Unit Description

Strand(s) and Expectations

Activity Titles (Time and Sequence)

Prior Knowledge Required

Unit Planning Notes

Teaching/Learning Strategies

Assessment/Evaluation

Resources

Activity 1: Developing Ecological Footprints

Activity 2: Studying Human Activity in the Local Region

Activity 3: Making an Inventory of Canada’s Natural Resources

Activity 4: Researching and Discussing Energy Sources

Activity 5: Evaluating Energy Mega Projects

Activity 6: Investigating the Environmental Impact of the Hamburger

Appendix 3.1.1

Appendix 3.1.2

Appendix 3.2.1

Appendix 3.2.2

Appendix 3.2.3

Appendix 3.5.1

Appendix 3.6.1

Appendix 3.6.2

Appendix 3.6.3

Acknowledgments

Time: 25 hours

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Description

Strand(s) and Expectations

Planning Notes

Prior Knowledge Required

Teaching/Learning Strategies

Assessment/Evaluation

Accommodations

Resources

Bar Graph Rating Scale Criteria

Report Rubric

Local Bioregion Map Rubric

Thematic Map Marking Scheme

Pie Graph Rating Scale Criteria

Energy Mega Project Paragraph Marking Scheme

Fast Food Hamburger Restaurant Field Trip Questionnaire

Condiment Life Cycle Sample Flow Chart

Rubric for Press Release

Web Site

Web Sites

Web Sites

Websites

Press Release Format

Course Profile Geography of Canada, Grade 9 applied, Public

Unit 3

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. 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 or by the Partnership of School Boards that supported the production of the document.

©Queen's Printer for Ontario

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, OAGEE Representative

Doug Hinan, Kawartha Pine Ridge District School Board

Kim Kasperski, Kawartha Pine Ridge District School Board

Mark Lowry, Toronto District School Board, OAGEE Representative

Anthony Lynn, Trillium Lakelands District School Board

Dan McMaster, Kawartha Pine Ridge District School Board

Todd Pottle, Kawartha Pine Ridge District School Board

Brian Schouten, York Region District School Board, OAGEE Representative

Jeanette Van Loon, Kawartha Pine Ridge District School Board

Internal Review and 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

Cec Knight, Kawartha Pine Ridge District School Board

Gale May, York Region District School Board, OAGEE Representative

Sonja Vandermeer, Trillium Lakelands District School Board

Unit 3: Humans in the Environment

Development Date: August 9, 1999

This unit centres on our place within the local bioregion and the natural systems inherent within a specific bioregion. On a national scale, concentration is on natural resource use with a focus on energy creation and consumption. The conflicting demands we place on our environment are addressed both through a study of our unique ecological footprint and the culminating activity which looks at the components of a consumable good and its relationship to environmental sustainability.

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

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

Specific Expectations: SS1.01B, SS1.03B, SS1.05P, SS2.01P, HE1.01B, HE1.02B, HE1.03B, HE1.04B, HE2.01P, HE2.02P, HE2.05P, UM1.02B, UM2.01B, UM2.02B, UM2.03B, UM3.02P, UM3.05P, MI1.01B, MI1.02B, MI2.01P, MI2.03P, MI2.04B, MI2.05B, MI2.08B, MI2.10P, MI2.11P, MI2.12B, MI2.13B, MI3.01B, MI3.03B.

Activity 1	Developing Ecological Footprints	225 minutes
Activity 2	Studying Human Activity in the Local Region	375 minutes
Activity 3	Making an Inventory of Canada’s Natural Resources	225 minutes
Activity 4	Researching and Discussing Energy Sources	150 minutes
Activity 5	Evaluating Energy Mega-Projects	150 minutes
Activity 6	Investigating the Environmental Impact of the Hamburger	375 minutes

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;

· an understanding of the use and value of natural resources;

· how human activity affects humans and the environment.

Students need to draw upon information learned in previous units:

· ecozones and ecoregion;

· physical and human systems;

· relationship between human systems and ecozones;

· locality study.

· Present the culminating activity to the students at the beginning of the unit. This provides a focus for the unit, and provides opportunity for student input.

· An understanding of the terminology is essential to the successful teaching of this unit. The primary term in the unit is bioregion. For the purpose of this unit, bioregion is defined as: a region defined by its natural and human characteristics. It constitutes a natural ecological community.

· Collect appropriate resources in the form of local planning maps, commercial street maps, or Ontario Base Maps (topographic), either digitized or hard copy, from local sources. Air photos of the local areas can also be obtained from similar sources.

· Check with the science department for overlap/resources (especially Energy Educators of Ontario Fact Sheets) and for connections to the Grade 9 Science curriculum (Electricity).

· Activities using geotechnologies can be done on paper if software is not available

· Book time for field trip if necessary.

· Arrange for a guest speaker for the culminating activity if needed.

