Daily Life Flipbooks

Student Task Description

Your task is to create a flipbook to show me what you have
learned about one of the four countries that we have been
learning about. You will work with a partner to fill this
flipbook with information you find in your textbook and
Social worksheets we have completed.
Page 1: The title of the first page will be the country you
choose to complete your project on. For example, Ukraine.
A. Include the name and a picture of the flag of your
country.
B. Explain the relative location of the country to Canada in
one sentence. (Which direction would you go to get
there from Canada?)
Page 2: The next flap will be titled AT HOME. You must write
three sentences about daily life at home in the country. On
the back of this flap, draw one picture of what life is like in
the country.
Page 3: The next flap will be titled IN THE CITY. You must
write three sentences about daily life in the city. On the back
of this flap, draw one picture of what life is like in the city.
Page 4: The next flap will be titled IN THE COUNTRY. You
must write three sentences about daily life in the country. On
the back of this flap, draw one picture of what life is like in
the country.
Page 5: The last flap will be titled COMPARISON. You must
write two sentences about things in your life in Canada that
are the same or different from life in that country.
* Remember: Your flipbook must be neat, organized,
colourful and full of true and important information you find.

Daily Life Flipbook Rubric

Criteria

Yes
(2 Marks)

The student
demonstrated skills
of geographical
understanding.
(3.1.3)
The student included
information on
characteristics that
influence quality of
life in the country
(family roles,
transportation, jobs,
etc)
(3.1.2)
The student shows
understanding of
quality of life through
a comparison
between Canada and
the country of
research.
(3.1.2)
The student applied
the research process
to gather information
(3.S.7, 3.2.1, 3.2.2.)
The flipbook is
organized in such a
way that is easy to
understand and
follow
(3.3.1)
The flipbook is legible
and effort has been
used to create a neat
and presentable
product.
(4.1.2)

Outcomes Assessed:
Social Studies:

Partially
(1 Mark)

No
(0 Marks)

3.1.3 examine the geographic characteristics that shape communities in other parts
of the world by exploring and reflecting upon the following questions for inquiry:
Where, on a globe and/or map, are the communities in relation to Canada? (LPP)
3.1.2 examine the social, cultural and linguistic characteristics that affect quality of
life in communities in other parts of the world by exploring and reflecting upon the
following questions for inquiry:
What determines quality of life? (CC)
How does daily life reflect quality of life in the communities (e.g., employment,
transportation, roles of family members)? (CC, ER, GC)
How does access to public services affect the communities? (e.g., schools, hospitals,
libraries, transportation systems)? (ER, GC, PADM)
3.S.7 apply the research process
Language Arts:
3.2 Select and Process
3.2.1 Use a variety of sources

find information to answer research questions, using a variety of sources, such as

children's magazines, CDROMs, plays, folk tales, songs, stories and the environment
3.2.2 Access information

Locate answers to questions and extract appropriate and significant information from
oral, print, and other media texts
3.3 Organize, Record and Evaluate
3.3.1 Organize information

Organize ideas and information, using a variety of strategies, such as clustering,

categorizing and sequencing
4.1 Enhance and Improve
4.1.2 Enhance legibility

Space words and sentences consistently on a line and page

Use keyboarding skills to compose, revise, and print text

Understand and use vocabulary associated with keyboarding and work processing

Student Self-Assessment

Things I
needed to
do:
I identified the
relative location of
the country.

I wrote three
sentences on each
page about life at
home, in the city,
and in the country.
My flipbook looks
neat, organized,
and easy to read.