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Unit 1: Five Themes of Geography 1

Five Themes of Geography

Unit 1 Summary This unit introduces the student to the five themes of geographic inquiry: location/place, movement, environment, interaction, and region. • Chapter 1 focuses on the concept of place. A place is any spot on earth

identified by its own unique physical and/or human characteristics. Each place has a location—where it is situated—either in absolute terms (e.g., latitude and longitude) or relative to other places (e.g., 5 km west of Ottawa). This chapter also treats the geographic theme of movement, because the flow of people, products, and information connects one place with another.

• Chapter 2 covers the themes of environment and interaction, which are closely related geographic concepts. Environment refers to physical surroundings and conditions, particularly as they affect people’s lives. Hurricanes, landforms, natural resources, and many other aspects of the earth show the impact of the environment on people. The interaction theme requires students to consider the opportunities and challenges the environment poses for people. Students also consider the ways in which people change the environment as they use it.

• Chapter 3 introduces the fifth theme for geographic inquiry—region. The region concept has been a tradition of geographic study since the time of the ancient Greeks, who are often considered to be the first geographers. A region is the sum of many places with similar physical and/or human characteristics. For example, many places, such as individual mountains, combine to create a sense of the Rocky Mountain region. Each mountain is a unique place, but many share the same age, rock type, elevation, and so on, providing a sense of a larger area. The concept of region helps to simplify the complex reality of the earth’s surface.

UNIT 1

Overall Expectations for Unit 1 • identify and explain the themes of geographic inquiry: location/place,

environment, region, interaction, and movement • use a variety of geographic resources and tools to gather, process, and

communicate geographic information • analyze current environmental issues or events from the perspective of

one or more of the themes of geographic inquiry

2 Pearson Physical Geography 7, Teacher Resource

Unit 1 Opener: The Five Geographic Themes (Student Book pages G2–G3) The purpose of the opening pages is two-fold. First, it provides a simplified overview of the five themes of geographic inquiry. Second, it challenges students to consider some of the geographic characteristics of their own community. They will apply these concepts in the unit culminating activity (Student Book pp. G60–G61, Teacher Resource p. 6).

Students are briefly introduced to the five themes of geography within the context of a set of photographs of two different places in Ontario.

Before • Have students examine the two-page unit-opening layout: the title, the

photographs, the short narrative, and the unit expectations list. Ask: From what you can see here, what will you be learning about in this unit?

• You may wish to introduce GLM 7 Strategies for Reading Photographs now, rather than waiting until Chapter 3, where it is introduced in the Literacy Feature of the Student Book. Students will use this skill throughout the course of this program. In particular, this skill will be required in the performance task at the end of Chapter 1.

During • Introduce the unit opening pages by asking questions such as:

o What is it like to live in your community? o Is your community large or small? o What is the climate like? o How do you get around? o What do you do in and around your community? o What is important to you about your community?

The idea is to elicit responses that illustrate the five geographic themes: place/location, movement, environment, interaction, and region.

• Use students’ responses to lead into a discussion of the five themes. Provide students with a very basic definition of each theme.

• Draw students’ attention to the unit-opening photographs. You might tell students that the photographs show Ottawa and Thunder Bay, and locate them on a wall map or in an atlas.

• Then have students work with a partner on the following tasks: o Work with your partner to “see” the photographs like a

geographer. Make a chart to record which of the pictures shows place/location, movement, environment, interaction, and region. Explain each choice. (LM 1 Five Themes of Geography is provided for this question.)

o Which of these geographic themes do you find most difficult to identify? Record two questions about it that you’d like to see answered.

o At the end of this unit, you will be planning ways to attract people to your own community. Work with a partner to brainstorm some

LESSON MATERIALS

LM 1 Five Themes of Geography

GLM 7 Strategies for Reading Photographs

GLM 8 Find the Unit Features

GLM 9 Venn Diagram

atlases or wall map of Ontario

ESTIMATED TIME

• 1–2 class periods

• Activity and research time will vary

VOCABULARY

place/location a bounded area; a locality such as a town or a city

movement the flow of people, products, information, and elements of nature

environment physical surroundings and conditions

interaction the act or process of two or more things having an effect on each other

region a part of the earth’s surface that has similar characteristics throughout its extent


local examples for each of the five geographic themes (e.g., environment—landforms, bodies of water, parklands).

After • Ask students to pick one of the places depicted in the unit-opening

photographs (or choose a photograph of another community in the textbook, except the Greek village of Mykonos on p. G21) and compare it to their own community. Have them use GLM 9 Venn Diagram. This activity will prepare students for the performance task that they will do at the end of Chapter 1. A Venn diagram uses two overlapping circles on which to record information. These diagrams are a useful way to “see” similarities and differences between related topics. The overlapping zone is used to record things that are the same about the topics being compared. The outer parts of each circle show their unique characteristics. Use the following questions to introduce or reintroduce the Venn diagram:

o Make a simple Venn diagram to compare a sweater and a shirt.

Sweater: • Usually does not

have a collar • Usually made from

knitted yarns • Cardigans have

buttons up the front; pullovers do not

• Usually stretchy

Both Sweater and Shirt: • May be made from

natural or synthetic fibres

• Worn by men, women, teens, and children

• Can have various sleeve lengths (long, short, none)

Shirt: • Usually has a collar and

cuffs • Usually made from

woven cloth • Usually has buttons up

the front • Usually not stretchy

INSTRUCTION

You might challenge some students by having them organize the points of comparison in their Venn diagram based on the five geography themes.

Characteristics Characteristics Characteristics of a sweater of both a sweater of a shirt and a shirt


o Have the students complete the Venn diagram to make their

comparison. Below is a sample of what their completed diagram might look like:

Unique to my community • Small town • Small

population, low density

• Low buildings • Situated beside

a provincial park

Common to both • Located beside

body of water • Roads,

vehicles • People, homes • Businesses

Unique to place X • Large city • Large

population, high density

• High-rise buildings

• Situated beside a river

• Have students browse ahead, looking at the three chapters of Unit 1.

Students could use GLM 8 Find the Unit Features to help them with this task. Ask them to identify the geographic skill that they will be learning in each chapter. What topics in Unit 1 look interesting to them? Which topics seem familiar to them?

Unique Common Unique to my community to both to place X


Assessment and Evaluation The following Assessment for Learning chart identifies opportunities for diagnostic and formative assessment in the chapter. It identifies both What to Look For to indicate understanding, and What to Do to assess it.

Assessment for Learning

WHAT TO LOOK FOR WHAT TO DO

• The student can work cooperatively with another student in a structured activity.

• During reading partner photo activity: If a student is not working cooperatively with a partner on the photographs, you might consider monitoring the pair or working with them briefly to model cooperative behaviour.

• The student can brainstorm local examples to apply concepts.

• During reading, last bullet, brainstorming activity: Students’ brainstorm will yield many different examples. Have them set their examples aside and revisit them at the end of the unit.

• The student can understand and apply a graphic organizer.

• After reading: Assist students as necessary when working on graphic organizers. These are the first of many that they will use throughout the course. You could treat these as diagnostic measures of students’ knowledge of organizers and ways to structure information and understandings.

Differentiated Instruction Here are suggestions to differentiate instruction for students in the classroom who may benefit from an alternative approach: • Look in the Resources section of this Teacher Resource, your school

library, or your board library for alternative presentation formats (Web sites, books, videos, CD-ROMs) that would support this lesson material.

• It may benefit some students to work with a partner to find Ottawa and Thunder Bay on a provincial road map or an atlas. Have each student draw and label a simple sketch map for one of the cities to show the following information: the city (in the centre of the map), major rivers and lakes, any other large communities nearby, any national or provincial parks nearby, and major highways. Compare the maps to discuss which place they find most interesting.

• Students who are interested could investigate Ottawa and Thunder Bay, or two other Ontario communities (one large and one small, or one northern and one southern), select which one they would prefer to live in, and then write a persuasive paragraph describing its benefits to other potential residents.


Back to the Big Idea: Unit 1 Culminating Activity (Student Book pages G60–G61)

In this unit culminating activity, students develop a presentation (e.g., brochure, PowerPoint, poster, etc.) to promote their own community to potential residents. Students apply one of the five geographic themes to their community (e.g., local parks related to environment, local transportation systems related to movement, etc.). Students follow these steps to complete the assignment: 1. Identify one geographic theme for which they will become the local

community expert. 2. Select a promotional format. 3. Research this theme for the local community. 4. Construct a map of the community. 5. Communicate findings. In this unit, students have learned to make small area maps and must demonstrate this skill as part of the assessment of this activity.

LESSON MATERIALS

LM 1 Five Themes of Geography

GLM 10 Assignment Record Sheet

AM 23 Unit 1 Rubric for Culminating Activity

ESTIMATED TIME

• 3–4 class periods


INSTRUCTION

It is a good idea to hold an “experts” meeting of small groups of students who have the same topic, especially if they seem to be having difficulty getting started. Join in each group briefly to facilitate and to field questions about a particular topic.

Overall Expectations for Unit 1 • identify and explain the themes of geographic inquiry:

location/place, environment, region, interaction, and movement • use a variety of geographic resources and tools to gather, process,

and communicate geographic information • analyze current environmental issues or events from the perspective

of one or more of the themes of geographic inquiry

Specific Expectations APPLICATION • create a visual presentation to report on how conditions in and

around the school illustrate the five themes of geographic inquiry

OTHER EXPECTATIONS • explain the geographic concepts of location/place, movement,

environment, interaction, and region • formulate questions to guide and synthesize research • locate and use relevant information from a variety of primary and

secondary sources

• communicate the results of inquiries about different points of view in a variety of formats

• use appropriate geographic vocabulary related to the five themes of geographic inquiry

• create and use maps to show geographic characteristics of the local community


Before • Have the students review what they recorded in the opening activities for

the unit, including LM 1 Five Themes of Geography. Use these prompts as a guide: o What examples of the five themes of geography can you see now in

the opening photographs? o Record two new questions about the way geography helps us to see the

world. o What examples can you think of to show the five themes of geography

in your local community? • Review Chapter 3’s skill feature, Creating a Small Area Map. Student

maps may be prepared by hand or by using a computer drawing program. • Review the Skills Tool Kit research feature, Locating Primary and

Secondary Sources, to help students with research for this assignment.

During • Introduce the culminating activity by having students read the section from

the Student Book on pages G60 and G61. • Put students into their teams and direct their attention to each of the steps.

Give them some time to divide up the five subtopics: place/location, movement, environment, interaction, and region. Use GLM 10 Assignment Record Sheet to list student names and topics. The team should also discuss whether they will combine their individual work into one large product (e.g., a newspaper, a video), or choose their own individual formats. Provide project deadlines and collect the sheet.

• Here are some tips to help students use different formats: o Poster: Use large, clear images and a bold title that would attract

interest from potential residents. o Brochure: A three-fold brochure on 36 cm (14”) paper gives students

six columns in which to organize information. o Storyboard: Use it to “picture” and describe what an electronic

presentation would look like. o Slide show or PowerPoint presentation: Create an interesting title and

subtitles to organize selected images of the local community. o Video: Plan short segments to illustrate each geographic theme and

edit to hold viewer interest.

After • Some student work can be presented, while other material can be

displayed, depending upon the format chosen. Try not to exceed a total of one hour of class time for student presentations.

INSTRUCTION

If you plan to have students work on individual assignments within a group, organize diverse, mixed-ability teams of five. If numbers are uneven, put one student with modified program expectations in each group of six. This student can double-up on one of the five assignment choices, carrying out selected aspects of it, which you choose.


Assessment of Learning


• The student is able to create an effective visual presentation to report on how conditions in and around the school illustrate the five themes of geographic inquiry.

• Use AM 23 Unit I Rubric for Culminating Activity to assess individual student work, even if the team makes one product with individual parts. Assess all four categories separately, and base final mark on the weighting of categories.

Differentiated Instruction Here are suggestions to differentiate instruction for students in the classroom who may benefit from an alternative approach: • Look in the Resources section of this TR, your school library, or your

board library for alternative presentation formats (Web sites, books, videos, CD-ROMs) that would support this lesson material.

• Some students may be interested in collecting promotional items of their community (if they are available) or viewing the community’s Web site (if one exists) and analyze the way the community is promoted to potential residents and tourists. How does its promotional strategy compare to the way that students would promote their community? Are any of the geographic themes evident?

• Students could work in groups to begin a series of newsletters that introduce new or potential residents to their community. Each newsletter may focus on one geographic theme.

• Instead of a newsletter, some students might like to have a group discussion. Give each student about 2–3 minutes to explain to their project group the reasons why one geographic theme is important to anyone planning to move to a new community. Have them use local examples and information to support their talk. Afterwards, the group can discuss its own ranking in importance of the five themes relative to a moving decision.


