Course Profile

Geography of Canada, Grade 9 applied, Catholic

Unit #3: People, Places and Patterns

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6

Time: 22 minutes

Unit Developers

Sandra McAvoy, St. Clair Catholic District School Board

Pat Willan, St. Clair Catholic District School Board

Development Date: April 1, 1999

Unit Description

Students will demonstrate their understanding of the five themes of geography. Location, Place, Human- Environment Interaction, Movement, and Region will be examined to determine the connection between human systems and the physical environment. This will lead to the understanding of how the past influences present patterns and relationships. The final Five Theme Photo-Video Display Presentation will synthesize all previous learning while allowing the student to reflect on the relationship between God, community, and their personal role in society.

Strands Expectations

Ontario Catholic School Graduate Expectations: CGE: 2c, 2e, 3f, 5e, 5f, 7f, 7g

Strands: Geographic Foundations: Human Interactions with the Environment, Global

Connections, Understanding and Managing Change

Overall Expectations: CGC 1P: HEV.01P, GCV.01P, UMV.01B, UMV.02B

Specific Expectations: CGC 1P: HE1.02B, HE2.03B, HE3.02P, GC1.05P, GC2.03P,

GC3.01P, UM1.01B, UM1.03P

Activity Titles (Time + Sequence)

Activity 1	Location and Place: Settlement Patterns	180 min
Activity 2	Movement: Cultural Diversity	240 min
Activity 3	Movement/Region: Urbanization	120 min
Activity 4	Human-Environment Interaction/Region: Simulated City	300 min
Activity 5	Human Environment Interaction: Urban Issues	180 min
Activity 6	Culminating Activity of the Five Themes of Geography: Field Study/Photo Display	300 min

Planning Notes

• Assessment and evaluation should be clearly defined at the beginning of each activity to enhance student learning.

• Establish assessment and evaluation tools that link your outcomes to the Achievement Chart.

• Teacher and students may work together to determine activity criteria to be developed.

• National Geographic: Five Theme Video Kit is the framework for the unit.

• Use a variety of media sources (e.g., Internet search, digital camera, refer to CBC: News In Review for current data).

• In Activity 4 and 5, the use of a local planner to discuss local land use and issues would be an asset.

• Students will have an opportunity to work independently, in groups and as a whole class.

• Opportunities are provided for student reflection and peer evaluation.

• All activities can be modified (RE: IEP - Resource Guide 1999, Ministry of Education and Training).

Prior Knowledge Required

• Grade 7: Apply 5 Theme Geography as a Method of Inquiry; describe the characteristics of

rural/urban areas

• Grade 8: Identify patterns of human settlement; understand the relationship between God, the

environment, and humans

Teaching/Learning Strategies

Umbrella: thematic regional approach

Activity 1: activity based learning

Activity 2: teacher as facilitator — independent research

Activity 3 and 4: lab/skill model development

Activity 5: teacher transfer — decision making

Activity 6: culminating activity of the five themes of geography: photo display

Assessment/Evaluation

1. Performance Assessment: rubrics, checklist

2. Pen and Paper Tests

3. Summative and Formative Evaluation

4. Personal Communication: reflection, self-assessment, conferencing, resource journal

5. Observation: checklist

6. Performance Assessment: research project, model building

Resources

Print 1. Canadian Oxford School Atlas, 7^th Edition, Oxford University Press 2. Canada and the World Atlas, Prentice Hall Ginn, Canada 3. Canada Comes Alive Geography Series, CCA-05 4. Canada: Land of Diversity, 3^rd Edition, 1996 5. The Monograph 6. The Land (Canada 21 series), Prentice Hall Ginn, Canada, 1996 (Communities and Citizenship) 7. Across Canada, Wiley 8. Canadian Geographic Magazine, May/June 1998 9. Images, Canada Through Literature, Prentice Hall Ginn, 1996 10. Geography for Life - National Geography Standards, 1994

Computer 1. Geographic Information Systems (GIS) for Schools and Libraries, ARC VOYAGER, by ESRI, http://www.esri.com 2. SIM CITY 3. Internet access 4. http://www.pointofview.cc , Learning from a new point of view 5. http://www.enoreo.on.ca , Education Network of Ontario

Video 1. National Geographic: Five Theme Geography 2. Canadian Immigration, 1-800-665-4121 3. CBC News in Review

Community Resources • Stats Canada • Chamber of Commerce • Local Urban Planners • Local Immigration Office

Appendices

Appendix 1: Additional Teacher Resources

Appendix 2: Unit 3: Assessment and Evaluation

Appendix 1:

Additional Teacher Resources

Print

“Technology Connection” : Technology and The Curriculum: Social Studies, October 1997.

