Course Profile
Geography of Canada, Grade 9 applied, Public
Unit # 2: Human Systems
Activity 1 | Activity
2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7 | Activity 8
Time: 25 hours
Unit Developer(s):
Development Date: April 7, 1999
Unit Description
Students apply the knowledge
and skills in a culminating activity in which they develop and complete a
Locality Study and Business Plan for a secondary, tertiary or quaternary
industry that incorporates demographics, future considerations, and locational
factors.
In this investigation of
human systems students are given the opportunity to develop skills in
geographic inquiry through the creation, analysis and interpretation of a
variety of geographic representations including graphs, maps, data charts and
organizers. The relationship between human systems and ecozones are also
explored.
Strand(s) and Expectations
Strand(s): Space & Systems, Human-Environment
Interactions, Global Connections, Understanding & Managing Change, Method
of Geographic Inquiry
Overall Expectations: SSV.01B, SSV.02B, SSV.03B, SSV.04B; HEV.01P;
GCV.01P, GCV.02B; UMV.01B, UMV.02B, UMV.03B, MIV.01B
Specific Expectations: SS1.01B, SS1.03B, SS1.04B, SS1.05P, SS1.07P, SS2.01P, SS2.02P,
SS2.03P, SS2.04P, SS3.02B, UM1.01B, UM1.02B, UM1.03P, UM3.03P, UM3.04P,
M11.02B, M12.01P, M12.02B, M12.03P, M12.04B, M12.05B, M12.06B, M12.09B,
M12.08P, M12.10P, M12.11P, M12.12B, M12.13B, M12.14B, M13.01B, M13.04P
Activity Titles (Time + Sequence)
|
Activity 1 |
Mapping & Graphing
Canada's Population Distribution |
250 min |
|
Activity 2 |
Mapping and Graphing
Canada's Population Density |
250 min |
|
Activity 3 |
Investigating Canada's
Changing Demographics |
250 min |
|
Activity 4 |
Investigating Immigration:
Past & Present |
75 min |
|
Activity 5 |
Who Immigrates to Canada? |
75 min |
|
Activity 6 |
Migration Within Canada |
150 min |
|
Activity 7 |
Understanding the Movement
of People, Goods and Ideas |
225 min |
|
Activity 8 |
Locality Study and
Business Plan |
225 min |
Unit Planning Notes
Prior Knowledge Required
Teaching/Learning Strategies
Assessment/Evaluation
Resources
Activity #1: Mapping and
Graphing Canada’s Population Distribution
Suggested Time: 270 minutes
Description
Students map, graph, and
examine the variations in provincial/territorial populations across Canada.
They study Canada’s ecumene and the rationale behind the distribution of our
country’s people. Students receive direct instruction focused on the concepts
of population distribution, graphing and mapping. Students use the data they
discover to analyse the factors which affect the distribution of Canadians.
Strands & Expectations
Strands: Geographic
Foundations: Space & Systems, Understanding & Managing Change, Methods
of Geographic Inquiry
Overall Expectations: SSV.02B,
SSV.04B; UMV.01B; MIV.02B, MIV.03P
Specific Expectations: SS1.04B, SS1.07P, SS2.03P; UM1.03P; MI1.02B, MI2,01P, MI2.09B, MI2.11B
Planning Notes
This activity can be
competed using computer technology:
• Construct the graph using a spreadsheet
program such as MicroSoft Works, Corel Chart, or Claris Works (all Ministry licensed).
• Construct chloropleth maps using a GIS,
such as ArcView, or a desktop publishing program such as Corel Draw or Claris
Works (both Ministry licensed) or Paint or SuperPaint. In this case the teacher
should provide students with a .pcx or .bmp file containing a base map of
Canada. Teacher may wish to do an isodemographic map instead.
Prior Knowledge Required
From the Grade 7 and 8
curriculum, it is expected that students will be familiar with basic
cartographic, graphing and mathematical skills and will understand the concepts
of rural and urban population distribution and density, urbanization, CMAs, and
primary/secondary/tertiary industries.
Teaching/Learning Strategies:
1. Ask "Where would you like to live in Canada?" and
"Why?", and explore the factors that affect those choices: human
systems and natural systems. Focussing on where people are the teacher show
students a dot map of Canada’s population distribution (e.g. the inside cover
of the Canadian Intermediate Oxford Atlas or on p.10-11 of the Canada and the
World: An Atlas Resource, 2nd ed.), introduce the concepts of
population distribution, population density, ecumene, core and periphery,
heartland and hinterland, Quebec-Windsor axis, etc., and have students
brainstorm patterns and rationale for the demographic variations across the
country.
