Course Profile   Geography of Canada, Grade 9 academic, Public

 

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.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

 

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Acknowledgments

 

Public District School Board Writing Team - Canadian and World Studies

 

Lead Board

 

            Kawartha Pine Ridge District School Board

            Fiona White, Manager

 

Course Profile Writing Team

 

            Rob Andrews, Kawartha Pine Ridge District School Board

            Charlotte Barnoski, Kawartha Pine Ridge District School Board

            Ron Chasmer, York Region District School Board

            Doug Hinan, Kawartha Pine Ridge District School Board

            Mark Lowry, Toronto District School Board

            Dan Macmaster, Kawartha Pine Ridge District School Board

            Todd Pottle, Kawartha Pine Ridge District School Board

            Jeanette van Loon, Kawartha Pine Ridge District School Board

 

Internal Review & Support Team

 

            Laina Andrews, Kawartha Pine Ridge District School Board

            Bruce Brydges, Kawartha Pine Ridge District School Board

            Carol Carr, Kawartha Pine Ridge District School Board

            Leigh Facey-Crowther, Kawartha Pine Ridge District School Board

            Mike Filip, Kawartha Pine Ridge District School Board

            Kim Kasperski, Kawartha Pine Ridge District School Board

            Cec Knight, Kawartha Pine Ridge District School Board

            Sonja Vandermeer, Trillium Lakelands District School Board

 

Unit # 1: Natural Systems

 

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7 | Activity 8

 

Time: 1500 minutes

Unit Developer(s):

 

Development Date:      April 7, 1999

 

Unit Description

 

In their study of natural systems, students will use the concept of a region in their investigation of Canada’s ecozones and the physical processes which shape them. Their work on National Parks and on planning a tour of ecozones will develop their decision-making skills and provide a foundation of knowledge regarding Canada’s varied and extensive natural systems. Students will apply these skills and concepts in the two final activities by creating a travel brochure and participating in a simulation aimed at selecting an ecozone for protection. The culminating activity for the unit will be introduced.

 

Strand(s) and Expectations

 

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

 

Overall Expectations:      SSV.01B, SSV.02B, SSV.03B, SSV.O4B, SSV.O5B, HEV.O1D, HEV.04D, GCV.02B, UMV.01B, MIV.01B, MIV.02B, MIV.03D

 

Specific Expectations:      SSI.01B, SSI.02B, SSI.04B, SSI.05D, SS2.01D, SS3.01D, SS3.03D, SS3.04D, SS3.05B, HE1.03B, HE3.03D, GC1.05D, UM1.02B, MI1L01B, MI1.02B, MI2.01D, MI2.02B, MI2.03D, MI2.04B, MI2.08B, MI2.09D, MI2.10D, MI2.11D, M12.12B, MI2.13B, MI3.04D

 

Activity Titles (Time and Sequence)

 

Activity 1

Creating a Mind Map: Geography Is Everything

75 min

Activity 2

Identifying Local Regions

150 min

Activity 3

Discovering Ecozones Using Thematic Maps and Organizers

225 min

Activity 4

Investigating Physical Processes

225 min

Activity 5

Developing a Proposal for a National Park

225 min

Activity 6

Planning a Tour Across Canada

150 min

Activity 7

Designing a Travel Brochure

300 min

Activity 8

Presenting an Ecozone Proposal

150 min

 

Prior Knowledge Required

 

This unit builds on concepts and skills developed in the elementary curriculum, especially in Grade 7 Geography where expectations relating to geographic inquiry, physical geography and natural resources are addressed. As well, students will be expected to utilize communication skills addressed in the Language curriculum and data management skills addressed in the Mathematics curriculum.

 

Unit Planning Notes

 

Review information on ecozones, an ecological land classification system developed for use by Environment Canada and Statistics Canada that represents large and very generalized land areas based on particular combinations of abiotic and biotic features in conjunction with human activities. Canada 's ecological landscape is comprised of 15 terrestrial and 5 marine unique ecozones. These zones may be subdivided into eco-regions which have distinguishable characteristics, based upon the ecosystems that exist within these regions. A good starting point for information is the Environment Canada website (see Resources section on p. 9).

 

Teachers should ensure:

•   an adequate supply of textual and graphic resources on Canada's ecozones, natural systems, tourist information, and National Parks;

•   appropriate bookings of technology facilities;

•   reservation and preview of appropriate videos; and

•   visitation to related web sites.

 

Teaching/Learning Strategies

 

Student learning will take place in this unit through their involvement in a variety of the following:

Creating graphs

Creating maps

Data analysis

Small group discussions

Class discussion

Simulation

Oral presentation

Written interpretation

Report writing

 

Assessment/Evaluation

 

During this first unit checklists and rating scales are used to provide frequent feedback to support the development of good learning skills for the course. Self and peer assessment will enable individual goal- setting. In addition rubrics are used for the more complex tasks involved in the written reports, the brochure and presentations.

 

Resources

 

See Resources section on p. 9 - 10 for complete information on the following types of resources, which are used in many activities throughout the course.

