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Grade 4 – Social Studies: Promoting Manitoba
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Overview
On a Manitoba map students locate the geographic features, find and identify major natural resources, describe the main demographic features as well as people and places in regions of Manitoba. They learn about the communities, the people, their culture, and how they contribute to Manitoba. Students create an electronic poster map and brochure promoting the province and post it on the school home page.
Activate
Using the KWL strategy, brainstorm with the class to determine what students know about the geography and people of Manitoba. Students use the ‘K’ section to record responses and list questions in the ‘W’ section. [Plan and Question]
Working with an electronic outline map of Manitoba student pairs position and label the places and geographic features they know about. [Gather and Make Sense] Using a computer and projector, show different examples of the students’ maps; discuss the differences (why students drew rivers, lakes, and others approximately where they should go). [Communicate] Students ask how and why questions that can be researched. [Plan and Question]
Teacher Tip:
Using painting or drawing tools, prepare an electronic black line master outline map of Manitoba.
Acquire
Explain important features of maps including; title, legend, compass rose, grid, cardinal and intermediate directions and simple grids to locate and describe places on the map. With a partner, students revisit their electronic maps to incorporate these features [Collaborate, Produce to Show Understanding]. Student pairs interpret the key features of their maps to another student pair.
Working with a partner, students visit selected web sites to research information about the region of Manitoba they have selected or been assigned. [Collaborate, Gather and Make Sense] Students locate and describe the communities, geographic features, natural resources, and demographic information of that region. Students find answers to the questions they have asked and raise further questions. [Plan and Question] Students revise their electronic regional maps to include what they have learned. [Produce to Show Understanding] In electronic journals students make notes about the significant geographic features; they record and organize demographic information about the communities in the region they have been assigned to research. [Gather and Make Sense]
Teacher Tips:
Model how to write a descriptive paragraph on a geographic or demographic feature. Establish the criteria [Produce to Show Understanding] with the class for the descriptive paragraphs they will write.
Using the various regions of Manitoba, assign two student pairs to research the same region. In groups of four students compare the information they have found and combine their information on one map of the region.
Support File:
Constructing Student-Generated Criteria for Quality Work
Suggestions for Assessment:
Observation: Observe students' behaviour at the computer [Ethics and Responsibility] while using the equipment and working with a partner.
Work Sample: Verify that student's maps are accurate and that they found answers to the questions they have raised.
Apply
Continuing to work in groups of four, using a work processor or an application of their choice, students decide on a paragraph that each member will write and revise about one aspect of the region they have researched. [Collaborate, Produce to Show Understanding] Students link their paragraphs to the regional electronic maps they made. Assemble the regional maps to create a complete map of the province. Each group of four presents their region to the class. [Communicate] The final product may be put on the school home page for sharing with others [Communicate].
Assessment:
Self-Assessment: Students complete the 'L' section of KWL by listing what they learned about Manitoba.
Peer Assessment: Student pairs assess the regional map drawn by their partners based on established criteria.
Work Sample: Assess students descriptive paragraphs based on the criteria established by the class. Conference with each group of four students to reflect on using ICT to learn [Reflect]
