Course Profile

Geography of Canada, Grade 9 academic, Catholic

Unit # 2: Canada’s Natural Diversity

Activity 1½Activity 2½Activity 3½Activity 4½Activity 5½Activity 6½Activity 7½Activity 8

Time: 1500 minutes

Unit Developers: London District Catholic Board

Development Date: April, 1999

Unit Description

The focus of this unit is on the Ecozones of Canada. The content covers the Physical, Climate, Vegetation and Soil Regions of Canada. The major task of the unit which is outlined in activity #6, asks the students to discover the number and extent of the ecozones of Canada and to consider the results of human and natural impacts on these ecozones. The goal of the final activity of the unit is to heighten awareness of the responsibility involved in good stewardship from the perspective of Catholic Church teachings. The subsequent units on Canada’s Resource Stewardship and Canada’s Economic Diversity will continue to explore this theme. Essential to our faith is the call “to realize our responsiblity within creation and our duty towards nature and the Creator” (Joannes Paulus, 1989).

Strand(s) and Expectations

Ontario Catholic School Graduate Expectation: OCSG2c, OCSG2e, OCSG3f, OCSG4a, OCSG4f, OCSG5a, OCSG5e, OCSG5g, OCSG7f, OCSG7i, OCSG7j

Strand(s): Geographic Foundations: Space and System/Methods of Geographic Inquiry

Overall Expectations: SSVO1B, SSVO2B, SSVO3B, SSVO4B, SSVO5B, MIVO1B, MIVO2B, MIVO3D

Specific Expectations: HEI01B, HEI02B, HEI03B, HEI05D, HESE10, SSI01B, SSI02B, SSI03B, SSI05D, SS301D, SS304D, SS305D, GCI05D, GC303D, UMI02B, UM201B, UM202B, UM203B, MI102B, MI201D, MI202B, MI203D, MI204B, MI208B, MI209D, MI210D, MI211D, MI212B, MI213B, MI214B, MI301B, MI302D, MI303D, MI304D, MI305B

Activity Titles (Time + Sequence)

Activity 1	Defining Regions and Natural Systems	75 min
Activity 2	Land forms	150 min
Activity 3	Climate	750 min
Activity 4	Vegetation/Soils	150 min
Activity 5	Ecozones	150 min
Activity 6	Researching Canada’s Ecozones	300 min
Activity 7	Natural and Human Impact on Ecozones	300 min
Activity 8	Stewardship	225 min

Prior Knowledge Required

• Gr. 7-8 program expectations:

(a) How to read and build climate graphs

(b) How to interpret thematic maps

(c) How to apply inquiry skills to research

• Mapping Skills developed in Unit 1 of this course profile.

Teaching/Learning Strategies

1. Build a comparison organizer for regions, using sets of photographs or slides.

2. Build a map of physical regions.

3. Diagram factors affecting climate; types of precipitation.

4. Develop climate graphs of selected locations.

5. Develop a climatic profile of Northern Canada.

6. Develop a case study about Nunavut.

7. Develop a map of vegetation and soil regions.

8. Research a selected ecozone and present it.

9. Build an organizer of ecozones for use during presentations.

10. Simulate human and natural impacts on ecozones.

Unit Planning Notes

• Teacher prepares a collection of photos or slides of the various physical regions of Canada for the introduction to the activity on landforms. Information about Nunavut is needed for activity #3.

• At the outset of the unit, the teacher explains the tasks involved in the final activity.

• Access to computer software (GIS) is critical to optimum development in this unit.

Assessment/Evaluation

Diagnostic/Formative

Formal teacher observation/roving conference/teacher log/checklist of vocabulary/map assessment rubric from Unit 1/anecdotal notes/assessment rubric for ecozone data/peer assessment using student-developed checklist.

Summative

Formal teacher observation/assessment rubric of Nunavut presentations/teacher created paper and pencil test/rubric for presentation of ecozone research.

Resources

Print:

• Classroom text and atlas

• Photographs or slides of Canada

• Articles in Canadian Geographic magazines

• Articles in The Monograph (OAGEE magazine)

Audio-Visual:

• PALAU: Fragile EcosystemsComputer:

• Computer access

• Internet access

• Geographic Information Systems (GIS)

Activity #1: Defining Regions and Natural Systems

Time: 75 minutes

Description

During this activity the students will develop the concept of a region and of a system, starting with what they know and then extending the further understanding of the concept to broader terms. The major emphasis is on the vocabulary and terms used to describe the regions and systems in order to understand and build the ecological footprint required in the culminating activities.

• “A system is a structured set of components or variables that exhibit relationships with one another and operate together as a complex whole, according to some observed pattern.”

• “A region is a part of the earth that has similar characteristics.”

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG2c, OCSG3f

Strands: Geographic Foundations: Space and Systems/Global Connections/Methods of Geographic Inquiry

Overall Expectations: SSVO1B, SSVO5B, MIVO1B, MIVO2B

Specific Expectations: SSI01B, SSI02B, GCI05D, MI201D, MI209D

Prior Knowledge Required

• The concept of a region and or system as defined in Grade 7 Unit: “Themes of Geographic Inquiry”.