· Contact local fast food restaurant if the field work is included.

· Collect examples of student work at different levels for use with future classes.

· Plan to display exemplary student work throughout the unit to clarify expectations for students.

· Prepare key terms word lists to assist with accommodations for students with special needs.

· The following framework was used in writing the unit; it may be useful in planning for teaching it, especially if modifications are made.

Activity	Overalls	Specifics	Strategies	Assessment	Timing, comments
1. Developing Ecological Footprints	SSV.05B, HEV.03B, MIV.03P	SS1.01B, SS1.05P, HE1.01B, HE1.02B, HE2.05P, MI2.01P, MI2.08B	Teacher explanation, student-generated graphs and analysis, calculations, report writing	Checklist (formative, peer/self) Rating Scale (formative, self/teacher - T/L 3) Rubric (formative, teacher - T/L 8)	225 minutes Appendix 3.1.1 Appendix 3.1.2
2. Studying Human Activity in the Local Region	HEV.01P, SSV.01B, SSV.02B, SSV.05B, UMV.01B, MIV.01B, MIV.02B, MIV.03P	HEI.02B, HEI.03B, HE2.05P, SS1.01B, 03B, SS3.06B, UM2.02B, 03B, MI1.01B, 02B, MI2.03P, 04B, 10P, 11P, 13B, MI3.01B, 03B	Mapping, inventory, comparison	checklists (formative, self - T/L 1) Rubric (formative, self/peer - TL 4) marking scheme (summative, peer/teacher - T/L 4) Rating Scale (formative, self/peer - T/L 3) Rubric (summative, teacher - T/L 5)	375 minutes Appendix 3.2.1 Appendix 3.2.2 Appendix 3.2.3
3. Making an Inventory of Canada’s Natural Resources	SSV.04B, HEV.02P, MIV.01B, MIV.02B, MIV.03P	SS1.03B, SS2.01P, HE1.02B, MI1.02B, MI2.04B, MI2.12B	Inventory, research, evaluate, mapping	quiz (diagnostic, peer - T/L 1) checklist (formative, teacher - T/L 5) Rubric (formative, teacher - T/L 6)	225 minutes
4. Researching and Discussing Energy Sources	HEV.02P, HEV.03B, UMV.02B, MIV.01B	HE1.04B, HE2.01P, UM3.05P, MI2.03P, 05B, 10P	Brainstorming, scored discussion	Score sheet (formative, peer - T/L 3))	150 minutes
5. Evaluating Energy Mega-Projects	SSV.01B, HEV.02P, HEV.03B, UMV.01B, MIV.01B, MIV.03P	SS1.03B, HE1.04B, HE2.02P, UMI.02B, UM2.01B, MI1.02B, MI2.03P, 04B	Listening to audio, comparison chart, paragraph writing	checklist (formative, peer/self - T/L 3) marking scheme (summative, self/teacher - T/L 4)	150 minutes Appendix 3.5.1
6. Investigating the Environmental Impact of the Hamburger	HEV.01P, HEV.02P, HEV.03B, UMV.02B, MIV.01B, MIV.02B, MIV.03P	HE1.02B, HE2.05P, UM2.01B, UM2.02B, 03B, UM3.02P, MI2.03P, 04B	field trip, mapping, class discussion, group work, flow charts, guest speaker, report writing	rubric (summative, peer/teacher - T/L #6) checklist (formative, teacher - T/L #4)	375 minutes Appendix 3.6.1 Appendix 3.6.2 Appendix 3.6.3

Teacher explanation	Creating graphs	Graph analysis
Data analysis	Report writing	Thematic mapping
Inventory creation	Inventory analysis	Comparative analysis
Research	Brainstorming	Scored discussion
Listening	Developing organizers	Written interpretation
Field trip	Class discussion	Group work
Flow charts	Guest speaker	Presentation
Letter writing	Press release	Small group discussion

During this 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 enables individual goal-setting. In addition, rubrics are used for the more complex tasks involved in the different types of written reports and maps; (some rubrics are included in the appendix as models, and demonstrate connections between their criteria and the categories in the achievement charts). Student input into rubric creation should be encouraged (see Activity 3 for details on how this can be done). Rubrics should be shared with students beforehand and students should be given the opportunity to view exemplary student work to support improving student learning.

The learning activities are designed to meet a cluster of expectations, and the variety of assessment tools allow for students to demonstrate their achievements of the expectations at all levels and in all categories of the achievement charts. While self- and peer-assessment of individual and group activities are used for formative assessment, teacher assessment of individual student work is used for summative assessment and evaluation.

In addition to the listings in the Resources section on pages 9-10 of Phase I, the following resources are useful for this unit:

Wackernagel and Rees. Our Ecological Footprint: Reducing Human Impact on the Earth. New Society Publishers. ISBN 1-55092-251-3

Yamada, Karen. Ecoquest: Reducing Our Ecological Footprint. Toronto: Lever-Pond’s, 1996.

