· pdf file · 2012-12-04grade 8 geography – patterns in human ... r think...

T H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9

CONTENTS Grade 8 Patterns in Human Geography Reading Different Text Forms Reading a Map 2 Writing for a Purpose Writing a Map 6 Reading Different Text Forms Reading a Graph 10 Writing for a Purpose Writing a Graph 14 Reading Different Text Forms Reading a Picture 20 Economic Systems

Reading Different Text Forms Reading a Map 24

Writing for a Purpose Writing a Map 26

Reading Different Text Forms Reading a Graph 30

Writing for a Purpose Writing a Graph 34

Reading Different Text Forms Reading Pictures 38

Migration

Reading Different Text Forms Reading Flow Maps 42

Writing for a Purpose Writing a Flow Map 46

Reading Different Text Forms Reading a Table 50

Writing for a Purpose Writing Bar Graphs 56

Reading Different Text Forms Reading Pictures 62

T H I N K L I T E R A C Y

S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9

Reading Different Text Forms Reading a Map

Grade 8 Geography ndash Patterns in Human Geography

R

2

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise format and illustrate how one piece of information is related to another Providing students with an approach to reading graphical text also helps them to become effective readers Purpose bull Become familiar with the elements and features of graphical texts bull Explore a process for reading graphical texts using a range of strategies for before during

and after reading Payoff Students will bull bull

bull

bull

become more efficient at ldquominingrdquo graphical texts for information and meaning practise essential reading strategies and apply them to different course-related materials

Tips and Resources

Sometimes a complicated idea or concept can be more easily communicated through a map Often a map shows information in the context of a specific place and time The map provides clues to the concept and focuses on certain map conventions (such as title legend direction scale and borders) See the following resources

- StudentTeacher Resource Population Density Map of Canada - Student Resource Tips for Reading Graphical Text Think Literacy Cross-Curricular

Approaches Grades 7-12 p86 - ldquoWhere People Liverdquo in Human Geography (Gage) pp 8-9 - website wwwatlasgcca

bull Many of the strategies for reading informational and literary texts can also be used effectively to read graphical texts

bull The majority of Canadarsquos population is concentrated in a thin belt of land between Windsor and Quebec City Even though Canada is the second largest country in the world in terms of area it only ranks thirty-third in terms of population The map illustrates the population density from the census information for the year 1996 Population density is calculated by taking the total population of the census division and dividing the number by the total area measured in square kilometers The majority of Canadarsquos population occurs in the southernmost part of the country The agricultural areas in the Prairies and eastern Canada have higher population densities than the sparsely populated North but not as high as southern Ontario or southern Quebec The agricultural and resource based economy support a medium to low-density population

Further Support bull Provide students with an advance organizer to guide them as they read a particular text

This might be a series of prompts to guide them through the reading task

RT H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9



Notes What teachers do What students do

Before bull Review the concept of population density

with the students bull Review map conventions with the class bull Distribute map showing population density

or provide the students with a map showing population density from an atlas or a text (See StudentTeacher Resource Population Density Map of Canada)

bull Recall the definition of population

density bull Review the map conventions bull Have an understanding of Canadarsquos

population location factors and how they affect population density

During bull Provide students with focus questions such as

- Which colour dominates the map - What conclusion might you draw from

the first question - What conclusions might you draw from

the pattern of population from highest density to lowest density

- What physical patterns might account for the patterns

- What human factors might account for the patterns

bull Ask students to make observations using the map conventions as a guide

bull Answer the focus questions using the

population density map

After bull Review the responses with the students

bull Listen to the class responses and

compare their results to the class

3

R T H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9

StudentTeacher Resource

Population Density Map of Canada

Population Density by Census Division 1996 (personsquare kilometre)

0 to 09

1 to 99

10 to 699

70 to 5999

600 to 1 9999

2 000 to 3 7858

Boundaries

International

Provincial Territorial

Canada Kalaallit Nunaat dividing line

EEZ (200 mile)

Other Features

Water area

Regions outside Canada

Abstract The majority of the Canadian population about 60 is concentrated within a thin belt of land representing 22 of the land between Windsor Ontario and Quebec City Even though Canada is the second largest country in the world in terms of land area it only ranks 33rd in terms of population The agricultural areas in the Prairies and eastern Canada have higher population densities than the sparsely populated North but not as high as southern Ontario or southern Quebec

copy Her Majesty the Queen in Right of Canada 2004 wwwatlasgcca

4

W T H I N K L I T E R A C Y


Writing for a Purpose Writing a Map


When students can get the ldquopicturerdquo of a form of writing in their heads they feel more confident about creating the final product A template or framework is a skeletal structure for a writing form that allows students to organize their thoughts and researched information in order to write a first draft Purpose bull Provide students with a template to scaffold their understanding of a form of writing and help

them organize information before drafting the piece Payoff Students will bull learn the common expectations for the form and components of a particular writing assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources bull Sometimes a complicated idea or concept can be more easily communicated through a map

Often a map shows information in the context of a specific place and time The map provides clues to the concept and focuses on certain map conventions (such as title legend direction scale and borders)

bull See the following resources - StudentTeacher Resource Population Density for World Countries (Chart) - ldquoWhere People Liverdquo in Human Geography (Gage) pp 8-9 - web site wwwatlasgcca or any atlas with population density data

bull Population density is the relationship between the area and the population of a country This can be calculated by dividing the countryrsquos population by the area Population density is just a way of making a general comparison of the relationship between area and the population of a country

Further Support bull The template for any individual writing assignment can be revised to make accommodations

necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main idea etc

6

S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9 W T H I N K L I T E R A C Y



What teachers do What students do Before bull Introduce the activity to the students with

a review of the map conventions bull Instruct students to label the names of the

countries from the chart onto the map and use a coloured scale in the legend to show the population density of each country

bull Provide the students with the chart of the population density and a blank world political map See StudentTeacher Resource Population Density for World Countries (Chart)

bull Discuss with the students the appropriate legend for the map

bull Review the concepts of map

conventions bull Preview the population density map

instructions

During bull Monitor the activity checking that the

students label the map correctly bull Provide students with focus questions

such as - How does population density vary

around the world

bull Complete the map showing the population density of each country using the appropriate legend and colours

bull Answer the focus questions

After bull Have the students calculate the

population density of the class and the other classes in the school

bull Draw the results on a map of the school bull Students may compare population

density birth rates death rates or other indicators in Canada to other countries

bull Assign each student a different country and have them construct a composite table or prepare a report on population patterns

bull Students may present their findings to the class

bull Working with a partner or

individually map the population density for the classroom and other classes in the school

bull Share your results with the class

7

Notes

W S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9 T H I N K L I T E R A C Y


Population Density for World Countries (Chart)

Country Population Density (persons per sq km)

North America Canada 32 United States 307 Mexico 528 Jamaica 2455 South America Argentina 138 Brazil 210 Peru 217 Paraguay 145 Europe United Kingdom 2445 France 599 Sweden 198 Italy 1924 Germany 2308 Africa Egypt 732 Liberia 297 Somalia 122 Namibia 23 Uganda 1033 Asia India 3145 Malaysia 688 Indonesia 1214 China 1340 Japan 3362 Oceania Australia 25 New Zealand 144

Source wwwstatcanca

8


Reading Different Text Forms Reading a Graph


R

10


and after reading Payoff Students will bull become more efficient at ldquominingrdquo graphical texts for information and meaning bull practise essential reading strategies and apply them to different course-related materials Tips and Resources bull Sometimes a complicated idea or concept can be more easily communicated through a graph

The graph provides clues to the concept and focuses on certain graphing conventions (such as topic type of graph and use of colour)

bull See the following resources - StudentTeacher Resource The Population Pyramid showing the 1996 population - Student Resource Tips for Reading Graphical Text Think Literacy Cross-Curricular

Approaches Grades 7-12 p 86 bull For more information see

- ldquoHow People Liverdquo in Human Geography (Gage) pp 30-32 - web site wwwcensusgovipcwwwidbpyrhtml

bull Population pyramids are a type of graph that shows information about age groups of people within a country The pyramid is divided into male and female members of the population and age groups Each graph is a series of horizontal bar graphs stacked on top of each other The youngest people in a society are shown in the bar graphs at the bottom and the oldest are at the top The length of each bar shows the percentage or the population in millions of the total population in each group

bull Countries with a rapidly growing population have different age structures from those with slow growth A rapidly growing population has a wide base at the bottom and a narrow top Countries with different rates of population growth will have different shapes A population pyramid that has a narrow base and equal numbers of people in most age groups represents a developed country while a population pyramid with a wide base and a narrow top represents a developing country

