Course Profile
Geography of Canada, Grade 9 applied, Catholic
Unit 1
Course Profiles are
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Acknowledgments
Catholic Curriculum
Cooperative Writing Partnership
Lead Board
St. Clair Catholic District School
Board
Gord Bristo, Manager
Course Profile Writing
Team
Dennis DesRivieres, St. Clair
Catholic District School Board
Sandra McAvoy, St. Clair Catholic
District School Board
Kelly O’Connor, St. Clair Catholic
District School Board
Patricia Willan, St. Clair Catholic
District School Board
Debi Urquhart, Word Processor, St.
Clair Catholic District School Board
Western Ontario
Catholic Curriculum Cooperative
Institute for Catholic
Education
Unit #1: The Diversity of Canada’s Natural Landscapes
Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity
5 | Activity 6
Time: 22 hours
Unit Developers
Dennis DesRivieres, St. Clair
Catholic District School Board
Kelly O’Connor, St. Clair Catholic
District School Board
Development Date: March 23, 1999
Unit Description
This unit will focus
on the marine and terrestrial ecozones of Canada. Students will come to an
understanding of the diversity of Canada’s natural landscape by first examining
their own local bioregion and then expanding their investigation to compare all
of Canada’s ecozones. Each ecozone will be examined as a unique interconnection
of climate, soils, and living things. Students will come to appreciate the
impact of each human on the environment by identifying and illustrating the
concept of “ecological footprint”. They will develop an appreciation for the diversity
of the earth and the gift of God’s creation, as well as an understanding of
their roles as stewards of the environment.
Strands and Expectations
Ontario Catholic School Graduate Expectations:
CGE: 1d, 1i, 3f, 4f, 5a, 7d, 7i
Strands: Geographic
Foundations: Space and Systems, Human Interactions with the Environment,
Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: CGC 1P: SSV.01B,
SSV.02B, SSV.03B, SSV.04B, HEV.01P, MIV.01B, MIV.02B, MIV.03P
Specific Expectations: CGC 1P:
SS1.01B, SS1.02B, SS1.03B, SS1.05P, SS1.06P, SS2.01P, SS3.01P, HE1.01B,
HE3.03P, UM3.02P, MI1.01B, MI1.02B, HI2.01P, MI2.03P, MI2.04B, MI2.06B,
MI1.09P, MI2.09B, MI2.10P, MI2.11P, MI2.12B, MI2.13B, MI2.14B
Activity Titles (Time +
Sequence)
|
Activity 1 |
The Diversity of
Canada’s Natural Landscapes |
180 min |
|
Activity 2 |
Constructing
Profiles Across Canada’s Landform Regions |
240 min |
|
Activity 3 |
Constructing and
Interpreting Climate Graphs Across Canada |
240 min |
|
Activity 4 |
Identifying
Relationships Within the Local Bioregion |
210 min |
|
Activity 5 |
Understanding
Relationships in an Ecozone |
180 min |
|
Activity 6 |
Researching and
Presenting Characteristics of a Canadian Ecozone |
270 min |
Unit Planning Notes
• Activity 4 in this unit suggests a field trip
to a nearby conservation area. This should be arranged at least 3 weeks in
advance.
• Obtain a wallmap of Canada’s relief, slides
or other visuals showing different regions of Canada.
• Obtain a copy of the Ecozones of Canada
posters referred to in Activity 5.
• Obtain a half-class set of atlases and
suitable textbooks.
• Arrange access to a computer lab for
Internet, CD-ROM, and software activities in this unit.
Prior Knowledge Required
• Instruction in the use of the Internet,
including proper protocol.
• Reading wallmaps and atlas maps using skills
of location, direction, distance, and symbol/colour.
• Operation of a computer using software,
CD-ROM, and Internet access.
• Use of the index and table of contents of an
atlas, textbook, encyclopaedia, and Bible.
• Working cooperatively with others on small
group tasks.
• Criteria for making an effective oral
presentation.
Teaching/Learning
Strategies
Activity 1: small group
activity; individual observation sheet.
Activity 2: student
map and profile construction.
Activity 3: student
map and graph construction.
Activity 4: field trip
study suggested
Activity 5:
teacher-led instruction and review
Activity 6:
small-group poster and presentation to apply unit concepts and skills.
Assessment/Evaluation
1. Reflection:
self-assessment; peer-assessment; wrap-up activities
2. Observation:
formal and informal teacher observation; student observation
3. Written
Tests: teacher-designed
4. Performance
Assessment: presentations, project, graphic organizers
Resources
|
Print: Christian Justice.
(St. Mary’s Press, Minnesota, 1995) Our Ecological
Footprint. (Rees and Wackernagel, New Society
Publishing) http://www.ire.ubc.ca/ecoresearch Making Connections.
