Course Profile Geographics: The Geographer’s Toolkit, Grade 11, Workplace Preparation, Catholic and Public

Unit 3: Human Interactions in the Physical World

Time: 25 hours

Activity 3.2 | Activity 3.3 | Activity 3.4 | Activity 3.5

Unit Description

In this unit, students apply geotechnologies to explore their responsibilities towards the human and physical environment. By identifying and describing various applications of geotechnologies, they are able to understand the earth’s systems and the human interactions within these systems. The topics covered focus on the responsible use and management of resources, environmental problems and protection, human and natural disasters, and Native land issues. They could use a raster-based program for study of a local issue (MFTeach ) and a vector-based program for their global focus. The world is constantly changing, therefore use of geotechnology, such as GIS, enables students to appreciate the earth’s features and how they are continually being monitored. Their work reinforces the role of technology in promoting concepts of stewardship and sustainable resource use.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Tasks
3.1: Resources	5 hours	UC1.01, SSV.03, SS1.09, HE1.01, GI1.07, GI1.08, GC2.03, GI2.11 CGE1d, 1e, 2a, 2b, 2d, 2e, 3c, 3d, 4f, 7i	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Analysing Resources through the Use of Satellite Images
3.2: Natural Disasters	5 hours	UC1.02, UCV.01, HE1.03, GI2.02, GI2.14 CGE1d, 1e, 2a, 2b, 2d, 2e, 3d, 7i	Knowledge/ Understanding Communication Application	The Role of Geotechnology in the Study of Natural Disasters at both a local and global level using appropriate software
3.3: Human Disasters	5 hours	UC1.01, HEV.01, UCV.01, HE3.03, GI2.02 CGE1d, 1e, 2a, 2b, 2d, 2e, 3d, 7i	Knowledge/ Understanding Communication Application	Mapping the Extent and Characteristics of Human Disasters
3.4: Human Settlement and Indigenous People	4 hours	HEV.01, HE2.01, HE3.01, HE3.02, GI2.10, GI2.02, GI2.14 CGE1d, 1e, 2a, 2b, 2c, 2d, 2e, 3c, 4c, 4f, 5a, 5e, 5f, 5g, 7f	Knowledge/ Understanding Thinking/ Inquiry	The Use of Geotechnology in Demographics and Native Issues using MFTeach and Arcview
3.5: Environmental Degradation	6 hours	SS1.09, HEV.01, HEV.02, HEI.02, GI2.02, GI2.14 CGE1d, 1e, 2a, 2b, 2d, 2e, 3c, 3d, 4f, 5a, 5e, 5f, 5g	Knowledge/ Understanding Thinking/ Inquiry Communication Application	Characteristics of an Environmental Problem: group work and GIS lab

Activity 3.1: Resources

Time: 300 minutes

Description

Students undertake a number of activities that allows them to identify applications of geotechnologies relating to natural resources in Canada and/or other parts of the world. Through the study and analysis of various sets of aerial photographs, maps, and satellite images, students describe the role of geotechnologies in facilitating the efficient and responsible development of these resources and how they allow for the monitoring of changes to resources over time. Students apply the use of GIS to the study of farmland or mineral resources to show how such geotechnologies can be used to facilitate the development and management of such resources.

Strand(s) & Learning Expectations

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

Overall Expectations

SSV.03 - describe how geotechnologies are used in environmental protection, resource management, and other areas.

Specific Expectations

SS1.09 - identify applications of geotechnologies relating to resources and the environment (e.g., species mapping, weather forecasting, forest management, precision farming);

HE1.01 - describe the role of geotechnologies in facilitating the efficient and responsible use of resources (e.g., forests, minerals, fisheries);

GC2.03 - interpret satellite images to obtain a synoptic view of major world features;

UC1.01 - describe the role of geotechnologies, especially satellite imaging, in monitoring changing features and phenomena (e.g., sea ice, forests, oil spills);

GI1.07 - identify the main types of remote sensing images (e.g., aerial photographs, thermograms, radar images);

GI1.08 - explain the principles of image interpretation, with particular reference to aerial photographs;

GI2.11 - perform basic operations correctly on aerial photographs.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE1e - speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it” (Witnesses to Faith);

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE7i - respects the environment and uses resources wisely.

