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 |
|
|
|
|
|
|
|
|
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.
·
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.
·
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.
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
Time: 70 minutes
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.
·
Students
must have a solid understanding of a particular ecozone. (The one they have
previously researched.)
·
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.)
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.
·
Formative
Assessment
·
Teacher/Peer
·
Students
use written, visual, or oral material to accomplish this activity.
Keller,
Edward. Environmental Geology, 7th ed. Upper Saddle River, NJ: Prentice
Hall, 1996.
Cultures
of the World
series. New York: Marchall Cavendish, 1997.
Time: 140 minutes
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.
Knowledge
gained from the previous activities should be applied to this activity.
The
teacher must find a general source of information for global warming e.g.,
newspaper or magazine article, television programme, Internet website (see
Resources).
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
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.
·
Formative
assessment of the materials collected for research.
·
Summative
assessment of briefs resulting from research.
·
Students
may complete an oral report, if appropriate.
– 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
Time: 140 minutes
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.
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.
·
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
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
1. Each student completes a Ecological Footprint
survey (either the Canadian or
– 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.
·
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.
·
Pictorial
representation or a verbal explanation accommodates those students challenged
by written expression.
Time: 210 minutes
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?
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.
·
Carbon
cycle; definition of geopolitical
·
Research
time/resources need to be booked
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.
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.
·
The
case study could be completed in an oral format.
·
Enrichment
possibility: Design a local or regional plan to address the selected problem.
General
www.ecouncil.ac.cr/rio/focus/report/english/footprint/
Deforestation
(
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 (
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
Carbon
dioxide build-up (
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
Time: 70 minutes
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.
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.
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.
·
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.
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.)
·
Summative
Evaluation of the lab exercises by teacher. Checklist for 1, and Rubric for 2.
·
News
broadcasts (radio and/or TV) could be used.
National
Newspapers
Time: 60 minutes
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).
·
The
understanding of the terms stewardship and sustainability.
·
The
class time allotted is for the explanation of the assignment. Students can
complete the assignment for homework.
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)
·
Summative
Evaluation of the assigned questions using a rubric (see Appendix 4).
·
Oral
presentations could be the format of this portion of the lab.
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
|
Category/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Thinking/ 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.
Issue
Synopsis
Outline
issues. Identify the country/geographical area you are studying. State the
problem in general terms.
|
Causes ·
Consider historical development ·
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?
Case
Study – Group Analysis
Oral
Presentation Evaluation Rubric
|
Category/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
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.
|
Category/ |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
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.
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.
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