(Wallace and Clark, Prentice Hall Ginn, Canada, 1999) See individual
activity resources lists. |
Computer: World Wildlife Fund
Canada. http://www.wwfcanada.org |
Activity #1: Recognizing the Diversity of Canada’s
Natural Landscape
Time: 180
minutes
Description
The students will gain
an appreciation of the diversity of Canada’s landform regions by identifying
each area’s land surface, vegetation, and human activity. Students will also
compare the story of creation in Genesis 1:28-31 to the creation within their
immediate environment.
Strands and Expectations
Ontario Catholic School Graduate
Expectations: CGE: 1i, 3f
Strands:
Methods of Geographic Inquiry, Geographic Foundations: Space and Systems
Overall Expectations:
CGC 1P: SSV.03B, SSV.04B, MIV.01B
Specific Expectations:
CGC 1P: SS1.02B, SS2.02P, MI2.08P, MI2.11P
Planning Notes
• Obtain pictures of landform regions (slides
would be helpful).
• Adaptations can be made to the “Genesis Walk”
for different geographical areas, i.e., walking in pairs for safety, etc.
Prior Knowledge Required
• familiarity with a map of Canada
• understand and identify vegetation, human
activity, and landforms
Teaching/Learning
Strategies
Teachers will:
1. help students identify the different landform
regions in Canada by comparing land surface, natural vegetation, and human
activity.
2. give students a three-day homework assignment
to record the evidence of God’s creative presence in their local environment.
3. introduce and explain the concept of
“stewardship”.
Students will:
1. identify and label the landform regions of
Canada on a base map of Canada.
2. describe the land surface, natural vegetation,
and examples of human activity in these regions based on their collective
experiences from travel, prior study, or projects.
3. in pairs, use coloured pictures of Canada’s
landform regions to develop a chart of the surface, natural vegetation, and
human activities characteristic of each region.
4. in pairs, make a postcard illustrating an
assigned landform region, including a descriptive message on the back which
makes accurate reference to the charted characteristics of the region.
5. in groups of four (two pairs with the same
assigned region), present to the class their postcard and its messages in a 60
second commercial for peer evaluation. The aim is to convince others of the
possibilities of their landform region for a vacation destination. (See
Appendix 1 - 3.)
6. use a Bible to record the sequence of
creation listed in Genesis 1, indicating what was created by God on each of the
seven days.
7. complete the Genesis Walk assignment. (See
Appendix 1 - 1 and 1 - 2.)
Assessment/Evaluation
1. Rubric:
Peer assessment of student’s postcard, in terms of knowledge/thinking and
communication, discuss and create with class prior to first presentation
(Appendix 1 - 3)
2. Personal
communication: Roving conference to monitor progress and comprehension by assisting
students and answering questions
3. Paper
and pencil quiz: identification and labelling of landform regions
4. Performance
assessment: based on content and analysis (Genesis Walk)
Resources
|
Print 1. Large wallmap of Canada 2. Blank map of Canada 3. The Land: Canada’s Physical Diversity,
Prentice Hall Ginn, Canada 4. GeoCanada, McGraw Hill Ryerson 5. Contact Canada, Oxford 6. Canada: Exploring New Directions, Fitzhenry & Whiteside 7. Magazines 8. Activity Sheet: “My Genesis Walk” (Appendix
1-1) 9. Bible |
Computer 1. Encarta, Microsoft 98 Equipment and Supplies 1. Poster paper |
Accommodations
In this activity, as
in all others, each individual student’s strengths will be recognized and
reinforced to foster a positive attitude among all students. Monitor progress
on take-home assignments and use mixed ability grouping to allow for peer
support.
Appendices
Appendix
1-1: Student Handout: “My Genesis Walk”
Appendix
1-2: Reflection Questions
Appendix
1-3: Rubric: Peer Evaluation of Presentations - students of complete with
teacher
Appendix 1 - 1: My Genesis Walk
Step 1 -Read Genesis 1 and record what was created
by God on each of the seven days.
Step 2 -Follow the instructions for each day and record
the information required. Be sure to read
ahead so that you will know when to
complete each section.
|
Day of creation |
What God created on this day |
What I saw on my walk around my
neighbourhood... |
|
Day 1 |
|
this morning (day 1). Describe the
physical environment. |
|
Day 2 |
|
after school (day 1). What in
your neighbourhood environment needs water? How is it used? Where does it
come from? |
|
Day 3 |
|
after school (day 2). Describe
the kinds of vegetation and landforms that you see. |
|
Day 4 |
|
in the evening (day 2). Describe
the physical environment. |
|
Day 5 |
|
in the morning (day 3). Describe
and count the different kinds of birds that you see. |
|
Day 6 |
|
after school (day 3). Describe
and count the different types of animals that you see. |
|
Day 7 |
|
in the morning (day 4). Go outside
and quietly listen to the sounds of the morning. What do you hear? |
Appendix 1 - 2: Reflection Questions:
From the Creation
story, we learn that creation is a process (it happens in stages), all of
creation is good, and human beings have a special role in creation.
1. From your observations on the Genesis Walk,
identify and explain two environmental characteristics that had to be present
before living things (plants and animals) could exist.
2. What is “good” about the variety of living
things that you saw on your walk?
