Course Profile

Geography of Canada, Grade 9 academic, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education and Training. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes.

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Unit # 1: Canada’s Global Connections

Activity 1½Activity 2½Activity 3½Activity 4½Activity 5½Activity 6

Time: 1350-1500 minutes

Unit Developers: M. Austin, J. Sweeney, London District Catholic School Board

Development Date: April, 1999

Unit Description

This unit has a dual purpose: to introduce students to the study of geography and to help students begin to develop a global perspective. Students will appreciate that geography has both human and physical aspects. They will become familiar with the tools which a geographer employs and with some of the career opportunities available. The unit will also reinforce skills such as scale, direction, and latitude and longitude which have been previously taught in the elementary programs. Students will also begin to understand Canada’s connections to the world through their study of trade and development. Finally, students will examine Canada’s involvement in world organizations. This unit will continue the students’ journey in understanding their responsibility as stewards of the earth and the need for social justice in the world.

Strands(s) and Expectations

Ontario Catholic School Graduate Expectations: 2b,2c,3c,3f,4a,4f,5a,5e,5g,7e,7f

Strand(s): Global Connections/Understanding and Managing Change/Methods of Geographic Inquiry

Overall Expectations: GCVO1D,GCVO2B,GCVO3B,UMVO3B,MIVO1B,MIVO2B,MIVO3B

Specific Expectations: GC101D,GC102D,GC103B,GC105B,GC202D,GC3010,GC302D,UM204D, MI101B,MI102B,MI201D,MI203D,MI204B,MI206B,MI208B,MI210D,MI211D,MI304D

Activity Titles (Time + Sequence)

Activity 1	Introduction to the Study of Geography	150 min
Activity 2	Mapping	150 min
Activity 3	Understanding of Spatial Organization: “Mental Maps, Latitude and Longitude and Time Zones”	225-300 min
Activity 4	Canada and the World - Initial Connections	150-225 min
Activity 5	Introduction: Canadian Connections to World Organizations	150-225 min
Activity 6	Canadian Involvement in World Organizations	450-525 min

Unit Planning Notes

• Book computer lab time for activities 1, 3, 6.

• Consult guidance department for career information.

• Reserve library for research related to activities 3 and 6.

• Check web sites for information needed in activities 1 and 6.

• Collect samples of job advertisements, newspaper and magazine articles showing bias.

• Check IEPs for identified students.

Prior Knowledge Required

• Check expectations contained in Grade 7 & 8 Geography curriculum.

• To assess the skill level of students, administer a diagnostic test looking at scale, direction, latitude and longitude and time zones. Results will assist teacher in determining what level of review/remediation is necessary.

• Students need to be familiar with the computer and how to access the Internet.

Teaching/Learning Strategies

Whole Group

• brainstorming, questioning, discussion, concept clarification, lecturing

Small Group

• inquiry process, issue-based analysis, classifying, collaborative learning, computer-assisted learning, graphing, research

Individual

• note-making, organizers, computer-assisted learning, map-making, research, visualization

Assessment/Evaluation

Diagnostic and Formative Assessment:

Roving Conferences; Formal Teacher Observation/Ad Assessment Rubric/Student-generated Map Assessment Rubric/Peer Evaluation of Group Performance

Summative Evaluation:

Formal Teacher Observation/Cartographic Assessment Rubric/Written Report Assessment Rubric/Oral Presentation Assessment Rubric/Student Self-Evaluation Rubric.

Resources

Print:

Circular 14 Texts (ie. Canada, Land of Diversity; Canada Exploring New Directions; Geolabs 1,3)

Atlas

Audio-Visual:

Voyage of Discovery; Latitude and Longitude

Computer:

Internet/pcglobe/Choices/Latitude and Longitude/Estat/GIS

Other:

Guidance Centre Career Monographs Newspaper and Magazine Articles

School Resource Teachers

Activity # 1: Introduction to the Study of Geography

Time: 150 minutes

Description

This activity will introduce students to the subject of geography, the tools of a geographer, and career opportunities in the field.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG5a, OCSG5g

Strands: Understanding and Managing Change; Methods of Geographic Inquiry

Overall Expectations: UMVO3B, MIVO1B

Specific Expectations: UM204D, MI101B, MI201D

Planning Notes

• Administer a diagnostic test on geographic skills (i.e. scale, direction, etc.) to help guide the teacher in planning prior to beginning the activities.

