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Teacher’s
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ALSO AVAILABLE IN FRENCH
21/07/17 11:35 AM
 Table of Contents
Introducing Nelson Social Studies iv
Nelson Social Studies Grade 4 Components iv
Student Books v
Activity Cards v
Teacher’s Resource vi
Online Teaching Centre vi
Approaching Social Studies Learning vii
Nelson Social Studies Foundational Principles vii
Social Studies Thinking Concepts viii
Big Ideas viii
The Inquiry Process ix
Spatial Skills x
Citizenship Framework x
Cross-Curricular and Integrated Learning x
Assessment and Evaluation xi
Springboard to Inquiry xii
Related Resources xiv

Canada’s Regions 1
Canada’s Regions Letter Home 4
Chapter 1: The Cordillera 5
Chapter 2: The Interior Plains 27
Chapter 3: The Arctic 49
Chapter 4: The Canadian Shield 71
Chapter 5: The Great Lakes–St. Lawrence Lowlands 93
Chapter 6: The Hudson Bay Lowlands 115
Chapter 7: The Appalachian Region 137
Unit Inquiry: Looking for Signs of Stewardship 160

Fiches reproductibles 162

Canada’s Regions
Student Book pages 8–11

In this unit, students learn about the physical and political regions of Canada.
They investigate and compare the regions’ physical features and natural Home/School/
resources, as well as the major industries and social and cultural characteristics. Community
Throughout the unit, students consider various challenges that physical and Connection
political regions face in managing sustainable use of the natural resources. At the Read and discuss with
foundation of the unit is the theme of environmental stewardship and people’s students the Canada’s Regions
responsibility to appreciate and care for Earth’s resources. Letter Home on Teacher’s
Resource page 4. Talk about
Big Ideas how they will take this letter
home and share with family
Explain to students that each chapter has a Big Question and a set of Learning members what they will be
Goals that will help them develop their understanding of the unit’s Big Ideas and learning.
thinking concepts, and guide them through the stages of the inquiry process.

Vocabulary Development
Introduce the term political regions. Then introduce the term physical regions.
Post these terms on a unit bulletin board or vocabulary wall that can be
maintained throughout the unit for students’ reference. Tell students that
they will be learning more about Canada’s regions, provinces, and territories
throughout this unit.

Introducing the Unit Map: Canada’s Regions

Have students view the Unit Map on Student Book pages 8–9. Ask students
some questions about it, such as What is the title? What country does the map
show? What do you think the different colours across Canada are for? How many
colours are used? What do you notice about where each of the photos is located?
After some discussion, point to and read the names of the regions, and show how
each photo is linked by a dotted line to one region.
Tell students that they will be looking at this map many times during the unit as
they learn more about Canada’s seven regions. Encourage students to refer to it and
talk about it with their peers. The Unit Map may also be viewed using the Online
Teaching Centre and whiteboard.

NEL Unit Overview 1

 The Unit Inquiry Task and Assessment
The Unit Inquiry: Looking for Signs of Stewardship, on Student Book pages 98–101,
relates directly to the unit’s Big Ideas and provides an opportunity for students to apply
and demonstrate their learning about the unit content and all stages of the inquiry
process. Students conduct an inquiry into an environmental issue or challenge in one
region, province, or territory and compare their findings with those of another student
to identify actions that need to continue, stop, and start.
To complete this inquiry at the end of the unit, students formulate three questions
and begin a KWL chart to consider what they already know. Next, they will access
information from the chapter that explores their chosen region, province, or
territory, as well as from any information that has been investigated throughout
the chapter study and stored in their Canada’s Regions portfolios; also, they will
look for information in other texts and sources and create a graphic organizer to
record and organize information. Upon completion of their inquiry, students will
communicate their findings to the class and reflect on their learning.
A variety of organizers and self-assessment tools are provided to support students
as they complete the inquiry task. Based on evidence of student achievement, you
will have the opportunity to evaluate, summarize, and communicate what the
students know and can do at the end of Canada’s Regions with respect to the overall
Curriculum Expectations, as seen in the Chapter Summary Chart on Teacher’s
Resource pages 5–6.

