Course Profile   Geography of Canada, Grade 9 applied, 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.

 

©Queen's Printer for Ontario

 

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 McMaster, 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

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 Board

 

Unit #1:   Natural systems

 

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

 

Time: 1500 min

Unit Developer(s):

 

Development Date:       April 7, 1999

 

Unit Description

 

The unit on natural systems introduces students to the concept of Ecozones; their components, the variables which define and influence their existence and their spatial organization within Canada’s physical context. Within the framework of the ecozones model, students investigate the links between living and non-living systems in nature, and the connections which exist among ecozones, working towards a culminating activity based on a decision-making matrix to determine which ecozone in Canada needs most to be protected.

 

Strand(s) and Expectations

 

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

 

Overall Expectations:      SSV.01B, SSV.O2B, SSV.03B UMV.01B, MIV.01B, MIV.02B, MIV.03P

 

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

 

Activity Titles (Time and Sequence)

 

Activity 1

Mind Map: Geography is Everything

75 min

Activity 2

Identifying Local Region Land Use

75 min

Activity 3

Discovering Ecozones Using Thematic Maps and Organizers

375 min

Activity 4

Researching Ecozones

150 min

Activity 5

National Parks: Mapping and Decision Making

225 min

Activity 6

Creating a National Parks Brochure

450 min

Activity 7

Making Decisions on the Protection of Ecozones

150 min

 

Total

1500 min

 

Unit Planning Notes

 

An understanding of terminology is essential to the successful teaching of this unit. The primary term in the unit is ecozone. For the purposes of the unit, an ecozone is defined as:

areas of the earth’s surface representing large and very generalized ecological units characterized by abiotic and biotic factors. Canada includes 15 terrestrial and 5 marine ecozones. These zones may be subdivided into eco-regions which have distinguishable characteristics which are based upon the ecosystems which exist within these regions.

 

The unit includes a considerable number of activities which are intended primarily for the application of electronic and geotechnologies. However all activities in this unit are designed to allow for their implementation without the use of such technologies.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that students have some experience with

•     the themes of geographical inquiry, (location, place, environment, region, interaction and movement),

•     using a variety of multi-level information sources,

•     producing maps and graphs,

•     an understanding of the concepts of sustainable development and the implications for the environment and,

•     communicating results of their inquiries.

 

Activity 1:     Creating a Mind Map: Geography is Everything

 

Time: 75 minutes

 

Description

 

Students will brainstorm the topic “What is Geography?” drawing from their previous knowledge from grade 7 and 8 as well as the visuals on display in the classroom. Students will create a mind map using the categories they formulate as well as all of the words from their list. Students will then add symbols to their mind map and identify where connections can be made between some of the words in different categories.

 

Strands & Expectations

 

Strands:                             Space and Systems

 

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

 

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

 

Planning Notes

 

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

•     Have enough copies of blank paper for students to create their mind maps on

•     Have prizes available - if wanted

 

Prior Knowledge Required

 

One of the purposes of this activity is to assist teachers in determining the prior knowledge of the student with regard to Geography.

 

Teaching/learning Strategies

 

1.   The teacher starts by explaining how brainstorming works (no bad ideas, no laughing at others, put everything down and sort it out later) and then individually, students generate a list of at least 5 to 10 words which answer the question “What is Geography?”. The teacher gives out prizes for the students with the most words - this motivate most students to at least try. Once students have their individual list, a class list be generated on the board. The teacher may want to prompt students so that a wide variety of words are used.

 

2.   Individually, students organize the board list into 5 or 6 categories. They must choose an appropriate title for each category (not "other"). Then they 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 they have to do. Maps and map skills is an easy one to model for the students. Once students complete their mind map they are to add as many symbols as they can think of beside the words.

 

3.   Students complete a check list of each other’s mind maps to check for completeness and creative symbols; students then 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? What connections can you 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? What would you do differently if you could do it all over again?

 

4.   The teacher leads a discussion based on the questions above as well as how words connect to the course units. The teacher also connects words to systems in geography, emphasizing the understanding of systems that be developed throughout the course.

 

5.   The teacher introduces the culminating activity: Making Decisions on the Protection of Ecozones so that the students understand that the activities in the unit enable their completion of the final task.

