Seaway Diorama - Canadian Geographic

Transcription

THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 6
Seaway Diorama
Lesson Overview:
In this lesson, students will create a diorama of the St. Lawrence Seaway system and
explain how locks work.
Grade Level:
Grade 6
Time Required:
Two 120 minute periods
Curriculum Connection (Province/Territory and course):
Manitoba – Grade 6 (Building a Nation)
KL-022 Locate on a map of Canada the major landforms and bodies of water.
KE-058 Give examples of ways in which industry and technology have changed life in Canada
since 1945. Examples: urbanization, transportation, communication, education
Link to the Canadian Atlas Online (CAOL):
Additional Resources, Materials and Equipment Required:
Song: Edmund Fitzgerald by Gordon Lightfoot
http://www.youtube.com/watch?v=_5EfPF2E7mU&feature=related
Lyrics to the Wreck of the Edmund Fitzgerald (Appendix A)
Lyrics Correction sheet (Appendix B)
KWL chart (Appendix C)
Data Projector Screen
Computer with Internet Access
The Great Lakes and St. Lawrence Seaway System Map (available from www.greatlakesseaway.com)
Highway H20 map of Great Lakes and St. Lawrence Seaway System (from
www.hwyh2o.com)
Locks Handouts (Appendices D and E)
St. Lawrence Seaway Handout (Appendix F)
As many 24” x 24” square pieces of wood as required for groups of two
Poly Fill (available at hardware store) wall board compound
Paintbrushes and different coloured paints
Main Objective:
Using the Canadian Atlas Online, introduce students to the features of the St. Lawrence
Seaway system.
Learning Outcomes:
By the end of the lesson, students will be able to:
• Identify the location of the Great Lakes – St. Lawrence Seaway system
• Explain how the Great Lakes – St. Lawrence Seaway contributes to industry,
commerce and trade in Canada
• Explain how a canal lock works
The Lesson:
Teacher Activity
Introduction
How will the lesson open?
Lesson Development
Detail point by point how
the lesson will develop by
student and teacher
activity.
Student Activity
Teacher will play “Wreck of
the Edmund Fitzgerald”
from the You Tube site
listed in the additional
resources section.
Teacher will then ask
students why they think
he/she chose to play that
song.
Teacher will explain that
the class is going to learn
about the St. Lawrence
Seaway and that the
Edmund Fitzgerald is a
fatality from Lake
Superior.
Teacher will hand out a
KWL on the St. Lawrence
Seaway.
Teacher will explain what
the St. Lawrence Seaway
system is and how the
locks work between the
lakes by using the
Canadian Atlas Online
website.
Students will listen to the
song and fill in the blanks
on the song handout as
they listen.
Teacher will show students
an exemplar of a St.
Lawrence Seaway diorama
and explain that they too
will be constructing one in
groups of two.
Students will begin
construction of their
dioramas.
Students will respond to
the question posed.
Students will fill out the K
and the W portion of the
KWL and then file it in
their binders for future
use.
Students will follow along
with the presentation and
fill in the maps provided
by the teacher.
Teacher also explains that
students will present their
dioramas to the teacher in
their groups.
Conclusion
How will the lesson
conclude? What final
product or culminating
activity is expected?
Teacher assesses the
presentations.
Students present their
dioramas to the teacher
for final assessment.
Lesson Extension:
•
Field trip to the Shipwreck Museum
•
Find a tanker captain who is able to come to the school to speak about the locks
from personal experience
Assessment of Student Learning:
Diorama Rubric
Further Reading:
The Canadian Atlas Online website at www.canadiangeographic.ca/atlas
Edmund Fitzgerald Shipwreck Site at www.shipwreckmuseum.org/fitz.phtml
Canadian Atlas Online info on the St. Lawrence Seaway www.canadiangeographic.ca/atlas/themes.aspx?id=mixedwood&sub=mixedwood_features_
seaway
Link to Canadian National Geography Standards:
Essential Element #1: The World in Spatial Terms,
•
Location of major human and physical features at country and global scales
•
Map types (e.g. topographic, navigational, thematic)
Essential Element #2: Places and Regions,
•
Physical and human characteristics of places and regions within the province and
Canada
Essential Element #3: Physical Systems,
•
River systems of Canada and the world
Essential Element #4: Human Systems,
•
