Social
Studies Grade Six
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Suggested Teaching Strategies
Review the concepts using globes, filmstrips, diagrams, and
possibly an earth/sun model, to illustrate and discuss the earth's
shape, tilt on its axis, its rotation and revolution.
Discuss with the students the ways in which a globe is a model of the earth.
Have the students participate in an activity that demonstrates the difficulties involved in making something flat represent a sphere. They might draw land masses on an old rubber ball and cut it to make a map, or begin with a projection and make a globe out of it.
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Suggested Teaching Strategies
Have the students compare the size and shape of land masses
(Africa, Greenland, Antarctica) on a globe and then compare the
same on a map to see where distortions occur
.
Study various projections to see how cartographers have attempted to achieve relative accuracy. (e.g. polar projections, Mercator's Projection, Peter's Projection). Discuss how the different projections portray different views of the world.
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Suggested Teaching Strategies
Sometime during this unit have the students become familiar with
the atlases that they will be using regularly, as well as those
from the resource centre, in order to do the following:
Using various maps as examples, have the students find the legends and identify the symbols used. (What are some common symbols? Why were they chosen?)
Write a number of questions on the board. With the students, underline the key words that may be used as reference words. Using the Tables of Contents and Indexes of the various atlases, have students find the answers.
Divide the class into small groups. Assign one Atlantic region country to each group. (The students may need help preparing to work cooperatively in groups.) Have the students brainstorm a number of questions they have about the countries. Underline the key words in the questions, and then try to find answers in the atlases. If they cannot find answers, have them note interesting information they did find.
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Suggested Teaching Strategies
Discuss why maps are used, how people found their way before maps
or when they were not available, how animals find their way. Look
at early maps.
Have on hand several different globes and maps for the students to study in small groups. Discuss and list all features portrayed that actually exist in the natural world. Discuss the symbols that are used to portray them.
Have the students draw silhouettes of continents and large islands. Compare sizes and build a world picture.
Discuss the relative size and distribution of land masses and bodies of water. Locate major mountain ranges, river systems, etc.
To illustrate elevation, aerial photographs, landsat maps, slides, etc. may be used.
Using several maps/atlases, study different ways that cartographers have indicated elevation patterns.
Have the students participate in an activity to illustrate elevation (cut/paste, Plasticine).
Discuss clues to elevation where colour is not used (river systems, mountains).
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Using globes, maps and overhead transparencies, identify grid lines, noting that lines always curve on a globe, and may curve on a flat map. Discuss relationships.
Label globe diagrams and/or maps with terms listed.
Working in small groups, have students complete simple location exercises using grid.
As an activity, cut away a 1/4 section of a small grapefruit (or other sphere) that has the diameter of the base of a protractor. Use the protractor to show students the rationale behind measuring L/L in degrees. Poles and lines may be appropriately marked.
Label diagrams of the globe and/or maps with terms indicated.
Working in small groups, have students complete simple location exercises using L/L coordinates.
Using a map of Canada, show how the lines of longitude correlate with time zones.
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Suggested Teaching Strategies
Discuss the concept of boundary with examples students are familiar
with. Why do people (also animals) need to establish boundaries of
various kinds?
Discuss the significance of national boundaries to the people of any given country. Using globes and maps, locate major Atlantic region countries.
Using selected maps, identify the types of boundaries used to divide a country into smaller regions (provinces, states). Discuss the significance of these regional boundaries to the people living there.
Have students find places where natural barriers coincide with political boundaries.
Using a case study of a region (e.g. historical maps and information about Canada), have student groups study how and why the boundaries have changed. Then have them allocate boundaries as they might exist in the year 2200. Have students give reasons for their decisions.
Discuss that boundaries are necessary but artificial. Imagine what would happen if all boundaries were done away with.
Review: students find examples on maps of natural features, cartographic markings, and boundaries.
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Suggested Teaching Strategies
Define climate as weather patterns, especially temperature and precipitation, over a long period of time.
With the whole class, brainstorm for phrases that describe the climate of Saskatchewan. Identify and web the various factors that determine our climate. Choose a location with a different climate. Again, write describing phrases and web probable determining factors.
Have the students practise reading and interpreting climographs from various regions.
Divide the class into small groups. Assign an Atlantic region country to each. Using maps only, the students brainstorm and write phrases describing what they think the climate is probably like.
Then, using appropriate additional resources, the students will find information about the climate of the country. Add to or correct listed phrases.
Identify and web probable factors.
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Suggested Teaching Strategies
Locate major vegetation regions on a world map. Discuss major
characteristics of regions and factors that determine
vegetation.
List specific locations from the Atlantic region on the board. Students will brainstorm a number of questions about location, limate and vegetation.
Divide the class into small groups. Each group will choose a specific location and choose 5 questions to answer. Using a variety of resources, they will find information to answer their 5 questions.
Information may be organized and shared:
| Table of Contents: Grade Six Unit One |