•   Texts, Periodicals and Atlases

•   Geotechnology Programs and Data

•   Multimedia and Software

•   Organizations and Internet Sites

•   Assessment and Teaching Strategies

 

General reference to the types of resources needed for each activity are included with the activity, along with specific information for any resource that is used in that activity only.

 

Activity #1: Creating a Mind Map: Geography is Everything

 

Time: 75 minutes

 

Description

 

Students will brainstorm the topic “What is Geography?”. Students will draw from their previous knowledge as well as the visuals displayed in the classroom. Students will then categorize the words and create a mind map using their headings and all of the words from their list. Students will add symbols to their mind map and identify where connections can be made between some of the words in different categories.

 

Strands and Expectations

 

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

 

            Overall Expectations: SSV.04B, MIV.01B

 

            Specific Expectations: SS1.01B, SS1.05B, MI2.04B

 

Planning Notes

 

•   Have many visuals showing different aspects of Geography available in the room.

•   Have prizes available (optional)

•   This is a good diagnostic tool for assessing prior learning about geography

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum for geography it is expected that the student be familiar with the five themes of geographic inquiry (location/place, environment, region, interaction, and movement), understand and identify how physical patterns affect human activity, identify natural resource and understand their economic and environmental impact, understand global patterns in human geography, economic systems and the factors that influence them, as well as the major types of migration and factors affecting mobility.

 

Teaching/Learning Strategies

 

1.     The teacher will start by explaining how brainstorming works - no bad ideas, no laughing at others, put everything down and sort it out later.

2.     Individually, students will generate a list of 5 to 10 concepts (use both nouns and verbs) which answer the question “What is Geography?”. Teacher can give out prizes for the students with the most words.

3.     Once students have their individual list, a class list will be generated on the board. Teacher may want to prompt students so that a wide variety of concepts are used.

4.     Individually, students will organize the board list into 5 or 6 categories. They must choose an appropriate title for each category (not “Other”). Option: use the five themes of geography.

5.     When students finish categorizing their words, they will create a mind map with “Geography is Everything” in the middle of their paper. The teacher may want to model one facet so that students know what to do. Maps is an easy one to model as students should have many words tied to this.

6.     Once students complete their mind map they are to add as many symbols as they can think of beside the words.

7.     Students will complete a check list of each other’s mind maps to check for completeness and creative symbols.

8.     Have students answer the following questions about their mind map:

        How many categories did you use? Can you think of other ways to put together your categories? Are there any connections you can see between some of the words in your different categories? Compare your mind map to another student’s - what similarities and/or differences do you see? After comparing your mind map to another student’s mind map, is there anything you would do differently if you could do it all over again?

9.     The teacher will lead a guided discussion based on the interconnections between the elements of geography and the systems of which they are a part; e.g., ecosystems, hydrological cycle...).

10.    The teacher will introduce the final two activities as the focus for the unit, so students understand that the other activities will enable them to develop the concepts and skills needed for the travel brochure and simulation activities.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Checklist

formative

peer

mind map

checklist

diagnostic

teacher

mind map

 

Accommodations

 

•   For students with writing difficulties - have them start by using symbols, and/or give them sample headings for their organization

•   Use of atlas to generate word lists

•   Work with a peer/buddy or scribe

 

Resources

 

•   A variety of posters and maps for the room

•   Atlases

 

 

 

Activity #2: Identifying Local Regions

 

Time: 75 minutes

 

Description

 

Students will review the concept of regions and have the opportunity to discern regions within their local community or surrounding environment or that of an area for which remotely-sensed images (aerial photos or satellite images) are available.

 

Strands & Expectations

 

            Strands: Geographic Foundation: Space & Systems, Understanding and Managing Change,             Methods of Geographic Inquiry

 

            Overall Expectations: SSV.01B, SSV.03B,SSV.04B SSV.05B UMV.02B, MIV.01B,

                                                   MVI.02B

 

            Specific Expectations: SS1.01B, SS1.02B, SS1.05D,S2.01D,SS3.01D,UM1.02B,MI1.02B,   MI2.01D, MI2.03D, MI2.08B, M12.09D, M12.10D, MI2.11D, MI2.12B, MI2.13B,    MI3.04D

 

Planning Notes

 

•   Get copies of local Ontario Base Map from a local Planning or Engineering Dept.

•   Review definitions of region and transition zone.

•   Have remotely-sensed images available if necessary.

•   Students can simulate a GIS in this activity by drawing the boundaries of each land use or land cover onto a series of transparencies, then overlaying them to identify patterns and relationships.

•   If a GPS is available, have students geo-reference their local maps.

•   A possible extension to this activity is to have students identify the barriers posed to infrastructure by the land uses, land cover, or topography.

 

Prior Knowledge Required

 

From the Grade 7 and 8 Curriculum it is expected that the student be familiar with the five themes of geographic inquiry, the concepts centred around creating maps and graphs to organize and display information, be able to gather information from a variety of primary and secondary sources, demonstrate an understanding of patterns and the factors affecting population distribution and demonstrate an understanding of the concept of sustainable development and its environmental impact.