: Educational Applications for Digital Cameras, November 1997.

: The Great Hunt, December 1995.

* : Power Pointing the Way, March 1997.

: Preparing for the Great Hunt, May 1995.

: The Slapps Model - Multimedia Presentations, April 1998.

“The Teaching Librarian” : Volume 6, Number 2/Autumn 1998.

“Emergency Librarian” : January - February 1997.

Computer

Britannica On-line : http://www.eb.com

School Net Website : http://www.schoolnet.ca

Canadian Heritage : http://www.pch.gc.ca/

Government On-line : http://www.canada.gc.ca/canadiana/faitc/fa20.html

: http://www.canada.gc.ca/canadiana/faitc/fa26.html

Statistics Canada : http://www.statcan.ca/

Appendix 1:

Unit 3: Assessment and Evaluation

Teachers will choose the tools they find most valuable. It is not expected that all methods are used for all activities.

ACTIVITIES	METHODS	STRATEGIES	TOOLS
#1 Settlement Patterns	• Performance Assessments • Reflection	• mapping assignment • probe questions	• rubrics • self assessment journal
#2 Cultural Diversity	• performance assessments • conferencing • paper & pencil tests	• interviewing • student/teacher conference • teacher-made test	• checklist • tracking sheet • student report
#3 Urbanization	• paper & pencil tests	• formal written assignments • student-designed M/CH test /25 • student-designed vocabulary puzzle • teacher-made tests	• peer assessment - students exchange and complete the test and puzzle • teacher-designed test
#4 Simulated City	• performance assessment • roving conferencing • observation	• simulation project - student-designed city • roving conference • informal observation	• checklist of criteria • rubric for quality • numerical breakdown • rating scales • probe questions • anecdotal
#5 Urban Issues	• performance assessment • observation • reflection	• presentation of an urban issue • informal teacher observation • peer evaluation	• checklist of criteria to research • anecdotal notes • probe statements
#6 Field Study/ Photo Display	• performance assessment • conferencing • reflection	• graphic organizer of the 5 themes of geography • student-teacher conference • response journal	• checklists • anecdotals • self-evaluation • peer-evaluation • probe questions of the experience

Activity #1: Location and Place: Settlement Patterns

Time: 180 minutes

Description

In this initial activity, the five themes of geography will be introduced. The culminating activity will be identified and explained, along with the process used to achieve the final outcome of a photo/video display. Students will apply their previous knowledge of map making in order to identify four distinct Canadian settlement patterns, focusing on location and place. This activity prepares students to recognize patterns in human development. They will examine and produce topographical maps to discover some of the connections that exist between human settlement, physical features of the land, historical time, and government regulations. This examination will lead to the understanding and respect for the many diverse cultures that choose to make Canada their home.

Strands and Expectations

Strands: Geographic Foundations: Space and Systems, Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations: CGE: 3c, 7f

Overall Expectations: CGC 1P: SSV.01B, MIV.01B

Specific Expectations: CGC 1P: SS1.07P, SS2.01P, SS2.02P, MI1.02B, MI2.12B

Planning Notes

• Activity 6 must be prepared and criteria must be set for the introduction.

• National Geographic Five Theme Video is helpful.

• Ensure symbols of topographic maps are known.

• Use local topographic maps to illustrate patterns.

• Ontario Road Maps could be introduced at this point (extension activity).

• Tracing paper should be used to construct maps.

• Use GIS for further investigation of settlement patterns (aerial maps).

Prior Knowledge Required

• basic knowledge of settlement patterns

• intermediate map making skills

• some understanding of how site and situation influence settlement

Teaching/Learning Strategies

Teachers will:

1. use the video to introduce the five geographic themes: location, place, human/environment interaction, movement, and region.