ISBN 0-9698878-3-3

The approved textbooks for this course are also useful for this unit, and are referred to in many of the activities.

Cartwright, F., G. Birchall, and G. Pierce. Contact Canada 3rd Edition. Oxford University Press Canada, 1999. ISBN 19-5414-896

Clark, B.W. and J.K. Wallace. Making Connections: Canada’s Geography. Prentice Hall Ginn, 1999. ISBN 0-7702-6633-9

Draper, G. and W. Andrew. Perspectives: Canadian Geography. Irwin Publishing, 1999.

ISBN 0-7725-2757-1

Wright, I.A., L.A. Swatridge, W. Hildebrand, C.A. Oliver, and G.D. Pyzer. Canada: Exploring New Directions. Fitzhenry & Whiteside, 1999. ISBN 1-55041-377-5

Resources useful for specific activities are listed under the Resources heading for each activity.

Time: 225 minutes

In this activity students study the concept of an ecological footprint. They learn about the carrying capacity of our environment, compare footprints of selected countries, develop their own footprint, understand the idea of sustainability, and learn ways to reduce the size of their own footprint. At the completion of the activity, the teacher introduces the culminating activity for the unit - the environmental impact of the hamburger - to provide a focus for the unit, and provide opportunity for student input.

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

Overall Expectations: SSV.05B, HEV.03B, MIV.03P.

Specific Expectations: SS1.01B, SS1.05P, HE1.01B, HE1.02B, HE2.05P, M12.01P, MI2.08B.

· Review culminating activity.

· Prepare handouts to explain the activity.

· Provide graph paper, blank sheets of paper, and markers.

· Prepare notes on footprints, carrying capacity, and sustainability.

· Download questionnaire from web site (see Resources). Questionnaire should be sent home with students to discuss with their parent/guardian. The information on the questionnaire requires parent/guardian input.

Students need to draw upon prior learning in Grade 7 and 8 in which they demonstrated an understanding of geographic inquiry and the different methods in which to communicate graphic information, and demonstrate an understanding of how human activity affects people and the environment.

1. The teacher introduces the concepts of an ecological footprint and carrying capacity.

2. In groups, students develop a list of criteria that could be used to assess the size of a footprint.

3. Students prepare a graph of ecological footprints of selected countries. (See Making Connections, p. 479, fig. 36-4: Our Ecological Footprint.) They then compare the size of the various footprints and analyse the resulting patterns. Students should ponder the questions: Are Canadians living at a level beyond the earth’s carrying capacity? Are we taking more than our share?

4. Students identify how Canada’s ecological footprint is calculated and compare it to selected countries. (Making Connections, chapter 36: Our Ecological Footprint)

5. Students develop their own ecological footprint. They then trace their footprint on a blank piece of paper, put their name and the number of hectares. These can be posted in the classroom to generate discussion.

6. The teacher builds on the concept of sustainability that students have from Grades 7 and 8. A quick think/pair/share brainstorming session about sustainability is a good diagnostic tool to find out what students already know/remember from previous years.

7. In groups students describe their footprint. Each group develops a checklist of methods by which the size of an ecological footprint can be reduced (in their home, local ecozone, province, Canada, and the world).

8. The group submits a report which includes the following: title page (with an appropriate illustration); definitions of ecological footprint, carrying capacity, and sustainability; the graph and analysis; individual footprints; checklist of methods to reduce the size of ecological footprints.

9. The teacher introduces the culminating activity for the unit - the environmental impact of the hamburger - to set the stage for the activities in the rest of the unit which develop the skills and concepts needed.

Tool	Purpose	Who	Activity
checklist (teacher-generated)	formative	peer/self	group work evaluation
rating scale (see Appendix 3.1.1)	formative	self/teacher	bar graph (Teaching/Learning Strategy 3)
rubric(see Appendix 3.1.2)	formative	formative	report (Teaching/Learning Strategy 8)

· Encourage collaboration among students.

· Provide flexible timelines and explicit directions.

· Provide the opportunity for verbal responses for those students who have difficulty expressing themselves on paper.

http://www.wwfcanada.org/footprints/index.shtml

Time: 375 minutes

Students create a land-use map of their specific bioregion (see definition). They use local maps that include planning, topographic, and/or Ontario base maps to create a personal map that demonstrates the activities that take place in the local community. From this map they create an inventory of these specific activities and the systems that are related to the land use. Special emphasis is placed on the energy consumption inherent in the various land-use activities and on ways to improve the balance between human needs and natural systems through waste and energy use. They then compare their bioregion with a bioregion within Nunavut.