Prior Knowledge & Skills

· familiarity with the use and interpretation of satellite imagery and aerial photographs

· an ability to perform basic operations correctly on aerial photographs and satellite images (e.g. determine scale, identify features through interpretation).

· knowledge of natural resources from the Grade 8 and 9 Geography programs

· the main operational skills involved in operating the ArcView GIS

Planning Notes

· Review the main concepts of resource development and management (including that of farmland, forestry, and mineral wealth), either from a Canadian perspective or from that of another part of the world that is suitable.

· Obtain suitable class sets of aerial photographs and corresponding satellite images (thermograms, radar images, etc.) or provide access to a computer lab where such images can be viewed from various databases, on-line (see Resources), or from GIS software. The material should show changes to a resource through time (e.g., comparisons in the extent of forest development, or changes in agricultural land use, over a period of time).

· Book a computer lab (for up to two days) for GIS projects.

Teaching/Learning Strategies

1. The teacher reviews the topic of natural resources (e.g., farmland, mineral resources, forests, and water resources) and leads the class in a discussion on the main factors affecting the distribution of these resources (e.g., climate, soils, geology, landscape and human impact/degradation).

2. The teacher outlines the kinds of problems involved with the development of each of these natural resources. The teacher may wish to guide students through some of the relevant material (e.g., over fishing, clear cutting, mineral tailings, etc.) found in Making Connections (see Resources).

3. The use of remote sensing in studying and monitoring natural resources, in pairs.

The teacher reviews the topics of aerial photography and 3-D imaging, Remote Sensing Images, and Satellite imaging. A set of aerial photographs and corresponding Radarsat and/or Landsat images, of the same area, is given to the students. Students work in pairs to review the main characteristics of each image and identify features that they recognize on both aerial photograph and satellite image. The teacher summarizes the findings with the class and students complete a teacher-prepared organizer.

4. The class brainstorms ideas on how the use of geotechnologies can assist in the location, assessment, development, and management of these natural resources. The teacher summarizes the main ideas and expands to introduce and explain other applications. At this point, the teacher may also wish to introduce the use of Gravetometers and Magnetometers in the location of mineral deposits.

5. Students are allocated a specific natural resource and study a number of aerial photos and satellite images of areas that illustrate this type of resource (e.g., agricultural management; land cover classification and forest management; mineral exploration; monitoring water bodies, etc.). Some of the material shows changes in the resource through time. Students complete a worksheet on their resource. The teacher circulates among the groups, giving assistance and promoting discussion and ideas. The worksheet requires students to consider the following: i) the use of satellite images, etc., in assisting students’ understanding of the resource; ii) changes over time and the impact they have had; iii) how satellite images, etc., can be used with GIS to assist in the management of this resource and produce guidelines for its future sustainable development.

6. Students give a 5- to 10-minute presentation of their findings to the class using a visual display.

7. The use of GIS in studying and making predictions with regards to natural resources. Individually (or in pairs if computers are limited) This activity concludes with a GIS project (see Resources). The teacher guides students through the background information and student instruction sheets. The teacher circulates through the lab, assisting students and giving guidance.

8. Students conclude their project by using the GIS to produce finished maps showing the locations that have been chosen for future development and by completing a brief written report on their findings to explain the factors that influenced their decisions.

Assessment & Evaluation of Student Achievement

T/L Strategy	Task/Product	Tool	Purpose	Achievement
5 (small group)	Image Interpretation	Worksheet	Formative	Knowledge/ Understanding Thinking/Inquiry
6 (small group)	Short group presentation	Peer assessment using teacher-generated checklist	Formative	Communication
7 (individual or pairs)	GIS-generated map	Mapping checklist (Appendix 3.5.3)	Formative	Communication Application
8 (individual or pairs)	Written report	Paragraph checklist (Appendix 3.4.1)	Summative	Knowledge/ Understanding Communication Application

Accommodations

· Check IEP for accommodations required when there are exceptional students, especially when involved in group work.

· Pre-select the group assignment for students and assign specific tasks before they enter a group.

· Provide individual support in GIS project.

· A review of paragraph structure may be necessary to assist ESL student and students with writing difficulty. An exemplar paragraph may be beneficial.