3. Read Genesis 1:26-31 again. What does God say
our relationship to the earth, animals, and vegetation should be?
4. Look up the words "steward" and
"caretaker." Write the meanings of these terms in your own words.
5. Since God teaches us that we are the
caretakers or stewards of all creation, how can you show responsibility for the
area in which you walked?
Appendix 1 - 3: Rubric: Peer Evaluation Of Presentations
Use these questions to
help the students establish levels of achievement for their evaluation of the
presenters.
A. POSTCARD CONTENT
1. Did the postcard show that the presenters had
knowledge of the area they displayed?
2. Did the presenters use appropriate pictures
to illustrate the land use, vegetation, and human activity?
B. DESCRIPTION
1. Did the description include facts about the
area?
2. Was the description organized?
C. PRESENTATION
1. Did the presenters communicate their
information clearly? Could you understand them?
2. Did the presenters know the content of their
presentation? Were they speaking to you or reading their notes?
3. Did the presenters show that this area is attractive
to visit?
Activity #2: Constructing Profiles Across Canada’s
Landform Regions
Time: 240
minutes
Description
Students learn to draw
and colour an imaginary island using relief colours as shown on a wallmap.
Then, they learn to make a profile view across their island. These lessons are
applied to interpreting relief patterns on a map of Canada and constructing a
profile across the country. Last, the students identify the landform regions of
Canada on this profile line.
Strands and Expectations
Strands:
Geographic Foundations: Space and Systems, Methods of Geographic Inquiry
Overall
Expectations: CGC 1P: SSV.01B, MIV.01B
Specific
Expectations: CGC 1P: SSV.02B, SS2.01P, MIV.02B, MI2.04B, MI2.11P,
MI2.12B,MI2.13B
Planning Notes
For schools with easy
access to computer labs, Mapview© and MacGlobe© can take the
place of student atlases in this assignment.
Prior Knowledge Required
Some experience with reading
wallmaps and atlas maps, basic compass directions, linear scale, and
constructing line graphs is required.
Teaching/Learning
Strategies
Teachers will:
1. demonstrate how to construct and interpret
profiles across a chloropleth map of elevations, in order to recognize Canada’s
landform diversity.
Students will:
1. use the legend of a wallmap of Canada showing
elevation to describe general patterns of relief.
2. apply the concept of relief colours to designing
and colouring a relief map of an imaginary island, including place names,
rivers, lakes, 8-point compass roses, scales.
3. apply the skill of constructing a relief
profile by drawing and labelling one across their imaginary island.
4. write directions to a rare and beautiful
object (their choice) buried on their imaginary island. The directions should
include elevation and compass directions.
5. exchange relief maps with another student and
locate the buried object.
6. work in pairs to draw and label an
approximate relief profile across Canada at 55% North latitude.
7. compare the landform regions map and pictures
used in Activity 1 to the relief profile across Canada to better understand
Canada’s landform diversity.
Assessment/Evaluation
1. Personal
Communication: Roving conference
2. Rubric:
Evaluate the students' island maps and profiles in terms of communication
skills with maps and profiles. (Appendix 2 - 1)
3. Pencil
and Paper Test:
i) Label
the regions of Canada on a map and profile across the country.
ii) Construct
a profile view from a simple coloured relief map.
Resources
|
Print 1. Coloured relief wallmap of Canada. 2. Coloured relief
atlas map of Canada The Canadian
Oxford School Atlas, 3. Photographs of
regions of Canada from: |
Computer 1. Computer program, Mapview© 2. Map print of “Canada: Elevation” from MacGlobe©
or PCGlobe© |
Accommodations
The two atlases listed
in Resources already show a detailed profile drawn across Canada at 50% North
latitude. Students who have difficulty drawing a profile can make a neat
labelled sketch of the atlas profile instead.
Appendices
Appendix 2-1: Evaluation: “Map and Profile Drawing Skills”
Appendix 2 - 1: Evaluation:
“Map and Profile Drawing Skills”
Student:
__________________________
Date:
____________________________
|
Instructions: Check off the
appropriate box for each skill area. |
No evidence of the skill |
Limited evidence of the skill |
Some evidence of the skill |
Clear evidence of the skill |
Skill shows complexity of use |
|
|
0 |
1 |
2 |
3 |
4 |
|
1. Island Map |
|
|
|
|
|
|
a) Draws the map accurately,
differentiating land and water areas,
including rivers and lakes. |
|
|
|
|
|
|
b) Neatly labels and titles the map with
a consistent style of lettering, correctly placed. |
|
|
|
|
|
|
c) Neatly colours the map with
appropriate shades and elevation boundaries to clearly show relief. |
|
|
|
|
|
|
d) Produces a clear legend for relief and
adds an 8-point compass rose and a linear scale. |
|
|
|
|
|
|
2. Island Profile |
|
|
|
|
|
|
a) Constructs a vertical scale which
clearly shows graduations in relief. |
|
|
|
|
|
|
b) Accurately draws a profile line which
illustrates differences in relief. |
|
|
|
|
|
|
c) Neatly labels and titles the profile
with a consistent style of lettering, correctly placed. |
|
|
|
|
|
|
Column
Totals: |
|
|
|
|
|
|
Overall Total: |
|
|
|
|
|
|
3. Comments and Suggestions
for Improvement: |
|||||
Activity #3: Constructing and Interpreting Climate
Graphs Across Canada
Time: 240
minutes
Description
Students learn to draw
line and bar graphs to show temperature and precipitation. Then, they use this practice
to work in a group, drawing and comparing climate graphs of places located
along the profile line in Activity 2. The aim is to identify the diversity of
Canadian climates and to understand some of the important locational factors
influencing place-to-place conditions.