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

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

Specific Expectations: HE1.02B, HE1.03B, HE2.05P, SS1.01B, SS1.03B, SS3.06B, UM2.O2B, UM2.03B, MI1.01B, MI1.02B, MI2.03P, MI2.04B, MI2.10P, MI2.11P, MI2.13B, MI3.01B, MI3.03B.

· Collect resources and baseline information for the local bioregion. (This activity is based on a variety of tasks that build on the understanding of the local bioregion and the systems both human and natural that are in play within a specific bioregion. There is a great deal of flexibility in what resources are used.)

· Determine the dimensions of the bioregion to be studied. (The dimensions have been left quite vague in order that the teacher be able to tailor it to the resources that they have available.)

· Determine the approach that is taken in the mapping activity, which is dependent on the base map resources available. Possible base maps might be:

a) Ontario Base maps - hard copy or digital;

b) air photos of the local bioregion from the local planning office or companies such as Triathalon or Geovisuals;

c) local planning maps;

d) commercial street maps - hard copy or digitized;

e) topographic maps;

f) planning maps.

· Determine whether to have the mapping activity involve the production of a hand-drawn hard copy, a computer drawing made with MS Paint, or with GIS software such as Arcvoyager, Thinkspace, or IDRISI.

Students need to draw upon the information learned in the previous units on ecozones, ecosystems, and land-use maps, as well as their prior learning in Grades 7 and 8 to demonstrate an understanding of mapping skills, regions, and geographic inquiry.

1. The teacher leads a discussion around the practical definition of a bioregion and extracts examples of human and natural systems in both the local bioregion and Nunavut. The various human activities are listed in an organizer that has a number of extra columns to allow students to add data in following tasks. This could be a created blank master by the teacher.

Land use	Related human activity	Natural systems involved	Natural and Human energies involved in activity	Per cent of total land use
				(to be filled in at Task 3)

2. The students create a land-use map of their local bioregion. Students create this map using the proper cartographic conventions and symbols that are representative of topographic maps (charts of topographic symbols can be found in all of the new textbooks).

3. Students take their previously created local bioregion land-use map and, using the master chart created in task 1, create a chart specific to their bioregion. After the chart is completed they also create a pie graph to demonstrate the land use by percentage. This should include all land that is within the boundary of the map.

4. Students use the outline of the previous map to create other thematic maps. It is important for the teacher to prompt the students ahead of time to save the outline of their first map prior to entering topographic symbols. As a class, the teacher can discuss the concept of thematic maps, and, with the students, brainstorm the various traditional and non-traditional types. Some of the non-traditional types may include energy use, waste generation, and demographics as it relates to items such as car parking. Students are expected to create two other maps.

5. Nunavut Comparison: Students then take their local bioregion maps and, using supplied data, compare their local region to that of Nunavut. If it is possible, this can be obtained from Canada base map data or from the textbooks required for this course. As interpretation at this level the teacher could supply a number of photographs to show urban and rural situations in Nunavut. There are many good sites on the web that are included in the Resources section. Students use the previous organizer and create a pie chart similar to task 3. Students then complete a two- to three-paragraph comparison of the land use and the resource consumption in their local bioregion and Nunavut.

Tool	Purpose	Who	Activity
checklist	formative	self	human activity chart (Teaching/ Learning Strategy 1)
rubric (see Appendix 3.2.1)	formative	self/peer	local bioregion map (Teaching/ Learning Strategy 2)
marking scheme (see Appendix 3.2.2)	summative	peer/teacher	thematic maps (Teaching/ Learning Strategy 4)
rating scale for graph criteria (see Appendix 3.2.3)	formative	self/peer	pie graph (Teaching/ Learning Strategy 3)
rubric (teacher-generated)	summative	teacher	Nunavut comparison (Teaching/ Learning Strategy 5)

· Extend time lines if required.

· Have students work in pairs or groups.

· Have vocabulary review easily accessible.

· Have students do a ½ day field trip to establish the parameters and activities within their bioregion as an extension.

· This exercise would fit very well into Natural Resources Canada’s “Communities Schools Atlas project” and, if this is the case, comparison of bioregions across Canada is a viable extension to this activity. (Web site: http://www.CCAtlas@ccrs.nrcan.gc.ca)

Airphotos

Geovisuals, Box 42007, Waterloo, Ontario N2L 6K5

Textbooks

Canada and the World Backgrounder

http://tor-pw1.netcom.ca/~canworld/index.html

Canadian Community Atlas Website

http://www.CCAtlas@ccrs.nrcan.gc.ca

Time: 225 minutes

Students prepare an inventory of Canada’s natural resources. Students are asked to construct an organizer to help them evaluate the resources base, benefits, and potential problems in each of Canada’s ecozones (based on previous knowledge). Once the problems have been identified each student chooses one and completes a mini-research paper.

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

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

Specific Expectations: SS1.03B, SS2.01P, HE1.02B, MI1.02B, MI2.04B, MI2.12B.

