Learning Goal: To research and explain the characteristics of urban and rural regions in Ontario, such as land, natural resources, employment, and recreation.
Minds On
Whole Class Discussion > Video Viewing
Access prior knowledge by inviting students to share what they learned about Jodie and Ben last class. Can you tell me something that Jodie hears, sees, or uses in the city? Can you tell me one of the places where Ben goes in the country?
Consider doing this activity in pairs or groups, and spend one-on-one time with students who struggle with oral language or reading comprehension. You may wish to bring the book back to look at selected images as prompts.
After the discussion, inform students that today we will be learning about the different regions in Ontario where Jodie and Ben live!
Show videos profiling one urban centre in Ontario (such as the Greater Toronto Area) and one rural area (such as Prince Edward County). Distribute index cards to students and tell them that we will be viewing each video with no sound. They are to write down 1-2 things they see in the video, such as nature, animals, birds, buildings, etc.
Differentiation:
Give students the option to illustrate their findings on the cards and/or write their observations in their mother tongue.
Greater Toronto Area: https://www.ontariotravel.net/en/explore/greater-toronto-area
Prince Edward County: https://www.youtube.com/watch?v=L60_evZDBGg
Additional videos and research sources available at the Virtual Learning Commons: https://vlcguides.wcdsb.ca/Gr3SStudies/StrandB
Small Group > Soundscape
Divide students into groups of 4-5 people and ask them to share their observations for one of the videos (urban or rural). They should use their observations to create a soundscape of what they imagine that region sounds like. The sounds might include honking horns, people talking, wind, birds, the lapping waves of a lake, etc.
Give them noisemakers to help with the soundscape if available, and consider conducting a whole group soundscape together as a model.
Lay out two large pieces of paper on the floor (these could be cut in the shape of the two regions, or clearly labelled with each region’s name). Ask groups to arrange themselves in their chosen area, and on your cue, perform their soundscape for the class. Consider having students close their eyes as they listen.
Follow-up Discussion > Think/Pair/Share
- What did you hear?
- What did it make you imagine?
- What listening skills did you use to help you?
- How do these sounds relate to what you saw in the video?
- How would you describe each of these areas of Ontario using adjectives? The five senses?
- In cities we hear . . .
- In the country we see . . .
- What are some of the differences between the two areas where Ben and Jodie live?
- Where do you live, and what do you see or hear in that environment?
Action!
Small Group > Research > 3-2-1 Graphic Organizer
In their groups, students will now conduct research into the area they focused on for their soundscape. Create a list of characteristics or prompts for their research and ask each group to choose an area of focus, or assign them topics. For example:
- Landforms
- Climate
- Natural Resources
- Jobs
- Recreation
- Transportation
Students will complete a 3-2-1 Graphic Organizer with their findings (3 Things I Learned, 2 Interesting Facts, 1 Question I Have).
Make available a selection of age-appropriate research sources for students, and/or differentiate the task based on need. For example, some students could watch videos online, others could visit a website such as the Canadian Encyclopedia, or some could look at the graphics from the Nelson unit on Grade 3 Living and Working in Ontario. Consider partnering with your school librarian to conduct a class on research strategies and conduct the work in the school library.
Resource Links:
https://vlcguides.wcdsb.ca/Gr3SStudies/StrandB
https://www.thecanadianencyclopedia.ca:443/en
Consolidation
Illustrating our Regions > Gallery Walk
After conducting their research, students will write down 1-2 of their findings on post it notes and put them on the large pieces of paper that represent these two regions. You may want to give them time to further illustrate this graphic with visuals (for example, drawing some of the landforms, resources, and transportation found in that area).
Finally, invite students to take a gallery walk around these regions and read the research findings. What have you learned about these regions? What questions do you still have? How is this town similar to or difference from where you live?
End by gathering students around the Prince Edward County (rural) paper and informing them that next class we will be traveling to Ben’s hometown to learn more about something big that is happening there!