Course
Profile Physical Geography: Patterns,
Processes, and Interactions, Grade 11, University/College Preparation, Catholic
and Public
Unit 1: Planetary Systems: Quest for Balance
Time: 20 hours plus 2 hours ISU
Activity 1.1 | Activity
1.2 | Activity 1.3 | Activity 1.4a | Activity
1.4b | Activity 1.4c | Activity 1.5 | Activity
1.6 | Activity 1.7a | Activity 1.7b
The Planetary
Systems Unit is an opportunity to introduce students to the overall framework
of physical geography. Students gain an understanding of the sources and nature
of energy flows through the lithosphere, atmosphere, hydrosphere, and
biosphere. Students develop a global perspective of the physical world. They
analyse their role in impacting natural systems and how this influences human
activity. The natural environment is a powerful force shaping our lives.
|
Activity |
Time |
Expectations |
Assessment |
Student Tasks |
|
What
is a System? |
||||
|
1.1
Death of the Dinosaurs |
70 min |
UCV.02,
SS1.05, SSV.03 |
K/U, T/I, C, A |
What
change does a meteorite have on earth’s systems (flows of our system) |
|
1.2 Spaceships
as a Closed System |
90 min |
HEV.04 |
K/U, T/I, A |
What
are the basic human needs for survival? (water, food, air, shelter) How is
this system interdependent? What kind of system is this? (open/closed) |
|
How
is the Earth a System? |
||||
|
1.3
From the Big Bang to Earth, Moon and Tides |
140 min |
SSV.01,
SS1.02, SSV.02, GC2.02, SSV.04 |
K/U, T/I, A |
How is
the earth a system? (Big Bang and other origin theories) |
|
1.4 a) Earth’s
Ecological Systems |
210 min |
SS1.04, GCV.01, SS1.05, GCV.02, SS2.05,
GI2.02, GI2.05 |
K/U, T/I, C |
How do
systems interact within various ecological zones of the earth? Picture
analysis (students need to know the area to have a handle on climate, physical
relief, vegetation, soil and population distribution) Poster and Oral
Presentation |
|
How Do Natural Systems Impact Human Behaviour
and Patterns? |
||||
|
1.4 b) Resources and Behaviour Within the
System |
70 min |
HEV.01, HEV.02 |
K/U, T/I |
How do the systems within the ecological zone
affect the resources available, how they are used and human behaviour? |
|
1.4 c) Is There a Disaster in the System? |
140 min |
UCV.02, HE2.02, HEV.02, UC2.02, SSV.03 |
T/I, A, C |
Analyse how does a change in natural system
(disaster) influence you and the system? (apply global warming scenario to
all ecozones) |
|
How
Have Humans Had an Impact on Natural Systems? |
||||
|
1.5 My
footprint-look at resource use |
140 min |
UCV.03,
HEV.03 |
K/U, T/I, C, A |
Inventory
of what students have used that morning (energy, water, food) for an analysis
of their footprint–Where did this stuff come from? -Link
to world systems: economics affecting the natural system. |
|
1.6
Case studies in: Deforestation (Brazil) Acid Rain (Europe) CO2 build up (China) |
210 min |
UCV.03,
GC2.03, GC3.03, HEV.03, HE2.04, HE3.02, GI2.04, UC2.02, UC2.03, UC3.03 |
K/U, T/I, C, A |
Results
of the students’ ecological footprint will lead to the study of e.g.,
deforestation, acid rain, global warming, ozone depletion, and species
extinction and loss of biodiversity |
|
1.7 a)
Lab Systemic Issues: A Global Perspective |
70 min |
GIV.01,
GI2.06, HEV.03, HE1.03, UCV.03, GC3.03 |
Summative
Evaluation K/U, T/I, C |
Newspaper
articles relating to: Human impact on natural environment (systems) |
|
1.7 b)
Decreasing the World’s Ecological footprint |
60 min |
HEV.03,
GC3.03, HEV.04 |
Summative
Evaluation K/U, T/I, C, A |
Presentation
on the analysis of how to reduce/decrease ecological footprint (how to do it
themselves -globally) |
|
Introduction
to Independent Study (see Appendix 5) |
120 min |
|
Independent
(Process) K/U, T/I, C |
1. Pick
topic and identify issue. 2.
Conduct a land use inventory. 3.
