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An interdisciplinary unit of discovery

For Grade 4 students

Our Interdependent Saskatchewan

By: Mary Corson & Erica Paproski

March 2009

Created by M. Corson; 2009

INTRODUCTION:

The Social Studies Curricula Module for Interdependence, Saskatchewan Resources and

Industry, provides the basis for instruction in the following interdisciplinary unit of discovery for

Grade Four students. Community Comparisons of Interdependence in the Grade Three unit

provides a foundation for the fundamental skills students need to begin an expanded world view.

By including Agriculture in the unit study, students are well prepared for a deeper look into the

industry for the next module that includes products and women farmers. At the end of Grade

Four, students easily step into a broadened concept of resources, industry, agriculture, and food

production across Canada in Grade Five. The unit could easily be adapted for use in a split-grade

using this same scope and sequence. Through Visual Art development in the Grade Three Unit of

“Learning to See”, the mini-unit of “The Natural Environment” is also explored in Grade Four. The

concept of interdependence in Saskatchewan is again easily understood through student

discoveries in either a split grade or over consecutive years in preparation for concepts of greater

depth at the Grade Five level.

The meaning and application of interdependence is the focal point for this learning

adventure. Curricular areas of Language Arts (focus on Reading and Writing), Social Studies,

Physical Education, Mathematics, and Visual Art, complement one another through a variety of

teaching strategies; students gain application of skills through Guided Reading experiences, Math

lessons, opportunities for writing to communicate ideas and concepts, whole group hands-on

activities, movement experiences, and visual art products.


RATIONALE:

All eyes across Canada are on the economic ventures and possibilities for employment and

industry development in Saskatchewan at this point in time of 2009. Thousands of Canadians are

losing their jobs as the oil and gas industries wildly fluctuate and as banks ponder the next move in

investments and lending rates after the collapse of the world’s financial system. Introducing the

concept of interdependence in a variety of ways sets the stage for students to understand the

value of Saskatchewan resources and industry and the opportunities it provides for the rest of

Canada. Three main industries are explored: Agriculture, Mining, and Transportation. Students

will recognize that the province requires an interdependent management of resources and

products between these areas of business development. Guided Reading groups afford the

exploration of specific information about each industry; broader and deeper concepts of all three

industries support the theme of interdependence through a wide variety of interdisciplinary

activities to answer the essential question that drives the unit:

What does interdependence mean

For me and my future

with Saskatchewan resources and industry?


LEARNING OUTCOMES:

Based on the SOCIAL STUDIES CURRICULUM for Grade 4 Interdependence Unit, Module Two -

Resources and Industry students will understand:

Concepts: Interdependence, resources, industries, economy, entrepreneurship

Knowledge Objectives: Students will know that…

Saskatchewan has a variety of resources,

industry depends on resources,

resources should be used responsibly,

entrepreneurial ventures are important to the economy of the province.

Skill/Abilities Objectives: Students will…

access, organize and present information,

make connections among resources, industry, employment, economy, conservation, and

meeting needs.

Attitudes/Values Objectives: Students will value the province’s resources.

Citizen Action Objectives: Students will decide benefits/disadvantages to a population increase

through a Web quest adventure.

These objectives set the stage for other disciplinary learning goals. The three industries of

mining, agriculture, and transportation will be explored and valued for their interdependent

business success. Because the mined product of potash is mainly used for fertilizer, this industry

must depend on the transportation industry to deliver the product to various locations, not only in

Saskatchewan, but also to the world market. The agriculture industry also relies on transportation

to deliver the grain product (mainly wheat) to food producers, also throughout the world market.

Without these two industries and others, the transportation service industry cannot exist as a

viable employment venue for skilled truckers, railway operators, and other forms of

transportation.


The Social Studies Foundational Learning Objectives are primarily supported by the LANGUAGE

ARTS CURRICULUM with the following Grade 4 Foundational Objectives; students will understand:

Listening:

Listen to a range of grade-level appropriate texts in a variety of situations for a

variety of purposes

Learn about and practise the skills and strategies of effective listeners

Speaking:

Speak to express information, thoughts, feelings, and experiences in a variety of

forms for a variety of purposes and audiences.

Learn about and practise the skills and strategies of effective speakers.

Reading:

Read a range of grade-level appropriate texts in a variety of situations for a variety

of purposes.

Learn about and practise the skills and strategies of effective readers.

Assess personal strengths and set goals for future growth.

Writing:

Write to express information, thoughts, feelings, and experiences in a variety of


Learn about and practise the skills and strategies of effective writers.

Assess personal strengths and set goals for future growth.

Viewing:

View a range of grade-level appropriate visual texts in a variety of situations for a

variety of purposes.

Learn about and practise the skills and strategies of effective viewers.


Representing:

Represent to express information, thoughts, feelings, and experiences in a variety of


Learn about and practise the skills and strategies of effective representers.

According to reading level ability, students are grouped to explore appropriate resources

about the three main industries mentioned above. Growth in attitudes about reading

informational materials is the main purpose for instruction, followed by improved skills in fluency

and vocabulary while at the same time, learning to extrapolate the big ideas from their pre-chosen

text. Students will be evaluated on reading attitudes through a survey conducted at the beginning

and end of the unit to determine growth or change. Because each group is provided with adult

guided instruction from the classroom teacher and two pre-interns, students have ample

opportunities to improve their overall reading skills which should increase comprehension. When

students improve reading skills, less energy is expelled on specific skills so improved

comprehension follows, which in turn creates an improved attitude towards reading information

materials. Collected jot notes will be used as a culminating activity as groups orally present their

findings from the sides of a large cardboard cube.