2. introduce the culminating activity and explain the themes to be explored, as well as the assessment and evaluation device to be used

3. introduce the general knowledge of settlement patterns in Canada, then specifically introduce four settlement patterns (Long lot, Concession, Prairie Section, Isolated or Resource Based).

4. fully explain the task outcome, focusing on location and place, and distribute the rubric as a motivational tool for student achievement.

5. design four activity centres where the students will construct their maps, using the topographic maps provided.

6. expose students to various cultures in Canada by examining the various settlement patterns.

Students will:

1. identify the five themes of geography in a note

2. understand the culminating project demands

3. construct and identify four unique Canadian settlement patterns using topographic maps.

Assessment/Evaluation

1. Reflection: self-assessment - probe statements (Appendix 1 - 1)

2. Personal Communication: roving conference

3. Performance Assessment: rubric - a number can easily be assigned to the rubric (Appendix 1 - 1)

Resources

Print 1. Canada: Land of Diversity, Third Edition, 1996 2. Canadian Topographic Maps/Aerial Photographs/Remote Sensing 3. Ontario Road Maps	Computer 1. http://www.thinkspace.com, MF Teach - Thinkspace, Inc. 2. http://www.ccrs.nrcan.gc.ca/ccrs/imgserv/tour/toure. html
Video 1. National Geographic: Five Themes of Geography

Accommodations

• Teacher will create modified topographic maps and rubrics.

• Peer mentoring

Appendices

Appendix 1 - 1: Self-Assessment: Reflection of Learning — Probe Statements

Appendix 1 - 2: Settlement Pattern Mapping Assignment: Assessment Tool

Appendix 1 - 1:

Self-Assessment: Reflection of Learning – Probe Statements

1) What have I learned about map making?

2) What have I learned about Canadian settlement patterns?

3) Next time, I will improve the way I . . .

Appendix 1 - 2: Teacher will weight according to class priorities.

Settlement Pattern Mapping Assignment: Assessment Tool

Criterion	1	2	3	4
1. Four settlement patterns are complete (Long lot, Concession, Prairie Section, Isolated or Resource based).	• 1 complete	• 2 complete	• 3 complete	• 4 complete
2. Information gathered from topographical maps has been transferred accurately to student maps.	• much assistance required to transfer information • limited accuracy • limited details on map	• some assistance required to transfer information • some accuracy is apparent • some details are on the map	• little assistance is required • most information transferred accurately • transfers ideas of some complexity	• no assistance required • information is transferred accurately • transfers complex ideas (e.g., contour lines)
3. Maps are titled and labelled correctly and neatly. Title accurately reflects the type of pattern and location of the settlement pattern. (Features of a good map: title, compass, legend, scale, border)	• simple title, lacks detail • spelling errors • some features of a good map absent	• clear and neat • pattern and location identification is attempted • some spelling errors	• clear and neat • detailed as to pattern and location • polished printing • titles underlined • minor spelling errors	• clear and neat • detailed as to pattern and location • no spelling errors • polished printing • titles underlined
4. The legend is organized and easy to read. (Symbols and colour have been used to develop the legend.)	• confusing to read • few details • limited use of symbols and colour	• somewhat unorganized • symbol and colour use attempted with some success	• organized and easy to read • symbols and colour used with detail and precision	• organized, detailed, and precise • easy to read • use of colour and symbols complete • revising/editing evident
5. The correct tools have been used to create the maps. (topographic maps, textbooks, pencil, ruler, pencil crayons, black pen, measurement)	• limited use of tools • much assistance required to create the maps	• some use of tools apparent • assistance required to create the maps	• precise use of tools • independent map work	• precise use of tools • very independent map work
6. Overall maps	• simple outline maps created • several major errors • much assistance required • little revision/editing • limited accuracy • undeveloped/not polished	• developing maps produced • several errors • developing some accuracy and attempting to revise and edit • some polishing is apparent	• well-developed settlement pattern maps • few minor errors • editing/revision is evident • polished	• well-crafted settlement pattern maps created • detailed and complex ideas are apparent on the maps • revising/editing was ongoing and evident • very few minor errors

Activity #2: Movement: Cultural Diversity

Time: 240 minutes

Description

In this activity, the students will examine cultural diversity. By examining Canada as a whole, their local community, and their school community, students will gather evidence of various cultures. Through the interview process, students will develop an acceptance and respect for all citizens of Canada. By examining immigration and settlement patterns, students will understand the challenges faced by people as they move from place to place.

