Course Profile The Environment and Resource Management (CGR4M),
Grade 12, University/College Preparation, Catholic
Unit 1: Geographic Foundations and Environmental Systems
Time: 25 hours
Activity
1.1 | Activity 1.2 | Activity 1.3 | Activity 1.4
| Activity 1.5 | Activity
1.6
Unit Description
This unit examines
relationships between the earth’s major components: the lithosphere,
atmosphere, hydrosphere, and biosphere. Students gain an understanding of
energy flows, the structure of ecosystems and the processes that form them. In
the culminating activity students have an opportunity to complete a geographic
inquiry by conducting field research in the local area. Students begin the
process of creating a Data Bank by researching information on different
components and issues concerning the natural environment. Information is
collected throughout the entire course and will be evaluated at the end of the
semester. Refer to Appendix 1.1.1 – Environmental Database Sources of
Information.
Unit Synopsis Chart
|
Activity |
Time |
Learning Expectations |
Assessment/Evaluation |
Tasks |
|
1.1 |
3 hours |
SSV.01, SS3.04 |
Formative and
summative K/U, T/I, C, A Rubric |
Information
gathering on the earth’s spheres Written scenario
based upon the life of an organism Article analysis |
|
1.2 |
4 hours |
SS3.01, GI1.01,
GI2.03, |
Formative and
summative K/U, C, Checklist |
Create a diagram
based upon a model Produce a map of
events that have an effect on the earth’s spheres |
|
1.3 |
3 hours |
SS1.03, SS2.02,
SS2.03, GI2.03 CGE2b, CGE5a,
CGE3f, CGE7i, CGE7j |
Formative K/U, C,
T/I, A, Checklist |
Create a flow
chart of energy moving through an ecosystem and a food chain Student
presentations of a nutrient cycle |
|
1.4 |
4 hours |
SSV.02, SS1.01,
SS2.04, UC1.01, GI1.01 CGE2b, CGE2c |
Diagnostic K/U
Checklist Formative A, T/I |
Written report
applying the concept of succession using a Canadian example |
|
1.5 |
5 hours |
SSV.03, SS1.02,
SS1.04, SS2.01, SS3.02 |
Formative
Assessment K/U, C, A Comparison Organizer/rubric |
Organizer and
information gathering Oral presentation |
|
1.6 |
6 hours |
GIV.02, SS3.05,
GI1.04, GI2.08, GI2.09 |
Formative
Assessment Summative K/U, T/I, C, A, Comparison organizer rubric, checklist |
Culminating
Activity: Field research and written report |
K/U =
Knowledge/Understanding C =
Communication
T/I =
Thinking/Inquiry A
= Application
Activity
1.1: Earth’s Components
Time: 3 hours
Description
This introductory
activity focuses on the spheres of the earth and how the biosphere is most
significant to daily life. Students gain an understanding of the role that is
played by the atmosphere, the lithosphere, the hydrosphere, and the sun in
maintaining life on earth. The interactions and relationships among the earth’s
spheres are examined. The knowledge and understanding gained in this activity
are the platform for future units where students critically explore the dynamic
nature of the earth.
Strand(s) & Learning Expectations
Ontario Catholic
School Graduate Expectations
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)
Strand(s): Geographic Foundations: Space and Systems
Overall
Expectations
SSV.01 - analyse and
explain relationships between the earth’s major components: the lithosphere,
atmosphere, hydrosphere, and biosphere.
Specific
Expectations
SS3.04 - evaluate
the contributions made by various characteristics of the biosphere,
lithosphere, atmosphere, and hydrosphere to their daily life.
Prior Knowledge & Skills
·
The Grade 9
Geography course provided the students with a general background knowledge of
the spheres, as information was presented on tectonic processes as well as on
weather and climate (See Grade 9 Geography Course Profile.)
Planning Notes
·
The teacher
provides a copy of Appendix 1.1.1 – Environmental Data Sources of Information
to each student.
·
The teacher
prepares necessary materials required to present information on the spheres of
the earth. (This information is available in notes for the Grade 11 Physical
Geography course.)
Teaching/Learning Strategies
1. The teacher introduces and explains the
Environmental Data Base assignment. Refer to
Appendix 1.1.1 – Environmental Data Sources of Information.
2. For each of the following three spheres of
the earth, the teacher presents introductory notes and explanations of each,
highlighting some of the suggested geographic aspects:
· Lithosphere - with a focus on: tectonics, diastrophism/volcanism, geologic time scale, rocks and minerals
· Atmosphere - energy budget, air, moisture, gas, acid rain, global warming, systems/cycles, layers of atmosphere, climate/weather
·
Hydrosphere - hydrologic cycle, properties of water,
use of water/misuse, fresh/salt water, wetland, rivers
Once the three spheres are fully developed then the students develop the
concept of a biosphere and write their own definition/diagram.
3. Have students do a personal checklist of all
of the activities they did in a 24-hour period to demonstrate just how much we
depend on the spheres.
4. The teacher leads a class
discussion that examines the fragility of the earth and the need to cherish and
protect it.
5. Under the headings of Atmosphere,
Lithosphere, Hydrosphere, and Biosphere - brainstorm to create lists of as many
things as possible that fit under each heading, e.g., air, water, soil, flora,
fauna.
6. Looking at the lists choose an organism,
e.g., elephant, and trace how it interacts with the four spheres. Write a
scenario “A day in the life of.....” explaining the interdependence of the four
spheres.
7. As a follow-up ask: If you eliminate one of
the components (air, water, soil, fauna), how would it impact your organism
(e.g., the elephant goes to the water hole and it has dried up)? Students are
assigned a research activity about such an event. Students are required to find
an article (newspaper, journal, etc.) and critically evaluate it in written
form. The review addresses the issues presented, highlights the human impact,
and presents solutions to the problems outlined in the article. (The video The
Diversity of Life could be used to introduce the process of critically
evaluating a situation in the biosphere.)
Assessment & Evaluation of
Student Achievement
·
The teacher
completes a formative assessment of the scenario for completion and proper use
of the vocabulary used in these lessons.