Strands and Expectations
Strands:
Geographic Foundations: Space and Systems, Methods of Geographic Inquiry
Overall
Expectations: CGC 1P: SSV.01B, SSV.03B, MIV.02B
Specific
Expectations: CGC 1P: MI1.02B, MI2.01P, MI2.04B, MI2.11P, MI2.14B
Planning Notes
For schools with easy
access to computer labs, some software will allow students to construct climate
graphs that combine line and bars on one graph.
Prior Knowledge Required
Some experience with
constructing and interpreting bar and line graphs is required to draw climate
graphs. Some practice with a calculator to find total and average is necessary.
Teaching/Learning
Strategies
Teachers will:
1. teach how to construct and interpret climate
graphs, in order for students to recognize and begin to explain Canada’s
climatic diversity.
Students will:
1. work in pairs to construct a line graph of
Toronto’s average temperatures by month, and a bar graph of Toronto’s average
monthly precipitation. (See Appendix 3 - 2.)
2. use an outline map of Canada to draw and
label:
• climate regions of Canada
• the line of the profile constructed in
Activity 2 (55° N)
• climate station locations from Appendix 3 - 2
3. using a common scale, work as part of a group
of five to construct one climate graph each to allow for comparisons. (Use only
the first five stations listed in Appendix 3 - 2.)
4. describe in words (with modifying
adjectives), the temperature and precipitation characteristics of their graphs,
comparing the results in a group chart.
5. use the locations of the climate stations to
suggest reasons for Canada’s climatic diversity.
Assessment/Evaluation
1. Personal
Communication: Roving conference
2. Evaluate
the students' maps on the basis of colour use, legend, labels, title, and
accuracy.
3. Pencil
and Paper Test:
i) Draw and label a climate graph.
ii) Describe its precipitation and
temperature characteristics.
iii) Suggest factors influencing climate in
this location.
Resources
Print
1. Appendix 3 - 2, “Climate Station Statistics
Across Canada”
2. The Land (Canada 21 series), Prentice
Hall Ginn, Canada
3. Canada: Exploring New Directions,
Fitzhenry & Whiteside
4. Across Canada, Wiley
5. GeoCanada, McGraw Hill Ryerson
6. The Monograph,
Vol. 48, Issue 4, Winter 1997
CGC Activity - The Climate Regions of Canada, pp. 13 - 15
Accommodations
Use mixed-ability
grouping in constructing climate graphs to allow for peer support. Also, a
prepared climate graph base with temperature and precipitation scales numbered
can be supplied by the teacher.
Appendices
Appendix
3 - 1: Exemplar
Appendix
3 - 2: Student Handout:
“Climate Station Statistics Across Canada”
Appendix 3 - 1: Exemplar: Climate Station Graph
TORONT0
(Y1) Precipitation 
(Y2) Temperature
Appendix
3 - 2:
Climate Station
Statistics Across Canada
(temperature
in ºC and precipitation in mm)
|
Station |
J |
F |
M |
A |
M |
J |
J |
A |
S |
O |
N |
D |
|
Prince
Rupert ºC |
0 |
2 |
3 |
5 |
8 |
11 |
13 |
13 |
11 |
8 |
4 |
2 |
|
British
Columbia mm |
228 |
222 |
201 |
190 |
140 |
130 |
103 |
158 |
223 |
367 |
268 |
284 |
|
Prince
George ºC |
–12 |
–6 |
–2 |
4 |
9 |
13 |
15 |
14 |
10 |
5 |
–3 |
–8 |
|
British
Columbia mm |
57 |
39 |
37 |
27 |
47 |
67 |
60 |
68 |
59 |
59 |
51 |
57 |
|
Prince
Albert ºC |
–20 |
–16 |
–9 |
3 |
10 |
15 |
18 |
16 |
10 |
4 |
–8 |
–17 |
|
Saskatchewan mm |
14 |
15 |
19 |
25 |
46 |
63 |
74 |
55 |
41 |
26 |
18 |
22 |
|
Moosonee ºC |
–20 |
–18 |
–12 |
–2 |
5 |
12 |
16 |
14 |
10 |
5 |
–4 |
–15 |
|
Ontario mm |
46 |
44 |
42 |
42 |
70 |
88 |
90 |
84 |
83 |
72 |
73 |
50 |
|
St.