2. Students use a dot map showing Canada’s population distribution,
an atlas containing several thematic maps of Canada, and a base map of Canada
to construct a table showing provincial territory and population, a pie graph
and a chloropleth map to illustrate Canada's population distribution.
3. Students describe the location of the provinces/territories with
the highest and lowest populations and study the dot map of Canada’s population
distribution to complete the following table to explain why so many Canadians
live where they do:
|
Many Canadians live: |
because... |
Examples are: |
|
within 200 km. of the
Canadian-U.S. border |
* the climate is warmer,... |
* Winnipeg, ... |
|
along the ocean coastlines |
|
|
|
along major rivers |
|
|
|
along the Great Lakes and
St. Lawrence Seaway |
|
|
|
near major resource bases |
|
|
|
etc. |
|
|
4. The teacher introduces the culminating activity for the unit, a
Locality Study and Business Plan, to set the stage for the activities in the
rest of the unit which develop the skills and concepts needed.
Assessment/Evaluation Techniques
The product of this
assignment can be assessed according to the:
• accuracy, neatness, and elements of the
graph and map;
• the validity, completeness, detail, and depth
of the analysis.
Planning Notes
Prior to students completing
the above activity teachers should:
• make copies of the base map of Canada for
all students.
• book facilities if students be completing
the circle graph or chloropleth map using computers.
Resources
• Canada and the World: An Atlas Resource
(2nd Edition)
• Canadian Oxford School Atlas (7th
Edition)
• E-Stats
• ArcCanada (GIS database for use with
ArcView)
• Microsoft Works, Claris Works, Corel
(Ministry Licensed Desktop Publishing, Word Processing, and Spreadsheet
Software)
Accommodations:
Appendices:
Activity #2: Canada’s
Population Density CGA.1P
Suggested Time: 265 minutes
Description
This activity is designed to
establish an understanding of Canada’s population distribution and of the
concept of population density. Linkages to the previous unit are provided by
the establishment of statistics for Canadian population density by ecozone.
Students are re-introduced to skills of chloropleth mapping and graphing.
Strands & Expectations
Strands: Geographic
Foundations: Space and Systems, Understanding and Managing Change, Methods of
Geographic Inquiry.
Overall Expectations: SSV.02B,
SSV.04B, UMV.01B, MIV.01B, MIV.02B, MIV.03P
Specific Expectations: SS1.04B,
SS1.05P, SS1.07P, SS2.02P, SS2.03P, UM1.03P, UM2.01B, UM3.04P, MI1.02B,
MI2.01P, MI2.02B. MI2.03P, MI2.09B, MI2.08P, MI2.11P, MI2.12B, MI2.13B,
Prior Knowledge Required
Students are expected to
have completed the distribution exercise which precedes this activity. In addition, students are expected to
have successfully completed the expectations from grades seven and eight which
deal specifically with an understanding of geographic inquiry, map and graphing
skills, the effect of physical patterns on human activity, the role of natural
resources in population distribution, and patterns in human geography.
Teaching/Learning Strategies
The teacher will:
a. Review the concept of “population density” and have students
brainstorm :
i. areas of Canada with high and low population densities and the
explanations behind each of these patterns;
ii. how Canada’s overall population density compares with that of
other countries;
iii. advantages and disadvantages of having a high or low population
density in your country.
b. Review with students the construction of a bar graph and a
choropleth map.
c. provide students with a base map of the ecozones. (See Appendix J)
Students complete the
following task:
1. a. Differentiate between the
concepts of “population distribution” and “population density”.
b. What does a low (high) number for population density mean? Where
in Canada would you expect there to be a low (high) population density? Why do
you think the population density is so low (high) in this area?
c. Refer to the following chart and:
|
Province/ Territory |
Population (people) |
Area (km2) |
Population Density (people km-2) |
% of Canada’s Total Pop. |
|
NF |
551792 |
371634.6 |
1.48 |
1.91 |
|
PEI |
134557 |
5660.4 |
23.77 |
0.47 |
|
NS |
909282 |
52840.8 |
17.21 |
3.15 |
|
NB |
738133 |
71569.2 |
10.31 |
2.56 |
|
Que |
7138795 |
1357811.7 |
5.26 |
24.75 |
|
ON |
10753573 |
916733.7 |
11.73 |
37.28 |
|
Man |
1113898 |
547703.8 |
2.03 |
3.86 |
|
Sask |
990237 |
570113.5 |
1.74 |
3.43 |
|
Alta |
2696826 |
638232.7 |
4.23 |
9.35 |
|
BC |
3724500 |
892677 |
4.17 |
12.91 |
|
Yukon |
30766 |
531843.6 |
0.06 |
0.11 |
|
NWT |
64402 |
3246389.5 |
0.02 |
0.22 |
|
Canada |
28846761 |
9203210.5 |
3.13 |
100 |
(1996).
i. Construct a
bar graph to show how population density varies across Canada.
ii. Analyse the graph and account for observations you make. (e.g.
