Course Profile

Geography of Canada, Grade 9 academic, Catholic

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 this document.

©Queen’s Printer for Ontario

Unit # 1: Canada’s Global Connections

Activity 1½Activity 2½Activity 3½Activity 4½Activity 5½Activity 6

Time: 1350-1500 minutes

Unit Developers: M. Austin, J. Sweeney, London District Catholic School Board

Development Date: April, 1999

Unit Description

This unit has a dual purpose: to introduce students to the study of geography and to help students begin to develop a global perspective. Students will appreciate that geography has both human and physical aspects. They will become familiar with the tools which a geographer employs and with some of the career opportunities available. The unit will also reinforce skills such as scale, direction, and latitude and longitude which have been previously taught in the elementary programs. Students will also begin to understand Canada’s connections to the world through their study of trade and development. Finally, students will examine Canada’s involvement in world organizations. This unit will continue the students’ journey in understanding their responsibility as stewards of the earth and the need for social justice in the world.

Strands(s) and Expectations

Ontario Catholic School Graduate Expectations: 2b,2c,3c,3f,4a,4f,5a,5e,5g,7e,7f

Strand(s): Global Connections/Understanding and Managing Change/Methods of Geographic Inquiry

Overall Expectations: GCVO1D,GCVO2B,GCVO3B,UMVO3B,MIVO1B,MIVO2B,MIVO3B

Specific Expectations: GC101D,GC102D,GC103B,GC105B,GC202D,GC3010,GC302D,UM204D, MI101B,MI102B,MI201D,MI203D,MI204B,MI206B,MI208B,MI210D,MI211D,MI304D

Activity Titles (Time + Sequence)

Activity 1	Introduction to the Study of Geography	150 min
Activity 2	Mapping	150 min
Activity 3	Understanding of Spatial Organization: “Mental Maps, Latitude and Longitude and Time Zones”	225-300 min
Activity 4	Canada and the World - Initial Connections	150-225 min
Activity 5	Introduction: Canadian Connections to World Organizations	150-225 min
Activity 6	Canadian Involvement in World Organizations	450-525 min

Unit Planning Notes

• Book computer lab time for activities 1, 3, 6.

• Consult guidance department for career information.

• Reserve library for research related to activities 3 and 6.

• Check web sites for information needed in activities 1 and 6.

• Collect samples of job advertisements, newspaper and magazine articles showing bias.

• Check IEPs for identified students.

Prior Knowledge Required

• Check expectations contained in Grade 7 & 8 Geography curriculum.

• To assess the skill level of students, administer a diagnostic test looking at scale, direction, latitude and longitude and time zones. Results will assist teacher in determining what level of review/remediation is necessary.

• Students need to be familiar with the computer and how to access the Internet.

Teaching/Learning Strategies

Whole Group

• brainstorming, questioning, discussion, concept clarification, lecturing

Small Group

• inquiry process, issue-based analysis, classifying, collaborative learning, computer-assisted learning, graphing, research

Individual

• note-making, organizers, computer-assisted learning, map-making, research, visualization

Assessment/Evaluation

Diagnostic and Formative Assessment:

Roving Conferences; Formal Teacher Observation/Ad Assessment Rubric/Student-generated Map Assessment Rubric/Peer Evaluation of Group Performance

Summative Evaluation:

Formal Teacher Observation/Cartographic Assessment Rubric/Written Report Assessment Rubric/Oral Presentation Assessment Rubric/Student Self-Evaluation Rubric.

Resources

Print:

Circular 14 Texts (ie. Canada, Land of Diversity; Canada Exploring New Directions; Geolabs 1,3)

Atlas

Audio-Visual:

Voyage of Discovery; Latitude and Longitude

Computer:

Internet/pcglobe/Choices/Latitude and Longitude/Estat/GIS

Other:

Guidance Centre Career Monographs Newspaper and Magazine Articles

School Resource Teachers

Activity # 1: Introduction to the Study of Geography

Time: 150 minutes

Description

This activity will introduce students to the subject of geography, the tools of a geographer, and career opportunities in the field.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG5a, OCSG5g

Strands: Understanding and Managing Change; Methods of Geographic Inquiry

Overall Expectations: UMVO3B, MIVO1B

Specific Expectations: UM204D, MI101B, MI201D

Planning Notes

• Administer a diagnostic test on geographic skills (i.e. scale, direction, etc.) to help guide the teacher in planning prior to beginning the activities.

• Contact guidance department for information on careers in geography and have brochures available.

• Collect a variety of job advertisement samples.

• Arrange for guest speakers in related careers.

• Review student IEP to make adjustments to meet specific student needs.

• Prepare a brief summary of the requirements of the presentation in culminating Activity #6.

Prior Knowledge Required

• familiarity with co-operative learning group expectations and strategy

• familiarity with Grade 7 Unit: “Themes of Geographic Inquiry”

Teaching/Learning Strategies

1. (a) The teacher should take some time at the very onset of this unit to describe the culminating task in Activity #6. This should provide the focus for the activities that precede the culminating report and presentation.

(b) The teacher should provide a brief summary of this culminating activity.