Teacher and Student Resources

Chapter 1 BOOKS—FICTION Burtinshaw, Julie. Dead Reckoning. Vancouver, BC: Raincoast Books, 2000. ISBN 1-55192342-4. It is 1906. James, a boy from San Francisco, moves to Victoria, British Columbia. His parents decide to send him ahead so that he can start school. Before his voyage, he has premonitions of drowning and disaster, and it is with trepidation that he begins his journey. The omens become clear when the ship is caught in a heavy fog and the crew is forced to navigate by “dead reckoning.” McLay, John. On Mountaintop Rock. Edmonton, AB: Cobblestone Creek Communications, 2001. Historical fiction. ISBN 0-9688467-0-X. It is the summer of 1954 in the town of Jasper, Alberta. Two friends, Edward Ferguson and Jenny Trotwood, become involved in a mountain mystery and set out to solve it with Sherlock Holmes as their inspiration. Taylor, Cora. The Long Way Home. Toronto, ON: Penguin Group, 2005. Historical fiction. ISBN 0-14-301463-3. In 1865, a Métis girl, Angelique, and her family are buffalo hunting across the Prairies, with other Métis families. One night, horse thieves raid their camp, threatening the safety of the horses and the families’ survival. Wilson, John. Weet. Toronto, ON: Napoleon Publishing, 1995. Science fiction. ISBN 0-929141-40-7. Twelve-year-old Eric Richardson has a passion for dinosaurs. He spends most of his time learning and dreaming about these extinct creatures. One day, he and his family visit Alberta’s Badlands, where dinosaurs once roamed. Eric, his sister, Rose, and the family’s dog get taken back to the late Cretaceous period—about sixty-five million years into the past. Here they meet a highly intelligent dinosaur named Weet.

BOOKS—NON-FICTION Kalman, Bobbie. Canada: The Land. New York, NY: Crabtree, 2002. ISBN 0778797260. This book describes the geography, natural resources, trade and industry, cities, people, transportation, agriculture, and environment of Canada. Marshall, David. Canada. New York, NY: Thomson Learning, 1996. ISBN 1568474377. This book provides an overview of the geography, history, natural resources, people and cultures, economy, and government of Canada. McKay, Susan et al. Canada. Milwaukee, WI: Gareth Stevens Pub., 1998. ISBN 0836816803. Canada offers an overview of our nation, and includes a section on what makes it unique. Ward, Donna. Geography: Province to Province. London, ON: Northwoods Press, 2007. ISBN 0968678831. In 58 self-guided lessons, readers travel across Canada’s provinces and territories, learning about their symbols, people, history, natural resources, and industries. The lessons include trivia and reproducible work pages.

VIDEOS Bioregionalism: Maps with Teeth. Toronto, ON: Asterisk Film & Video, 1997. Running time: 30 minutes. Mapping is a way to visually communicate a sense of place. Bioregional maps, and the process of creating them, present us with the opportunity to guide change and foster a sustainable future.

Canada: The Landscape and the Climate. Markham, ON: Robert B. Mansour; 1996–1997. Distributed by ETHOS. 1897077017. Running time: 15 minutes. This video studies the seven climatic regions of Canada in terms of temperature, precipitation, and vegetation. It also looks at Canada’s different landforms and their origins, and considers how landscapes are related to economic activity.

UNIT 1


The Geography of Canada. Wynnewood, PA: Schlessinger Media, 2004. 1572259019. Running time: 23 minutes. This video illustrates how Canada’s geography has shaped its history, society, and culture. It explores how landscape, climate, water, and natural resources have influenced the development of Canada. Students are introduced to urban centres, such as Vancouver and Ottawa, as well as small farming and fishing communities. The Geography of Canada also explores Canada’s wilderness as a source of rich natural resources and an important part of Canada’s uniqueness. Lords of the Arctic. Montréal, QC: National Film Board of Canada, 2005. In Inuktitut with English and French subtitles. Running time: 52 minutes. Canada’s North is home to a variety of unique species. This video explores these creatures and examines how global warming will impact their habitat. Lords of the Arctic raises the question, “Will the northern flora and fauna be able to adapt to their rapidly changing surroundings?” Using Maps and Globes. Dorado Hills, CA: 100% Educational Videos, Inc., 2004. Running time: 21 minutes. Through live action and animation, students learn the concepts of longitude and latitude, hemispheres, equator, the poles, Prime Meridian, and Tropics of Cancer and Capricorn. They also learn how and why cartographers use degrees and minutes.

WEB SITES Atlas of Canada http://atlas.nrcan.gc.ca/site/english/index.html This site covers physical features, economy, climate, history, and other subjects. The maps are small and not very detailed, but they give a good idea of where events, such as weather phenomena, have occurred or can occur. Canada World Heritage http://www.pc.gc.ca/progs/spm-whs/itm2-/index_e.asp This Parks Canada site lists Canada’s existing World Heritage sites, and relates the unique features of each. The Web site also provides a link to a list of tentative World Heritage sites in Canada. Global Forest http://www.globalforestscience.org/research/projects.html?projectName=Mapping_Ancient_Trees_of_the_Niagara_Escarpment This site describes the effort to map the ancient trees of the Niagara Escarpment, some of which are over 1000 years old. This site also includes an overview of the different species of trees found in Canada (http://www.globalforestscience.org/research/trees_of_Canada.html) and has a gallery of images taken from Global Forest Science research and conservation projects around the world (http://www.globalforestscience.org/research/photo_gallery.html). Natural Resources Canada: NRCat’s Scratching Post! http://www.nrcan.gc.ca/kids/geography_e.html This site explores the Canadian landscape, providing links to sites that have topographical maps and information about mapping, as well as sites that offer aerial photographs. It also has an activity centre, with a geography and forestry quiz. Niagara Falls http://www.niagaraparks.com/aboutus/study_guide.php This site includes facts and figures about Niagara Falls and the operations surrounding it.

CD-ROMS Adventure Canada. Burnaby, BC: Ingenuity Works, 2000. This is an interactive program comprising a CD-ROM and teacher resource binder. The CD-ROM explores Canadian lands and people through visuals. The program allows users to use video segments, colour slides, and text to explore each province within the nation. These features are supported by information about the provinces’ flags, coats of arms, and symbolic flowers. Geographic understanding is also fostered through map overlays of cities, roads, bodies of water, national parks, elevations, and latitude and longitude. Canadian Geographic Explorer: An Interactive Journey Around Canada. IQ Media Holdings Corp., 1997. This program presents 3-D satellite images, over 500 000 map combinations, map-making tools, terrain-simulated flights, full-motion video, remote-sensing imagery, astronaut video and narration, and archival material from Canadian Geographic. These tools are used to explore Canada’s land, environment, and people. Science and geography are integrated throughout the CD-ROM.


Crosscountry Canada. Vol. 2. Burnaby, BC: Ingenuity Works, 2002. Students travel across the country in a virtual truck, delivering and picking up various goods. Along the way, they learn different types of skills, including map reading, problem solving, and decision making.

Chapter 2 BOOKS—FICTION George, Jean Craighead. The Case of the Missing Cutthroats: An Eco Mystery. New York, NY: HarperCollins Children’s Books, 1996. ISBN 0064406474. Thirteen-year-old Spinner Shafter wants to be a dancer more than anything else. However, Spinner belongs to a family of competitive fishers, and in an attempt to live up to her father’s hopes, she goes fishing. When she catches a record-breaking cutthroat trout in the Snake River, she and her cousin, Alligator, begin to investigate how this fish came to be in a place where it shouldn’t have been. Their exploration of the nearby mountains leads them on a mystery/adventure that offers them a better understanding of the natural world and how it is all connected. MacGill-Callahan, Sheila. And Still the Turtle Watched. New York, NY: Dial Books for Young Readers, 1991. ISBN 0803709315. Long ago, a Delaware First Nations man carved a turtle in a rock and told his grandson that it was the eye of the Manitou, and it would watch over the Delaware people. The carving watches with sadness as pollution changes the environment. Readers are invited to explore the issue of pollution and thoughtless human activity. Major, Kevin. Blood Red Ochre. New York, NY: Bantam, 1989. ISBN 0440207304. Fifteen-year-old David lives in Newfoundland. When he meets a mysterious new girl named Nancy, he is happy to work with her on a history assignment on the Beothuk people who once lived in Newfoundland, but have long since disappeared. Nancy insists on making a canoe trip to Red Ochre Island, the burial place of the Beothuk. The book also follows a parallel story of Dauoodaset, one of the last Beothuk. The two story- and time-lines are brought together on the island. Polacco, Patricia. Boat Ride with Lillian Two Blossom. New York, NY: Philomel Books, 1988. ISBN 0399214704. A brother and sister, William and Mabel, go fishing, but the fish are disturbed by young Mabel’s constant questions about what creates different natural phenomena, such as where the wind comes from. A mysterious First Nations woman appears and the siblings go on a strange boat ride with the woman as she explains natural phenomena. Rand, Gloria. Fighting for the Forest. New York, NY: Henry Holt and Co., 1999. ISBN 0805054669. Fighting for the Forest is the story of a young boy who tries to save a forest from being clear-cut, but fails because of the existing politics and contracts. However, rather than giving up his environmental efforts, he is inspired to become more active in his efforts to save the forests. Wilson, Yvonne. A Light Above the Sun. Saint John, NB: DreamCatcher Publishing Inc., 2002. ISBN 1894372107. This story is set in the year 3012. Human activity has made the earth uninhabitable, but a young girl finds hope.

BOOKS—NON-FICTION Bocknek, Jonathan. World Fishing. North Mankato, MN: Smart Apple Media, 2004. ISBN 1583403620. Today’s fishing methods and technologies are taking fish at a tremendous rate. It is certain that the natural fish stocks cannot sustain this onslaught. While it seems simple to say that we should just curb these practices, to do so would mean dictating a cultural shift in countries such as Japan. Also, how much influence can one country have on the practices of another sovereign nation? This book argues that these issues must be dealt with at a global, rather than territorial level. This book takes a thoughtful look at subjects such as fisheries management, the world fishing industry, technologies of fishing, and the marine environment. Bruce Trail Association, The. The Bruce Trail Reference, Edition 24: Trail Guide and Maps. Hamilton, ON: The Bruce Trail Association, 2006. ISBN 0-9689399-8-8. This definitive hikers’ guide to the Bruce Trail (an 850-km trail winding between Tobermory and Niagara Falls) contains topographical maps, descriptions of the trail, and distances from landmarks and individual trails. The book also contains numerous illustrations and photographs of the area and its flora and fauna.


VIDEOS Ancient Forests. Washington, DC: National Geographic, 1992. Running time: 25 minutes. This video looks at the old-growth forests across the United States and explores how conflicting interests and mismanagement of these forests are threatening their existence, as well as the existence of the many animals that depend on these forest ecosystems. Antarctica: Life In The Freezer. London, UK: BBC (production in association with The National Geographic Society and Lionhart International, Inc.), 1993. Running time: 180 minutes. Sir David Attenborough leads viewers on a journey through the inhospitable environment of Antarctica. The journey looks at animals that live here, and examines how they survive in this harsh climate. The film also retraces the steps of the first European explorers who came to Antarctica almost 100 years ago. Biomes: Earth’s Major Life Zones. Evanston, IL: Creative Adventures, AGC/United Learning, 1998. Running time: 28 minutes. This video helps students understand the plants and animals that live in the different regions of the earth. They are introduced to the different life forms in ecozones, such as deciduous forests, tundra, taiga, tropical rain forests, deserts, grassland, and fresh- and saltwater environments. The Blue Planet: Seas of Life. Burbank, CA: Warner Home Video, British Broadcasting Corporation, BBC Video, 2005. Running time: 8 episodes—approximately 53 minutes each. This series of DVDs takes the viewer on the most extensive visual exploration of the ocean that has ever been produced. The series depicts the habitats and behaviours of many of the creatures that live in the depths, some of which have never before been caught on film. Canada: The Atlantic Region. London, ON: A-V Discovery Ltd., 1993. Running time: 15 minutes. This film explores Atlantic Canada, its landforms, rivers and lakes, cities, agriculture, fishing, forestry, principal industries, resources, and peoples. Exploring the Big Hill. Canadian Geographic Kids, Toronto, ON: Summerhill Entertainment, 2001. This television broadcast follows the hosts as they hike and canoe through Gros Morne National Park, a UNESCO World Heritage Site. Viewers explore the park’s rich biodiversity and unusual geology—geological formations that have led to a better understanding of plate tectonics. The hosts also join a young conservationist from Deer Lake to explore the Bay of Islands. Loose on the Bruce. Ottawa, ON: Canadian Geographic Kids; Toronto ON: Summerhill Entertainment, 2002. Running time: 25 minutes. This video explores the Bruce Peninsula area near Georgian Bay. In particular, it focuses on the waters and islands around Tobermory. Here we find a fascinating ecosystem, including dolomite cliffs and unique animals, such as Ontario’s only venomous snake and species at risk, the Eastern Massasauga Rattlesnake. The video then looks at the shipwrecks of Canada’s first marine park, Fathom Five National Marine Park of Canada, and studies the maritime history of the Great Lakes. Luna’s Story: Clash Over a Lost Whale. Toronto, ON: CBC News In Review, September 2004. Running time: 15 minutes. A young killer whale, separated from its family off the coast of British Columbia, becomes friendly with humans when it starts to spend its time at a dock in the community of Gold River. Concerned with public safety, officials decide to return it to its pod. A First Nations community, however, believes that Luna is the spirit of a dead chief and protests the plan. Mysteries of Asia. Secrets of the Great Wall. Seattle, WA: UNAPIX (produced by Cafe Productions) 2000. Running time: 52 minutes. One of the world’s greatest feats of ancient engineering. How was it built? Why was it built? This video explores these questions among others and looks at its influence on China’s landscape and culture. National Geographic: Secrets of the Titanic. (directed by Robert D. Ballard). ASIN: 1986. 0792299922. Running time: 51 minutes. This video tells the story of the sinking of the Titanic. It uses footage and photographs from the voyage, and then follows Dr. David Ballard’s search for and discovery of the wreckage seventy years after it sank.