• Mapping skills developed in Unit 1.

Teaching/Learning Strategies

1. (a) By means of a whole group discussion, the teacher helps students develop the idea of regions by defining boundaries and declaring exemptions to these boundaries.

(b) With the large group, the teacher discusses the terms associated with regions (e.g., multi- factor, single-factor, nodal, and formal).

(c) With the whole group, the teacher uses leading questions to define the boundaries of areas close to the students (e.g., Where do you live?).

2. In small groups, the students brainstorm to define regions and produce a set of criteria to identify a region. Individually, students create a list of terms identified.

3. Individually, students produce maps to establish boundaries of several familiar regions (e.g., desk, room, school, home, backyard, community).

4. Teacher develops the idea of systems and their place in our natural world by creating a flow diagram of a simple system (e.g., the Hydrologic Cycle, Changes of State).

Assessment/Evaluation

• Using a checklist, the teacher informally assesses the vocabulary list to see if students have a working knowledge of the terms.

• Assess student maps to determine their understanding of boundaries, using a map rubric from unit one or a checklist.

Resources

1. Textbook for the course

2. Diagram of the Hydrologic Cycle from a text or atlas

3. Suggested video for reference or classroom use: PALAU: Fragile Ecosystems

Accommodation

• As an enrichment activity, students produce a food web for a prescribed region.

• Provide teacher or peer assistance with generating required maps.

• Provide a summary of terms in more simplified language.

• Provide a diagram and require students to simply affix necessary labeling.

Appendices

Appendix 1.4: Map Rubric

Activity #2: Landform Regions of Canada

Time: 150 minutes

Description:

During this activity, the students will observe several photographs of Canada in order to study the physical traits that distinguish one region from another and then study the regions in detail by completing a map of the regions. The students require knowledge of the various landform regions of Canada in order to depict the various ecozones required in Activity 6.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG3f, OCSG5a, OCSG5e

Strands: Geographic Foundations: Space and Systems/Methods of Geographic Inquiry/Human Environment Interactions

Overall Expectations: SSVO1B, SSVO5B

Specific Expectations: HEI03B, SSIO2B, MI102B, MI201D, MI202B, MI204B, MI211D, MI213B

Planning Notes

• Teacher or commercially prepared photos or slides are needed for this activity.

Prior Knowledge Required

• Familiarity with physical regions from Grade 7 Unit: “Patterns in Physical Geography.”

• Use of a comparison organizer.

• Knowledge of terms from Activity #1.

Teaching/Learning Strategies

1. The teacher arranges for the students to have available a set of photos on landform regions. Students study the photos and complete a comparison organizer by observing some major components of that region.

2. The class discusses the organizer to highlight the differences and similarities within the sample set of photos.

3. Students build a map of Canada’s physical regions using an atlas, text or complete software as a resource.

Assessment/Evaluation

• Informal teacher observation of students’ ability to gather information from the photos using anecdotal notes.

• Formal evaluation of the organizer for completeness and accuracy.

• Teacher assessment of the completed map with a rubric agreed upon with the students prior to completion of the map.

Resources

1. Slide set of photos or a suitable text or atlas with a set of photos of each of Canada’s Physical Regions

2. Outline map of Canada

3. Appendix #2.1: A Sample Organizer

4. Electronic atlas (eg., pcglobe)

Accommodations

• Challenge some students to produce or find postcards showing these regions as a follow-up task.

• A simplified organizer could be developed for some students.

• Some students may need the boundaries of the regions clearly marked on their outline map of Canada.

• Arrange for peer helpers to ensure success by all students.

Appendices

Appendix 2.1 Comparison Organizer

Activity #3: Climate Regions of Canada

Time: 750 minutes

Description

During this activity, the students will study the factors affecting climate, the types of precipitation and then create a map of Canada’s Climate Regions. Research into the northern character of Canada’s climate as a whole culminates with presentations about the influence of climate on the people living in Nunavut.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG3f, OCSG5a, OSG5e

Strands: Geographic Foundations: Space and Systems/Methods of Geographic Inquiry/Human-Environment Interactions

Overall Expectations: SSVO4B, SSVO5B

Specific Expectations: HEI02B, HEI03B, SSI02B, MI102B, MI201D, HEI05D, MI213B, MI203D, MI210D, MI301B, MI305B

Planning Notes

• Teacher accesses a story on weather lore or generates a list of some of the commonly held beliefs about the weather (e.g., “Red sky at night...., Groundhog Day).

• Teacher arranges for access to information about the territory of Nunavut, preferably Internet access or other sources of electronic information. Ensure that Inuit people are portrayed accurately to avoid stereotypes. Information from recent newspaper and magazine articles can also be used.

Prior Knowledge Required

• Terms and concepts from previous activities #1 and #2

• Use of a computer to access information

• Student familiarity with factors that influence climate from Grade 7 Unit: “Patterns in Physical Geography”

Teaching/Learning Strategies

1. The teacher brainstorms with the students to differentiate between climate and weather and formulate collective definitions to be recorded in vocabulary list from Activity #1, #2. Students read articles on weather lore and follow up with a class discussion about the validity of some of the statements about weather that people commonly believe.