· Produce and distribute blank map of Canada’s Ecozones.

· Produce and distribute blank organizer sheets. (Optional)

Students need to draw upon prior learning in Grades 7 and 8 in which they demonstrate an understanding of the themes of environment and region, gather and communicate geographic information, demonstrate an understanding of how people use resources and understand the concept of sustainable development. Students build on their understanding of ecozones from Unit 1.

1. Students complete a teacher-generated quiz on renewable and non-renewable resources.

2. Students are asked to evaluate ecozones in Canada in terms of the benefits and problems that the existence of these resources present.

3. Students make reference to transportation, population distribution, and landform maps to help them evaluate the potential problems in each region.

4. Students may use the blank ecozone map to record the resources found in each region. Encourage students to develop symbols to denote different resources. Students can be paired to complete this activity.

5. If students prepare an organizer, the following headings could be used:

Ecozone

Resources

Population Density

Benefits to the Region

Potential Problems

Note: teachers may wish to break up the task for those students who might have difficulty with this type of activity.

6. Students write a one-page report naming three ecozones that are or will be under stress as identified in the organizer. They include in the report the reasons for their selections and identify the environmental stresses. Finally, each student selects one potential problem, and briefly describes the problem, its cause, and possible solutions. Students help generate the marking rubric for the report before they begin their writing.

Tool	Purpose	Who	Activity
quiz (teacher-generated)	diagnostic	peer	quiz - renewable and non-renewable resources (Teaching/Learning Strategy 1)
checklist	formative	teacher	organizer (Teaching/Learning Strategy 5)
rubric (student-generated)	formative	self/peer	report (Teaching/Learning Strategy 6)

· Allow for collaboration among students, with possible small group work.

· Pair students to allow for peer tutoring.

· Extend timelines.

Atlases

Textbooks

Time: 150 minutes

Students do directed research on selected renewable and alternative energy sources and take part in a scored discussion about their findings.

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

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

Specific Expectations: HEI.04B, HE2.01P, UM3.05P, MI2.03P, MI2.05B, MI2.10P.

· Students need their resource list from previous class.

· Collect a series of articles on renewable and alternative energy sources - energy from waste, geothermal energy, hydro-electric power, passive solar energy, photovoltaic cells, tidal energy, wind energy, and hydrogen fuel cell.

Students need to draw upon prior learning in previous units on ecozones, as well as the prior learning in Grades 7 and 8 to gather and communicate geographic information, demonstrate an understanding of Canada’s natural resources and their value and impact on the environment, and links to human activities.

1. The teacher leads discussion on the need to use natural resources wisely for sustainable development. (Perspectives, pp. 154-156 has a section on energy sustainability.)

2. Students brainstorm what makes a good discussion (relevant comment, factual information, asking a clarifying question, moving the discussion along, recognizing contradictions, praising someone for a good point, building on another's idea or example, using evidence to support a point, etc.), and what makes a bad discussion (not paying attention, distracting others, interrupting, irrelevant comment, monopolizing, personal attack, etc.).

3. The class uses the brainstormed ideas to create a scoring sheet to be set up as follows:

Do the same for the negative points. Students can receive up to three points for each positive point, and lose up to three points for each negative point.

4. Each group is given information on one of the renewable or non-renewable energy sources in Canada and summarizes it under the headings which form the outline for their discussion:

i) Introduction of your topic

ii) What is it?

iii) Present use

iv) Optimum conditions necessary

v) Technology involved

vi) Environmental impacts

vii) Where is it located in Canada?

viii) Future importance

ix) What would best serve your community?

x) Conclusion

5. Once students have gathered the information, each group is given ten minutes to complete their discussion at the front of the class. As each group completes their discussion, the other groups score them.

6. Once the scoring is completed, groups should be given time to go over their results, as well as evaluate ways in which they can improve their discussion skills.

7. The class generates a note on the different types of renewable and alternative energy sources, the present use, the future importance for these resources, and the environmental impacts. Or students answer questions from Perspectives, pp. 154-156, or other approved textbook, on energy sustainability.

Tool	Purpose	Who	Activity
check sheet (see Teaching/Learning Strategy 3)	formative	teacher, peer	scored discussion (Teaching/ Learning Strategy 3)

· Encourage alternatives such as use of visuals for those who have difficulty expressing themselves in front of the class.

· Provide explicit, written directions.

Atlases

Energy Educators of Ontario Fact Sheets, (they are now out of business, however, many science departments will have copies, so check with them)

Textbooks

http://library.advanced.org/20331/

http://www.thinkenergy.com/energy/

http://www.seia.org/energy.htm

http://www.thinkquest.org/library.20331.html

Time: 150 minutes

Students listen to a series from As It Happens, which feature interviews with Matthew Coon Come and Quebec Hydro representatives. Students complete an organizer comparing the benefits and disadvantages of selected energy mega projects starting with James Bay.

