Social Studies Grade Four

Module One - Saskatchewan the Province

Concepts:

• Identity, province, geographic features, map, scale, direction, grid, weather, climate, vegetation, symbols

Students will know that:

• Saskatchewan is a province in the country of Canada.
• it has regions that may be defined by landforms, climate, and vegetation.
• maps of the province provide a variety of information .
• various symbols have been identified to represent the province and its regions .

Students will:

• interpret and create maps of local communities and the province.
• learn to see relationships between/among climate, landforms, and vegetation.
• identify provincial and regional symbols and describe their significance.

Students will:

• appreciate and value the province's diversity.

Students may:

• work cooperatively in group tasks.

• Have the students participate in various activities that develop map reading skills (e.g., playing Battleships, interpreting symbols, working with grid, measuring and drawing to various scales).
• Practice the using grid, scale, direction, and colour to interpret various simple maps.
• Cut sections from a Saskatchewan road map. Enlarge them and make photocopies or overhead transparencies. Have students working in groups to make up questions about their section of the map. Exchange with another group to answer the questions. Return them to the original group to check answers.
• Have students working in groups to create large maps or a model of the province. Absolute accuracy of scale should not be a concern. The teacher may choose to have students add additional information to the map during the course of the year.
• Explore the weather and climate of the province. Have students interpret climate maps and graphs. Hang a thermometer outside a window on the north side of the school. Over a period of time, record the temperature at a certain time of day on a daily, weekly, or monthly basis. The students may also record other weather conditions at the same time .
• Identify severe weather conditions like tornadoes, blizzards, strong winds, drought, and other storms. Discuss how they affect people, animals, and the environment.
• Study maps of Canada. Identify other provinces and territories.
• Make connections between/among location, climate and landforms.
• Identify the various symbols that are associated with the province. Make connections with the geography and the people of the province. Discuss the appropriateness of the symbols. Have students select or design their own symbols.

Module 1: Activity Guide

Map as a model

Construct a model (train set, town, farm). Photograph the model looking down on it and using several shots. Patch photos together to make a larger picture. Draw maps on the basis of the photographs.

Local maps, aerial photos

If possible, use reproductions of aerial photos, Landsat and other maps, to study local communities and the province.

Contact Band offices, rural municipalities, or city and town hall offices for maps. Locate familiar features and areas. Learn about map tools such as legend, scale, grid, and directional rose that assist us in using maps.

Working with grid

Practice using grid by copying pictures onto a grid or plotting points to solve a puzzle.

Learn about grid by playing Battleships.

• Play the game in groups of 2 to 5 people. Each player receives a copy of a grid.
• On your own grid, mark:
  • 5 battleships (B) (five spaces)
  • 4 destroyers (D) (four spaces)
  • 3 aircraft carriers(A)(three spaces)
  • 1 submarine (S) (one space)

• The first player guesses one grid position (e.g. E-3). If no ship is hit, the next player may take a turn. All players mark each grid position with an X as it is called.
• When a player "hits" one of your ships, tell the group immediately and indicate which of your ships (e.g., battleship, submarine) has been hit. When a player who is guessing "hits" a ship, that player may keep on guessing positions until no one's ship is hit.
• Keep track of your opponents' ships that have been hit by marking the second grid with an appropriate mark (e.g., SB might represent Sandy's battleship).
• When all of one player's ships are hit, the player may continue to take a turn guessing, until all the players have lost their ships. The last player to lose a ship is the winner.

Discuss the importance of knowing direction.

• It keeps us from getting lost.
• It helps us to find places faster.
• It helps us to explain how to get to a place.

If possible, take the compass rose to another part of the school or the playground. Identify objects in each direction. Identify objects that do not lie directly to the north, south, east, or west. Learn about the intermediate directions, northeast, southeast, southwest, northwest. Add these directions to the compass roses.

Examining a number of maps, discover the pattern for representing directions. (Maps usually conform to the top representing north, the bottom south, the right east and the left west.)

Using a road map of Saskatchewan to determine directions from place to place. For example:

• Hudson Bay is E of Tisdale.
• Prince Albert is N of Wakaw.
• Uranium City is NW of La Ronge.