2. Students study the factors affecting climate and prepare appropriate diagrams for their notes, illustrating each of the 6 factors influencing climate.

3. Students study the types of precipitation affecting Canada and prepare explanatory diagrams.

4. The teacher develops an exercise in which students build a series of climate graphs for a variety of locations in Canada to study the impact of the factors affecting various climate regions. Students build the climate graphs for a variety of regions, map the location of the communities, and then complete an organizer to compare the climate regions.

5. Students form small groups and collect information to explain the northern character of Canada’s climate.

6. Students form small groups to research the Canadian territory of Nunavut as a case study of the ways in which the ecological knowledge of the Aboriginal peoples influences how they interact with their environment today.

7. The teacher assigns each group the task of preparing a presentation on some aspect of life in Nunavut (e.g., lifestyle, food, clothing, homes, schools, transportation, music, literature). Students present to the class, using a format resulting from a group-teacher conference (e.g. media, powerpoint, photo display, music montage).

Assessment/Evaluation

• Teacher assesses the accuracy of the completed diagrams for the climate factors and types of precipitation using a checklist.

• Teacher informally observes group activity and makes notes in teacher log about students’ ability to work in groups situation and ensures that expectations are met regarding equitable sharing of tasks.

• Maps, graphs, and organizer are submitted to the teacher for formal assessment using a checklist.

• Teacher and students collaborate to create a rubric to be used by both teacher and peers to assess the presentations on the aspect of life in Nunavut selected during the teacher-group conference. Appendix 1.2 can be used as a guide in designing this collaborative oral presentation rubric.

Resources

1. The Canadian Geographic magazine, Fall 1990, has an article on weather lore.

2. Refer to a textbook or atlas for the factors and types of precipitation.

3. The Monograph has an excellent activity on climate graphs. (Volume 48, Issue No. 4, 1997)

4. Nunavut information is available on the Internet at:

• http://www.cangeo.ca/JF99b/nunmap.html

• www.nunatsiaq.com

• www.nnsl.com

5. The January/February 1999 issue of Canadian Geographic has a special report on Nunavut as well as a previous issue in March/April 1993.

Accommodations

• Pair students to assist with the scribing of key definitions.

• Students with little or no computer skills can be paired with students who have the skills.

• Students with advanced computer skills should be encouraged to connect with students in Canada’s far northern communities.

• Orally read the article aloud with some students for reinforcement.

• Reduce the number of graphs and diagrams required.

• Allow for substituting a written report or audio-tape for the presentation.

• Some students may need to be provided with partially completed maps and notes.

Appendices

Activity #4: Vegetation/Soil Regions of Canada

Time: 150 minutes

Description

During this activity, the students will complete maps of the vegetation and soil regions of Canada in order to compare the links between climate, vegetation, soils and landforms studied in previous activities.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG4f, OCSG5e, OCSG2c, OCSG5a

Strands: Geographic Foundations: Space and Systems/ Methods of Geographic Inquiry/Human-Environment Interactions/Understanding and Managing Change

Overall Expectations: SSVO4B, SSVO5B

Specific Expectations: SSI01B, SSI04B, SSI05D, HEI03B, SSI02B, UM202B, MI213B

Planning Notes

• This activity is suitable for use with GIS software that contains the maps of climate, vegetation and soil, and population of Canada.

• Outline maps of Canada need to be prepared ahead of time for this activity.

• Have the necessary comparison organizer prepared.

• A resource of Canada’s population distribution or ecumene is needed (e.g. text, atlas or electronic atlas).

Prior Knowledge Required

• The map of Climate regions of Canada generated from Activity # 3

• Recall of terms and concepts from the previous Activities #1, #2, #3

Teaching/Learning Strategies

1. Individually, the students build maps of vegetation regions and soil regions using a text, GIS, or atlas as a resource.

2. The teacher generates an appropriate organizer for the comparison to be made on the 3 types of regions. This organizer should identify a range of conditions suitable for habitation.

3. Students individually compare the created maps to the climate regions done previously in Activity #3 and arrange the climate, vegetation and soil maps in such a way as to be able to compare the boundaries of the regions and to note any similarities, differences and patterns in the comparison organizer.

Using their completed organizer, the students form small groups to create a large display map of Canada, indicating areas of Canada that could be most suitable for human habitation.

Teacher displays each group’s map in such a way that all students can view all of the maps for the purpose of comparing the results.

4. Each student writes a statement to summarize the spatial distribution as seen on the maps. This statement should note areas of agreement and areas of disparity.

Assessment/Evaluation

• Maps and organizer to be submitted for formal teacher assessment, using map assessment rubric from Unit #1

• Teacher observes group activity informally, using a checklist for effective communication, presentation of ideas, and effective group work

• Peer evaluation of group maps using the map rubric

• Teacher prepared test of climate, vegetation and soils

Resources

1. Atlas or textbook with appropriate information about vegetation and soils

2. Large photocopy of an outline map of Canada for the group activity

3. Population distribution map of Canada in an atlas

Accommodations

• Students with ability challenges should be paired with other students with well developed skills in mapping and diagraming.