Develop an action plan. |
Time: 70 minutes
This
activity starts to address the question, What is a System? By examining the
results of the meteorite that hit the earth approximately 63 million years ago,
students become familiar with some of the earth’s basic systems and how they
interconnect. The meteorite impact sent debris up into the atmosphere, cooling
the climate, thus changing the vegetation and ultimately eliminating the food
on which the herbaceous eating dinosaurs depended. Without the herbaceous
dinosaurs, the carnivorous dinosaurs also lost their food. Thus, due to the
impact of the meteorite and the ensuing systemic changes, dinosaurs became
extinct. This is an exciting opportunity to analyse the impact of an
interruption of flows within the earth.
Strand(s): Geographic Foundations:
Space and Systems; Understanding and Managing Change
Overall
Expectations
UCV.02 -
analyse changes in natural systems caused by natural phenomena;
SSV.03 -
explain the sources and nature of energy flows through the lithosphere, atmosphere,
hydrosphere, and biosphere.
Specific
Expectations
SS1.05 -
identify the interconnections between natural systems within selected
ecosystems.
·
Knowledge
from Grade 9 Geography: Ecozones
·
Grade
10 Science: Ecosystems
·
Locate
a source of information describing or depicting the death of the dinosaurs. (A
video would work well, see Resources.)
·
This
would be a prime opportunity to pass around a tektite (fused earth material due
to a meteorite hit). These are sometimes found at gem and mineral shows.
·
A
box of sand and a heavy object are needed, for Strategy 2.
1. Have students watch a video and/or read
material on the death of the dinosaurs.
As students work through the material, have them note conditions before
meteor impact and immediate results and long-term changes that occurred within
the earth’s system due to the impact of the meteorite. Headings should include:
Topography, Climate, Vegetation, and Wildlife. A chart such as the following
could be set up:
|
Conditions |
Physical Topography |
Climate |
Biological (Vegetation) |
Biological (Wildlife) |
|
Before
Impact |
|
|
|
|
|
Response
Immediately After Impact |
|
|
|
|
|
Long
Term Response |
|
|
|
|
2. A
demonstration may be used to help visualize what would happen in terms of
topography. To show this, place sand in a cardboard box. Drop a heavy object
(e.g., plunker from a marble set, or a small rock about 5 cm in diameter) into
the level sand. Note the shape that is left as a result of the drop, as well as
the sand that was displaced into the air. One could also relate this to the
bombing effect of raindrops on hard dry ground.
3. The chart is designed to simplify a complex
series of interconnectioned causes and effects. Having the students write a
paragraph to summarize the chart may help bring a more detailed understanding
of the complexity of the event.
4. Have students research other theories related
to dinosaur extinction if desired.
Formative
assessment: chart and peer assessment of paragraph.
·
Diagrams
could be used instead of a chart.
·
An
oral explanation of meteorite impact could be used instead of a written
paragraph.
Video
KT
Boundary. TLC
The
Miracle Planet: Third Planet
Print
Hartman,
W.K. and R Miller. The History of the Earth. NY: Workman Pub.
Reader’s
Digest. Great Disasters. 1989. ISBN: 0-89577-321-X
Time: 90 minutes
Students
examine the equipment used to support the life of an astronaut, which in turn
will help students understand the basic needs for survival being water, air,
shelter and food. Through the examination of a closed system such as a space
shuttle, space station, or even an astronaut’s spacesuit, students see how
basic human needs are met, how the vital systems interconnect, and the need for
sustainability. This is again addressing the question, “What is a system?” The
next step will be applying this knowledge to an open system such as the earth.
Overall
Expectations
HEV.04 -
demonstrate an understanding of the importance of stewardship and
sustainability as guiding principles for human use of the physical environment.
·
Basic
needs for human life.
·
Internet
search skills.
·
Interconnections
can be made with science fiction material e.g., Frank Herbert, Dune
ISBN 0441172717
·
Ahead
of time, download the “system” you want the students to analyse (e.g., the
shuttle, spacesuit,
or space station). See Resources (NASA is a very useful website).
·
Internet
access may be helpful in terms of students needing to research “their” system.
1. Give the students a diagram of a closed space
system (e.g., Apollo 13, space station, spacesuit, etc.) and ask them to
identify the purpose of the different components (the component is there
because it is vital to human life). (See NASA website for Resources.)
2. Have the students pare down all of those
components identified in part 1 into the four basic needs of human life. What
are the similarities and differences between the system you are examining and
the system known as Earth?