 

Teaching/Learning Strategies

 

1.   Using Think-Pair-Share students will identify the various regions that are found within a community or within a wilderness area. Students will identify the factor(s) they considered when thinking of the regions.

2.   (If applicable) the teacher will explain the processes involved in remote-sensing interpretation, provide the class with examples of remotely sensed images and guide students through the process of identifying different land uses or different land covers in these images.

3.   The teacher will identify and explain the various types of land use such as Residential, Institutional, Industrial, Commercial, Recreational, Transportation, Agriculture, and Green Space. The teacher will identify the various forms of land cover frequently found in wilderness areas.

4.   Students will either:

     a.    use the OBM (and, if available, a local remotely-sensed image) to construct a land-use        map that shows how the community is divided into “land-use” regions; or,

     b.    construct a land-use map of a community for which remotely-sensed images are          available; or,

     c.    use a remotely-sensed image of a wilderness area to discern regions based on dominant cover.

     Note: Students will need to include all of the basic cartographic requirements in their maps.

5.   Once students have completed their land use or dominant cover maps, they will either:

     a.    identify land-use patterns, and provide a rationale for the location and distribution of land-       uses; Where land-uses have changed over time, have students identify possible reasons. (e.g.        abandoned buildings, factories converted to other uses, houses converted into stores.) or

     b.     identify dominant cover patterns, and provide a rationale for the location and distribution of        vegetation.

 

Resources:

 

Ontario Base Map

Remotely-Sensed Images (Aerial Photos or Satellite Images)

Textbooks and Atlases

 

Accommodations:

 

•   stronger students can assist weaker students and work as a team

•   use of peer-helpers

•   have copy of note on land uses for weaker students or those with scripting problems

•   maps can be constructed using desktop publishing software such as Claris Works or Corel (both Ministry Licensed), Paint or Super Paint or a GIS, such as ArcView.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Checklist

formative

Peer, Teacher

Land-use map

Checklist

formative

Self, Teacher

Description of land-uses in local community

 

 

Activity #3: Discovering Ecozones Using Thematic Maps and Organizers

 

Time: 225 minutes

 

Description

 

This activity will introduce students to the concept of ecozones. After constructing overlay maps of Canada’s Climate, Soils, Vegetation and Landform Regions they will develop maps of Canada's ecozones compare these to Canada's actual ecozones, create an organizer, and research the physical and human characteristics of each ecozone. They will examine factors affecting climate in each ecozone, relationships between physical components, and natural values. They will also use the data collected and apply a decision-making matrix to choose and report on the most suitable ecozone for them to live in the future.

 

Strands & Expectations

 

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

 

            Overall Expectations: SSV.01B, SSV.03B, SSV.04B, MIV.01B, MIV.03D

 

            Specific Expectations: SSI.01B, SSI.02B, MII.02B, MI2.01D, MI2.03D, MI2.09D,

                                                   MI2.I0D, MI2.12B, MI2.13B

 

Planning Notes

 

1.   Make overheads available if using overlay technique for analysis.

2.   Book computer lab if geotechnology is used as a resource.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the five themes of geographic inquiry, use a variety of geographic representations, tools, and technologies to gather , process and communicate geographic information, demonstrate a knowledge of physical patterns and regions, and use a decision making model.

 

Teaching/Learning Strategies

 

1.   The teacher will review the concept of regions, introduce ecozones (definition and purpose) and discuss the diversity in Canada’s ecozones. The teacher will also review the principles of collaborative learning and proper cartographic conventions. This could be done by having students assist in the development of a rubric for assessing maps. The teacher will also discuss the relationships and links between natural systems using the map layers.

2.   In groups of four the students will produce overlays of the following thematic maps of Canada: Landforms, Climate, Vegetation, and Soils. (These maps can be found in the Canada: Land of Diversity, 2nd ed., pages 34, 68, 80, and 91 respectively or from any Canadian Atlas.). They will then use the overlays to produce their own Ecozones map of Canada.

3.   The students will compare and contrast their Ecozone map with a map of Canada's actual ecozones provided either by the teacher or found in an atlas (e.g. p. 19 of the Canadian Oxford Intermediate Atlas or p.55-56 of Canada and the World: An Atlas Resource, 2nd Ed.)