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

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

Specific Expectations: SS1.03B, HE1.04B, HE2.02P, UM1.02B, UM2.01B, MI1.02B, MI2.03P, MI2.04B.

· Arrange for a tape recorder for playing the As It Happens interview. If tape is not available, see Resources list for Internet sites from Quebec Hydro, as well as interviews of Matthew Coon Come.

· Book computer lab if necessary.

· Consider having students generate a rubric to assess their paragraph (see Teaching/Learning Strategy 4) instead of the marking scheme.

Students need to draw upon prior learning in Grades 7 and 8 in which they demonstrate an understanding of the theme of location/place and environment, gather and use an organizer to communicate geographic information, and demonstrate an understanding of how human activity affects people and the environment.

1. Students make a comparison chart in their notes:

Project	benefits	disadvantages	location requirements
James Bay

2. Students listen to excerpt from the As It Happens interview. Based on the information given, students complete the first row of their chart. Students should leave room for a variety of benefits and disadvantages for each energy mega project. The activity can be done using copies of interviews of Matthew Coon Come, as well as information from Quebec Hydro. (See resource list for web sites.)

3. Students then research a second energy mega project and add the information to their chart. One of the energy mega projects should be the one closest to their home. If time is a problem, students can research from the approved textbooks, or the teacher can get information from the web sites listed below.

4. Students write a summary paragraph that determines whether the benefits outweigh the costs of energy mega projects. Students, with the teacher’s help, could generate a marking rubric for their paragraph rather than using the marking scheme given (Appendix 3.5.1). To start students in the direction of generating their own rubrics, the teacher gives them an outline of what is needed:

Criteria	Level 1 “Look Fors”	Level 2 “Look Fors”	Level 3 “Look Fors”	Level 4 “Look Fors”
Benefits of Mega Projects: · analysing · evaluating
Costs of Mega Projects: · analysing · evaluating
Point of View stated: · evaluating information

Students fill in the “Look Fors” for each of the criteria/topic. They can refer back to previous marking rubrics for help in what to put down for the levels. The criteria can be expanded and/or changed.

Tool	Purpose	Who	Activity
completion check	formative	peer/self	chart (Teaching/Learning Strategy 1-3)
marking scheme (see Appendix 3.5.1)	summative	teacher/self	summary paragraph (Teaching/Learning Strategy 4)

· Have transcripts of interview for students.

· Pair students to complete research and chart.

· Provide for an oral summary.

As It Happens, Interview, Radio Canada -1-800-721-TEXT

http://www.edf.org/programs/International/Dams/NAmerica/b_GreatWhale.html

http://www.nativenet.uthscsa.edu/archive/nl/91d/0011.html

http://www.nativenet.uthscsa.edu/archive/nl/9610/0147.html

http://www.sierraclub.org/ecoregions/hudsonbay.htm

http://www.sierraclub.org/planet/199412/ftr-canada.html

http://www.inac.gc.ca/pubs/information/info14.html

http://www.nativeforest.org/cambaigns/neforest/hq.html

http://www.hydro.qc.ca/en/

http://www.hydroquebec.com/visit/baie-james/bourassa.html

Timing: 375 minutes

Students identify the environmental impacts of producing a hamburger at a fast food restaurant. Students play an Internet-based game to investigate the various stages in producing a hamburger. Using a flow chart, students show the inputs/outputs for each of the components of a hamburger. Using the information from their flow charts, students complete a Venn diagram showing the life cycle inventory of a hamburger. Students produce two news releases from opposing viewpoints, one from the viewpoint of the fast food industry, one from the viewpoint of a pollution control group, to show the environmental impacts of hamburger production. One component of this activity could be a trip to a fast food restaurant where students would complete a questionnaire (see Appendix 3.6.1).

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

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

Specific Expectations: HEI.02B, HE2.05P, UM2.01B, UM2.02B, UM2.03B, UM3.02P, MI2.03P, MI2.04B.

· Set up for field trip if necessary.

· Copy questionnaire (see Appendix 3.6.1).

· Book computer lab in advance.

· If Internet is not available, the teacher can make overheads from game and do using overheads.

· Make overheads of various stages of production.

· Collect examples of news releases.

Students need to draw upon prior learning in Grades 7 and 8 to demonstrate an understanding of geographic inquiry, be able to gather, process, and communicate geographic information, and demonstrate an understanding of how human activity affects people and the environment.

1. The teacher facilitates a field trip (within school time, or individually outside of school hours) to a fast food hamburger restaurant, where students complete a questionnaire (see Appendix 3.6.1).

2. The teacher takes the class to computer lab for students to play “The Life of a Hamburger” game on the Internet (see Resources).

