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

Unit Description

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.

Unit Synopsis Chart

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) Chart, Paragraph
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) Diagram, Paragraph
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) (spheres of the earth) Diagram, Paragraph and Quiz
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? Discussion and Notes
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) Report (1-2 page(s))
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. Ecological Footprint and Mind Map
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 Research Worksheet
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 (teacher checklist rubric) K/U, T/I, C	Newspaper articles relating to: Human impact on natural environment (systems) Written Lab Report
1.7 b) Decreasing the World’s Ecological footprint	60 min	HEV.03, GC3.03, HEV.04	Summative Evaluation (teacher rubric) K/U, T/I, C, A	Presentation on the analysis of how to reduce/decrease ecological footprint (how to do it themselves -globally) Written Lab Report
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.

Activity 1.1: Death of the Dinosaurs

Time: 70 minutes

Description

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.

Prior Knowledge & Skills

· Knowledge from Grade 9 Geography: Ecozones

· Grade 10 Science: Ecosystems

Planning Notes

· 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.

Teaching/Learning Strategies

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.

Assessment & Evaluation of Student Achievement

Formative assessment: chart and peer assessment of paragraph.

Accommodations

· Diagrams could be used instead of a chart.

· An oral explanation of meteorite impact could be used instead of a written paragraph.

Resources

Video

KT Boundary. TLC

The Miracle Planet: Third Planet

Hollywood Movies: Asteroid

Hartman, W.K. and R Miller. The History of the Earth. NY: Workman Pub. Co., 1991.

Reader’s Digest. Great Disasters. 1989. ISBN: 0-89577-321-X

Activity 1.2: Spaceship as a Closed System: Apollo 13

Time: 90 minutes

Description

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.

Strand(s): Human-Environment Interactions

Overall Expectations

HEV.04 - demonstrate an understanding of the importance of stewardship and sustainability as guiding principles for human use of the physical environment.

Prior Knowledge & Skills

· Basic needs for human life.

· Internet search skills.

Planning Notes

· 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.

Teaching/Learning Strategies

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.

Assessment & Evaluation of Student Achievement

Formative assessment, paragraph by teacher/peer discussion, and completion check of the diagram.

Accommodations

There are Hollywood movies available depicting space system failure and the threat to human life. This may help present the situation in a more visual format and allow opportunity for discussion. The visual approach may also be more appropriate for ESL students.

Resources

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.

Activity 1.3: From the Big Bang to Earth, Moon and Tides

Time: 140 minutes

Description

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.

Prior Knowledge & Skills

· Ability to sketch and label basic ideas taken from text.

· Some knowledge of the Big Bang Theory (Grade 9 Science).

Planning Notes

· 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.

Teaching/Learning Strategies

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.

Assessment & Evaluation of Student Achievement

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.

Accommodations

· 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.

Resources

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.

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.

Activity 1.4a: Earth’s Ecological Systems

Time: 210 minutes

Description

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.

Prior Knowledge & Skills

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.

Planning Notes

· 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.

Teaching/Learning Strategies

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
Soils, etc.

Day 3

1. Groups use the information from each member to put together a poster display summarizing the interaction between the various systems identified by the members of the group. For example: they could use arrows to show connections between various elements (shown as pictures.)

2. Posters are displayed around the classroom.

3. Each group selects spokesperson to briefly explain its poster and the connections identified. A focus question for the presentation could be: How does the system perpetuate itself?

Alternative: Electronic slide show presentation tools may be used instead of posters if the IT equipment is available. Students may display their presentations on automatic mode allowing groups to view them at their own pace and in any particular order.

Assessment & Evaluation of Student Achievement

· Formative Peer Assessment of Group Process (e.g., rating scale).

· Formative Assessment: Teacher completion check.

· Summative Evaluation: The teacher uses a rubric to evaluate the quality of the ecozone posters.

Accommodations

· Students without Internet access may complete the assignment using print materials.

· The teacher may wish to have the material already gathered for the research portion to help those who have difficulty reading through material.