Further Support bull Provide students with an advance organizer to guide them as they read a particular text This

might be a series of prompts to guide them through the reading task




What teachers do What students do Before bull Review the concept of a population

pyramid with the class bull Distribute a copy of the population

pyramid or a similar population pyramid to the students (See StudentTeacher Resource The Population Pyramid)

bull Review the concept of a

population pyramid

During bull Provide students with focus questions

such as - Which age group has the largest

population bar graph - Which age group has the smallest

population bar graph - What observations can you make about

the population of Canada from the population pyramid

- What is the shape of Canadarsquos population pyramid

- Is Canada a developed or developing country

bull Ask students to make observations about the shape of pyramid and the different age groupings


using the population pyramid

After bull Review the responses with the students bull Have the students find population

pyramids for one country on two other continents (see website listed) and compare those to Canada in terms of the pyramidrsquos shape and whether the countries are developing or developed countries

bull Collect student activities for evaluation

bull Listen to the class responses

and compare their results to those of other students

bull Use a web site or text material to compare population pyramids

bull Hand in the activities for

teacher evaluation

Notes

R

11



The Population Pyramid showing the 1996 population

12


Writing for a Purpose Writing a Graph Grade 8 Geography ndash Patterns in Human Geography

W

14


them organize information before drafting the piece Payoff Students will bull learn the common expectations for the form and components of a particular writing assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources

bull The statistics shown on the predicted population pyramid reflect the current trend in population information and do not take into account future natural and human disasters such as war plagues or famine

bull See the following resources - StudentTeacher Resource Population Prediction for Canada 2030 - StudentTeacher Resource Population Pyramid - Student Resource Information Report Template - ldquoHow People Liverdquo in Human Geography (Gage) pp 30-32 - web site wwwstatcanca

bull

bull

bull

bull

idea etc

Population pyramids are a type of graph that shows information about age groups of people within a country The pyramid is divided into male and female members of the population and age groups Each graph is a series of horizontal bar graphs stacked on top of each other The youngest people in a society are shown in the bar graphs at the bottom and the oldest are at the top The length of each bar shows the percentage or the population in millions of the total population in each group The Canadian population is continuing an aging trend that started in the 1970rsquos This aging is the result of two main factors a decrease in fertility and an increase in life expectancy The change in the age structure of the population has an effect on everything from the diaper industry to educational services the job market and shopping patterns Most importantly the expected increase in the number of elderly will affect the need for health services and will put a great deal of pressure on government pension funds The trends that exist today help us to better understand the challenges of the future Changing populations have changing needs An elderly population may require more health care A baby boom population may require more schools and more child care

Further Support

The template for any individual writing assignment can be revised to make the modifications or accommodations necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main




W

Notes

What teachers do What students do Before bull Review the concept of population

pyramids with the students bull Discuss the concept of changing

populations have changing needs with the students

bull Distribute StudentTeacher Resource Population Pyramid chart to the class and a sample population pyramid graph or a graph selected by the teacher

bull Know how to draw a population pyramid using the appropriate graphing conventions including title legend scale and colour

bull Review the concept of population pyramids and the idea that changing populations have changing needs

During bull Ask the students to draw the

population pyramid using the information found on StudentTeacher Resource Population Prediction For Canada 2030

bull Circulate through the class to make sure that the students are following the appropriate graphing conventions

bull Draw the population pyramid using the

information found on the chart

After bull Ask the students to compare the

shape and make up of the population changes between the 2030 and 1996 population pyramids

bull Ask the students to record the observations or prepare a report on how the needs of Canadians may change from today to 2030 See StudentTeacher Resource Information Report Template

bull Compare the 2030 population pyramid

with a present day graph Observe the differences in shape and age categories

bull Record the observations or prepare a report on the changing needs of Canadians (See Student Resource Population Pyramid Template) An example of one change might be As the number of older people grows how might that affect the need for health care facilities

15




POPULATION PREDICTION FOR CANADA 2030

Age Group Male Population (millions)

Female Population (millions)

80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16

WT H I N K L I T E R A C Y



Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource

Information Report Template

Introduction First sub-topic Key points from your research Transitional sentence Second sub-topic Key points from your research Transitional sentence Third sub-topic Key points from your research Transitional sentence Conclusion Re-state some of your key points Write an emphatic concluding sentence

18


Reading Different Text Forms Reading a Picture


R

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise format and illustrate how one piece of information is related to another Providing students wan approach to reading graphical text also helps them to become effective reader

ith s

bull bull

bull

bull

bull

Purpose

Become familiar with the elements and features of graphical texts Explore a process for reading graphical texts using a range of strategies for before during and after reading

Payoff Students will bull become more efficient at ldquominingrdquo graphical texts for information and meaning

practise essential reading strategies and apply them to different course-related materials Tips and Resources

Sometimes a complicated idea or concept can be more easily communicated through a picture The picture provides clues to the concept and focuses on certain features (such as colour shape and pattern) See the following resources

- StudentTeacher Resource Forms of Settlement of the Earth (picture) - Student Resource Tips for Reading Graphical Text Think Literacy Cross-Curricular

Approaches Grades 7-12 p 86 - ldquoHuman Imprintsrdquo in Human Geography (Gage) p 51

bull There are three main types of settlement patterns in rural areas linear scattered and clustered The picture selected is an example of a linear pattern This pattern consists of groups of houses or villages that form a long line which can be straight or wavy Straight lines may follow a road or railway line and curved lines may follow a river or narrow valley

bull When using the picture provided turn it upside down to reproduce for the students Further Support bull Provide students with an advance organizer to guide them as they read a particular text


20




What teachers do What students do Before bull Review with students the three main

population settlement patterns bull Review with students both physical and

human geographical features bull Distribute copies of the picture to the

students or produce an overhead or black and white copies or use a picture such as the one provided (See StudentTeacher Resource Forms of Settlement of the Earth)

bull Set a purpose for the activity

bull Review the three types of population

patterns bull Review the characteristics of both

physical and human geographical features

bull Review the use of a graphic organizer


such as - What physical features do you see in

the picture - What human features do you see in

the picture - What type of settlement pattern is

found in the picture - What factures might contribute to

this type of pattern bull Do you think in the future this community

will continue to grow Explain your reasons

bull Ask students in pairs or individually to observe the picture

bull With a partner or individually answer

the focus questions using the picture as your point of reference

After bull Discuss the studentsrsquo responses in

class bull Review the picture and ask the students

to describe the community changes that they might envision over the next ten years in terms of both physical changes and human changes A graphic organizer may be used for this follow-up activity


draw a conclusion based on the information

bull With a partner or individually draw conclusions about the future land patterns in this community and complete the graphic organizer

Notes

21



Forms of Settlement of the Earth

Source Forms of Settlement of the Earth Klett-Perthes Geo-Institut

22



Grade 8 Geography ndash Economic Systems

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise formaand illustrate how one piece of information is related to another Providing students with an approach to reading graphical text also helps them to become effect

t

ive readers Purpose bull Become familiar with the elements and features of graphical texts bull Explore a process for reading graphical texts using a range of strategies for before during and

after reading Payoff Students will bull become more efficient at ldquominingrdquo graphical texts for information and meaning bull practise essential reading strategies and apply them to different course-related materials Tips and Resources bull Students will find the best (fastest and cheapest) route to take raw diamonds from the Northwest

Territories to Belgium and the UK bull For this activity use a world transportation thematic map from an atlas (eg Oxford atlas p 141

Pearson p 46 47 Nelson p 45) The decision on how far to take this activity will depend on resources and time One can calculate the transportation route from the source of the resource (in this case diamonds) to the final global destination

The basic premise is that it takes time energy and money from harvesting to distribution of the final product This links to the graphing exercise see Reading a Graph (Economic Systems)

p 30 bull Scale is important in this exercise Students need to know how to calculate the distance

traveled Using string to outline a certain route (it goes around lakes etc) or estimation are both techniques they can employ The students will then apply the measure of string to the scale

bull This activity could be worked through in groups and in the end have students compare their results



24




What teachers do What students do Before bull Using a world transportation thematic map from an atlas - Review the parts of a map (title

legend scale direction) (Could do a brainstorm using a web)

- Emphasize the importance of understanding which parts of the map help you to get the big picture

- Look at the way the map is set up with colour or shading or labels etc

- Key into the scale Explain how to calculate scale

- Set the purpose of the reading to find the best (fastest and cheapest) route to take the raw diamonds from the Northwest Territories to Belgium and the UK

bull Skim the map to find out what it is

about Use this to review the parts of the map Confirm the information with a partner