Strands and Expectations

Strands: Understanding and Managing Change, Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations: CGE: 2c, 3c, 5a, 7f

Overall Expectations: CGC 1P: UMV.01B, MIV.03P

Specific Expectations: CGC 1P: UM1.01B, MI2.03P

Unit Planning Notes

• Gather local resources prior to unit activity.

• Allow adequate time for the development of student interview questions.

Prior Knowledge Required

• a basic understanding of settlement patterns in Canada

• some understanding of multiculturalism

Teaching/Learning Strategies

Teachers will:

1. introduce the geographic themes of human-environment interaction and movement.

2. provide a list of project criteria to enhance student achievement.

3. design sample interview questions.

4. provide a variety of resources.

5. utilize the community resources to promote authentic learning.

6. follow the Cultural Diversity Flow Chart outlined below:

General Knowledge: identify evidence of various cultures in Canada using brainstorming/webbing in class; introduce: Who settled where? (settlement patterns), Immigration/Movement of people, Video presentation — Research Skills, Thinking/Inquiry: identify evidence of various cultures in our community using brainstorming, local papers, telephone books, ethnic backgrounds in the classroom; develop interview questions with the class (KWL - What do I know? What do I want to know? What have I learned?) — Local Application: identify evidence of various cultures in our school by interviewing people in the school community; write a brief report about the importance of cultural diversity

Students will:

1. identify various cultural groups in Canada.

2. develop their interview skills.

3. defend their position with regard to multiculturalism in Canada.

4. write a brief report on the importance of cultural diversity in Canada.

Assessment/Evaluation

1. Summative Pencil and Paper: mark report

2. Personal Communication: roving conference

Resources

Print 1. Local Newspaper 2. The Monograph, Vol. 46, Issue 4, Fall 1995 3. Telephone book 4. Stats Canada

Video 1. Canadian Immigration - Classroom Video 1-800-665-4121 2. CBC: News In Review Community Resources 1. Interview local immigrants 2. Immigration Office 3. Local cultural organizations

Accommodations

• oral reports

• pre-designed interview questions

Activity #3: Movement/Region: Urbanization

Time: 120 minutes

Description

In this activity, the students will explore the push and pull factors of urbanization. Why did people leave the farm? Why do most Canadians live in urban centres? The students will gain an understanding of rural and urban functions and developments. Reading and interpreting the model “Littletown - Bigtown”, the students will acquire a sense of spatial organization and the logical land use patterns that develop. The model will provide the skeletal framework upon which the students will build in the next activity; therefore, it is important that the model is completely and thoroughly developed.

Strands and Expectations

Strands: Human-Environment Interactions, Understanding and Managing Change, Methods
of Geographic Inquiry

Ontario Catholic School Graduate Expectations: CGE: 2b, 3e, 3f

Overall Expectations: CGC 1P: HEV.01P, UMV.02B

Specific Expectations: CGC 1P: HEI.03B, UM2.02B

Unit Planning Notes

• Model development must be completely understood by students as the application of the model is required in activity 4.

• Photographs, satellite images, and topographic maps of rural/urban landscapes are needed for concrete examples.

• ArcView, MFTeach, or other GIS software will extend the learning.

Prior Knowledge Required

• basic knowledge of the shift from rural to urban

Teaching/Learning Strategies

Teachers will:

1. introduce the geographic themes of movement and region by discussing the factors that lead to urban growth (push and pull).

2. examine each stage of development as a unique region (i.e., hamlet).

3. present the model of urban development, focusing on urban terms and functions.

4. provide visual aids to promote concrete learning.

Students will:

1. identify the characteristics of each stage of urban development (hamlet, village, town, city, CMA).

2. develop and use key urban terms (i. e., residential, industrial, commercial, transportational, agricultural, institutional, vacant/open space, recreational).