Unit Concept Map


IRG Group Matrix


The goal of Guided Reading is to assist the student’s reading skills through a progressive means that will improve the overall reading attitude of informational material. Out of this improvement, the acronym IRG is used, which stands for Information Reading Groups. When pronounced, students are reminded to improve their “urge” to read for information so that as they increase vocabulary, reading fluency improves; less energy is then spent on decoding so increased reading comprehension helps students decipher the big ideas of the text, out of which jot notes prepare students for writing future paragraph summaries, reports, presentations, or gathering information for inquiry based learning. Materials for each group are selected according to reading levels, under the topics of Agriculture, Mining, and Transportation; learning about these industries supports the Social Studies Learning Objectives for the Interdependence Unit, Saskatchewan Resources and Industry. A “Reading Attitude Survey” will be conducted at the beginning and again at the end of the unit to determine any change or improvement in student reading attitude. In addition, each IRG meeting is led by a teacher so ongoing assessment in comprehension and fluency assists in determining the depth of instruction necessary for each group. Near the end of the unit, students will use the compilation of jot notes and vocabulary to prepare a group presentation about all they have learned.By M. Corson


CONTENT OUTLINE - Day Plans (Social Studies / Language Arts / Computer Skills)Taught by: Mrs. M. Corson

March 2 - Day 3:

Reading 9:00 - 10:10 Introductory Activity (Miss Paproski and Mrs. Corson)

Introduce students to term “interdependence” Each teacher explains areas of instruction Assess prior knowledge of industries, Agriculture, Mining, and Transportation using

group word sort activity on sticky notes Groups present their word sorts Reading Attitude Survey (use overhead; whole class activity) Use survey as form of initial assessment

March 3 - Day 4:

Reading 9:00 - 9:35 Whole class experience

Model pre-reading activity for Information Reading Groups (IRG…explain the pronunciation for the acronym; relate the homonym “urge” to reflect on attitudes towards reading about boring subjects)

Use graphic organizer for students to examine the title and cover only of their book to access prior knowledge about the industry topic for their group; answer questions in writing about the topic, list 4 words they think may be in the text, and draw a picture of themselves at work in that industry

Use completed graphic organizer as form of initial assessment

March 4 - Day 5:

Reading 9:00 - 9:30 Model a “vocab-hunt” that will be used during IRG times. Use graphic organizer to determine a synonym, antonym, syllabication, & parts of speech;

verify terms using a dictionary; prepare word card to add to Big Sask Word Wall Students practise a “vocab-hunt” in pairs from a simple text

Computer 10:45 - 11:30 Begin in regular classroom; explain guidelines, purpose, and procedure for Web quest

adventure; display posters, maps, and other tools to be used during Web quest; discuss behaviours that gain the highest level of learning; discuss appropriate computer usage on the Internet (visit sites listed only on the Web quest)

Social Studies 1:35 - 3:00 Complete Web quest Experience Prepare copies of activities to be done in small groups if Internet fails

March 5 - Day 1 Gerry visits in p.m.


Social Studies 1:35 - 3:00 Review map, poster, etc from Webquest; class discussion to review what was learned Where would people get the things you listed? Do you think we have enough of these

things for more people to buy? Why or Why not? When people need more things, industries have to get bigger so they can make more products. When this happens, what do you think will happen to the Saskatchewan Prairies?

Ask students, “If potash is one of the most important resources mined in SK, what other ways do you think we could find out more information about a certain topic?” (accept all answers, suggest we ask an expert - Miss Carrie Corson from the potash mine near Moose Jaw 1-306-345-8715 )

Ask for volunteers to represent the class on the phone and invite her to come; whole class participation to write what to say on the board

Ask for other questions we want her to answer when she comes; list on board, students copy into their S.S. notebooks; volunteers will take turns asking her the questions on the phone so she can prepare

Call 1-306-345-8715 and invite on speaker phone Brain Break - Train Poem w/ body percussion (p. 151, “Poetry Place Anthology”) Review First Nation’s participation in the history of the transportation industry with the

creation of the Canadian Railway: http://www.collectionscanada.gc.ca/trains/kids/h32-1040-e.html

Display photographs of the interdependencies between European settlers and First Nation people (use overhead); all read accompanying text silently, then read in unison

Give students the option to add to the bulletin board display by creating either pieces of a model train, First Nation’s portrayal of events according to the article above, or accommodating scenery

March 6 - PD DAY

March 9 - Day 2

Reading 9:00 - 9:35 IRG meeting time

Vocab Hunt in first article (as modelled before in whole class instruction) Students read for one minute while teacher takes running record Teachers complete fluency rubric for each student Re-reading in unison or pairs Identify Big Ideas through process of elimination through less important information Assist students to make proper jot notes (no caps or punct, use bullets, summarize

w/out need for complete sentences); list in S.S. notebooks

March 10 - Day 3

Reading 9:00 - 10:10 IRG Meetings Repeating schedule for IRG Meetings:

Pre-reading (examine photos/captions, discuss headings, predict Big Ideas)Created by M. Corson; 2009

Skim text in a vocab hunt Use vocab graphic organizer; verify information from the dictionary; prepare word

wall cards / post appropriately at end of meeting; write words on recipe cards/definitions on reverse side;

Unison reading or silent reading of text; re-reading in pairs or choral reading Grand conversation to determine the big Ideas; teachers take anecdotal records

regarding observations of individual comprehension levels of students List jot notes in Social Studies Notebooks Review all vocab words using recipe cards; refer back to graphic organizers if

students struggle with definitions

March 11 - Day 4 Gerry visits in a.m.

Reading 9:00 - 9:35 MISS PAPROSKI - teacher

March 12 - Day 5 (Chapel)

Daily Routine 8:40 - 9:00

Reading 9:00 - 9:27 IRG Meetings

Communicating Skills Workbooks 9:27 - 10:00 (according to co-op progression of instruction)

Snack 10:00 - 10:10RECESS 10:10 - 10:24CHAPEL 10:24 - 11:06

Computer Lab 11:06 - 11:48 Create Thank You Notes for Miss Corson’s visit this p.m. (use Paint, Word, or other familiar

programs)

Prep (Music) 11:48 - 12:35LUNCH 12:35 - 12:55RECESS 12:55 - 1:30

Social Studies 1:35 - 3:00 Expert visit from Mosaic / Kenlin mining companies

Students practise taking jot notes from oral presentation Periodic Brain Breaks: Body percussion to “Train” poem Assist students, if necessary, to take jot notes from the presentation Students “Pair ‘n Share” jot notes at end of presentation Present Thank You Notes to speaker

Clean-up 3:00 - 3:20


March 13 - Day 1

Social Studies 1:35 - 3:00 Cookie Mining

Students compare and contrast extraction of chocolate chips from cookies under perspective of “the best miner” (as fast as you can, or 2nd try with environmental concern attitude); have alternative source for Duncan when others eat cookies

Read “Fox Song” by J. Bruchac to reinforce respect of the environment from the example of Metis people

From the viewpoint of a farmer, students write letters to God, asking for His help in making a decision to either grow wheat or allow mining to take place on the land

March 16 - Day 2

Reading 9:00 - 9:35 IRG Meetings (as listed previously)