·
The teacher
completes an assessment of the newspaper article review using a rubric. See
Appendix 1.1.2 – Newspaper/Magazine/Journal Rubric.
Resources
The
Diversity of Life, National
Geographic Film
Ehrlich,
Paul R. How the Diversity of Life Sustains Us. 1998. ISBN 1559635207
Miller, G.
Tyler. Living in the Environment: Principals, Connections and Solutions.
2001.
ISBN 0534380700
Appendices
Appendix
1.1.1 – Environmental Database Sources of Information
Appendix
1.1.2 – Newspaper/Magazine/Journal Rubric
Appendix 1.1.1
Environmental Database Sources of
Information
Later in the course,
you will be researching many different components and issues concerning the
natural environment. It is very important that you become more aware of how and
where to locate information about environmental and resource management issues.
This assignment will help you to acquire useful research skills that will help
you to be successful in college or university. The Database will be evaluated
by your teacher in Unit 5.
Your group will
provide seven pages of the following sources of information:
Every entry must be
accompanied by an annotation consisting of a one-sentence description of
the resource, and a one-sentence explanation of how it applies to the course.
All sources should be listed using the conventions of proper referencing.
Page One: List of Internet websites that provide
information on the environment.
You must have at least one site dealing with
each of the course units.
Be sure to include a correct address.
(Minimum 10 sites)
Page Two: List of journals, periodicals, and
magazines.
Be sure to include the call numbers and ISBN
numbers.
(Minimum 10 titles)
Page Three: List of media sources – television
programs, movies, videos, software.
Be sure to include the channel and time.
Minimum 10 titles
Page Four: Popular Music pertaining to the
environment.
Be sure to include the artist and song title.
(Minimum 10 songs)
Page Five: Book Titles – any books that provide a
personalized account or a story based on nature.
Be sure to include a call number or bibliography.
(Minimum 10 titles)
Page Six: List of organizations, services, or
agencies that are involved in or deal
directly with environmental issues.
Be sure to include the mailing address.
(Minimum 5 organizations)
Page Seven: List of articles from the local
newspaper(s) focusing on issues of local concern.
Be sure to include the page number and date of
the article.
(Minimum 10 articles)
·
Completing the
minimum requirements equals a mark of at least Level 1.
·
Your final mark
will be determined by the number of items, the variety of sources and
their relevance, and the quality of annotations.
·
Final product
must be typed and submitted in a binder or duo tang.
·
Your teacher will
review the issue of copyright on the Internet, video and any published
materials.
Appendix 1.1.2
Review of Newspaper or Magazine
Article Rubric
Student’s Name:
_________________________________
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Quality of
Research Information |
- student
displayed limited knowledge and understanding of facts, terms, concepts,
principles, theories, and/or relationships |
- student
displayed some knowledge and understanding of facts, terms, concepts,
principles, theories, and/or relationships |
- student
displayed considerable knowledge and understanding of facts, terms, concepts,
principles, theories, and/or relationships |
- student
displayed thorough knowledge and understanding of facts, terms, concepts,
principles, theories, and/or relationships |
|
Communication
(Written) Communication
Through Written Work |
- written work was
communicated with limited clarity |
- written work was
communicated with some clarity |
- written work was
communicated with considerable clarity |
- written work was
communicated with a high degree of clarity |
|
Thinking/
Inquiry Evidence of
Analysis of Issues |
- issues were
critically evaluated with limited effectiveness |
- issues were
critically evaluated with some effectiveness |
- issues were
critically evaluated with considerable effectiveness |
- issues were
critically evaluated with a thorough degree of effectiveness |
|
Evidence of Synthesis
of Information |
- personal
conclusion to solve problem showed limited evidence of thought |
- personal
conclusion to solve problem showed some evidence of thought |
- personal
conclusion to solve problem showed considerable evidence of thought |
- personal
conclusion to solve problem showed a high degree of insight |
|
Application of
Prior Knowledge and Skills Logical
Connections |
- prior knowledge
and skills were applied to the task with limited effectiveness |
- prior knowledge
and skills were applied to the task with some effectiveness |
- prior knowledge
and skills were applied to the task with considerable effectiveness |
- prior knowledge
and skills were applied to the task in a highly effective manner |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Activity 1.2:
Spaceship Earth and Systems
Time: 4 hours
Description
By studying a
classic example of a system, students understand the function, complexity and
dynamic nature of the earth’s systems. Students investigate the key features of
geographic systems by examining the concept of inputs, outputs, and boundaries.
The ideas of open and closed systems focus attention on the finite nature of
the earth-atmosphere system and on the processes that transport matter from
place to place within it. A thorough knowledge of the systems approach is
crucial to the exploration of geographic thought and processes in this unit.
Strand(s)
& Learning Expectations
Ontario Catholic School Graduate Expectations
CGE5g - achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
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)
Strand(s): Geographic Foundations:
Space and Systems, Methods of Geographic Inquiry
Learning Expectations
SS3.01 - explain how
the earth is a self-sustaining system (e.g., using the analogy of a spaceship);
GI1.01 - define and
use geographic terms correctly in written and oral communication (e.g., region,
pattern, system, interdependence, rural, urban, wilderness, ecology,
biodiversity, succession, biotic, abiotic, adaptation, optimal conditions);
GI2.03 - use graphic
organizers (e.g., Venn diagrams, semantic webs, timelines) to analyze and
synthesize data.
Prior
Knowledge & Skills
·
The Grade 11
Physical Geography has sections dealing with systems and systems diagrams.
(Unit 1 Planetary Systems: Quest for Balance).
Planning
Notes
·
Students are to
collect newspaper articles for this activity over a period of time.
·
The teacher
gathers chart paper, scissors, glue for student use in Activity 2.
·
The teacher prepares
a handout of systems diagram and blank world maps.
·
The Grindsbrook
Clough (Valley) is used as a classic example of a system. Background
information can be found in textbooks and/or an Internet site to help to
familiarize the teacher and/or the students. Students can find information and
photos of this valley in England by doing an Internet search, using a search
engine such as Google, and then searching for Grindsbrook.