3. understand the transition from rural to urban

Assessment/Evaluation

1. Paper and Pencil Summative: vocabulary terms and urban functions, growth of a city

Resources

Print

1. Canada: Land of Diversity, Third Edition, 1996.

Accommodations

• open book testing

• worksheet development for exceptional students (e.g., Across Canada Lab Book)

Activity #4: Human-Environment Interaction/Region: Simulated City

Time: 300 minutes

Description

In this activity, the students will be introduced to the concept of urban planning. Building on the previous activity, the students will co-operatively design a city based on eight logical urban land use patterns. With the development of their own cities, students will demonstrate a respect for human-environment interactions as they make decisions of lot sizes and of where to place landfills and open space/parkland.

Strands and Expectations

Strands: Geographic Foundations: Space and Systems

Ontario Catholic School Graduate Expectations: CGE: 3c, 5a, 5g, 7c

Overall Expectations: CGC 1P: SSV.01B

Specific Expectations: CGC 1P: SS1.04B, SS1.07P, SS3.01P

Unit Planning Notes

• Model-building could encompass both two- and three-dimensional designs.

• SIM City may be another option.

• Use of “Map of the City” poem is an excellent extension activity.

Prior Knowledge Required

Grade 7 and 8: basic land use terminology

Teaching/Learning Strategies

Teachers will:

1. review the geographic themes of human-environment interaction and region as it relates to urban growth. How do people adapt to their environments?

2. fully explain the outcome (city) and give students the list of criteria needed to complete the project. A rubric will be used to guide students as to the quality of their work.

3. provide students with a time management device that should be used to establish daily goals and achievements (tracking).

4. provide a variety of resource materials. This is an excellent opportunity to utilize SIM City for model development.

Students will:

1. construct their own urban area, illustrating eight logical land uses.

2. manage their time with an organizer.

3. set daily goals and aim to achieve them.

4. reflect on the quality of their work and the amount of their learning by self-evaluation of their city.

Assessment/Evaluation

1. Performance Assessment: ratings scales, checklists, rubric

2. Personal Communication: roving conferencing, self-evaluation

3. Observation

Resources

Print 1. Student Notebooks: re previous lesson 2. Various land use maps 3. The Monograph, Vol. 44, Issue 1, Spring 1993

Computer 1. SIM City 2. http://www.nationalgeographic.com Community Resources 1. Urban Planner

Accommodating Special Needs

• Urban Dilemma: Lesson Plan - Appendix 4 - 1

Appendices (found at http://www.tcdsb.on.ca/ice/profiles.html )

Appendix 4 - 1: Urban Dilemma: Lesson Plan

Appendix 4 - 2: Images - Canada Through Literature: “Map of the City” - poem and questions

Appendix 4 - 1:

Urban Dilemma: Lesson Plan

Rationale: Urban Dilemma is a simulation game where students work co-operatively to design a city based on logical urban land uses. The completion of the required activities promotes cognitive skills, as well as written and oral communication skills.

Objectives:

Knowledge - Students will be able to:

• identify different land uses.

Skills - Students will be able to:

• make and defend decisions regarding land use patterns in a fictional city, based on logical assumptions.

• complete a comparative organizer.

• write a properly developed paragraph.

• present information orally.

Attitude - Students will be able to:

• work co-operatively in groups.

• attain an appreciation for spatial patterns.

Materials Required:

• Urban Dilemma game boards and masking tape. There should be one game board for each group of students. *The Urban Dilemma map in this handout package may be used as a model for designing games.

• handout sheets for students.

• transparencies of student handouts. This will aid in the teacher’s explanation of the activity.

Method: The following are suggested timelines only. Classes are based on a 76 minute time period.

Day 1: Students should be placed in heterogeneous groups. The teacher explains the Urban Dilemma activity and evaluation to the entire class. Students start the activity during the remainder of the class period.

Day 2: Students continue to work on Urban Dilemma. During this class period, they focus on completing the organizer and the map.

Day 3: A continuation of DAY 2 activities. Groups who have accelerated can begin working on the paragraph.

Day 4: All students should be working on their Urban Dilemma paragraph at this time. This period can also be used for proofreading.

Day 5: Urban Dilemma presentations.