March 17 - Day 3


Explain and model cubing activity to whole class Each group sorts jot notes, writes rough drafts, to allow one side of a cube for each

student to prepare as part of group presentation If more than 6 members in a group, one student prepares introduction, one student

prepares conclusion Prepare published copy on special paper; attach to sides of the cube; attach intro

and conclusion to bristle board squares and hang from corners of the cube

March 18 - Day 4 MISS PAPROSKI’S FULL DAY TEACHING

(Reading 9:00 - 9:35 IRG Meetings - continue preparation for cubing presentations)

March 19 - Day 5


Practise cubing presentations Teachers take Running Records of those not presenting Teachers complete Fluency Rubrics on each student

Computer Lab 10:45 - 11:30 Reading Attitude Survey #2 ? (or during CS from 9:27 - 10:00)

Social Studies 1:35 - 3:00 Cubing presentations (assess product and presentation) Brain Break: increase difficulty of “Train” poem with body or instrument percussion


Life of a wheat seed Examine labels of packages from grocery store; how many contain wheat? Discuss the order of ingredients listed as most to least Examine packages of pasta; what ingredient is first? Discuss the interdependent journey of wheat to get into that package Write recipe for pasta on board; students copy into their notebooks for future

lesson Students share mortar & pestle to crush a grain of wheat; determine which part of

the kernel was used to make white bread and which part used to make brown bread Students eat their choice of bread with butter and jelly

March 20 - Day 1 Gerry visits p.m.

Social Studies 1:35 - 3:00 Pasta making activity using automatic pasta machine Students view 3-week culminating video/photo presentation Students write reflection to answer question, “What does interdependence mean for me

and my future with Saskatchewan Resources and Industry?”


Lesson Plan Grade : 4 Subject: Reading Prepared by: Mrs. M. Corson

Topic: IRG Meeting - Cubing Presentation preparation - March 17, 18, & 19Unit / Module / Strand: Reading, Writing, Representing, Speaking

Objectives: Explain own point of view and provide evidence from text and

experiences Organize ideas in an appropriate sequence Use visual aids to enhance spoken and written communication Share ideas, observations, and experiences in structured small and

large group talk Prepare and present information on a specific topic using print and

non-print aids to engage and inform a familiar audience

Time allotment: 1 hr. 10 min; 30 min (x 2)

Pre-Learning: Taking jot notes from text and speaker presentation

Other Subject Areas: Visual Art, Social

Studies, MathCEL’s

Communication Critical/Creative Independent Lrng. Numeracy Personal/Social Technology

x x x x xMultiple Intelligences

Linguistic Logic/Math Visual / Spatial

Body / Kinesthetic Music Interpersonal Intrapersonal

x x x x x x

First Nation/Metis Content: Integrated content will be reflected in group presentations

Materials needed: 5” x 5” cardboard cubes Blue paper for rough drafts String/yarn to hang extra pages Published copy fancy paper

Multicultural Content: Integrated content will be reflected in group presentations

Before (Set): Model an oral presentation about my family using a completed cardboard cube Explain the process of creating the product from a list of jot notes that had to be categorized,

written in a rough draft, then published on the cube and the hanging pages for the intro and conclusion

Explain the wonderful process of each group that only 1 person has to create 1 side of the cube…I did them all by myself, you will all be able to help each other.

Prepare students for procedure in IRG Meetings: look through your lists of jot notes; you will need 1 person to prepare an intro, 1 person for the conclusion, and 1 person for each side of the cube. Information is all based on your IRG topic.

Categorize the jot notes from text and Mosaic presentation; divide evenly between group members Write rough drafts of your jot notes (use as many new vocabulary words as you can) Publish in ink onto the fancy paper and paste to the cube OK to add decorations to your cube, but do not take away from its use as the presentation tool


Students will have today and the next 2 classes to prepare; display rubric

During (Development): Students begin work in IRG Meeting as stated above On the 19th, students will practise their presentations; while some students speak and practise,

teachers will take a 2nd running record / fluency assessment of each child

Closure: Students will give cubing presentations during the Social Studies block on Mar 19.

Assessment: Cubing presentation rubric for content and performance task

Class Management: Attention to a variety of learning styles contributes to active student engagement Transitions are kept as routine Visual demonstration of the presentation sets achievable goals for all students

Adaptive Dimension Students use jot notes that are self-created and at their own reading level Demonstration of the presentation aides the visual learner Creating and making a visual aide for a presentation supports the body/kinaesthetic learner Even distribution of jot notes aides the math/logical learner Struggling learners do not have to worry about the conventions of complete sentences needing

read in front of an audience Group work assists all learners All students have capacity to succeed; assessed as an individual and as a group


Target Data Collection Sheet

Topic: Interdependence

Date: March 19, 2009

Teacher: Mrs. Corson

Observer: Gerry Cozine

Target: To assist students who tire easily or become agitated from an extended length

of time at their desks

To accomplish this task, I will… Prepare a “Brain Break” activity Be attentive to the student needs and insert it appropriately in the lesson

Please indicate success of each strategyTeacher seemed aware when some students became agitatedTeacher seemed aware when some students became visibly tired“Brain Break” activity was suitable and enjoyable for studentsThe activity seemed to challenge them physically and mentallyThe activity was inserted at an appropriate time of the lesson

Please comment on the use of this strategy:

Please comment on the student reactions to this structure:


Lesson Plan Grade : 4 Subject: Language Arts Prepared by: Mrs. M. Corson

Topic: Interdependence - Saskatchewan Resources and IndustryUnit / Module / Strand: Reading, Writing,

Objectives: Students will… Activate and build upon prior knowledge and experiences Organize ideas in an appropriate sequence Compare information within and among texts Use visual cues to locate information and ideas, and to construct

and confirm meaning Compare different perspectives and ideas presented in visual texts

Time allotment: 1 hr. - 10 min.

Pre-Learning: n/a

Other Subject Areas: Social Studies

CELS


x x x xMultiple Intelligences



x x x x x x

First Nation/Metis Content: connections made at a later date

Materials needed: Sticky notes Chart paper 25 surveys; 1 overhead Syllabication Guide (Allen p. 79-80) List of Prefixes/Suffixes (Reithaug, p. 381) Reading Attitude Survey (McKenna & Kear) All About…Provinces and Territories:

Saskatchewan by McDermot & McKeown

Multicultural Content: connections made at a later date

Before (Set): Read-a-loud All About Saskatchewan by McDermot & McKeown; use pre-reading questions and

inference or evaluative questioning throughout Miss Paproski and Mrs. Corson model Vocabulary Hunt procedures for “Interdependence” Use Syllabication guide, List of prefixes (and common meanings), and List of Suffixes to help identify

meaning of the word.