During bull Model reading the map bull Ask questions to prompt thinking

- How will the diamonds be transported out of the mine - Where are my main towns and cities - How can the company get to these

places (train plane truck boat) - What would be the cheapesteasiest

method of transportation - Teachersstudents may decide whether a

rush order is needed

bull Read the map to decide the best route

for transporting the raw diamonds to one of Canadarsquos trading partners for diamond exports

After bull Discuss all the possibilities and reasons why

one mode of transportation might be better than another

bull Compare the studentsrsquo results in calculations and discuss the various strategies and thinking

bull Map each leg of the route indicating

types of transportation and distance onto a blank world map

bull Calculate the total distance traveled bull Give reasons for your route decisions Compare your routes with others

Notes

R

25

W T H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9




them organize information before drafting the piece Payoff Students will bull

idea etc

learn the common expectations for the form and components of a particular writing assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources bull To create a map for economics there are several sources to use Statistics Canada gives data on jobs GNP labour force industries etc

- The key will be to focus on the purpose of the map and what you can learn from it The next area to focus on will be to review key features of a map including appropriate title scale legend direction labels You may also consider depending on the type of map grid colour code labels and sidebar graphics

- The type of map chosen to present specific information should be discussed (in this case students will make a chloropleth map)- depending on how extensive the lesson For this activity the students are asked to map the regions and use shading to delineate the amount of GNP by region (Dark green ndashhighest mid green and light green- lowest) You can give them the regions or come up with them in class It depends on the ability of the students Since there is a five year span a suggestion would be to have different groups of students do a different year and then go into a comparison or look for trends or choose one year to complete

- Compiling the data into the parts needed doing the map and then analyze the map are the 3 major steps involved

bull Consider having students work in small groups or a pairs to share the interpretation of the information Practice in the interpretation by sharing will spawn confidence over time

bull See the following resources - StudentTeacher Resource Gross domestic product expenditure-based by provinces and territories - StudentTeacher Resource Organizer ndash GDP by Regions in Canada

Further Support bull The template for any individual writing assignment can be revised to make the medications or

accommodations necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main

26




What teachers do What students do

Before bull A map gives the students a visual picture of data

that can be sometimes overwhelming bull The purpose of this map is to find what the GDP

is in relation to the regions of Canada (Review concept of GDP- Gross Domestic Product)

bull Review the 5 regions- Atlantic Canada (the maritime provinces) Central Canada (Quebec and Ontario) The Prairies (Manitoba Saskatchewan and Alberta) Western Canada (BC) and the North (the 3 territories) Ask how they will calculate the GDP per region (add total)

bull Discuss with the students the use of shading in this kind of map (low medium high GDP They could use 3 shades of green for money)

bull Skim the data to decide the purpose of

the map and what type of map would be best suited Share

bull Discuss the 5 regions of Canada bull Decide on the layout of where your title

and legend will be During bull Have students calculate the GDP on the table

They need to add the provincial GDP for each region

bull Discuss the scale to be used in the legend Ask- Where are the darkest lightest shades - What industries are prevalent in the

regions - What type of industry do they rely on - What are the populations (refer to an atlas

for thematic map on population) - Does this reflect on where the incomes

come from in each region (eg Southern Ontario)

- What factors influence the GDP bull Distribute a map of Canada Instruct the

students to dot jot their observations on the completed map

bull Complete the table StudentTeacher

Resource Organizer - GDP by regions in Canada to calculate the GDP of the 5 regions

bull Decide on scale for shading bull Complete map bull Use dot jots to make observations and

reflections of what they see You may want them to reflect in a group or ThinkPairShare

After bull Dig deeper into their understanding by asking

why the GDP is so different in each region bull Ask students to write any questions that come to

mind after the reflective work and include that at the end

bull Discuss as a whole group bull Editing process should be applied to written and

mapping work

bull Analyze the strengths and weakness in

terms of Canadarsquos ability to make money (Use a T-chart)

bull Put in a summary bull Check their map to make sure all the key

information is in the work bull Create any extra questions they may

have on the data and discuss with class

Notes

W

27

T H I N K L I T E R A C Y W S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9


Gross domestic product expenditure-based by provinces and territories

1999 2000 2001 2002 2003

$ millions

Newfoundland and Labrador 12184 13863 14196 16555 18015

Prince Edward Island 3159 3349 3474 3748 3883

Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631

British Columbia 120921 131086 132050 135552 142418

Yukon 1085 1188 1233 1246 1310

Northwest Territories 2292 2510 2889 2949 3332

Nunavut 747 832 871 931 916

Source Statistics Canada CANSIM table 384-0002 and Catalogue no 13-213-PPB

28



Organizer - GDP by regions in Canada

Region ProvincesTerritories Total GDP Atlantic Canada

Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity

Purpose bull Become familiar with the elements and features of graphical texts bull Explore a process for reading graphical texts using a range of strategies for before during and

after reading Payoff Students will bull become more efficient at ldquominingrdquo graphical texts for information and meaning bull practise essential reading strategies and apply them to different course-related materials Tips and Resources bull Reading Graphs involves making observations on what students see and interpret what it

means There can be trends to observe and then predict what will happen in the future (eg What is the trend for the diamond industry in Canada) The graph will also inspire questions for the students (eg Why do we export so many diamonds to Belgium but import so few) Also see Reading a Map Gr 8 Economic Systems bull It is important to spend time looking at features of the text such as the horizontal axis

vertical axis title date when data was gathered and source These features all help the student to critically think about the data and it

bull The graph gives a snapshot of information which can be used to inform compare advise and persuade Using the reading maps exercise and the StudentTeacher Resource Canadian Diamond Trade Graphs students extrapolate information about the diamond industry In this lesson students will write a short article predicting the future of Canadarsquos diamond industry

bull Once the observations are made it is important to take it the next step What can we infer about the information What donrsquot we know What can we further investigate

bull Graphs can be used at the beginning of a concept to stimulate a discussion in the middles to help consolidate ideas and concepts or at the end to see if students have grasped the concepts and to further investigations Note this example could also be modeled using other resources

bull For further information see StudentTeacher Resource Canadian Diamond Trade Graphs (source wwwstatcanca) Further Support bull Provide students with an advance organizer to guide them as they read a particular text This




What teachers do What students do Before bull Review important vocabulary (importexport

trading) bull Ask the students to list different types of

graphs (eg bar graph line graph pie graph)

bull Ask the students to explain a double bar graph What would it look like What is its purpose (to compare)

bull Elicit background knowledge on the diamond industry in Canada by brainstorming with the class

bull Distribute StudentTeacher Resource Canadian Diamond Trade Graphs

bull Set a clear purpose for reading the graphs to predict the future of the diamond industry in Canada

bull Participate in the brainstorm and

vocabulary review bull Skim the graphs to determine their

content

During bull Ask students what the key words are to their

understanding of the graphs bull Model questioning to cover the key areas

- What countries do we export diamonds to

- When did we start exporting - Why do we import diamonds if we

already export them Where do the exports mainly go

- What might those countries have in common

- Where do you think the future of the diamond industry will go and why

- What is the trend in the diamond industry

- What advantages might there be for Canada What disadvantages would there be

bull Students will list their observations

on chart paper

After bull Give time for the students to ldquodot jotrdquo their

observations bull Discuss reading ldquobetween the linesrdquo and ask

what can the students infer about the diamond industry

bull Have students predict how the diamond industry will affect Canada in the future

bull Instruct students to use the data and their observations to back up their prediction

bull Use dot jots to complete a T-chart of

positives and negatives to pursuing the diamond industry in the north

bull Share as a small group or pair their observations

bull Write a short article for a newspaper completing the headline Canadarsquos Diamond Future Looks__________



R

Notes

31




Canadian Diamond Trade Graphs

Canadian Diamond Trade Graph 1992 to 2002

Canadian Diamond Trade Graph by Country 2002

httpwwwstatcancaenglishresearch11-621-MIE11-621-MIE2004008htm

32

R


Writing for a Purpose Writing a Graph


When students can get the ldquopicturerdquo of a form of writing in their heads they feel more confident about creating the final product A template or framework is a skeletal structure for a writing form that allows students to organize their thoughts and researched information in order to write a first draft Essay maps are another type of template Purpose bull Provide students with a template to scaffold their understanding of a form of writing and help

them organize information before drafting the piece Payoff Students will bull learn the common expectations for the form and components of a particular writing

assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources bull In this activity the students are asked to make a graph on the Gross Domestic Product of