Reading and Discussing the Pages

Have students read the opening paragraph on Student Book page 8 and use the
legend for a closer investigation of the map. Ask:
• What bodies of water are labelled on this map? (Pacific Ocean, Arctic Ocean,
Hudson Bay, Atlantic Ocean)
• How can you tell where the provinces and territories are? (the borders are
marked with a grey line, and they are labelled)
• What is the heavy, solid black line? (international border)
Ask students to share what they notice about the use of fonts for the labels (e.g.,
labels for the provinces and territories are in bold and capital letters; cities have a
different font and use symbols to mark them; the regions have their own font, also
in all capitals, and are labelled in a different way). Ask students to explain how the
cities are labelled and to predict why those with red dots have been included on the
map (they are the capitals). Then ask:
• Which region is largest? (Canadian Shield)
• Which region is made up mainly of many islands? (Arctic)
Ensure that students understand that some provinces and territories span more
than one region. Ask:
• What three physical regions is Yukon in? (Cordillera, Arctic, Interior Plains)

2 Nelson Social Studies 4 Teacher’s Resource: Canada’s Regions NEL

Draw students’ attention to the compass rose on page 9. Explain that it is a map tool
that shows the cardinal and intermediate directions. Using a globe, ask a volunteer
to locate Canada. Show the lines of latitude that run across Canada and to the North
Pole. Say that they are imaginary lines that help us locate places on the globe. Explain
that the compass rose follows lines of latitude to indicate north and south.
Have students read the Big Ideas. Discuss, making connections to other
information on these pages.
Have students read the text and examine the image on Student Book page 10.
Remind students that thinking about what we already know and developing
questions or topics we want to know more about is an effective learning strategy.
Tell students that they can refer back to the questions on this page when looking at
other images in this unit.

Responsible Active Citizenship

Have students read the Responsible Active Citizenship section on Student Book
page 11. Explain that a steward is someone who takes care of something and
is a guardian. An environmental steward makes sure that his or her natural
surroundings are looked after properly. Say:
• Describe a time that you were a good steward of Earth’s resources.
Explain that throughout this unit students will have a chance to explore the
balance between people’s needs and wants and their stewardship of the
environment across Canada.

Looking Ahead to the Unit Inquiry

Have students read this section. Discuss the task generally, noting that in each
chapter, the Toolbox and the Chapter Inquiry task will help them prepare for
the Unit Inquiry task. If necessary, review the stages of the inquiry process, as
outlined on Teacher’s Resource pages 160–161 and Student Book pages 98–101.

NEL Unit Overview 3

 Canada’s Regions Letter Home
Dear Parent or Guardian,
Our class is preparing to discover the wonders, resources, physical features, people,
culture, challenges, and opportunities of Canada as we study a new Social Studies
unit: Canada’s Regions.
In particular, during this unit, we will be reflecting on environmental stewardship
and how we can use Earth’s resources in a sustainable way. As a family, you may
want to discuss your own efforts to be environmental stewards.
We will be examining many different types of maps throughout this unit. To help
develop your child’s mapping skills, consider the following activities:
• Create a sketch map together of a route you take daily.
• Look for maps together to plan a vacation or an outing in the community.
• Together, locate places on a map that you and your family have travelled to.
• Use the scale on a map to figure out the distance between a home and a
place that you go to regularly, for example, the home of a relative in another
community.
• Use the legend on a map of this community to locate different structures
or facilities.
As well, we will be looking at compiling information and data in a variety
of organizers. To help develop your child’s learning, consider the following
activities:
• Look through newspapers or online resources for graphic organizers. Discuss
the information they present.
• Together, create organizers to display data you have collected, for example,
a calendar of family events or a chart of the amount of precipitation in your
community over a month.

As we work on this unit, I will be sending home other activities that you and your
child can work on together.

Thank you for your partnership in your child’s learning.