During (Development): Pre-Interns give brief overview of teaching areas to be experienced over the next 3 weeks Because the 3 industries of Mining, Transportation, and Agriculture will be the focus for application

of Saskatchewan Resources and Industry - Interdependence Social Studies unit, students will use prior knowledge to list known information on sticky notes and categorize information onto chart paper.

Students return to large group and share information gathered by category.Created by M. Corson; 2009

Closure: To help students understand the goals and purposes (see below) for Guided Reading (IRG -

Information Reading Groups), a Reading Attitude Survey by McKenna & Kear will be conducted to determine level of enjoyment for recreational and academic reading.

Assessment: Calculate scores according to test design by McKenna and Kear Note observations of students having difficulty with group participation, writing on sticky notes, or

following instructions

Class Management: Determine groups ahead of time Explain expectations in detail; model on board; list instructions Give groups specific amount of time to complete task Inform students that information will be shared after group work

Adaptive Dimension Conduct survey on overhead, read each entry clearly Students use rulers to follow correct entries

Goals and Purpose of Guided Reading (IRG - Information Reading Groups): To help students self-identify, and then see growth or change in their reading attitudes for non-fiction material, students will engage in reading activities to achieve greater success in fluency, building vocabulary, extracting big ideas into jot notes, and comprehension.



Topic: IRG (Information Reading Groups)Unit / Module / Strand: Reading, Viewing, Representing

Objectives: Activate and build upon prior knowledge and experiences Use visual cues to locate information and ideas, and to construct

and confirm meaning Identify intent and purpose of visual texts Begin to identify (with assistance) the values underlying a visual text

Time allotment: 35 minutes

Pre-Learning: Discussions about Transportation, Agriculture (Farming), or Mining


CEL’s





x x x

First Nation/Metis Content: connections made at a later date

Materials needed: 26 copies “Thinking About Non-Fiction” Multiple copies: Big Rigs by C. Ransom “ “ : Mining by T. Tomljanovic “ “ : Wheels at Work: In the Country by D. Kilby

Multicultural Content: connections made at a later date

Before (Set): Review goals of Guided Reading - benefits/advantages Review processes of groups Name of groups “Information Reading Groups” (IRG) sounds like “urge”…our work and experiences

in these groups can urge us to read more information type texts that aren’t too easy or too hard Distribute books to appropriate member of groups according to reading level Distribute copies of “Thinking about non-fiction”

During (Development): Walk through entire graphic organizer; read aloud questions Independent student work without opening the book; access prior knowledge only

Closure: Return books with work sheets Students access classroom reading materials about similar topics when finished


Assessment: Categorize student work into IRG groups; consider information from graphic organizer

Is the student at all familiar with the topic? Did the student take the assignment seriously? Did the student challenge themselves with vocabulary input ideas? Are the student’s questions applicable to the topic? Is the picture provided portraying an employee of the indicated industry?

Provide feedback as formative in nature

Class Management: Assure students that there are no wrong answers Provide students with the questions above upon which they will be assessed Expect students to respect individual needs for independent work

Adaptive Dimension Read aloud questions prior to independent work Offer repeats of questions when necessary



Topic: IRG Meetings for lessons March 9, 10, 11, 12, & 16 Unit / Module / Strand: Reading, Writing, Viewing, Representing

Objectives: Read grade-appropriate texts orally and silently with increasing

confidence, fluency, and accuracy Apply cueing systems to construct meaning Use reference materials effectively (dictionary) Write legibly using correct letter formation and consistent size and

spacing Identify intent and purpose of visual texts Use visual aids to enhance spoken and written communication

Time allotment: 35 min.

Pre-Learning: Vocab Hunt


CEL’s





x x x x x x

First Nation/Metis Content: variety of texts used exposes students to natural integration of the content

Materials needed: IRG books “Vocabulary Hunt” graphic organizer (25) Fluency rubrics; running records Anecdotal records sheets for teachers Word Wall Cards Recipe cards List of suffixes; List of prefixes Social Studies notebooks

Multicultural Content: various texts reference ethnicity in photos and printed matter

IRG ongoing process based on student needs for rate of progression: Preview vocabulary from earlier sessions using recipe cards; play game of “Guess the Word” by

placing all cards face down so that the definitions are shown; students take turns guessing the word (check for accuracy by turning card over)

Review jot notes of earlier text Vocab Hunt for new text Read through text silently (teachers take running record of one student at a time for first and last

sessions only) Read text in unison Grand conversation over content (teachers take anecdotal records of student comprehension level) Read in choral patterns to solidify comprehension and improve fluency; buddy read if needed


Discuss big ideas of the text; use process of elimination to remove unimportant information Write jot notes of big ideas in Social Studies notebooks (use bullets; no caps or punctuation; not

complete sentences, limit specific details or less important information) Review definitions of vocabulary words using recipe cards Begin process over again with new text

Closure: Return to large group; share discoveries of vocab words; post on word wall in correct area for parts

of speech Review any difficulties

Assessment: Teachers continue to monitor student level of comprehension using anecdotal records Change to other texts if discovered to be too difficult or too easy for the group

Class Management: Names of groups and teachers are posted in the classroom for ease in gathering and starting on

time Monitor Word Wall cards to be placed in correct category for parts of speech Ensure word wall cards maintain correct letter formation and consistent size and spacing for all to

view clearly Teachers will bring students to whole class discussion 5 minutes prior to end of class Students post words on word wall

Adaptive Dimension Students are grouped according to reading level Rate of progression for groups will continue according to the needs of that particular group Vocab words are chosen by the students according to reading level



Topic: Vocabulary Hunt - delivered March 4, 2009Unit / Module / Strand: Reading, Writing, Viewing, Representing

Objectives: Read grade-appropriate texts orally and silently with increasing

confidence, fluency, and accuracy Apply cueing systems to construct meaning Use reference materials effectively (dictionary) Write legibly using correct letter formation and consistent size and

spacing Identify intent and purpose of visual texts Use visual aids to enhance spoken and written communication

Time allotment: 35 minutes

Pre-Learning: “skimming” a text for unknown words


CEL’s





x x x x x

First Nation/Metis Content: variety of texts used exposes students to natural integration of the content

Materials needed: IRG books “Vocabulary Hunt” graphic organizer (25) Leader-Post article on overhead Word Wall Cards - black marker Recipe cards List of suffixes; List of prefixes Social Studies notebooks

Multicultural Content: various texts reference ethnicity in photos and printed matter