• Orally rephrase test questions for some students and provide the necessary maps where the student merely has to affix the appropriate labeling.

Appendix 1.4: Map Rubric

Activity #5: Defining Ecozones

Time: 150 minutes

Description

Through careful examination of various physical variables, students will develop a set of criteria for identifying ecozones. Ecozones are an ecological land classification system developed for use by Environment Canada and Statistics Canada. By synthesizing the information acquired when studying land form, climate, soil, and vegetation regions in earlier activities, students will be able to demonstrate an understanding of the characteristics that form ecozones. Other terms and concepts associated with regions such as bioregion, transition zone, and ecumene will be further developed.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG5a, OCSG5e

Strands: Geographic Foundations: Space Systems, Methods of Geographic Inquiry

Overall Expectations: SSVO1B, SSVO2B, SSVO3B

Specific Expectations: SSI01B, SSI02B, SS2010

Planning Notes

• Ensure that students come prepared with the maps developed in the previous unit activities.

• Teachers will need a list of the ecozones with a short description of each. (See Appendix 2.3)

Prior Knowledge Required

• A working definition and understanding of the concept of ‘regions’ and ‘natural systems’ from previous unit activities

• A working knowledge of Canadian landform, climate, soil, and vegetation regions from previous unit activities

Teaching/Learning Strategies

1. The teacher involves the class in a discussion to review, from previous activities, what makes a region. As a class, a set of criteria (e.g., physiographic, climate, human activity) is developed for which the spatial organization of single factor regions can be studied. Brainstorm for various types of multi-factor regions which are present in Canada (e.g., wetlands).

2. In small groups, the class examines the maps they developed earlier in the unit for landforms, climate, soil, and vegetation regions in Canada. Students superimpose the various zones from these maps onto one map, constructing a map with smaller more distinct zones. The teacher introduces the concept of ecozones, emphasizing the criteria used to develop them and the various terms and concepts associated with them.

3. The teacher provides students with an unlabeled base map of the ecozones together with a list of the ecozones and a short description of each. Students match the descriptions with each ecozone, using their knowledge of various regions in Canada and the information provided to them.

4. As a class, students discuss and rationalize the decisions they made in matching the zones with descriptions.

Assessment/Evaluation

• Informal teacher observation can be used to monitor the small groups as well as the individual student’s ability to analyze patterns and synthesize information. Anecdotal notes can be made on individual students’ critical thinking skills and communication skills.

• Using the map rubric from Unit 1 (see Appendix 1.4), the teacher can assess the completed Ecozone map for appropriate methods of displaying geographic data.

Resources

1. Student constructed maps from previous activities

2. A base map of Canada

3. An atlas or textbook that presents the ecozones of Canada

4. www.cprc.uregina.ca.ccea.ecozones (Ecozones of Canada, Canadian Council on Ecological Areas and Environment Canada)

Accommodations

• Specific accommodations should be made by the teacher for students who have particular problems synthesizing and analyzing a lot of information.

• Provide peer/or teacher assistance with matching descriptions with zones.

Appendices

• Appendix 2.2: a base map of the Ecozones in Canada

• Appendix 2.3: Ecozone characteristics on land use in Canada

Activity #6: Researching Canadian Ecozones

Time: 300 minutes

Description

Students will be given the opportunity to research the Canadian ecozones in small groups. With the use of a textbook, atlas, and any other supplementary materials (e.g. World Wide Web), students will depict an accurate picture of the 15 terrestrial ecozones, each group focusing on one particular ecozone. Key diagnostic characteristics used to define ecozones will form the basis of the research. The activity will conclude by having the groups present their research to the class, using various cartographic displays.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG4f, OCSG5a, OCSG2c

Strands: Geographic Foundations: Space and Systems, Methods of Geographic Inquiry

Overall Expectations: MIVO1B, MIVO2B, SSVO4B

Specific Expectations: MIO2BB, MI101B, SS301D

Planning Notes

• Organize access to on-line materials to ensure that students have access at a convenient time.

• Develop or access samples of a variety of graphic organizers.

• Determine the size of groups prior to the start of the activity when making provisions for school facilities.

Prior Knowledge Required

• methods of searching for information, using hypermedia

Teaching/Learning Strategies

1. The teacher begins this activity by reviewing the methods of geographical research. Using a Socratic method of teaching, the teacher emphasizes what constitutes sound research, the various types of research tools, and a method of bringing order to researched material by using a graphic organizer. The teacher provides examples of various types of graphic organizers then discusses the type of graphic organizer that should be used for this activity. It can be developed by the class as a whole or provided by the teacher.

2. The teacher presents to the class the type of data/information needed to be researched, using the local bioregion as an example.

3. In small groups, students research one particular ecozone, using print and on-line materials. They use a graphic organizer to co-ordinate their research data.

4. Individual groups present to the class their research on the particular ecozone studied. The presentation of each ecozone by the groups serves as the means by which other students complete their own graphic organizer for the various ecozones. A form of a jigsaw can be used, instead of formal presentations. Students share their work with each other and build a bank of information, using the organizer to record.

