will discuss the criteria for proper reasoning
and information based decision making. This
chart will be left on the board as reminder for
the summative assessment.

-Pic
com
obj

-Pic
NR

-Pic
NR
loca
wri
bac

-Vid
reso

-Pic
NR

-Pic
NR

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
appreciate the influence of the natural
environment on the growth and
development of Canada

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
demonstrate care and concern for the
environment through their choices and
actions

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
appreciate the influence of the natural
environment on the growth and
development of Canada
demonstrate care and concern for the
environment through their choices and
actions

5.1.1 - value Canada's physical geography

and natural environment:
appreciate the variety and abundance
of NR in Canada
appreciate the diversity of geographic
phenomena in Canada
appreciate the influence of the natural

Students will identify

both local and distant
Canadian
communities that rely
on the natural
resources found
within their location.

Students will
understand that there
are effects of
acquiring and using
resources. Students
will also calculate
their environmental
footprint.

Student will start

Summative
assessment.

Finals

2 classes

2
classes

2-3
classes

2
classes

Using the map they created in the 2nd lesson,

students will select 3-5 natural resources
(pending on time) and research how
communities rely upon the resources found in
the area for personal and economical uses.
An example could be Taber and how it relies
upon the soil to sustain the agriculture sector
and how some use it to grow food for
themselves. The students will use the internet
and selected textbook for information. A
discussion will be held to identify reliable
websites and texts.
The students will watch a movie on the
effects of the acquisition and utilization of
resources. If desired, show the class a video
of the worlds longest domino track. This will
set the stage for the discussion of cause and
effect relationships. The class will discuss
how acquiring and using resource have
positive and negative effects. Students will
learn that many of the effects are negatives
and how we all play a part in minimizing
these effects. Either using an online program
or print out, students will calculate their
ecological footprint.
The students will start the summative
assessment Canadas Next Top Resource.
After the students have selected a partner,
they will be given a resource at random in
which they will research. Completing the
questionnaire found on the handout, the
students will describe personal and
economical uses for their resources. They
will also describe environmental impacts
from the use or acquisition of the resource.
Once everyone has completed this, a class
discussion will be held to once again
illustrate proper criteria for informationbased reasoning. A chart will be made to
illustrate these points. The students will then
select their top 3 reasons why their resource
is the most important in Canada.
Day 1: The students will be organized into
groups with their partner. In these groups, the
partners will stand up and explain to the
group their information about their resource
and explain why their resource is the most
important in Canada. As the students listen,
they will completed the section in the

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environment on the growth and

development of Canada
demonstrate care and concern for the
environment through their choices and
actions

handout where they write down a few key

point for 3 other resources. Once all have
presented, the individual students will
anonymously vote for who they think is the
most important resource. Students cannot
vote for themselves. These votes will be
given to the teacher.
Day 2: For the final day, the teacher will tally
the votes and select the top 3-4 groups to
again present to class their information about
their resource. The entire class will then vote
for who will become Canadas Next Top
Resource.

*Note:
1. Many of these lessons can be expanded to multiple classes in order fit to needs of the students and time restraints. The lesson
length is only an approximation of the minimal amount of time required for each concept/activity/lesson.
2. A few of these lesson address concepts not directly covered in the program of studies, such as ecological footprint. However,
due to my personal expertise I feel comfortable addressing these concepts in a manner that can be easily understood by my
students.

Annotated List of Resources

Information Book 1.

Bowers, V. (2007). Wow Canada! Exploring this land from coast to coast. Toronto: Maple Tree Press Inc.
-

2.

This book is an excellent source of information that is easily accessible, as well as entertaining. This
text describes events, peoples, and geography from every province and territory in Canada. I have
chosen this book as the classs textbook for the year for these qualities.

Mandale, M. (1982). Canada's natural resources and their uses. Halifax: Lighthouse Publications.
-

Building towards the summative assessment that requires students to provide information on the uses
and acquisition of particular resources, this book provides information on all the resources found in
Canada. This book is a difficult read and may be specifically used to equip the teacher with relevant
background knowledge. However, this may be an excellent source of information for those gifted
students.

Picture Book or Novel

1.

Demunn, M., & Buchanan, N. (1997). Places of Power. Santa Cruz: Dawn Publications.
- This picture book / information text provides an FNMI view of the different locations that will be
studied throughout the unit. This book focusses more upon the specific geographic regions that can be
found in Canada and the U.S., but explains to the students the significance of the resources found in
the areas, as well as the relevance to their culture and ways of life.

Website
1.

District, B. G. (2015). Identifying the Natural Resources. Retrieved from BGRS - Engaging Students:
http://engagingstudents.blackgold.ca/index.php/division-ii/soc-d2/social-5/5-1-physical-geography-ofcanada/
- This is a document that was produced by BGRS that illustrates different locations in Canada, as well as
explains the natural resources that can be found in each region. The series or questions and activities
found in the presentation are very valuable as a lesson support as the class works through concepts
such as natural resources. Though I will most likely create my own slides, this is an informative
reference that can be used in that development.

2.

Fund, W. W. (2015). Footprint Calculator. Retrieved from World Wildlife Fund:

http://footprint.wwf.org.uk/questionnaires/show/1/1/1
- With my specific background, I have chosen to address the concept of ecological footprint and have
the students calculate their own footprints and critically evaluate their personal usage of natural
resources. This website provides a program that is not only easily understand and informative, but is
exciting and interactive as to engage the students.

Primary Source/Document
1.

Video

Natural Resources Canada. Retrieved from https://www.nrcan.gc.ca/energy/renewable-electricity/7295

- Natural Resources Canada has developed this informative website that not only explains the different
resources that can be location within Canada, but shows where they are and how they are used. This
website is an excellent source of information for the students as they research natural resources and
prepare for the summative assessment.

1.

Academy, A. (2014). Renewable and Non-renewable Resources. Retrieved from

https://www.youtube.com/watch?v=MHutG0e58os
- In order to introduce to the concepts of renewable and non-renewable resources, this video will be
shown. This video clip is short and to the point, but very entertaining and easily understood for
younger students.

2.

Education, D. (1997). Physical Geography. Retrieved from https://app.discoveryeducation.ca/search?

Ntt=natural+resources&N=18341&N=4294881275
-

This video is used during the classes addressing the issues facing the acquisition and utilization of
natural resources. It clearly explains issues facing every category of natural resource (forestry,
agriculture, organisms, and minerals) and gives the students a firm base of knowledge as they prepare
for the summative assessment.

Relevant Critical Challenge

1.

Hatch, L. (2015). Canadas Next Top Resource.

- This summative assessment was created by myself to engage the students in a critical thinking and
informational-based decision making. Specifically, it focuses upon answering the overarching themed
critical inquiry question what is Canadas most important resource? This project challenges students
to research and critically assess the positives and negatives of resources and allows them to culminate
their acquired knowledge from the start of the unit in a final activity that is not only informative, but
fun as well.