Resources

http://www.littlevillage.cps.k12.il.us/biomes.htm

Hare, Tony. ed.. Habitats. Toronto: Elan Press, 1994.

Newson, Jo and Isaac Penelope. Biomes of the World. Danbury, Conn: Grolier Educational, 1999.

Ecosystems. Geo-Institute. (Overheads that address the flows within an ecosystem.)

National Geographic Magazine, Canadian Geographic Magazine

Activity 1.4b: Resources and Behaviour Within the System

Time: 70 minutes

Description

How do natural systems influence human life in terms of resources and behaviour? This activity is a direct extension of the previous activity. Students are required to apply their knowledge of the natural systems to include human habitation and activities. Students examine and evaluate how natural systems influence human behaviour and resource use.

Strand(s): Human-Environment Interactions

Overall Expectations

HEV01 - explain how the earth provides both a habitat for life and a resource for society;

HEV02 - evaluate the impacts of natural systems on people and their activities.

Prior Knowledge & Skills

· Students must have a solid understanding of a particular ecozone. (The one they have previously researched.)

Planning Notes

· Students go back to their Activity 1.4 poster and discuss how the ecozone they have looked at would impact human habitation and resources required for that habitation. Discussion would include areas like housing construction techniques and material, food sources, energy production, waste management, and transportation. Teachers should be prepared to expand the discussion into the realm of human behaviours.

· Groupings may be different as per teacher preferences. (e.g., Perhaps all those who worked on climate will gather and compare their information.)

Teacher/Learning Strategies

1. A teacher-led brief discussion of the impacts of natural systems on people and their activities. Focus the discussion on the system in which the students live.

2. Students remain in their ecozone groups. Each group is asked to research, discuss, and record answers to the following question.

· How does the “system” influence human life in terms of resources and behaviour? (Building materials, heating systems, transportation, construction techniques and available resources, recreational activity, etc.)

· Each student uses his or her own ecozone information to add to the discussion. All students participate in a discussion of the assigned questions and take notes.

Assessment & Evaluation of Student Achievement

· Formative Assessment

· Teacher/Peer

Accommodations

· Students use written, visual, or oral material to accomplish this activity.

Resources

Keller, Edward. Environmental Geology, 7th ed. Upper Saddle River, NJ: Prentice Hall, 1996.

Cultures of the World series. New York: Marchall Cavendish, 1997.

Activity 1.4c: Is There a Disaster in the System?: Global Warming

Time: 140 minutes

Description

Students use the ecozone systems studied to analyse the possible impact of global warming. The possible consequences of such an environmental change help to emphasize the degree to which systems are connected. This activity is intended to bring together all the past learnings from this unit. It enhances knowledge gained in previous geography and science courses. This analysis, because of the brief nature of the activity, will be of a general nature but promotes discussion about the interconnections found between systems and continues to address the question, How do natural systems influence human behaviour?

Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Understanding and Managing Change

Overall Expectations

SSV.03 - explain the sources and nature of energy flows through the lithosphere, atmosphere, hydrosphere and biosphere;

UCV.02 - analyse changes in natural systems caused by natural phenomena;

HEV.02 - evaluate the impact of natural systems on people and their activities.

Specific Expectations

HE2.02 - analyse the effects of environmental hazards on human activities;

UC2.02 - explain the potential effects of long-term climate change (e.g., global warming) on different parts of the world.

Prior Knowledge & Skills

Knowledge gained from the previous activities should be applied to this activity.

Planning Notes

The teacher must find a general source of information for global warming e.g., newspaper or magazine article, television programme, Internet website (see Resources).

Teacher/Learning Strategies

1. Students are introduced to the concept of the greenhouse effect and global warming, e.g., see CBC News In Review segment (May 1995) or see the listed resources.

Each student makes a list of the suggested causes and potential affects of global warming as outlined in the suggested EPA Website. (Other sources may be used to replace or supplement those suggested.) This website covers many different aspects of the topic allowing for teacher selection and judgement.

