Canadian Geography for ESL/ESOL Classrooms

Transcription

1 Canadian Geography for ESL/ESOL Classrooms Submitted by: Patricia A. Kubes, Greer High School (Greer, SC) Date: August 1, 2014 Description: This lesson is intended for students learning English as a second or other language as an introduction to the geography of Canada, our north American neighbor. They will observe a labeled map of Canada and use individual flash cards to match the province/territory with the capital city and map outline of each. They will then label their own maps of Canada with the provinces and capitals. Further, they will practice their verbal skills by making connections to what they already know about the geography of the US and their home countries for comparison with Canada s geography via classroom discussion. Grade Level(s): Grades 9-11 ESOL classrooms or in regular classrooms at younger grade-levels Subject(s): Geography Duration: One class of minutes is needed. Additional time before and after are recommended for pre- and post-testing. Goal: The goal is to introduce students to the political geography of Canada and to make connections to the geography of the United States as well as students home countries. Objectives: Students will be able to: match Canadian provinces/territories with their capital cities label the provinces, territories, and capital cities of Canada on a blank map identify which US states share a border with Canada identify which oceans touch Canada compare Canada s geography to the U.S. and to their home country in a classroom discussion Standards: Canada is not specifically mentioned in South Carolina s Social Studies Standards. However, this lesson on Canada relates to the following high school courses in South Carolina: World Geography: o The description for this course states: Map-reading skills and the use of geographic models and geographic information systems should be an integral part of this course. o One of the social studies literacy skills taught in this course is: Represent and interpret Earth s physical and human systems using maps, mental maps, geographic models and other social studies resources to make inferences and draw conclusions. World History from 1300: o Standard MWH-8: The student will demonstrate an understanding of the causes and consequences of decolonization in the second half of the twentieth century and the beginning of the twenty-first century. Indicator MWH-8.7: Evaluate the benefits and costs of increasing worldwide trade and technological growth, including the movement of people and products, the growth of multi-national corporations, the increase in environmental concerns, and the increase in cultural exchanges. o One of the social studies literacy skills taught in this course is: Analyze and draw conclusions about the locations of places, the conditions at places, and the connections between places. 1

2 United States History and the Constitution: o Standard USHC-8: The student will demonstrate an understanding of social, economic and political issues in contemporary America. Indicator USHC-8.5: Summarize key political and economic issues of the last twenty-five years, including continuing dependence on foreign oil; trade agreements and globalization; health and education reforms; increases in economic disparity and recession; tax policy; the national surplus, debt, and deficits; immigration; presidential resignation/impeachment; and the elections of 2000 and 2008 Background Information: Most ESL/ESOL students are newcomers to the United States. In South Carolina, most come from Mexico and other Latin American countries. Prior to this lesson, students will have studied the geography of the United States and are able to identify states and capitals on a map. They will use their background knowledge of US geography as well as their knowledge of the geography of their home countries, to make verbal connections to Canadian geography. Materials: Blank map of Canada from the South Carolina Geographic Alliance for each student available at URL: Scissors and flash cards of maps of Canada s provinces/territories and their capitals for each student (see Pages 4-6) Large map of Canada projected on smart board or posted visible to all students Pre-test (see Page 3) Post-test (see Page 7) Procedures: Day before Lesson: Students will take a pretest (see Page 3) so the teacher will have time to review what students already know about Canada and its provinces/territories. Day of Lesson: 1. Teacher will display a labeled map of Canada either projected on a smart board or overhead projector or a large enough paper or pull-down map posted where students can see to point out: A) Canadian provinces, territories, and their capital cities on the map; B) Canada s important bodies of water; C) US states share a border with Canada. 2. Teacher can share short personal anecdotes about Canada with students. 3. Teacher encourages students to add anything they already know about Canada s geography. 4. A brief classroom discussion comparing Canada s geography to the U.S. and their home countries is held. 5. Teacher distributes the flash card sheets (see Pages 4-6) and scissors. Students cut out the cards and make three piles: names of provinces/territories, capital cities, and map outlines. 6. Students work with a partner to match their cards. 7. Teacher circulates throughout the classroom to check on students progress. 8. Teacher encourages students to brainstorm mnemonic devices to help them remember the names of provinces/territories and capitals and their location on the map and makes note of some on the board. 9. Teacher now displays a blank map of Canada on the smart board or overhead projector and calls on individual students to come up and identify provinces, territories, and capital cities. 10. Teacher distributes individual blank maps of Canada to students. 11. Students will be asked to label the maps with the provinces, territories, and capital cities as homework, if needed. Day after Lesson: Students will take a test (see Page 7) to show what they learned about the geography of Canada. Evaluation/Assessment: Informal assessment: o Teacher observes students as they match the cards with provinces, capitals, and maps. o Properly completed map of Canada labeled with provinces, territories, and capital cities. Formal Assessment: o Post-test (see Page 7) counts as a major grade worth a total of 50 points. Possible Extension/Wrap-Up/Additional Notes: Students could do a research project about a Canadian province, territory, or capital city. 2

3 Name Date CANADA PRE-TEST This pretest is for me to see what you already know about the geography of Canada. It is not for a grade. Do your best, but it is ok if you do not know all the answers. 1. A. The United States is politically divided into 50 states. Mexico is also divided into states. Colombia, Honduras, and El Salvador are divided into departments. What is Canada divided into? B. Can you name any of Canada s divisions? 2. The US states of California, Arizona, New Mexico, and Texas share a border with Mexico. Can you name any US states that share a border Canada? 3. Circle ALL of the oceans that touch Canada: Atlantic Ocean Arctic Ocean Indian Ocean Pacific Ocean 4. Can you name any cities in Canada? 5. Washington, DC is the capital of the United States. What is the capital of Canada? 3

4 Directions: Cut the paper into cards by cutting on the lines. Match one card from each column: Name of Province or Territory, Capital of Province or Territory, and Map of Province or Territory Name of Province/Territory Capital of Province/Territory Map of Province/Territory Charlottetown Edmonton Fredericton Halifax 4

5 Iqaluit Quebec Regina St. John s Toronto 5

6 Victoria Whitehorse Winnipeg Yellowknife 6

7 Name Date Score: /50 CANADA POST-TEST Part 1(13 points): Match each province or territory with its capital city 1. Alberta 2. British Columbia 3. Manitoba 4. New Brunswick 5. Newfoundland & Labrador 6. Northwest Territories 7. Nova Scotia 8. Nunavut 9. Ontario 10. Prince Edward Island 11. Quebec 12. Saskatchewan 13. Yukon A. Charlottetown B. Edmonton C. Fredericton D. Halifax E. Iqaluit F. Quebec G. Regina H. St. John s I. Toronto J. Victoria K. Whitehorse L. Winnipeg M. Yellowknife Part 2: (26 points) Label the blank map with Canada s provinces and territories and their capital cities. Part 3 (2 points): A) What is the capital of Canada? B) Please label it on the map. Part 4: (5 points) Name at least five US states that share a border with Canada. Part 5: Circle ALL of the oceans that Canada touches: (4 points) Atlantic Ocean Arctic Ocean Indian Ocean Pacific Ocean 7