3. Choose a breakdown in one of the components
for the closed system you are examining. Trace the implications of the
breakdown. Relate this situation back to earth and write a paragraph
paralleling your space situation to that of earth.
Formative
assessment, paragraph by teacher/peer discussion, and completion check of the
diagram.
There are
NASA
website – http://www.jsc.nasa.gov/pao/factsheets/nasapubs/wardrobe.html
Videos
Apollo
13: To the Edge and Back.
Hollywood
movies, e.g., Apollo 13.
Time: 140 minutes
Students
have looked at a closed system in the previous activities, they now look at the
larger context of open systems in terms of “How is the Earth a system?” By
examining the latest scientific theory of the origin of the universe to the
formation of the earth itself, students come to understand the relationships
that exist between the earth and the heavenly bodies that most influence us,
(the sun and our moon).
Strand(s): Geographic Foundations: Space and Systems, Global
Connections
Overall
Expectations
SSV.01 -
explain major theories of the origin and internal structure of the earth;
SSV.02 -
demonstrate an understanding of the principal features of the earth’s major
components: the lithosphere, atmosphere, hydrosphere, and biosphere;
SSV.04 -
explain the physical processes that create landforms, climate, soils, and
vegetation.
Specific
Expectations
SS1.02 -
describe the relationship of the moon and the earth to each other and the
moon’s effects on tides;
GC2.02 -
explain the relationships that link global patterns of landforms, climate,
soils and vegetation to each other.
·
Ability
to sketch and label basic ideas taken from text.
·
Some
knowledge of the Big Bang Theory (Grade 9 Science).
·
Materials
needed include a medium sized balloon and a pin.
·
Resources
to depict or explain the main ideas needed (see Resources).
·
Teachers
should be aware that some of this activity will represent a review for students
and will need to adjust the activity appropriately.
1. As a classroom demonstration, have one
student hold a balloon that has been inflated and choose another student to pop
the balloon with a pin.
Ask the following questions:
· Where did the balloon bits land? (The thinner the balloon the more pieces it breaks into when popped, thus the more scattered the pieces go.)
· What happened to the air in the balloon? (Blended with the air in the room.)
· Is the air from the balloon in the same place now as it was 15 seconds ago? (No, it’s moving outward. If the door or window is open, it could be heading out of the room.)
· What might you call the noise made when the balloon popped? (Big Bang)
Although all the questions are very leading, it helps students visualize something as immense as the Big Bang and the notion that material may still be moving outward. Of course the ultimate question is: Where did the material for the Big Bang come from? Hence the response: If we only knew….
Special Note: This can be a very sensitive topic in terms of religious beliefs. It is suggested to mention to the students that this is the latest Scientific Theory and for the course they are expected to have knowledge of the theory. We are all entitled to our own beliefs.
2. Have the students draw a diagram of the Big
Bang Theory according to the balloon demonstration.
3. Use a material resource (video/ written or
both) to show the formation of the universe into the development of our solar
system and its planets. Have the students continue to draw and label a diagram
from the Big Bang Theory to the formation of Earth with specific emphasis on
the formation of our solar system. You may wish to have students research other
theories of our origins besides the latest scientific theory of the Big Bang.
4. Use a material resource (video/written or
both) to show the relationship between the sun, moon and the earth (seasons,
tides, etc.). Have the student draw diagrams showing cause and effect of these
relationships. It may be helpful for students to do a think/pair/share on these
relationships to help clarify ideas.
5. End with students drawing a diagram of the
spheres of the earth.
Sections 2 to 5 could be collated and put into booklet form with four
key diagrams:
a) Big Bang b) Solar System formation c) earth/moon/sun relationships d) spheres of the earth.
The
teacher and students gather evidence of learning expectations outlined for this
activity through formative evaluation in the knowledge category. Has the
student gained the concepts needed to continue on successfully? The student
should be able to answer the following questions based on the first three
activities. (Could be quiz format. The teacher may or may not want to count
this as part of the formative mark.)
a) Explain
the death of the dinosaurs. (K in understanding system interconnections and
sustainability.)
b) State the four key elements needed to keep an
astronaut alive. (K in terms of survival needs.)
c) List the components of the earth’s systems.
(K in terms of spheres of the earth)
Formative
Assessment: The Booklet could also be peer assessed through a checklist.
·
Verbal
“story telling” could be used instead of diagrams.
·
Highlighting
key ideas could be used directly on written material.
·
For
enrichment, the TIME magazine article listed in resources may provide a rich
springboard.