• Contact guidance department for information on careers in geography and have brochures available.

• Collect a variety of job advertisement samples.

• Arrange for guest speakers in related careers.

• Review student IEP to make adjustments to meet specific student needs.

• Prepare a brief summary of the requirements of the presentation in culminating Activity #6.

Prior Knowledge Required

• familiarity with co-operative learning group expectations and strategy

• familiarity with Grade 7 Unit: “Themes of Geographic Inquiry”

Teaching/Learning Strategies

1. (a) The teacher should take some time at the very onset of this unit to describe the culminating task in Activity #6. This should provide the focus for the activities that precede the culminating report and presentation.

(b) The teacher should provide a brief summary of this culminating activity.

2. (a) The teacher poses the question “What is Geography?” Students jot down any words or phrases that describe geography. Show the video “Voyage of Discovery”. While watching, students add additional words that describe geography. Teachers may have the students write their thoughts about the beauty of the planet God has created for each one of us. A short discussion could follow about what our responsibilities are as stewards of the earth.

(b) Divide the class into small groups. Students compare their lists. Their task is to place the words into two groups. The words in each group should be connected. Each group should be given a title and the lists put on the board.

(c) The class examines the lists and determines what is common (Idea of Human/Physical Geography). Collaboratively, the class writes a definition of geography in their notes.

3. (a) The students brainstorm what the tools of a geographer are. Teacher should add new tools if not listed (e.g., Geographic Information Systems, global positioning, photogammetry, automated digital mapping, etc.). Create a list of about 10 tools.

(b) Students are to research what each of the tools is and how it is used in geography. Information should be recorded in notes.

4. (a) The class generates a list of careers associated with geography. Teacher should add careers which may have been missed (e.g. hydrologist, meteorologist). Special attention should be paid to careers associated with the international organizations studied at the end of the unit (i.e. water management, agricultural consultant).

(b) Teacher should familiarize students with resources available to research different careers in geography.

(d) Optional Activity: Teachers could arrange for a panel of guest speakers etc.

Assessment/Evaluation

• Informal teacher observation while students work in small groups to discuss student use of geographic terms

• Roving Conference while students are researching tools of a geographer

• Appendix 1.1 Advertisement Rubric

Resources

1. Video - national Geographic Society “Voyage of Discovery”

2. Internet - GIS Resource: http://www.geo.ed.ac.uk./home/gswww.html

- Array Systems: http://www.array.ca

- GeoStrategies: http://www.geo.strategies.ro

3. Textbook

4. Guidance Department

- Computer Program: “Choices”

- Guidance Centre Career Monographs e.g. geophysicist

- Internet

5. Social Studies History and Geography Curriculum Document

6. OAGEE/Careers/Universities: Careers in Geography Publications

7. School Resource Centre

Accommodations

• Some students may require a scribe to assist with note taking.

• Students with special needs may only describe some of the tools.

• Provide individual support in finding information on a career.

• Substitute the employment advertisement with a paragraph on a career.

• Some more capable students may be challenged to find examples of related careers in newspaper advertisements.

Appendices

Appendix 1.1 Advertisement Rubric

Activity # 2: Mapping

Time: 150 minutes

Description

This activity will familiarize students with different types of maps, the elements of a map, and map skills such as scale and direction. Students will also apply these skills in the creation of their own map of an imaginary island. Mapping skills need to be honed for subsequent activities.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG5a, OCSG5g

Strands: Methods of Geographic Inquiry

Overall Expectations: MIV01B

Specific Expectations: MI201D, MI204B, MI208B, MI211D, MI101B, MI213B

Planning Notes

• Collect a variety of wall maps (6 or 7) including general-purpose, thematic and topographic maps.

Prior Knowledge Required

• Geographic skills in scale and direction.

• Results of diagnostic test reveal a need to review these skills which could take place between Activity 1 and 2. Suggested resources are listed.