John’s ºC |
–4 |
–5 |
–3 |
1 |
6 |
10 |
15 |
15 |
12 |
7 |
3 |
–2 |
|
Newfoundland mm |
153 |
163 |
135 |
121 |
99 |
94 |
89 |
101 |
120 |
138 |
163 |
174 |
|
Toronto ºC |
–4 |
–4 |
0 |
7 |
13 |
19 |
22 |
21 |
17 |
11 |
4 |
–2 |
|
Ontario mm |
67 |
59 |
67 |
66 |
70 |
63 |
74 |
61 |
65 |
60 |
63 |
61 |
|
Resolute ºC |
–33 |
–34 |
–31 |
–23 |
–11 |
0 |
4 |
3 |
–5 |
–15 |
–24 |
–29 |
|
Nunavut mm |
3 |
3 |
3 |
6 |
9 |
12 |
26 |
30 |
18 |
15 |
6 |
5 |
Activity #4: Identifying Relationships Within the
Local Bioregion
Time: 210
minutes
Description
Students begin by
locating the local bioregion on maps of Canada’s landforms, climate, soil and natural
vegetation regions. They work in groups to create large web charts based on
selected animal species in the local area. Generalizations and conclusions are
drawn about connections between landforms, climates, plants, animals, and human
activity in the bioregion.
Strands and Expectations
Strands:
Geographic Foundations: Space and Systems, Methods of Geographic Inquiry
Ontario
Catholic School Graduate Expectations: CGE: 4f, 7i
Overall
Expectations: CGC 1P: SSV.01B, SSV.04B, MIV.01B, MIV.02B
Specific
Expectations: CGC 1P: SS1.01B, SS1.02B, SS1.05P, SS1.01P, SS3.01P, MI2.01P,
MI2.03P, MI2.04P, MI2.08P, MI2.10P
Planning Notes
It is usually
necessary to book field visits to local conservation areas and parks well in
advance. If you cannot visit a centre, it may be possible to have a naturalist
come to the school for an indoor field trip with slides and sample materials.
Prior Knowledge Required
Some knowledge of
animal habitat and food chains or food webs from Intermediate level Science is
assumed of most learners.
Teaching/Learning
Strategies
Teachers will:
1. organize small groups to develop and compare
charts to demonstrate how wildlife species in the local bioregions interconnect
with natural and human factors.
2. introduce the concept of “stewardship” by
considering the human impact on local wildlife.
3. organize a field trip or hike to observe and
record interconnections in the local bioregion. Many local conservation
authorities and provincial parks offer such programs with naturalists as
guides.
4. as an alternative, visit a local site to
gather evidence about human impacts (positive and/or negative) upon a local
stream, forest, woodlot, park, or urban fringe area.
Students will:
1. use atlases and student maps (Activity 3) to
compare Canada’s climate, soil, and natural vegetation regions, identifying
similar distribution patterns.
2. use these maps to identify the types of
climate, soil, and natural vegetation found in the local area.
3. work with others to develop lists of natural
vegetation and wildlife species common to the local bioregion.
4. work in a group of three or four, choosing a
different local wildlife species to develop a web chart diagram of the habitat,
food sources, predators, seasonal adaptation/migration, and human impact. Start
with the species at the centre.
5. discuss the following concepts for the
species:
• What effect does the activity of humans have?
Is it harmful or beneficial in any way? Identify.
• Do humans, as stewards of creation, have an obligation
to act in a way that is less harmful and more beneficial to local wildlife?
6. post their chart so that it can be compared
to others, with a view to developing an overall chart, diagram, or model (such
as a food chain or soil profile) to show connections and impacts in the local
bioregion.
Assessment/Evaluation
1. Personal
Communication: Roving conference
2. Rubric:
To evaluate group web diagram
3. Pencil
and Paper Quiz: Based on Steps 1 to 4 above
4. The teacher may decide to have students develop
a short report of the field trip in written, visual, or audio-visual form.
Resources
|
Print 1. The Land (Canada 21 series), Prentice Hall Ginn, Canada 2. Canada: Exploring New Directions, Fitzhenry & Whiteside 3. Across Canada, Wiley 4. GeoCanada, McGraw Hill Ryerson 5. Canada and the World, Prentice Hall Ginn, Canada 6. The Canadian Oxford School Atlas, Oxford University Press 7. Christian Justice, St. Mary’s Press,
1994 8. Genesis 1:28 - 31 9. Making Connections, Wallace and Clark, Prentice Hall Ginn, Canada, 1999 |
Computer 1. Internet research 2. CD-ROM, Encarta 3. CD-ROM, National Geographic
(complete series, 22 CDs) Video 1. Wildlife videos will reinforce concepts for
such Canadian species as deer, salmon, migratory birds, black bear, polar
bear, killer whale, humpback whale, buffalo, and so on. Equipment and Supplies 1. Large chart paper and marking pens |
Accommodations
Use mixed-ability grouping
and allow students to apply drawing talents to the web diagram.