4.   Students will then answer the questions such as the following based on the ecozone map: Which ecozone: is your community located in, occupies most of coastal B.C., occupies much of the Mackenzie River drainage basin, occupies most of southerly Canada, matches the area known as the Hudson Bay Lowlands, matches the area known as the Near North, matches the southern portion of the physiographic region called the Interior Plains, contains over 50% of the population of Canada, contains portions of at least 5 provinces…

5.   Using available resources (see Resources section on page 9) such as:

       •    The Ecozone Posters produced by Environment Canada

       •    State of Canada's Environment

       •    Thematic Maps of Canada from Atlases

       •    ArcCanada (database for use with ArcView)

       •    ArcVoyager,

    students will collect and record descriptive and numerical data on the landforms, environment, relief, physiography, climate, vegetation, forests, plants, wildlife, and human activities of each ecozone and then complete the following organizer:

 

Ecozone

Climate Region and General Type of Climate

Factors Affecting Climate

Relationships between Physical Components

Natural Values

 

e.g. Lower Lakes: cold winter with heavy snowfalls; hot humid summers (See p.17 of Canadian Oxford School Atlas, 6th Ed.)

e.g. nearness to water, elevation, etc.

e.g. soils and vegetation, vegetation and wildlife

e.g. Habitat for a species at risk, see p. 55-56 of Canada and the World: An Atlas Resource, 2nd. Ed.), major watershed, etc.

 

6.   The students will select 5 candidate ecozones that they may wish to live in one day and 5 criteria from the organizer in #5 that would be helpful in making this decision. They will record this in a decision-making matrix such as the one below, and evaluate the alternatives according to the chosen criteria.

 

 

Criteria and Weighting

Alternatives

(Criteria 1)

w

(Criteria 2)

 

(Criteria 3)

 

(Criteria 4)

 

(Criteria 5)

 

TOTAL

 

Alternative 1

data

 

r

 

 

 

 

 

 

 

 

Total Points

 

 

 

p

 

 

 

 

 

 

 

 

 

 

            w - weighting     r - rank     p - points    Note: p = w x r

 

7.   The students will write a one page report based on the above decision-making matrix.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Checklist or rubric

formative

Teacher

Maps

Checklist (App. A)

formative

Peer

Group performance

Checklist or rubric (App. B)

formative

Teacher

Written report

 

Resources

 

•   Atlases and Textbooks

•   Posters

•   Environment Canada: Ecozone of Canada, http://www.ec.gc.ca/~vignettes/default.htm

 

Accommodations

 

•   Make sure that examples are provided with the organizer

•   Provide editing support

•   Assistance in understanding each step of the assignment

•   Explicit step-by-step instructions given on a checklist

 

 

Activity #4: Investigating Physical Processes

 

Time: 300 minutes

 

Description

 

These activities are designed to review and develop concepts related to important physical processes that have shaped Canada’s ecozones. Each student will investigate the rock cycle, vulcanism, glaciation, and other tectonic processes through maps, organizers and videos.

 

Strands and Expectations

 

            Strands: Space and Systems, Global Connections, Understanding Management and Change,             Methods of Geographic Inquiry

 

            Overall Expectations: SSV.01B, SSV.02D, GCV.02B, UMV.01B, MIV.01B, MIV.02B

 

            Specific Expectations: SS1.01B, GC1.05D, UM1.02B, MI1.02B, MI2.01D, MI2,04B,             MI2.11D, MI2.13B, MI3.04D

 

Planning Notes

 

•   Be sure to have a variety of rock samples.

•   Prepare hard boiled eggs.

•   If the recommended atlases are not available, find another source that displays the appropriate tectonic information.

•   Arrange for videos and book a VCR.

•   Blank maps of the World and Canada are required.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the five themes of geographic inquiry, the concepts centred around creating maps, identifying and describing regions where natural hazards exist, and identifying and explaining patterns in physical geography.

 

Teaching/Learning Strategies

 

1.   Students will brainstorm the various physical processes that “build up” and those that “tear down” the landscape. The teacher will review rock types and cycles if necessary.

2.   The teacher will introduce the concept of plate tectonics by involving the students in the following demonstration. Distribute a hard-boiled egg to groups of 4 students and then discuss the characteristics of the egg with the students (do not tell them it is boiled). Then ask for one student to volunteer from each group to stand and on the count of three drop the egg. Allow students to touch the egg and list characteristics of the egg now. Be sure to ask students to keep the eggs intact with their shells on. Discuss with students the difference in the shell now that it is cracked. Point out that now the shell can move around somewhat on top of the rubbery egg. Draw an analogy between the egg and the earth. The surface of the earth actually consists of several pieces or plates. Remind students that the core of the earth is very hot (think of the egg yolk) and therefore not solid. The earth’s plates then can move on top of a semi-solid centre.

3.   The teacher will distribute a base map of the world to the students and ask students to use a map such as the one on page 89 of the Canada and the World Atlas to draw lines on their map to show the edges of the plates that make up the crust of the earth.

4.   Students will shade in the areas on their maps that experience a great number of earthquakes and volcanoes and label and title their maps World Tectonic Processes.

5.   The teacher will draw students’ attention to the fault line that runs along the coast of British Columbia. Scientists predict that there will be a very major earthquake around the Vancouver area because this is a subduction zone (an area where one plate is being forced under another plate). The Pacific Plate which is being pushed under the American plate is however, stuck. When the Pacific Plate finally gives way, there will be a massive earthquake. Students should know that the original “super continent” that existed in one piece before breaking up into the continents of today was called Pangea. Pangea was formed of igneous rock. The part of Pangea that broke away to form Canada (the Canadian Shield) was therefore igneous rock.