Net Loss: The Storm over Salmon Farming. Seattle, WA: Moving Images Video Project 2003. Running time: 55 minutes. Salmon populations in many parts of the world have dwindled to dangerously low levels. To overcome this problem, many people have started fish farms, raising salmon in huge underwater pens. However, many people believe that these


farmed fish are threatening wild salmon stocks. This film, shot in Chile, Washington, and British Columbia, weighs the risks and benefits of salmon farming. It explores different viewpoints including those of government, fish farmers, First Nations peoples, scientists, and consumers.

Rainforest (Jungle). Wynnewood, PA: Media, BBC Wildvision, BBC Lionheart Television, Dorling Kindersley Vision, 2004. Distributed by Schlessinger. Running time: 27 minutes. Through this film, students experience the sights and sounds of rainforests around the world.

WEB SITES Atlas of Canada http://atlas.nrcan.gc.ca/site/english/index.html This site covers physical features, economy, climate, history, and other subjects. The maps are small and not very detailed, but give a good idea of where events, such as weather phenomena, have occurred or can occur. Canadian Geographic Magazine http://www.canadiangeographic.ca/landforms/landforms.asp Canadian Geographic has a feature on formation of landforms. A map-making tool is also accessible from this site. Some students might need guidance with this tool. Environment Canada: Species at Risk http://www.cws-scf.ec.gc.ca/theme.cfm?lang=e&category=12 There are several links on this government page (such as “Hinterland Who’s Who”) where students can get information on the plants and animals of Canada. The site also presents topics such as biodiversity, and suggests student activities including strategies to help save species at risk. Historica Minutes: John Cabot http://www.histori.ca/minutes/minute.do?id=10122 Historica’s “Heritage Minute” contains a short video clip that shows a re-enactment of explorer John Cabot and his men scooping cod out of the water on the Grand Banks. Cabot returned to Britain with news about the huge numbers of cod that were in these waters. He reported that the fish were so plentiful a person “could walk across their backs.” Natural Resources of Canada: Geological Survey of Canada http://gsc.nrcan.gc.ca/landscapes/index_e.php This site has access to hundreds of photos that illustrate land formations, such as mountains and glacial moraines. It can be searched by province, region, or keyword (such as moraine).

CD-ROMS Erosion and Erosional Landforms: Volume VI. (It’s Our Environment Series). Compics International Inc. (COI), 1997. This CD-ROM provides 100 high-quality photographs of erosion and erosional landforms, along with brief descriptions of the photographs and their locations. These images can be used to support lectures. Users also have the permission to use the images in documents or multimedia presentations.

Chapter 3 BOOKS—FICTION Arrington, Frances. Bluestem. New York, NY: Philomel Books, 2000. ISBN 0399235647. This historical novel follows the trials of eleven-year-old Polly and her younger sister as they struggle to cope on their own on the tall-grass prairie. Their father has gone east for supplies and has been delayed by injury, while their mother suffers from psychological trauma that leaves her in a catatonic state. The two girls are left to care for themselves and their prairie homestead, while waiting for their father to return. Their mean-spirited neighbours only make their situation worse.

BOOKS—NON-FICTION Foran, Jill. British Columbia. Collingwood, ON: Saunders Book Company, 2001. ISBN 1896990894. This book is part of the Eye on Canada series. Like the other books in this series, British Columbia takes the reader on a virtual trip through the province, exploring its history and culture, sports and tourist attractions, industry and environment. Stone, Lynn M. Arctic Tundra. Vero Beach, FL: Rourke, 1989. ISBN 0865924368. Stone, Lynn M. Mountains. Vero Beach, FL: Rourke, 1989. ISBN 0865924481.


Stone, Lynn M. Prairies. Vero Beach, FL: Rourke, 1989. ISBN 0865924465. Stone, Lynn M. Temperate Forests. Vero Beach, FL: Rourke, 1989. ISBN 0865924392. Stone, Lynn M. Seashores. Vero Beach, FL: Rourke, 1989. ISBN 086592435X. Stone, Lynn M. Wetlands. Vero Beach, FL: Rourke, 1989 ISBN 0865924473. This series of books was published to show the diversity of plant and animal life in different ecozones. Each of these books looks at individual ecozones, describing them as “ecological niches,” and explores the different plants, trees, and animals that live there.

VIDEOS Alaska and the Yukon. Sunnyvale, CA: International Video Corporation, 1993. 1562510398. Running time: 60 minutes. This video explores the geography of the north, and lets viewers share in some of the unique activities of this region, such as panning for gold and exploring by dogsled. Viewers also experience magnificent glaciers, as well as the way of life of the Aboriginal peoples of the region. Canada: Land, Resources and Economy. Orangeville, ON: Colman Communications, 2002. Running time: 18 minutes. Canada: Its Land, Resources and Economy begins by showing the immensity of Canada, viewed from outer space. It then moves its focus closer, presenting Canada’s seven geographic regions: the Appalachian Highlands, the St. Lawrence Lowlands, the Hudson Bay Lowlands, the Canadian Shield, the Arctic Islands, the Interior Plains, and the Mountain West or Cordillera. The video examines the regions’ major geographic features and discusses Canada’s key natural resources and Canada’s main economic drivers. Central America. London, UK: Pilot Productions, 2003. Running time: 120 minutes. This video was originally produced as an episode for the television series, Globe Trekker. It describes the different sights, activities, and people that a trekker might see in this region. The itinerary for this journey includes Merida, Mexico; the Mayan ruins of Chichen Itza and Tulum; Belize; Guatemala; Costa Rica; the Monteverde Cloud Fores;t and Nicaragua. Glacier National Park. Toronto, ON: Good Earth Productions, 1996. Running time: 30 minutes. This video is one of many produced by Good Earth Productions that explores Canadian parks. These videos examine the diverse natural and human histories of these parks. Glacier National Park looks at some of the park’s over 400 glaciers. It also takes viewers into the Nakimu caves, world-renowned because of their unique nature. Land: Territory and Resources. Montréal, QC: National Film Board, 2000. Markham, ON: Robert B. Mansour Ltd. Distributed by ETHOS. Running time: 25 minutes. This video investigates six distinct regions of Canada and illustrates the richness and productivity of each of them. Lords of the Arctic. Montréal, QC: National Film Board of Canada, 2005. In Inuktitut with English and French subtitles. Running time: 52 minutes. This video explores Canada’s north and its unique species. It examines how global warming will impact the environment, and raises the question, Will the northern flora and fauna be able to adapt to their rapidly changing surroundings? Oil and Water. South Burlington, VT: Cambridge Studios Inc., Annenberg, CPB, 2003. Running time: 29 minutes. Egypt is a country with limited natural resources. Its people rely heavily on the mighty Nile River for resources.

WEB SITES Atlas of Canada http://atlas.nrcan.gc.ca/site/english/index.html This site covers physical features, economy, climate, history, and other subjects. The maps are small and not too detailed, but give a good idea of where events, such as weather phenomena, have occurred or can occur. Canada Infolink, “Physiographic Regions” http://www.canadainfolink.ca/physical.htm This site is comprehensive, providing maps for each type of region. See also the Atlas of Canada site in Chapter 4. Canadian Council on Ecological Areas http://www.ccea.org/ecozones/ This site will help students gather information about the Mixedwood Plains ecozone and the particular environmental problems that it faces due to population and industry.


National Geographic: The Canadian Atlas Online http://www.canadiangeographic.ca/atlas/intro.aspx?lang=En The atlas may be purchased, but the site itself provides a great deal of material for the student, including zones, and descriptions of them. There are quizzes, games, and a learning centre. There is also a “Kid’s Atlas” at http://www.canadiangeographic.ca/cgKidsAtlas/rock.asp This has movies, slide shows, and mapping skills about rocks, ecodome, time machine (ecology), culture club, and marketplace (interaction between land and use of land). Statistics Canada: Introduction to Canada’s Ecozones http://www.statcan.ca/english/kits/ecozo1.htm This site will help students gather information about the Mixedwood Plains ecozone and the particular environmental problems that it faces due to population and industry.

CD-ROMS ArcCanada. Toronto, ON: ESRI Canada (Environmental Systems Research Institute Canada, Ltd.), 1999. ArcCanada: The Schools and Libraries Edition contains a database of Canadian content. It offers statistical, political, physical, and cartographic data, presented at a national and provincial level. The CD-ROM also includes world and continental data, software utilities, and satellite images.

Chapter 1: Place and Movement 17

Place and Movement

Chapter Overview This chapter introduces the concepts of place (defined by unique physical and human characteristics), location (where a place is in terms of latitude and longitude and where it is relative to other places), and movement (the flow of people, goods, and information, and the factors that affect this flow).

Geography The study of geography originated with the ancient Greeks, who were interested in understanding the earth. Their studies focused on the earth’s terrain, climate, resources, and populated areas. Strabo (64 BCE–20 CE) was one of the greatest of the Greek geographers, although certainly not the first. He believed that geography should assess the various countries of the world and help people to understand the differences between them.

The Greek geographers determined that the earth was a sphere and calculated its size quite accurately. They established latitude and longitude, and developed complex bronze instruments to guide their trade and navigation in Europe, North Africa, and the Middle East. By the second century CE, the Roman geographer Ptolemy had used this knowledge to create a map of the known world that was printed and distributed until the sixteenth century.

Place/Location Geography is about places on earth, and geographers continue the tradition of observing differences from one place to another. Each place, whether it is large or small, has a location. It also has both physical and human (cultural) characteristics, which evolve over time, as natural or cultural circumstances change. These circumstances and characteristics contribute to its “sense of place.” Although each place is unique, groups of similar adjacent places can be classed as

a region, particularly as these places interact with one another. All these concepts are explored in Unit 1, particularly in this chapter.

“Where?” is the single most important question in geography. Each place has two different types of location: absolute and relative. Absolute location records the place’s precise spot on earth, using a mathematical system, such as a property survey, an alpha–numeric grid (i.e., a letter–number position on a map, such as A2), or the system of latitude and longitude lines. Today, the satellite-based Global Positioning System (GPS) can locate any point on earth with great precision. Relative location deals with where a place is in relation to other known places. This can include measures of distance, compass direction, and connections (such as highways) with adjacent places.

Movement Movement is another related geographic theme that is part of Chapter 1. You can see that the movement between places is closely linked to relative location. The description of the relative location of one place includes its ties with other places. Flows of people, goods, and information along transportation and communication networks have long interested geographers. Today, information moves almost instantaneously between places, using satellite-based technology (e.g., the Internet, e-mail, and broadcast media).

1


SKILLS TOOL KIT

Following are the skills from the Skills Tool Kit in the Student Book that are suggested in this chapter:

Using and Making Maps, pp. S6–S7

Creating Different Types of Graphs, pp. S8–S9

Curriculum Focus Overall Expectations • identify and explain the themes of geographic inquiry: location/place,


communicate geographic information • analyze current environmental issues or events from the perspective of one

or more of the themes of geographic inquiry

Specific Expectations KNOWLEDGE AND UNDERSTANDING • explain the geographic concept of location/place • explain the geographic concept of movement

INQUIRY/RESEARCH AND COMMUNICATION SKILLS • locate and use relevant information from a variety of primary and

secondary sources • use appropriate vocabulary to describe inquiries and observations

MAP, GLOBE, AND GRAPHIC SKILLS • create and use maps for a variety of purposes

APPLICATION • investigate the physical features and climate of a tourist destination

Inquiry Focus Students begin by inquiring into physical and human landmarks that make places unique. Then they compare two descriptions of a map route to identify their own direction-finding techniques. Students also develop an understanding of relative and absolute location.

In the movement portion of the chapter, students discover the world of motion and closely explore how people, products, and information move in today’s modern world. The chapter performance task (Putting It All Together) is a map and photograph inquiry into the unique physical and human characteristics of a village on a Greek island.