Teaching/Learning Strategies
1. The teacher presents students with a
definition of a system (…a set of components linked by flows of energy and
matter or …an ecological, social or economic unit of organization made up of
interdependent parts).
2. The teacher arranges the class into groups of
three or four and gives each group a sheet with the following 10 variables that
make up a system (use a large font print when preparing this list).
|
Atmosphere |
Woodland |
Floodplain |
Soil |
Stream |
|
Valley Side |
Sheep |
Cliffs |
Bedrock |
Bracken and Grass |
Cut out the 10 variables and as a group decide
upon an arrangement to create a systems diagram to understand the flow and
connection of the variables. Once a decision has been made, students paste the
labels to the chart paper and add the flow lines and label them showing flow of
energy, nutrients, and matter.
Each group presents and defends their version of the systems diagram.
3. The teacher gives each student a blackline
master of a systems diagram, and using a transparency and an overhead projector
adds the labels and flow arrows. This completed version is then compared with
the students’ versions and any similarities and differences are noted. See
Appendix 1.2.1 for a completed version.
4. Review proper format for the structure of a
systems diagram with boxes, flow arrows, inputs, outputs, open/closed systems,
etc. Students are assigned homework that requires them to prepare a minimum
two-page informal draft essay on the topic: Open or Closed Natural Systems.
This assignment will prepare students for the following in-class writing
assignment.
5. The teacher collects the informal rough copy
of the draft essay. The teacher allots adequate class time for students to
write an in-class formal essay on the topic: Open or Closed Natural Systems.
The teacher collects the finished product from each student for evaluation.
6. As a culminating activity students create an
“Earth Watch” type of world map as used in daily newspapers by:
a) For a one-week period,
students collect newspaper articles that tell about major world events that
have occurred throughout the world. These could be about natural disasters
(earthquakes, hurricanes) or human events (over-fishing of cod, building a
hydro dam).
b) Students create a world map
that plots their events and relates the effect of the event on the spheres.
Challenge the students to include an event for each sphere and each continent.
Assessment & Evaluation of
Student Achievement
·
The teacher
completes an informal check of each group’s diagram and presentation.
·
The teacher
completes a formative or summative evaluation of the in-class writing
assignment.
·
The teacher
completes a summative assessment of the maps created by students using a
checklist Appendix 1.2.2 – Marking Scheme for Mapping Activity. The teacher
provides the student the opportunity to conduct a self-assessment of the Mapping
Activity.
Resources
Briggs,D.,
P. Smithson, and T. Ball. Fundamentals of Physical Geography. Toronto:
Copp Clark Pitman Ltd., 1989. ISBN 0773047514
Myers, N.,
U. Ram, and M. Westlake. G.A.I.A., an Atlas of Planet Management.
London: GAIA Books Ltd., 1984. ISBN 0385190719
Computers,
library, maps
Worldwatch Online –
http://www.worldwatch.org/
Appendices
Appendix 1.2.1 –
Systems Diagram Model (Grindsbrook)
Appendix 1.2.2 –
Checklist for Mapping Activity
Appendix 1.2.1
Systems Diagram of the Grindsbrook
Valley
Appendix 1.2.2
Marking Scheme for Mapping Activity
(Can be used by
student for self-assessment and by teacher for summative evaluation)
Student’s Name:
___________________________Map Topic: _____________________________
Evaluator: Teacher:
__________Student: __________
Geographics (5
marks) Notes/Comments
|
·
Title |
·
Scale |
·
Labels |
·
Legend |
·
Direction Arrow |
Cartographic
Presentation and Style (5 marks)
|
·
appropriate use
of colour |
·
innovative
display techniques |
|
·
creative use of
symbols |
·
accurate and
tidy map |
|
·
clear and
concise presentation |
|
Content (10 marks)
|
·
location of
world events noted |
·
variety of
events noted |
|
·
explanation of
events included on map |
·
spheres
identified |
|
·
most continents
are represented |
|
Activity
1.3: Flow of Energy & Matter
Through Ecosystems
Time: 3 hours
Description
Students are
introduced to ecosystems and the dynamic nature of the relationships within
them. The flow of energy and matter through ecosystems is examined, and the
interdependence of different types of organisms between trophic levels is
analysed. Students gain an understanding that a change in any of the ecosystem
components affects the entire ecosystem; a concept applied throughout the
course.
Strand(s) & Learning Expectations
Ontario Catholic
School Graduate Expectations
CGE2b - presents
information and ideas clearly and honestly and with sensitivity to others;
CGE5a - works
effectively as an interdependent team member;
CGE3f - examines,
evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE7i - respects the
environment and uses resources wisely;
CGE7j - contributes
to the common good.
Strand(s): Geographic Foundations: Space and Systems, Methods of
Geographic Inquiry
Specific
Expectations
SS1.03 - demonstrate
an understanding of the processes of bioaccumulation of chemicals within the
food chain;
SS2.02 - explain the
flow of matter and energy through ecosystems (e.g., nutrient cycling; carbon,
nitrogen, and water cycles; energy flow);
SS2.03 - explain
interactions between producers, consumers, and decomposers within a selected
ecosystem;
GI2.03 - use graphic
organizers (e.g., Venn diagrams, semantic webs, timelines) to analyse and
synthesize data.
Prior Knowledge & Skills
·
Students use
knowledge of ecosystems from the Grade 9 Geography curriculum.
·
Use of flow
diagrams in previous courses in geography could be employed.
·
Students
understand the dynamics of working in small groups and contributing to a common
purpose.
Planning Notes
·
Materials
required include a sample food web diagram on an overhead, chart paper and
markers.
·
The teacher
provides sample diagrams to explain the structure and characteristics of flow
or systems diagram construction.
·
Additional
resource texts, books, and/or online resources should be provided by the
teacher, or access to the school library/resource centre should be arranged.
·
A vocabulary list
of all significant geographic words/terms could be prepared and handed out to
students.