· Students with writing difficulty may require teacher and/or peer assistance in completing their written paragraphs. Students may need help with spelling, verb tense, thought sequence expressed in complete sentences, and links between sentences.

· ESL students and students with special needs may require specific help with key terms and concepts found in the articles.

· Extend the use of GIS for students who require enrichment.

Resources

Websites

Canada Centre For Remote Sensing (CCRS) – http://www.ccrs.nrcan.gc.ca/ccrs/imgserv/imgserve.html
A very useful site with remote sensing images, interpretations, data, and many related links.

Images of Canada – http://www.ccrs.nrcan.gc.ca/ccrs/imgserv/tour/toure.html
A CCRS site for aerial photographs and satellite images with detailed interpretations.

Canadian Soil Information System – http://sis.agr.ca/CANSIS/
A source for ecosystems and soil survey data, maps, GIS, and remote sensing images.

Applications in Action – http://www.ccrs. nrcan.gc.ca/ccrs/tekrd/radarsat/ images/imgacte.html
A CCRS site for RADARSAT1 images with detailed interpretations.

Applications in Action – http://www.ccrs. nrcan.gc.ca/ccrs/tekrd/radarsat/ images/imgacte.html
Maps, satellite images, publications, and other geospatial data.

GeoGratis – http://geogratis.cgdi.gc.ca/frames.html
A source for geospatial data, images, and related links.

NASA (Jet Propulsion Lab) – http://www.jpl.nasa.gov/radar/sircxsar/ecologyagriculture.html
A source of radar images for agriculture and ecology research.

Software

ESRI Canada. ArcCanada2 CD. Toronto: ESRI Canada k-12 project, 2000.

Ontario Ministry of Education and Training. Canadian Geographic Explorer CD. Special Edition Irwin Publishing, Canada, 2000.

Clark, Bruce and John Wallace. Making Connections. Scarborough, Ontario: Prentice Hall Ginn Canada, 1999. ISBN 0130126357

Appendices

Appendix 3.4.1

Appendix 3.5.3

Activity 3.2: Natural Disasters

Time: 300 minutes

Description

The teacher introduces the topic of natural disasters and the role that geotechnologies plays in their understanding, monitoring, and prediction. Following a teacher overview of the main causes of natural disasters, students work in groups to undertake an Internet research activity involving the use of search engines to research websites relating to natural disasters, GIS, and geotechnologies. Students then use their research to explain how the use of geotechnologies can be applied to monitoring the processes involved in these natural phenomena, predicting the likely outcomes of such events, and addressing the human problems resulting from such environmental forces. Students present their findings to the class (including a visual display). Students then enter tracking data related to a hurricane and use a GIS to create a map that allows them to make predictions of likely landfalls and wind speeds.

Strand(s) & Learning Expectations

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

Overall Expectations

UCV.01 - explain the use of geotechnologies in monitoring and predicting change in the physical and human environment.

Specific Expectations

HE1.03 - describe the role of geotechnologies in addressing human problems resulting from environmental forces (e.g., hurricanes, floods, avalanches);

UC1.02 - describe the role of geotechnologies, especially GIS, in predicting processes and events (e.g., urban sprawl, earthquakes, coastal erosion);

GI2.14 - enter data into the computer by a variety of methods (e.g., keyboarding, downloading files, scanning);

GI2.02 - research websites relating to geography, GIS, and other geotechnologies and use search engines to locate sites of interest.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3d - makes decisions in light of gospel values with an informed moral conscience;

CGE7i - respects the environment and uses resources wisely.

Prior Knowledge & Skills

· terminology and concepts involved in major natural disasters (e.g., volcanoes, earthquakes,
and hurricanes)

· ability to research material from both print and Internet sources

· understanding of the main operational skills involved in operating the ArcView GIS

Planning Notes

· Book a computer lab for both Internet research and GIS projects (two to three days).

· Prepare printed worksheets and GIS instruction sheets in advance.

· Bookmark suitable websites for each type of natural disaster (see Resources).