Teaching/Learning Strategies

1. (a) Individually, students examine a variety of maps located around the classroom (6-7). They create an organizer which compares the different maps (e.g. similarities, differences, purposes).

(b) As a class, list the similarities and differences observed from the different maps. Compose notes outlining the elements which are common to all maps (e.g. scale, direction, symbols, legend, title, etc.).

(d) A possible enrichment activity could be the following field trip. Teacher should try to arrange a field trip to a university, college or business where Geographic Information Systems are employed. This would be an excellent opportunity for the students to appreciate the technological advances which have been made in mapping.

(e) Students are to create a fantasy island map which incorporates all of the elements of a map. Before beginning the assignment, the teacher and students should collaboratively create the evaluation rubric which will be used to evaluate the finished maps. Rubric criteria should include areas such as: inclusion of necessary map elements, quality of work, creativity, and originality. This assignment is an opportunity for the teacher to introduce the students to Geographic Information Systems and have them use a program such as MF Teach to assist in the creation of their island maps.

Assessment/Evaluation

• Formal teacher observation checklist of students’ ability to generate and use a geographic organizer

• Fantasy Island rubric created with the students

Resources

1. Variety of maps: general-purpose, thematic, topographic;

2. Text

3. Text - Geolab 1: Geolabs 4, 5, 6, 7; Geolab3: Geolabs 2, 3, 4.

Accommodations

• Provide individual support in creation of maps (teacher or an appointed peer).

• Large base map may be needed for visually impaired students.

• Outline of the required organizer may be given to some students in advance.

Appendices

Appendix 1.4: Map Rubric

Activity # 3: Understanding of Spatial Organization - Mental Maps, Geographic Grid, Latitude and Longitude and Time Zones

Time: 150 - 225 minutes

Description

This activity will help students to develop a more accurate spatial picture of the regions of Canada with regard to boundaries, place names, latitude and longitude and time zones. Students will be introduced to Canada’s connection to the rest of the world.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG2c, OCSG4f, OCSG5a, OCSG5e, OCSG5g

Strands: Global Connections/Methods of Geographic Inquiry

Overall Expectations: GCV02B, MIV01B

Specific Expectations: MI101B, MI102B, MI201D

Planning Notes

• Students work in groups as well as on an individual basis.

• Schedule library and computer lab time for students.

• Complete diagnostic requirements regarding the use of computer, especially the Internet.

• Teacher can have a list of some Internet sites prepared in advance for the research required.

• Contact librarian for suggestions on further sites that maybe useful to students.

• Ensure learners have parental/guardian permission for Internet access at school as required by board policy and restrict access to only those sites appropriate for the activity.

Prior Knowledge Required

• familiarity with locating places using longitude, latitude and grids

• familiarity with time zones

Teaching/Learning Strategies

1. (a) The teacher may write on the board: “Every image we have of a place, area or region whether known or unknown is a combination of factual data, incomplete information and personal bias or subconscious prejudices. What mental image or mental map do you have of familiar and less familiar places?” The students are asked to visualize and discuss in general terms some of the features and characteristics of their rooms. The students follow a similar procedure with regard to a special and interesting place they have visited.

(b) The students sketch their “mental map” of Canada (i.e. Provincial and Territorial boundaries and bodies of water) on chart paper, display and explain.

2. (a) The teacher shows a video on latitude and longitude and provides additional explanations of these concepts as required.

(b) The students, using the places noted in 1(a) and (b), identify the latitude and longitude coordinates. They make notes to better understand latitude and longitude after viewing a software program in the computer lab.

(c) The students determine Canada’s geographic extent using the grid coordinates and then complete teacher-generated work sheets demonstrating the concepts of latitude and longitude (atlas exercises and worksheets).

3. (a) The teacher gives a brief description of Sir Sandford Fleming’s contribution of time zone then provide students with a map of world time zones identifying the key components (ie, international date line, Prime Minister).

(b) The students summarize the key components in their notes.

(c) The teacher and students brainstorm the question: “Why has it been and is today so important to be familiar with time zones?” The responses are written on the board by the teacher with a summary note being recorded by the students in their notebooks.

(d) The students complete teacher-generated worksheets on time zone calculations for Canada and the world and the answers are discussed and corrected.