·
The teacher may
incorporate the Alberta bishops’ letter on ecology for October 4, 1998 into the
Teaching /Learning Strategies. See Resources.
Teaching/Learning Strategies
1. The teacher introduces the term ecosystem
by using an analogy of a bicycle or car. Where a bicycle depends on all parts
to function orderly, similarly an ecosystem depends upon the interactions among
organisms and their surroundings. The teacher gives students a written
definition of ecosystem.
2. By using a flow diagram, the teacher outlines
the energy flow through ecosystems, identifying the categories of organisms
(producers, consumers and decomposers) involved and defining their roles at
various levels known as trophic levels.
Using a pond or woodlot as a model, students create a second flow
diagram identifying members of the producer, consumer trophic levels, and
explaining how energy moves through the various levels using the identified
members.
3. The teacher introduces the concept of a food
chain and shows an example to the class. Students add to their flow diagram and
create a food chain.
4. Terms such as habitat, niche, and competition
are discussed and defined by the teacher. Students give examples of each of
these terms, e.g., earthworm habitat = soil. At this point the video Ecosystems
and the Biosphere could be used to reinforce concepts.
5. The teacher explains how energy is lost as it
moves to a new trophic level, but nutrients flow through the food chain and are
recycled in what is known as the nutrient cycle. The teacher, showing the
relationships between producers, consumers, and decomposers, draws a diagram of
the nutrient cycle.
6. In small groups, students research one of the
nutrient cycles (water, carbon, nitrogen, phosphorus) and on chart paper draw
the cycle, explain the processes involved, and define any new terminology. Each
group presents their cycle to the class and fields questions pertaining to the
cycle.
7. A class discussion led by the teacher
addresses the issue of the affects of an overload or excessive amount of
chemicals within the food chain.
Assessment & Evaluation of
Student Achievement
·
The teacher makes
a quick check of student flow diagrams to ensure completion and understanding
of concepts related to ecosystems and food chains.
·
The teacher makes
a formative assessment of student presentations of the nutrient cycles, using a
checklist to ensure that the groups address all requirements and that the
information conveyed is accurate.
Accommodations
·
Ensure that a
peer tutor/educational assistant is available to help with terminology and note
taking if necessary.
·
Allow for
alternate presentation formats, such as audio taping.
Resources
Video Ecosystems
and the Biosphere, Magic Lantern Communications Ltd.
The
Hydrologic Cycle (Earthscape) – http://www.und.nodak.edu/instruct/eng/fkarner/pages/cycle.htm
Introduction
to Hydrology (Okanagan University College)
– http://www.geog.ouc.bc.ca/physgeog/contents/8b.html
Nutrient
Overload: Unbalancing the Global Nitrogen Cycle (World Resources Inst.)
– http://www.wri.org/wri/wr-98-99/nutrient.htm
Introduction
to Biogeography and Ecology (Okanagan University College)
– http://www.geog.ouc.bc.ca/physgeog/contents/chapter9.html
– http://www.wcr.ab/bin/eco-lett.html
Appendices
Appendix 1.3.1 –
Teacher Assessment - Presentation Checklist
Appendix 1.3.1
Teacher Assessment - Presentation
Checklist
Group Work
Student Names:
_______________________ _______________________________
_______________________ Date: __________________________
|
Criteria |
Rarely |
Some-times |
Most Times |
Always |
Comments |
|
Students …. |
|||||
|
demonstrated a
thorough understanding of the topic. |
|
|
|
|
|
|
used visuals
effectively. |
|
|
|
|
|
|
explained concepts
clearly and effectively. |
|
|
|
|
|
|
were able to field
questions pertaining to the topic. |
|
|
|
|
|
|
used new terminology
with accuracy. |
|
|
|
|
|
|
remained focused
on the task at hand during preparation. |
|
|
|
|
|
|
had an equal part
in preparing and delivering the presentation. |
|
|
|
|
|
Overall Comments:
Activity
1.4: Ecosystems – Ecological Processes
Time: 4 hours
Description
Ecosystems are
dynamic, changing units. By applying the concept of succession, students
analyse areas that have undergone change and investigate the causes and effects
of these changes to the specific area. A written report is created in the
process. This activity prepares students for the study of natural systems in
the following activity and for the field research performed in the unit
culminating activity.
Strand(s) & Learning Expectations
Ontario Catholic
School Graduate Expectations
CGE2b - reads,
understands, and uses written materials effectively;
CGE2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Geographic Foundations: Space and Systems, Understanding
and Managing Change,
Methods of
Geographic Inquiry
Overall
Expectations
SSV.02 - explain key
ecological processes and their significance for ecosystem health.
Specific
Expectations
SS1.01 - demonstrate
an understanding of the variety, complexity, and evolutionary characteristics
(e.g., primary and secondary succession) of selected ecosystems;
SS2.04 - analyse the
factors that contribute to the fragility and/or resilience of selected
ecosystems;
UC1.01 - demonstrate
an understanding of concepts associated with change (e.g., paradigm shift,
world view, synergy, trends, adaptation);
GI1.01 - define and
use geographic terms correctly in written and oral communication (e.g., region,
pattern, system, interdependence, rural, urban, wilderness, ecology,
biodiversity, succession, biotic, abiotic, adaptation, optimal conditions).
Prior Knowledge & Skills
·
Knowledge
regarding detecting bias will help students analyse the article(s) they collect
without being influenced.
·
Analytical,
summation, and other inquiry skills learned in previous courses will help
students with the report writing.
Planning Notes
·
Some questions
and possible scenarios prepared in advance by the teacher may aid the
discussion of ecosystem change.
·
Diagrams used as
examples of succession may be useful for students to see for further
understanding.
·
The teacher
prepares a list of periodicals and other sources for which students collect
articles needed for this activity.
·
The teacher could
also consider having students examine their backyard as an example of
succession.
Teaching/Learning Strategies
1. The teacher begins by
reviewing the concept of an ecosystem as a community. The teacher questions
students as to what happens if certain conditions in the community/ecosystem
change.