Teaching/Learning Strategies

1. The teacher introduces the topic of natural disaster and brainstorms ideas on what students consider to be a ‘natural’ disaster. The teacher lists the types of disaster (i.e., earthquake, volcanic eruption, hurricane, tornado, avalanche, landslide, flood, and tsunami) and briefly summarizes the characteristics and effects of each. Students take notes. The teacher may wish to show video material on various types of natural disaster. Students record key material, as directed by the teacher.

2. The teacher then explains how geotechnologies would play a role in studying these events (e.g., tracking storms/tornadoes using Doppler Radar, monitoring volcanic areas, and mapping areas affected by landslides/floods).

3. The class is divided into groups and each researches a different natural disaster using the Internet. Students complete a worksheet that guides them in the type of information to collect. The worksheet requires students to carry out and consider: i) the types of physical conditions leading to this kind of natural disaster; ii) the geotechnologies that are used to observe and track the development of such events (e.g., aerial photographs, radar satellite images, GPS, and GIS); iii) how geotechnologies may be applied, by local governments and communities, to make predictions and plan for this kind of natural disaster; iv) the role of geotechnologies in assisting in the aftermath of a disaster (e.g., in the guiding of emergency services to victims).

4. Students also collect images (maps, photographs, satellite images) relevant to their research and use them to produce a visual display.

5. a) The teacher provides a set of Hurricane data that will allow the students to use a GPS to create a map that tracks the hurricane, through time and space and monitor the variation in the strength of winds. Students, working in pairs, are given a prepared set of data for an actual hurricane (data available from FEMA and other sites on the Internet) or one of the teacher’s own invention. Latitude and Longitude co-ordinates are given for the hurricane over a period of time. The maximum wind strength (or Hurricane/Tropical Storm rating) is given for each co-ordinate.

b) The teacher does not include the final sets of co-ordinate and wind strengths, as students are asked to make predictions about the final destination and impact of the hurricane.

6. Prayer Activity: The human tragedy of natural disasters. Perhaps petitionary prayers for victims (e.g., El Salvador, India are appropriate).

Assessment & Evaluation of Student Achievement

T/L Strategy	Task/Product	Tool	Purpose	Achievement
3 (group)	Internet research	Worksheet	Formative	Knowledge/ Understanding Thinking/Inquiry
4 (group)	Image and data collection and visual presentation	Peer evaluation using teacher observation and checklist	Formative	Communication Thinking/Inquiry
5 a) (individual or pairs)	GIS-generated map	Mapping checklist (Appendix 3.5.3)	Formative	Communication Application
5 b) (individual or pairs)	Written report	Paragraph checklist (Appendix 3.4.1)	Summative	Knowledge/ Understanding Communication Application

Accommodations

· Check IEP for accommodations required when there are special needs students, especially when involved in group work.

· Pre-select the Internet group assignment for students.

· Provide individual support in GIS and Internet projects.

· ESL students and students with special needs may require specific help with key terms and concepts found in the articles.

· If access to a computer lab is not possible, the hurricane GIS activity could be completed by providing students with appropriate base maps and getting them to complete the activity manually.

· Remote sensing images are available from many sites on the Internet (see Resources). However, if this is not possible, the teacher should be prepared to either download suitable images and print out hard copies or provide articles and images from newspapers, periodicals, etc.

· As an alternative or extension to the GIS hurricane activity, teachers may wish to use one of the ArcView projects, found on their website or ArcCanada2 CD (see Resources), that relate to natural disasters (i.e., Volcanoes, Ice Storm, Earthquakes, or Seismology).

· Reflect on recent disasters and comment on how people have come together to assist in crisis situations.

Resources

Websites

Canadian Space Agency (CSA) – http://www.space.gc.ca/csa_sectors/earth_environment/radarsat/default.asp
Information on RADARSAT1 and Disaster Management - includes many radar images.

ESRI Canada k-12 project – http://www.esri.ca/k-12/index.html
Provides ArcView lesson packs

FEMA (Federal Emergency Management Agency) – http://www.fema.gov/
Information of Hurricanes and other natural disasters in the USA.

FEMA: Remote Sensing for Storms – http://www.gismaps.fema.gov/1999pages/rscstorms.htm
A source for remote sensing and GIS material, provided by FEMA.