Before (Set): Remind students of first day when “Interdependence” was separated by syllables then we removed

the prefix and suffix to see the root word. Students will do the same thing today in their IRG groups. Model how to “skim” the document (cueing system) for big or unfamiliar words using Leader-Post

article Write the word on the “Vocabulary Hunt” graphic organizer Complete the boxed areas surrounding the word - each student in the group takes a job to

complete the boxes (more than one student can verify information in the dictionary); use Students discuss possible meaning of the word by combining information gathered from suffix,

prefix, and root word Verify meaning with the dictionary; verify parts of speech; teachers ensure effective use of material


Write word neatly using correct letter formation and consistent size and spacing (to be posted on “Big Sask Word Wall” later); use a black marker; write part of speech on reverse

Write word on recipe card - put summarized definition on reverse Continue process for more challenging words in the text

During (Development): Divide into IRG’s Students do Vocab Hunt for first article If time remains, students may read through text silently (teachers take running record of one

student at a time) Read text in unison Grand conversation over content (teachers take anecdotal records of student comprehension level) Read in choral patterns to solidify comprehension and improve fluency Discuss big ideas of the text; use process of elimination to remove unimportant information Write jot notes of big ideas in Social Studies notebooks Review definitions of vocabulary words using recipe cards

Closure: Return to large group; share discoveries of vocab words; post on word wall in correct area for parts

of speech Review any difficulties

Assessment: Teachers take running records to determine levels of fluency and reading skills Teachers take anecdotal records to note comprehension level Review Word Wall cards for correct letter formation and consistent size and spacing

Class Management: For ease of transition, have group lists ready, clearly instruct which teacher will be leading each

group, clearly explain area/location for study, ensure all materials are with the students prior to engaging the activity

Teachers will bring students to whole class discussion 5 minutes prior to end of class Students post words on word wall

Adaptive Dimension Students are grouped according to reading level Rate of progression for groups will continue according to the needs of that particular group Vocab words are chosen by the students according to reading level


Lesson Plan Grade : 4 Subject: Social Studies / L.A. Prepared by: Mrs. M. Corson

Topic: Interdependence Webquest - March 4, 2009 Unit / Module / Strand: Interdependence - SK Resources & Industry

Objectives: Saskatchewan has a variety of resources Industry depends on resources There is value the province’s resources

Time allotment: 45 min 1 hour

Pre-Learning: Log-in and use of computer

Other Subject Areas: Computer Skills L.A.

CEL’s





x x x x x x x

First Nation/Metis Content: content connections are made in various places of the Webquest

Materials needed: Computers (1 for every 2 students) Chart paper Prepared poster & map Red and blue markers Blue crayons Wipe-off marker to display web site

Multicultural Content: ethnicity is noted throughout web links

Before (Set): Whole class discussion: prepare students with purpose and procedure for a positive Webquest

experience Display poster / map / chart for use throughout the web journey Review best learning behaviours Divide class into partners Proceed to computer room

During (Development): Use large computer to model location of website as shown on board Tell students to read all directions of the task before clicking on the link Model procedure on large computer Pairs begin webquest Students continue web journey for afternoon period

Closure: Meet as whole group; discuss processes students appreciated


What do they remember most? Describe to students positive feedback for behaviours Review meaning of “interdependence” How might the industries described in the journey be interdependent of each other?

Assessment: Use class lists to verify student answers (see attached) Mark knowledge skills assessed using CLOZE industry worksheet Mark class list for students colouring a lake or river with a blue marker or crayon Use “Huge shopping list” for formative assessment and to begin discussion for next day Use class list for students who whisper “White Fox” to me from step seven Use rubric for extended writing activity in conclusion

Class Management: Appropriate behaviours for computer discussed prior to task Students are pre-assigned a partner Procedure and tasks are modeled on large computer prior to student activity

Adaptive Dimension Students work in pairs to assist struggling readers Variety of oral, auditory, kinaesthetic, and written tasks allows for a variety of learning styles

Technology-Enhanced Learning Students are exposed to a variety of web links and activities All tasks require a different response; variety to technology engages student in active learning All students are successful in every task while objectives are easily met


Student Marking Sheet

Type of Learning Target: K=Knowledge R = Reasoning S = Skills CP = Create ProductsAssessment Method: SR = Selected Response EWR = Extended Written Response P = Performance

PC - Personal Communication

Web quest Rdg. IRG

Assessment Method PC SR SR PC EWR SR PC

Type of Learning Target: K - 15%

K - 5%

K - 5%

S - 5 %

R - 20% K S

Student Name Gra

in

Elev

ator

Indu

stry

W

orks

heet

Blu

e la

ke o

r riv

erW

hisp

ered

“W

hite

Fox

”

Rub

ric fo

r ex

t. w

ritin

g

Rea

ding

Atti

t. Su

rvey

Flue

ncy

Rub

ric

Run

ning

R

ecor

d

Austin

Bailey

Caleb

David

Dion

Drew

Duncan

Eve

Gene

Hannah

J’Lynn

Jace

Jacob

Josh R.

Josh S.

Joy-Lyn

Katelyn

Naomi

Pamela

Paulina

Raven

Rebecca

Sam C.

Zachery



For Webquest:

Grain Elevator questions:1. Why is the grain elevator important to Saskatchewan?2. What industry is it used for?3. What kinds of jobs do you think people can do in this industry?

Questions for class discussion on the huge shopping list:1. Where would people get the things on your list?2. Do you think we have enough of these things for a lot of people to buy? How do you know

that?3. When people need more things, industries have to get bigger so they can make more

products. When happens, what do you think will happen to the SK prairies?

Questions for conclusion extended writing response:

1. Why do you think people are interested in Saskatchewan and would want to live here? 2. Explain what would happen to the prairies if more people suddenly moved here. 3. Decide if you think it would be good thing or a bad thing for more people to move here. Tell

why you believe it. Your teacher should see the word "because" in your answer.


Lesson Plan Grade : 4 Subject: Social Studies Prepared by: Mrs. M. Corson

Topic/Title: Mining SK Responsibly Unit / Module / Strand: Interdependence - SK Resources & Industry

Purpose/Objectives: Students will… Understand an example of a non-renewable natural resource found

in SK Recognize the global concern for air, soil, and water Describe some of the causes of soil degradation (due to the mining

process) Value the province’s resources Participate in an economic venture Access, organize and present information

Time allotment: 1.5 hours

Pre-Learning: Use of the term “industry”

Other Subject Areas: L.A. - Writing, Listening,

Math, Science


x x x x x xMultiple Intelligences



x x x x x x

First Nation/Metis Content: The example of First Nation’s people to care for the land extends to everyone; letters written to God allows for a spiritual element of expression instilled by the Grandmother in the story.