Canada by primary secondary or tertiary industries They therefore need to understand the types of industries and where they fit A vocabulary sorting activity would help in this way (See Student Resource Industry Vocabulary) This exercise also connects well with the Grade 8 Economic Systems Reading Pictures page 38 Students will be able to expand their knowledge of what kinds of industries there are and how they are categorized

bull The purpose of the graphing activity needs to be made clear This enables students to focus on what material is important This Industry idea could be expanded into a discussion survey of careers in the class or school

bull In responding to the graphs try Rapid Writing in Think Literacy Cross-Curricular Approaches Grades 7-12 In this approach students continuously write about what they see and connections they can make Also ldquo Dot Jotsrdquo are a quick way to make observations and connections before formal written work

bull Expand thinking by using ldquoStretching Ideasrdquo Think Literacy Cross-Curricular Approaches Grades 7-12 p122 This will aid in questioning also

bull For more information see Teacher Resource Gross Domestic Product at Basic Prices by Industry

Further Support bull The template for any individual writing assignment can be revised to make the modifications

or accommodations necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main idea etc

34

T H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9 W



What teachers do What students do Before

bull To build understanding of industries the vocabulary in this activity needs to be discussed

bull See Student Resource Industry Vocabulary This may be done in groups pairs or individually depending on your class

bull Discuss how to read Teacher Resource Gross Domestic Product at Basic Prices by Industry Point out the features of the chart Review the purpose of the data

bull Set a purpose to find a trend for a primary secondary and tertiary industry of their choice from the data provided

bull Help students decide on the type of graph that would best show trends for a variety of items (multiple line graph)

bull Review the parts of a multiple line graph title x and y axis scale interval legend

bull Recall the three types of industries bull Clarify the vocabulary on the Industry

Vocabulary sheet by classifying each cell as a primary secondary or tertiary industry

bull Record for further reference bull Skim the Gross Domestic Product at

Basic Prices by Industry chart

During

bull As the students build the graph have students predict their findings

bull Generate questions - Will there be steady growth - Where will there be declines and why

bull Create a multiple line graph showing the trend of the GDP of 3 types industry over the past 5 years (Choose one industry of your choice from each sector Refer to the vocabulary sheet for industry type identification)

bull Contribute to questioning and discussion

After

bull Discuss trends through observations made from the graphs

bull Have students share and compare if each industry type is facing the same trend

bull Edit work to ensure all parts are on the graph and for accuracy

bull Create questions you have on the

information graphed (eg Why is this trend happening Is this trend happening with other industries of the same type)

bull Write a summary of observations and interpretations

Notes

35


Student Resource

Industry Vocabulary

Classify each cell as a primary secondary or tertiary industry

accommodation food services

agriculture forestry fishing and hunting

administrative and support waste management and remediation services

retail trade mining oil and gas extraction

health care and social assistance

finance insurance real estate

professional scientific and technical services

arts entertainment recreation

manufacturing wholesale trade

information and cultural industries

construction industries

public administration

educational services

other services utilities transportation and warehousing

W

36


Teacher Resource

Gross Domestic Product at Basic Prices by Industry 1999 2000 2001 2002 2003 $ constant 1997 (millions)

All industries1 896490 945783 961522 992319 1014166Goods-producing industries Agriculture forestry fishing and hunting 23322 22997 21249 20147 22947Mining and oil and gas extraction 34311 34107 34665 34081 35962Manufacturing 161536 179827 172943 177432 176979Construction industries 46406 48461 51567 52480 54705Utilities 26412 26474 25815 26411 25835Services-producing industries Transportation and warehousing 43609 45734 45262 45873 46099Information and cultural industries 33660 36256 38955 41316 42008Wholesale trade 50467 53671 55186 59497 62701Retail trade 47496 50611 52512 55464 57070Finance and insurance real estate and renting and leasing and management of companies and enterprises

174009 182540 190430 199031 202832

Professional scientific and technical services 37549 40293 42132 43482 44865

Administrative and support waste management and remediation services 18328 19472 20430 21470 22298

Public administration 51826 53257 54840 56102 57814Educational services 43566 44200 44814 45552 45576Health care and social assistance 53407 54866 56074 58070 60358Arts entertainment and recreation 7982 8478 8752 9171 9551Accommodation and food services 21630 22560 23117 23235 22644Other services (except public administration) 20974 21979 22779 23505 239221 North American Industry classification Standard Source Statistics Canada CANSIM II tables 379-0017 and 379-0020 and Catalogue no 15-001-XIE Last modified 2004-06-30 Find information related to this table (CANSIM table(s) Definitions data sources and methods The Dailypublications and related Canadian Statistics tables)

W

37


Reading Different Text Forms Reading Pictures



t

ive readers

bull bull


after reading Payoff Students will


Tips and Resources bull For this activity use a picture that includes all three industry types primary secondary and

tertiary (eg a picture at httpstsgscnrcangccaclfTSD_images_resultsasp Natural Resources Canada- under the Terrain Science Images Collection Fraser Delta at New Westminster Note colour is critical to being able to read the picture)

bull Reading a picture starts with skimming to find the general content Focus the reader to the foreground mid ground and background of the picture Reading the caption provides the reader with context

bull Use Rapid Writing in Think Literacy Cross-Curricular Approaches on p 98 to make observations of the picture (Other strategies might be ThinkPairShare I Spy Questioning ) Use the Student Resource Observation Chart to help them organize their observations and evidence to prove them As in language you want the students to back up their observations and thinking

bull Further questioning will lead to inferring Even though students donrsquot see something they can make some solid inferences based on their prior knowledge Ask students How did the logs get to the delta What industries are there What might be the tertiary industries in the area How might the industries be connected to each other How might they support each other Thus if one business fails it will have a ripple effect on the economy Likewise if a new industry business comes to town it will also have an effect on local economy

bull See - StudentTeacher Resource Picture for Analysis - Student Resource Industry Observation Chart Further Support bull Provide students with an advance organizer to guide them as they read a particular text This


38




What teachers do What students do Before bull Tell students that pictures tell stories bull Recall or introduce the 3 main types of

industry- primary secondary and tertiary bull Ask students if they know how to read

pictures (See StudentTeacher Resource Picture For Analysis)

bull Invite students to decide why the photographer took this photo Ask students what the purpose of the photograph might be

bull Why did the photographer choose the perspective Are they trying to inform Persuade

bull Discuss their background knowledge of

the 3 types of industry

During bull Direct the students to look at the 3 main

parts of the photograph- fore mid and background

bull What does this picture tell us about the industries in this area - How can you tell manufacturing

industry from service area from primary

- Which sector appears larger bull Infer about the primary industry given the

river and the forest in the background this is a ideal time to emphasize the word ldquoinferrdquo

bull Each time a student makes a statement you want them to prove or back-up their point with evidence from the picture

bull Lead the questioning to what the impact would be if the secondary industry went out of business

bull Complete the Student Resource

Industry Observation Chart to identify the 3 types of industry found in the picture and give evidence Use dot jots Use one cell for each observation and evidence found

After bull Recap what they observed bull Discuss the ramifications to the picture of

a new industry or one that is going under as they pertain to the local economy

bull Have students apply their knowledge by having them find their own pictures

bull Find a picture (from a magazine

website photographs etc) illustrating the three types of industry If need be choose three separate pictures

Notes

39



Picture for Analysis

Fraser River Delta at New Westminster BC Natural Resources Canada- Vancouverrsquos Landscape

Source httpstsgscnrcangccaclfTSD_images_resultsasp

40


Student Resource

Industry Observation Chart Industry Observations for______________________________________

Primary Secondary Tertiary Observations

Evidence

41

R


Reading Different Text Forms Reading Flow Maps

Grade 8 Geography ndash Migration

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise format and illustrate how one piece of information is related to another Providing students with an approach toreading graphical text also helps them to become effective re

aders

bull bull

ly or

- Flow map resource




Tips and Resources bull By using a flow map the concept of movement of people or things can be easily demonstrated

Key features of a flow map as a graphic include - print features (such as titles labels captions) - organizational features (such as legends table of contents keys) - design features (such as colour shape line placement focal point) - patterns (such as repetition of graphics colour symbols)

bull Flow maps use these elements and features to effectively show movement of people or things from a source to a destination Quantity or amount can be explicitly identified numericaldemonstrated visually by size andor shape of the linearrow graphic

bull Lines and arrows are used on the map bull The line begins at the source of the movement and ends at the destination indicated by the arrowbull The thickness of the line can also be used to indicate the amount of things or people being moved

and can also permit a visual tool for comparison bull Colour can also be used as an indicator of quantity bull ThinkPairShare a student response strategy in which a question is posed students are given

time to think individually about their response and then pair with a partner to share their responses Finally the students share their responses with the whole class

bull See - Teacher Resource Place-Mat

Most Important Flows Further Support bull Provide students with an advance organizer to guide them as they read a particular text This

might be a series of prompts to guide them through the reading

wwwstatcanca gt Censusgt Thematic Mapsgt Canadians on the Movegt 12

task

42

T H I N K L I T E R A C Y S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y G r a d e s 7 - 9 R



