Course
Profile Geography of
Canada, Grade 9 applied, Public
Unit 1
Course
Profiles are professional development materials designed to help teachers
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Acknowledgments
Public
District School Board Writing Team - Canadian and World Studies
Lead
Board
Kawartha
Pine Ridge District School Board
Fiona White, Manager
Course
Profile Writing Team
Rob
Andrews, Kawartha Pine Ridge District School Board
Charlotte Barnoski, Kawartha Pine
Ridge District School Board
Ron Chasmer, York Region District
School Board
Doug Hinan, Kawartha Pine Ridge
District School Board
Mark Lowry, Toronto District School
Board
Dan 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 |