Working with map symbols

• Why are symbols useful?
• What is the advantage/disadvantage of using symbols?
• How can symbols be useful for people who speak different languages?

Have students make a sketch map of a familiar area such as the neighbourhood or playground. Choose symbols to represent the things they want to put on their maps. Make a key that tells what the symbols mean. Hide an object, placing a mark on the map to show where it is. Other students then try to find the object.

Examine legends and symbols in an atlas.

• Identify symbols for capital cities, railways, provincial and international borders, and so on.
• Are the symbols accurate representations.

Turn to a map in the atlas that shows natural features.

• Are the symbols accurate representations of the natural features?
• Why are different colours used?
• Do colours accurately represent actual features?

Why it is important to know distances?

• Do we always know exact distances, or are they often approximations?
• How do we determine distance from school - by the number of blocks we have to walk (relative distance), by the amount of time it takes?
• Is it necessary to know the exact distance we have to travel somewhere?
• How can knowing exact distances help our travel plans?

• Draw a map of your classroom using a scale of 5 cm to 1 metre.
• Change the scale and draw the map again.
• Have students measure their desks, draw them according to scale, and include them on the maps.

Mapping a room

Either alone or in pairs, explore a room or area in your school. Draw a map of this area, including features and directions. Compare maps of the same room or area Are they identical? Similar? Discuss:

• What symbols did you use on your map? Were your classmates able to read (interpret) your symbols?
• Did you indicate directions on your map? How?
• Did you indicate size on your map? How would people be able to interpret size from what you drew? (For example, did you provide a scale? Did you measure the area you explored?)

Turn to a map of Saskatchewan in an atlas and explore:

• the shape of Saskatchewan;
• Saskatchewan's approximate length and width (use scale to determine this); and
• Saskatchewan's neighbouring provinces, territory, and states.

Examine Saskatchewan within the context of North America, and the world. Look at it in terms of size, position, population, distances between major centres, and so on.

Using paper maché or other material, construct a model of the province showing rivers, lakes, boundaries, geographic regions. Make a model that may be used in the classroom for the rest of the year.

Make up a song or chant about Saskatchewan in terms of its relationship to the rest of the world. Make a book for grade one or two students about your community in the big, big world. Use relationship words (far, close, next to) when possible. Include bird's eye view maps with pictures.

Take an imaginary hike or bicycle trip through Saskatchewan. Using maps of the province, plan the trip, describe the scenery, and events or attractions along the way. Keep a diary .

Saskatchewan climate

Study climate and ways it affects lifestyles including: seasonal clothing, features of housing (heating system, insulation, and storm windows), seasonal games, activities, plants, animals, moods, and vehicles. Make connections between the climate of Saskatchewan and its location in relationship to the rest of the continent, the oceans, and the directness of the sun's rays. Use maps, graphs, and charts to learn about temperature and precipitation . Record the year's events using linear and cyclical methods for recording time. Use the SIF calendar with the months written in Indigenous languages and the LaRonge Indian Band poster illustrating 6 seasons.

Explore climate and weather.

• What is weather? (These are the conditions in the atmosphere at a particular time and place.)
• What is climate? (It is the usual pattern of weather over a period of time.)
• What is temperature? (Temperature is the measurement of how hot or cold a certain place is.) Temperature in Canada is measured in degrees Celsius.
• What is precipitation? (It refers to the amount of rain, snow, sleet, and hail a place gets.)

Chart weather in the local community or other places in Saskatchewan.

• Consult newspapers from various parts of the province or watch the weather channel.
• Choose several specific locations about which information is available. Mark the locations on a classroom map.
• Chart the weather during several days. Make comparisons. Forecast the weather in the various regions.

• Which place is warmer, colder, on a given day?
• What are reasons for the differences?
• On the basis of information over the past few days, what do you think the weather will be like tomorrow?
• If you were to visit (place) tomorrow, what clothes would you pack?
• How might the weather in (place) affect what students there will do that day?

Tourism Saskatchewan
1919 Saskatchewan Drive
Regina, SK
S4P 3V7

Integrate with arts education by exploring Saskatchewan weather in art forms. Make connections between the weather and how it affects art forms. Use Saskatchewan Art Works: A Visual Resource for Kindergarten to Grade Eight Saskatchewan Education, 1991.

