Social Science
Grade 3: Canada and World Connections: Urban and Rural Communities |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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identify and compare distinguishing features of urban and rural communities; |
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use a variety of resources and tools to gather, process, and communicate
geographic information about urban and rural communities; |
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explain how communities interact with each other and the environment to meet
human needs. |
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Specific Expectations |
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Knowledge and Understanding |
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identify geographic and environmental factors that explain the location of
various urban and rural communities, with examples from Ontario (e.g.,
Sudbury/mining, Ottawa/government, Hamilton/industry, Bradford/farming); |
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compare land use (e.g., housing, recreation, stores, industry) and access to
natural resources (e.g., water, trees) in urban and rural communities; |
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compare transportation in urban and rural communities; |
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compare population density and diversity in urban and rural communities; |
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compare buildings and structures in urban and rural communities. |
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Inquiry/Research and Communication Skills |
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ask questions to gain information about urban and rural communities (e.g.,
How do changes in the environment affect life in a community? Why is mining
the major industry in Sudbury? How does population growth affect life in an
urban or rural setting?); |
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use primary and secondary sources to locate key information about urban and
rural communities (e.g., primary sources: surveys, interviews, fieldwork;
secondary sources: charts, graphs, maps, models, CD-ROMs); |
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sort and classify information about communities to identify issues and solve
problems; |
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construct and read graphs, charts, diagrams, maps, and models to clarify and
display information about urban and rural communities (e.g., to provide a
profile of a community and its environment); |
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use media works, oral presentations, written notes and descriptions,
drawings, tables, charts, maps, and graphs to communicate information about
urban and rural communities (e.g., comparisons of various community features); |
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use appropriate vocabulary (e.g., urban, rural, residential, industrial,
commercial, natural resources, multicultural, environment, population) to
communicate the results of inquiries and observations about urban and rural
communities. |
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Map, Globe, and Graphic Skills |
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make and use maps of urban and rural communities containing the necessary map
elements of title, scale, symbols and legend, and cardinal directions; |
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consult map legends when looking for selected features (e.g., H - hospital); |
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recognize a range of features that may be represented by different colours on
maps (e.g., pink to represent residential areas, brown to represent relief
features); |
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use familiar units of scale (e.g., centimetre, metre, kilometre) to measure
distance on maps of urban and rural communities. |
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Application |
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describe ways in which they and their families use the natural environment
(e.g., playing in the park, growing food, drawing on nature for water and
energy); |
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compare the characteristics of their community to those of a different
community (e.g., with respect to population density, services, recreation,
modes of travel to isolated northern and First Nation communities); |
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describe ways in which people interact with other communities (e.g., urban
dwellers may travel to rural areas for recreational purposes; rural dwellers
may make use of urban services such as hospitals). |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.