· http://www.epa.gov/globalwarming/index.html (Comprehensive website on the entire issue of global warming.)

· http://www.epa.gov/globalwarming/faq/index.html (Frequently asked questions about global warming.)

2. Students read an article from the EPA website outlining a scenario for North America due to global warming. – http://www.epa.gov/globalwarming/publications/reference/ipcc/chp8/america6.html (Summary of the possible impact of rapid global warming.) Students may use video resources, written newspaper accounts or webpages as key information sources.

3. Students will apply the information they have gathered about global warming effects to the ecozone they have studied in detail and write a one-to two-page brief outlining the projected impact on their ecozone as a system. The next step is to predict whether the event would be considered a disaster or not for their system. This assignment is highly speculative but will call for students to think about the system and the connections present in their region. It will test their understanding of the concepts taught previously.

Assessment & Evaluation of Student Achievement

· Formative assessment of the materials collected for research.

· Summative assessment of briefs resulting from research.

Accommodations

· Students may complete an oral report, if appropriate.

Resources

– http://www.epa.gov/globalwarming/

– http://www.giss.nasa.gov/about/spotlight/

– http://www.ncdc.noaa.gov/ol/climate/severeweather/extremes.html

– http://www.ncdc.noaa.gov/ol/reports/weather-events.html#NATURAL

Video

CBC News in Review – Global Warming (May 1995)

Earth’s Air. NASA 30 min (Discussion of the Earth’s atmosphere and how it has changed)

Global Warming: Turning Up the Heat. The Nature of Things with David Suzuki. CBC, 1996. 46 min

Global Warming – The Learning Channel

Activity 1.5: My Footprint

Time: 140 minutes

Description

To focus on the question, “How have humans had an impact on natural systems?” students determine their impact on natural systems by completing an inventory indicating their ecological footprint. Students list what they used that morning (energy, food, clothing, water) and determine the sources establishing the links to other countries. They determine what natural systems provided the materials and which systems were affected by the production and consumption of the products.

Strand(s): Human-Environment Interactions; Understanding and Managing Change

Overall Expectations

UCV.03 - explain how human uses of the earth, including uses involving technology, cause change in the natural systems;

HEV.03 - evaluate the impact of human life on natural systems.

Prior Knowledge & Skills

· Review definition of ecological footprint
www.ire.ubc.ca/ecoresearch/econpt.html

· Ecological Benchmark:
www.ecouncil.ac.cr/rio/focus/report/english/footprint/benchmark.html

· Creation of mind maps

Planning Notes

The Ecological Footprint survey (see Strategies) will need to be given out at least two days prior to the beginning of this lesson. It will require some thought and research at home (e.g., finding their living space in square meters). The US version maybe easier to apply due to conversions. This should be a review of material covered in Grade 9 Geography. The teacher may decide to use a different footprint survey.

Teaching/Learning Strategies

1. Each student completes a Ecological Footprint survey (either the Canadian or US version such as the ones found at):

– www.mec.ca/cgi-bin/ecofoot.cg/ (Canadian)

– www.lead.org/leadnet/footprint/default.htm (US)

2. Students make links to spheres of the Earth (natural systems). A review of the spheres may be necessary. They complete the model chart below using their personal inventory of things used in the morning. The country will be the one identified on labels or the students may need to guess where it most likely originates. The sphere should be that from which the raw material originates. The final category will be the other spheres affected by the production or consumption of the product.

Category	Item	Country	Natural raw material	What sphere does it come from?	What other spheres are affected by the production or consumption of the product?
Clothing	jeans	US	cotton	biosphere	Hydrosphere litho sphere (waste)
Housing
Transportation
Food

Jeans are used as an example. Each student will need to select and analyse a minimum of one item in each category. After all the students complete their individual chart the results can be recorded. A mind map with a footprint in the centre with the lithosphere, hydrosphere, atmosphere, and biosphere drawn connected to the footprint can be where the class results are recorded. Each time a sphere is used for the raw material or is affected in the production or consumption phase it is indicated with a ‘*’ in the appropriate sphere. The class can then identify the sphere or spheres with the most frequent impact, suggesting what issues local, regional, and/or global are the result of this impact (e.g., hydrosphere – ground water contamination, depletion of aquifers). Each student will take a “sphere” and prioritize the issues (identified by the class), most important to least important. The student also includes an explanation to support their prioritization/choices. This explanation can be done in a written or oral format.