 

Assessment

 

Tool

Purpose

Who

Activity

Checklist

formative

peer

mind map

 

Accommodations

 

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

2.   Use atlases and other geography books to generate word lists.

 

Resources

 

1.   A variety of posters and maps for the room

2.   Atlases

3.   Current geographical periodicals

 

 

Activity #2:   Identifying Local Regions and Land Use

 

Time: 75 min

 

Description

 

Students are introduced to the concept of region and have the ability to discern regions within their local community or surrounding environment. Students construct a local land-use map using an Ontario Base Map and/or aerial photograph of the community.

 

Strands & Expectations

 

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

 

Overall Expectations:      SSV.01B, SSV.02B, UMV.02B, MIV.01B, MVI.02B

 

Specific Expectations:      SS1.01B, SS1.04B, SS1.05P, SS1.07P, UM1.02B, MI2.01P, MI2.03P, M12.11P, M12.13B

 

 

Planning Notes

 

•     Get copies of local community maps from Town Planning Department or Engineering Department.

•     Review think-pair-share guidelines

•     Review definitions of region and transition zone

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the themes of geographic inquiry and be able to communicate their results. They should be able to use a variety of multi-level information sources and produce maps and graphs for a variety of purposes. The students are also expected to have an understanding of the concepts of sustainable development, the factors that affect population distribution, and the implications for the environment.

 

Teaching/Learning Strategies   

 

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

 

2.   Teacher identifies and explains the various types of land-use - Residential, Institutional, Industrial, Commercial, Recreational, Transportation, Agriculture/Mining/ Forestry, natural areas, etc.

 

3.   Students use the OBM and the aerial photograph of their local community to construct a land- use map that shows how the community is divided into “land-use” regions. Students need to include all of the basic map requirements. Once students have completed their local land-use maps, they describe the location of the basic land-uses in their community. Students indicate why certain land uses exist where they do. Where land-uses have changed over time, (Abandoned buildings, factory buildings converted to other uses, houses converted into stores) students may identify possible reasons. Students compare the amount of natural space to human space to determine if the community is made up of mainly natural regions or human regions.

 

Resources

 

1.   Blank map of local community

2.   Canada Land of Diversity, 2nd ed.

3.   Contact Canada

4.   Investigating Canada

5.   Canadian Landscape

 

Accommodations

 

1.   Use of peer-helpers.

2.   Have copy of note on land-uses for students as needed.

 

Assessment

 

Tool

Purpose

Who

Activity

Map rubric

formative

Peer, Teacher

Land-use map

Paragraph rubric

formative

Self, Teacher

Description of land-uses in local community

 

 

Activity #3:   Discovering Ecozones Using Thematic Maps and Organizers

 

Time: 375 min

 

Description

 

This activity will introduce students to the concept of ecozones and natural systems. In groups of five, students will construct maps of Canada's Climate, Soils, Vegetation, Landforms and Population Density. On completion of this task they will develop an ecozone map of Canada by overlaying the maps. They will record their findings on an organizer. Once this is completed they will compare their map to the actual ecozone map of Canada. Each group will evaluate their map.

 

Strands & Expectations

 

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

 

Overall Expectations:      SSV.01B, SSV.02B, SSV.03B, MIV.01B, MIV.02B, MIV.03P

 

Specific Expectations:      SSI.01B, SSI.02B, SSI.06P, MI1.01B, MI2.01B, MI2.03P, MI2.11P, MI2.12B, MI2.13B

 

Planning Notes

 

•     Produce and distribute blank maps of Canada.

•     Organize students into groups.

•     Make overheads available if groups choose to use overlay techniques for analysis.

•     Book computer lab if ArcVoyager is used as a resource.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected the student will have an understanding of the methods of geographic inquiry, knowledge of natural regions, decision making models, components of mapping, the ability to analyse, synthesise, evaluate, and communicate information.

 

Teaching/Learning Strategies

 

1.   The teacher reviews the concept of regions, introduce ecozones (definition and purpose) and discuss the diversity in Canada’s ecozones.

The teacher also reviews principals of collaborative learning and proper cartographic conventions.

2.   The student reviews the activity and collaboratively select the map each construct (Climate, Soils, Vegetation, Landforms and Population Density).

3.   Students conduct research into the regions contained on their map, and share the results of their research with the group. They then use the overlays to produce their own ecozone maps.