Michigan Tech. University, Volcano Watch – http://www.ssec.wisc.edu/data/volcano.html
An up-to-date source for remote sensing images and maps of volcanoes.

NASA, JPL Volcano Exhibit – http://southport.jpl.nasa.gov/volcanopic.html
An excellent source for radar images of volcanoes from around the world.

Natural Disaster Reference Database – http://ltpwww.gsfc.nasa.gov/ndrd/
Satellite and remote sensing data that relate to natural disasters.

NOAA (National Oceanic and Atmosphere Administration) Coastal Service Centre – http://www3.csc.noaa.gov/CSCweb/genericPage.asp?bin=7
This site provides GIS and remote sensing data relating to coastal hazards.

Operation Significant Event Imagery – http://www.osei.noaa.gov/
A NOAA source for high-resolution and detailed imagery of significant natural disasters.

United States Geological Society (USGS) - Hurricane and Extreme Storm Impact Studies –http://coastal.er.usgs.gov/hurricanes/ oblique.html
Aerial photographs and video on hurricanes and tropical storms.

USGS: Geologic hazards, earthquakes & landslides – http://geohazards.cr.usgs.gov/welcome.html
The USGS’s site for digital images and maps relating to earthquakes and landslides.

Birchall and McCutcheon. Planet Earth. Toronto: John Wiley & Sons, 1993. ISBN 0471794864

Butler, J. Natural Disasters, 3rd ed. Melbourne, Australia: Heinemann Educational, 1993.
ISBN 0858595176

Christopherson, R. Geosystems, 3rd ed. New Jersey: Prentice Hall, 1997. ISBN 0135053145

Newson, L. Devastation!: The World's Worst Natural Disasters. USA: D K Publishing/Discovery Channel, 1998. ISBN 0789435187

Vogel, C.G. Nature's Fury: Eyewitness Reports of Natural Disasters. Scholastic, 2000.
ISBN 0590115022

Video

Discovery Channel. Raging Planet video set. BMG Video/Discovery Channel, 1998.

The Learning Channel. Storm Force video set. The Learning Channel, 1999.

National Geographic. Cyclone! 1996, UPC: 727994509011; Nature’s Fury 1996, UPC: 727994519935; Killer Wave: Power of the Tsunami 1996, UPC: 727994519041; Storm of the Century 1996, UPC: 727994700159; Volcano Nature's Inferno 1996, UPC: 727994519010.

Software

ESRI Canada. ArcCanada2 CD. Toronto: ESRI Canada k-12 project, 2000.

Natural Resources Canada. Radarsat Monitors Natural Disasters: The Red River Flood of 1997 CD.

Activity 3.3: Human Disasters

Time: 300 minutes

Description

Students examine various global industrial disasters such as: the Exxon Valdez oil spill, the sinking of Titanic, or airline crashes. Students use a variety of resources such as the Internet, magazine articles, and videos to gain insight into the causes of these disasters and the extent of human/environmental damage. Through the analysis of satellite images, students describe the role of geotechnology in averting famous disasters such as Titanic and the potential for monitoring environmental changes over time. Students use a GIS to map famous disasters and examine how map projections alter distances. This provides students with the opportunity to critically examine the effectiveness of geotechnology in preventing human/environmental disasters and protecting and enhancing the quality of life.

Strand(s) & Learning Expectations

Strand(s): Human-Environment Interactions, Understanding and Managing Change

Overall Expectations

HEV.01 - explain the use of geotechnologies in studying human-environment interactions;

UCV.01 - explain the use of geotechnologies in monitoring and predicting change in the physical and human environment.

Specific Expectations

HE3.03 - assess how modern geotechnologies could have been used to avert famous disasters such as the sinking of the Titanic;

UC1.01 - describe the role of geotechnologies, especially satellite imaging, in monitoring changing features and phenomena (e.g., sea ice, forests, oil spills);

GI2.02 - research websites relating to geography, GIS, and other geotechnologies and use search engines to locate sites of interest.

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE7i - respects the environment and uses resources wisely.

Prior Knowledge & Skills

· analysis and interpretation of remote sensing satellite images

· basic map skills such as distance, scale, latitude and longitude, x-y coordinate systems

· use of map projections

Planning Notes

· Determine the topic selection and select articles for students.