Sincerely,

4 Nelson Social Studies 4 Teacher’s Resource: Canada’s Regions NEL

Chapter 1 The Cordillera
Chapter Overview Learning Goals
This chapter examines the Cordillera and features the province of British • evaluate the effects that
Columbia and the territory of Yukon. Students learn about the region’s physical using natural resources has
features, climate, and natural resources. As they consider how resources are used, on the environment
students begin to see connections among a region’s physical features, natural • analyze maps
resources, economy, and people and culture. This chapter’s Toolbox lesson is • identify the characteristics
of the Cordillera and the
about analyzing maps, and the Spotlight lesson is on these political regions: British
human activities that take
Columbia and Yukon. The chapter examines the challenges in balancing human place there
needs and protecting the region’s natural resources, with a specific focus on the
environmental impact of the logging industry. To conclude, the chapter reaffirms
the importance of environmental stewardship in protecting and sustaining Earth’s
resources.
Big Question: How can we help protect and manage Earth’s resources?
Toolbox: Analyze Maps

About the Chapter Inquiry

The Chapter Inquiry at the end of the chapter has students investigate possible
locations for a summer camp. They gather information from various sources,
including maps, and record and organize their findings in a chart. They then
analyze the information to arrive at a conclusion for the best location.

Chapter Summary Chart

Concepts of Social Cross-Curricular
Lesson Social Studies Expectations
Studies Thinking Expectations
The Cordillera Understanding Context • Significance
Student Book page 12 • identifies, compares, and contrasts physical regions,
Teacher’s Resource and describes their locations
pages 7–8 • identifies some of the main human activities, including
industry and recreation, in Canada’s physical regions
What Are the Physical Application • Cause and • Mathematics
Features and Climate • analyzes ways in which the natural environment of Consequence
of the Region? Canada’s regions affected industrial development • Perspective
Student Book Inquiry • Significance
pages 13–14
• interprets and analyzes information and data, using a • Patterns and
Teacher’s Resource variety of tools Trends
pages 9–11
Understanding Context
• identifies, compares, and contrasts physical regions,
and describes their locations
Who Are the People Application • Cause and • Language
of the Region? • analyzes ways in which the natural environment of Consequence
Student Book page 15 Canada’s regions affected industrial development • Interrelationships
Teacher’s Resource Understanding Context • Significance
pages 12–14 • identifies some of the main human activities, including • Patterns and
industry and recreation, in Canada’s physical regions Trends

NEL Chapter 1 Overview 5

Chapter Summary Chart (continued)

Concepts of Social Cross-Curricular

Lesson Social Studies Expectations
Studies Thinking Expectations
How Do People Use Application • Cause and • Science
the Resources of the • assesses the environmental impact of industries in two Consequence
Region? or more of Canada’s regions • Interrelationships
Student Book • describes key actions of industries and citizens toward • Significance
pages 16–17 sustainable land and resource use
Teacher’s Resource Understanding Context
pages 15–17
• identifies some of the main human activities, including
industry and recreation, in Canada’s physical regions
Toolbox: Analyze Inquiry • Perspective • Mathematics
Maps • analyzes and constructs print and/or digital • Patterns and • Health and
Student Book maps, including thematic maps, as part of their Trends Physical
pages 18–19 investigations into balancing human needs, wants, Education
Teacher’s Resource and activities with environmental stewardship
pages 18–20 Understanding Context
• identifies, compares, and contrasts physical regions,
and describes their locations
• demonstrates an understanding of cardinal and
intermediate directions, and uses them as well as
number and letter grids to locate Canada’s regions on
a variety of maps
Spotlight on Political Understanding Context • Significance • Language
Regions • identifies various types of political regions in Canada • Patterns and • Mathematics
Student Book and describes some of their basic similarities and Trends
pages 20–21 differences
Teacher’s Resource • identifies Canada’s provinces and territories and their
pages 21–23 capital cities, and describes them with reference to
their location and people
• describes quality of life opportunities and challenges
in some of Canada’s political regions
Pulling It Together Application • Cause and • Science
Student Book • analyzes ways in which the natural environment of Consequence
pages 22–23 Canada’s regions affected industrial development • Interrelationships
Teacher’s Resource • assesses the environmental impact of industries in two • Perspective
pages 24–26 or more of Canada’s regions
Inquiry
• analyzes and constructs print and/or digital
maps, including thematic maps, as part of their
investigations into balancing human needs, wants,
and activities with environmental stewardship

6 Nelson Social Studies 4 Teacher’s Resource: Canada’s Regions NEL

What Are the Physical Features
and Climate of the Region?
Student Book pages 13–14

Purpose
This lesson focuses on the physical features and climate of the Cordillera.
Students are encouraged to think about the environment, our part in it, and our
responsibility to care for it.