Assessment & Evaluation of Student Achievement

· Formative Assessment – completion of the Ecological Footprint survey and the chart.

· Summative Evaluation – rubric for evaluating the prioritization of the issues for one sphere. Appendix 1 may be adapted for this purpose.

Accommodations

· Pictorial representation or a verbal explanation accommodates those students challenged by written expression.

Activity 1.6: What Impact have Students had on Natural Systems?

Time: 210 minutes

Description

After looking at their own Ecological Footprint students will take a specific issue and complete a case study of the local, regional, and global effects of human behaviour. This continues to address the question, How have humans had an impact on natural systems?

Strand(s): Human-Environment Interactions; Global Connections; Understanding and Managing Change; Methods of Geographic Inquiry

Overall Expectations

UCV.03 - explain how human uses of the Earth, including uses involving technology, cause change the natural systems;

HEV.03 - evaluate the impact of human life on natural systems.

Specific Expectations

GC2.03 - analyse the effects that human activities in a region or country have on the natural environment in another location;

GC3.03 - identify geopolitical issues that face nations that share various physical regions of the world;

HE2.04 - explain the impact of acid rain on a selected region;

HE3.02 - evaluate the impact of deforestation and the burning of fossil fuels on the carbon cycle;

GI2.04 - use remote sensing imagery, maps, global positioning systems, and geographic information systems to measure conditions on the ground;

UC2.02 - explain the potential effects of long-term climate change on different parts of the world;

UC2.03 - explain how population growth and changes in human activities over the past one hundred years have increased the ecological footprint of our species;

UC3.03 - analyse the long-term effects of human use of a distinctive ecological zone.

Prior Knowledge & Skills

· Carbon cycle; definition of geopolitical

Planning Notes

· Research time/resources need to be booked

Teaching /Learning Strategies

1. Groups of four select a specific issue and using the template provided (see Appendix 2 – Case Study - Group Analysis) research and organize an analysis of the issue. Suggested issues are given at the beginning of the unit with resources listed below. The group presents the information; everyone participates in the oral presentation.

2. Each student completes the worksheet Appendix 2 – Case Study - Individual.

Assessment & Evaluation of Student Achievement

1. Formative assessment – completion of the Case Study-Group Analysis worksheet and the group presentation. Peer assessment and teacher check (Appendix 2).

2. Summative evaluation – the worksheet Case Study – Individual worksheet and group presentation rubric (see Appendix 3). This is part of the 20% assignment evaluation under the formative portion.

Accommodations

· The case study could be completed in an oral format.

· Enrichment possibility: Design a local or regional plan to address the selected problem.

Resources

General

www.ecouncil.ac.cr/rio/focus/report/english/footprint/

Deforestation (Brazil)

Factors behind the destruction of the rainforest – http ://homepages.go.com/~dvittal/amazon

Rainforest Action Network – www.ran.org/ran/info_centre/factsheets/04b.htm/

Highway in the rainforest – www.nativus.com/alert_sos_i.htm

Acid Rain (Europe)

Acid Rain 2000 – www.brixworth.demon.co.uk.acidrain2000/acidlinks.htm

How much trouble is acid rain? –www.soton.ac.uk/~engenvir/environment/air/acid.how.big.problem.html

Acid Rain in Europe – www.robin.no/~jus/acid/facts.htm

Carbon dioxide build-up (China)

China E-News – www.pnl.gov/china/stats.htm

China and Greenhouse gases – www.weathervane.rff.org/features/feature047.html

China on Fire – www.findarticles.com/cf_0/m1511/10_20/5592695/pl/article.jhtml

Mega Dams

South Asian Projects Spark Water Quarrels – www.pansia.orgsg/nepalnet/water/south_asian_mega.htm