· Prepare worksheets and questions for article and video review in advance.

· Book a computer lab for Internet use and GIS application.

· Prepare blackline masters prior to the activity, depending on topic selected.

Teaching/Learning Strategies

1. Students brainstorm various human or industrial disasters that have occurred and identify the differences between human and natural disasters. Teachers may provide students with current newspapers to help identify human/environmental disasters.

2. To begin the study of human disasters, teachers should have determined the topic they wish to cover. Topics teachers may consider include: the Exxon Valdez oil spill; the Chernobyl nuclear disaster; airline crashes; the sinking of the Titanic; the sinking of the Russian Submarine; or the Military Jet crash of a cable car in Italy. The teacher pre-teaches selected key terms and concepts to assist in student comprehension. Students review an article on the selected case study. The articles selected by the teacher should explain: the cause of the disaster; location; extent of damage both human and ecologically and finally address how various geotechnologies could have been used to avert the disaster or monitor the aftermath. Students produce an organizer to study various human disasters. They record: the name and type of disaster; date of occurrence; geographic location; cause of the disaster; extent of damage; and use of geotechnology in averting or monitoring changes to the physical landscape.

3. A map illustrating the location of the incident as well the extent of the human/ecological damage will be produced using a blackline master provided by the teacher. For example, using the Internet, students are able to examine a map illustrating the location of the Exxon Valdez oil spill in Alaska and use the data provided on the website to map the location of the spill and trace the movement of the spill along the coastline (see Resources).

4. Students use the Internet to examine and interpret satellite images of human disasters such as oil spills. Students identify features such as black swirls in major water bodies, identify the water body affected by the spill, major communities located near the site and identify how the resources, wildlife, and human populations have been affected by the disaster.

5. a) Working in groups of two or three, students are provided with a newspaper article or magazine article that deals with a specific human disaster. Students complete their organizers with the information their group has collected. Along with the organizer, students produce a map showing the location and extent of damage of their human disaster.

b) Each group then presents their findings to the class in a 5- to 10-minute presentation. Students should be responsible for recording new information and findings to their organizer.

6. Students view a video that illustrates clearly how a human disaster such as Exxon Valdez, Titanic, or Chernobyl could have been averted or monitored with the use of geotechnologies. Teachers should provide students with questions to answer during the video, which can later be used to foster class discussion.

7. Students use Arcview GIS and Esridata to produce a map illustrating great circle routes along the North Atlantic. The purpose is to explore how map projections affect the line and distance connecting two places. This computer application allows students to explore airline flight routes and determine how this can be used to detect location of plane crashes. Students use this application to plot the route of the Titanic and position when it sank. This application reinforces the use of geotechnology in averting, locating, and monitoring human disasters.

Assessment & Evaluation of Student Achievement

T/L Strategy	Task/Product	Tool	Purpose	Achievement
2 (individual)	Case Study Review Organizer	Teacher-generated checklist	Formative	Knowledge/ Understanding
4 (pairs)	Internet use for satellite image interpretation	Checklist, anecdotal notes	Formative	Thinking/Inquiry
5 a) (small groups)	Article Review: organizer and map	Roving conference with teacher	Formative	Knowledge/Understanding
5 b) (small group)	Presentation of Topic: organizer and map	Teacher-generated checklist	Summative	Knowledge/Understanding Thinking/Inquiry Communication
6 (class)	Video Review: questions, discussion	Anecdotal notes	Informal	Knowledge/Understanding
7 (pairs)	GIS application: map	Map rubric/Map checklist (Appendix 3.5.3)	Summative	Communication Application

Accommodations

· Check IEP for accommodation required when special need students are placed in groups.

· Pre-select the group assignment for students and assign specific tasks before they enter their groups.

· Pair students for satellite image interpretation and GIS application.

· Students with reading difficulties may require individual assistance from the teacher. Articles may have to be read orally. Questions and worksheets should be read together orally.

· For students with writing difficulties, teacher or peer tutor assistance may be necessary in writing a paragraph for the oral presentation.

· ESL students and students with special needs may require specific help with key terms and concepts found in the articles.

· As an extension, students can do a film review dealing with a specific human disaster.