Skills Focus Students learn, review, and apply four important steps in reading a map, using a road map of southwestern Ontario. They practise the following sub-skills: • determine direction on the map by using a compass rose • determine location on the map by using an alpha–numeric (letter–number)

grid • measure distance on the map using a scale • interpret colours and symbols on the map by using the map legend


Cross-Curricular Connections Subject Connection

History • Students learn the historic root of the word “geography” (Student Book p. G7).

Language Arts • Students read and discuss related fiction from the list of resources, appearing in the Unit 1 section (optional). (Teacher Resource p. 9).

Mathematics • Students use an alpha–numeric grid system, and a latitude and longitude grid of numbers to find the location of a place (Student Book pp. G9–G13).

• Students measure linear map distance accurately using a ruler and map scale (Student Book p. G13).

• Students demonstrate an understanding of ratio. The ratio scale of 1:100 000 means that on a map, 1 cm represents 1 km. The explanation for this is that there are 100 000 cm in 1 km (Student Book p. G12).

• Students interpret information from number tables, a circle (pie) graph, and a bar graph (Student Book pp. G16, G17).

Science • Students read a description of wireless technology and develop a basic understanding of how it works (Student Book p. G19).

Assessment and Evaluation The following is a chart of sample assessments in this chapter. Further assessment strategies are described in the individual teaching plans.

TYPE OF ASSESSMENT ACTIVITY SUGGESTIONS

Diagnostic • Students interpret a neighbourhood map to find out their own map-reading style by comparing two sample descriptions (Student Book p. G8).

Formative (Assessment for Learning)

• Students use latitude and longitude coordinates to find the locations of different cities on a map of the world (Student Book p. G11).

Summative (Assessment of Learning)

• Students interpret a map and photograph of a Greek village to apply the geographic themes of location/place and movement (Student Book pp. G20–G21).


Places Are Unique/Where in the World? (Student Book pages G6–G11)

Specific Expectations • explain the geographic concept of location/place • locate and use relevant information from a variety of primary and

secondary sources • use appropriate vocabulary to describe inquiries and observations • create and use maps for a variety of purposes

When introducing a new text, students enjoy an opportunity to preview it. Working in pairs, students explore the text by examining its structure (table of contents, chapter divisions, glossary, index, study guide, maps, illustrations, and so on), sharing predictions about what they will be expected to learn, looking closely at one chapter to understand its layout, and trying a readability test—the five-finger exercise (hold up one finger every time they come to a word they don’t know). Five fingers up in one page means challenging reading ahead).

Before • The Literacy Skill focus in Chapter 1 is vocabulary-building (see Student

Book p. G5) Distribute GLM 11 Vocabulary Sort, and walk students through the chart and the example provided in the Student Book, explaining its purpose.

• There are three purposes for the first lesson: o to introduce the geographic concept of place/location o to give the meaning of the term “geography” o to apply two different ways to describe the location of a place

• Determine how much prior knowledge students have in the subject of geography (such as using map and globe skills, learning about other cultures and countries, and learning about the earth itself).

• Ask students about first-hand experiences they have had that are connected to geography (e.g., family travel; outdoor recreation such as camping, hiking, skiing, and canoe trips; and reading maps on trips). This can lead to students’ brainstorming ideas about the answer to the question: What is geography?

• Have students flip through the textbook and make preliminary predictions about what they will be learning. Ask: What topics look most interesting to you? What do you think you will learn about your own community? The environment? Global warming? Heroes and villains? Skills that you can use?

LESSON MATERIALS

GLM 11 Vocabulary Sort

LM 2 Physical and Human-Made Characteristics of Places

LM 3 Grid Location Game

GLM 1 World Map (Political)

AM 16 Rubric for a Poster or Display

oranges

atlases

ESTIMATED TIME

• 2 class periods


VOCABULARY

place a bounded area; a locality such as a town or a city

landmark an object or landform that identifies a place

geography the study of the earth’s surface and people’s relationship to it

relative location description of a place in relation to other places, using landmarks, distance, or compass directions

absolute location a description of a place independent of any other place

hemisphere half of a sphere or globe, especially the earth


During • Introduce the chapter-opening layout using the following questions:

o Work with a partner to identify the names of these two places. What do you know about them? Use your knowledge or maps to describe their locations, using country, continent, and location compared with other places.

o What is a landmark? Can you name the human-made and natural landmarks in these photos? How do landmarks help give a sense of place? Name some natural or human-made landmarks in your own area.

• For Thinking It Over, Question 3 (Student Book p. G7), provide students with LM 2 Physical and Human-Made Characteristics of Places.

• When students are learning about relative location, have them make a simple sketch map of the route from their home to the school. Then use two methods—1) simple directions and landmarks, and 2) compass directions and distance—to describe their route. Which method did they find easier to use and why?

• In teaching students to use latitude and longitude, it is a good idea to demonstrate concepts by cutting up oranges in front of the class (as described in the student textbook). Cut two large oranges into quarters: one to demonstrate latitude (slices) and one to demonstrate longitude (sections). Challenge students to give the name and/or degree where each cut is made, starting from the equator and the Prime Meridian.

After

• Have small groups review location by making comparison charts to show either similarities and differences or advantages and disadvantages between two location-finding systems (e.g., relative and absolute location, or latitude–longitude and alpha–numeric grids).



• The student understands the concept of place in geographic inquiry.

• Ask the student to identify the unique physical and human characteristics of particular places shown in Student Book photos.

• The student can read maps to determine the location of places using latitude and longitude.

• Have the student give the latitude–longitude positions of the five letters shown on the world map on page G11, and use GLM 1 World Map to position the eight cities listed on the same page.

• The student understands the difference between relative location and absolute location.

• Direct the student to use the map of southern Ontario on page G13 to describe the location of Toronto and Detroit using first relative location, and then absolute location.

INSTRUCTION

It may help students to use the LM 3 Grid Location Game to play a game that practises both latitude–longitude, and alpha–numeric (letter–number) grid.




• For students with modified program expectations or students who need extra practice, you might distribute student atlases. Show students how to use the place-finding gazetteer at the back for locating countries and major cities. Distribute copies of GLM 1 World Map with letters marked on it in new locations for extra practice.

• Have students use old magazines, CD-ROMs, or the Internet to gather large, coloured pictures of places on different continents. Make a class bulletin board display, and practise identifying the physical and human characteristics of the place that make it unique (or different from students’ own community). This directly parallels part of the end-of-chapter performance task.

• Have groups compile a bulletin board display or posters with pictures of different places taken in the community by students (with digital or cellular phone cameras). Below each photograph record a) physical and human characteristics that identify it, and b) its location relative to other places. You might establish some guidelines for students by using the list of criteria in the assessment master, AM 26 Rubric for a Poster or Display.


Geo Skill: Read a Map (Student Book pages G12–G13)

Specific Expectation • create and use maps for a variety of purposes

Before • In this section, students will be learning to read a map by using a number

of fundamental skills such as identifying the title, finding compass direction, identifying grid location, measuring map distance, and interpreting the symbols on a map legend. Many students may have some familiarity with a road map, so this is probably a good place to start: o Post a provincial road map on the front board. Try to determine the

degree to which students have experience in reading a road map. Have they worked with a road map at school or during car trips?

o Find out if any students are familiar with electronic location or route-finding methods, such as using a computer search (e.g., Google Maps™ or MapQuest™) or using a GPS unit (Global Positioning System), either hand-held or built into a boat or a vehicle. Ask students to compare the merits and drawbacks to these methods to paper road maps. Consider cost, convenience, ease of use, and other factors.

• If the classroom has a wall map or a large posted map of Canada, or if there are student atlases available, discuss the purposes of different types of maps. What are common map characteristics students can observe on the various maps? (These include an overhead view, the use of symbols and a legend, a directional arrow or compass rose, a scale of distance, and a title.)

• The section, Using and Making Maps in the Skills Tool Kit (Student Book, pp. S6–S7) also provides helpful hints that could be used to introduce students to maps.

During • Draw a large eight-point compass rose on the front board and tell students

to imagine that this is posted in the centre of any map that they are using (assuming north is at the top). Leave it posted to assist students as they complete the Apply It questions (Student Book p. G13). If students are having difficulty, practise with more examples from the map.

• Teach students that when using alpha–numeric grid location, the place is identified by the grid square in which the largest area of the place is located. For large places that cover several grid squares, use the one in the centre to identify location.

• Scale is the most difficult map skill for many students because it involves some skill in mathematics. Most maps in this textbook use a linear scale, making it the most important one for students to master. You may want to teach students to measure linear distance by using the edge of a piece of paper instead of a ruler. You may distribute LM 4 Using Linear Map Scales to illustrate this technique. Put a corner of the paper on the first place, and align the edge of the paper with the second place. Put a pencil mark on the measuring paper at the second point. Next, lay the corner of the paper at the left starting point of the linear scale and find the distance to the marked point. If it is longer than the linear scale itself, just mark the

LESSON MATERIALS

LM 4 Using Linear Map Scales

GLM 6 Road Map of Southwestern Ontario

provincial road map

large wall map of Canada

atlases

ESTIMATED TIME

• 1 class period


VOCABULARY

map a drawing showing a simplified view of earth (or some part of it) from directly overhead

compass rose a four-pointed or eight-pointed symbol showing the major directions of the compass


paper where the scale ends, then slide this point back to the starting point of the scale. Repeat if necessary.

After

• Have students draw and label a simple route map to show the return flight trip between five Ontario cities measured in the Apply It questions (Student Book p. G13, and GLM 6 Road Map of Southwestern Ontario). Work with blank paper, a pencil, and a ruler.

• Follow up this task by having students share what they found difficult about the task. What strategies helped them overcome their difficulty, if any?



• The student knows where to look on the map to find the title, directional arrow, scale indication, and legend.

• Make a sketch on the board to review where these elements are located on a map (as described in the Student Book).

• The student can accurately describe the relative location of a place using direction and distance.

• Have the student lay a ruler or a measuring paper between two places to accurately determine map distance. When using a ruler to measure linear distance, remind students to start from the 0 point of the ruler. Some students make the mistake of starting from the end of their ruler.

• The student can describe the characteristics of an area using point, line, and area symbols.

• Teach students to look at the area colours first to determine general characteristics, and the point symbols last to identify more specific details.



• Have students help one another get extra map-reading practice by first writing new map questions (and answers), then exchanging these questions with another student. This activity will benefit students with modified program expectations, as well as those students who just need extra practice with these skills. Suitable sub-skills include: o using an alpha–numeric grid to locate two places o measuring straight-line distance between two places o determining compass direction from one place to another o using symbols to compare the size of the two places

• Extend the map-reading activity by encouraging students to draw a map to show a highway vacation trip from one city to a provincial park, then back again by a different route. Work with blank paper, a pencil, and a ruler. This would be suitable for formative assessment, as students will be drawing a small-area map as part of the Chapter 3 performance task.

INSTRUCTION

Students who experience difficulty with particular sub-skills (e.g., finding direction, measuring scale) will benefit from additional instruction. Provide additional practice questions using the same map and re-teach in small groups as necessary.


A World in Motion (Student Book pages G14–G18)

Specific Expectations • explain the geographic concept of movement • locate and use relevant information from a variety of primary and

secondary sources • create and use maps for a variety of purposes

Before • This lesson has two purposes:

o to introduce and explain the movement theme within geographic inquiry

o to apply the movement theme to people, products, and information • Introduce the movement theme by exploring different types of connections

between two places, that is, all forms of transportation and communication between, for example, the school and students’ homes, or an automobile manufacturer and a car buyer. These can be demonstrated by drawing a web on the board to show different connections.

• Extend the movement concept by applying students’ use of the Ontario road map in the chapter Geo Skill feature. Identify the web of transport systems that connects a particular town with its surrounding region. Discuss likely reasons why people and certain types of products would move along transport routes between a town and its region.

• Ask: Why would the study of geography include the movement theme? How does this theme fit with the definition of geography learned earlier in the chapter (Student Book p. G7)? How could it be used to investigate certain questions or issues about the earth? (It could be used to determine where to build a new expressway or subway line.)

During • Have student volunteers read Rick Westermann’s story (Student Book pp.

G15–G16) out loud to help weaker readers with comprehension. Some students can recount similar experiences that they (or their families) have had with traffic congestion. Discuss their views about whether or not public transportation is faster, cheaper, safer, or more convenient than driving. Which method is better for people? for the environment? for natural resources?

• Use the Skills Tool Kit, Creating Different Types of Graphs (Student Book pp. S8–S9), to evaluate the choices of graphs used for the statistical information in this section. Ask questions such as: Why is a pie graph used on p. G16? (It provides a comparison of the use of different modes of transportation in relation to the whole.) Why is a bar graph used on p. G17? (It provides a visual comparison of three specific values.) How should the statistics on public transit be graphed for best effect? (e.g., A bar graph would be an effective way to show comparison.)