What province or territory is most densely populated? Even though Ontario and
Quebec have large populations, their population densities are not as large as
some others, why? Why are the population densities for the Yukon and NWT so
low? etc.)
d. Does Canada’s overall population density give a clear picture of
how Canada’s population is distributed? Why/why not?
2. a. Refer to the following
chart:
|
Ecozone |
Population (People) |
Area (km2) |
Population Density (People/km2) |
% of Canada’s Total Pop. |
|
1 |
1047 |
239216 |
0.00438 |
0.00428 |
|
2 |
16328 |
1433362 |
0.0114 |
0.0667 |
|
3 |
10314 |
775734 |
0.0133 |
0.0422 |
|
4 |
21429 |
563241 |
0.038 |
0.0876 |
|
5 |
33589 |
1268623 |
0.0265 |
0.137 |
|
7 |
2510203 |
196449 |
12.8 |
10.3 |
|
8 |
14016101 |
113431 |
123.6 |
57.3 |
|
9 |
707695 |
656970 |
1.08 |
2.89 |
|
10 |
3851089 |
440537 |
8.74 |
15.7 |
|
11 |
309 |
245865 |
0.126 |
0.00126 |
|
12 |
30839 |
432128 |
0.0714 |
0.126 |
|
13 |
2504393 |
195554 |
12.8 |
10.2 |
|
14 |
751761 |
461198 |
1.67 |
3.07 |
|
15 |
9938 |
350318 |
0.0284 |
0.0406 |
i. Construct a choropleth map to show how population density varies
across Canada.
ii. Analyse the map and account for observations you make.
b. Do the population densities of the provinces/territories or the
population densities of the ecozones give you a clearer picture of where most
people live in Canada?
3. Suppose that 1000 people from all over Canada were coming to your
school to see a concert in the auditorium. Assuming that these people are a
perfect representation of Canada’s demographic make-up calculate the number
that are from:
a. each province;
b. Atlantic Canada (NF, NB, NS, PEI), Central Canada (ON, Que), the
Prairies (Man, Sask, Alta), Western Canada (BC), Northern Canada (Yukon, NWT);
and,
c. each ecozone.
Assessment/Evaluation Techniques
A rubric is provided for the
activities listed in the exercise (see Appendix E). Others may be used. In
addition to the rubrics for these activities, self and peer evaluation is suggested.
Planning Notes
Teachers should be sure to
understand all of the terminology and procedures involved in the activity
before starting. All charts and data sheets should be prepared before hand.
Copies of the distribution assignment answers should also be present.
Resources
1. Canada and the World: An Atlas Resource (2nd
Edition)
2. Canadian Oxford School Atlas (7th Edition)
3. E-Stats
4. ArcCanada (GIS database for use with ArcView)
5. Microsoft Works, Claris Works, Corel
(Ministry Licensed Desktop Publishing, Word Processing, and Spreadsheet
Software)
Accommodations
This activity can be
competed using computer technology:
• Construct the graph using a spreadsheet
program such as MicroSoft Works, Corel Chart, or Claris Works (all Ministry
licensed).
• Construct choropleth maps using a GIS, such
as ArcView, or a desktop publishing program such as Corel Draw or Claris Works
(both Ministry licensed) or Paint or SuperPaint. In this case the teacher
should provide students a .pcx or .bmp file containing a base map of Canada.
Have students research statistics to go in chart.
Appendices
Rubric for Assessment
(Appendix B)
Activity #3: Canada’s
Changing Demographics
Suggested Time: 250 Minutes
Description
Students will understand the
terminology and concepts behind the study of Canada’s changing population. The
focus will be on the application of population change data to questions
centering on Canada and its place in the world with regards to population
change. Students will refine skills of graphing, charting, mapping and data
analysis.