Resources

Websites

Applications in Action – http://www.ccrs. nrcan.gc.ca/ccrs/tekrd/radarsat/ images/imgacte.html
A CCRS site for RADARSAT1 images with detailed interpretations. Radarsat Images of Oil Spill Monitoring , Milford Haven, Wales, UK.

CEONet – http://ceonet.ccrs.nrcan.gc.ca/
Maps, satellite images, publications, and other geospatial data.

GeoGratis – http://geogratis.cgdi.gc.ca/frames.html
A large source for geospatial data, images, and related links.

ThinkQuest – http://library.thinkquest.org
Article: Prince William Sound. Paradise Lost? Background information, maps, and environmental changes that have occurred in the Alaskan Basin ten years after the Exxon Valdez oil spill. Includes brief history and photos.

Federal Computer Week – http://fcw.com/pubs/fcw/1999/0301/webgondala-3-5-99.html
Crimes and Disasters- Italian Cable Car; Indian Air Hijacking, Afghan Air Hijacking, Nuclear Accidents

Software

ESRI Canada. ArcCanada2 CD. Toronto: ESRI Canada k-12 project, 2000.

Clark, Bruce and John Wallace. Making Connections. Scarborough, Ontario: Prentice Hall Ginn Canada, 1999. ISBN 0130126357

Activity 3.4: Human Settlement and Indigenous Peoples

Time: 240 minutes

Description

In this activity, students relate patterns of human settlement to patterns in the physical world. Using a GIS application, students collect, input, and map data illustrating the population distribution and density of a selected country. Factors affecting settlement patterns, such as climate, topography, economic activity, resources, transportation, and access to markets, are explored. The activity concludes with a study of Indigenous peoples’ and problems concerning land claims. Students explore the role of geotechnologies in sparsely populated areas and how they can be used to address Native issues. The case study fosters a respect for and affirmation of the diversity and interdependence of the world’s people.

Strand(s) & Learning Expectations

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

Overall Expectations

HEV.01 - explain the use of geotechnologies in studying human-environment interactions.

Specific Expectations

HE2.01 - relate patterns of physical geography (e.g., relief, drainage) to patterns of human geography (e.g., settlements, land subdivision) on maps and images;

HE3.01 - explain the role of geotechnologies in addressing Native issues (e.g., reserve management, resource inventories);

HE3.02 - evaluate the benefits and effectiveness of using geotechnologies in sparsely populated areas (e.g., use of GPS in search-and-rescue operations, satellite monitoring of environmental impacts of military activities, radar imaging of forests);

GI2.02 - research websites relating to geography, GIS, and other geotechnologies and use search engines to locate sites of interest;

GI2.10 - use a variety of visual representation techniques (e.g., relief models, computer displays) to depict the earth’s surface in novel ways;

GI2.14 - enter data into the computer by a variety of methods (e.g., keyboarding, downloading files, scanning).

Ontario Catholic School Graduate Expectations

CGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity, and the common good;

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d - writes and speaks fluently one or both of Canada’s official languages;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4c - takes initiative and demonstrates Christian leadership;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Prior Knowledge & Skills

· familiarity with terms such as settlement patterns, population distribution, and population density from the Grade 9 course

· ability to input data into a computer and use a GIS

· thematic map interpretation

Planning Notes

· Collect population data and provide it to students.

· Book a computer lab for GIS application.

· Prepare instructions for the GIS application.

Teaching/Learning Strategies

1. The teacher defines settlement patterns, population distribution, and population density. Diagrams and/or maps to illustrate the key terms may be helpful. Students are responsible for recording the information in a note form.

2. The teacher provides students with selected population data for a country of their choice. Students use the population data to produce a map illustrating the population distribution and population density of the selected country. Students use a GIS to input the population data, join tables, and produce a map. Teachers may consider using the Mexico, USA, Canada, or World shapefiles provided by Esridata. Students complete a worksheet, examining which areas of their country are most populated; where the population is distributed; and areas with the highest and lowest population density.

3. Students use an atlas to examine thematic maps such as physical, vegetation, and soil maps for their selected country. Climate graphs and maps illustrating major resources used in industrial activity are also useful. Students relate patterns of human settlement to patterns in physical geography. Criteria teachers may consider for the organizer include: topography, climate, resources, economic activity of the region, transportation routes, and access to markets.