Solutions to mega-dam disputes – www.publicaffairs.ubc.ca/mr/mr98/mr-98-36.html

Ozone Depletion

www.geocities.com/RainForest/Vines/4030

www.ciesin.org/TG/OZ/oz-home.html

Species Extinction

www.portalmarket.com/earthportals/extinct.html

www.worldwildlife.ca

Activity 1.7a: Lab 1: Systemic Issues: A Global Perspective

Time: 70 minutes

Description

This lab, done independently, will allow students to apply knowledge gained in Unit 1. They will have the opportunity to choose appropriate issues from media sources to show their particular interest in, and understanding of, human impact on natural systems. The second part of the lab allows the student to apply the implications of their footprint to one of the issues they have chosen previously.

Strand(s): Human-Environment Interactions, Global Connections, Understanding and Managing Change, Methods of Geographic Inquiry

Overall Expectations

GIV.01 - use geographic skills, methods, and technologies to gather, analyse, and synthesize ideas and information;

HEV.03 - evaluate the impact of human life on natural systems;

UCV.03 - explain how human uses of the earth, including uses involving technology cause changes in natural systems.

Specific Expectations

GI2.06 - use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively;

HE1.03 - demonstrate an understanding of the effects of human activities on various aspects of the environment;

GC3.03 - identify geopolitical issues that face nations that share various physical regions of the world.

Prior Knowledge & Skills

This is meant as a culminating task for the unit. (Part A deals with global human impact.)

As a lab to be done independently, students need to be able to have some sense of time management.

Planning Notes

· Teachers need to go over the intent of a lab. (Student responsibility for their learning.)

· The time allotment is for explanation of the lab only.

· Media resources should be available at the school.

Teaching/Learning Strategies

1. Students are to collect four news articles dealing with an issue having an impact on an earth system.

There should be an article dealing with an issue for each sphere of the earth and the articles should cover four different countries. (Citing sources should be reviewed.)

2. Each article collected should be summarized using the basic five Ws in one paragraph. The issue of how the system is being affected should be in another paragraph. (Issues may very likely overlap in several spheres. The student has the option of deciding the sphere in which to count the article.)

Assessment & Evaluation of Student Achievement

· Summative Evaluation of the lab exercises by teacher. Checklist for 1, and Rubric for 2.

Accommodations

· News broadcasts (radio and/or TV) could be used.

Resources

National Newspapers

Activity 1.7b: Decreasing the World’s Ecological Footprint

Time: 60 minutes

Description

Students suggest ways to reduce/decrease the world ecological footprint starting with themselves (the individual) moving to a global approach.

Strand(s): Human-Environment Interactions; Global Connections

Overall Expectations

HEV.03 - evaluate the impact of human life on natural systems;

HEV.04 - demonstrate an understanding of the importance of stewardship and sustainability as guiding principles for human use of the physical environment.

Specific Expectations

GC3.03 - identify geopolitical issues that face nations that share various physical regions of the world (e.g., circumpolar regions, the Sahel, the Nile Valley).

Prior Knowledge & Skills

· The understanding of the terms stewardship and sustainability.

Planning Notes

· The class time allotted is for the explanation of the assignment. Students can complete the assignment for homework.

Teaching/Learning Strategies

1. Students use their own ecological footprint (from Activity 1.5) and, in the two highest areas, (e.g., transportation, food) determine how they can reduce their ecological footprint. Students give at least three solutions and explain what the benefits would be locally, regionally, and globally.

2. Based on the case studies, knowledge of their own ecological footprint, the newspaper analysis, and other nations’ ecological footprints, students answer the following:

“What do you think is the most pressing aspect of human behaviour that needs to be addressed in order to reduce the world’s ecological footprint and why?” (e.g., values [need vs. want]; consumption; population increase)

Assessment & Evaluation of Student Achievement

· Summative Evaluation of the assigned questions using a rubric (see Appendix 4).