Strands and Expectations
Strands: Geographic Foundations: Space and Systems
Understanding & Managing Change
Methods of Geographic Inquiry
Overall Expectations: SSV.02B, SSV.04B, UMV.01B,
UMV.02B, MIV.01B, MIV.02B, MIV.03P
Specific Expectations: SS1.04B,
SS2.03P, UM1.02B,UM1.03P, MI1.02B, MI2.01P, MI2.04B, MI2.09B, MI2.08P, MI2.11P,
MI2.12B, MI2.13B
Prior Knowledge Required
The student must understand
the concepts from the grade 7 and 8 curriculum:
• creating maps and graphs to organize information,
• identifying patterns of settlement,
• factors affecting population distribution,
• the terms describing population characteristics,
• the correlation between population characteristics, analysis,
synthesis and evaluation of data,
• the identification of push and pull factors in population
change.
The students must be able to
communicate the results of specific inquiries.
Teaching/Learning Strategies
a. Students:
i) brainstorm the factors that account for and influence population
change;
ii) postulate on the regions of Canada experiencing the largest and
slowest population growth rates, the rationale behind these trends, and the
problems that may result.
iii) consider how population growth in Canada compares to that in
other parts of the world and the explanations for such variations.
b. Teach the concepts of Population Growth Rate, Percentage
Population Change, Birth rate, Death rate, Rate of Natural Increase, Life
Expectancy, and Population Pyramid (Age-Sex Structure).
c. Review how to produce a multiple-line graph and chloropleth map.
d. Provide students with a base map of Canada’s Provinces and
Territories.
The student will complete
the following activity:
1. a. Produce a multiple line
graph with two vertical axis to illustrate the data below:
|
Canada |
1951 |
1956 |
1961 |
1966 |
1971 |
1976 |
1981 |
1986 |
1991 |
1996 |
|
Population ( millions) |
14.0 |
16.1 |
18.2 |
20.0 |
21.6 |
23.0 |
24.3 |
25.3 |
27.3 |
28.9 |
|
Growth Rate (%) |
|
14.8 |
13.4 |
9.7 |
7.8 |
6.6 |
5.9 |
4.0 |
7.9 |
5.7 |
b. i. Describe what has happened
to Canada’s population since 1951.
ii. Describe what has happened to Canada’s growth rate since 1951.
iii. Why do you presume the growth rate was so high from 1951-61?
iv. Why do you think the growth rate has fallen since this time?
v. What may eventually happen to Canada’s population if the growth
rates continues its decline? Why might this be a problem?
vi. How might Canada stop this from happening?
2. a. In groups of four,
construct population pyramids to represent Canada’s age-sex structure for the
following years: 1971, 1986, 2001, 2016: (projections for 2001 and 2016 are
based on medium growth rates)
|
Year |
0-4m |
0-4f |
5-9m |
5-9f |
10-14m |
10-14f |
15-19m |
15-19f |
20-24m |
20-24f |
|
1971 |
4.27% |
4.08% |
5.27% |
5.04% |
5.41% |
5.18% |
5.01% |
4.85% |
4.54% |
4.50% |
|
1986 |
3.61% |
3.43% |
3.59% |
3.40% |
3.55% |
3.39% |
3.91% |
3.70% |
4.83% |
4.61% |
|
2001 |
3.10% |
2.94% |
3.35% |
3.18% |
3.42% |
3.25% |
3.41% |
3.26% |
3.39% |
3.25% |
|
2016 |
2.84% |
2.69% |
2.87% |
2.71% |
2.92% |
2.76% |
3.04% |
2.87% |
3.28% |
3.12% |
|
|
|
|
|
|
|
|
|
|
|
|
|
Year |
25-29m |
25-29f |
30-34m |
30-34f |
35-39m |
35-39f |
40-44m |
40-44f |
45-49m |
45-49f |
|
1971 |
3.83% |
3.66% |
3.13% |
2.99% |
3.02% |
2.84% |
2.99% |
2.86% |
2.84% |
2.86% |
|
1986 |
4.83% |
4.70% |
4.38% |
4.38% |
3.99% |
3.92% |
3.24% |
3.14% |
2.58% |
2.53% |
|
2001 |
3.46% |
3.37% |
3.74% |
3.68% |
4.32% |
4.23% |
4.28% |
4.24% |
3.75% |
3.78% |
|
2016 |
3.40% |
3.28% |
3.47% |
3.37% |
3.45% |
3.36% |
3.41% |
3.35% |
3.47% |
3.45% |
|
|
|
|
|
|
|
|
|
|
|
|
|
Year |