Tell about your favourite season. Why is it your favourite season? What are some things you do in this season? Use creative dance or visual art to express your thoughts.

Record the high and low temperatures in your community for one month. Calculate the average temperature. Compare the average temperature in your community to average temperatures in other communities. Use atlases to find average temperatures.

Collect newspaper clippings that describe the effect of weather on Saskatchewan's agriculture. Group the clippings according to weather conditions, for example: frost, drought, rainfall, and hail. Alternately collect clippings that describe the effect of weather on work or leisure. Identify categories and group the clippings accordingly.

In northern Saskatchewan there are about 105 frost-free days per year. In the southern part of the province an average of 135 days are frost free. Many seed catalogues list the number of frost-free days needed to grow each type of fruit or vegetable. Using seed catalogues, prepare lists of fruits and vegetable that can be grown successfully in northern and southern parts of the province.

Use the study of different geographical characteristics of Saskatchewan to dispel stereotypes and learn how stereotype, assumptions, bias and point of view work.

Vegetation/animals

Collect pictures from newspapers, magazines, and calendars that depict Saskatchewan's vegetation regions. Each student holds up a picture for observation by the rest of the class. Class members identify the region of the province where the picture may have been taken and give reasons for their answer.

Place pictures of vegetation regions in an envelope with cards naming the vegetation regions. Sort the pictures according to regions and choose the appropriate name card to go with them. Have students make these activities and place them into stations.

Make an overlay by taping a sheet of clear plastic over a map of Saskatchewan. Draw the vegetation regions on the plastic with felt tip pens. Place pictures of the vegetation on the map.

What features in the vegetation regions (animals, lumber, minerals) would attract people to Saskatchewan and encourage them to stay here? How might people use the resources in each of these regions? For example, why might people settle along the shores of the South Saskatchewan River? A river can offer transportation, water, pasture, wood for fuel, and fencepost.

Find the vegetation region in which your community is located. In groups, make a list of words or phrases to describe or name the vegetation (including crops) you would find near your community. Combine the lists on a wall chart. Give the chart an appropriate title and illustrate it.

Many plants and animals that used to exist in large numbers in Saskatchewan are almost gone today. One example is the natural grasses that once covered the plains and served as food for the buffalo. Some of the remaining plants and animals are endangered species, such as the prairie lily. List extinct and endangered species. Why has the species become extinct or endangered? What steps must be taken to prevent further damage to species. Learn about places that have been set up to protect delicate habitats such as Athabasca Sand Dunes Provincial Park and Grasslands National Park.

Athabasca Sand Dunes Provincial Park
Saskatchewan Environment and Resource Management
Parks and Facilities Branch
3211 Albert St.
Regina, SK
S4S 5W6
Tel: 787-2856

Grasslands National Park
P.O. Box 150
Val Marie, SK
S0N 2T0
Tel: 298-2257

Learn about ways natural features and vegetation can be used in navigation. Learn to tell direction by the position of the sun in the sky, by looking for moss on the north side of trees, or for the north star at night. Learn how people use islands, reefs, coloured or marked rocks, trees, currents, and unique geographical features for navigation. Learn how people use maps and compasses in conjunction with these features.

Provincial symbols

Identify the symbols of the province and local symbols (e.g., for the fair, town). Research the meanings and the significance of the symbols. A report on the tree, flower, or bird could describe its life cycle, habitat, characteristics, and its relevance.

Design a personal or class coat of arms, flag, or other symbol.

Observe the neighbourhood or community to determine where Saskatchewan flags are displayed. Make a class list of flag locations. Is there a pattern?

The sharp-tailed grouse was a source of food. Locate recipes that tell how to cook the grouse. Use old recipe books. Ask elderly members of the community to share experiences.

The prairie lily is becoming increasingly rare on the prairies. Make a list of conservation activities that can be carried out to ensure that the lily does not disappear. Include activities students, organizations, and government can do.

Sketch a flower arrangement using the prairie lily or create an actual arrangement using plastic or paper lilies.