2. Students
brainstorm ways in which an ecosystem may change, e.g., competition, human
activity, and environmental change. The possibilities are discussed. The
teacher stresses that some ecosystems are more susceptible to change, e.g.,
sand dune, while others seem to be more resilient (wood lot). The teacher makes
reference to The Alberta bishops’ letter on ecology for October 4, 1998 (See
Resources) to discuss with students the Catholic social teachings pertaining to
“eco-justice.”
3. The teacher introduces the concept of
succession (succession – a series of regular, predictable changes in the
structure of a community over time). The teacher differentiates between primary
and secondary succession by the use of examples (see Appendix 1.4.1).
4. Students brainstorm local areas that have
undergone changes. Each of the areas is loosely analysed for the possible
causes of the changes and effects to the area.
5. The teacher introduces concepts pertaining to
sustainable development and stewardship.
6. Students collect an article(s) concerning a
particular area that has experienced an ecological change. Students are to read
the article(s) and create a written report with the following components:
· a brief description of the situation;
· the event(s) responsible for the changes that occurred to the area;
· the conditions/interactions changed because of the impacts on the area;
· the results of these changes;
· an explanation of the type of succession of which this is an example;
· impact on humans and the need for sustainability and stewardship.
Assessment & Evaluation of
Student Achievement
·
The teacher uses
probe questions to confirm the students’ understanding of ecosystem change;
·
The teacher uses
a rubric or checklist designed for report writing to assess the students’
application and inquiry skills used to complete the written report.
Accommodations
·
Provide peer
tutor/educational assistant for assistance for research, brainstorming, and
assessment of the process. This person could also assist with note recording.
·
Provide computer
technology and time to assist with the writing of the report on ecological
change.
·
Teachers may
refer to individual IEPs for further creative accommodations for students.
Resources
Eco-Portal –
www.eco-portal.com
Chasmer,
Ron. Earth Matters: Studies in Physical Geography. Oxford University
Press, 2001.
Succession
(East Carolina University) – http://drjoe.biology.ecu.edu/ch09/success.htm
Celebrate Life: Care
for Creation – http://www.wcr.ab.ca/bin/eco-lett.htm
Appendices
Appendix 1.4.1 –
Examples of Succession
Appendix 1.4.1
Examples of Succession
Succession: sequence of changes in a community after
disturbance
Primary
succession: initial environment has no living organisms
Example: after
the retreat of glaciers
Bare rock ŕ lichens, mosses ŕ shallow-rooted herbs ŕ shrubby willow (Arctic) ŕ alders (N-fixing) ŕ conifers (southern)
Characteristics: Plants alter conditions for later-arriving plants
Changes in soil
quality most important
Secondary
succession: initial
environment has some living organisms
Example:
hardwood forest after a clear-cut (Nova Scotia)
Resprouting ŕ seedbank germinates ŕ seeds colonize ŕ trees out-compete others
Maple, birch
raspberry, cherry grasses, asters maple, birch dominate elderberry goldenrod
Characteristics: Interactions among plants most important (competition)
First invaders -
fast-growing, sun-loving
Replaced by
shade-tolerant species
Activity
1. 5: Natural Systems
Time: 5 hours
Description
This activity is
designed to introduce students to the characteristics and spatial distribution
of global biomes. Students explore the factors that influence the formation and
location of biomes around the world. Students investigate the physical,
biological, and chemical factors responsible for soil formation and explore the
impact humans have on this natural system. The use of Geographic Information Systems
technology is encouraged to develop student skills in map construction and
interpretation.
Strand(s)
& Learning Expectations
Ontario Catholic
School Graduate Expectations
CGE7f - respects and
affirms the diversity and interdependence of the world’s peoples and cultures;
CGE7i - respects the
environment and uses resources wisely.
Strand(s): Geographic Foundations: Space and Systems, Understanding
and Managing Change,
Methods of
Geographic Inquiry
Overall
Expectations
SSV.03 - analyse the
spatial distribution of global biomes and explain the natural conditions that
shape these patterns.
Specific
Expectations
SS1.02 - explain the
role of microorganisms in maintaining soil fertility;
SS1.03 - demonstrate
an understanding of the process of bioaccumulation of chemicals within the food
chain;
SS2.01 - analyse
selected relationships between the earth’s diverse natural systems (e.g.,
climate, soils, vegetation, wildlife).
Prior Knowledge & Skills
·
Students should
be familiar with previous activities.
Planning Notes
· Teacher should consult with teacher/librarian regarding availability of resources. Students should have access to an adequate supply of resources, e.g., texts, books, newspapers, journals, CD-ROMs, Internet, etc.
· Newspapers should be available to each group to cover desks during soil investigation.
· Students should be presented with tasks that employ the use of computers and software, that allows for spatial assessment and quantitative analysis. It is recommended that use of Geographic Information Systems (GIS) and other computer technology be incorporated into the activities, wherever possible. A visit to the website at esri.ca is a good starting point for teachers or students not familiar with GIS.
Teaching/Learning Strategies
1. The teacher introduces the topic of the
Earth’s Terrestrial Biomes by explaining the meaning of the term biome.
(Biomes are terrestrial climax communities with wide geographic distribution.
Biomes describe what the world would be like if people had not altered the
natural environment.)
2. The teacher initiates discussion by asking
probe questions about the definition of biome.
· What does the word terrestrial mean?
· What is meant by a ‘climax community’?
· How does the term distribution relate to biomes?
· What would the local area be like if humans had not altered the landscape?
· How have humans altered the landscape in the last 300 years?
3. The teacher explains that the abiotic factors
(non-biological) - temperature and precipitation, play a dominant role in
determining the type and location of terrestrial biomes. The teacher discusses
the connection between temperature and precipitation and their influence
determining vegetation patterns. The teacher promotes discussion using probe
questions:
· Does the form of precipitation (rain or snow) make a difference?
· Will the amount of total annual precipitation influence vegetation distribution?
· Will seasonal precipitation make a difference? (wet or dry seasons?)