Videos
Miracle
Planet Series: From the Beginning: depicts the origin of the universe to
the formation of the planets.
Astronauts
View of Earth: an Imax video showing the preparation for lift off and an orbit
around earth.
Print
TIME
Magazine: When Did the Universe Begin? March 6, 1995.
(Article addressing theories of origin, and make-up and fate of the universe.)
Woodhead.
James A. Earth Science. (5 Volumes). Hackensack, NJ: Salem Press, 2000.
Marsh,
William and John Grossam Jr. Environmental Geography: Science, Land Use and
Earth Systems. Toronto: John Wiley and Sons, 1996.
Time: 210 minutes
This is
an investigative activity focusing on the concept of how the earth is a system
by examining various ecozones around the world. Each ecozone is a compilation
of systems similar to the ones discussed in Activity 1.2. The main focus of
this activity is to identify and describe ways that systems interact within a
unique ecological zone while addressing the question, “How is the earth a
system?”. Students use representative photographs to develop skill in
observation, interpretation and interpolation. They also utilize selected
Internet websites to augment and verify their observations.
Strand(s): Geographic Foundations: Space and Systems, Global
Connections, Methods of Geographic Inquiry
Overall
Expectations
GCV.01 -
analyse the global distribution of landforms, climate, soils, and vegetation to
determine reasons for the observed distribution patterns;
GCV.02 -
describe selected ecosystems in different parts of the world and explain the
processes that shape them.
Specific
Expectations
SS1.04 -
describe the components of the lithosphere, atmosphere, hydrosphere and
biosphere;
SS1.05 -
identify the interconnections between natural systems within selected
ecosystems;
SS2.05 -
describe the flow of matter and energy through ecosystems and explain the
relationship of these flows to landforms, climate soils and vegetation;
GI2.02 -
identify selected physical features on the earth’s surface from different
sources;
GI2.05 -
use print and electronic sources to locate information related to physical
geography.
The
students draw on their knowledge of systems discussed previously in the unit as
well as knowledge from the Grade 10 Science curriculum (Biology: the
Sustainability of Ecosystems) and Canadian and World Studies Grade 9 curriculum
(Human – Environment Interactions). Students should be comfortable with the
research process.
·
In
order to complete this activity, select visual resources that are
representative of ecozones and their key ecological systems. Resources may vary
but popular magazines like National Geographic and Canadian Geographic are
excellent. Websites such as those suggested in this document also provide rich
information sources for the teacher and the students. At the end of the third
day students start Activity 1.4b.
·
Note
regarding Ecozones: There may be many interpretations of ecozone information.
The following is a definition formulated from several resources: “An ecozone is
defined by the interaction of humans within the ecological zone or
environmentally homogenous area.”
·
When
identifying ecological zones of the world, students could refer to landform or
vegetation maps with reference to climate and soils.
This
particular activity encompasses three classroom periods and involves small
group research. Students are to work in groups of three or four assuming a class
size of 25 to 30 students. Smaller groups are preferable.
Day 1
1. The teacher reviews the concept of ecozone
and the various components that comprise that concept. The local ecozone could be
used by the teacher to model the type of analysis that is expected by the
students in this particular exercise.
2. Each group chooses an ecozone of the world
from a list provided by the teacher based on availability of appropriate
resources (e.g., deserts, rain forests, taiga, grasslands, tundra, barrier
reef, wetlands) and locates it on a world map.
3. Each group analyses its ecozone to determine
how the natural systems of that ecozone interact.
4. Following the initial analysis, each member
of the group selects components of the ecozone to research. Components will
include climate, vegetation, soil, relief, plants and animals. This work may be
done partially in class and also for homework. Students record their
information on a chart similar to the one below. (Websites listed in Resources
are an excellent source of information.)
|
Ecozone/ relationships |
Climate |
Vegetation |
Soils |
Landforms |
Plants and Animals |
|
Tundra |
|
|
|
|
|
Day 2
1. Group
members share their research. They can now discuss the interaction between
systems in their ecozone using information from the research done for homework.
How are the components connected? Each person in the group should fill in a
chart such as the one below.
Ecozone:
Tundra
|
Components |
Description |
Relationship to
Climate |
Relationship to
Vegetation |
Relationship to
Soils |
Relationship to
Relief/ Landforms |
Relationship to
Plants |
Relationship to
Animals |
|
Climate |
|
|
|
|
|
|
|
|
Vegetation |