Accommodations

· Oral presentations could be the format of this portion of the lab.

Resources

The following website links to topics:

– www.ecouncil.ac.cr/rio/focus/report/english/footprint/

this website links to:

Understanding the Ecological Footprint; Encouraging Change; Rethinking Economies; Making Businesses Promoters of Sustainability

– www.millennialtrust.com/default.asp?CATID=4
Millennialtrust-The Portal for Humanitarianism and Environmentalism

– www.iisd.ca/linkages/comsume/mwfoot.html
How Big is our Ecological Footprint

– www.ire.ubc.ca/ecoresearch/ftprbook.html
book review of: Our Ecological Footprint, Reducing Human Impact on the Earth by Mathias Wackernagel and William Rees. 1996. ISBN: 1-55092 251-3

Appendix 1

Activity 1.5: My Footprint Evaluation Rubric

Category/ Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Thinking/ Inquiry Application Evaluates the impact of human life on natural systems	- limited ability to prioritize and make logical connections between human activity and the impact on natural systems	- some ability to prioritize and make logical connections between human activity and the impact on natural systems	- considerable ability to prioritize and make logical connections between human activity and the impact on natural systems	- prioritizes and makes logical connections between human activity and the impact on natural systems with a high degree of effectiveness
Communication of relevant information	- communicates with limited clarity	- communicates with some clarity	- communicates with considerable clarity	- communicates with a high degree of clarity
Knowledge Explains how human uses of the Earth cause change in the natural systems	- limited detail in the explanation of human uses of the Earth and the resulting changes in the natural systems	- some detail in the explanation of human uses of the Earth and the resulting changes in the natural system	- considerable detail included in the explanation of human uses of the Earth and the resulting changes in the natural system	- thoroughly explains how human uses of the Earth cause changes in the natural system

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 2

Activity 1.6: Case Study – Group Analysis

Issue Synopsis

Outline issues. Identify the country/geographical area you are studying. State the problem in general terms.

Causes

· Consider historical development
(last 100 years)

· Local

· Regional

· Global

· Effects/Consequences

· Consider the historical effects

· Local

· Regional

· Global

· Synopsis of the effects within the spheres of the Earth

What is being done to combat the problem(s) – locally, regionally, and globally? Has there been follow-up to check/measure the effectiveness of the proposed measures? What do you think should be done – locally, regionally, globally?

Case Study – Individual

Explain how you have contributed to this problem? (Consider your ecological footprint). What are you doing/can you do to reduce/decrease the problem?

Appendix 3

Activity 1.6: What Impact have Humans had on Natural Systems?

Case Study – Group Analysis

Oral Presentation Evaluation Rubric

Category/ Criteria	Level 1 (50 - 59%)	Level 2 (60 - 69%)	Level 3 (70 - 79%)	Level 4 (80 - 100%)
Knowledge/ Understanding of characteristics which describe the specific topic	- demonstrates limited knowledge/ understanding of characteristics	- demonstrates some knowledge/ understanding of characteristics	- demonstrates considerable knowledge/ understanding of characteristics	- demonstrates thorough knowledge/ understanding of characteristics
Thinking/Inquiry Ability to organize, manipulate, and interpret geographic data	- not effective in organizing, manipulating, and interpreting geographic data	- some effectiveness in organizing, manipulating, and interpreting geographic data	- considerable effectiveness in organizing, manipulating, and interpreting geographic data	- high degree of effectiveness in organizing, manipulating, and interpreting geographic data
Communication of relevant information	- communicates with limited clarity	- communicates with some clarity	- communicates with considerable clarity	- communicates with a high degree of clarity
Thinking/Inquiry Links between natural systems and human systems	- links are rarely developed	- links are sometimes developed	- links are usually developed	- links are always developed
Application of research data to meaningful interpretations	- limited ability to make connections from research data to create meaningful interpretations	- some ability to make connections from research data to create meaningful interpretations	- considerable ability to make connections from research data to create meaningful interpretations	- uses connections from research data to create meaningful interpretations with a high degree of effectiveness