· What role do temperature extremes play in determining the location of biomes?
· Are there any other factors that may have a role in determining type of vegetation found in a biome, e.g., periodic fires, severe wind patterns, type of soils, organisms?
4. The teacher provides each student with a
blank world map, an atlas, and a list of the major Terrestrial Biomes (a list
is provided below). Students locate and label the major world Terrestrial
Biomes on the map provided.
|
Polar Ice Cap |
Mediterranean Scrub and Woodland |
Tropical Seasonal Forest |
|
Tundra |
Temperate Grassland |
Tropical Savannah |
|
Boreal Forest (Taiga) |
Tropical Thorn Scrub/Woodland |
Desert |
|
Temperate Forest |
Tropical Rain Forest |
Mountain |
5. The teacher divides the class into 12 groups
based on the world biome regions listed above.
Each group researches their assigned biome region. Students present their findings to the class.
All presentations include:
· location of the biome on a world map;
· an analysis of the significant abiotic factors: temperature patterns and precipitation patterns;
· a completed climagraph or hythergraph for a selected station located within the region;
· an analysis of the significant biotic factors: vegetation and animal life.
Students complete a comparison organizer during each group presentation.
Refer to Appendix 1.5.1.
6. Teacher introduces the topic:
Investigating the Properties and Characteristics of Soil. Teacher leads a
discussion that:
· explains the difference between land and soil.
· discusses the significance of soil to humans.
· discusses the positive and negative impacts humans have on soil fertility. Connections are made to the significance of nutrient cycling and bioaccumulation of chemicals in soil.
·
explains the physical and biological factors or
components that contribute to soil formation
(information should include: parent material, mechanical and chemical weathering,
humus, air, moisture content, microorganisms, burrowing animals, etc.);
· explains the properties of soil using the following terms: soil texture, gravel, sand, silt, clay, loam, soil structure and friability. Specific reference to a Soil Texture (pyramid) Graph is recommended. (See data disk available to all schools for ArcView GIS d:\prov_name\soil.shp.)
7. Prior to class the teacher prepares three
separate bins containing different soil samples in each. Bins containing
samples of sand, clay, and loam are placed at the front of the room and
labelled - Soil Samples A, B, and C. Students are divided into small groups.
Each group takes one cup of soil from one of the bins. Each soil sample will be
analysed separately. Students analyse each soil sample by completing the chart:
Appendix 1.5.2 - Investigating the Properties of Soil. As a class the teacher
and students complete the exercise by discussing the results.
8. The teacher prepares an overhead of a typical
soil profile diagram. A copy of the diagram is provided to each student. Using
the overhead diagram the teacher explains the structure and processes that form
a soil profile. The teacher uses examples of different soil profiles that are
associated with grasslands, forests, and deserts. The teacher develops a series
of questions related to each soil type. Students are asked to analyse each soil
type by comparing the factors that contribute to soil development.
9. The teacher assigns the following as a
homework assignment - a textbook or other resource may be used as a reference.
a) Prepare a chart that outlines
the major causes and effects of soil erosion.
b) Write a short report on
various soil conservation practices that are utilized to preserve soil
fertility.
Assessment & Evaluation of
Student Achievement
·
Informal teacher
observation of student performance during group activities
·
Teacher or peer
assessment of student oral presentations
·
Teacher
evaluation of comparison organizer and chart (Appendix 1.5.3 – Rubric for
Organizer/Chart)
·
Teacher evaluation
of homework assignment (chart and written report)
Accommodations
·
Allow for
alternate formats for oral presentations.
·
Students could be
provided enrichment opportunities that would allow students to interview and
report on a local farmer’s soil conservation practices.
·
Enrichment
activities could also include the use of GIS technology to create student
presentations.
·
Some students may
require remediation. Flexible timelines regarding completion of activities
should be provided.
Resources
Allaby, Michael. Biomes of the World
(Grolier Educational, Danbury, CT) 1999. Vol.1-9.
ISBN 0717293416
Andrews, William A. Investigating
Terrestrial Ecosytems. Scarborough, ON: Prentice-Hall Canada Inc., 1986.
ISBN 0135031869
Birchall, G.
and J. McCutcheon. Planet Earth: A Physical Geography. John Wiley, 1993.
Chasmer,
Ron. Earth Matters: Studies in Physical Geography. Oxford University
Press, 2001.
Chasmer,
Ron. Earth Dynamics: Studies in Physical Geography. Oxford University
Press, 1995.
Ontario
Ministry of Natural Resources: Ecological Land Classification.
ArcView
GIS d:\prov_name\soil.shp.
Canadian Oxford
School Atlas, 7th ed. Oxford
University Press.
Appendices
Appendix
1.5.1 – Comparison Organizer: World Biomes
Appendix
1.5.2 – Chart: Investigating the Properties of Soil
Appendix 1.5.3 –
Rubric for Comparison Organizer/Chart
Appendix 1.5.1
Comparison Organizer: World Biomes
|
Terrestrial Biome |
Biotic Factors Temperature and Precipitation |
Abiotic Factors Vegetation and Animal Life |
Location of World Biome |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Appendix 1.5.2
Chart: Investigating the Properties
of Soil
|
Soil Properties |
Soil Sample: A |
Soil Sample: B |
Soil Sample: C |
|
Soil
Components (Write a brief
description for each component listed below.) a) Humus content b) Air content c) Moisture content d) Evidence of parent material e) Evidence of organisms |
a) |
a) |
a) |
|
Soil Structure |
|
|
|
|
Friability |
|
|
|
|
Texture |
|
|
|
Appendix 1.5.3
Rubric for Organizer/Chart
Student’s Name:
________________ ____ Biomes
____ Investigating Properties of Soil
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- organizer(s)
demonstrated limited knowledge of facts and research |
- organizer(s)
demonstrated some knowledge of facts and research |
- organizer(s)
demonstrated considerable knowledge of facts and research |
- organizer(s)
demonstrated thorough knowledge of facts and research |
|
Thinking/Inquiry Evidence of Analysis |
- information
presented demonstrates little analysis |
- information
presented demonstrates some degree of analysis |
- information
presented demonstrates a considerable degree of analysis |
- information
presented demonstrates a high degree of analysis |
|
Communication
(Written) Communication
Through Written Work |
- information has
been communicated with limited effectiveness |
- information has
been communicated with some effectiveness |
- information has
been communicated with considerable effectiveness |
- information has
been communicated with a great degree of effectiveness |
|
Application |
- conclusions and
connections were made with limited clarity and logic |
- conclusions and
connections were made with some clarity and logic |
- conclusions and
connections were made with considerable clarity and logic |
- conclusions and
connections were made with a high degree of clarity and logic |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations of this assignment or activity.