50-54m |
50-54f |
55-59m |
55-59f |
60-64m |
60-64f |
65-69m |
65-69f |
70-74m |
70-74f |
|
1971 |
2.40% |
2.45% |
2.18% |
2.21% |
1.76% |
1.82% |
1.36% |
1.49% |
0.95% |
1.16% |
|
1986 |
2.39% |
2.37% |
2.32% |
2.38% |
2.05% |
2.30% |
1.61% |
1.93% |
1.25% |
1.61% |
|
2001 |
3.36% |
3.36% |
2.57% |
2.61% |
2.00% |
2.08% |
1.74% |
1.88% |
1.48% |
1.75% |
|
2016 |
3.77% |
3.75% |
3.59% |
3.65% |
3.03% |
3.19% |
2.56% |
2.75% |
1.79% |
2.04% |
|
|
|
|
|
|
|
|
|
|
|
|
|
Year |
75-79m |
75-79f |
80-84m |
80-84f |
85-89m |
85-89f |
90+m |
90+f |
|
|
|
1971 |
0.64% |
0.85% |
0.39% |
0.54% |
0.19% |
0.27% |
0.06% |
0.11% |
|
|
|
1986 |
0.81% |
1.17% |
0.45% |
0.75% |
0.19% |
0.40% |
0.08% |
0.21% |
|
|
|
2001 |
1.09% |
1.52% |
0.63% |
1.07% |
0.31% |
0.66% |
0.12% |
0.40% |
|
|
|
2016 |
1.18% |
1.48% |
0.78% |
1.14% |
0.44% |
0.81% |
0.22% |
0.67% |
|
|
b. Analyse the graphs and answer the following questions:
i. Explain the “bulge” in the younger age cohorts of the 1971 pyramid
(i.e. who are they, when were they born, why are there so many of them, etc.)
ii. What has happened to birth rates since this time? (i.e. Have the
“baby-boomers” had as many children as their parents did?) How can you tell by
looking at the pyramids? Why do think they have changed?
iii. What has happened to life expectancies since this time? How can
you tell by looking at the pyramids? Why do think they have changed?
iv. The “baby boomers” are now in the middle age (working-class)
cohorts. How might this be good and how might it be bad at the present time?
v. By 2016 many of the “baby boomers” have retired. How might this be
good and how might it be bad at that time?
vi. Once the baby-boomers begin to pass on, what may happen to
Canada’s population? What are the two ways that this may be avoided? Which is
Canada focusing on now? Why?
The following data tables be
helpful in answering the above questions:
|
Average Family Size |
|||||
|
1971 |
1976 |
1981 |
1986 |
1991 |
1996 |
|
3.7 |
3.5 |
3.3 |
3.1 |
3.1 |
3.0 |
|
Canadian Families by Number of Children
at Home |
||||||
|
YEAR |
0 |
1 |
2 |
3 |
4 |
5 |
|
1976 |
30 |
23.5 |
23.5 |
12.5 |
6 |
4 |
|
1991 |
35 |
26.5 |
26 |
9.5 |
2 |
.5 |
(Notice: How have the number of children had by Canadian families changed? How might this impact Canada’s population size and structure in the future?)
|
Family Structure |
||
|
|
1976 |
1991 |
|
Husband-Wife Families |
90.2 |
87.0 |
|
Female Lone-Parent Families |
8.1 |
10.7 |
|
Male Lone-Parent Families |
1.7 |
2.3 |
(Notice: What’s happening to the traditional family structure of the past? Will this impact on the number of children families choose to have? How and why?)
|
Percentage of Married Males/Females for
Selected Age Groups |
||||||||||
|
YEAR |
20-24 |
25-29 |
30-34 |
35-39 |
40-44 |
|||||
|
|
m |
f |
m |
f |
m |
f |
m |
f |
m |
f |
|
1976 |
32 |
54 |
71 |
81 |
85 |
87 |
89 |
88 |
90 |
87 |
|
1991 |
17 |
33 |
51 |
65 |
70 |
75 |
78 |
78 |
81 |
78 |
(Notice: Are people waiting longer to get married these days? Why? and, Are a greater or lesser percentage of us getting married as compared to before? Is there a relationship between these two trends and the number of children people are having today?)
|
Life Expectancy at Birth |
|||||||||||||||
|
1920-22 |
1930-32 |
1940-42 |
1950-52 |
1960-62 |
1970-72 |
1980-82 |
1990-92 |
||||||||
|
m |
f |
m |
f |
m |
f |
m |
f |
m |
f |
m |
f |
m |
f |
m |
f |
|
59 |
61 |
60 |
62 |
63 |
66 |
66 |
71 |
68 |
74 |
69 |
76 |
72 |
79 |
75 |
81 |
(Notice: What has happened to Canada’s life expectancy? How this impact on our population structure in the future? What it mean for Canadians?)