• Introduce the graphic organizer, LM 5 Pros, Cons, and Questions: Comparison of Three Freight Competitors. Apply it to a classroom issue in order to teach the students how to use it. For example, ask: Should we

Insert SE reduced page

LESSON MATERIALS

LM 5 Pros, Cons, and Questions: Comparison of Three Freight Competitors

LM 6 Develop Literacy with a Pie Graph

AM 28 Rubric for Group Cooperation

AM 27 Rubric for Role Play, Skit, or Dramatization

ESTIMATED TIME

• 1 class period


VOCABULARY

movement the flow of people, products, information, and elements of nature

system a pattern of routes that connect places together

flow the volume of people, products, information, and other things that move along a system

public transit transportation systems that include buses, subway trains, streetcars, and commuter trains


reorganize the classroom seating plan into one large circle? Should we switch the schedule of morning and afternoon classes each week? When students have had enough practice with the organizer, apply it to comparing three different transportation systems (Thinking It Over Question 4, Student Book p. G19, Teacher Resource p.338).

After • Discuss how the themes of place/location and movement would be useful

in the real world (e.g., in choosing a vacation destination and planning travel; in understanding the local community).

• Provide time at the end of each chapter to reflect on learning. Ask questions such as: What did this chapter tell you about the subject of geography? Pick something in the chapter you already knew well, and something that surprised you. Overall, how straightforward or difficult was the material in this chapter?



• The student understands the concept of movement in geographic inquiry.

• Have the student transfer the written description of Rick Westermann’s car trip to the map on page G15, and then find a public transit route for him on the same map.

• The student can use a graphic organizer to compare different types of freight carriers.

• Direct the student to use LM 5: Pros, Cons, Questions: Comparison of Three Freight Competitors (Thinking It Over, Question 4, page G19) to interpret the photo captions from page G18.

• The student can interpret and graph primary statistical information.

• Ask the student to construct a bar graph using the number table on page G16 (“Percentage of Workers Using Public Transit”). Ask “Why can’t a circle graph be used for this percentage information? (Answer: The percentages in the right-hand column are not part of a whole that adds up to 100%.)



• If students have difficulty making connections between the theme of movement and their own personal lives, this activity might help them. Have them complete a chart to summarize all the “trips” they took away from home in the past two days, and the means of conveyance (foot, bicycle, bus, car) used for each one. Then have the students compare their charts with those of other students to see who travelled farthest, most often, and to the most unusual destination during those two days. Afterward, draw conclusions about movement.

• Do a traffic survey of vehicles passing the school in different directions at two or three different times during the day. Work in small groups and record flow for 10 minutes (multiply the 10-minute results by 6 to arrive at

INSTRUCTION

During

This may be an opportune time to introduce students to LM 6 Develop Literacy with a Pie Graph and have them work on the questions as a group.

After

Rather than a discussion, some students may prefer to write about or illustrate aspects of the chapter. They may want to write a diary entry about an imaginary or real trip focused on place/location and movement themes, or they may want to create diagrams to illustrate cargo transfer with the container freight system.


traffic flow per hour). Prepare flow charts for different times and suggest reasons for any significant differences.

• Have small groups prepare a dialogue between operators of three transport systems: truck, train, and ship. They should discuss why their system has more advantages than the other two as a round-table discussion. Be sure to include container freight systems in the dialogue. You might use either AM 28 Rubric for Group Cooperation or AM 27 Rubric for Role Play, Skit, or Dramatization to assess students’ work.


Performance Task: Putting It All Together (Student Book pages G20–G21)

Specific Expectations • explain the geographic concept of location/place • explain the geographic concept of movement • locate and use relevant information from a variety of primary and

secondary sources • create and use maps for a variety of purposes • investigate the physical features and climate of a tourist destination

Before • The performance task on Student Book pp. G20–G21 requires students to

interpret information from a map and a photograph in the context of skills and information learned in the chapter. It is a straightforward summative assessment, but does require some preparation: o Review the map-reading skills of latitude and longitude, and those

taught in the chapter skill feature: direction, scale, symbols, legend, and describing relative location.

o Review chapter vocabulary and concepts, particularly landmark, place, relative location, absolute location, and movement. For vocabulary review, you might wish to have students revisit and complete GLM 11 Vocabulary Sort, introduced at the start of the chapter.

o If necessary, review how to construct a Venn diagram by comparing a football to a soccer ball, for example, or two other objects or ideas. Then have students practise on their own, comparing the two items in the performance task, a map and a photograph, if you wish. Discuss the results before beginning the summative task.

o If you introduced GLM 7 Strategies for Reading Photographs to students at the start of this unit, you may want to review it with them.

During

• This task is intended for individual summative assessment. Be sure that all students understand that the small marked area on the map shows where the photograph was taken (Student Book p. G21).

• Remind students to imagine that the compass rose sits right on the location of the village on the map. You can even draw it (or have a student draw it) right onto that spot using an enlarged version of the map in the Student Book (a colour copy of this map is available on the accompanying image CD-ROM).

• Emphasize the wording of each question, noting that the first one uses only the map, and the second one only the photograph. The third question can use both the map and the photo.

• Provide students with a copy of GLM 9 Venn Diagram. The headings above the circles should read “Greek Town of Mykonos” and “My Community,” and the heading above the overlapped section should read “Both.” Allow plenty of time to complete the performance task, but have

LESSON MATERIALS

enlarged map of the location of Mykonos from the image CD


GLM 9 Venn Diagram


AM 10 Chapter 1—Putting It All Together Marking Guide

AM 1A/1B Chapter 1 Test

ESTIMATED TIME

• 1 class period


INSTRUCTION

Some students may require direction to organize their comparison of their community and Mykonos. Supply some examples of the physical and human characteristics that help make places unique. For physical characteristics, students might consider location, landforms, climate (or weather), waters (oceans, lakes and rivers), and natural vegetation. For human characteristics, students might think about community size, types of buildings, streets or roads, human activities, and transportation.


something else ready for students who finish early, such as the Introduction to Chapter 2.

After • Use the overall results of the assessment and your observations on the task

as a teaching opportunity. Highlight things that were done well and point out areas for improvement on the next task (e.g., reading questions carefully, expanding upon answers, taking more time).



• The student can describe the relative location of a place using a general-purpose map.

• Have students use compass directions and place names for countries and water bodies on the map on page G21, to describe the relative location of Mykonos.

• The student can describe selected geographic aspects and characteristics of place.

• Ask the student to describe both physical and human characteristics that make Mykonos a popular tourist destination using the photo on G21.

• The student can compare information using a Venn diagram graphic organizer.

• Have the student compare Mykonos to the local community using information from the map and photo (Putting It All Together, Question 4).

• For assistance with marking this performance task, see AM 10 Chapter

1—Putting It All Together Marking Guide. • AM 1A Chapter 1 Test is a short reproducible chapter test for summative

assessment of the knowledge and understanding of chapter content. It can be used as part of the chapter performance task or administered beforehand, when the chapter has been completed. At your discretion, the weighting of the questions in this test can be increased for students with modified program expectations. AM 1B provides the answers.

Chapter 2: Environment and Interaction 31

Environment and Interaction

Chapter Overview The environment and interaction themes in geography are about the human–earth connection. A person studying the environment considers the effects of the physical world on people. An extended case study of the collapse of the Newfoundland and Labrador cod fishery and the government moratorium on further fishing is used to illustrate this theme. The interaction theme deals with opportunities and challenges as people use the earth. Different viewpoints about the logging industry in northern Ontario are presented to illustrate the interaction theme.

Environment and Interaction The Ontario curriculum for geography gives the following interpretations of the environment and interaction themes: • environment refers to physical surroundings

and conditions, particularly as they affect people’s lives

• interaction the environment provides opportunities and challenges; people change the environment as they use it

Geographers have always been keenly interested in the physical and cultural characteristics of places. They examine the physical aspects of the area—the environment—and consider the impact that these factors have on people. The characteristics of landforms, climate, water, soil, natural vegetation, and other resources influence, but do not dictate, the human societies that have developed.

Geographers speak of the interaction between environment and cultural landscape. On the one hand, earth influences how people will use it. On the other, societies often modify the planet to suit their needs. If a society has advanced technology and engineering, it can overcome significant environmental challenges. For example, large areas of the Netherlands have been reclaimed from the North Sea. Similarly, the “Chunnel” is a railway tunnel under the English Channel that connects Britain and France.

Investigative Traditions in Geography Geography encompasses a variety of investigative traditions. William Pattison and others have identified that geographic studies are focused on one or more of the following four subject traditions: • the locational tradition—theme of Chapter 1 • the regional (or area analysis) tradition—see

Chapter 3 • the earth science tradition—highlights the

environment • the culture–environment tradition—highlights

interaction The last two traditions are combined in Chapter 2, which focuses on the characteristics of the physical environment, as well as the challenges and opportunities the environment poses for human societies. These two traditions are closely connected to one another, because it is difficult to study physical phenomena (such as hurricanes) without examining their effects on people.

The early Greek geographers pursued both the environmental and the interaction themes of investigation. They described river systems and understood the work of erosion in changing the earth’s surface. The geographer Strabo noted that humans played an active role in the interaction between environment and culture. For example, the danger of clearing large areas of forest was a concern for these early geographers. Interestingly, forest logging is an important topic in Chapter 2.

2




communicate geographic information • analyze current environmental issues or events from the perspective of one

or more of the themes of geographic inquiry

Specific Expectations KNOWLEDGE AND UNDERSTANDING • explain the geographic concept of environment • explain the geographic concept of interaction

INQUIRY/RESEARCH AND COMMUNICATION SKILLS • formulate questions to guide and synthesize research on an environmental

issue • locate and use relevant information from a variety of primary and

secondary sources • communicate the results of inquiries about different points of view on an

issue, using written notes and reports • use appropriate vocabulary to describe inquires and observations


APPLICATION • apply the perspective of the environment theme to produce a report on an

environmental event • use the interaction theme to explain why various individuals and groups

have different opinions on an issue

Inquiry Focus In this chapter, students investigate different ways in which human activity can affect the environment, animals, and habitats. Students formulate questions they would ask in an interview with people who have been affected by the Canadian government’s moratorium on cod fishery. They also assess the conflicting viewpoints of conservationists and logging companies as they develop their own point of view about the issue.



History • Students read about the historical decline of cod fishing in Newfoundland and Labrador (Student Book pp. G27–G28).

• Students read and interpret photographs of the technology and cultural landscapes of European and Asian civilizations (Student Book p. G35).

Language Arts • Students identify different points of view in a newspaper report about a controversial issue (Student Book p. G37).

• Students use interviews to write a news story about the impact of an environmental issue on people (Student Book p. G31).

• Students write a script or a dialogue concerning an environmental issue (Student Book p. G39).

• Students read and discuss related fiction from the list of resources appearing in the Unit 1 section (optional) (Teacher Resource p. 11).

Mathematics • Students interpret a bar graph of cod catch in the Atlantic fishery in a thirty-tthree year period to determine an overall pattern (Student Book p. G28).

Science • Students read information and interpret photographs about five environmental factors that shape animal habitats (landforms, climate, water, soils, and vegetation) (Student Book pp. G24–G26).

• Students discuss endangered species and some of the ways in which people and organizations can address the problem (Student Book pp. G22, G23).

SKILLS TOOL KIT


Asking Questions, p. S4

Examining Different Points of View, p. S12

Skills Focus Students practise and extend map-reading skills from Chapter 1 by using a thematic relief map. They learn to use map colours to interpret the height of the land and the depth of the ocean. Specifically, students practise the following sub-skills: • read map symbols (point, line, and area) to identify the topic of the map

and to become familiar with various aspects of the map • use latitude and longitude to pinpoint the absolute location of the wreck

of the Titanic and the Hibernia oil field in the Atlantic Ocean • interpret relief colours to determine the approximate depth at which the

Titanic rests and the areas favoured by the Northern Cod in the Atlantic Ocean


Assessment and Evaluation The following is a chart of sample assessments in the chapter. Further assessment strategies are described in the individual teaching plans.


Diagnostic • Students demonstrate their ability to organize textbook information into notes using a web chart (Student Book p. G26).


• Students write a news story to give one person’s view about the effects of closing the Atlantic cod fishery (Student Book p. G31).


• Students show their understanding of the environment and interaction themes in geography by interpreting thematic maps (Student Book p. G41).


Five Environmental Factors/People and the Environment (Student Book pages G24–G31)

Specific Expectations

• explain the geographic concept of environment • formulate questions to guide and synthesize research on an environmental



issue, using written notes and reports • use appropriate vocabulary to describe inquires and observations • apply the perspective of the environment theme to produce a report on an

environmental event

As they compose a news report, remind students of the format that they will be using. The headline always contains a verb, and the byline identifies the writer. The lead will contain the W5+H. The body of the article is organized with the most important points first, and the least important last. News reports use the past tense and passive voice. Vocabulary should focus on words that indicate time (“yesterday”, “since 2006”), and relate to the events, time, place and people involved. The conclusion will include consequences, or possible future stories.