Using a shoe box, create a diorama showing the prairie lily, sharp-tailed grouse (or both) in their natural habitat. Coloured paper, real grass, and small models may be placed inside the dioramas.

Suggested Resources
(listed in other bibliographies and catalogues*)

* Please note: For the most appropriate resources, the teacher should consult the Bibliography for Elementary Social Studies. The resources listed below, and in each module, are listed in other bibliographies and may also be very useful.

* Abbreviations are used as follows:

Arts Ed

Arts Education: A Bibliography for the Elementary Level, 1991

ELA

English Language Arts: A Bibliography for the Elementary Level, 1992

GEP

Saskatchewan Global Education Project Resource Catalogue (catalogue in every school)

Gr 6 SS

Social Studies: A Bibliography for Grade 6, 1992

Kind

Kindergarten: A Bibliography, 1994

MHP

Media House Productions (catalogue in every school)

Sci

Science: A Bibliography for the Elementary Level, 1990

Tourism
1919 Saskatchewan Drive
Regina, SK S4P 3V7
Tel: 787-2300 (Regina)

Saskatchewan Environment and Resource Management
3211 Albert St.
Regina, SK S4S 5W6
Tel: 787-2700

Student Information Page: Grid for "Battleships"

	A	B	C	D	E	F	G	H	I	J	K	L	M	N	O
1
2
3
4
5
6
7
8
9
10

Student Information Page: Working with grid and coordinates

Using the grid below, find the word that is written in the space that has the following coordinates.

 A1 __________ B5 __________ C3 __________
 D4 __________ E2 __________ F4 __________
 G3 __________ C1 __________ A4 __________
 F2 __________ G2 __________ E5 __________
 B1 __________ D3 __________ B4 __________
 E3 __________ A2 __________ D1 __________
 A3 __________ G4 __________ C5 __________

Write the words that are left. Write their coordinates beside them.

 ______________ _______________ _______________
 ______________ _______________ _______________
 ______________ _______________ _______________
 ______________ _______________ _______________

	A	B	C	D	E	F	G
1	potato	crab apples	copper	wheat	canola	flax	chicken
2	coal	forest	blueberries	pulp/paper	lumber	barley	potash
3	vegetables	pasture	wild rice	gold	fish	nickel	uranium
4	cattle	ostriches	sheep	zinc	natural gas	milk	iron
5	horses	buffalo	clay	salt	pigs	saskatoons	silver

Student Information Page: Working with grid and symbols

Use a road map of Saskatchewan to complete the following.

1. Find the places in the index. Give the correct coordinates square in which the following places are shown on the map. Find them on your map.

Regina ______ La Ronge ______ Melfort______
Carlyle ______ Creighton ______ Shellbrook______
Saskatoon ______ Unity ______ Humboldt______
Nipawin ______ Eastend ______ WollastonLake ______
Cypress Hills Provincial Park ______ 
AthabascaSand Dunes______

a. the Trans-Canada highway
b. 3 provincial highways
c. a city with a major airport
d. a ferry
e. a vacation farm or bed and breakfast
f. 2 divided highways
g. a fly-in fishing or hunting camp
h. 3 campgrounds
i. a national historic park
j. 3 provincial parks
k. a northern water route
l. 3 towns with a population under 250
m. 3 municipal roads
n. a national park

Student Information Page:
Working with grid, direction and distance

Using a highway map of Saskatchewan, find the following places. Tell what direction you would travel if you went from the first location to the second.

1. From Gull Lake to Swift Current ______
2. From Hudson Bay to Tisdale ______
3. From Yorkton to Melville ______
4. From Wakaw to Prince Albert ______
5. From Meadow Lake to Prince Albert ______
6. From Estevan to Weyburn ______
7. From Saskatoon to Watrous ______
8. From Reindeer Lake to Lake Athabasca ______
9. From Lloydminster to Maidstone ______
10. From Eastend to Southend ______
11. From Cumberland House to La Ronge ______

Use the distance chart on the map and tell how far it is between the following.

1. Between Saskatoon and Humboldt ______
2. Between Prince Albert and Nipawin ______
3. Between North Battleford and Lloydminster ______
4. Between Moose Jaw and Swift Current ______
5. Between Biggar and Weyburn ______