Materials needed: Fox Song by J. Bruchac & P. Morin Pencils 4.5 dozen chocolate chip cookies 50 toothpicks 25 napkins 25 - grid paper worksheets Timer 25 Letter writing sheets with checklist for

assessment

Multicultural Content: The history of SK affects the future for everyone today; people use natural resources regardless of ethnicity.

Before (Set): Students clean individual work area and wash hands Distribute to each student:

o 1 grid paper (see attached)o 2 toothpickso 1 chocolate chip cookie (be patient; you can eat it later, but not yet)o 1 napkino 1 pencil

Tell students they are miners sent to a new prairie location containing a lot of potash.


Place the cookie on the grid paper and pretend that it is an environment in which the potash has been found.

Student’s job is to mine as much of the mineral (chocolate chips) from their cookie as possible within 2 minutes. Their only “excavation” equipment is the 2 toothpicks.

At the end of 2 minutes count how many squares contain any part of the cookie; use “Area” math skills to help compute this number

Record this number in the corner of the grid sheet; this is your mining “data”. Count the number of chocolate chips mined. Record this data as well. Who mined the most mineral? Consider the total number of squares on your grid sheet (100): Each student now becomes a farmer

in the Agriculture industry instead of a worker in the mining industry; “You own 100 square kilometres of land…what just happened to your soil…the animals that live there…the plants that were growing there?

Keep in mind however; the mining company just paid you a great deal of money for all those chocolate chips…it is a lot more money than if you grew wheat on your land and then sold the wheat. If the mining company was Mosaic, and they were removing potash, keep in mind that many people in China and the United States need more potash to grow their crops too.

Which way of living is more important? What should the farmer do? What should our government leaders do? Should they tell these other countries that we won’t sell them any more potash?

During (Development): Students transfer the cookie crumbs to the napkin Distribute a 2nd cookie to each student; repeat the mining process, only this time, students should

be careful to not damage the environment surrounding each chocolate chip Record data; calculate the difference between the 2 experiences How do we determine who is the best miner…who is the best farmer? Students may eat their cookie “environment” Read Fox Song by J. Bruchac & P. Morin - connect students to the Metis grandmother and her point

of view for taking care of the environment What do you think God might want us learn from this woman?

Closure: Tell students they will write a letter to God thanking him for making our environment. Tell him

some of the things you are learning about mining and about some of the bad things happening to the environment. You may ask Him for help to make good decisions or ask Him to guide our government, farmers, and miners in making good decisions. Tell Him about the Metis woman’s example and what ways you plan to help take good care of the earth.

Assessment: Use the attached rubric to determine level of reasoning according to student’s writing product

Class Management: Discuss appropriate mining techniques to avoid silliness and over-reactions Expect serious responses, but still having fun Require students to raise hands with responses to questions out of respect for each other

Adaptive Dimension Assign a scribe for struggling writers; or scribe jot notes for students to complete sentences from

this framework with assisted technology Give students the option to make jot notes, then record their thinking Encourage higher level thinking in advanced learners to consider the future of SK’s environment


Lesson adapted from:Tomlijanovic, T. (2008). Linking Canadian communities: mining. Calgary: Weigl p 22.



Name:_________________________

Date: __________________________

____________________________

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As a farmer, decide to either grow crops on your land or allow a company to mine a wonderful element out of your ground. Use this paper to write a letter to God; tell Him about what you have learned about mining, transportation, agriculture, the environment, and our Metis example. If this was a difficult decision, explain to God why it is difficult.

_________________________________________________________________________________

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Lesson Plan Grade : 4 Subject: Social Studies /

Computer SkillsPrepared by: Mrs. M. Corson

Topic: All Day Teaching - March 12, 2009 Unit / Module / Strand: Interdisciplinary, based on Interdependence - SK Resources/Ind

Objectives: Students will… Know that Industry depends on resources Know that entrepreneurial ventures are important to the economy

of the province Make connections among resources, industry, employment,

economy, conservation, and meeting needs Value the province’s resources

Time allotment: 40 min. (11:06 a.m. - 11:48) 1.5 hours (1:35 - 3:00)

Pre-Learning: IRG meetings Ask an expert lesson

Other Subject Areas: L.A., Arts Ed,

CEL’s





x x x x x

First Nation/Metis Content: as noted before Materials needed: IRG materials CS workbooks “Engine” poem 25 copies “Taking Notes” Projector / laptop “Assessment Scoring Rubric”

Multicultural Content: as noted before

Please see “Day Plans” for specific teaching schedule of each block for the day.The following lesson plan includes the blocks for a 40 minute Computer Lab and 1.5 hour Social Studies

Students are aware of guest speaker coming today from Mosaic / Kenlin Design Group; review of appropriate behaviours and etiquette was completed during morning Daily Routine.

Computer Lab: Students use familiar programs of Paint, word, or other to design Thank You cards for Miss Corson Students have teacher or other student review their card for spelling, punctuation, capitals, and

necessary revisions prior to printing

Social Studies: Miss Corson arrives at 12:30; set up projector and other necessary equipment


Students use washroom - get a drink 1:35 p.m.: Distribute “Taking Notes” Review all parts of the graphic organizer; explain rubric I will use to determine quality of

product/skill Introduce Miss Corson If students seem to get “fidgety” part way through the presentation - take a Brain Break and add

body percussion to 2nd verse of “Engine” poem Presentation continues Present Thank you notes - 1 row of students at a time

Closure: If time: students meet in pairs to share their jot notes of the presentation 3:00 - 3:20 = clean up

Assessment: Preview student jot notes - use “Assessment Scoring Rubric” to assess written product as a

performance type assessment (15%)

Class Management: Prepare students early in the day for the presentation Explain expectations for students to take jot notes; reveal rubric; clearly identify target according to

graphic organizer product Use Brain Break mid-way into presentation if necessary

Adaptive Dimension Jot notes taken from verbal account, not textual Simplified graphic organizer allows option for drawing a picture to depict help create the product

for performance Brain Break is effective for all learners

Technology-Enhanced Learning Use of projector in a presentation presents example for future student products 3-D objects from presenter solidify use of technology in industry ventures


Lesson Plan Grade : 4 Subject: Social Studies Prepared by: Mrs. M. Corson

Topic: Ask the ExpertsUnit / Module / Strand: Interdependence - SK Resources & Industry

Objectives: Students will know that… Entrepreneurial ventures are important to the economy of the

province Make connections among resources, industry, employment,

economy, conservation, and meeting needs.