3. The teacher leads a question-and-answer session after completion of game. Students fill in flow charts for the different components of a hamburger (see Appendix 3.6.2).

4. From flow charts, students develop a Venn diagram of the life cycle inventory of a hamburger. Students brainstorm the individual stages of the life cycle inventory as well as inputs and outputs. See below for an example of the Venn diagram.

LIFE CYCLE INVENTORY OF A HAMBURGER

Life cycle inventory measures the inputs (energy and raw materials) and outputs (waste and useable product) from the start, when raw materials are obtained, to the finish and use of the product.

5. Students identify the stage of the life cycle that they believe produces the most damaging ecological footprint. Students refer back to their questionnaire. Is this where they thought the most waste would be? In groups students put their responses onto chart paper. The chart paper is posted around the room. After reading all of the responses, the class discusses the similarities and differences between the responses.

6. Students work in partners to produce two news releases. One partner writes a release that defends the position that fast food restaurants are environmentally friendly; the other partner defends the position that fast food restaurants are environmentally damaging. They should use information from their questionnaire, flow charts, and Venn diagram to do this. In both releases, students must mention steps needed to plan for future resource sustainability.

Tool	Purpose	Who	Activity
rubric (see Appendix 3.6.3)	summative	peer/teacher	news release (Teaching/Learning Strategy 6)
checklist	formative	teacher/peer	Venn diagram (Teaching/Learning Strategy 4)

· If students do not have access to a fast food restaurant, have them take the questionnaire home and get help from parents to complete as best as possible or check out Internet sites.

· Provide opportunities for students who have difficulty expressing themselves on paper to present their news release in the form of a television infomercial, press release, or interview.

http://www.plasticbag.com/KIDS/hamburger/inventory.html

Put a mark on the line where you think you are.

Graph Essentials	Developing Competent Exemplary
1. Title - descriptive, includes statistical year	\|--------------------------------------------------------------------------\|
2. Legend - colour/shading, neatly printed	\|--------------------------------------------------------------------------\|
3. Date - date graph made	\|--------------------------------------------------------------------------\|
4. Vertical axis - appropriate, equal spacing, equal jumps between numbers	\|--------------------------------------------------------------------------\|
5. Horizontal axis - correct countries identified	\|--------------------------------------------------------------------------\|
6. Vertical and horizontal axis labels - correct, describes what is being shown on each axis	\|--------------------------------------------------------------------------\|
7. Accuracy - bars correct spacing, same width, correct height	\|--------------------------------------------------------------------------\|
8. Appearance - neat, ruler used	\|--------------------------------------------------------------------------\|

Criteria	Level 1	Level 2	Level 3	Level 4
Accuracy and Content K/U	You define geographic terms with limited accuracy	You define geographic terms with some accuracy, and attempt to use terms in context	You define geographic terms, and use them in context most of the time	You define geographic terms correctly, and use them in context all of the time
Analysis of Graph, Conclusion, and Patterns T/I	You are able to draw limited conclusions based on your graph, few patterns are identified	You are able to draw some conclusions from your graph, some patterns are identified	You are able to draw conclusions from your graph, identifying many of the resulting patterns	You are able to draw accurate conclusions from your graph, identifying most of the resulting patterns
Individual Footprint Accuracy T/I	You are able to calculate your individual footprint with little accuracy	You are able to calculate your individual footprint with some accuracy	You are able to calculate your individual footprint with considerable accuracy	You are able to calculate your individual footprint with a high degree of accuracy and effectiveness
Graph (Appendix 3.1.1 has rating scale for criteria) C	Graph incomplete, limited accuracy and effectiveness, few criteria met	Graph completed with some accuracy and effectiveness, some criteria met	Graph completed with considerable accuracy and effectiveness, most criteria met	Graph completed with a high degree of accuracy and effectiveness, all criteria met
Methods to reduce ecological footprints A	Checklist has few points, with little variety	Checklist has some points, some organization, some variety of methods	Checklist complete, well organized, some variety of methods, methods are attainable	Checklist complete, well organized, large variety of attainable methods

*(Report requirements: Title page, definitions, graph and analysis, individual footprint, checklist, mechanics)

Criteria	Weighting	Level 1	Level 2	Level 3	Level 4
six map elements (title, legend, scale, compass, border, date)	X .25	- few requirements met	- some requirements met	- many requirements met	- all requirements met
Content of map - natural characteristics	X .25	- shows natural characteristics with limited clarity	- shows natural characteristics with some clarity	- shows natural characteristics with considerable clarity	- shows natural characteristics with a high degree of clarity
Content of map - human characteristics	X.25	- shows human characteristics with limited clarity	- shows human characteristics with some clarity	- shows human characteristics with considerable clarity	- shows human characteristics with a high degree of clarity
Presentation - how your map look (neatness, correct tools used)	X .25	- map is drawn with limited success	- smudges, ruler and colour used some of the time	- neat, care taken, ruler and colour used where appropriate most of the time	- neat, care taken, colour and ruler used where appropriate, free of smudges

Weighting can change, depending on the emphasis you want on each of the criteria. More emphasis on the six map elements, as well as the presentation, may be needed at the beginning of the course - e.g., six map elements X .50, Content (in total) X .25, and Presentation X .25. Towards the end of the course, more emphasis can be put on the content of the map - six map elements X .10, Content (in total) X .65, and Presentation X .25.