Assessment/Evaluation

• Teacher observation of individual and group activities to ensure accuracy and completeness

• Paper and pencil test on latitude and longitude and time zones

Resources

1. Video/Computer program on Latitude and Longitude

2. Library and Computer Lab

3. Atlas

4. GIS: MF Teach

Accommodations

• More capable students may be challenged to state the arrival times at different world airports.

• Some students may require an actual map of Canada to assist them in drawing their visualization.

• Provide peer/or teacher assistance with completing worksheets.

• Reduce the number of examples required for practising skills on the test.

Appendices

Activity # 4: Canada and the World - Initial Connections

Time: 225 minutes

Description

For students to successfully complete the culminating activity of assessing Canada’s involvement in international organizations, it is important that they first are able to compare Canada to other countries and then begin to appreciate the connections between Canada and the world. In Activity 4, students will begin this process of comparison through their examination of statistics from the Human Development Index. Following this, students will discover Canada’s connections with the world.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG3f, OCSG4f, OCSG5a, OCSG7e, OCSG7f

Strands: Global Connections; Methods of Geographic Inquiry

Overall Expectations: GCVO1D, GCVO2B, MIVO1B, MIVO3D

Specific Expectations: GC101D, GC301D, MI201D, MI204B, MI208B, MI211D

Planning Notes

• Gather necessary trade statistics and student-developed maps of the world.

• Locate sources for data on Canadian commodities.

• Prepare on chart paper a sample comparison organizer, using Canadian trade statistics.

• Locate sources for the Human Development Index statistics students will require.

Prior Knowledge Required

• familiarity with the concept of the Human Development Indices (ie. GNP, literacy rate)

• familiarity with different methods of graphing (e.g. bar, line, circle)

Teaching/Learning Strategies

1. (a) Before the students examine statistics from the Human Development Index, it is important that the teacher explain how the index is determined and define terms (e.g., developed, developing, and less developed countries). Teachers should also introduce common misconceptions and biases about these terms. Students record in their notes how the selected statistics are determined (e.g., infant mortality rate).

(b) The teacher selects countries to be researched. They should be taken from the following regions: Africa, Asia, South America, Central America, and Australia. Canada is the representative from North America.

(d) Students present their findings to the class. Class discussion: How does Canada compare to other countries? What concerns should be raised in light of Catholic social teaching?

2. (a) In small groups, students gather information about Canada’s connections to the world (e.g., clothing labels, countries visited, friends and relatives, and newspapers) and map the information on enlarged world maps.

(b) Each group displays its world map and describes the connections it discovered. Students are asked to speculate if these connections have changed (e.g. map of friends and relatives may show a broader world distribution than twenty-five years ago). Students are assessed on their presentations by their peers, using the Oral Presentation Rubric (Appendix 1.2). Teachers should explain to the students how the rubric is to be used. A suggestion would be that 4-5 students independently assess each presentation. The class discusses why these connections are so important to Canada. Students record findings in notes.

3. (a) Class brainstorms to develop a working definition of commodity (e.g., minerals, fuels, forest and agricultural products). Teacher should familiarize students with resources available to research Canada’s world trade in commodities (e.g., texts, atlases, computer programs - P.C. Globe, Estat).

(b) Teacher designates several trade commodities to be graphed. Each student creates a bar graph to illustrate Canada’s trade with regions of the world.

(c) The class engages in an oral analysis of the graphic results. The discussion should look at the impact of Canada’s share of commodities on the rest of the world. Students record points raised in the discussion in their notes.

Resources

1. Text

2. Computer - pcglobe

3. Atlas Resource ie. Canadian Oxford School Atlas pp 210

4. Do Justice! CCB Toronto (1987)

5. Christian Justice, St. Mary’s Press, Minnesota (1995)

6. Newspaper

Assessment/Evaluation

• Roving Conference to ensure students are on task

• Formative peer assessment, using Oral Presentation Rubric Appendix 1.2

Accommodations

• Provide teacher or peer assistance with building graphs.

• Provide individual support in locating countries on world map and locating the pertinent statistics to be graphed.

• Assign a scribe to assist with note taking.

• Some students may need to be given the required statistics to reduce the workload required.