What teachers do What students do Before bull Activate prior knowledge of students by

brainstorming the reasons why people move bull Provide each group with a place-mat design on a

piece of chart paper and markers (See Teacher Resource Place-Mat)

bull Provide the students with a flow map Canada 12 Most Important Flows Between Provinces and also put on an overhead

bull Invite questions about this map and make predictions based on this first read

bull Invite students to skim and scan map features they recognize and know

bull Brainstorm ideas concepts or personal experiences in their groups using the place-mat strategy

bull Record responses individually then discuss as a group and then place key ideas in the center of the placemat to report to the class

bull Ask questions about the map bull Engage prior learning from which to

make connections

During bull Model using a Think Aloud to demonstrate how the

information from the map can be read interpreted and understood

bull Focus Questions - What is the title of the map Can you turn the

title into a question - Are all important features of a map evident - What is in the legend - Locate the flow lines Are they all the same

thickness Why or why not - What is at the source and the destination

bull Listen and observe teacher modeling

reading and interpreting the flow map

bull Anticipate and predict information about the movement of people in Canada

bull Begin to understand the purpose of the map and information being presented

bull Recall and relate previous understandings about maps and applying that knowledge to this kind of map

bull Identify key features of a flow map and begin reading the map

After bull Focus statements to model interpretation

- Based on the datahellipI predict thathellip - I can draw these conclusionshellip - Based on this evidence I thinkhellip

bull After reading and interpreting the information from the map help students consolidate their understanding of this kind of map by using a ThinkPairShare strategy

bull Focus Questions - What are the key features - What do the lines mean - Why are the lines of different thickness - What information is in the legend

bull Review the process of reading a flow map Discuss what kind of information would be best displayed using this kind of map

bull Can the students locate examples bull Invite students to suggest other ways to present the

information on the map in a different way (such as a chart table paragraph or report another kind of map)

bull Use a ThinkPairShare to review the

specific features of a flow map further extending and clarifying understanding

bull Locate other examples of flow maps

by researching in a variety of atlases bull Present the data in another form (text

or graphical)

Notes

43


Teacher Resource

Place-Mat

Provide an outside space for each student in the group to respond individually first providing an opportunity for each group member to record initial thoughts and ideas

Center circle will be where the group will collaborate to decide which key points will be included and then shared with the whole class

44


Writing for a Purpose Writing a Flow Map

Grade 8 Geography - Migration

W

When students can get the ldquopicturerdquo of a form of writing in their heads they feel more confident about creating the final product A template or framework is a skeletal structure for a writing form that allows students to organize their thoughts and researched information in order to write a first draft Essay maps are another type of template Purpose bull Provide students with a template to scaffold their understanding of a form of writing and help them

organize information before drafting the piece Payoff Students will bull learn the common expectations for the form and components of a particular writing assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources bull Maps are visual representations of places from very small scale such as a room to a larger scale such as

a neighbourhood through to the entire surface of the earth or beyond Maps place information in a spatial or time context (such as a town being located beside a river or changes in a place over time) Maps help us locate places in relation to other places or ourselves

bull Features of all maps may include - title - key or legend - place names (in various sizes and fonts) - colour code - cardinal points or north arrow - symbols labels - directional arrows (for flow maps) - grid - index - charts or tables at side to provide further explanation

bull Flow maps include the same features as most maps but are specific to indicating movement of things or people from a source to a destination The direction of movement is shown by an arrow placed directly on top of the map with the destination being pointed out by the end of the arrow Quantity can be determined either by the thickness of the arrow plotted or by colour coding numerical increments that would be referred to in the legend

bull Complexity of flow lines depends upon the information of the data being plotted as a single line may break out into two or more destination lines Some maps use curved lines which may also be representing the actual path of the movement whereas straight lines more simply indicate source and destination locations only

bull A flow map is really a completed base map indicating relevant geographical or political base information and all other standard conventions of mapping as noted above The flow lines are then added to the lsquotoprsquo of the map to present the movement information

bull See StudentTeacher Resource Chart 1 Showing Changing Patterns in Immigration Population in Canada over Five Time Periods

bull Resources required a variety of atlases containing examples of flow maps and a blank political World Map (for overhead and students) eg Flow Map wwwstatscancagtCensusgtThematic Maps Further Support bull The template for any individual writing assignment can be revised to make the modifications or

accommodations necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main idea etc

46






Before

bull Provide each group of students with 3-5 different atlases Show one example of a flow map and then have them find other examples

bull Review features of a map and determine which of these features are evident on the maps Are the maps consistent Compare them

bull Focus Questions - Why are there lines on these maps - What information is being shown by the lines - Why are the lines different colour shape or

thickness bull Have each separate group brainstorm and then report

on a different flow map Have the groups list all the features of their maps and then report on the content being presented by the map (What or who is being moved)

bull Skim and scan different atlases to locate examples of flow maps

bull Recall and review standard

features of a map bull Note similarities and differences bull Make observations about the flow

lines bull Discuss and analyze flow map

information presented by the student groups

During

bull Using a political blank world map on the overhead and StudentTeacher Resource Chart 1 Showing Changing Patterns in Immigration Population in Canada over Five Time Periods model creating a flow map using the data from the pre-1961 column to plot bull Using the six regions on the table locate and

distinguish them on the map Then model deciding whether to use line thickness or colour to represent the numbers

bull Create a title labels legend arrow and other features appropriate to the map

bull Listen and observe the process of creating a flow map

bull Relate how newly created flow map resembles flow maps found in atlases

bull Relate previous map skills and knowledge to new knowledge of flow maps

After

bull Review the map and relate the information to the chartrsquos information Review how the flow lines indicate source and destination and also note how the thickness (or colour) provides a reference for quantity

bull Provide students with blank world maps and have each group create flow maps using the statistics from the chart

bull By regrouping the students each new group will consist of flow maps from each of the five time intervals and the students could then do a comparative analysis of changes in immigration patterns over time

bull Review the features of the completed flow map

bull Create a flow map using the

process modeled by the teacher bull Share and analyze individual flow

maps and group flow maps to examine changes in Canadian Immigration patterns

Notes

47




Chart 1 Showing Changing Patterns in Immigrant Population in Canada over Five Time Periods

IMMIGRANT POPULATION BY PLACE OF BIRTH AND PERIOD OF IMMIGRATION

(by percentage of total immigration)

PLACE OF BIRTH pre-1961 1961-70 1971-80 1981-90 1991-01

United States 39 63 67 40 28 Europe 905 692 362 256 195 Asia 32 121 333 472 582 Africa 05 32 58 57 76 Caribbean CentralS Am 14 80 165 165 109 Oceania and other countries 04 12 15 10 08

Source Statistics Canada Census 2001

48


Reading Different Text Forms Reading a Table


R

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise format and illustrate how one piece of information is related to another Providing students with an approach to reading graphical text also helps them to become effective readers Purpose bull Become familiar with the elements and features of graphical texts bull Explore a process for reading graphical texts using a range of strategies for before during and

after reading Payoff Students will bull bull


Tips and Resources bull Sometimes a complicated idea or concept can be communicated more easily using a table

Tables are a specific form of chart that organizes data or information into specific parts or categories This allows for easy reference Information is presented in rows and columns Some features of tables include - print features (such as size of type titles heading sub-headings labels) - design features (such as column and row format borders boxes)

bull A table provides information such as a list of statistics on a specific subject to - represent information visually - organize and summarize information for comparison or classification - list or organize information for quick reference - shows relationships within a group of statistics or between groups

bull Tables are frequently used in Geography along with other forms of graphical texts to support written material to help the reader quickly grasp key information (such as number patterns populations immigrant patterns movement of people over time)

bull See the following resources - StudentTeacher Resource Urban vs Rural Population (1931 to 2001) - Student Resource Tips for Reading Graphical Texts (Tables) - Student Resource Immigrant Population of Canada (1911-2001) - Teacher Resource Four Corners

Statistics Canada 2001 When Kids Canrsquot Read What Teachers Can Do Kylene Beers 2003 Think Literacy Cross-Curricular Approaches Grades 7-12 p84 Further Support bull Provide students with an advance organizer to guide them as they read a particular text This