2. (a) The teacher poses the question “What is Geography?” Students jot down any words or phrases that describe geography. Show the video “Voyage of Discovery”. While watching, students add additional words that describe geography. Teachers may have the students write their thoughts about the beauty of the planet God has created for each one of us. A short discussion could follow about what our responsibilities are as stewards of the earth.

(b) Divide the class into small groups. Students compare their lists. Their task is to place the words into two groups. The words in each group should be connected. Each group should be given a title and the lists put on the board.

(c) The class examines the lists and determines what is common (Idea of Human/Physical Geography). Collaboratively, the class writes a definition of geography in their notes.

3. (a) The students brainstorm what the tools of a geographer are. Teacher should add new tools if not listed (e.g., Geographic Information Systems, global positioning, photogammetry, automated digital mapping, etc.). Create a list of about 10 tools.

(b) Students are to research what each of the tools is and how it is used in geography. Information should be recorded in notes.

4. (a) The class generates a list of careers associated with geography. Teacher should add careers which may have been missed (e.g. hydrologist, meteorologist). Special attention should be paid to careers associated with the international organizations studied at the end of the unit (i.e. water management, agricultural consultant).

(b) Teacher should familiarize students with resources available to research different careers in geography.

(d) Optional Activity: Teachers could arrange for a panel of guest speakers etc.

Assessment/Evaluation

• Informal teacher observation while students work in small groups to discuss student use of geographic terms

• Roving Conference while students are researching tools of a geographer

• Appendix 1.1 Advertisement Rubric

Resources

1. Video - national Geographic Society “Voyage of Discovery”

2. Internet - GIS Resource: http://www.geo.ed.ac.uk./home/gswww.html

- Array Systems: http://www.array.ca

- GeoStrategies: http://www.geo.strategies.ro

3. Textbook

4. Guidance Department

- Computer Program: “Choices”

- Guidance Centre Career Monographs e.g. geophysicist

- Internet

5. Social Studies History and Geography Curriculum Document

6. OAGEE/Careers/Universities: Careers in Geography Publications

7. School Resource Centre

Accommodations

• Some students may require a scribe to assist with note taking.

• Students with special needs may only describe some of the tools.

• Provide individual support in finding information on a career.

• Substitute the employment advertisement with a paragraph on a career.

• Some more capable students may be challenged to find examples of related careers in newspaper advertisements.

Appendices

Appendix 1.1 Advertisement Rubric

Activity # 2: Mapping

Time: 150 minutes

Description

This activity will familiarize students with different types of maps, the elements of a map, and map skills such as scale and direction. Students will also apply these skills in the creation of their own map of an imaginary island. Mapping skills need to be honed for subsequent activities.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG5a, OCSG5g

Strands: Methods of Geographic Inquiry

Overall Expectations: MIV01B

Specific Expectations: MI201D, MI204B, MI208B, MI211D, MI101B, MI213B

Planning Notes

• Collect a variety of wall maps (6 or 7) including general-purpose, thematic and topographic maps.

Prior Knowledge Required

• Geographic skills in scale and direction.

• Results of diagnostic test reveal a need to review these skills which could take place between Activity 1 and 2. Suggested resources are listed.

Teaching/Learning Strategies

1. (a) Individually, students examine a variety of maps located around the classroom (6-7). They create an organizer which compares the different maps (e.g. similarities, differences, purposes).

(b) As a class, list the similarities and differences observed from the different maps. Compose notes outlining the elements which are common to all maps (e.g. scale, direction, symbols, legend, title, etc.).

(d) A possible enrichment activity could be the following field trip. Teacher should try to arrange a field trip to a university, college or business where Geographic Information Systems are employed. This would be an excellent opportunity for the students to appreciate the technological advances which have been made in mapping.

(e) Students are to create a fantasy island map which incorporates all of the elements of a map. Before beginning the assignment, the teacher and students should collaboratively create the evaluation rubric which will be used to evaluate the finished maps. Rubric criteria should include areas such as: inclusion of necessary map elements, quality of work, creativity, and originality. This assignment is an opportunity for the teacher to introduce the students to Geographic Information Systems and have them use a program such as MF Teach to assist in the creation of their island maps.

Assessment/Evaluation

• Formal teacher observation checklist of students’ ability to generate and use a geographic organizer

• Fantasy Island rubric created with the students

Resources

1. Variety of maps: general-purpose, thematic, topographic;

2. Text

3. Text - Geolab 1: Geolabs 4, 5, 6, 7; Geolab3: Geolabs 2, 3, 4.

Accommodations

• Provide individual support in creation of maps (teacher or an appointed peer).

• Large base map may be needed for visually impaired students.

• Outline of the required organizer may be given to some students in advance.

Appendices

Appendix 1.4: Map Rubric

Activity # 3: Understanding of Spatial Organization - Mental Maps, Geographic Grid, Latitude and Longitude and Time Zones

Time: 150 - 225 minutes

Description

This activity will help students to develop a more accurate spatial picture of the regions of Canada with regard to boundaries, place names, latitude and longitude and time zones. Students will be introduced to Canada’s connection to the rest of the world.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations: OCSG2c, OCSG4f, OCSG5a, OCSG5e, OCSG5g

Strands: Global Connections/Methods of Geographic Inquiry