Assessment/Evaluation

• Peer-assessment, using a student-developed checklist will be used to evaluate each student’s contribution to their group.

• Presentations will be assessed based on students’ knowledge and application of concepts and their ability to research, organize, synthesize and communicate information. This teacher summative assessment will use the rubric, Student Presentation, Appendix 2.5.

• Individual student graphic organizers will be checked for completion but not assessed.

• Formative peer assessment of student presentations, using the rubric, Oral Presentations, Appendix 1.2.

Resources

1. Types of organizers used for synthesizing and coordinating data

2. Information on specific ecozones gathered from a textbook or on-line (see resource #3)

3. A list of World Wide Web sites to guide student research (e.g. Ecozones of Canada, Canadian Council on Ecological Areas & Environment Canada–www.cprc.uregina.ca.ccea.ecozones)

Accommodations

• Allow for alternate forms of presentation (ie. audiotape or summaries of research).

• Individuals with special needs could be grouped with students who are able to assist with the needs of the particular student.

• Breakdown the task into smaller tasks by providing checklists, outlines, advanced organizers to assist in task management.

Appendices

• Appendix 2.4: Sample graphic organizer

• Appendix 2.5: Rubric for student presentation

Activity #7: Natural and Human Affects on Ecozones

Time: 300 minutes

Description

With this culminating activity, students will be provided with the opportunity to analyze the ways in which natural and human systems interact. Subsequently, students will make predictions regarding possible consequences on natural systems/ecozones. The concept of “ecological footprint” will also be developed.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG3f, OCSG2b, OCSG3c

Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions, Understanding and Managing Change

Overall Expectations: SSVO5B, HEVO1D, UMVO1B

Specific Expectations: SSI03B, HEI01B, HE204B, UM202B

Planning Notes

• It is important to select a cross section of articles that deal with several factors that cause change to natural systems, if students are not expected to research them on their own.

Prior Knowledge Required

• Familiarity with Grade 7 Geography Unit “Themes of Geographic Inquiry”

• Good understanding of the terminology in this particular unit (e.g., systems, regions, ecozones, ecumene)

Teaching/Learning Strategies

1. The students read teacher-selected and/or student-researched articles concerning environmental changes and answer the following types of questions:

i What human activities or natural events are altering natural systems in Canada?

ii Who/what is responsible for what is happening?

iii What are the specific impacts on the composition of individual Canadian ecozones?

2. The teacher directs a class discussion to organize the ideas generated from the articles. The teacher records the student-generated points regarding sources of change to natural systems, in organized columns on the board or overhead. The students determine a label for each of the columns created that reflects the information in them (e.g., industrial, recreational, natural disaster).

3. Using various elements, students apply the information they have gathered to construct an “ecological footprint” for the local area. (ecological footprint - the total human impact on an ecosystem).

4. Students use the information from the articles and discussion to do one of the following activities:

i Write a scenario to predict the possible consequences of continued interaction with the environment as it is occurring currently.

ii Write a letter to the editor or a “newspaper opinion” on an issue or situation in a Canadian Ecozone.

iii Conduct a class debate/role playing exercise: Development vs Preservation.

Assessment/Evaluation

• Probe questions can be used to assess student reading comprehension of how various factors affect natural systems and how natural systems interact with human systems. Record observations using a checklist or anecdotal notes.

• Writing assignments and Ecological Footprints can be collected and student learning can be assessed using the rubric, Activity 7, Appendix 2.6 which reflects an application of knowledge in a logical, reasoned argument.

Resources

1. Periodicals, textbooks, and on-line materials concerning environmental changes

2. Our Ecological Footprint, (Rees & Wackernagel, New Society Publishers) www.ire.ubc.ca/ecoresearch

Accommodations

• Students with writing difficulties may benefit from some teacher assistance in organizing information and structuring their writing assignment.

• Audio-tape the selected articles or assign a “buddy” reader.

• Rather than write a scenario some students can be assigned to locate similar types of situations from media sources.

Appendices

Appendix 2.6: Rubric for Activity #7

Activity #8: Stewardship

Time: 225 minutes

Description

This activity is an extension to the culminating activity from the previous activity. By reviewing Scripture and Catholic Church teachings, students will be able to critically analyze the role of human beings with respect to our interaction with natural systems and our responsibility to planet earth. Our attitudes towards others and the world will be examined from the viewpoint of good citizenship. Students will produce a list of standards by which we should live in order to become good stewards of the earth, using the groundwork established in the previous unit activities. The activity will conclude with students participating in an ecological service project.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCSG1b, OCSG1e, OCSG7i, OCSG3f

Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions

Overall Expectation: UMVO3B

Specific Expectations: SSE04D, HE205B

Planning Notes

• The teacher may wish to speak to teachers from the Religion department to obtain resources pertaining to Catholic Church teachings that satisfy the expectations of this lesson.

• Arrange for the lamination of posters and their prominent display in the school.

• Arrange for a practical time for the ecological service project.