Pre-Learning: Webquest experience Use of a phone

Other Subject Areas: L.A., Arts Ed

CEL’s


x x x x x xMultiple Intelligences



x x x x x x x

First Nation/Metis Content: History of the Canadian Railway impacts First Nations people considerably. Photos, personal accounts, and visual art depictions deepen the sense of concepts

Materials needed: Poster/map/chart from webquest tokens “Engine” poem First Nations overheads Model train patterns Flour tortillas / wooden skewers White tic-tac Tree branches

Multicultural Content: Students understand their present day conveniences are due to the work and sacrifice of cultures other than their own.

Before (Set): Post the map / chart / potash poster from webquest Distribute 1 token per student; students relinquish a token to share comments about their

experience in the webquest, or to answer questions about the chart, map, or poster Review questions from previous lesson: Where would people get the things on this big shopping

list? Do you think we have enough of these things for a lot of people to buy? How do you know that? When people need more things, industries have to get bigger so they can make more products. When this happens, what do you think will happen to the SK prairies?

If potash is one of the most important resources found in SK, how can we find out more information? (Ask an expert).

Call pre-arranged employee of Mosaic / Kenlin companies for class presentation invitation using speaker phone. (Miss Carrie Corson 345-8715)

Create questions for class volunteer to ask ahead of time Create questions we would like her to answer when she comes; volunteers take turns asking her on

the phone.Created by M. Corson; 2009

During (Development): BRAIN BREAK: “Engine” poem by Instructor Books - teach 1st verse, add body percussion Other experts we can ask about SK industry: First Nation’s people If industry growth changes prairies today, what happened when industry first came to SK? Use overhead to display photos of early day SK. Identify railway images in contrast with First Nation

people Read personal accounts of First Nation people: Interdependence in the beginnings of SK industry

was originally a good experience for both groups. Other factors (illness, power hungry leaders, differing points of view) changed that interdependence to a “power over” situation

Treaty discussions are still in negotiation today; in what ways might we all participate to regain the early interdependence Canada once had?

Closure: Students will be given option to create parts of a train using pre-printed patterns, tepees using flour

tortillas and wooden skewers, or scenery items of trees, bushes, etc, to be posted on bulletin board for depiction of early SK and beginnings of interdependence

Assessment: Are the student responses to webquest questions appropriate? Are there attempts to use

vocabulary? Are connections made between economic and industrial growth to the price paid for prairie

destruction? Are students willing to engage in positive discussions about First Nation topics? Bulletin board creation utilizes discussion responses

Class Management: Use of tokens to distribute equal chances for student discussion Brain Break mid-lesson to keep students engaged Utilize several student ideas in creating questions for Carrie; make sure students show respect by

raising hand, one person speaks at a time; allow everyone to have a turn Use draw system if several students want to speak on the phone Students create a response to class discussions

Adaptive Dimension Tokens allow even distribution of chances to speak Overhead of written material supports struggling readers Variety of learning styles utilized to engage different interests of students

Technology-Enhance Learning Students share the experience of the phone call to Carrie through the use of a speaker phone Use of overhead photos directs student attention to a shared experience


Target Data Collection Sheet

Topic: Ask the Expert - Social Studies

Date: March 5, 2009

Teacher: Mrs. Corson

Observer: Gerry Cozine

Target: To ensure all students are encouraged to share a comment or thought To ensure that a small number of students do not monopolize the discussion

To accomplish this task, I will… Distribute one token per student Receive the token as the student’s privilege to make a comment Offer shy students the option of writing a comment to me if not ready to speak

out loud Require students to respect their speaker and wait their turn to speak

Please indicate success of each strategyAll students seemed to have a chance to speak Some shy students took advantage of the option to write a comment“Exuberant” students seemed to maintain self controlStudents respected each other by waiting their turn to speak

Please comment on this teaching strategy:


Please comment on the student reactions to this structure:


Lesson Plan Grade : 4 Subject: Social Studies / L.A. Prepared by: Mrs. M. Corson

Topic: Cubing Presentation / From Wheat seed to my table - March 19, 2009Unit / Module / Strand: Interdependence - SK Resources & Industry

Objectives: L.A. - Prepare and present information on a specific topic using print

and non-print aids to engage and inform a familiar audience Science - Plant life / Plant adaptations / use of plants as food Social Studies - access, organize and present information Social Studies - make connections among resources, industry, and

meeting needs


Pre-Learning: Meaning of the word “interdependence” Preparation for cubing presentations

Other Subject Areas: L.A., Science,

CEL’s





x x x x x x

First Nation/Metis Content: Ongoing related interdependent connections with text, visual aide, bulletin board display

Materials needed: “Engine” poem for Brain Break activity Durham wheat kernels and tiny ziplocs Mortar & pestle Purple construction paper cut into 4x4”

squares Pasta recipe Various food packages to examine list of

ingredients Poster of “a Kernel of Wheat” 1 loaf each white and whole wheat bread Butter & jelly; napkins

Multicultural Content: Wheat is a source of food used ‘round the world

Before (Set): Students prepare to give cubing presentations If students have difficulty deciding who will present first, list order on the board for them When finished - congratulate all groups Short discussion about the interdependencies of all three industries; how do these industries meet

our needs as human beings? Brain Break?

During (Development): Display a package of pasta - what industries were needed to get this package to my kitchen?


Let’s explore deeper into the wonderful things about wheat Examine other packages to see list of ingredients - any surprises as to wheat contents? Distribute samples of wheat kernels; estimate how many kernels it takes to make some of the

products on display today Demonstrate use of mortar & pestle; grind one kernel, pour contents onto purple construction

square; model how to separate, categorize, and label according to poster Display 1 piece of white bread and 1 piece of whole wheat bread; tell students to be ready to

explain what parts of the wheat were used to make the type of bread they choose to have me give them to eat

Distribute wheat samples to students; share use of mortar & pestle Give students piece of bread with butter and jelly

Closure: Review what industries were needed to get the bread to us today Close in prayer to thank God for our food and all SK resources and industries

Assessment: Student will receive a piece of bread according to their descriptions of what part of the wheat

kernel was used to make their choice of bread (white or whole wheat) Personal communication used to reveal reasoning Students will be evaluated on their cubing presentations according to tool presented previous day

Class Management: One group at a time gives presentation; all others give the same respect they would want in return Brain Break Small groups of students come for a piece of bread

Adaptive Dimension Minimal reading and writing is required for task at hand Personal communication is used to reveal reasoning Brain Break helps inattentive students stay focussed


Interdependence Unit Assessment Plan

Activity Method Target Type

Weighted Mark

Name of Assessment

Web questExtended Written Resp.