4.   Students compare their map to the actual ecozone map and complete an ecozone organizer such as the following:

 

Ecozone

Landforms

Climate

Soils

Vegetation

Population Density

 

 

 

 

 

 

 

Assessment/Evaluation Techniques

 

Tool

Purpose

Who

Activity

rubric

formative

teacher

map

rubric

(Appendix H)

formative

peer/self

group work

rubric

formative

teacher

chart

 

Resources

 

1.   Canadian Oxford School Atlas, 6th or 7th Edition, Oxford University Press, Toronto.

2.   Canada: Exploring New Directions, Fitzhenry and Whiteside.

3.   Enviro-Canada Series 1 Posters

4.   Canada’s Landform Regions, NFB

5.   ArcVoyager CD, ERSI Canada

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

7.   Connections, Bruce Clark

 

Accommodations

 

Students may be paired with peer helpers.

 

Appendix

 

•     Canada's Ecozones Map (Appendix J)

 

 

Activity #4: Researching Ecozones

 

Time: 150 min

 

Description

 

Students build on previous lessons on ecozones. The teacher models the research activity using the ecozone in which they live. Student expert groups research a specific ecozone in Canada and share their findings with others in the class. Students complete a comparison chart at the end of the activity.

 

Strands & Expectations:

 

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

 

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

 

Specific Expectations:      SS1.02B, SS1.06P, MI1.02B, MI1.03P, MI2.14B

 

Planning Notes

 

•     Students need the ecozones map completed in a previous activity

•     Plan to review with students how to work in small and large groups, and be prepared to teach them how to chair, record notes and to report back to their home groups

•     Work in conjunction with teacher librarian

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the themes of geographic inquiry, locating relevant information from a variety of sources, the production of maps, Canadian climate patterns, communicating the results of their inquiries for specific audiences and

purposes, and the production and interpretation of climate graphs. The students are also expected to be able to demonstrate an understanding of the causes of natural vegetation patterns and the concept and implications for the environment of sustainable development.

 

Teaching/Learning Strategies   

 

1.   The teacher models what is expected for the research activity using the local ecozone. Students use a variety of sources to find information. Volunteers put their answers onto the blackboard. Students then use the example of their local ecozone to gather information about the other ecozones.

2.   Students work in home groups (with the number of students in each group equaling the number of ecozones being examined.) Students are given a list of all of the ecozones, and work be divided amongst them - one student per region.

3.   Students meet the other students working on the same ecozone and form expert groups. Each expert group research their chosen ecozone. Students should be directed to Atlases, and other resources suggested by the teacher to gather their information as follows:

 

Research Guidelines

•     Ecozone Name

•     Location - Provinces/Territories

•     Vegetation - types, special adaptations

•     Landforms - characteristics, major bodies of water

•     Soils - characteristics

•     Climate - Average January and July temperatures, annual precipitation, # of growing degree days

•     % of Ecozone protected

•     Animals - major species, special adaptations, endangered species

•     Environmental Issues

•     Summary Statement about ecozone

 

4.   Once students have finished gathering the information, they share their information with each other. Students fill in the information for each of the ecozones as required by the template for Research Guidelines above.

5.   Students answer 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?...

 

Assessment/Evaluation Techniques:

 

1.   Assessment:

 

Tool

Purpose

Who

Activity

Group work rubric

formative

peer group/ self

participation in expert group

Communication rubric

formative

peer group/ self

presenting research notes to home group

 

Resources

 

1.   State of Canada's Environment Report

2.   Ecozones of Canada poster set

3.   Canada and the World: An Atlas Resource, 2nd edition

4.   Outline Map of Canada

5.   Internet Access

6.   CD-ROMs

7.   Encyclopedias

The Canadian Oxford School Atlas, 6th or 7th edition

The Monograph, Volume 49, Winter 1998, pages 25-28

 

Accommodation

 

This activity can be accomplished as a geotechnology project using the OAGEE Grade 9 Tool Kit.

 

 

Activity #5:   National Parks: Mapping and Decision Making

 

Time: 225 min

 

Description

 

Students brainstorm to identify the purpose of National Parks and the teacher then elaborates and summarizes. Students locate, using overlays (can be done with GIS) the location of National Parks in relation to the ecozones in Canada. Students complete a decision making matrix as to which Natural Park they would like to visit. The matrix include information on the park’s physical and human characteristics, as well as possible recreational activities that would be available in the park.