Activity
1.6: Field Research: Culminating
Activity
Time: 6 hours
Description
Students examine
components of the natural environment through the use of fieldwork. This
activity is designed to provide students an opportunity to conduct a geographic
inquiry within the local bioregion. It is designed as a practical hands-on
activity for students to collect, organize, synthesize, and evaluate geographic
data. Through field activities students investigate environmental and resource
management issues related to the local area. The use of Geographic Information
Systems (GIS) technology is encouraged to develop student skills in map
construction and interpretation.
Strand(s) & Learning Expectations
Ontario Catholic
School Graduate Expectations
CGE4f - applies
effective communication, decision-making, problem solving, time, and resource
management skills;
CGE5a - works
effectively as an interdependent team member.
Strand(s): Geographic Foundations: Space and Systems, Understanding
and Managing Change,
Methods of
Geographic Inquiry
Overall
Expectations
GIV.02 - use a
variety of methods and technologies to communicate the results of geographic
inquiry in written, oral, and visual forms.
Specific
Expectations
SS3.05 - analyse
interactions between the distinctive natural features (e.g., climate,
watershed, plants, animals) of the local bioregion;
GI1.04 - demonstrate
an understanding of the geographic inquiry process;
GI2.08 - use field
research skills to collect information about environmental and resource
management issues;
GI2.09 - use
written, oral, and visual communication skills to present the results of
geographic inquiry and analysis effectively.
Prior Knowledge & Skills
·
Students should
understand the expectations and responsibilities associated with field
research. Students will have to be fully prepared to observe, test and gather
data in an outdoor setting. Students should be familiar with concepts and
content generated in the previous activities of this unit.
·
The teacher must
follow the board/school policy for out of school activities.
Planning Notes
·
The teacher must
decide on the number and type of field activities offered. Field activities are
designed to be local in nature. The teacher must decide if students work in
pairs or individually. Students are reminded that photographs should be taken
at each study site. The teacher should provide a list of the materials required
to complete each field exercise, e.g., sketch pad, camera, rubber boots,
shovel, measuring equipment, etc. For each field exercise, the teacher must
take the steps to ensure the health and safety of students, helping them understand
the importance of health and safety issues and the need to assume
responsibility for their own safety and that of others.
·
Students submit
all field notes and final lab write-ups.
·
The teacher
consults with library staff regarding availability of resources.
·
The use of
digital technology would enhance student presentations. Students should be
presented with tasks that employ the use of computers and software which allows
for spatial assessment and quantitative analysis. It is recommended that use of
Geographic Information Systems (GIS) and other computer technology be
incorporated into the activities, wherever possible.
·
The Field
Activity Rubric (Appendix 1.6.3) has been designed to be generic in nature and
can be used for individual activities or can be adapted to combine all of them.
·
The teacher
refers to a checklist for field activities (Appendix 1.6.4 – Checklist for
Field Activities).
Teaching/Learning Strategies
1. The teacher introduces the culminating
activity by having a brief review of the content and interconnections of topics
within the first unit. The teacher explains the scope and nature of the field
activities students are required to complete. The teacher decides on the types
of field activities the students are required to complete.
2. The teacher provides an information package
to each student that outlines details of the culminating activity. Teacher
reviews the material which may include: objectives, expectations, specific
instructions, a required-materials and equipment list, timeline, and assessment
and evaluation strategies.
3. The field activities are designed to be
generic in nature and should be adapted to sites associated with the local
environment. See Appendix 1.6.1.
Assessment & Evaluation of
Student Achievement
·
This activity is largely
summative. The teacher may use the Field Activity Rubric (Appendix 1.6.3) to
evaluate student achievement.
·
The teacher may
use the Checklist For Field Activities (Appendix 1.6.4) as an assessment tool.
Accommodations
·
Enrichment
activities for students could include opportunities to develop video and
electronic-slide presentations.
·
Enrichment
activities could also include the use of GIS technology to create student
presentations.
·
Some students may
require remediation. Flexible timelines regarding completion of activities
should be provided.
Resources
Material and
resources gathered from the local area.
Birchall, G.
and J. McCutcheon. Planet Earth: A Physical Geography. John Wiley, 1993.
Chasmer,
Ron. Earth Matters: Studies in Physical Geography. Oxford
University Press, 2001.
Chasmer,
Ron. Earth Dynamics: Studies in Physical Geography. Oxford University
Press, 1995.
Ontario
Ministry of Natural Resources. Ecological Land Classification.
Canadian
Oxford School Atlas, 7th ed.
Oxford University Press.
Appendices
Appendix
1.6.2 – Plant Communities: Abiotic and Biotic Characteristics
Appendix
1.6.3 – Rubric for Field Activity
Appendix 1.6.4 –
Checklist for Field Activities
Appendix 1.6.1 – Sample Field
Activities
Field Activity 1: Plant Communities
Select two separate
and distinct locations for the plant community study. One study plot (quadrat)
will be located in a forest community and the other plot from a field
community.
1. On a sketch map, indicate the location of the
selected test plots.
2. Using string and small stakes, mark off a
test site (quadrat) the size of one square metre.
3. Section the quadrat area into quarters by
tying string to stakes across the 0.5 metre marks to labelling a grid. Using
graph paper, draw a detailed map of the test plot. Identify and label the
various plant types.