3. a. Refer to the following
chart:
|
Province / Territory |
1996 |
1991 |
Absolute Change |
Percentage Change |
|
Canada |
28 846 761 |
27 296 859 |
1 549 902 |
5.7% |
|
Nfld |
551 792 |
568 474 |
16 682 |
-2.9% |
|
PEI |
134 557 |
129 765 |
4792 |
3.7% |
|
NS |
909 282 |
899 942 |
9340 |
1.0% |
|
NB |
738 133 |
723 900 |
14 233 |
2.0% |
|
Que |
7 138 795 |
6 895 963 |
242 832 |
3.5% |
|
ON |
10 753 573 |
10 084 885 |
668 688 |
6.6% |
|
Man |
1 113 898 |
1 091 942 |
21 956 |
2.0% |
|
Sask |
990 237 |
988 928 |
1309 |
0.1% |
|
Alta |
2 696 826 |
2 545 553 |
151 273 |
5.9% |
|
BC |
3 724 500 |
3 282 061 |
442 439 |
13.5% |
|
Yukon |
30 766 |
27 797 |
2969 |
10.7% |
|
NWT |
64 402 |
57 649 |
6753 |
11.7% |
(1996).
b. Produce a chloropleth map showing the percentage population change
for the provinces and territories.
c. Do the following:
i. Name the provinces/territories that have experienced percentage population change above and below the national average. Provide explanations for these variations.
Assessment/Evaluation Techniques
1. Summative assessments may be made of the
various products the students produce
2. The inclusion of examples of student work in
a portfolio for evaluation at the end of the unit is a suggested evaluation
technique. In this unit, such inclusions would contain a map, a graph, a chart,
a population pyramid and a sample of student analysis of the various visual
tools they have produced to display geographic data.
3. A rubric for the assessment of such
portfolios is included in Appendix E.
Planning Notes
The teacher should be
prepared in advance of this activity to teach the concepts of Population Growth
Rate, Percentage Population Change, Birth Rate, Death Rate, Rate of Natural
Increase, Life Expectancy, Population Pyramid (Age-Sex Structure), and
Dependency Ratio.
Resources
• Canada and the World: An Atlas Resource
(2nd Edition)
• Canadian Oxford School Atlas (7th
Edition)
• E-Stats
• ArcCanada (GIS database for use with
ArcView)
• Microsoft Works, Claris Works, Corel
(Ministry Licensed Desktop Publishing, Word Processing, and Spreadsheet
Software)
Accommodations
This activity can be
competed using computer technology:
• Construct the graph using a spreadsheet
program such as Microsoft Works, Corel Chart, or Claris Works (all Ministry
licensed).
• Construct chloropleth maps using a GIS,
such as ArcView, or a desktop publishing program such as Corel Draw or Claris
Works (both Ministry licensed) or Paint or SuperPaint. In this case the teacher
should provide students a .pcx or .bmp file containing a base map of Canada.
Appendices
Evaluation Rubric for
portfolios containing a map, a graph, a chart, a population pyramid and a
sample of student analysis of the various visual tools they have produced to
display geographic data. (Appendix E)
Activity #4: Immigration Past
and Present
Suggested Time:
Description
Students understand why and
how people immigrate to Canada. They understand the reasons why people move
from one place to another. The concept is expanded to a view on why people move
to new countries. Students analyse a graph showing immigration between 1851-1996.
Students then look at how people immigrate to Canada (classifications, point
system, quotas). Finally, students write a letter to their MP stating an
informed opinion about immigration.
Strands and Expectations
Strands: Geographic
Foundation: Space & Systems
Methods of Geographic Inquiry
Overall Expectations: SSV.02B,
UMV.01B, UMV.03B, MIV.03P
Specific Expectations: SS1.04B,
SS2.03P, SS3.04P, UMV.02B, MI2.08P, MI1.06B, MI2.05B
Planning Notes
Get
the address for MP ahead of time.
Prior Knowledge Required
From
the Grade 7 & 8 curriculum
document:
• Identify factors that affect migration and
mobility.
• Demonstrate an understanding of the ways in
which cultures are affected by migration.
• Describe patterns and trends in immigration
and their effects on Canada.
• Use a variety of geographic
representations, tools and technologies to gather, process, and communicate
geographic information.
Teaching/Learning Strategies
1. Teacher polls students to see how many times they have moved
(house/apartment/dwelling). Summarize the results. Ask students for reasons a
person might move. List positive and negative factors that determine movement.
2. From the local example, determine why people immigrate (the push
and pull factors). Compare these factors to the positive and negative things
that make people move locally.
3. Show video on Canadian immigration (ex.: Canadian Immigration by
Classroom Video, 23 minutes) Discuss the video.