50





bull Use Teacher Resource Four Corners strategy to activate prior knowledge and to engage students in the content

bull Make an overhead of the StudentTeacher Resource Urban vs Rural Population (1931-2001) and provide the students with a copy as well

bull Preview the table noting and labelling the features and information provided Using the information in the table form questions and responses modeling how to interpret the data such as - What does the title tell me - What are the headings - Are there subheadings - What do the numbers mean

bull Actively participating in the activity

bull Follow along make notes and

label appropriately on their copies of the table

During

bull Begin lsquoreadingrsquo the table extracting key information about urban and rural population patterns of the past century in Canada

bull Emphasize the method of reading a table by reading a particular year then tracing down vertically to which row you are looking at

bull Begin making comparisons between statistics by asking questions such as - Where did most people live in 1931 - What changes occurred over time to the urban

population bull Continue modeling lsquoreadingrsquo the table

bull Listen and observe the modeling and then repeat the strategy themselves

bull Ask questions to clarify

understanding

After

bull Provide students with a copy of Student Resource Tips for Reading Graphical Texts (Tables)

bull Provide students with a copy of Student Resource Immigrant Population of Canada (1911-2001)

bull Using the Tips sheet do the Before Reading strategies as a whole class

bull Ask students to complete their sheets and then compare their results with partners or in groups

bull As a class discuss and review the strategies for reading tables Invite students to share their thoughts and new understandings with the class

bull Review the Tips sheet referring to the activity just modeled by the teacher

bull Do the ldquoBefore Readingrdquo portion

together bull Read provided table and use

modeled strategies to interpret the information and answer the sheets

bull Become familiar with some strategies for reading tables and share their insights with the class

N o t e s

51



Urban vs Rural Population (1931 to 2001)

1931 1961 1996 2001

of population URBAN 54 70 78 80 RURAL 46 30 22 20

Source Statistics Canada 2001

1 What does the title of the table tell me

2 What do the headings tell me

3 Are there any subheadings What do they mean

__________________________________________________________

4 What do the numbers in the table mean or represent How do I know

__________________________________________________________

5 Reading the table What information comparisons trends patterns changes over time or anything else can I read from the table

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource

TIPS FOR READING GRAPHICAL TEXTS (TABLES)

BEFORE READING bull Set a purpose for reading Ask yourself why you need to read this table bull Look over the text (scan) to determine how the table is set up bull Carefully examine the title (tells you what the table is about) headings subheadings and then skim the data to get a sense of what information is there bull Recall what you already know about the topic or subject bull Think about some questions you might have about the information bull You may wish to record some thoughts on a KWL chart for reference

DURING READING bull Read the table in more detail Look at what information is provided for each category or group bull Look at the headings of the columns to know what is being compared and how it is being measured bull Understand what kinds of numbers are being used (percentages decimals degreeshellip) bull Start making comparisons between individual pieces of information Look for patterns trends changes etc bull Identify what information is important (eg the most the least the greatest

change no significant changehellip) AFTER READING bull Interpret the information you have discovered Ask yourself what is or may be important bull Put your ideas into words orally or in writing Imagine explaining the table and the information in it to someone who has not read it bull How can you reinterpret the table Can you create another table that presents the information you feel is important more clearly How else can you represent the information (Graph chart diagram map)

53


Student Resource

IMMIGRANT POPULATION OF CANADA (1911-2001) Immigrants as a percentage of the total population 1901-2001

CENSUS YEAR PERCENTAGE OF IMMIGRANTS IN THE TOTAL POPULATION

1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184

Source Statistics Canada 2001 1 What does the title of the table tell me 2 What do the headings tell me 3 Are there any subheadings What do they mean 4 What do the numbers in the table mean or represent How do I know 5 Reading the table What information comparisons trends patterns changes over time or anything else can I read from the table __________________________________________________________________________________________________________________________________________

54


Teacher Resource

FOUR CORNERS

Four corners is a simple structure that is used to explore issues develop rationales and support opinions Four corners of the room are designated to represent varying degrees of a particular viewpoint such as STRONGLY AGREE AGREE DISAGREE and STRONGLY DISAGREE (Teachers may wish to substitute hot warm cold and freezing or walkers joggers runners and sprinters as designations) The students are given a topic to debate or an opinion to express For example students may be presented with the statement ldquoAll learning takes place in the classroomrdquo They decide how they personally feel about the statement and go to the corner designated for that viewpoint Once there they discuss the rationale for their agreement or disagreement

Its advantages include the following bull allows students to develop richer rationales through

articulation and collaboration bull provides a way of energizing a class by moving and

regrouping the students

Use as an introductory activity to engage the students in the content material of the Reading Graphical Texts (Tables) Create four posters as follows and place around the classroom where a group of students can have easy access

MOSTLY URBAN MOSTLY RURAL

frac12 URBAN AND frac12 RURAL DONrsquoT KNOW

55


Writing for a Purpose Writing Bar Graphs


56


organize information before drafting the piece Payoff Students will bull learn the common expectations for the form and components of a particular writing assignment bull organize their writing and ensure that it meets the requirements of the assignment Tips and Resources bull Graphs are visual representations of facts or data They are valuable visual tools that make

comparisons readily apparent and memorable They convey a lot of information quickly and concisely Graphs work best when presented with other forms of visual and written text enabling the reader to cross reference and gain deeper meaning and insight of the content being shown

bull A bar graph specifically uses rectangular bars to represent quantities of items One axis usually the vertical (y-axis) indicates the kind of measurement and the units while the other horizontal (x-axis) indicates what is being measured The bars usually extend from the x-axis indicating what is being measured to a height determined by a quantity indicated by the y-axis

bull Bar graphs show comparisons andor changes over time Bar graphs are best used to show how a number of objects or events compare in relationship to a single property or compare measurements taken from a number of objects or categories

bull Features of bar graphs include - Title - Labels (to indicate what the axes mean or are measuring) - Uniform size of type or lettering usually very small - Numeric form for numbers not words - Uniform units of measurement and equal spacing of increments along the axes - Carefully and neatly drawn graphics using a ruler or they can be computer-generated - Single double triple or multiple groups of bars that can be grouped or the bars can be stacked

bull See the following resources - Teacher Resource Table to Model Making a Graph - Teacher Resource Creating and Discussing Bar Graphs - Student Resource Bar Graph Checklist - Student Resource Immigrant Population By Place of Birth and Period of Immigration

Just the Facts Teaching Non-Fiction Grades 4-8 TDSB 2003 Further Support The template for any individual writing assignment can be revised to make the modifications or accommodations necessary for students with special needs For example reduce the number of paragraphs or supporting details create differing expectations for research or for the complexity of the main idea etc





bull Place six columns on the board titled United States Europe Asia Africa Caribbean amp SA Oceania and other countries Have students fill in two strips of paper naming the country of origin of their parents (or perhaps grandparents) They place their strips under the appropriate region (Place the Canadian responses in a seventh column)

bull Discuss the results of the class survey Explain that a basic form of graph has been created using data from the class

bull Focus Questions - How is a bar graph created using

statistics - What are the key features of a bar graph

bull Place Teacher Resource Table to Model Making a Graph on the overhead ndash show only the top frac12 of the page Say that this table will be used to create a bar graph

bull Place name of country of origin of each parent on strips of paper then tape the strips on the board beneath the appropriate region

bull Analyze the information and note the

basic features of a graph bull Respond and participate in discussion bull Identify key features of bar graphs bull Recognize features of a table bull Predict and anticipate how the table will

be used to create a bar graph

During

bull Use Teacher Resource Creating and Discussing Bar Graphs to guide thinking in a Think Aloud

bull Also use a copy of the Student Resource Bar Graph Checklist on the overhead as a guide to develop the bar graph

bull Complete the checklist and create a bar graph on the overhead modeling your thinking editing and revising focusing on the process of determining scale proportion and appropriate units of each axis

bull Listen and observe the creation of a bar graph on the overhead Make connections to prior knowledge and experience with graphing

After

bull Have students review the features of a bar graph

bull Demonstrate using the checklist as a final review

bull Provide the students with Student Resource Bar Graph Checklist and for follow up to practise using the checklist

bull Facilitate and guide the students through the activity Scaffold some students with a graph template and assist with math calculations where appropriate

bull Complete the lesson by making comparisons and analyzing similarities and differences with the new results and the class survey results on the board

bull Review the features of a bar graph bull Create a bar graph using the resource

sheets individually in pairs or groups bull Practice using the checklist and the

guided instructions to create a bar graph bull Compare completed graphs with other

students bull Relate results of finished activity to initial

student survey Compare and analyze the two sets of data

Notes

57


Teacher Resource

Table to Model Making a Graph

Urban vs Rural Population (1931 to 2001) 1931 1961 1996 2001

____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________

Urban vs Rural Population (1931-2001)