4. Sketch a side view of the plot, labelling all
vegetation types. Provide a vertical scale to indicate relative heights of
vegetation.
5. Complete the chart that compares the abiotic
factors and biotic characteristics of each plant community. See Appendix 1.6.2.
6. Collect samples at each location and create a
visual display that compares the two test sites.
7. Using sketch maps and field notes, rewrite
the information and submit it as a final copy. Include photographs and be sure
to submit all field notes.
8. Making reference to the new Ecological Land
Classification (ECL) prepared by the Ontario Ministry of Natural Resources
could make an interesting connection.
Field Activity 2: Soil Analysis
Use the same
locations to complete the soil analysis.
Note: Be careful not to damage plants and habitat.
Fill in the pit completely and restore the area to its original state.
1. Dig a pit 1/2 metre to 1 metre in depth. Dig
the pit no larger than necessary.
2. Look for the horizons in the soil. Make a
scale drawing to show a detailed soil profile. Identify, label, measure, and
describe the characteristics for each of the horizons. Be sure to describe the
humus content and colour, water content, evidence of parent material, soil
structure and texture.
Make specific reference to a soil texture diagram.
Describe the similarities and differences of the soil at each location.
Explain the factors that influence the formation of soil at each site.
3. Collect a soil sample at each location. Use
the soil samples to create a scale model of each soil profile.
Using sketch maps and field notes rewrite the information and submit as
a formal good copy. Include photographs and be sure to submit all field notes.
Field Activity 3: Ecological Succession
1. Choose a site that will best demonstrate the
phenomena of ecological succession, e.g., along a shoreline or edge of a
woodlot.
2. Using string and stakes, establish the length
and location of a transect line. On a sheet of paper, draw a detailed sketch
along the transect line. Record all information by labelling physical features,
vegetation types, and changes you observe along this line. Distances from the
starting point must be accurately measured.
3. Draw a well-labelled profile diagram (side view)
of the vegetation changes along the transect. Draw your diagram to scale,
include a vertical and horizontal scale.
4. Does this location exhibit the classic stages
of succession? Explain.
5. Write a description of each zone that is
evident along the transect line.
6. In the future, what changes do you expect to
occur along this transect line?
7. Using sketches and field notes, rewrite the
information and submit as a final copy. Include photographs and be sure to
submit all field notes.
Appendix 1.6.1 (Continued)
Field Activity 4: Systems: An
Application
1. Select a site that clearly demonstrates the
biosphere, e.g., pond, stream, bog, marsh, forest, meadow, valley, geomorphic
feature, etc.
2. Using photographs taken at the site, create a
systems diagram complete with labels and arrows that clearly demonstrate the
human and natural interconnections within the biosphere.
3. Prepare a creative visual display and present
to the class.
Appendix 1.6.2 – Plant Communities:
Abiotic and Biotic Characteristics
|
Factor: Site Description |
Forest Community |
Field Community |
|
a) wind influence |
|
|
|
b) intensity of light on the ground |
|
|
|
c) temperature (in the air, on ground) |
|
|
|
d) topography (flat, rolling, hilly, etc.) |
|
|
|
e) shade (dense, medium, slight, etc.) |
|
|
|
f) other details (wet, dry, etc.) |
|
|
|
g) number of different plant species |
|
|
|
h) depth of litter (organic matter) |
|
|
|
i) soil (sand, clay, loam) |
|
|
|
j) evidence of animal life |
|
|
|
k) other interesting observations |
|
|
Appendix 1.6.3
Rubric for Field Activity
Student’s Name:
________________ Field
Activity #1___, #2___, #3___, #4____.
|
Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
- research
demonstrated limited knowledge of concepts and relationships |
- research
demonstrated some knowledge of concepts and relationships |
- research
demonstrated considerable knowledge of concepts and relationships |
- research
demonstrated thorough knowledge of concepts and relationships |
|
Thinking/Inquiry |
- research has not
been organized and conducted in an effective manner |
- research has
been organized and conducted in a somewhat effective manner |
- research has been
organized and conducted in an effective manner |
- research has
been organized and conducted in a highly effective manner |
|
Communication
(Written) |
- information has
been communicated with limited effectiveness |
- information has
been communicated with some effectiveness |
- information has
been communicated with considerable effectiveness |
- information has
been communicated with a great degree of effectiveness |
|
Communication
(Visual) |
- inappropriate or
ineffective visuals have been utilized |
- appropriate
visuals have been utilized in an ineffective manner |
- appropriate
visuals have been utilized in and effective manner |
- appropriate visuals
have been utilized highly effectively |
|
Application |
- conclusions and
connections were made with limited clarity and logic |
- conclusions and
connections were made with some clarity and logic |
- conclusions and
connections were made with considerable clarity and logic |
- conclusions and
connections were made with a high degree of clarity and logic |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
Appendix: 1.6.4
Checklist for Field Activities
Field Activity 1: Plant Communities
Activities
Completed: Comments:
____ area sketch map
____ test plot map
____ sketch diagram of vegetation types (side
view)
____ chart (Appendix 1.6.1)
____ samples collected and visual display
____ written report with field notes and
photographs
____ efficient use of time
____ respect for the process and environment
____ personal preparation for outdoor activities
____ instructions followed
Field Activity 2: Soil Analysis
Activities
Completed: Comments:
____ soil profile diagram and written field
observations
____ samples collected and model of soil profile
____ sketches, photographs and field notes
____ written report
____ efficient use of time
____ respect for the process and environment
____ personal preparation for outdoor activities
____ instructions followed
Field Activity 3: Ecological
Succession
Activities
Completed: Comments:
____ site selected and transect line diagram
____ profile diagram
____ field notes and photographs
____ written analysis
____ efficient use of time
____ respect for the process and environment
____ personal preparation for outdoor activities
____ instructions followed
Field Activity 4: Systems: An
Application
Activities
Completed: Comments:
____ site selected and photographs taken
____ systems diagram visual display
____ efficient use of time
____ respect for the process and environment
____ personal preparation for outdoor activities
____ instructions followed
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