Appendices
Appendix 4 - 1: Rubric for Group Web Diagram
Appendix 4 - 1:
Rubric for Group Web
Diagram
|
Criterion |
Level 1 (50 - 59) |
Level 2 (60 - 69) |
Level 3 (70 - 79) |
Level 4 (80 - 100) |
|
Knowledge and Understanding: 1) of facts related to habitat, food, predators, and
adaptation/ migration. 2)
of human impact on particular animal species. |
Information is often listed under the wrong headings
and there is not any information about human impact. |
Some information is recorded under the correct
headings and the human impact is included. |
Most information is recorded under the correct
headings and the human impact is fairly detailed. |
All information is recorded under the correct
headings and the human impact is highly detailed. |
|
Thinking and Inquiry: 1)
effectively gathers information about specific animal species from the local
environment. |
Obtains limited information based on personal
knowledge or experience. |
Obtains some information based on two
different sources, including personal experience. |
Obtains considerable information based on
three different sources, including personal experience. |
Obtains extensive information based on
textbooks/atlas sources, encyclopaedic and Internet/ computer access. |
|
Communicating: 1)
effectively creates a clear web diagram visible to the whole class. |
Diagram is not visible from a distance and the
animal drawing is only fair in quality. |
Diagram is visible from a distance, but is not
neatly lettered. The drawing is good. |
Diagram is visible from a distance and neatly lettered,
with a very good animal drawing. |
Diagram is visible from a distance and highly
attractive, with an excellent animal drawing. |
|
Application: 1)
effectively makes logical conclusions and generalizations by comparing webs
for different animals. |
Is attentive during discussions and can answer
questions based on generalizations. |
Makes some contribution to discussion and
shows a good level of generalizations. |
Actively contributes to the discussion and shows
a high level of generalizations. |
Actively contributes to comparison and
demonstrates a very high level of generalization. |
Activity #5: Understanding
Relationships in an Ecozone
Time: 180
minutes
Description
Students will revisit their
results of the “My Genesis Walk” exercise completed in Activity 1, and identify
examples of the impact of human activity on the environment. They will further
examine this concept in light of the amount of geographical area needed to
sustain the lifestyle of an average resident of North America. A preliminary
exercise will prepare them to complete the major project of this unit.
Strands and Expectations
Strands:
Geographic Foundations: Space and Systems, Human-Environment Interactions,
Methods of Geographic Inquiry
Ontario
Catholic School Graduation Expectations: CGE: 1d, 1i, 5a
Overall
Expectations: CGC 1P: SSV.01B, SSV.02B, SSV.04B, HEV.01P, MIV.02B
Specific
Expectations: CGC 1P: SSI.01B, SSI.02B, SSI.03B, SSI.05P, SSI.06P, SS2.01P,
HEI.01B, MI2.01P, MI2.04B, MI2.08P
Planning Notes
Students will be
required to refer to their “My Genesis Walk” activity completed in Activity 1.
Each student will require a map of the local area. It may be helpful during small-group
and pair work to match special needs students with a peer-helper. In addition,
some assistance may be required with math calculations.
NOTE:
The term “ecological
footprint” refers to the measure of land that is required to support an average
North American with food, water, and oxygen (five hectares of land per person).
One hectare is approximately 10 urban lots. The term “sustainability” refers to
using resources at a slower rate than their natural replacement. This helps
ensure a continuous supply for future generations.
Prior Knowledge Required
• completion of the “My Genesis Walk” activity
sheet from Activity 1
• understanding of map scale
Teaching/Learning
Strategies
Teachers will:
1. explain the term “ecological footprint” as a way
of illustrating the concepts of “sustainability” and “stewardship” of
resources.
2. explain the “ecological footprint” formula
(see Planning Notes) and identify the size of one hectare on a map or by
walking the distance outside.
3. have students use the formula to calculate:
• how much space the school population needs
• how many people would fit within the boundary
of our community, according to the formula.
4. help students to understand where we obtain
the extra resources needed to sustain the population of the community, and the
long-term consequences for the earth of using these resources.
5. explain that the concept of “sustaining” the
earth as God intended is a requirement of stewardship - emphasize respect,
service, and consideration for all of creation (plant, human, animal,
physical).
Students will:
1. review their "My Genesis Walk"
assignments and identify evidence of humans changing the environment.
2. use a base map and an atlas to make an
ecozone map of Canada.
3. work with a group to research and record one
of the following characteristics of the local ecozone: climate, landform, soil,
natural vegetation, animals, and human activity. Each group should develop
about 6 to 10 points for their topic.
4. record the group’s information on a hexagon
chart on the board and leave space for other groups to record their
information. The hexagon corners are the six research topics. (Appendix 5 - 1)
5. work with other students to identify connections
between the six corners of the hexagon by making inferences about ways in which
climate, landform, soil, natural vegetation, animals, and human activities
affect one another in the local ecozone region.
6. engage in group discussion of the following
questions:
• Each element within the order of creation
(air, soil, plant and animal life, and humans) have specific functions to
fulfil for the greater good of the whole community. What are these functions in
your web charts?