Appendix 1.2: Oral Presentation Rubric

Activity # 5: Introduction - Canada’s Connections to the Rest of the World Through International Organizations

Time: 150 - 225 minutes

Description

The purpose of this activity is to prepare students for the culminating activity. To this end, students will review the necessary elements of a good, written report. Students will become familiar with what biases are and examine material to detect biases in order to research the mandates of international organizations in a thorough manner. This exercise will help students to be critical when they research material in Activity 6. Finally, students will become familiar with Canada’s connectedness to the rest of the world through an examination of the mandates of several international organizations. Students will examine these mandates in light of the Church’s teachings on social justice.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG4a, OCSG5a, OCSG5e

Strands: Global Connections/Methods of Geographic Inquiry

Overall Expectations: GCVO2B, MIVO1B

Specific Expectations: GC101D, GC102D, GC203D

Planning Notes

• Schedule library for group research making use of library resources and electronic media (Internet) to access specific information on national and international organizations.

• Familiarize students with comparison organizers.

• Gather written materials which illustrate bias (newspaper and magazine articles).

Prior Knowledge Required

• Familiarity with Grade 6 Unit: “Canada and Its Trading Partners”

• Familiarity with computers, especially Internet access and outside resource facilities such as public, university, and college libraries as well as international organizations located locally

• Familiarity with Grade 8 Geography Unit: “Economic Systems”

Teaching/Learning Strategies

1. (a) The teacher arranges the students in small groups to discuss the statement: “An individual’s views and interpretations of the world are indelibly influenced by personal and social identities, values, and experiences, which in turn, influence how the individual assesses and uses ‘resources’. The teacher summarizes on the board the various types of biases identified by the groups.

(b) The teacher and the students create a list of common biases and suggest examples for each bias listed. (Biases could include: race, ethnic, gender, cultural, family structure, socioeconomic, appearances and disabilities). The students record the types and examples of biases in their notebooks.

(c) The students examine newspaper and magazine articles identifying the type of bias and explaining why it is a bias. These results are recorded on the board and in the students’ notebooks.

2. (a) The teacher reviews the elements required for a professionally-written report by examining examples with the students. The teacher provides suggestions and discusses how to deliver a quality oral presentation.

(b) The students make notes on the critical aspects for the delivery of a successful oral presentation.

3. (a) The teacher leads a discussion on how Canada is connected or linked to the rest of the world. Cite examples of organizations which fit under each heading: Humanitarian, Political, Economic, Defense/Military, Arts and Science. Suggest what the mandate of the organization might be. The teacher expands the list, if necessary (e.g., Canadian Council of Catholic Bishops, United Nations, Commonwealth, CIDA, NATO, NORAD, NAFTA, Peace and Development, World Trade Organization, International Olympic Committee, Canadian International Monetary Fund, World Bank, Amnesty International, Greenpeace).

(b) The students record in their notebooks a summary of the mandates of selected organizations discussed by the group, followed by a personal reflection on which of the organizations’ mandates support the Church’s teachings on social justice.

Assessment/Evaluation

• Roving conference

• Formal teacher observation

Resources

1. Newspapers, magazines and other written documents

2. Internet access for locating organizations

3. Guest speakers

Accommodations

• Appoint a peer to scribe some of the required notebook summaries or provide summaries.

• Assign specific organizations to selected students to research with peer assistance.

• Provide the “mandate” of the organizations to minimize research required or provide the specific references.

• Pre-select articles at the appropriate reading level.

• Provide checklists for the elements of a good, written report to guide students through the process.

Appendices

Activity # 6: Canadian Involvement in World Organizations

Time: 450 minutes

Description:

This culminating activity to the unit will require the students to demonstrate the skills and knowledge developed throughout the previous activities. Students will conduct a geographic inquiry assessing Canadian involvement in selected international organizations. As concerned and involved Canadians, we are our brothers and sisters keepers at home and abroad.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG2b, OCSG2c, OCSG3c, OCSG3f, OCSG4f, OCSG5a, OCSG7f

Strands: Global Connections, Methods of Geographic Inquiry

Overall Expectations: GCVO2B, GCVO3B, MIVO1B, MIV03D

Specific Expectations: GC101D, GC102D, GC103B, GC202D, MI101B, MI102B, MI203D, MI206B, MI210D, MI211D, MI304D

Planning Notes

• Ensure work related to previous activities is complete.