01020304050607080

1931 1961 1996 2001

as of PopulationURBANRURAL

Year of Census

58


Teacher Resource

Creating and Discussing Bar Graphs

Depending on studentrsquos needs and abilities use guided writing modelling and lsquothink-aloudrsquo to create graphs together Using data collected by the students through surveys or research will provide a relevant meaningful data set to work with Explicitly demonstrate using sample chart provided modeling using think-aloud bull the data to be used will be showing comparisons andor changes over

time therefore a double bar graph will be the appropriate graph to create

bull considering your audience and level of skill what style would be appropriate

bull looking at the data and deciding on the scale of measurement units making sure they are uniform and that the end result will be balanced and proportional

bull creating a few rough drafts to experiment with scale proportion and colour

bull editing and proofreading for accuracy and spelling before creating final version

bull choosing a title and labelling the axes clearly and appropriately bull using the template as a guide in creating and completing the graph

Depending on your students have them create some bar graphs either as a group in pairs or individually or assign them the chart provided

59


Student Resource

Bar Graph Checklist

Name Date

Activity Criteria for the Bar Graph Double Triple Multiple Stacked The Graph

Check radic

Edited

Comments and Work Sheet This is what my graph will have

bull has a title that identifies the topic clearly and is placed well

bull has labels that indicate what the axes are about

Horizontal x-axis Vertical y-axis

bull has appropriate units of measurement clearly indicated

bull axes are measured in equal increments and spacing


bull has a keylegend bull colour is used effectively

bull uses vocabulary appropriate for the subject and information

bull clearly illustrates the information

bull the reader can clearly understand what information is being presented

bull clearly shows the comparisons changes over time or relationships where appropriate

bull is an appropriate size and is shaped proportionately (not crammed in or overly large)

bull space between bars (or sets of multiple bars) is even and proportional

Additional Comments

60


Student Resource

Immigrant Population by Place of Birth and Period of Immigration

(by percentage of total immigration) _____________________________________________________________________




This table represents statistical data obtained from the 2001 Census You will be creating a multiple bar graph to represent this information Use the checklist as a guide to create this bar graph 1 Plan your graph by doing a few rough drafts to determine the size shape and spacing 2 Using lined or graph paper draw your two axes with a ruler leaving adequate margins to the left and below your lines 3 Measure accurately and mark your axes in equal numerical sequence or in equal spacing for your bars You will have five separate groups of bars each containing six bars of different colours 4 Place the correct units or numbers (percentages) to the left and titles of bars (dates) below the lines 5 Label the axes and place the names neatly near the lines 6 Neatly write the title of the graph at the top 7 Place the legend or key to the side of the graph in its own box Use a ruler There will be six colours used each to represent a region 8 Carefully edit and proofread for spelling accuracy of data correct use of colour according to your legend and for size and proportion Each multiple bar group will have six different coloured bars allowing for comparison of colours (regions) over the five different periods of time This allows for a visual comparison of how the number of people immigrating to Canada from different regions of the world to Canada has changed over time 9 Yoursquore done Now you can read your graph What is it telling you

61




62

Graphical text forms (such as diagrams photographs drawings sketches graphs schedules maps charts timelines and tables) are intended to communicate information in a concise format and illustrate how one piece of information is related to another Providing students with an approach to reading graphical text also helps them to become effective readers Purpose bull bull


Payoff Students will bull become more efficient at ldquominingrdquo graphical texts for information and meaning bull practise essential reading strategies and apply them to different course-related materials Tips and Resources bull Sometimes pictures and photos can communicate an idea or a concept more easily than words

Pictures can elicit responses that are unexpected or perhaps unclear Pictures capture a moment in time They tell stories with images as a writer does with words The combination of a photo with written text can provide the reader with a more meaningful context than what can be achieved only through text

bull Often a picture will allow the reader to readily make connections to personal experience or knowledge and will produce a relevant personal response However when presented with an unfamiliar image the viewer will try to engage with the photo by relating prior knowledge and experience to the photo By making these connections and generalizations new understandings can be achieved

bull Locate in magazines texts and other available resources a variety of pictures representing two specific environments urban and rural Find 10-15 pictures depicting a busy street intersection in a downtown of a large city including office towers in the background Another set of 10-15 will show a pastoral agricultural (farming) environment ideally including a farm setting with buildings animals and perhaps some evidence of crops These pictures represent ideal examples of what typifies urban and rural environments

bull Use classroom and library resources to locate a variety of pictures depicting a wider variety of urban and rural settings of Canada over the past 100 years The images will help the students gain more understanding of urban and rural environments and the images representing many changes over time will help the students develop an understanding of the underlying reasons for increasing urbanization over the past century (advances in technology industrialization more jobs in growing citieshellip)

bull See the following resources - Student Resource Tips for Reading Pictures - Student Resource T-Chart Organizer - Analyzing Pictures - Student Resource Venn diagram (Urban) - Student Resource Venn diagram (Rural) - Student Resource T-Chart Organizer - During the 20th Century

Further Support bull Provide students with an advance organizer to guide them as they read a particular text This might

be a series of prompts to guide them through the reading task





bull As students come in to class have each group of students (2-4) select one photo from each of two piles of photos (one urban pictures the other rural) and Student Resource T-Chart Organizer Analyzing Pictures

bull Have students in groups discuss all the features of the photos and record their thoughts on the T-Chart

bull Introduce the terms lsquourbanrsquo and lsquoruralrsquo to reinforce the concepts if not already determined by the students

bull Debrief and consolidate the concepts explicitly referring to visual features patterns noted what was obvious what was inferred

bull Discuss and collaborate by creating a list of features of both photos on a T-Chart

bull Label their T-Chart with the two headings

Urban and Rural Environments bull Participate in the class discussion making the

connection between their pictures and the lists on the T-Chart

During

bull Provide students with a copy of the Student Resource Tips for Reading Pictures Review the sheet and discuss referring to the first set of pictures

bull Provide pairs or groups with at least 4-5 pictures each of Canadian rural and urban scenes over the past 100 years (Located in various classroom and library resources)

bull Provide the Student Resource Venn Diagram Templates (Urban and Rural) for each group to record their observations about how the two environments have changed over time

bull Support and facilitate group activity by guiding and modeling the reading of the picture if necessary

bull Classify photos according to urban and rural attributes and how the two environments have changed over time

bull Complete the Venn Diagrams collaboratively in

groups or pairs bull Identify key features of both environments and

changes made over time bull Begin to analyze reasons for changes over

time which would affect both environments

After bull Have groups select the three most important

changes noted on each chart Then have each group in turn report one to the class The teacher will record the responses on the board (or overhead or chart paper) After each group has reported invite any more responses which have not yet been noted

bull Discuss and review method of lsquoreading picturesrsquo and reinforce how much discussion and writing was generated from a few visuals further emphasizing the depth and variety of the content of the activity

bull In groups review the Venn Diagrams and select the three most important changes that were noted to have occurred over time for each

bull Report one of the three choices at a time bull Notice that other groups have observed similar

changes or they will add new information to their own diagrams Continue until all key observations have been reported

bull Begin to realize the vast amount of information and content that can be obtained by a few pictures Using a graphic organizer can also help organize thoughts and responses

Notes

63


Student Resource

Tips for Reading Pictures

When you lsquoreadrsquo a picture or photograph often there may not be any title or caption that would provide you with a means to identify what the subject is You may need to scan over the image in order to determine what the picture is about Photographers make choices when they create their images Not only is the image important but also what has been left out of the image What is the perspective of the image Would a different perspective create a different response

When reading a picture or photograph remember to think about the photographer as you would a writer of a story What are they trying to say Who is their audience Could the image have been manipulated in any way Think of new computer technologies and the ease with which anyone can now alter visual information as never before Pictures and photos now more than ever need to be read with a critical eye Not only observations and facts can be read but many questions should be generated to more fully understand the image

When reading any image keep these questions in mind

1 Why are you looking at this photo

2 Recall what you already know about the subject or do you have questions about the content of the picture Study the image carefully Look for relationships within the picture or between pictures

3 Who took this picture and why

4 What was the photographer trying to do (for example narrate explain describe persuade or some combination of these purposes)

5 Why did the photographer choose this angle or perspective

6 Where in the photograph do you look first

7 What do you need to know to read the image successfully

8 Is this image in its original state or have alterations or adjustments (possibly) been made

Adapted from Jim Burke Ron Klemp Wendell Schwartz

Readerrsquos Handbook Great Source Education Group

64


Student Resource

T-Chart Organizer ndash Analyzing Pictures

Picture 1 Picture 2

R

65


Student Resource

Venn Diagram (Urban) Differences and Similarities between Canadian Urban Environments from 1900 to present