Prior Knowledge Required

• A good foundation of knowledge concerning the interactions of human and natural systems and the diversity and sensitivity of Canada’s Physical Environment from previous activities in this unit

Teaching/Learning Strategies

1. In small groups, students discuss the selected scripture passages and Catholic Church teachings and determine:

i the role of human beings with respect to creation in light of reading Genesis;

ii the values we need to emphasize to help with our environmental problems;

iii the changes that will have to be made in the way we live our lives.

2. In poster form, students create and exhibit ten standards by which we should live in order to be good stewards on our planet earth (e.g., choose products which are environmentally friendly).

3. Students participate in an ecological service project in the community such as:

i clean-up activities;

ii habitat improvement ventures (i.e. tree planting);

iii backyard rehabilitation and improvement projects.

Assessment/Evaluation

• Informal teacher observations are useful in determining whether students are on topic and involved with the discussion. A checklist can be utilized to document observations.

• Group posters can be assessed using the rubric, Stewardship Poster, Appendix 2.7, which reflects an application of Church and Bible teachings as well as the balance between human needs and natural systems.

• Oral report of students ecological service project which expresses how students have lived to the standards described in the poster is evaluated.

• Teacher prepares paper and pencil summative unit test.

Resources

1. Scripture

Genesis 1:24-31 Psalm 103, 104, 125:5, 146 Matthew 13:3

Job 12:7-10 2 Corinthians 9:6-14 Mark:1-9

Jeremiah 22:3 Colossians 3:12-21 Luke 4:14-21

Deuteronomy 8:7-10 Acts 4:32-34 Matthew 5:13-16

Isaiah 61:1-2 Leviticus 25:1-55 Isaiah 58:5-12

Wisdom 11:22-24, 12:2

2. Do Justice The Social Teaching of the Canadian Catholic Bishops, Ed.E.F.Sheridan S.J.

Document 40, Labour day Message - 1975, Northern Development: At What Cost?

Document 42, Justice Demands Action

Document 44, Labour Day Message - 1976, From Words to Actions

Document 46, A Society to be Transformed

Document 56, Ethical Reflections on Canada’s Socio-Economic Order

3. Proclaiming Justice & Peace Papal Documents from Rerum Novarum through Centesimus Annus, Ed. Michael Walsh and Brian Davies.

Rerum Novarum: On the Condition of Workers, 1891

Mater et magistra: Christianity and Social Progress, 1961

Pacem in Terris: Peace on Earth, 1963

Gaudium et Spes: Pastoral Constitution on the Church in the Modern World, 1965

Populorum Progressio: On the Development of Peoples, 1967

Octagesimo Adveniens: The Eightieth Anniversary of “Rerum Novarum”

4. The Gospel of Peace and Justice Catholic Social Teaching Since Pope John, Ed. Joseph Gremillion

Accommodations

• Reduce the number of standards required in the poster.

• Check student IEP for any notations regarding supervision or physical needs involving a field trip.

• Assign a peer reader to assist with the reading of the article.

Appendices

Appendix 2.7: Rubric for Group Poster

A RANGE OF MODIFICATIONS FOR SPECIAL LEARNERS IN SECONDARY SCHOOLS
Appendix A

Reading Difficulties	Math Difficulties	Memory Difficulties	Written Language Difficulties
• Read questions first. • Use Read Stop Write Strategy. • Use SZ3R Strategy. • Use Reading Partners. • Modify reading requirements. • Choose less difficult reading materials. • Pre-teach vocabulary. • Pre-teach concepts. • Highlight notes. • Teach note making (e.g., mind, maps outline). • Teach use of index cards. • Provide near-point copying (student should not copy from the board or the overhead). • Use visuals. • Tape text. • Use films. • Use videos. • Read orally.	• Read instructions. • Assign work in small units. • Check work after each example. • Relate problems to real life. • Adjust number of problems. • Modify complexity of examples. • Use concrete examples. • Review daily. • Teach use of diagrams. • Avoid abstract problems. • Teach use of calculator. • Use hands-on manipulative.	• Teach students to verbalize concepts. • Have students repeat instructions. • Provide lists, flow charts. • Avoid recall questions. • Encourage daily review. • Insist student write things down. • Check that daily assignments are recorded in planner. • Give visual clues. • Give demonstrations. • Use Mind Mapping. • Teach Mnemonics. • Teach visualization. • Use chunking.	• Vary assignments. • Adjust number of assignments. • Give explicit instructions. • Allow more time. • Modify number of copying tasks. • Provide photocopies notes. • Allow point form notes. • Do not penalize for mechanics. • Use peer editing. • Have student use a word processor. • Teach use of spell-check. • Teach outlining. • Copy key words only.

Motivation Difficulties	Attention Difficulties	Oral Language Difficulties
• Involve student in planning assignments. • Provide a variety of types of assignments. • Conference one to one basis. • Set realistic goals and expectations. • Avoid public confrontation. • Provide praise and positive feedback. • Be flexible with the timelines. • Create personalized assignments. • Provide time outs. • Maintain contact with home.	• Provide a variety of activities and teaching. techniques within each class. • Give blocks of info and vary the activities frequently. • Use co-operative learning. • Ask student to repeat instructions to you. • Use visuals. • Move around room. • Provide immediate feedback. • Provide positive reinforcements. • Ensure students see an end in sight	• Provide non-threatening environments. • Have realistic expectations. • Use co-operative learning. • Work one to one. • Permit small groups. • Provide choices. • Provide practice time. • Use electronic media. • Use wait time. • Do not ask the student to respond to questions without forewarning.