6.   The teacher will show the video “North America: Growth of a Continent” (using the guide questions below). If unavailable, look for the video “The Rock Cycle”, National Geographic “Volcano” or “Born of Fire”.

            From the video: North America: Growth of a Continent

            a.         What are the four main parts of our earth?

            b.         Name 3 processes by which the crust is built.

            c.         Name 3 processes by which the crust is eroded.

            d.         What are plates?

            e.         Where are volcanic and earthquake activities found in North America?

            g.         Name 2 examples of major drainage systems in Canada.

            h.         Give 3 examples of how human systems affect ecozones.

7.   The teacher will discuss with students what glaciers are and the vastness of the glaciers that once covered Canada. Tell students that the alpine glaciers that still exist in some mountainous areas are very tiny compared to the size of the continental glaciers that once covered much of North America.

8.   The teacher will show the sections of the Miracle Planet (series) video Ice and Sand that deal with glaciation. This video shows scour lines in Central Park and an aerial view of the Finger Lakes and views of the Canadian Shield. The following questions may be used with the video.

            The Miracle Planet: Ice and Sand

            a.         What % of the earth’s land surface is covered in ice?

            b.         What causes snow to become glacier ice?

            c.         How long was North America covered with ice?

            d.         What materials do glaciers carry along with them and eventually deposit?

            e.         What types of evidence have glaciers left behind that prove that they once existed in                         regions where they are no longer found?

            f.          Why do scour lines not lie in a straight North-South direction?

            g.         What do scientists believe began the cooling trends that started the Ice Age?

            h.         What makes glaciers start to flow?

            i.          What is glacial rebound and what is the result of it?

            j.          What change is taking place in our atmosphere? Explain what effect this could have.

13. Students will read a selection on glaciation such as pages 48-54 of Land of Diversity and answer questions on the reading Be sure students understand glaciers are erosional forces. Have students check each other’s answers from the video and textbook for correctness and completeness.

14. The teacher will review some of the key concepts and processes discussed during the past few classes. Teachers might want to use a “Geopardy” style review where the students make up questions varying in difficulty with regards to physical processes.

15. Working in groups of 3 - 4, and referring to the ecozones map and information from the previous activity students will develop an organizer to identify the kinds of processes that are associated with each of the ecozones.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Map rubric

formative

Teacher

World Tectonics Map

Checklist

formative

Peer

Video and textbook questions

Rubric or checklist

formative

Teacher

Organizer - ecozones and physical processes

 

Accommodations

 

•   Study assistance

•   Opportunities for pre-test/quiz briefing

•   Opportunities for oral responses to questions

•   Use of a cloze follow-up activity

 

Resources

 

Canada: Land of Diversity pages 26-39 and 414-420 (chapters 4 and 5)

Contact Canada pages 47-49 and 54-55.

Videos: “North America: Growth of a Continent”, TVOntario, “The Rock Cycle”, National             Geographic “Volcano” or “Born of Fire”.

 

 

 

Activity #5: Developing a Proposal for a New National Park

 

Time: 150 minutes

 

Description

 

Students will begin by examining the amount of protected land in Canada and then select an ecozone that does not contain a National Park. Through research on physical and human characteristics, each student will select a site for a National Park and develop a comprehensive report, with pictures or sketches of the ecozone’s scenery, outlining reasons for its uniqueness and a proposal for a new National Park.

 

Strands & Expectations

 

            Strand(s): Space and Systems, Global Connections, Geographic Inquiry

 

            Overall Expectations: SSV.01B, SSV.02D, SSV.03B, SSV.04B, SSV.05B, HEV.01D,             UMV.01B, MIV.01B, MIV.02B, MIV.03D

 

            Specific Expectations: SS1.01B, SS1.02B, SS1.03B, SS2.01D, HE1.03B, UM1.02B,             MI1.01B, MI1.02B, MI2.03D, MI2.08B, MI2.10D, MI2.11D, MI2.12B, MI2.13B, MI3.04D

 

Planning Notes

 

•   Consult with the teacher librarian regarding availability of resources.

•   Review the research skills process followed in your school or department

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum it is expected that the student be familiar with the five themes of geographic inquiry (with a focus on understanding the environmental theme), use a variety of tools and technologies to locate relevant information from a variety of primary sources, process it, and communicate the results in an effective manner.

 

Teaching/Learning Strategies

 

1.   Using the data provided in Appendix C, students will create a bar graph that shows Canada’s Protected Space by Ecozone, and answer the following questions. If the atlas Canada and the World: An Atlas Resource 2nd Edition. is available, the bar graph is on page 56 and teachers might want to refer students to that page in order to save time.

            i)          Which ecozone has the lowest percentage of its area protected?

            ii)         Which ecozone has the highest percentage of its area protected?

            iii)         What land use would explain why such a small percentage of prairie ecozone is                protected?

            iv)        What reasons would explain the relatively small percentage of protected mixed-wood                         plain?