4. Teacher uses immigration data to have students determine trends in
immigration from a current text/atlas reference. What years have the highest
immigration? What years have the lowest immigration?
5. As a class, discuss reasons for highs and lows (poor economic
times, good economic times, depression, expansion of the West, WWI, post war
boom, WWII, Government concern over falling birth rates, etc.) Students should
add these reasons to their notes.
6. Why do people immigrate to Canada? Go over the classification
system with students - Refugee, Independent, Family. Have students complete a
chart which includes a description as well as assessment. (See appropriate
text) Go over the points system with students, looking at the different factors
and how they are assessed (see resources for web pages with up to date points
system). Finally discuss the idea of a government quota.
7. Discuss the benefits of having immigrants come to Canada.
(Different foods, different languages, contacts with other countries, etc.)
8. Review the impacts of declining growth rates on Canada's population
and establish the importance of immigration. Students write a letter to the
government stating whether or not they think the Government should increase,
decrease or leave the same the number of people they allow to immigrate to
Canada. (They must refer back to the work on demographics to do this).
Assessment
|
Tool |
Purpose |
Who |
Activity |
|
rubric |
formative |
teacher |
letter to immigration
ministry |
Resources
• Contact Canada
• Canada Land of Diversity
• Websites: http://cicnet.ci.gc.ca/english/faq/ask-14c.htm
http://cicnet.ci.gc.ca/english/faq/ask-14c.htm
http://cicnet.ci.gc.ca/english/faq/ask-14c.htm
http://cicnet.ci.gc.ca/english/faq/ask-14c.htm
Activity #5: Who Immigrates
to Canada and where do they go?
Suggested Time: 75 minutes
Description
Students complete a graph
showing source countries for Immigrants to Canada. On a Canada map, students
illustrate, using a chloropleth map, where immigrants go when they arrive in
Canada. Students complete a graduated symbols map to illustrate metropolitan immigration
by the top ten Metropolitan Areas. Students complete a decision making matrix
for the best location to settle in Canada.
Strands & Expectations
Strands: Geographic
Foundation: Space and Systems, Understanding and Managing Change, Global Connections
Overall Expectations: SSV.01B,
SSV.02B, SSV.04B, UMV.01B, GCV.02B, MIV.01B, MIV.02B, MIV.03P
Specific Expectations: SS1.04B,
SS2.02P, SS2.04P, SS3.02B
Planning Notes
Prior Knowledge Required
Grade 7 & 8
• Identify factors that affect migration and
mobility.
• Demonstrate an understanding of the ways in
which cultures are affected by migration.
• Describe patterns and trends in immigration
and their effects on Canada.
• Use a variety of geographic
representations, tools and technologies to gather, process, and communicate
geographic information.
Teaching/Learning Strategies
1. Students discuss: Where would you want to go if you were a new
immigrant to Canada? Where do immigrants go when they arrive in Canada? Do all
immigrants go to the same place? Do many immigrants move into your community?
2. Students gather information about sources of immigrants to Canada
(see appropriate text/atlas resource) and complete the following:
a. Students complete a chloropletieth map showing immigration by
province
b. Students complete a proportional circle map showing immigration
tot he top 10 Metropolitan Centres.
Immigration by Province, 1995
|
NFLD |
PEI |
NS |
NB |
QUE |
ONT |
MAN |
SASK |
ALTA |
BC |
YK |
NWT |
|
585 |
167 |
3581 |
639 |
27182 |
115681 |
3603 |
1949 |
14329 |
44541 |
108 |
91 |
Immigration by top 10 Metropolitan Areas
|
Toronto |
Montreal |
Vancouver |
Calgary |
Edmonton |
Ottawa |
Winnipeg |
Hamilton |
Halifax |
London |
|
71964 |
38422 |
37134 |
8574 |
7530 |
6153 |
4292 |
3102 |
2471 |
2138 |
3. Students complete a decision making matrix to determine the best
place to move to in Canada. Use the template for decision making from unit one.
Ideas for criteria to use include: unemployment rate, employment types,
recreation, climate, culture, housing prices, etc. The teacher can gather the
stats ahead of time from the internet - Statistics Canada, or let the students
gather the relevant information themselves.
Assessment
|
Tool |
Purpose |
Who |
Activity |
|
Overhead of completed
graph |
formative |
self |
graph showing source
countries for immigrants |
|
Rubric |
formative |
peer/self |
graded shading map |
|
Rubric |
formative |
teacher |
graduated symbols map |
|
Rubric |
formative |
teacher |
decision making matrix |
Activity #6: Migration within Canada
Suggested Time: 150 minutes
Description
Students create a flow line map showing migration into and out of
Ontario. Students will also complete a chart showing net gains and losses due
to migration. The teacher lead a discussion on regional economic disparity as
it applies to migration, and students will finish with writing a formal
paragraph on this.