Lesson Planning Chart

Social Studies Expectations
Application
• analyzes ways in which the natural environment of Canada’s regions affected
industrial development
Inquiry
• interprets and analyzes information and data, using a variety of tools
Understanding Context Canada’s Regions
• identifies, compares, and contrasts physical regions, and describes their locations Resources
Concepts of Social Studies Thinking • Student Book pages 13–14
• Cause and Consequence • Activity Card 1: How Do
• Perspective Mountains Affect Climate
• Significance in the Cordillera?
• Patterns and Trends • BLMs 1.1, 1.2, 1.3, 1.10
• Online Teaching Centre
Cross-Curricular Expectations
Mathematics
• collects and organizes discrete primary data and displays the data using charts and Classroom
graphs, including double-bar graphs
Resources
BEFORE • mural paper

Accessing Prior Knowledge

Ask students about the meaning of physical features. If necessary, explain that Vocabulary
physical features are the natural parts of Earth’s surface, such as mountains, climate
rivers, or grasslands. To check their understanding of the term, list a series of climate zone
words (e.g., rivers, airplanes, valleys, schools), and have students put up their hand coniferous
or stand when they hear a feature that they think is not a physical feature. mountain ranges
Okanagan (oh-kuh-NAH-guhn)
As a class, discuss the difference between weather (daily conditions in the physical features
atmosphere) and climate (weather patterns over many years). Ask students to share plateau
any knowledge or predictions they might have about the physical features and precipitation
climate of the Cordillera, based on what they have learned so far. tundra

Previewing the Text

Ask students to preview Student Book page 13 and work with a partner to locate
the following text features: headings, main text, map, map title, photo, and
caption. Explain that these features appear throughout their book and that they
will become used to recognizing them and understanding their purpose.

NEL Chapter 1 The Cordillera 9

 If students notice that the compass rose on the map is tilted and north is not
straight up, you may want to explain that a compass rose may be slanted depending
on where it is placed on a flat map.

DURING
Reading and Discussing the Text
Together, read the first two headings and main text on Student Book page 13.
Then ask students to stand and use their bodies and body movements to show
the main physical features as you call them out (e.g., mountain [arms above their
heads and hands touching]; plateau [arms outstretched to the side]).
Ask students to examine the photo and read the caption. For the caption question,
ask students to give their reasoning. If necessary, explain that the rounded shape of
the mountains in the Appalachian region suggests that they are older, with more
years of being worn down by wind and rain.
Have students explain what the map shows. If necessary, point out that it uses
symbols and a legend to show the location of physical features in the region. Have
students work with a partner to identify and locate the features listed in the legend.
Have students read the Climate heading and paragraphs on Student Book page 14.
Ask:
• What makes the winters mild and wet along the coast? (warm, wet winds
from the Pacific Ocean)
• Why do you think different parts of the region have different climates?
(distance from the coast, location of mountains)
Explain that a region does not always have just one climate; a region can have
areas with different climates. These areas are called climate zones. Draw students’
attention to the map on Student Book page 14, and explain that it shows the
climate zones of the Cordillera.
Have students study the map with a partner to answer these questions:
Math
• What are the three climate zones? (North Mountain, South Mountain, Pacific)
Connection
Talk with students about • How do you know where a climate zone is located on the map? (different
double-bar graphs and their colour shading)
purpose. Challenge students • What connections can you make between the text and the map? (e.g., the teal
to select data from the graphs
on Student Book page 14 to
colour is an interior zone, and, in winter, it is cooler and lots of snow falls there)
create a double-bar graph Explain to students that the three graphs beside the map show the average daily
that compares precipitation temperature and the average monthly precipitation for different seasons for the
or temperature for two of
three cities shown on the map. Check that students understand all these terms
the cities. For visual and
kinesthetic learners, you (e.g., average, precipitation).
could provide four graduated
Choose one graph to read together, and ask students to identify its parts (e.g., title,
cylinders, or measuring cups,
and have students pour the labels, axes, scale, line, bars, and use of colour). Have them match the graph to the city
correct amount of water in on the map. Explain that the graph is a combination of a bar graph (precipitation) and
each to reflect the average a line graph (temperature). Model how to read and interpret the information using a
rainfall in different seasons in think-aloud. As you do so, make connections between the map and the graph. Have
one city. students work in small groups to study the other two graphs.