Urban Dilemma

Introduction:

The purpose of “Urban Dilemma” is to introduce you to the concept of urban planning. The job of an urban planner team is to create an efficient city, where the different land uses work in harmony. You have been provided with a planning board that has a grid layout. Your job is to locate the squares that represent urban land use on this board. You should do this in a logical manner so that you can justify your decisions.

Instructions:

1. Each coloured square represents one percent of a city’s land use. There are different colours used for the different land uses. Please check that your group’s package contains the correct number of squares:

Industrial = RED (11 squares)

Residential = PURPLE (40 squares) (high, low housing)

Commercial = YELLOW (5 squares)

Transportation = GREY (25 squares)

Institutional = PINK (7 squares)

Vacant Land = ORANGE (4 squares)

Open Space = GREEN (8 squares)

Water = BLUE (Note: The water areas have already been designated on the map.)

In addition, various squares represent specific features:

Elementary School = E (2 of the pink squares)

Secondary School = S (1 of the pink squares)

Hospital = H (1 of the pink squares)

Church = + (2 of the pink squares)

Government Offices = G (1 of the pink squares)

Vacant Land = V (all of the orange squares)

Park or Playground = P (6 green squares)

Cemetery = C (2 green squares)

Bridges = B (2 grey squares - These must be used to cross the river at two different locations)

2. Design a city using these squares. In your “Urban Dilemma” design, you must keep in mind the following criteria:

i) All squares must be used.

ii) Industrial zones must not be directly adjacent to (i.e., beside) residential areas.

iii) Every attempt should be made to locate your industrial, residential, commercial, and institutional squares along a transportation route (this includes the river, the
lakeshore, and any transportation square).

iv) Use the large board to design your city. There is one board per group.

3. Complete the Land Use Organizer as your group completes the assignment. When the group is satisfied with the placement of the squares, the group will complete the Urban Dilemma land use map and each member will complete the land use paragraph individually.

4. Each group will make a brief 10 minute presentation to the class, specifically explaining three land use locations.

5. Group maps and individual assignment sheets will be submitted for evaluation.

Evaluation:

MAP	/5
ORGANIZER	/10
PARAGRAPH	/10
PRESENTATION	/10
GROUP PARTICIPATION	/5
	/40

Dates Due:

Work periods: ____________________________________

Presentations: ___________________________________

Paragraphs/maps due: ___________________________

Name(s):

Urban Dilemma Assignment Sheet

1. Complete the following chart: Land Use Organizer

AREA	LOCATION IN CITY	RATIONALE FOR LOCATION
INDUSTRIAL
RESIDENTIAL
COMMERCIAL
TRANSPORTATION
INSTITUTIONAL
VACANT LAND
OPEN SPACE

2. In a properly developed paragraph, describe the rationale of three land use locations. Please construct the paragraph on a separate piece of lined paper.

“Urban Dilemma” an exercise in urban planning

							h	h	h	h
							h
							h
					h	h	h
					h
					h
					h
h	h	h	h	h	h	h	h	h	h	h
h	h	h	h	h	h	h	h	h	h	h

Key To Urban Land Use

	INDUSTRIAL
	RESIDENTIAL
	COMMERCIAL
	TRANSPORTATION
	INSTITUTIONAL [Elem.. Sch. (E), Sec. Sch. (S), Hosp. (H), Church (+), Gov’t Off. (G)]
	VACANT LAND [Land which has never been developed, as well as previously developed land awaiting a new use (V)]
	OPEN SPACE [Park or Playground (P), Cemetery (C)]
h	WATER

Appendix 4 - 2:

Canada through Literature

“Map of the City”

by Elizabeth Brewster

“Beautiful Saskatoon, potash capital of the world,” the map is labelled. No population figures given but 135,000 in January 1975 so they say at the Public Library. On the front of the map, in colour, Saskatoon on a late June day. View across the bridge from the south side of the river to the Bessborough Hotel, a fortress Gothic as the early twentieth century could build, guarding the city hall some shops and churches; beyond, green fields, and above, the sky as blue and infinite as when I look out at it now from my window (after that thunderstorm in the night).