Reasoning 20 Value of SK

Access Back-ground Knowledge

Selected Response

Knowledge / Reasoning

(for learning)

Thinking About Non-Fiction

What kind of reading do I like?

Selected Response Reasoning (for

learning)

Reading Attitude Survey 1 & 2

Guided Reading

Personal Comm. Skill 10 Fluency 1 &

2

Guided Reading

Personal Comm. Skill 10

RAD Assessment Summary

Cookie Mining / Wheat Scientists

Extended Written Resp.

Reasoning 30 Letter to God

Ask an Expert

Personal Comm. Knowledge (for

learning)Taking Jot Notes

Jot Notes Presentation Performance Skill 30 IRG

Presentations


Assessment for Reasoning:

Getting There: On Target:


1: I would like some help please:

I think I missed the pointOops! Some of my information isn’t

correctMy points are confusing I need to include reasons for my thinking I need help with vocabulary

2: Coming along!

My points are not very clear I tried to make good points but I need to

show better reasons for my thinkingMy connections are fuzzyMy ideas are a little vague I used a few vocabulary words

3: Way to go!

My points are very clearWith a little help, I could organize my

comments to make it fantastic I made good points with reasons to

backup my thinking I did a pretty good job of connecting

my thinking to other facts I used some really good vocabulary

words

4: Fantastic!

My thinking is clear, focussed, and accurate; I organized it very well

I made important points and backed them up with great reasons

I did an excellent job of connecting my thinking to other facts

I correctly used several vocabulary words

Presentation & Reasoning Scoring sheet

Student name

Eye contact w/ audience / 12.5 pts

Audible volume /12.5 pts

Spoke clearly / 12.5 pts

Verbally expanded jot note / 12.5 pts

Reasoning Score / 50 pts.

Total Score Grade

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24 Task: Reasoning:

4 Excellent 12.5 pts 4 50 pts3 Most of the time 9.4 pts 3 37.5 pts2 Some of the time 6.25 pts 2 25 pts1 Needs supports 3.1 pts 1 12.5 pts

Student Marking SheetCreated by M. Corson; 2009

Type of Learning Target: K=Knowledge R = Reasoning S = Skills CP = Create ProductsAssessment Method: SR = Selected Response EWR = Extended Written Response P = Performance

PC - Personal Communication

Title Web-quest Rdg Rdg. Rdg. IRG IRG Whole

Class SS IRG

Assessment Method EWR SR SR SR PC EWR PC P PC

Type of Learning Target: R K/R R R S S S S / P R

Points awarded 30 0 0 0 10 10 0 40 10

Student Name V

alue

of S

K

non-

fict I

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Rdg

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Info

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“My Marks” Memo

Student:____________________________ Date:____________________________


Unit: Social Studies / Language Arts: Interdependence of SK Resources & Industry

Assignment Mark CommentsValue of SK Response

Reading fluency (__/5)

Reading comprehension (__/4)

IRG presentation (__4)

Letter to God (__4)

Informal Reading Inventory --

(Describe student reading level according to IRI; describe reading attitude according to survey;describe reading behaviours according to anecdotal records from IRG Meetings)

Other -- (Describe student social behaviours & effort in class according to report card rubric)

Parent / Guardian Signature: _______________________________________________________

Student Signature: _______________________________________________________________

Date: _________________________________________________________________________


To determine student grade level of reading for Informal Reading Inventory:Regina Public Schools: Oral Reading Inventory

To determine student attitude for reading:Elementary Reading Attitude Survey at www.professorgarfield.org by Dennis J. Kear, Wichita State

University

To assess student reading comprehensionReading Assessment District: Assessment Summary, Reading for Information, Grade 4Usable under some school districts; purchased from Pearson Publishing


Thinking about Non-fiction1. Three things I know about this topic are:

a. ____________________________________________________b. ____________________________________________________c. ____________________________________________________

2. Two questions I have about this topic are:a. ____________________________________________________b. ____________________________________________________

3. These are 4 good words that I think will be in this text:a. _________________________b. _________________________c. _________________________d. _________________________

4. Draw a picture of yourself at work doing this topic:


Vocabulary HuntSlice it up into

syllables:

______________

prefix:________________

which means:___________

______________________

Root Word:________________

suffix:________________

which means

______________________

___________________________________________________________

This word is a:___ noun (person, place, or a thing___ adjective (describes a noun)___ verb (tells an action)___ adverb (tells HOW the action was done)

We think this word means:

_____________________

_____________________

_____________________

The dictionary says this word means: _______________

______________________________________________

______________________________________________

______________________________________________

______________________________________________

Note: Copy this page into a new document, then change to landscape layout formatting.


Background Knowledge:

To gain a depth of understanding about SK Industries and Resources, please see attached the statistics that

indicated the reasons for choice to have IRG Meetings focus on Mining, Agriculture, and Transportation

industries. Although Transportation is not listed as one of the three main industries in this province, the

concept of interdependence is better understood by connecting the mining of potash for fertilizer, which is

needed for better agricultural growth for wheat, which requires a form of transportation for the products of

these two industries. Research into the local companies of Mosaic, Viterra, and Canadian Pacific Railway

solidified the interest of specific industries for study. Please see below the list of websites used for

background knowledge on this unit:

Mosaic Company: http://www.mosaicco.com/index.html

Energy & Resources for Saskatchewan: http://www.ir.gov.sk.ca/

Grain Elevators in Canada: http://www.grainelevators.ca/

Mineral & Metals in the North: http://www.ainc-inac.gc.ca/nth/mm/index-eng.asp

“Potash Industry Continues to Shine” article: http://www.gov.sk.ca/news?newsId=f57d91e5-b9ae-4cd2-

837c-ae2ac1500e59

Potash Mining in Saskatchewan: http://www.saskschools.ca/~gregory/sask/potash.html

Saskatchewan: A Prairie province: http://www.saskschools.ca/~gregory/sask/index.html

Saskatchewan Bureau of Statistics: http://www.gdsourcing.com/works/SK-Stat.htm

Viterra: http://www.viterra.ca/portal/wps/portal/viterra


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