Before • The Literacy Skill focus in Chapter 2 is note-taking (see Student Book p.

G23). Introduce students to LM 7 Note-Taking Organizer and remind them to take notes as they read.

• Organize students into partners to think-pair-share the following task: Introduce the chapter by saying that it will focus on “species endangerment,” and ask students what this term means. In a general way, find out how much they already know about animal and plant species at risk, and whether or not they think that this is an important issue. Ask: What are the impacts of species endangerment on the earth and on people?

• Ask students to record three important questions about people and the environment that they would like to see answered in this chapter.

During • Use these activities to introduce the opening pages of the chapter:

o Work in groups to list six other important facts you know about beluga whales. Brainstorm reasons why so few remain in the wild.

LESSON MATERIALS

LM 7 Note-Taking Organizer

LM 8 Environmental Factors Affecting Animals

LM 9 Develop Literacy with a Bar Graph

LM 10 Reasons for the Disappearance of the Cod

LM 11 Interview Questions about the Cod Crisis

GLM 13 Flow Chart

AM 11 Rubric for Newspaper Article

AM 29 Rubric for Oral Presentation

Photographs or newspaper articles about the fishing industry

sample newspaper stories

ESTIMATED TIME

• 2 class periods


VOCABULARY

endangered species a plant or animal species that is at risk of becoming extinct

environment physical surroundings and conditions

atmosphere the layer of gases that surrounds the earth

natural vegetation plants that have not been introduced by humans

VOCABULARY cont’d next page


o Name some Canadian species that are endangered. What is responsible for their reduced numbers? (For example, consider the bison on the Prairies.)

o What can governments, organizations, and individuals do about species at risk? Explain some examples.

• When introducing the feature Heroes and Villains (Student Book page G26), ask students to consider what the words mean to them. What is a hero? a villain? What type of person or organization might fit into each category? You may wish to establish class criteria for heroes and villains in the context of this textbook, such as: o hero—a person or organization that: is interested in ensuring that the

environment is kept clean and that there are resources for future generations; takes small, but significant, steps every day (e.g., reduce, reuse, recycle) to protect resources and the environment

o villain—a person or organization that: uses resources wastefully; dumps dangerous material into the environment

• When students are working on Thinking It Over, Question 1 (Student Book page G26), provide them with LM 8 Environmental Factors Affecting Animals.

• Discuss physical reasons why there were large cod populations off Newfoundland and Labrador (shallow continental shelves, called “banks” such as the Grand Banks, provide suitable habitat for fish; mixing of the cold Labrador Current and the warm Gulf Stream resulted in mixing of nutrients and plenty of microscopic plankton—the food source of fish).

• To help students analyze and interpret the bar graph on page G28 of the yearly catch from the Atlantic Ocean, you might introduce LM 9 Develop Literacy with a Bar Graph.

• For Thinking It Over, Question 4 (Student Book p. G31), have students begin by writing out interview questions that they might like to ask each of the four people (Student Book, p. 29). Provide them with LM 11 Interview Questions about the Cod Crisis to help them organize the questions and then choose the person that they would like to interview. This may be an opportune time to introduce students to the section, Asking Questions in the Skills Tool Kit (Student Book p. S4).

• Examine concise examples of news stories and headlines to help students compose stories about the collapse of the cod fishery (Thinking It Over, Question 4, p. G31). Point out that in a news story, generally the first paragraph creates interest and tells the whole story in a nutshell. Further paragraphs present details of the story in declining order of importance. The headline is “active,” engaging, and summarizes the story in very few words.

After • Before students submit their completed news stories, have them work in

groups to read and discuss issues raised in each student’s newspaper layout.

• Some have called the Atlantic cod crisis one of the worst cases of environmental planning ever. What went wrong? Who is to blame? Are there lessons that Canadians can learn from the crisis? Have students reflect on these questions in a letter to the editor.

VOCABULARY (CONT’D)

herbivores animals that rely on plants as their food source

carnivores living things that eat meat

degraded spoiled, reduced in quality

inshore fishers fishers that fish with small boats relatively close to the shore

offshore fishers fishers that fish the deeper waters away from the shore and use larger boats and more powerful equipment and technology

ore rock that contains enough mineral content to make mining worthwhile

open-pit mining removal of ore by digging directly into deposits near the surface

INSTRUCTION

During

Many of the students should be able to create their own web chart and a timeline (Thinking It Over, Questions 1 and 2, page G31). However, there may be students who require assistance. You could provide these students with LM 10 Reasons for the Disappearance of the Cod and GLM 13 Flow Chart.

After

Students could also reflect by creating a political cartoon, a collage, or some other form of personal expression.




• The student analyzes factual information using a graphic organizer.

• Have the student construct a web chart to summarize the effects of five environmental factors on different animal species.

• The student can organize date information as a timeline.

• Ask the student to construct and label a neat timeline to combine events in developments at Voisey’s Bay and Hibernia.

• The student communicates points of view in media form about an environmental issue.

• Help the student to research and organize information about the cod fishery closing to develop a news report about the problem. You might use AM 11 Rubric for Newspaper Article to assess students’ work.



• Have students work in groups to create a poster to persuade people about the need to protect a particular wildlife species. Students then use the poster to speak to a small group or a class of younger students on behalf of this animal. You might use AM 29 Rubric for Oral Presentation to assess students.

• Some students may not be able to make connections to endangered wildlife species. These students might find it easier to obtain photos of the family pet and describe how certain environmental factors (climate, water, natural vegetation, perhaps even landforms and soil) affect its health (provided that it goes outdoors). For indoor pets such as birds, fish, or reptiles, students could combine photos with research of the animal’s natural habitat. Ask them to describe what they provide their pets to keep their pet healthy. Why do they provide these things? How might this “indoor habitat” mimic their pet’s natural surroundings?

• Some students could collect photographs that illustrate the differences in technology, scale, harvest, and sustainability between the traditional inshore fishery and the modern offshore fishery. (There is more information about modern fishing technology in Chapter 7.) Students could then make a comparison chart of the two fisheries and share their findings.


Geo Skill: Interpret a Thematic Map (Student Book pages G32–G33)

Specific Expectations • create and use maps for a variety of purposes

Before • This is the second map skill to be developed in this course. Skills learned

in Chapter 1 will be used here with a thematic map, which is a specialized map based on a particular theme or topic. This new skill is a good opportunity to practise and extend students’ map-reading abilities. Before beginning, review the following skills learned in Chapter 1: o Basic mapping, including:

- symbols: point, line, and area types - direction: eight points of the compass - scale: statement, line, and ratio types - location: alpha–numeric grid system

o Reading latitude and longitude, including: - the four hemispheres - the names of the principal latitude and longitude lines - finding the location of a place on the earth

During • Help students to apply the latitude and longitude skills learned in Chapter 1

to this map (Student Book p. G33). Do this by having them find the approximate latitude and longitude positions of different places that are shown on the map (e.g., the eastern tip of Newfoundland, the northern point of the island, and other similar examples).

• Focus on teaching students to interpret the relief colours for both land heights and ocean depths. Relief colours for land and sea can easily be misread. Teach students to look at neighbouring colour shades to ensure correct interpretation.

• Practise by using map examples, such as: How high is the land at X? How deep is the ocean at Y? This can be done using the map on p. G33 of the Student Book, a large wall map of relief (if available), or student atlas maps (if available).

• Before students begin to work on the Apply It questions, ask them to identify elements on the map that can provide information about the cod crisis issue examined in this chapter. Compile a list of this information on the board (e.g., the purple areas indicate former cod habitat, most of which are along the coast or just offshore; the 370-km limit, indicated by dotted lines; the isolation of Newfoundland’s coastal population from the rest of Canada).

After • Have students consider why the map they used is called a thematic map.

Ask them which aspects of the cod crisis became clearer when they could see certain relevant details on a map (e.g., the depths of the ocean, the

LESSON MATERIALS

Large relief maps or atlases

LM 12 Atlantic Region: Political and Physical

ESTIMATED TIME

• 1 class period


VOCABULARY

thematic map a map that shows information about a particular topic

relief the height of land and the depth of the ocean

INSTRUCTION

Some students may find it helpful to mark these elements in their own copy of the map of Atlantic Canada (LM 12 Atlantic Region: Political and Physical) for future reference.


location of the cod, the international boundary, the isolation of Newfoundland’s coastal population).



• The student knows how to get information about the map from the map legend.

• Have the student identify the meaning of various line, point, and area symbols used on the map.

• The student knows how to find the approximate latitude and longitude position of a place.

• Ask the student to give the position of places on the map using a) relative location and b) absolute location.

• The student is able to identify general patterns on the map by comparing map symbols.

• See if the student can identify the depth at which the Titanic was found, or the depth that is favoured by the Northern cod.

• The student understands the difference between a thematic map and a general-purpose map.

• Have the student describe significant differences between the map in this skill feature, and the road map used in Chapter 1.



• Some students might benefit from extra mapping practice. Using the map of Atlantic Canada on Student Book page G33, have students select a complete rectangle bounded by latitude and longitude lines. (There are five of them on this map.) Have them use the map and legend to make a list of all the physical and human information found in that rectangle (e.g., physical: former cod habitat; human: population dots). Which rectangle seems to have the most information? The least?

• Have students use large maps (such as the special map inserts frequently found in National Geographic magazines) or atlases to identify various kinds of thematic maps. Compare the similarities and differences between a thematic map and a general-purpose map, such as a road map.


Interaction in Geography (Student Book pp. G34–G40)

Specific Expectations • explain the geographic concept of interaction • locate and use relevant information from a variety of primary and


issue, using written notes and reports • use the interaction theme to explain why various groups of people have

different opinions on an issue

Before • There are two purposes for this lesson:

o to highlight the interaction theme in geography o to examine and interpret the different points of view on logging by

engaging students in writing and/or role-playing activities • Review the environmental issues that the class has studied in the chapter so

far (endangered wildlife species, the cod crisis). Ask: Does anyone speak for the environment? As a class, develop a list of individuals, groups, and government departments that are considered to be environmental watchdogs. (You could also refer students back to their discussion of Heroes and Villains earlier in this chapter.)

• Introduce the theme of interaction by soliciting students’ views on the question: Which influence is more dominant: human or nature? Explore examples that show the power of natural forces on the one hand, and on the other the technological ability of humans to modify the environment (e.g., clearing forests, building canals, filling swamps).

During • Apply the theme of interaction to your own community. Ask: Has our

environment dictated the choices that we make in our community or have people made major changes in the environment?

• Use the feature, World Records: The Worst Storm in Two Centuries (Student Book p. G34), to create a list of the destructive powers of nature (landform processes, weather events) with world examples and local occurrences, where applicable.

• To help students with the news story “Protesters Block the Trans-Canada,” refer students to Examining Different Points of View in the Skills Tool Kit (Student Book p. S12).

• Then read the story aloud and connect it to the chart showing the various opinions in the dispute (Student Book p. G38). Ask students which position they favour most and the reasons for their choice. (They may not have an opinion yet.)

• Examine samples of dialogue writing and role-playing to help prepare students for the questions in the Thinking It Over section on Student Book p. G39. Then organize small groups to complete these activities.

LESSON MATERIALS

None

ESTIMATED TIME

• 1 class period


VOCABULARY

interaction the act or process of two or more things having an effect on each other

cultural landscape the mark that humans leave on the earth’s surface

urban place an area with at least 1000 people clustered close to one another

clear-cut logging practices where all the trees in an area are cut down

managing the forest the practice of responsible, planned logging and replanting

INSTRUCTION

Students could think-pair-share the reading of the news story.


After • Have students play the environment game at the end of the chapter

(Student Book p. G40 and LM 14 Climb for the Environment) and then discuss the Thinking It Over questions.

• After playing the game, some students may express interest in forming a school environment club. To gauge the level of interest, suggest they create a plan for a small, school-based activity, such as a cleanup of the grounds, or classroom waste separation.

• Have students reflect back on the three questions about people and the environment that they wanted to see answered in this chapter (Teacher Resource, p. 35). Which questions were addressed? Ask students to look ahead through the textbook to see if other chapters, especially those in Unit 3, deal with these environmental questions.



• The student shows an understanding of the theme of interaction in geography inquiry.

• See if the student can explain the following terms with clear examples: environment theme, interaction theme, cultural landscape.

• The student can interpret information contained in a secondary source (i.e., a news story).

• Instruct the student use the news story on page G37 to identify the role played in the Whiskey Jack Forest conflict by each of the groups in the chart on page G38.

• The student can compare and communicate different viewpoints about an environmental issue.

• Have the student prepare a realistic dialogue between opposing groups in the conflict over forest clear-cuts.



• Have students work with a partner or in small groups to collect magazine, Internet, and CD-ROM pictures to show different cultural landscapes where people have overcome obstacles presented by nature (e.g., tunnels, highways, and railways through mountains; bridges; dams). Does nature determine where people can travel and live?