2.   Students will use the data in the appendices for Federal, Provincial, and Territorial Protected Areas to answer the following questions. Students may create a graph or teachers can refer to page 56 in Canada and the World: An Atlas Resource 2nd Edition.

            i)          In which ten-year period did the amount of protected area increase most?

            ii)         What is the total amount of protected area in Canada, as of 1990?

            iii)         By comparing the total amount of protected land with Canada's total area, calculate                         the percentage of Canada's total area that is protected.

            iv)        Brainstorm with another student some possible reasons why it is difficult to acquire                         more land to classify as "protected." List at least 7 reasons and be ready to share             some with the class.

3.   Teachers may use one of the introduction quizzes included in the appendices to begin this topic. This will familiarize the student with some important characteristics of Canada’s National Parks. These quizzes are not to be evaluated but rather discussed as a class.

4.   Students will note the locations of existing national parks on a large map. Then using a map of Canada’s ecozones, pick an ecozone where there are no National Parks (or only one) and research its characteristics. Some questions are provided as a guideline to the students’ research.

•   Ecozone Research: What is its location? What kind of place is it? Mountainous, low and wet, predominately desert? Is it a populous region? How do the people interact with the environment? How do they get around? What vegetation might one find? What are the climate, landforms, bodies of water?

5.   Students will choose a site in the ecozone that they believe would be appropriate for “Canada’s newest National Park”. The site must not be in a city.

•   Designing Your National Park: What are some reasons for protecting this particular area? What name will students give the park, and why? What is the history of the land there? How will visitors reach the park? Is there a trail system? What are the rules and regulations to be? What threatens the park – poaching, overpopulation in the region, pollution, exploitation?

6.   Students will prepare a National Park report which will address the above questions and provide illustrated examples of the physical landscape using pictures from magazines, the Internet, pamphlets or brochures ordered from a local tourist bureau, and sketches. Have the students paint or draw murals of the most scenic features in the park.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Rubric

formative

Teacher

Written report

Rating scale (App. B)

formative

Peer

Group skills

 

Accommodations

 

•   Small groupings

•   Oral reports

•   Use of other media (e.g., music) to present part report

•   Provide well-spaced written questions

•   An enrichment or extension activity could be used as follows:

 

In a particular area of Canada, there is a plot of forest that contains particularly unique species of plants and animals. In fact, one species of bird has been discovered in the forest which is on the “threatened” list. The forest contains a significant number of mature trees and the land is a mixture of crown and privately owned land. The problem is that a number of people want to use the forest for many other purposes. Assign groups of students the following roles:

i)          Government Officials – Their role is to mediate the dispute and finally decide on what human             activity will take place.

ii)         A group of naturalists – They feel the area should be set aside and protected from all human             activity.

iii)         A logging company – They want to selectively log the area for the economic benefit of the             surrounding communities.

iv)        A Native group – They feel that the land is traditionally theirs and that their hunting and             fishing rights extend into the forest.

v)         A resort development company – They want to build a resort on the perimeter of the forest.

vi)        You can determine other roles. After the students research their positions, conduct a public             meeting to decide the fate of the forest and its inhabitants.

 

Resources

 

•   Encyclopedias and Computer information databases (E-Stat)

•   Internet

•   Pamphlets and brochures from tourist bureaus

•   Magazines (Canadian Geographic, Outdoors Canada)

•   Discovery Channel’s “Great Canadian Parks” series.

 

 

Activity #6: Planning a Tour of Canada’s Ecozones

 

Time: (minutes) 150 minutes

 

Description

 

In this simulation, students have been contracted by Environment Canada and Tourism Canada to aid in the production of a travel documentary that will capture the diversity across Canada’s ecozones.

 

Strands & Expectations

 

            Strands: Geographic Foundations: Space & Systems, Global Connections, Methods of             Geographic Inquiry

 

            Overall Expectations: SSV.02B, SSV.04B, GCV.01D, MIV.01B, MIV.02B, MIV.03D

 

            Specific Expectations: SS1.02B, SS2.01D, GC1.05D, MI1.01B, MI1.02B, MI2.01D,             MI2.03D, MI2.04B, MI2.08B, MI2.10D, MI2.11D, MI2.12D, MI2.13B, MI3.03B, MI3.04D

 

Planning Notes

 

Teachers should ensure that:

•   students have access to an adequate supply of resources on Canada’s geography (e.g. texts, atlases, books, magazines, tourist brochures, travel publications, provincial road maps, encyclopedias, CD Roms, Internet, databases, etc.);

•   facilities, such as the resource centre and/or computer lab, are booked;

•   students are organized into pairs;

•   each pair of students is provided with a blank map of Canada or a file containing such, if maps are to be constructed using computer software.

•   consider having students complete their daily logs using any wordprocessor (e.g. Corel WordPerfect, Claris Works, Microsoft Works, Microsoft Publisher, etc.: all Ministry licensed) and import photos, maps, diagrams, etc., that they have produced, scanned or downloaded.