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 4

Activity 1.7b: Decreasing the World’s Ecological Footprint Evaluation Rubric

Category/ Criteria	Level 1 (50 – 59%)	Level 2 (60 – 69%)	Level 3 (70 – 79%)	Level 4 (80 – 100%)
Application Evaluates the impact of human life on natural systems	- limited ability to make connections between human activity and the impact on natural systems	- some ability to make connections between human activity and the impact on natural systems	- considerable ability to make connections between human activity and the impact on natural systems	- makes connections between human activity and the impact on natural systems with a high degree of effectiveness
Thinking/Inquiry Identification of geopolitical issues	- links to geopolitical issues are rarely developed	- links to geopolitical issues are sometimes developed	- links to geopolitical issues are usually developed	- links to geopolitical issues are always developed
Communication of relevant information	- communicates with limited clarity	- communicates with some clarity	- communicates with considerable clarity	- communicates with a high degree of clarity
Knowledge Demonstrates an understanding of stewardship and sustainability in relation to human use of the physical environment	- demonstrates limited understanding of stewardship and sustainability as related to the ecological footprint	- demonstrates some understanding of stewardship and sustainability as related to the ecological footprint	- demonstrates considerable understanding of stewardship and sustainability as related to the ecological footprint	- demonstrates a through understanding of stewardship and sustainability as related to the ecological footprint

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Appendix 5

Independent Study

Expectations

(HE1.03) - demonstrate an understanding of the effects of human activities
(e.g., urban expansion, resource exploitation) on various aspects of the environment;

(HE1.04) - describe the importance of sustainable practices in resource-based industries
(e.g., forestry, mining, fisheries).

(HE3.05) - analyse the impacts of selected human activities on their local environment
(e.g., farming and soil erosion, vehicle use and air pollution);

(GI3.02) - produce reports summarizing field experiments conducted to obtain quantitative and qualitative data about a local area (e.g., stream discharge rates);

(GI3.04) - produce an independent study that applies data collected through field experiments to a local issue (e.g., waste management, soil loss, forestry, recreation);

(UC3.04) - analyse changes in land use in their local area over the past twenty years and the effects of these changes on the population and the environment;

(GCV.03) - analyse local, regional, and global issues related to physical geography.

Task – To examine a local physical geographic issue through the use of fieldwork.

Note: What is not local to some areas of the province, may be considered local to others.

Local issues may include:

· location or impact of an industry: e.g., power plant, airport, ATV and snowmobile trails (recreational activities);

· waterfront development, including cottages;

· shoreline erosion;

· ground water (drinking water);

· specific air pollutant;

· waste disposal;

· water diversion;

· development related to the physical landscape e.g., escarpment, moraine, permafrost;

· environmentally sensitive areas;

· green space;

· impact of a road/highway through a municipality.

As long as the issue can be related back to physical geography it would be acceptable. For example, species extinction would be appropriate if it were connected back to loss of habitat.

Product

· Map(s) for example: physical features, land use, (may be done as overlays).

· A report including the issue, inventory, recommendations for sustainability (written and/or oral).

At the end of Unit 1

1. Pick topic and identify what the issue is.

2. Do a land use inventory of the area under investigation (field, maps).

3. Develop an action plan of what it is they need to know and what it is they need to do.

Resources for the Independent Unit – Local Studies

– http://www.escarpment.org/ Niagara Escarpment including the Commission given stewardship over the resource.

– http://www2.eevl.ac.uk:4321/show/lesa.965999189 Canada Centre for Inland Waters; website includes links for research.

– http://www.execulink.com/~terracon/terracon_Links.html Environmental links (Federal, Provincial and University) to a wide variety of environmental topics.

– http://www.great-lakes.net/links/lakes/ website for information on all five of the Great Lakes and their ecosystems with educational links.

http://www.cciw.ca/Welcome.html Another Canadian Centre for Inland Waters URL.

Course Overview | Unit 2 | Course Profiles Main Menu