Tiled Map of People and Places Divide students into provincial/territorial Canadian Geographic Education’s provincial and territorial tiled groups. Have each group map series is a great way for students to take an in-depth examine the names of look at ’s 13 provinces and territories. These maps can towns/lakes/roads on their be used individually to discover your own province/territory tiled maps and research how people have or as a set where students can be divided up into different helped shape place names in Canada. How do they provincial/territorial groups. Below are fun activities on how differ across the country? Take it one step further and have teachers can introduce this resource to their class. each group create a biography of one of these individuals.

Travel and tourism In The News Divide students into provincial/ territorial groups and inform them Have each province/territory each group look for trends that they own their own adventure group follow news/media in their news stories and company. Each company offers three stories from their selected present their ideas to the different tours for tourists: one, two and province/territory for one class. Afterwards, discuss three day tours. Have students research week and highlight these the geography of these their province and use the map’s scale news stories on their map news stories by looking for and coloured string to map out their either by placing a clipping connections between these three different tours. Encourage students to of the news story there or news stories with Canada’s print out or cut out coloured pictures or bring in with a coloured marker. At climate/landscape. props to help make the map more appealing and the end of the week, have display their tour adventures.

Class Book of Canada Population Distribution Shuffle all tiled map pieces and randomly distribute one Divide students into provincial/territorial groups tile to each student. Have students search for other class and distribute 25 counters. Inform students that the members to piece together their province/territory and counters represent their province or territory’s total create their group of 4. Have students research their population and have them research the population province/territory and create one pager ‘cheat sheets’ of their province or territory and use their counters to for their classmates by highlighting their province or display the population distribution of their province. territory’s flower, tree, capital city, landform features, Compare patterns and trends between groups and historical landmarks, exports, etc. Combine all one discuss reasons why Canada’s population looks the pagers to create a class book of Canada. way it is and how it may change in the future. Tiled Map of Manitoba Curriculum Outcomes

The curriculums for grade 4 and 10 have the strongest opportunities to use this map, although this map can be used cross curricular. The skills units found in each grade provide an excellent opportunity to utilize this map. Below are some suggestions on how Leslie and Carmen Mehner / Canadian Geographic Photo Club this map could help you reach some specific outcomes.

The Top 10 of Summer Ecozones of Manitoba

Grade 4: 4-KL-020 Grade 10: S2-KL-016 Locate on a map and describe geographic features of Manitoba. Locate on a map of Manitoba global environmental Examples: lakes and rivers, landforms, vegetation, forests, parks, types found in Manitoba. cities and towns, communities... Have students draw in the 6 ecozones of Manitoba and identify Have students share where they travelled to in Manitoba this what ecozone they live in. summer. Get each student to identify their favorite location in Individually have students research their ecozone including climate, Manitoba and place a mark and label it on the map. soil, vegetation , topography, size, population and human activity.

Extension: Students can locate the river nearest to them. Have Where Does it Come From? the students follow the river until it reaches Hudson Bay. As their river enters a new ecozone have students journal the changes that Grade 4: 4-KL-021 they would see if they were travelling along the river. Locate on a map and identify major natural resources in Manitoba. Have students identify objects in their class or lunch which came from natural resources. Led by the teacher have the class locate the locations or regions where the resources may have been found Our Daily Impact in Manitoba. S2-KP-041 Examples: Agricultural products or soil from the prairies, minerals Identify ways in which competing interests and needs influence from the shield region, wood products from central Manitoba, control and use of the land and natural resources in Canada. walleye from Lake Winnipeg, hydro power from the Nelson River etc. Examples: mining, forestry, water... Have students describe where most of the population is in Manitoba. On the map have students mark the major hydro-electric dams. Get the students to answer the following. Getting to Know Manitoba From a Map What is the relationship between the hydro-electric dams and population in Manitoba? Grade 7: 7-S-206 Select and interpret various types of maps for specific purposes. Have students to research dams in Manitoba and to discuss the advantages and disadvantages to having these structures on Give students a scavenger hunt of Manitoba that forces them to Manitoban rivers (Hydro-electric dams could be substituted for learn more about Manitoba while using the necessary components mines or forestry operations.). of a map (scale, latitude, legend, north arrow etc.) Ask questions such as..... Which cardinal direction would you need to travel to get from your home town to Dauphin, MB? Approximately how many kilometers is Winnipeg from your home? What most northern town is accessible by road? By rail? What city has a population of 25,001-250,000 people?