• In order to sustain the earth as God
intended, what do we need to practice as stewards?
Assessment/Evaluation
1. Personal
Communication: Roving conference to monitor progress, comprehension, and
assist students and answer question.
2. Pencil
and Paper Quiz: To assess the math skills required to complete the
assignment and to test the main concepts of the unit
3. Formative
Assessment: Based on reflective discussion questions
Resources
|
Print 1. Previously completed “My Genesis Walk”
Activity 2. Local area map 3. Blank map of Canada 4. Canadian distribution maps (landform,
soils, natural vegetation, climate) 5. Canadian Oxford School Atlas, 7th
Edition, Oxford University
Press |
Computer 1. Internet access 2. CD-ROM atlas |
Accommodations
Have students work in pairs
to do the mathematics work on the "ecological footprint" relating to
local school and community. During small-group and pair work, it may be helpful
to match special-needs students with a peer helper. In addition, some
assistance may be required with math calculations.
Appendices
Appendix
5 - 1: Group Activity: Local
Ecozone Connections
Appendix 5 - 1:
Group Activity - Local
Ecozone Connections
Activity
#6: Researching
and Presenting Characteristics of a Canadian Ecozone
Time: 270
minutes
Description
Students will apply
their knowledge and understanding of ecozones by developing and presenting a
project. A visual format, such as a display poster or a hypercard stack, will
be used to demonstrate research about one of Canada’s twenty ecozones.
Information and visuals about landforms, climate, plants, and animals will be
linked to show the character of the ecozone. The "ecological
footprint" of people in the ecozone is also included. In this project,
students will demonstrate the skills of map and profile drawing, climate graph
construction, and ecozone web-charting which they developed in previous
activities of this unit. The aim of the group presentations will be to convince
the class that the group’s ecozone needs increased government spending to
protect the environment in the region.
Strands and Expectations
Strands:
Geographic Foundations: Space and Systems, Methods of Geographic Inquiry
Ontario
Catholic School Graduate Expectations: CGE: 1d, 4f
Overall
Expectations: CGC 1P: SSV.01B, SSV.03B, SSV.04B, MIV.01B, MIV.03P
Specific
Expectations: CGC 1P: SSI.01B, SSI.02B, SSI.03B, SSI.05P, SS3.03B, MI1.01B,
MI1.02B, MI2.03P, MI2.08P, MI2.09B
Planning
Notes
It is important to
assemble necessary resources in advance to assist with this project. Schools
with Internet access will find the Environment Canada website very helpful, as
is their CD-ROM, “The State of Canada’s Environment”, 1996.
Prior Knowledge Required
If students choose to
design a poster, they need to understand the skills of layout, lettering, and
design to express the poster content well. If they choose to prepare a
hypercard stack, they will need to understand how it operates and apply this
level of technology to the project content.
Teaching/Learning
Strategies
Teachers will:
1. introduce the following scenario to students:
“The federal Ministry of Environment has $200 million (in 20 units of $10
million each) to spend to expand parks and protected areas in Canada.
Your aim is to convince them that your ecozone of study deserves a “fair share”
of this funding.
2. review the principal skills and concepts
developed in the unit to date.
3. apply these skills and concepts by having
students work in small groups or pairs to create a visual project on one of
Canada’s ecozones - either as a poster or a hypercard stack.
4. establish criteria for peer evaluation (with
students). (See Appendix 6 - 3.)
Students will:
1. work in small groups or pairs to make a list
of 3-4 key questions to direct their inquiry.
2. construct and label relief maps and/or
profiles, climate graphs, and web-charts or hexagonal-charts representative of one
Canadian ecozone.
3. research and prepare a display and a report
which demonstrate clearly the connections which exist between the landforms,
climate, soils, natural vegetation, wildlife, and human activities in the
region.
4. demonstrate an understanding of the concepts
of “ecological footprint”, “sustainability”, and “stewardship” with regard to
human activities on the region.
5. present their poster (or hypercard stack) to
the class, explaining connections within the ecozone, as well as the
application of “stewardship” to the region. Each group should try to convince
the class that their ecozone deserves a “fair share” of the expanded funding for
parks and protected areas in Canada.
6. participate in group presentations and class
discussion regarding choices and priorities for funding for parks and protected
areas.
Assessment/Evaluation
1. Personal
Communication: Roving conference
2. Self/Peer
Evaluation: Evaluation of participation and performance with group
(Appendix 6 - 1)
3. Teacher
Evaluation: Evaluation of completed poster (Appendix 6 - 2)
4. Peer
Evaluation: Evaluation of group presentation (Appendix 6 - 3)
Resources
Print
1. Research posters,
Government of Canada, Set of 20 Ecozone Posters, ($16.95)
1-800-734-3232 or http://www.ec.gc.ca
2. Climatic station statistics from any Canadian
Geography textbook
3. Canadian Geographic magazine
4. National Geographic magazine for representative
photographs and information about the "ecological footprints" of
humans
5. Brian Schouten, “Ecozones of Canada Using the
State of the Environment Report 1996 and Canada’s Ecozone Poster Series”, The
Monograph, Vol. 49, No. 4, Winter 1998, pp. 25 - 28
6. Making Connections, Wallace and Clark,
Prentice Hall Ginn, Canada, 1999.