•   consider having students produce their maps using any desktop publishing software (e.g. Corel, Claris Works, etc.: both Ministry licensed), Paint or Super Paint, a GIS (e.g. ArcView, Idrisi, MapInfo, SpansMap, MF Teach, etc.), or a CAD program.

 

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the concepts centred around mapping and graphing skills, the type, nature and importance of Canada’s physical patterns and systems and their global and national implications, and be able to identify and delineate Canadian regions.

 

Teaching / Learning Strategies

 

1.   The teacher will review ecozones, introduce the activity, organize students, discuss criteria for assessment, and review research skills.

2.   The student will meet with their partner, review the following instructions, decide on individual responsibilities (e.g. one can be the researcher while the other is responsible for lay-out, design, and writing), determine approach and time lines, and complete the following task.

 

Bulletin: Environment Canada and Tourism Canada have initiated a partnership project to capture Canada’s immense diversity through a travel documentary of a group of highschool students. Interviews have been conducted and you and your classmates anxiously await the results...

 

Congratulations!... You and a partner have been chosen as the successful candidates for this project. The details of your contract are as follows:

•   You must be gone for at least 10 days.

•   You must travel at least 10 000 km round trip.

•   You must visit at least 10 of Canada’s 15 ecozones.

•   You must keep a daily log including the following information on your travel and destinations:

 

Travel:             •  the type of transportation used;

                       •  route that was taken (e.g. highway numbers, direction, etc.);

                       •  km travelled that day;

                       •  total km travelled;

 

Destinations:    •  the ecozone you visited;

                       •  things that you did (e.g. recreation, attractions, events, etc.)

                       •  unique human and physical features you saw;

                       •  details about the landscape, climate, vegetation, and wildlife found in that

                          ecozone (BE DESCRIPTIVE!);

                       •  pictures, diagrams, and/or maps to support any of the above;

                       •  optional: art, music, dance, and literature related to any of the ecozones.

 

•   You must use each of the following forms of transportation at least once: rental car, train, plane, ferry.

•   You must include a map of Canada of Canada’s ecozones with your route on it.

 

Your product will be your daily log complete with an attractive and appropriate cover page, table of contents, appendices (if applicable) and map.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Rubric (for presentation see Appendix D)

summative

Teacher, Peer

Product or Presentation

Rating scale (See Appendix A)

goal setting for learning skills

Peer

Contribution of partners

 

A rubric could be developed with students to assess according to: creativity, detail, descriptive language, writing conventions, organization, sufficient use of effective visuals, criteria outlined in the activity, cartographic conventions and accuracy, and neatness and presentation.

 

Accommodations

 

•   Instead of a daily log students could produce a multi-media slide show of their trip, a visual display, make an oral report, or use drama or music where possible

•   Use of charts and cloze activities for added organization

 

Resources

 

Atlases and Textbooks

Tourist Brochures and Travel Publications

Canadian Magazines (e.g. Canadian Geographic, Nature Canada, etc.)

Provincial Road Maps

Encyclopedias and Software

 

 

Activity # 7: Designing a Travel Brochure

 

Time: 300 minutes

 

Description

 

Students will work in groups to produce an informative, attractive, and detailed six-panel travel brochure for an assigned or chosen ecozone that will lure prospective tourists. Possible inclusions are location, climate, soils, vegetation, wildlife, landforms, significant historical or geographic facts, camping, recreation, tours/excursions, attractions, events/festivals/celebrations, accommodations, and travel tips. This activity can be completed using Microsoft Publisher (Ministry licensed), although it can be done without computer technology.

 

Strands & Expectations

 

            Strand(s): Geographic Systems: Space and Systems, Understanding and Managing Change,             Methods of Geographic Inquiry

 

            Overall Expectations: SSV.01B, 02B, 03B, 04B, 05B, UMV.01B, MIV.01B, .02B,.03D

 

            Specific Expectations: SS1.01B, .02B, .03B, SS2.01D, SS3.01D, .03D, SS3.05B, UM1.02B,         MI1.01B, .02B MI2.01D, MI2.03D,MI2 .08B, MI2.10D, MI2.11D,MI2 .12B,MI2 .13B,

            MI2 .14B

Planning Notes

 

•   Teacher should obtain a substantial number of magazines, provincial and regional travel publications for student reference.

•   Students should be provided with contact information for the various tourism associations and agencies and be given time to contact these for resources.

•   Students should be provided with suggested web sites at which they may begin their internet research but should also be encouraged to search out their own.

•   Though Microsoft Publisher has brochure templates to follow, students should be encouraged to create their own text\word art\graphics boxes, and to edit the template to meet their own needs for creativity.

•   English teachers can be very helpful in assisting students with the written text of their brochures and technology teachers may assist with the computer aspects of the activity.

•   Teachers should ensure that Microsoft Publisher is on the school network before commencing the project. If not, the school’s computer resource person should have a copy of the Ministry Licensed CD with this program, as well as the others previously mentioned, on it.