Strands &
Expectations
Strands: Space
and Systems, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: MVI.01B, MVI.02B, MVI.03P
Specific Expectations: SS1.03B, SS1.04B, SS1.05P,
SS2.04P, UM1.03P, MI1.02B, MI2.02B, MI2.09B, MI2.10B, MI2.11B, MI2.14B, MI3.01B
Planning Notes
Have blank maps of Canada for each
student and an overhead of blank map of Canada.
Prior
Knowledge Required
Grade 7 & 8
• Use
a variety of geographic methods to gather, process and communicate geographic
information.
• Demonstrate
an understanding of geographic inquiry.
• Identify
and explain patterns in geography.
• Identify
factors that affect migration and mobility.
• Demonstrate
an understanding of the ways in which cultures are affected by migration.
• Describe
patterns and trends in immigration and their effects on Canada.
Teaching/Learning
Strategies
1. Teacher leads discussion: If
you could live anywhere in Canada, where would it be? Lead into a discussion on
movement/migration in Canada - people are free to move around within Canada,
Economics often decide where people go, etc.
2. Students create a flow line
map showing migration into and out of Ontario from other provinces/regions. See
Appendix A for instructions. The teacher may want to model how to do a flow
line map on the overhead to get students started.
3. Once students have completed
their flow line map, the teacher leads the class in a discussion about regional
economic disparity as it links to migration - depressed areas versus booming
areas, the types of natural resources available to an area, the economic base
(one-industry towns versus towns with a variety of industry), transportation
network in place, etc. (any good grade 9 textbook have a section on regional
disparity.)
4. Teacher and students will
generate a note on the board about the discussion, which students then copy
into their notes.
Assessment
|
Tool |
Purpose |
Who |
Activity |
|
Rubric |
formative |
teacher |
flow line map |
Resources
1. Text
(Canada Land of Diversity, Contact Canada, etc.)
2. Base
Map of Canada, overhead of base map
3. Statistics
Canada
Accommodations
• Note
on board could be produced using word processor
• Computer
generated graphs and maps
• ESL
students could share culture with class
Student Worksheet: Migration Into and Out of
Ontario
A flowline map shows the movement of goods/people/etc. from one
location to another. The width of the arrow indicates the amount of
goods/people/etc. being moved. A wider arrow means that more is being moved. A
narrower arrow means less is being moved. The width of the arrow along with
what each represents is indicated in the legend.
1. Create a flowline map to show
migration out of Ontario to other provinces in Canada.
|
# people leaving Ont. |
Destination
Province/Region |
Width of arrow (mm) |
|
7927 |
Saskatchewan and Manitoba |
__________ |
|
13 292 |
Alberta |
__________ |
|
24 280 |
British Columbia |
__________ |
|
17 177 |
Quebec |
__________ |
|
17 432 |
Atlantic Provinces |
__________ |
a. For your map, 1 mm = 1000
people.
b. You first need to round the
number of people leaving Ontario to the different destinations to the nearest
thousand. For example, the arrow for Saskatchewan and Manitoba will be 8 mm
wide because 7927 rounds up to 8000.
c. You have 5 arrows starting
from Ontario in total.
d. Colour the arrows red.
2. Add to your map the number of
people arriving in Ontario from the other provinces.
|
# people moving to Ont. |
Province/Region of Origin |
Width of arrow (mm) |
|
8882 |
Saskatchewan and Manitoba |
__________ |
|
11 528 |
Alberta |
__________ |
|
10 949 |
British Columbia |
__________ |
|
27 596 |
Quebec |
__________ |
|
19 706 |
Atlantic Provinces |
__________ |
a. 1 mm = 1 000 people
b. You have five arrows arriving
in Ontario (one from each of the provinces/regions of origin).
c. Colour the arrows green.
3. Complete the following chart
showing Provincial Migration, 1992.
|
Province/ Region |
Gained |
Subtract |
Lost |
Equals |
Net Gain/ Loss |
|
Ontario |
78 031 |
– |
80 108 |
= |
|
|
Quebec |
27 245 |
– |
41 551 |
= |
|
|
Atlantic Provinces |
30 412 |
– |
36 602 |
= |
|
|
Saskatchewan & Manitoba |
30 365 |
– |
44 515 |
= |
|
|
Alberta |
57 747 |
|