SUGGESTED MODIFICATIONS IN THE CLASSROOM AT THE SECONDARY LEVEL
Appendix B

For Students With Writing Difficulties 1. Give more time to complete written work (copying from the blackboard, proofreading). 2. Encourage use of computer. 3. Give several short assignments rather than one long one. 4. Use oral presentation. 5. Let another student copy notes using NCR paper (available from Student Services). 6. Check notebook consistently. 7. Provide overhead copies before the class.

For Students With Reading Difficulties 1. Teach how to underline or highlight important points. 2. Use clear photocopies. 3. Describe using diagrams, charts, graphs. Reinforce verbally. 4. Discuss new vocabulary. 5. Tape record texts: provide adapted versions of texts. 6. Encourage reading for pleasure. Have interesting and relevant books and articles available. 7. Teach how to use the text.

For Students With Organization, Concentration and/or Attention Difficulties 1. Arrange appropriate physical placement in the classroom 2. Emphasize eye contact. 3. Keep distractions to a minimum (noise, physical). 4. Use visual aids. 5. Keep oral directions clear, simple and slow. 6. State purpose of lesson at the beginning. 7. Contract breaks during class time. 8. Write homework assignments on the board. Encourage use of agenda organizer. Check regularly. 9. Tell student what is important to study. 10. Teach study skills (resource teacher, classroom teacher of mentor teacher). 11. Segment long assignments so student may complete work in small amounts. 12. Use three ring binder. 13. Repeat important information. 14. Read aloud board notes and transparencies.

Alternate Evaluation Techniques 1. Use oral tests. 2. Give open book tests or use of notes. 3. Give tests (without use of notes) - short answers, multiple choice, true/false, matching. 4. Assign fewer questions, especially in Math or research projects if student is able to indicate that he comprehends and has mastered task. 5. Tape tests. Student listens and/or responds on tape. 6. Extend time on tests. 7. Clarify instructions and questions. 8. Use short quizzes instead of major tests. 9. Alternate projects. 10. Permit use of dictionary and calculator. 11. Reduce language loaded questions, particularly ones with multiple instructions. 12. Student demonstration or modelling. 13. Participate in group presentation. 14. Practice exam. 15. Teach test taking skills (resource teacher or classroom teacher). 16. Prepare students for evaluation: material covered, type of evaluation.

Appendix 1.1

ADVERTISEMENT RUBRIC

Evaluation Rubric Presentations	Level 1	Level 2	Level 3	Level 4	Comments: each section out of 5
Understanding of educational qualifications for various careers in geography	- limited understanding	- some understanding	- good understanding	- exceptional understanding
Quality of Work	- presentation quality not acceptable - spelling and grammar errors evident	- presentation quality acceptable - some spelling and grammar errors evident	- presentation quality well done - few spelling and grammar errors evident	- presentation exceptional quality - no spelling or grammar errors evident
Communicating Message	-does not clearly describe position - company’s attributes not evident - not persuasive	- clearly describes position - company’s attributes somewhat evident - somewhat persuasive	- clearly describes position - company’s attributes evident - persuasive	- outstanding in describing position - company’s attributes very evident - persuasive using many techniques
Creativity and Originality	- very little creativity or originality	- aspects of ad vertisment original	- advertisement creative	- advertisement original

Appendix 1.2

ORAL PRESENTATION RUBIC

Oral Presentation Rubric

Group Members: _________________________________________________________________________

Evaluator: Teacher ______________________________ Peer ________________________________

Category	Level 1	Level 2	Level 3	Level 4
Organization	Presentation shows poor organization and lack of preparation	Presentation shows sign of organization but some parts do not seem to fit the topic	Presentation is organized, logical, and interesting	Presentation is very well organized, logical, interesting and lively
Preparation	Some student preparation is shown	A fair amount of student preparation is shown	An adequate amount of student preparation is shown	A great deal of student preparation is shown
Content	Small amount of material presented is related to the topic	Some material presented is not related to the topic	Almost all material presented is related to the topic	All material in the presentation is related to the topic.
Language	Language used is hard to follow and understand	Some language used is hard to follow and understand	Most language used is easy to follow and understand	Language used is well chosen, easy to follow and understand
Format	Poor use of aids and support materials (diagrams, overheads, maps, pictures); did not support the topic	Adequate use of aids and support materials, most supported the topic	Good use of aids and support materials; almost all supported the topic	Excellent use of aids and support materials; all aids supported the topic.
Delivery	Many words unclear; voice was monotonous; spoke too quickly or slowly; no pausing for emphasis; voice too low to be heard easily	Some words unclear; voice somewhat varied; spoke too quickly at times; some pausing for emphasis; voice sometime too low to be heard easily	Most words clear; voice often varied, interesting, generally spoke at the correct speed; frequent pausing for emphasis; voice loud enough to be heard easily	Words clear; voice frequently varied, interesting, generally spoke at the correct speed; effective pausing for emphasis
Audience	Audience not involved or interested	Audience somewhat involved, sometimes interested.	Audience involved and interested	Audience very involved and interested