• Ensure that evaluation rubrics are complete and that copies are ready for each student.

• Reserve time for research in the library and if possible, the computer lab.

• Internet cites can be bookmarked for ease of access by students.

Prior Knowledge Required

• Students should be familiar with elements of a good report and how to access information using various computer programs.

Teaching/Learning Strategies

1. (a) The overall purpose of the culminating activity is to have the groups assess Canada’s role in various international organizations. Teachers should explain clearly what the responsibilities of the groups are and how students’ work will be evaluated.

(b) Each group is responsible for researching the following information, much of which may be found on the web sites listed under resources. Teachers should be aware that some students may not be able to access the Internet. For this reason, enough class time should be allotted to ensure that each student has an opportunity to research material. Possible suggestions of what to research have been included.

• Historical Background - Why was the organization formed? When? etc.

• Mandate/Mission Statement - What is it?

• Structure - How is the organization structured? e.g., United Nations - Secretary General, Security Council, General Assembly, etc.

What is the responsibility of each group?

• Funding - How does the organization receive funding? How much? From where?

• Canada’s Involvement - What commitment has Canada made to the organization? Is it governmental or private involvement?

• Impact of Organization on World Community - How has the organization affected the world? Assess the impact of the organization of global concerns such as war, hunger, etc.?

• Assessment of Effectiveness of Organization - Has it brought about change? What change? Does it make a difference?

• Assessment of Effectiveness of Canada’s Involvement - Have Canadians made a difference? (e.g., peacekeeping)

• Role of Organization in the Future - Looking ten years down the road, will the organization still exist? Why or why not? Will its mandate change?

i. Cartographic Display - showing information about the organization (e.g., structure, location in the world, mandate, graphs illustrating funding)

ii. Written Report - a two- to four-page report summarizing the information researched and assessing Canada’s role.

iii. Summary Statement Handout - a one-page summary of key points to be copied for class.

iv. Oral Presentation (about 10-15 minutes in length)

2. (a) Once the culminating activity is complete, teachers could administer a Summative Unit Test to assess student learning this unit.

Assessment/Evaluation

• The teacher assesses this culminating activity using “Unit #1 Activity #6 Rubric.” (see Appendix 1.3) or a Summative Unit Test

Resources

1. Amnesty International: http://www.amnesty.excit.com/

http://www.amnesty.org/

http://www.rights.amnesty.org

2. Canadian Council of Churches: http:/www.web.net-church

3. Canadian International Development Agency: http://www.acdi-cida.go.index.e.htm

4. Commonwealth: http://www.tcol.co.uk/index.htm

5. Development and Peace: http://bicc.uni-bonn.de/sef/english.html

6. Greenpeace International: http://www.greenpeace.org/

http://www.greenpeacecanada.org/

7. International Monetary Fund: http://www.imf.org/

http://dsbb.imf.org/

8. International Olympic Committee: http://www.olympic.org/

9. NAFTA: http://www.nafta.net

http://www.cyborlink.com/besite/northam.htm

http://www.legal.gsa.gov/legal27gnafta.htm

10. NATO: http://despina.advanced.org/18401/text/NATO.html

11. NORAD: http://www.norad.com

http://www.norad.com/support.htm

12. NORAD INTO THE 21^st CENTURY: http://www.spacecom.af.mil/norad/factbk.htm

13. United Nations and Other International Organizations http://uncp.or.at/links.html

14. World Wildlife Fund Canada: http//www.wwfcanada.org

15. School Resource Centre

16. Text books

17. Canadian Almanac

Accommodations

• Check IEP for accommodations required when special needs students are placed in groups.

• Pre-select the group to which some students are assigned to accommodate social needs.

• Assign a specific task to a student before he/she enters a group.

• Modify the task or reduce the written component.

• Some students may need the option of using an audio-tape or have a one-on-one presentation.

• Some students may require their answers on the unit summative test to be assessed orally by the teacher.

Appendix 1.3: Unit #1 Activity #6 – Rubric

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