See, when you open the map it is divided almost exactly in two by the slant of the South Saskatchewan River running from corner to corner. From my side (north) and the shops, police station, post office I cross daily over one of these bridges. The map does not show the cars, trucks, bicycles, buses and how they creep at rush hour and it does not show the bridge on a windy day or the fine dust blowing into the mouths of pedestrians. On the north side the streets are mostly numbered (except for Saskatchewan Crescent by the river and some on the far outskirts) but on the south side there are also streets with names: University Drive and College, and Temperance to remind us that Saskatoon was founded by Methodist Total Abstainers from Ontario; Colony and Garrison (how Canadian);

and to the far south a group of streets named for girls and trees; Isabella, Adelaide, Ruth, Maple, Willow, Elm, Ash. Almost off the map, on the right, are streets named Harvard, Cambridge, Yale, McGill, Carleton, Dalhousie, Mount Allison, Waterloo, McMaster, Simon Fraser. The map shows parks, open spaces, transit systems, schools, It lists recreation units, swimming pools, rinks, cemeteries: does not show, however, houses, gardens, trees, the Star-Phoenix Office, the naval barracks, old women out with shopping baskets, children on a merry-go-round or riding the toy train in Kinsmen’s Park.

Canada through Literature:

“Map of the City”

1. “The map does not show . . . “

What does the poet convey about Saskatoon that you wouldn’t find in an atlas? With your group, choose five specific details and elaborate on the effectiveness of her descriptions. Why do you think these details are important to Brewster?

2. Look through an atlas of Canada, paying close attention to the locations of major cities and major waterways:

a) What patterns do you see emerging with respect to the locations of urban centres?

b) Trace the route of the Saskatchewan River, both North and South. Draw a map of this river and mark the small towns and larger cities found along its course. With your group, list the reasons why urban centres are often located on a river. Why is this changing?

c) Read a history of Saskatoon, the “City of Bridges”, in an encyclopaedia. What is the importance of the river to Saskatoon’s development? Who founded this city, and why is it significant to Saskatchewan?

3. With your group, prepare a report on the importance of the Saskatchewan River to the economic development of the Prairies. Choose one of the following topics:

a) fur trade

b) settlement patterns and agriculture

c) transportation

d) electricity

e) urban planning.

Share your findings with the other groups in the class.

4. Write a short poem about a map of your city or town. What does your poem reveal that the map doesn’t show? Use specific images from your own neighbourhood that are important to you, just as Brewster has done for Saskatoon.

Activity #5: Human-Environment Interaction: Urban Issues

Time: 180 minutes

Description

In this activity, the students will brainstorm various urban issues and propose logical solutions based on our Catholic decision-making model. The model will take the students through a formal decision-making process, focusing on the impact to self, community, and the world. Through the decision-making process (Appendix 5-1), students will develop a sense of responsible citizenship.

Strands and Expectations

Strands: Methods of Geographic Inquiry

Ontario Catholic School Graduate Expectations: CGE: 3b, 3d, 5a, 7d, 7h

Overall Expectations: CGC 1P: MIV.03P

Specific Expectations: CGC 1P: MI2.O2B, MI2.05B

Planning Notes

• Pre-planning with the resource consultant/librarian is required (current resources required).

• The resource centre should be arranged, with computer stations, print stations, and audio/visual stations for research purposes.

• Include local urban issues.

• Use the local planning department as a resource.

• As an extension activity, create a simulated city council debate.

Prior Knowledge Required

• general urban terminology

• general knowledge of the opportunities and challenges in an urban area (i.e., traffic congestion, gang violence)

Teaching/Learning Strategies

Teachers will:

1. introduce the model (Appendix 5-1), using sample issues (i.e., homeless people, road rage, lack of green space).

2. brainstorm with the class for other problems/issues.

3. organize students into groups and assign issues to be researched.

4. take students to the resource centre to utilize three different sources to gather information (i.e., Internet, print, video library).

5. when each group has taken their issue through the model, introduce the jigsaw method to share information and defend decisions.

Students will:

1. identify urban problems/issues.

2. use the enclosed decision making model to analyze the problem and suggest possible solutions.

3. present their decisions to their jigsaw group.