Urban Environment Early 1900s

Changes Between Urban Environments throughout the 1900s

Urban Environment Late 1900s

66


Student Resource

Venn Diagram (Rural) Differences and Similarities between Canadian Rural Environments from 1900 to present

Rural Environment Early 1900s

Changes Between Rural Environments throughout 1900s

Rural Environment Late 1900s

67


Student Resource

T-Chart Organizer ndash During the 20th Century

POSSIBLE REASONS WHYhellip POSSIBLE REASONS WHYhellip

changes in urban environments

over 20th century

changes in rural environments over 20th century

68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do

Gross Domestic Product at Basic Prices by Industry


What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist

Criteria for the Bar Graph

Edited


What teachers do

What students do

Venn Diagram (Urban)

Venn Diagram (Rural)





R

2


and after reading Payoff Students will bull bull

bull

bull


Tips and Resources

Sometimes a complicated idea or concept can be more easily communicated through a map Often a map shows information in the context of a specific place and time The map provides clues to the concept and focuses on certain map conventions (such as title legend direction scale and borders) See the following resources

- StudentTeacher Resource Population Density Map of Canada - Student Resource Tips for Reading Graphical Text Think Literacy Cross-Curricular

Approaches Grades 7-12 p86 - ldquoWhere People Liverdquo in Human Geography (Gage) pp 8-9 - website wwwatlasgcca

bull Many of the strategies for reading informational and literary texts can also be used effectively to read graphical texts

bull The majority of Canadarsquos population is concentrated in a thin belt of land between Windsor and Quebec City Even though Canada is the second largest country in the world in terms of area it only ranks thirty-third in terms of population The map illustrates the population density from the census information for the year 1996 Population density is calculated by taking the total population of the census division and dividing the number by the total area measured in square kilometers The majority of Canadarsquos population occurs in the southernmost part of the country The agricultural areas in the Prairies and eastern Canada have higher population densities than the sparsely populated North but not as high as southern Ontario or southern Quebec The agricultural and resource based economy support a medium to low-density population

Further Support bull Provide students with an advance organizer to guide them as they read a particular text
























3





0 to 09

1 to 99

10 to 699

70 to 5999

600 to 1 9999

2 000 to 3 7858

Boundaries

International



EEZ (200 mile)

Other Features

Water area




4












6











instructions




around the world












7

Notes






Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do

























3





0 to 09

1 to 99

10 to 699

70 to 5999

600 to 1 9999

2 000 to 3 7858

Boundaries

International



EEZ (200 mile)

Other Features

Water area




4












6











instructions




around the world












7

Notes






Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do







0 to 09

1 to 99

10 to 699

70 to 5999

600 to 1 9999

2 000 to 3 7858

Boundaries

International



EEZ (200 mile)

Other Features

Water area




4












6











instructions




around the world












7

Notes






Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do














6











instructions




around the world












7

Notes






Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do













instructions




around the world












7

Notes






Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do








Source wwwstatcanca

8




R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






R

10


















population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do










population pyramid


















teacher evaluation

Notes

R

11




12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






12



W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do





W

14





bull

bull

bull

bull

idea etc


Further Support





W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






W

Notes


















15







80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do









80 + 15 25 75-79 075 09 70-74 10 10 65-69 12 11 60-64 13 125 55-59 145 13 50-54 14 125 45-49 135 125 40-44 135 115 35-39 135 11 30-34 13 11 25-29 125 105 20-24 125 10 15-19 12 09 10-14 115 08 5-9 11 08 0-4 10 075

Source wwwstatcanca

16




Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






Population Pyramid

80+

75-79

70-74

65-69

60-64

55-59

50-54

45-49

40-44

35-39

30-34

25-29

20-24

15-19

10-14

5-9

0-4

Age

Gro

ups

Male 0 Female

of the Population

17



Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do





Student Resource



18




R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






R


ith s

bull bull

bull

bull

bull

Purpose










20





























Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do































Notes

21





22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do







22





t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do







t











24

























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do



























Notes

R

25






idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

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task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

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What teachers do

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What teachers do

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BEFORE READING

DURING READING

What teachers do

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Edited


What teachers do

What students do








idea etc









26





























mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

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task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

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What teachers do

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What teachers do

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What teachers do

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BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do































mapping work






Notes

W

27




1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

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task

42













make connections























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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

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What teachers do

What students do



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What students do


What teachers do

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What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






1999 2000 2001 2002 2003

$ millions



Nova Scotia 23059 24770 26070 27102 28813

New Brunswick 19041 20178 20772 21163 22358

Quebec 210809 225202 232592 245559 254263

Ontario 409020 440708 452923 478112 493416

Manitoba 31966 34141 35294 37075 38078

Saskatchewan 30778 33704 33580 34592 36778

Alberta 117080 143721 151173 149998 170631


Yukon 1085 1188 1233 1246 1310


Nunavut 747 832 871 931 916


28





Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

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task

42













make connections























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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



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BEFORE READING

DURING READING

What teachers do

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Bar Graph Checklist


Edited


What teachers do

What students do







Central Canada

Prairies

West

North

W

29




30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

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task

42













make connections























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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







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Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

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What teachers do

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BEFORE READING

DURING READING

What teachers do

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Bar Graph Checklist


Edited


What teachers do

What students do






30


t

ive readers

s validity





















content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

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task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

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What students do


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BEFORE READING

DURING READING

What teachers do

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Bar Graph Checklist


Edited


What teachers do

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content











on chart paper












R

Notes

31








32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

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What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do










32

R














34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do
















34















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do

















During





After







Notes

35


Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do




Student Resource

Industry Vocabulary
















W

36


Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





aders

bull bull

ly or

- Flow map resource














task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

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What teachers do

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What teachers do

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What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do




Teacher Resource



174009 182540 190430 199031 202832




W

37





t

ive readers

bull bull











38


























Notes

39






40


Student Resource



Evidence

41

R





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task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







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Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

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What teachers do

What students do


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BEFORE READING

DURING READING

What teachers do

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Edited


What teachers do

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ive readers

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38


























Notes

39






40


Student Resource



Evidence

41

R





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task

42













make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







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Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

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What students do


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BEFORE READING

DURING READING

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What teachers do

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Notes

39






40


Student Resource



Evidence

41

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task

42













make connections























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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







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Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

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What teachers do

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What students do


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BEFORE READING

DURING READING

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Edited


What teachers do

What students do








40


Student Resource



Evidence

41

R





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task

42













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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


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BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do




Student Resource



Evidence

41

R





aders

bull bull

ly or

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task

42













make connections























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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







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Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

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What students do


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What teachers do

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What students do


BEFORE READING

DURING READING

What teachers do

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Bar Graph Checklist


Edited


What teachers do

What students do







aders

bull bull

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task

42













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Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



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What students do


BEFORE READING

DURING READING

What teachers do

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Bar Graph Checklist


Edited


What teachers do

What students do















make connections























or graphical)

Notes

43


Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


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What teachers do

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BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do




Teacher Resource

Place-Mat



44




W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

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What teachers do

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What students do

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BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






W











46






Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do








Before











During







After








Notes

47










48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do












48




R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do






R











50











During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

What students do

Bar Graph Checklist


Edited


What teachers do

What students do













During







understanding

After











N o t e s

51




1931 1961 1996 2001






__________________________________________________________


__________________________________________________________


_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

52


Student Resource





53


Student Resource



1901 130 1911 220 1921 223 1931 222 1941 175 1951 147 1961 156 1971 153 1981 160 1991 161 2001 184


54


Teacher Resource

FOUR CORNERS








55




56






















During





After











Notes

57


Teacher Resource



____________________________________________________

of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

58


Teacher Resource










59


Student Resource

Bar Graph Checklist

Name Date


Check radic

Edited















Additional Comments

60


Student Resource







61




62























During

















Notes

63


Student Resource















64


Student Resource


Picture 1 Picture 2

R

65


Student Resource





66


Student Resource





67


Student Resource




over 20th century


68

What teachers do

What students do

What teachers do

What students do

Country

Population Density

(persons per sq km)

North America

South America

Europe

Africa

Asia

Oceania

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do


What teachers do

What students do



What teachers do

What students do

What teachers do

What students do

What teachers do

What students do

What teachers do

What students do


BEFORE READING

DURING READING

What teachers do

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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

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Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


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1931 1961 1996 2001


Year of Census

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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

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of population

Urban 54 70 78 80 Rural 46 30 22 20 _____________________________________________________________________________________


01020304050607080

1931 1961 1996 2001


Year of Census

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· pdf file · 2012-12-04grade 8 geography – patterns in human ... r think...

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