Appendix 1.3

UNIT #1 - ACTIVITY #6 - RUBRIC

Categories	50-59% (Level 1)	60-69% (Level 2)	70-79% (Level 3)	80-100% (Level 4)
Knowledge and Understanding (15%) - identify and understand connections between Canada and international organizations	- demonstrates limited knowledge of facts - demonstrates limited understanding of relationship between Canada and international organizations	- demonstrates some knowledge of facts. - demonstrates some understanding of relationship between Canada and international organizations	- demonstrates considerable knowledge of acts - demonstrates considerable understanding of relationship between Canada and international organizations.	- demonstrates thorough knowledge of facts. - demonstrates thorough and insightful understanding of relationship between Canada and international organizations
Thinking/Inquiry (15%) - collect, organize and synthesize information from a variety of sources	- collects, organizes and synthesizes information about Canada and international organizations with limited effectiveness.	- collects, organizes, and synthesizes information about Canada and international organizations with moderate effectiveness.	- collects, organizes and synthesizes information about Canada and international organizations with considerable effectiveness	- collects, organizes and synthesizes information about Canada and international organizations creatively with a high degree of effectiveness.
Communication (40%) Oral - use of oral language(10%) Written - use of written language (15%) Cartographic - use of symbols and visuals (15%)	- uses oral language with limited effectiveness - uses written language with limited effectiveness. - uses symbols and visuals with limited accuracy and effectiveness	- uses oral language with some effectiveness. - uses written language with some effectiveness - uses symbols and visuals with some accuracy and effectiveness	- uses oral language with a high degree of effectiveness. - uses written language with a high degree of effectiveness. - uses symbols and visuals with a high degree of effectiveness	- uses oral language with a high degree of effectiveness - uses written language with a high degree of effectiveness. - uses symbols and visuals with a high degree of effectiveness.
Applications (30%) - making logical conclusions or generalizations. - making connections	- infrequently makes logical conclusions or generalizations - makes connections with limited effectiveness	- sometimes makes logical conclusions or generalizations. - makes connections with moderate effectiveness	- usually makes logical conclusions or generalizations - makes connections with considerable effectiveness	- always or almost always makes logical conclusions or generalizations. - makes connections with conceptions with a high degree of effectiveness

Appendix 1.4

MAP RUBRIC

Criteria	Levels of Performance
	Level 1	Level 2	Level 3	Level 4
Title	Uses writing instead of printing	Printed somewhere on the map and not easy to find	Printed at the top of the page	Printed neatly at the top of the map
	Does not accurately describe the contents of the map	The purpose/content of the map is not clear	States the purpose of the map adequately	Highlighted inside a box or underlined
				Purpose clearly stated
Labels	Written and not printed	Printed but sloppy or hard to read, messy	Printed neatly in an orderly fashion	Printed neatly in an accurate and orderly fashion.
	Not positioned carefully or accurately	Not very orderly	Few inaccuracies, spelling errors	No missing, inaccurate or misspelled labels
	Many inaccuracies, spelling errors
Legend	Poorly positioned	Well positioned	Well positioned frame containing almost all symbols used on the map	Well positioned frame with a neat and complete set of symbols
	Sloppy in appearance	Frame/box is missing	Few inaccuracies	Includes a compass indicator
	Written labels	Most symbols used on maps are present
	Many inaccuracies	Several inaccuracies
	Difficult to use
Scale	Missing or hard to find on map	Visible on the map	Relatively easy to find on the map	Clearly visible on the map and very easy to read and use (neat)
	A poor choice of scale	Hard to read	Most features are drawn to scale	All features on the map are drawn to scale
	Inaccurate, sloppy, hard to read	Features on the map are not drawn to scale	Neat and easy to use	All features on the map are drawn to scale
Frame	Hand-drawn frame	Ruler-drawn frame, not neatly done	Ruler-drawn frame with deficiences such as inaccurate right angles or join marks visible	Ruler-drawn frame with lines that meet at right angles with no joining marks visible
	Appears hastily drawn and messy	Looks sloppy
Appearance	Inconsistent use of colour	Mainly correct use of colour	Correct use of colour	Correct use of colour throughout
	Shading is very sloppy or crude	Shading of various intensity	Neat and even shading	Great care taken to be neat and consistent in colouring and shading
	Appears hastily drawn	Some care taken to be neat and accurate	Care taken to be neat and consistent in colouring

Appendix 2.1

COMPARISON ORGANIZER

	Photograph/ Slide	Region	Landforms	Vegetation	Climate	Human Activity
A
B
C
D
E
F
G
H

Ecozone Characteristics and Land-Use Practices in Canada Appendix 2.3

#	Ecozone	Physiography	Vegetation	Soil Order and Surface Material	Climate	Present Use
1	Tundra Cordillera	Mountainous highlands	Alpine and arctic tundra	Cryosolic and brunisolic; colluvium, morain, rock