• Have students take photographs of places in their community where people have changed the physical environment. Students can then paste these photographs on a piece of display paper, and write captions describing whether or not these changes were made to overcome an obstacle. Use these to create a classroom bulletin board display.

• Hold a class discussion or debate about whether or not it is acceptable to break the law (e.g., obstructing traffic) in support of a cause (e.g., protesting logging practices). When debating, start with a clear proposition, such as Resolved that it is not acceptable to break the law, period. To give each side a fair chance, have the whole class vote For, Against, or


Undecided before and after the debate. The winner is the side that has increased its support, even if it is in the minority.

• As an alternative to the debate, have students take the viewpoint of either logging companies or conservationists and create a poster or write a speech to persuade people about their viewpoint. Other students could create a political cartoon or a comic strip that conveys a viewpoint.


Performance Task: Putting It All Together (Student Book page G41)

Specific Expectations • explain the geographic concept of environment • explain the geographic concept of interaction • locate and use relevant information from a variety of primary and

secondary sources • use the interaction theme to explain why various individuals and groups of

people have different opinions on an issue • create and use maps for a variety of purposes

Before • There are three purposes for this lesson:

o to introduce thematic maps and help students understand and interpret this type of map

o to use thematic maps to show the forest environments of Ontario, and the forest industry’s interaction with these regions

o to assess students’ understanding of key concepts • Review the map skill features from both Chapter 1, Read a Map (Student

Book pp. G12–G13), and Chapter 2, Interpret a Thematic Map (Student Book pp. G32–G33). Students will need to be able to interpret point, line, and area symbols to complete this task.

• Review chapter content and vocabulary. (For vocabulary review, you might wish to distribute GLM 11 Vocabulary Sort.) Use examples to demonstrate how the themes of environment and interaction are connected, using the image “different sides of the same coin.” Consider different resource examples from the chapter (animals and hunting, fish and fishing, forests and logging).

• Discuss with students different ways to make a comparison chart to record information. The Venn diagram was used in Chapter 1. On the board, demonstrate for students various types of charts that could be used to highlight differences between two objects or topics (for example, a two-column chart, with the topics across the top and points of comparison in the left margin). Practise by identifying three areas of difference between two objects, a bicycle and a car, for example.

Bicycle Car

Has two wheels and a seat, and isn’t enclosed

Has four wheels and is enclosed, usually with more than one seat

Human-powered Powered by combustion

Is not restricted to roads Can be driven only on designated streets and roads

LESSON MATERIALS

Map of Ontario’s Forest Regions on the accompanying image CD

LM 13 Comparing Viewpoints




ESTIMATED TIME

• 1 class period



During • Introduce the performance task as an individual activity based on map

reading and paragraph writing. • Point out how this map starts with an area colours base to show the

physical world (forests) and superimposes point and line symbols to show the human world (e.g., industry).

• Allow students plenty of time, since this task is a bit more difficult than the one in Chapter 1. If some students finish earlier than others, collect and examine their work and return it to them if the answers need more expansion or explanation.

After • Review the answers after all students have completed the task, while

discussing strategies students used in answering particular questions. The aim is to provide immediate feedback to help students improve their performance in the next chapter.

• You could continue to examine conflicting views about the environment as an entry into Chapter 3. Chapter 3 examines how the geographic theme of region can be used to tackle environmental issues (e.g., parklands and urban planning).



• The student can interpret patterns by using a thematic map.

• Have the student identify and explain the main cause of the pattern of natural vegetation found in Ontario.

• The student can relate the map to the environment and interaction themes in geography.

• Notice if the student can apply the concepts of environment and interaction to the map of Ontario forests and forest industry.

• The student understands the conflicting viewpoints of logging companies and conservationists.

• Have the student construct a comparison chart to compare the views of these two groups, including reasons behind them.

• For assistance with marking this performance task, see AM 12 Chapter

2—Putting It All Together Marking Guide. • AM 2A Chapter 2 Test can be used for summative assessment of

knowledge and understanding of chapter content. It can be used as part of the chapter performance task or administered beforehand, when the chapter has been completed. At your discretion, the weighting of this test can be increased for students with modified program expectations. AM 2B provides the answers.

INSTRUCTION

Some alterations can be made in the assessment to accommodate students with modified expectations. For example, you may need to provide Map of Ontario’s Forest Regions, an enlarged version of the map in the Student Book (p. G39) and print it in colour for students who need larger maps (see accompanying image CD). You could also allow some students to use their notebook or the textbook to answer some of the task questions, although they would still have to connect this information to the map. Finally, a few students may need to have the comparison chart framework provided, with two views for comparison already filled in (LM 13 Comparing Viewpoints).

45

Regions

Chapter Overview Region is a commonly used theme in geography, and this chapter explores some of its different facets. First, the Middle East region is used to introduce the practice, purpose, and pitfalls of dividing the earth’s surface into regions. Next, different types of regional boundaries (e.g., watershed regions, transition zones, and ecozones) are identified, using various Canadian examples. Finally, regions are classed as either formal or functional. Formal regions are defined by political or physical boundaries, while functional regions reflect economic or social activity.

The Study of Region The study of region has been an important subject tradition since the time of the ancient Greek geographers. They took particular notice of the differences between countries and sought to understand physical and cultural reasons for them.

The regional (area of analysis) tradition brings together understandings about places, location, environment, and interaction. It divides the surface of the earth into areas where places share at least one common characteristic with one another. This tradition simplifies the complex reality of the earth and its people in order to help us to understand broad patterns. The region approach gives meaning to geography in the same way that time periods give meaning to the complex reality of history.

Formal Regions Geographers identify two broad types of regions: the formal and the functional. A formal region is defined as “one of essential uniformity in one or a limited number of physical or cultural features.” [Arthur Getis, Judith Getis, and Jerome D. Fellman, Introduction to Geography, Fifth Edition (Toronto, ON: William C. Brown, 1996), page 11.] In short, the places within a formal region share at least one common characteristic, such as mountains, or government, or wheat growing. The simplest types of formal regions to identify are political regions, such as countries, provinces,

counties, and metropolitan areas. Their boundaries are often based on either surveyed lines, or natural divisions such as mountain peaks and bodies of water.

Other types of formal regions do not have a political border. However, they do have a uniformity of physical features, such as a desert, a tropical forest, or a wide river valley. They may also show a common economic or social activity (e.g., manufacturing, tourism, coffee production).

Functional Regions Functional regions are difficult to observe compared to the distinctive physical and/or human characteristics of a formal region. Instead, they are defined by the flow of people, products, and information that connect places. On the simplest scale, each letter-carrier delivers mail to addresses within his or her functional region. At a larger scale, farmers come into a community to sell their produce and to buy supplies. Large companies operating out of head offices in major cities carve out their own functional regions as they market goods and services. Each functional region involves flows along routes.

You can see that the regional tradition in geography is “big picture” thinking. It can draw together all of the geographic themes in an effort to generalize about the earth in an understandable way.

3

46

SKILLS TOOL KIT


Asking Questions, p. S4

Using and Making Maps, pp. S6–S7

Creating Different Types of Graphs, pp. S8–S9



communicate geographic information • analyze current environmental issues and events from the perspective of

one or more of the themes of geographic inquiry

Specific Expectations KNOWLEDGE AND UNDERSTANDING • explain the geographic concept of region

INQUIRY/RESEARCH AND COMMUNICATION SKILLS • formulate questions to guide and synthesize research on an

environmental issue • locate and use relevant information from a variety of primary and



APPLICATION • use the region theme to explain why various individuals and groups have


Inquiry Focus Students draw conclusions about the nature and purposes of different types of regions: watersheds, transition zones, ecozones, political regions, and urban regions. They investigate different examples of formal and functional types of regions in their own area of the province (In My World feature). Students also formulate questions about the state of the environment in their own region. In the Exploring Points of View feature, they assess different points of view on Ontario’s Greenbelt Plan.

Skills Focus Students review/learn and practise the skills associated with creating a small area map, either by hand or using a computer program. The following sub-skills are practised using familiar local examples: • establish a frame and a map legend • set out major line and area symbol outlines • fill in lesser line, point and area symbol details • complete the map with a title, compass rose, and line scale (where

appropriate)

47


Language Arts • Students read and discuss related fiction from the list of resources appearing in the Unit 1 section (optional) (Teacher Resource p. 13).

Mathematics • Students use a table of numbers to construct a line graph to show Canada’s rural-to-urban shift between 1901 and 2001 (Student Book pp. G57, G58).

Science • Students learn about the concept of watershed and use a diagram to aid their understanding (Student Book p. G48).

• Students review the characteristics of three types of natural vegetation: broadleaf forest, coniferous forest, and tundra. They use diagrams to extend their understanding of the gradual change in vegetation or landform through a transition zone (Student Book p. G49).

• Students are introduced to Canada’s ecozones through a map, focusing on the natural characteristics of the Boreal Shield Ecozone (Student Book pp. G50–G51).

Assessment and Evaluation Following is a chart of sample assessments in the chapter. Further assessment strategies are described in the individual teaching plans.


Diagnostic • Students interpret photographs of the Middle East to record lists of physical and human characteristics of the region (Student Book pp. G42–G43).


• Students construct a Venn diagram to compare formal and functional regions (Student Book p. G58).


• Students use geographic map-making conventions to construct a small-area map of the school or the immediate area around the school (Student Book p. G59).

48

What Is a Region?/Physical Regions (Student Book pages G44–G51)

Specific Expectations • explain the geographic concept of region • locate and use relevant information from a variety of primary and


When students undertake Internet research, the teacher will preview sites and will have reviewed key search words and synonyms. Encourage students to use critical literacy approaches when exploring the sites: Who are the authors? What are the key messages? Whose interests are served? What is missing from the site? Show students how to reference Web pages, and how to attribute quotations and sources of ideas; in other words, how to avoid plagiarizing. Summarizing and synthesizing skills will also take instruction: modeling, imitation, and practice.

Before • The Literacy Skill focus in Chapter 3 is reading photographs (see

Student Book p. G43). GLM 7 Strategies for Reading Photographs is designed to help with this skill.

• Review the four themes of geographic inquiry that students have learned to date: place/location, movement, environment, and interaction. How is each one connected to the earth?

• Engage students in the topic of “the Middle East” by using a current news item. Prompt the discussion by asking questions such as: o What do you know about countries such as Afghanistan and Iraq?

Where did you learn about them? o Why is this area of the world often very volatile? o What other countries are located in the region? o What do you know about the characteristics and natural resources of

the area? • Have students record three questions about region and the environment that

they would like to see answered in this chapter.

During Introduce the chapter using the following tasks: • Examine the photographs. Observe and record characteristics of the Middle

East under two headings: “Physical Environment” and “Cultural Landscapes.” o Alternatively, have students apply GLM 7 Strategies for Reading

Photographs to the two opening photos.

LESSON MATERIALS


LM 15 The Middle East (Political)

Map of Canada’s Ecozones on the accompanying image CD

GLM 4 Canada (Political)

current news item on the Middle East

atlases or wall map of the world

large map or aerial photo of your community

ESTIMATED TIME

• 2 class periods


VOCABULARY

region a part of the earth’s surface that has similar characteristics throughout its extent

conservation authority an organization that manages the lands around a river system

watershed an area drained by the waters of a river system

transition zone an area through which one physical region gradually gives way to another


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• Use the three countries named at the start of chapter (Student Book p. G42) to help you to find the Middle East on a world map. Describe its relative location.

• Think-pair-share the following: o Why is this region called the Middle East? o Why is the Middle East called the “crossroads of the continents”? o Why is it hard to figure out where the Middle East region begins and

ends? • Distribute the outline map LM 15 Middle East (Political) and have

students label and add light colours to the map (Thinking It Over, Question 2, p. G46). Use it to discuss how the boundaries of this region are determined.

• Use the Middle East to identify different ways to make regional boundaries, such as similar characteristics, landforms, and waters. Use this discussion to lead into the physical boundaries of watersheds and conservation authorities.

• Introduce the concept and purpose of ecozones by using the map on Student Book p. G50 (a colour version of this map is also available on the accompanying image CD). Identify the name of the ecozone in which your community is located.

• Apply the concept of boundaries to your community. Post a photocopied map or an aerial photograph of your local community in the classroom. Have students work in small groups to draw their own interpretation of the “neighbourhood boundaries” and reflect on the question: Why are boundaries around regions often hard for people to identify or agree upon?



• The student understands the geographic concept of region as an area with certain common characteristics.

• Have the student identify the unique physical and human characteristics of the Middle East. Also, make it a requirement for them to explain why it is difficult to mark the regional boundaries.

• The student understands ideas connected with drawing boundaries between regions.

• Ask the student to explain and give examples of two types of physical boundaries: precise and transitional (transition zones).

• The student is aware of the value of the regional approach in addressing environmental issues and problems.

• Have the student explain the environmental purposes of watersheds and ecozones.

• The student can communicate the benefits of parklands.

