Students are introduced to the physical geography of Canada. They create a geographic passport of the country. Then they identify and compare features of Canada with the United States by creating a map. Finally, students consider how global warming in the Arctic affects the rest of the world.
Students read a brief introduction to Canada’s geography and the lesson objectives. They contribute to a word cloud by sharing what comes to mind when they think of Canada, then post one question they have about the geography of Canada on a class wall to revisit during the lesson.
Teacher MovesPreview the experience and objectives, highlighting that students will explore Canada’s physical geography, compare it with the United States, and consider environmental issues. Facilitate discussion of students’ prior knowledge using the word cloud, then review and record their geography questions, returning to them throughout the lesson and encouraging additional research for unanswered questions.
Students skim Canadian Geography to gain an overview of Canada’s major physical regions, then annotate a map by marking approximate locations of mountains, prairies, forested plains, and tundra. They answer a brief fill-in-the-blank item about Canada’s size relative to other countries. Next, they read Canada: Geography and People and use information from the Geography and People and Society sections to complete a “geographic passport” graphic organizer with details such as area, climate, natural hazards, languages, population rank, urban population, and ethnic groups. Finally, they post observations on a class wall comparing what they have learned about Canada to what they know about the United States.
Teacher MovesClarify the locations of Canada’s major physical regions as students work on the map, and check for understanding of Canada’s relative size. Support students in extracting key data from the reading to complete the geographic passport, prompting them to use evidence from the text. During the comparison wall activity, highlight patterns students notice—such as Canada’s larger land area, smaller population, and colder regions—and prepare students for upcoming small-group work by organizing them into groups and assigning each group either the human geography or physical geography task for the next scene.
In small groups, students are assigned one of two tasks focused on comparing Canada and the United States. Groups working on Task 1 (Human Geography) use the World Population Density map and a language diversity map to compare population density and language diversity in the two countries. Groups working on Task 2 (Physical Geography) use the Climate Zones map and the Landforms resource to compare climate zones and major landforms. Each group selects a note taker to upload a screenshot of one of their maps and add a title. Then, students review the map associated with the task they did not complete and discuss it within their group. Finally, they post to a small-group wall describing similarities and differences they notice between Canada and the United States.
Teacher MovesExplain the two tasks and ensure each group understands its assigned focus and how to navigate and interpret the maps. Provide technical guidance on taking and uploading screenshots as needed. Circulate to prompt students to make specific, evidence-based comparisons (for example, differences in population density, language diversity, climate, and shared landforms). After students examine the second map, facilitate small-group and whole-class discussion to surface key insights, such as Canada’s lower population density, higher language diversity rating, colder climate, and north–south continuity of major landforms. Transition students back to individual work for the next scene.
Students explore the Arctic Program Report Card by watching the video, reviewing the highlights, and optionally reading about specific focus areas to deepen their understanding of Arctic climate change. They then write a brief explanation on a class wall describing how global warming in the Arctic could affect the rest of the world and may add additional questions they have about the topic.
Teacher MovesGuide students in navigating the report card resource and prompt them to connect evidence from the video and highlights to broader global impacts, such as effects on wildlife, fisheries, extreme weather, and sea-level rise. Use sample ideas to support students who need scaffolding, and encourage interested students to pursue further research using additional resources on Arctic climate change and its global consequences.
Students complete the exit quiz by answering all the questions.
Teacher MovesFacilitate the assessment and use student data to evaluate understanding, address misconceptions, and identify areas for growth.
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