•   Teachers should make arrangements for booking the resource room, computer lab, and internet access for at least four classes to complete this project.

•   If the teacher is not using Microsoft Publisher, they will need to get appropriate paper or bristol board for the brochure, scissors, glue, markers, pencil crayons, etc.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the five themes of geographic inquiry, understand the concepts centred around mapping and atlas skills, demonstrate an understanding of how physical patterns affect human activity, use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic information, and understand how patterns are useful to the study of geography.

 

Teaching/Learning Strategies

 

1.   The teacher will begin by showing students samples of professional travel brochures, discussing their contents, organization and colourful language.

2.   Students will work in groups of 2 or 3 and either select or be assigned one of Canada’s ecozones. If using the Microsoft Publisher, they will be provided with a hard copy of the blank brochure template from this program and begin discussing possible contents and organization of their brochure as well as sources of information and graphics.

3.   The teacher will provide a demonstration of scanning and exporting graphics (pictures, maps, graphs, charts, diagrams, and icons), downloading graphics from the internet and converting them to .pcx or .bmp files, accessing information from the school resource centre and/or computer data-bases and encyclopedia CD ROMS, creating graphics using desktop publishing software, and importing graphics and entering text into the brochure template in Microsoft Publisher. (See Appendix F)

4.   Students will gather information and graphics from a variety of sources including the internet, computer data-bases and encyclopedias, magazines, travel publications, atlases, texts, etc., and a variety of organizations including local travel agencies and Chambers of Commerce, provincial/territorial tourist associations, and government tourism agencies. Students are encouraged to produce their own graphics using available desktop publishing software (e.g. Corel Draw/Chart/PhotoPaint, Claris Works, Microsoft Works, all Ministry licensed) and GIS (e.g. ArcView; K-12 program includes ArcCanada, an extensive data-base that contains information on all Canada’s ecozones).

Note: Microsoft Publisher will not recognize .jpeg or .gif files downloaded from the internet. Students will have to use a graphics converter such as Lview Pro (shareware) to change these to .pcx or .bmp file formats. If using ArcView, students may simply export a view or layout as a Windows Bitmap.

5.   Students will complete their brochure.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Rubric (See Appendix G)

Summative

Teacher

Brochure

 

Resources

 

•   Texts and Atlases

•   Software and Encyclopedias

•   Provincial and Regional Travel Publications

•   Web Sites: http://canada.gc.ca/canadiana/cdaind_e.html

 

Accommodations

 

•   work with peer tutor

•   divide tasks within group according to strengths and abilities

 

 

Activity #8: Presenting an Ecozone Proposal

 

Time: 150 minutes

 

Description

 

This activity builds on “Creating a Travel Brochure”. Students will perform group presentations in front of the class simulating one of the following two scenarios:

•   Students must “sell” their zone to an independent commission that has been contracted to direct government investment into promoting tourism in one or more of the ecozones

•   Students must convince an independent commission to recommend the protection of their ecozone to the government

 

Strands & Expectations

 

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

 

            Overall Expectations: SSV.01B, 02B, 03B, 04B, 05B, HEV.04D, UMV.01B, MIV.01B,             .02B, .03D

 

            Specific Expectations: SS1.01B, .02B, .03B, SS3.04D, SS3.05B, UM1.02B, MI1.01B, .02B,    .04B, MI2.01D,. 02B, .03B,.08B,.10D,.11D,.12B, MI3.04D

 

Planning Notes

 

•   Teacher needs to prepare students with the appropriate presentation skills

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the five themes of geographic inquiry, produce a variety of maps, graphs, and charts to support their inquiry, use an oral presentation and/or media works to communicate geographic results.

 

Teaching/Learning Strategies

 

1.  The teacher chooses one of the following two scenarios to be simulated and describes the presentation process to the class:

•   Students must “sell” their zone to an independent commission that has been contracted to direct government investment into promoting tourism in one or more of the ecozones;

•   Students must convince an independent commission to recommend the protection of their ecozone to the government)

     (It may be necessary at this time to choose students to represent the independent commission. The teacher may employ this group to develop the format and conditions of the presentations). The presentations should make maximum usage of visuals (multi-media presentation may be an option offered to students), involve contributions of all group members, have a time limit of approximately 10 min., and be followed by a brief question period for the commission and audience. The commission then makes appropriate decisions based on the presentations and constructs either a report or presentation to communicate the results to the class.

2.  The teacher will hand out the Group Presentation evaluation rubric (See Appendix) to discuss how the presentations are being evaluated so the students can use it as a presentation guideline.

 

Assessment/Evaluation

 

Tool

Purpose

Who

Activity

Rubric (See appendix D)

Summative

Teacher

Group presentation

 

Resources

 

•   Texts and Atlases

•   Magazines

•   Encyclopedias and Software

•   Provincial and Regional Travel Publications

•   Web Sites: http://canada.gc.ca/canadiana/cdaind_e.html

 

Accommodations

 

•   Provide an exemplary model

•   Use heterogeneous groupings with strong and learning-disabled students

 

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