Six map elements

title - printed, underlined using a ruler, descriptive

date - current date

compass - neatly drawn, correct orientation

border - present, ruler used

scale - present, neat, accurate for map

legend - present, correct symbols, neat

Six map elements (title, border, scale, legend, date, compass)	1	2	3	4	5	6
Legend (criteria identified, consistent)	1	2
Accuracy (correct information)	1	2	3	4
Appearance (ruler used, printing on map, effort)	1	2	3

Total: _______/15

Put a mark on the line where you think you are.

Graph Essentials	Emerging Competent Exemplary
1. Title - descriptive, includes statistical year	\|--------------------------------------------------------------------------\|
2. Legend - colour/shading, neatly printed	\|--------------------------------------------------------------------------\|
3. Date - date graph made	\|--------------------------------------------------------------------------\|
4. Accuracy - each section of the pie graph has correct number of degrees	\|--------------------------------------------------------------------------\|
5. Appearance - neat, ruler used, proper circle	\|--------------------------------------------------------------------------\|

Intro Sentence

(Introduces topic, correct sentence structure, proper wording)

Body Sentences

(relevant information, backs up intro sentence, correct sentence structure, proper wording)

Concluding Sentence

(Concludes paragraph, correct sentence structure, proper wording)

Total: _____/10

Name: ______________________________________________________________________

1. State the name of the restaurant visited.

2. List the natural resources involved in the manufacture of ground beef, buns, condiments, paper packaging, and plastic packaging.

3. List all the products/packaging used at the restaurant visited.

4. Circle one of the five terms below that, in your opinion, best describes the amount of waste produced at the restaurant visited. Explain your choice below.

Very Low Low Moderate High Very High

5. State whether or not the restaurant visited had any recycling stations.

6. If your answer was yes, the restaurant did have recycling stations, check which of the following recycling stations were present.

glass ____ paper ____ plastic ____ cans ____ styrofoam ____

7. Explain at which stage in production of the hamburger you think the most waste is created and why.

Inputs ®

water ®

fertilizers ®

herbicides ®

pesticides ®

farm machinery ®

Farming

is the

First Stage

® Outputs

® burned fuel

® chemical runoff into water

® reserves

Inputs ®

vegetable crops ®

farm machinery ®

fuel for shipping ®

Vegetable Harvesting

is the

Second Stage

® Outputs

® raw vegetables

® pollutants from burning fuel

® greenhouse gases

Inputs ®

raw vegetables ®

water ®

heat ®

fuel for shipping ®

Condiment

Production

is the

Third Stage

® Outputs

® processed condiments

® fresh condiments

® unused vegetables

® manure

® pollutants from burning fuel

® greenhouse gases

Criteria	Level 1	Level 2	Level 3	Level 4
Use of facts/terms (from flow chart, Venn diagram, questionnaire) K/U	The facts you use need to be relevant, and you need to show how they fit together	Some of the facts you used help you make your point, however, the facts need to fit together	You used facts from more than one source to help you make your point, and you showed how they fit into the big picture	You used facts from a variety of sources to make your point, and you showed that you understand how they fit together into the big picture
Expressing your point of view - picking a side and arguing it T/I	You need to make your point of view clear	You state a point of view, but don’t stick to it well	Your point of view is clearly stated	Your point of view is clear and convincing
Written Language C	Grammar and spelling get in the way of your writing, repeat the same words too often, you need to follow the given format*	Some paragraphs do not follow the given format*, a few grammar and spelling mistakes	Correct grammar, spelling, active sentences, good choice of words, concise, followed format*	Correct grammar, spelling, active sentences, good choice of words, concise, imaginative use of quotations, you make good use of format* structure
Future resource sustainability – predictions A	Your future predictions need to be attainable, you need to use facts to back up your ideas	You make some simple predictions for the future, but not fully based upon your facts	Your future predictions are based upon facts and are attainable	Your future predictions are solidly based upon given facts, imaginative, informative, short- term and long-term elements

Positive points

Student Names

Paragraph 1: the 5 W’s (who, what, where, when, why)

Paragraph 2, 3, 4: background information, statistics, facts, etc. One major idea per paragraph. (You can have fewer or more here as needed.)

Paragraph 5: future trends

Paragraph 6: where to go for more information (contacts, web pages, books, government reports, scientific journals, etc.)

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