Social Science

Grade 3: Canada and World Connections: Urban and Rural Communities

Planning: Term #

Tracking: Ach. Level

Overall Expectations





* identify and compare distinguishing features of urban and rural communities;





* use a variety of resources and tools to gather, process, and communicate geographic information about urban and rural communities;





* explain how communities interact with each other and the environment to meet human needs.





Specific Expectations





Knowledge and Understanding





* 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);





* compare land use (e.g., housing, recreation, stores, industry) and access to natural resources (e.g., water, trees) in urban and rural communities;





* compare transportation in urban and rural communities;





* compare population density and diversity in urban and rural communities;





* compare buildings and structures in urban and rural communities.





Inquiry/Research and Communication Skills





* 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?);





* 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);





* sort and classify information about communities to identify issues and solve problems;





* 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);





* 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);





* 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.





Map, Globe, and Graphic Skills





* make and use maps of urban and rural communities containing the necessary map elements of title, scale, symbols and legend, and cardinal directions;





* consult map legends when looking for selected features (e.g., H - hospital);





* 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);





* use familiar units of scale (e.g., centimetre, metre, kilometre) to measure distance on maps of urban and rural communities.










* 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);





* 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);





* 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).





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.