Types of economic activity (primary, secondary, tertiary, quaternary)
•
Transportation and communication networks in Canada and the world
•
Global economic interdependence
Geographic Skill #1: Asking Geographic Questions,
•
Plan how to answer geographic questions
Geographic Skill #2: Acquiring Geographic Information,
•
Use maps to collect and/or compile geographic information
Geographic Skill #4: Analyzing Geographic Information,
•
Interpret information obtained from maps, aerial photographs, satellite-produced
images and geographic information systems
Geographic Skill #5: Answering Geographic Questions,
•
Develop and present combinations of geographic information to answer geographic
questions
Appendix A: Lyrics Handout (Teacher Correction Sheet)
The Wreck of the Edmund Fitzgerald
by Gordon Lightfoot
The legend lives on from the Chippewa on down
Of the big lake they call Gitche Gumee
The lake, it is said, never gives up her dead
When the skies of November turn gloomy.
With a load of iron ore - 26,000 tons more
Than the Edmund Fitzgerald weighed empty
That good ship and true was a bone to be chewed
When the gales of November came early
The ship was the pride of the American side
Coming back from some mill in Wisconsin
As the big freighters go it was bigger than most
With a crew and the Captain well seasoned.
Concluding some terms with a couple of steel firms
When they left fully loaded for Cleveland
And later that night when the ships bell rang
Could it be the North Wind they'd been feeling.
The wind in the wires made a tattletale sound
And a wave broke over the railing
And every man knew, as the Captain did, too,
T'was the witch of November come stealing.
The dawn came late and the breakfast had to wait
When the gales of November came slashing
When afternoon came it was freezing rain
In the face of a hurricane West Wind
When supper time came the old cook came on deck
Saying fellows it's too rough to feed ya
At 7PM a main hatchway caved in
He said fellas it's been good to know ya.
The Captain wired in he had water coming in
And the good ship and crew was in peril
And later that night when his lights went out of sight
Came the wreck of the Edmund Fitzgerald.
Does anyone know where the love of God goes
When the words turn the minutes to hours
The searchers all say they'd have made Whitefish Bay
If they'd fifteen more miles behind her.
They might have split up or they might have capsized
They may have broke deep and took water
And all that remains is the faces and the names
Of the wives and the sons and the daughters.
Lake Huron rolls, Superior sings
In the ruins of her ice water mansion
Old Michigan steams like a young man's dreams,
The islands and bays are for sportsmen.
And farther below Lake Ontario
Takes in what Lake Erie can send her
And the iron boats go as the mariners all know
With the gales of November remembered.
In a musty old hall in Detroit they prayed
In the Maritime Sailors' Cathedral
The church bell chimed, 'til it rang 29 times
For each man on the Edmund Fitzgerald.
Superior, they say, never gives up her dead
When the gales of November come early.
Appendix B: Lyrics Handout (Student Handout)
The Wreck of the Edmund Fitzgerald
by Gordon Lightfoot
The legend lives on from the _____________ on down
Of the big lake they call ________ ___________
The lake, it is said, never gives up her dead
When the skies of ___________ turn gloomy.
With a load of iron ore - _____________ tons more
Than the Edmund Fitzgerald weighed empty
That good ship and true was a bone to be ___________
When the __________ of November came early
The ship was the pride of the _____________ side
Coming back from some mill in ____________
As the big freighters go it was bigger than most
With a crew and the _____________ well seasoned.
Concluding some terms with a couple of steel firms
When they left fully loaded for _______________
And later that night when the ships bell rang
Could it be the __________ _________ they'd been feeling.
The wind in the wires made a ___________ sound
And a ________ broke over the railing
And every man knew, as the Captain did, too,
T'was the witch of _______________ come stealing.
The dawn came late and the __________ had to wait
When the gales of November came ___________
When afternoon came it was ___________ _________
In the face of a ___________ West Wind
When supper time came the old cook came on deck
Saying fellows it's too rough to feed ya
