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Grade 3: Strand B
People and Environments:
Living and Working in Ontario
Dayna Critch
Heather Ladia
Jasen

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Big Ideas
The

natural features of the environment

influences land use and the type of the
employment that is available in a region.

Human

activities and decisions about land use

may alter the environment.

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Framing Questions
How

do physical features influence the ways

in which land is used?

How does the way land is used influence local

communities and local jobs?

What

impact do human activities and different

land uses have on the environment?

How can we reduce their impact?

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Concepts of Disciplinary
Thinking
Interrelationships

Requires students to explore connections within and

between natural and/or human systems, including how
they adapt to and have an impact on one another.

Patterns

and Trends

Requires students to study characteristics that are

similar and that repeat themselves in a natural or
human environment (Patterns)

Characteristics or traits that exhibit a consistent

tendency in a particular setting and/or over a period of
time (Trends)

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Concepts of Disciplinary
Thinking, continued
Cause

and Consequence

Requires students to determine the factors that affect

or lead to something as well as its impact or effects.

Perspective

Refers to the ways in which different individuals

and/or groups view something (e.g. an issue, event,
development, person, place, process, interaction).

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Overall Expectations

B1. Application: demonstrate an understanding of

some key aspects of the interrelationship between the
natural environment, land use, employment
opportunities, and the development of municipal
regions in Ontario (FOCUS ON: Interrelationships;
Patterns and Trends)

B2. Inquiry: use the social studies inquiry process to

investigate some of the environmental effects of
different types of land and/or resource use in two or
more Ontario municipal regions, as well as some of the
measures taken to reduce the negative impact of that
use (FOCUS ON: Cause and Consequence; Perspective)

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Specific Expectations

B1.1 describe some major connections between features

of the natural environment of a region and the type of
land use and/or the type of community that is established
in that region

B1.2 describe some major connections between features

of the natural environment and the type of employment
that is available in a region, with reference to two or
more municipal regions in Ontario

B1.3 identify and describe some of the main patterns in

population distribution and land use in two or more
municipal regions in Ontario, using mapping and globe
skills

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Specific Expectations,
continued

B2.3 analyse and construct print and digital maps,

including thematic maps, as part of their investigations
into the environmental impact of land and/or resource
use in different municipal regions

B2.4 interpret and analyse information and data

relevant to their investigations, using a variety of tools

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Essential Skills and Knowledge
Students

have reading and writing skills.

Students

will have collaboration and

organizational skills for individual and group
work.

Students

will have basic map reading skills.

Students

will have basic research skills.

Students will have knowledge and skills on the use of

computers

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Overview of Unit Plan and
Culminating Task
RAFT

Assignment

This culminating task requires students to complete an

assignment based on their understanding of living and working
in Ontario.

Students will choose one of three options as to how they will

complete this assignment (as a reporter, artist or author).

Materials

(subject to which profession student chooses):

Bristol Board

iPod/computer

Markers

Construction paper

Glue

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Lesson Overview

Lesson 1: Job Opportunities in Ontario

Lesson 2: Types of Communities

Lesson 3: Mapping of Ontario

Lesson 4: Mapping of Ontario Part 2

Lesson 5: Investigating Ontario

Lesson 6: Independent Work Time

Lesson 1: Job Opportunities in

Ontario
Minds On:

Hands On:

Students will activate prior knowledge by talking about their parents

jobs and brainstorm different jobs that they know are available in
their area. This will vary depending on the area that they are in.

With teacher guidance, the class will create 2 lists on chart paper of
features of northern Ontario and Southern Ontario. (For example, the
great lakes in southern Ontario, and forests in northern Ontario)
http://www.youtube.com/watch?v=liycMQIrybM
Teacher will ask questions about the features that the students listed
and what jobs can be based off of these features. This will require
students to use critical thinking.
For example, forests=logging, paper industry, fertile soil=farming,
lakes=recreation based jobs

Consolidation:

Students will be divided into groups of 4, and will be given a blank

map of Ontario
Groups will be given small sticky notes with various land features and
jobs written on it. Students will have to place the sticky notes in the
section of Ontario that it is most likely to be found.

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Lesson 2: Types of Communities

For this lesson, students will activate prior knowledge

by discussing the physical features learned in the
previous less.

Students will use computers to inquire and do basic

research on features of rural and urban environments.

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Lesson 3:
Mapping of Ontario - Part 1

In this lesson we will be able to identify and describe

some of the main patterns in population distribution
and land use.

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Lesson 4:
Mapping of Ontario - Part 2

Minds On:

Students will use the SmartBoard to identify the main patterns in

population distribution and land use on a map.
*From Lesson 3

Hands On:

Students will generate their own map of any community they are
familiar with.

Include key features such as main roads, natural resources, etc.)

Consolidation:

Students will Pair-Share with a partner or group to show their maps

Students will find similarities and differences between their maps.

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Lesson 5:
Investigating Ontario

Minds On:

Hands On:

http://mcleodsjungle.weebly.com/social-studies---living-and-workingin-ontario.html
Students will learn about different communities.
Using the maps we developed in the previous lesson, we will dig in
deeper to find out more about them. The students will use the
computers to investigate the areas in their maps to see if they have
these types of communities.
Students will also create a Venn Diagram showing the differences
between the communities (their map in comparison to a community
with the features from the website)

Consolidation:

Exit Ticket: Teacher will ask two knowledge questions to see where
their understanding lies OR students can ask a question about the
project.

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Lesson 6:
Independent Study Time

Prior to this period, students will be informed to bring

the material(s) they need for the assignment they
choose.

If they cannot access the materials, (e.g. iPod/computer)

Computer Lab time will be provided with teacher
supervision

This project should be completed at school in no more

than two periods.

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Individual Education Plan

One-on-One time for students will be provided if

necessary.

Written record will be provided if needed if students

are having trouble putting thoughts on paper, students
have the option to orally explain their thinking to the
teacher who will do a written record.

Students may be given extra time to complete

culminating task if necessary.

Thank you!