 

Strands & Expectations

 

Strands:                             Geographic Foundations: Space & Systems, Human-Environment Interaction, Methods of Geographic Inquiry

 

Overall Expectations:      SSV.01B, SSV.02B, SSV.03B, SSV.04B, HEV.01P, MIV.01B, MIV.02B, MIV.03P

 

Specific Expectations:      SS1.01B, SS1.02B, SS1.03B, SS1.06P, SS2.01P, HE1.03B, MI2.01P, MI2.03P, MI2.09B, MI2.10P, MI2.11P, MI2.12B, MI2.13B.

 

Planning Notes

 

•     Students use the ecozones map completed in a previous activity, as well as their research notes

•     Have tracing paper/overhead sheets with markers ready, one per student

•     Can be adapted to use ArcVoyager, etc.

 

Prior Knowledge Required

 

From the Grade 7 and 8 curriculum, it is expected that the student be familiar with the organizational themes used in geography, using a variety of sources to locate information, the factors that affect population distribution, the concept of sustainable development, Canadian climate patterns, the production of maps for a variety of purposes, and other methods for communicating the results of inquiries.

 

Teaching/Learning Strategies

 

1.   Students brainstorm the purpose of National Parks. Once students have finished generating their list, they compare their list with a partner, looking for similarities.

 

2.   The teacher gives students the purpose for having National Parks:

“...’National Park’ defines an area set aside as a public heritage or trust, to preserve forever outstanding examples of the Nation’s scenery, wilderness, geology, natural phenomena or native flora and fauna...dedicated to public use and enjoyment by the citizens of the country to which they belong.” (Lothian, A Brief History of Canada’s National Parks)

 

3.   Students use an overlay (tracing paper, overhead sheet) to identify the location of Canada’s National Parks on top of their ecozones map. Students create a list of Canada’s National Parks and state which ecozone each one is in.

 

4.   Once students have completed their overlay map, they write a series of summary statements about the distribution of National Parks: relation to population centres, most/least protected, animals at risk, implications/consequences, etc.

 

5.   Students complete a decision making matrix to decide which National Park they would like to visit. (See Appendix A)

 

6.   Students write a report in which they state the problem, the decision making process they followed, and a conclusion which consists of their decision statement about which National Park they visit.

 

Assessment/Evaluation Techniques

 

Tool

Purpose

Who

Activity

Check List

formative

self

National Parks overlay map

Decision Making Rubric

summative

teacher

Decision Making Matrix

Rubric - report

summative

teacher

Report - decision making process

 

 

 

Resources

 

1.   Ecozones of Canada poster set

2.   Canada and the World: An Atlas Resource, 2nd edition

3.   Overhead sheets/tracing paper

4.   A Brief History of Canada’s National Parks, W.F. Lothian

5.   The Canadian Oxford School Atlas, 6th or 7th edition

6.   A Visitor’s Guide: Canada’s National Parks, Marylee Stephenson, Prentice Hall Canada Inc.

7.   CD-ROMs

8.   Internet

 

Accommodations

 

1.   use computer/tape recorder as an alternative to written work

2.   scribe for student if necessary

 

 

Activity #6: Creating A National Parks Brochure

 

Time:  450 min

 

Description

 

Students work in groups of 2 or 3 and use Microsoft Publisher (Ministry licensed) to produce an informative, attractive, and detailed six-panel brochure to illustrate the National Park that they would most like to visit. Suggestions for inclusions in the National Parks brochure are location, climate, vegetation, wildlife, landforms, significant historical of geographic facts, camping, recreation, tours/excursions, attractions, events/festivals/celebrations, accommodations, travel tips, etc.

 

Strands & Expectations:

 

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

 

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

 

Specific Expectations:      SS1.01B, .02B, .03B, SS1.05P,SS1.06P, SS2.01P, SS3.01P, UM1.02B, MI1.01B, .02B, MI2.01P,03P, 04B,06B, 09B, 08P, 11P, 13B, 14B

 

Planning Notes

 

•     Obtain a substantial number of magazines and travel publications and consult with teacher Librarian for other sources.

•     Provide students with contact information for the various tourism associations and agencies and be given time to contact these for resources. (See Appendix C)

•     Provide students 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 may assist students with the written text of their brochures and technology teachers may assist with the computer aspects of the activity.

•     Book the resource room, computer lab, and internet access for at least four classes to complete this project.