At _________ a main ___________ caved in
He said fellas it's been good to know ya.
The Captain wired in he had water coming in
And the good ship and crew was in ____________
And later that night when his lights went out of sight
Came the ____________ of the Edmund Fitzgerald.
Does anyone know where the love of _________ goes
When the words turn the minutes to hours
The searchers all say they'd have made ____________ Bay
If they'd ____________ more miles behind her.
They might have split up or they might have _____________
They may have broke deep and took water
And all that remains is the faces and the names
Of the wives and the sons and the daughters.
_______ ____________ rolls, _____________ sings
In the ruins of her ice water mansion
Old ____________ steams like a young man's dreams,
The islands and bays are for sportsmen.
And farther below Lake _______________
Takes in what Lake ________ can send her
And the iron boats go as the ___________ all know
With the gales of November remembered.
In a musty old hall in __________ they prayed
In the Maritime Sailors' Cathedral
The church bell chimed, 'til it rang _________ times
For each man on the Edmund Fitzgerald.
Superior, they say, never gives up her dead
When the gales of November come early.
Appendix C: K-W-L on the St. Lawrence Seaway (student handout)
Name _________________________ Date ______________________
KWL Chart
Before you begin your research, list details in the first two columns. Fill in the last column
after completing your research.
What I know about the
St. Lawrence Seaway…
What I want to know
about the St. Lawrence
Seaway…
What I learned about the
St. Lawrence Seaway…
Appendix D: Locks Handout (Teacher Copy)
Appendix E: Locks Handout (Student copy – will need to be manipulated)
Retrieved from: www.lre.usace.army.mil/greatlakes/greatlakes&st-lawrenceseawaystudy
Appendix F: St. Lawrence Seaway Chart
Appendix G: Assessment Rubric for Diorama
CATEGORY
4
3
2
1
Quality of
Construction
The diorama shows
considerable attention to
construction. The items
are neatly trimmed. All
items are carefully and
securely attached to the
backing. There are no
stray marks, smudges or
glue stains. Nothing is
hanging over the edges.
The diorama shows
attention to
construction. The
items are neatly
trimmed. All items
are carefully and
securely attached to
the backing.
The diorama shows
some attention to
construction. Most
items are neatly
trimmed. All items
are securely
attached to the
backing.
The diorama was put
together sloppily. Items
appear to be "slapped
on". Pieces may be loose
or hanging over the
edges. Smudges, stains,
rips, uneven edges,
and/or stray marks are
evident.
Creativity
Several of the objects
used in the diorama
reflect an exceptional
degree of student
creativity in their
creation and/or display
One or two of the
objects used in the
diorama reflect
student creativity in
their creation
and/or display.
One or two objects The student did not make
or customize any of the
were made or
customized by the items on the diorama.
student, but the
ideas were typical
rather than
creative
Design
Objects are an
appropriate size and
interesting shape and
are arranged well. Care
has been taken to
balance the diorama
scene.
Objects are an
appropriate size and
interesting shape
and are arranged
well. The diorama,
however, does not
appear balanced.
Objects are an
appropriate size
and shape, but the
arrangement of
items is not very
attractive.
Number of
Items
The diorama contains all
of the required
elements: cities, lock
names, great lakes, St.
Lawrence River.
The diorama
The diorama
includes all but one includes all but 2
of the required
of the required
elements.
elements.
Time and
Effort
Class time was used
wisely. Much time and
effort went into the
planning and design of
the diorama. It is clear
the student worked at
home as well as at
school.
Class time was used
wisely. Student
could have put in
more time and
effort at home.
Objects are of an
inappropriate size and/or
shape. It appears little
attention was given to
designing the diorama.
The diorama does not
contain enough items to
determine what it is.
Class time was not Class time was not used
always used
wisely and the student
wisely, but student put in no additional effort.
did do some
additional work at
home.

Seaway Diorama - Canadian Geographic

Transcription

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