10 Nelson Social Studies 4 Teacher’s Resource: Canada’s Regions NEL

Draw students’ attention to the photo and caption on Student Book page 14. Ask:
• Why do the physical features and climate of this region make it an ideal
place to ski?

AFTER
Inquire and Apply Home/School/
1. How do you think the physical features and climate affect what people do
Community
for work and recreation in this region?
Connection
Encourage students to ask
Confirm students’ understanding of recreation. To help students explore this family members how climate
question, use BLM 1.1: Effects of Climate on Work and Recreation in the affects their lives (e.g.,
Cordillera. They can complete the BLM with a partner or individually. heating, clothing for different
temperatures).
2. Create a chart to show how the physical features of the Cordillera compare
with those where you live.
As a class, review the physical features of the Cordillera. Then, together, make a
Activity Card
list of the physical features in your area, so students can refer to it for their chart. Connection
Students might use headings such as Landforms, Water, and Vegetation. Students can work with a
partner or in small groups to
DI: To Support: Model how to create a table, Venn diagram, or t-chart to
read the information on the
compare the features. front of Chapter 1, Activity
For additional tasks related to this lesson, please see BLM 1.10. Card 1: How Do Mountains
Affect Climate in the
Cordillera? Students may work
Assessment for Learning independently to complete
Assessment opportunities may be used with individual students, small groups, or the haiku. They can work with
the whole group, as appropriate for the expectation and the student. a partner to edit and revise
the haiku. Brainstorm ways
Assessment Opportunities to publish their haiku (e.g., a
school newsletter, a hallway
Task Look Fors Assessment Tools
bulletin board with photos, an
Assessment for Learning • identifies two • BLM 1.2: Describing illustrated poetry book).
Identifying Physical Features physical features of the Cordillera
the Cordillera • BLM 1.3: Gathering
• Have students use BLM 1.2: Describing
the Cordillera to name two physical • identifies human Evidence of
features of the Cordillera. activities related Learning
to the physical
• They should then identify a job or
features
recreational activity related to each
physical feature.

NEL Chapter 1 The Cordillera 11

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Components at a Glance

People and Environments Heritage and Identity

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Early Early
S o cial
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Regions Regions Societies Societies

Teacher’s Teacher’s
Resource Resource

Canada’s Regions Canada’s Regions Early Societies Early Societies

Student Book Teacher’s Resource Student Book Teacher’s Resource
978-0-17-659177-9 978-0-17-659179-3 978-0-17-659178-6 978-0-17-659181-6

Canada’s Regions Early Societies

Activity Card Set Activity Card Set
978-0-17-659183-0 978-0-17-659185-4

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Communauté et environnement Identité et patrimoine

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Les régions Les régions

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Nelson Études sociales 4

Nelson Études sociales 4

Les sociétés Les sociétés

du Canada du Canada anciennes anciennes
Les régions du Canada

Les sociétés anciennes

Guide Guide
d'enseignement d'enseignement

Les régions du Canada Les régions du Canada Les sociétés anciennes Les sociétés anciennes
Manuel de l’élève Guide d’enseignement Manuel de l’élève Guide d’enseignement
978-0-17684478-3 978-0-17684533-9 978-0-17684477-6 978-0-17684532-2

Les régions du Canada Les sociétés anciennes

Cartes d’activités Cartes d’activités
978-0-17684531-5 978-0-17684530-8

Digital Support for Both Units

@NELSONPK20 myNelson Online Teaching Centre
nelson.com 11/18 978-0-17-659250-9
ISBN-13: 978-0-17-689890-8
NELSON.COM/NELSONSOCIALSTUDIES
ISBN-10: 0-17-689890-5

9 780176 898908