 

Prior Knowledge Required

 

Since this is a culminating activity for the unit, the student is expected to be familiar with all of the material from preceding activities as well as those concepts from the Grade 7 and 8 curriculum previously identified.

 

Teaching/Learning Strategies

 

1.   The teacher shows samples of professional travel brochures, discussing their contents, organization and colourful language.

 

2.   In groups of 2 or 3, students select one of Canada’s National Parks. Using a hard copy of the blank brochure template from Microsoft Publisher students begin discussing possible contents and organization of their brochure as well as sources of information and graphics.

 

3.   Provide demonstrations on scanning and exporting graphics, downloading graphics from the internet and converting them to .pcx or .bmp files, accessing information from the school resource center 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 B.)

 

4.   Students gather information and graphics from a variety of sources including the internet, computer databases and encyclopedias, magazines, travel publications, atlases and texts, as well as 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 not recognize .jpeg or .gif files downloaded from the internet. Students have to use a graphics converter such as Lview Pro (shareware) to change these to .pcx or .bmp file formats.

      If using ArcView, simply export a view or layout as a Windows Bitmap.

 

Assessment/Evaluation Techniques

 

Tool

Purpose

Who

Activity

rubric (Appendix F)

formative

peer

group work

rubric (Appendix G)

summative

teacher

National Parks brochure

 

Resources:

•     Texts: Canada: Exploring New Directions

•     Atlases: Canada and the World: An Atlas Resource (2nd ed.)

•     Canadian Oxford School Atlas (7th ed.)

•     Magazines: Canadian Geographic

•     A Visitors Guide: Canada’s National Parks, Marylee Stephenson, Prentice Hall Canada Inc.

•     Computer Databases:

      Groliers

      Encyclopedia Britannica

      Info-Finder

      Facts on File

•     Software:

      Microsoft Publisher

      Corel Draw/Chart/PhotoPaint

      Paint or Super Paint

      Claris Works

      Microsoft Works

      Lview Pro (tucows.com)

      GIS (ArcView, Idrisi, MapInfo, SpansMap)

•     Provincial and Regional Travel Publications

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

 

 

Activity #7:   Which Ecozone is Most in Need of Saving?

 

Time:  150 min

 

Description

 

This decision making matrix exercise is designed to help the students apply their knowledge ofecozones to a practical problem. They select an ecozone that most needs to have more area protected according to a set of individual and clearly defined criteria.

 

Strands & Expectations:

 

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

 

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

 

Specific Expectations:      SS1.01B, SS1.02B, SS1.03B, SS1.04B, SS1.06P. SS2.01P, UM1.02B, MI1.01B, MI1.02B, MI2.01P, MI2.03P, MI2.04B, MI2.08P, MI2.09B, MI2.10P, MI2.11P, MI2.14B, MI3.01B.

 

Planning Notes

 

Students should be reminded that their criteria must be clear, measurable and something they can quantify (e.g. % of land protected, number of species endangered, etc.).

 

Prior Knowledge Required

 

Students are expected to use the concept of ecozone, effectively locate and interpret information from a variety of sources, and to understand the idea of criteria in decision making.

 

Teaching and Learning Strategies

 

1.   The teacher reviews the purpose of National Parks, and leads a discussion on the necessity for protecting lands.

2.   Students complete a decision making matrix which compare five different ecozones in order to decide which of the ecozones most needs to have more protected lands. (See Appendix I)

3.   Students complete a written report once they have finished their decision making matrix.

 

Assessment & Evaluation Techniques

 

1.   Performance Assessment (Rubrics Checklists, Rating Scales, Anecdotal Records)

2.   Written Report

3.   Decision making matrix

4.   Paper & Tests/Quizzes

5.   Analytical Report

6.   Criteria Based Evaluation

7.   Problem Based Evaluation (includes calculation based)

 

Resources

 

1.   Atlas - Texts -  CD-ROM applications - GIS software (ARCVIEW)- Internet sites.

http://www.ns.ec.gc.ca:4000/envcan.html

http://www.cmc.ec.gc.ca/climate/

http://199.212.18.77/~vignettes/terr.html

2.   Research notes from Ecozones (previous lesson)

3.   National Parks overlay and Ecozones Map (previous lesson)

4.   Sample instruction sheet

5.   Suggested model for the criteria chart.

6.   Data sheet for a suggested model.

7.   Blank Criteria Chart

8.   Assessment Tool

 

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