4. Students review an article that examines Indigenous peoples around the world and some of the issues concerning land use changes, economic development, and clash of interests. Students record information in a note. Students view a map with the teacher illustrating the location of various Indigenous peoples under threat. The teacher may consider a specific group they would like to study further. Some suggestions include Canada’s Inuit or Haida, Brazil’s Yanomami or Apinaye Indians, Maya Indians in Mexico, or the Manobo people of the Philippines.

5. The teacher shows a video that examines some of the issues and threats to Indigenous People around the world. Depending on the country and people selected, the concerns differ. Using a worksheet, students describe the people’s way of life; identify resources present in their region; describe how the resources are used by Indigenous people in a sustainable manner; explain some of the issues threatening the livelihood and culture of the Indigenous people; and evaluate the effectiveness of geotechnologies in assisting Indigenous people in remote areas while protecting the resources central to the continuation of their way of life. Students complete a paragraph summarizing their findings.

Assessment & Evaluation of Student Achievement

T/L Strategy	Task/Product	Tool	Purpose	Achievement
2 (pairs)	Population map GIS application	Map checklist, rubric	Summative	Communication Application
3 (small group)	Atlas activity Settlement organizer	Teacher observation and checklist	Informal	Thinking/Inquiry Communication Application
5 (individual)	Paragraph writing	Paragraph checklist	Formative	Knowledge/ Understanding Communication

Accommodations

· A review of paragraph structure may be necessary to assist ESL students and students with writing difficulty. An exemplar paragraph may be beneficial.

· Provide individual support in GIS projects, particularly in inputting data and joining tables.

· If access to a computer lab for the GIS application is not possible, teachers may use blackline masters and provide students with data to create population distribution and population density maps.

· Students may conduct a study of a current land claim considering environment and physical landscape, economic and cultural implications.

Resources

Websites

University of Alberta – http://www.ualberta.ca/~esimpson/claims/claims.htm
Examines Native Land Claims in Canada.

Statistics Canada – http://www.statcan.ca
Population Statistics available.

Native American Indian Resources – http://www.kstrom.net/isk/maps/mapmenu.htm
Contains maps, GIS windows on native lands, current places, and history in North America.

Software

ESRI Canada. ArcCanada2 CD. Toronto: ESRI Canada k-12 project, 2000.

Clark, Bruce and John Wallace. Making Connections. Scarborough, Ontario: Prentice Hall Ginn Canada, 1999. ISBN 0130126357

Lean, G., D. Hinrichsen, and A. Markham. Atlas of the Environment. New York: Prentice Hall Press, 1990. ISBN 0130504696

Bray, Matt and Ashley Thomson. Temagami A Debate on Wilderness. Toronto: Dundurn Press, 1990.
ISBN 1550020862

Video

“Native Claims: Growing Frustrations.” CBC News in Review. October, 1995. 10 min, 30 sec.

Appendices

Appendix 3.5.3 – Generic GIS Mapping Checklist

Appendix 3.4.1 – Paragraph Checklist

Activity 3.5: Environmental Degradation

Time: 360 minutes

Description

This activity focuses on how geotechnologies may be used in exploring environmental problems. The teacher may choose from various topics, such as air quality, acid rain, species extinction, rainforest destruction, global warming, ozone depletion, and ocean pollution. A specific environmental issue is introduced using various methods such as articles, videos, Internet searches, satellite images, etc. The activity reinforces skills such as mapping the location and extent of the issue. The detrimental effects to both human and natural ecosystems are examined. The use of geotechnology enables students to appreciate that solutions and impending actions must be taken to ensure the future of this world.

Strand(s) & Learning Expectations

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

Overall Expectations

HEV.01 - explain the use of geotechnologies in studying human-environment interactions;

HEV.02 - evaluate the effectiveness of geotechnologies in identifying environmental problems and finding solutions.

Specific Expectations

SS1.09 - identify applications of geotechnologies relating to resources and the environment (e.g., species mapping, weather forecasting, forest management, precision farming);

HE1.02 - describe the role of geotechnologies in addressing environmental problems resulting from human action (e.g., pollution, deforestation, species extinction);