Computer
1. http://www.ec.gc.ca,
Environment Canada Green Lane
2. CD-ROM, Environment Canada, The State of
Canada’s Environment, 1996.
Accommodations
• Use mixed-ability groups into which special
needs students can be integrated to best use their skills in completing some
portion of the group project.
• Enrichment could take the form of some other
assignment format, such as a videotape or a series of drawings based on characteristics
of the local ecozone - an example of the bioregion field trip suggested in
Activity 4.
Appendices
Appendix
6 - 1: Peer/Self-Evaluation:
Ecozone Project
Appendix
6 - 2: Teacher Evaluation:
Ecozone Project
Appendix
6 - 3: Peer Evaluation of
Ecozone Project
Appendix 6 - 1: Peer/Self-Evaluation: Ecozone Project
1. Draw a circle.
2. Use the circle to create a pie chart showing
the effort put into this activity by each member of the group, including
yourself. If everyone worked equally hard, the sectors should be of equal size.
Add a legend and colour to distinguish each person’s sector from the others.
3. On the back of this sheet describe the
content of the group work under the following headings:
• What did you do to complete the activity?
a) Research
work
b) Visual
work - maps, graphs, diagrams
c) Written
work
• What did each of the other members of the
group do to complete the activity?
a) Research
work
b) Visual
work - maps, graphs, diagrams
c) Written
work
• What did you learn?
• What would you do differently if you could
start again?
Appendix 6 - 2: Teacher Evaluation: Ecozone Project
Student:
______________________
Date:
________________________
|
|
Level 1 (50 - 59) |
Level 2 (60 - 69) |
Level 3 (70 - 79) |
Level 4 (80 - 100) |
|
|
|
|
|
|
|
A. Knowledge/Understanding |
||||
|
1. demonstrates understanding of the concepts
and principles of ecozone |
the project showed
limited understanding of ecozone principles and relationships |
the project showed
some understanding of ecozone principles and relationships |
the project showed
considerable understanding of ecozone principles and relationships |
the project showed a high degree of
understanding of ecozone principles and relationships |
|
2. the project demonstrates understanding of
relationships among the concepts of ecozone |
|
|
|
|
|
B. Thinking/Inquiry |
||||
|
1. uses geographic materials from primary and
secondary resources |
the project made
limited use of graphic organizers and varied geographic information to
support conclusions |
the project made
some use of graphic organizers and varied geographic information to support
conclusions |
the project made
considerable use of graphic organizers and varied geographic information to
support conclusions |
the project made a
great deal of use of graphic organizers and varied geographic information to
support conclusions |
|
2. uses graphic organizers to visualize
information |
|
|
|
|
|
3. provides evidence to support opinions and
conclusions |
|
|
|
|
|
C. Communication (2) |
||||
|
1. shows effective use of symbols and visuals
on maps and graphs |
the project made
fair use of maps, graphs, and written language |
the project made
good use of maps, graphs, and written language |
the project made
very good use of maps, graphs, and written language |
the project made
excellent use of maps, graphs, and written language |
|
2. shows effective use of written language |
|
|
|
|
|
3. shows effective use of oral language |
the presentation
used oral language with only limited clarity and persuasion |
the presentation
used oral language with some degree of clarity and persuasion |
the presentation
used oral language with considerable clarity and persuasion |
the presentation
used oral language with a high degree of clarity and persuasion |
|
D. Application |
||||
|
1. demonstrates logical conclusions or
generalizations about sustainability |
the project made
limited use of technology and materials to illustrate logical conclusions |
the project made
good use of technology and materials to illustrate logical conclusions |
the project made very
good use of technology and materials to illustrate logical conclusions |
the project made
excellent use of technology and materials to illustrate logical conclusions |
|
2. makes effective use of technology,
equipment, and materials |
|
|
|
|
|
E. Comments and Suggestions for Improvement: |
||||
Appendix 6 - 3: Peer Evaluation: Ecozone Project
Group Members:
_____________________________________
Date:
______________________________________________
Use the following criteria
to judge the display and presentation, by checking off the appropriate box:
|
0 No evidence of this |
3 Considerable evidence of this |
|
1 Limited evidence of this |
4 A great deal of evidence of this |
|
2 Moderate evidence of this |
|
|
This group: |
0 |
1 |
2 |
3 |
4 |
|
1. knows how to identify an ecozone region. |
|
|
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|
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2. understands the connections between the
parts of an ecozone. |
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3. used different types of geographical
information. |
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4. used information to support opinions or
conclusions. |
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5. used good charts or diagrams to show
information. |
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6. used good maps and graphs. |
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7. spoke clearly and persuasively without reading
too much from notes. |
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8. produced an attractive overall display. |
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9. What did you like most about this
project? |
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10. What part of this project needs the most
improvement? |
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