• Assist the student in developing a persuasive visual about parklands in Canada.


broadleaf forest forest of trees that lose their leaves as winter approaches

coniferous forest forest of trees with needles and that drop their seeds in cones

tundra a region of low shrubs and other hardy plants suited to short summers and extreme winter cold

ecozone a region identified by several factors, including landforms, climate, soil, and natural vegetation

INSTRUCTION

Thinking It Over, Question 3, p. G51 asks students to create a message poster. Allow them other options to communicate their message (e.g., a postcard, a travel journal entry).

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• Some students could find it helps their understanding of regions to use the front pages of a telephone book and an outline map of Canada’s provinces (GLM 4) to label area codes. They could then work with a partner to predict the three most heavily populated and three most sparsely populated regions of Canada.

• Have students use print and electronic sources to prepare a short profile of one country in the Middle East, organized under the following headings: Physical Characteristics: Landforms, Climate, and Resources. Human Characteristics: History, Population, and Culture. Draw a map to show location. It might be better for some students to work in pairs, each one covering either the physical or human characteristics of the country.

• Have students use the Internet to gather print and visual information about one ecozone in Canada, such as the Mixed Wood Plains, and the particular environmental problems that it faces due to population and industry or other human activities. Students could begin their research on Statistics Canada’s Web site, which includes a section on Canada’s ecozones. Another useful Web site is the Canadian Council on Ecological Areas. The addresses for both sites are provided in the Resources list on TR pages 14 and 15.

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Geo Skill: Creating a Small Area Map (Student Book pages G52–G53)

Specific Expectation • create and use maps for a variety of purposes

Before • This is the third map skill in the program, and the first of two based on

drawing maps (the other one is in Chapter 9). Students will apply all the basic map skills learned in Chapter 1 to produce a map of a small familiar area, such as a house or a classroom. This activity that can be done either by hand or by using a computer drawing program.

• Introduce the concept of scale drawings of buildings and subdivisions, the “plans” produced by architects. If you have samples of architect’s plans available, bring them to the class. On a plan, a window is shown as a break in the wall. A door is shown along with the arc made when it swings inward or outward. Discuss or demonstrate what these look like and their purposes (e.g., planning a subdivision, building and selling homes, making renovations, etc.). What interest might students have in making or reading architect’s plans and maps as a possible career or other pursuit?

• Introduce the concept of computer-assisted design (CAD), particularly any drawing programs or visual functions on a computer that could be used to make a simple plan or a map of a small area. Point out the three most distinctive characteristics of any map: o provides a simplified view of the world or some part of it (however

small) o provides a view from directly overhead o includes only those things that are fixed in one location This means that in designing a house, the plan can show the tops of the walls, floors, and permanent objects, such as plumbing fixtures and major appliances that stay in one location.

During • On the board, use diagrams to show potential locations that students need

to set aside for the legend before they begin to draw the map. The legend must not be put on the back of the map or on another page. Common legend locations are across the bottom of a map, or along one side.

• Discuss the idea of permanent or fairly permanent objects as the only things included on any map or plan. Establish which aspects of the home or classroom are likely to be found in the same place all or most of the time (for example, during the current school year in the classroom the teacher’s desk may not have moved).

• Assist students with measurement of the dimensions of the classroom and the conversion of these distances to a scale that fits the size of paper used for the map. For example: o Step 1: Measure the size of the area to be drawn (e.g., the house lot

might be 20 m × 40 m). o Step 2: Measure the size that the map could be drawn on the page (e.g.,

in a space 10 cm × 20 cm).

LESSON MATERIALS

samples of architect’s plans (blueprints)

ESTIMATED TIME

• 1 class period


VOCABULARY

architect’s plan scale drawing of a building project, viewed from above. Also called architect’s drawing (formerly called blueprint)

INSTRUCTION

As with many aspects of computer applications, there will always be some students familiar with this, even if you are not. Allow students who are competent with such programs to present them to the class.

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o Step 3: Set the scale by calculating the ratio between the real area and the map area (in the case of the example, 1 cm = 2 m).

• Further measurements will help make locations of things within the map area more accurate. You may prefer to distribute grid paper (GLM 24) for small area mapping to assist with accuracy.

After • Have students examine each other’s finished or nearly finished maps to

ensure that all the map requirements have been included: a frame, a clear title, a legend, and a scale. (The directional arrow is optional in this case.) Students could use the list provided in Using and Making Maps, Skills Tool Kit (Student Book p. S7). Teachers should spend some time examining and providing feedback on the completed maps in preparation for the chapter-end performance task.

• Make a bulletin board display using the completed maps (without marks and comments). Ask students to sign their work on the back so it remains anonymous.



• The student includes all the map requirements on the completed small-area map: a frame, a clear title, a legend, and a scale.

• Use peer checking before maps are handed in to the teacher for formative assessment.

• The student has used a ruler (or a computer draw program) to make straight lines where required by the topic.

• Ensure that every student has a ruler on the desk to work with before beginning the map work, and move around the class to check progress.

• The student uses one style of lettering horizontally across the map.

• Highlight map lettering requirements this lettering requirement before students begin the map work and move around the class to check progress.



• For students who need more map practice, have them rework the map on page G53 of the Student Book to add some or all of these elements: o a two-car garage o landscaping (sidewalks, shrubs, trees) around the house o a third bedroom to an enlarged main floor

• Some students might be interested in investigating careers related to architecture, drafting, cartography, design, and animation. Which Ontario universities and colleges offer preparation for these careers? Find out what the educational requirements and job opportunities are for such careers.

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Human Regions (Student Book pages G54–G58)

Specific Expectations • formulate questions to guide and synthesize research on an environmental


secondary sources • use appropriate vocabulary to describe inquires and observations • use the region theme to explain why various individuals and groups have


Before Review the following with students: • the value of using the regional approach (e.g., watersheds and ecozones) to

solve environmental problems. Ask students how this might apply in large cities and fast-growing communities. What are some of the environmental issues and challenges in your own region?

• the Skills Tool Kit feature, Asking Questions (Student Book p. S4), to help students prepare to: a) examine the types of questions about urban growth that are asked by environmentalists and b) develop questions about the future of your own local area.

• the Venn diagram (GLM 9) to show similarities and differences between two things, in preparation for comparing formal and functional regions.

During • Use concrete examples to help students understand the differences between

form and function, and formal and functional regions. An automobile is a good example of design (form) and performance (function).

• Students will be constructing a graph using the rural–urban population data on Student Book p. G57. Refer them to the Skills Tool Kit feature, Creating Different Types of Graphs (Student Book pp. S8–S9), to decide how to portray the statistics most effectively. This would also be a good opportunity to introduce LM 16 Develop Literacy with a Number Table.

• Direct students’ attention to the map of Ontario’s Golden Horseshoe and Greenbelt Plan Areas on Student Book p. G58. Focus discussion on the characteristics of the plan. To ensure students understand the difference between formal and functional regions, and between physical and human regions, have them complete LM 17 Classify the Types of Regions.

• Have the class analyze the environmental questions that students recorded at the beginning of the chapter. Compare the frequency with which particular questions were asked, and prepare a graph showing the top five. Discuss specific reasons for these top choices.

• Have students reflect on the five different themes of geographic inquiry highlighted in this unit: place/location, movement, environment, interaction, and region. How does the region theme bring the other four together? Create a web to demonstrate connections between all five themes.

LESSON MATERIALS

GLM 9 Venn Diagram

LM 16 Develop Literacy with a Number Table

LM 17 Classify the Types of Regions

a large map or aerial photograph of a functional region (e.g., the area from which students come to the school)

push pins or thumb tacks of different colours

ESTIMATED TIME

• 1 class period


VOCABULARY

formal region an area with at least one characteristic that is common throughout the area

functional region an area identified by what occurs within it


INSTRUCTION

Give students the option of using another type of organizer or writing a brief reflection.

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• The student understands human regions, formal regions, and functional regions.

• Have the student construct a Venn diagram (GLM 9) to compare formal and functional regions.

• The student can locate and use relevant information from a number table and a map.

• Instruct the student to draw and explain a multiple line graph using the number table on page G57 of the textbook.

• The student can formulate questions to guide research on a local environmental issue.

• Challenge the student to compose three good research questions about environmental issues in the local region.

• The student can apply the perspective of region to explain why various individuals and groups have different opinions about the Ontario Greenbelt plan.

• Have the student discuss the questions at the top of page G58 with a partner or small group. Afterward, compare responses from different students.



• Some students may have difficulty understanding the concept of functional region. This activity might benefit these students as it will help them to concretely visualize an example of such a region and connect it to their own world. On a bulletin board, post a large map or aerial photograph of a functional region, such as the area from which students come to the school. Have students push coloured pins into their home locations on the map or photo, then connect the pins with string to a large one where the school is found. What pattern can be observed?

• Students who are looking for a challenge might like to do the following activity: Have them imagine that they are one of the following people affected by the Ontario Greenbelt Plan: farmer, homebuilder, homebuyer, or person concerned about the environment. Have them write a letter to the editor expressing their views about the Greenbelt Plan.

• To help students connect some of the key concepts that they have learned in this and other chapters to their own community, you might either arrange a visit to a local conservation area or invite a guest speaker to the classroom to describe the environmental work of the conservation authorities. These contacts can be made through the Government section of the local telephone book. Arrange to have the guest or staff member explain aspects related to Chapters 2 and 3 (environment, interaction, and region). What are the main purposes of the local conservation area? Why is it important to protect the area? What are the benefits of protecting this area?


urbanization a population shift from the countryside to cities

metropolitan area a city and the urban areas surrounding it

urban sprawl the irregular growth of a town or city over a large area

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Performance Task: Putting It All Together (Student Book page G59)

Specific Expectations • explain the geographic concept of region • use appropriate vocabulary to describe inquiries and observations • create and use maps for a variety of purposes • apply the perspective of the region theme to write about environmental

issues

Before • This performance task requires students to demonstrate their ability to draw

and label, by hand or with a computer draw program, a neat map of a small area. They must also answer questions to demonstrate their understanding of the region theme in the local area, and its usefulness in addressing environmental issues.

• Review the following: o the skills required—using frame, directional indicator, scale, symbols

and legend, and horizontal lettering. o the idea of permanence or semi-permanence for anything plotted on a

map o everything appears as seen from directly overhead o the chapter content on applying the regional theme to physical and

human regions, as well as formal and functional regions. Highlight examples linked to environmental protection efforts (watersheds, ecozones, Greenbelt Plan).

During

• Introduce the task and allow students to walk through the area that is to be mapped. They should draw a rough sketch of either the inside of the school or part of it (if this task is done during poor weather), or the school grounds, with the outline of the school in the middle. You might even decide to map the block around the school. In this case, lead the students through the area, pointing out permanent objects to include on the maps.

• Students could work in pairs for the first part of this assignment. This would assist them in observing the area to be mapped, while recording data on a rough sketch map. They could also plan the layout of the map, but after that, each student would be required to produce their own work in their own style. Two copies of the same map are not acceptable.

• Students who are completing their final map by hand will require white paper (or grid paper), pencil, eraser, and a ruler. If students are mapping a fairly large area, provide them with a double-sized piece of white paper on which to draw the final copy of the map. Allow enough time for the maps to be done well.

LESSON MATERIALS


AM 14 Rubric for Creating a Map



sheets of blank paper or grid paper (see GLM 24)

ESTIMATED TIME

• 1 class period


INSTRUCTION

You may decide to provide a simplified map framework for some or all students to work with, particularly if the area being mapped is a complicated area. It could simply be a photocopy at a smaller scale than the required student map.

For some students, you may need to modify the assignment by enlarging the simple photocopied outline above to full-page size. This will allow them to work directly onto their working and final copies.

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After • Remind students to double-check all the map requirements before they

submit their work. • Before you mark the work, make a bulletin board display of the completed

maps, with the students’ names on the back. • For vocabulary review, you might wish to distribute GLM 11 Vocabulary

Sort.



• The student can draw and label (by hand or using a computer draw program) a map of a nearby small area.

• After the student has reviewed the requirements of drawing and labelling a map, have him/her make a rough sketch of a small nearby area, followed by an individual final copy for evaluation.

• The student can identify examples of formal and functional regions in the surrounding community.

• Have the student record examples of local formal and functional regions.

• The student understands the application of the regional theme to environmental issues.

• Have the student write a paragraph to demonstrate how different types of regions (e.g., watersheds, ecozones, Greenbelt Plan) help address concerns about the environment.

• AM 14 Rubric for Creating a Map is available in this Teacher Resource

to help you evaluate students’ maps. • For assistance with marking the “B” half of the task, see AM 13 Chapter

3—Putting It All Together Marking Guide. • AM 3A Chapter 3 Test provides summative assessment of the

knowledge and understanding of chapter content. It can be used as part of the chapter performance task or administered beforehand, when the chapter has been completed. At your discretion, the weighting of this test can be increased for students with modified program expectations. AM 3B provides the answers.

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