Assessment/Evaluation

1. Observation: checklist to be established for resource use and probe questions to discriminate between fact and fiction

2. Performance Assessment: oral presentation of the issue using the decision-making model as a checklist (See Appendix 5 - 1.)

3. Reflection: peer evaluation of group work

Resources

Print 1. Canada: Land of Diversity, Third Edition, 1996 2. Urban Trends Magazine 3. The Monograph, Vol. 46, Issue 3, Summer 1995 4. Local Newspapers 5. CBC: News In Review 6. “Canadian Geographic Magazine”, May-June 1998 Computer • Citynet Web Sites • http://www.thestar.com The Toronto Daily Star

Appendices Appendix 1: Decision-Making Model

Accommodating Special Needs

• Limit the number of resources required.

• Oral presentation to teacher; no peer evaluation.

Activity #6: Culminating Activity of the Five Themes of Geography

- Field Study/Photo Display

Time: 300 minutes

Description

In this activity, the students will synthesize all previous learning and apply it to the “real world” for an authentic learning experience. The students will assume the role of a visiting Urban Planner to collect and analyze urban data for future development in their own community. In addition, they will complete a photo/video display to demonstrate their knowledge of the five themes of geography. This hands-on experience is fun, motivates the students, and provides a link between school and the “real world”. Using the reflection tool provided, students will gain insight into the intimate relationship between humans and the creator.

Strands and Expectations

Strands: Methods of Geographic Inquiry, Understanding and Managing Change, Geographic Foundations: Space and Systems

Ontario Catholic School Graduate Expectations: CGE: 2c, 3b, 5a, 5f, 5g, 7a, 7 b

Overall Expectations: CGC 1P: MIV.01B, UMV.02B, SSV.01B

Specific Expectations: CGC 1P: MI2.01P, UM1.02B, SS1.05P

Unit Planning Notes

• Have on hand a clear, clean, and precise itinerary of the day.

• The five theme organizer needs to be clearly defined (Appendix 6 - 1).

• Use of photographic devices is necessary.

• PowerPoint Software Application is an excellent tool for student presentations.

Prior Knowledge Required

• ability to identify the themes that geographers use to organize their inquiries (Five Themes)

Teaching/Learning Strategies

Teachers will:

1. distribute the simple checklist rubric to help outline the project criteria. (Appendix 6 - 1)

2. distribute the planning outline for the project. (Appendix 6 - 2)

3. distribute the complex rubric to motivate student quality of work. (Appendix 6 - 3)

4. organize and plan the field study area.

5. organize follow-up activities to the field study, including the preparation of the display boards, the presentation to the class, the written report, and the reflection page. (Appendix 6 - 3)

Students will:

1. collect photographs of the five themes while on their field study, using cameras, digital cameras, or video cameras.

2. apply and demonstrate their knowledge of the five themes of geography by creating a photo display board that illustrates: Location, Places, Human-Environment Interaction, Movement, and Region.

3. integrate the different perspectives of the five themes of geography into a holistic study of one area, by clearly defining the uniqueness of their area in a written report.

4. complete a reflection page of the field study so that each student can assess their learning, their likes/dislikes, their Catholicity, and their role as a responsible citizen.

Assessment/Evaluation

1. Conferencing: checklists

2. Performance Assessment: of the photo/video display - teacher-designed

3. Reflection: self and peer evaluation

Resources

Print 1. The Monograph - Volume 45 - Issue #1 - Winter 1995

Community 1. Communications Department

Appendices

Appendix 6 - 1: Photo/Video Display Organizer of an Urban Centre: Simple Checklist Rubric

Appendix 6 - 2: The Five Themes of Geography: A Photographic Essay Assignment (found at http://www.tcdsb.on.ca/ice/profiles.html ) (The Monograph, Vol. 46, Issue
No. 1, 1995)

Appendix 6 - 3: Complex rubric for photo/video assessment

Appendix 6 - 4: sample reflection page (found at http://www.tcdsb.on.ca/ice/profiles.html )

Appendix 6 - 1: Photo/Video Display Organizer of an Urban Centre:

Simple Checklist Rubric

Your culminating activity, based on our study of urban development, is to design a photo or video display of an urban centre, using the five themes of geography as your guide. The following simple checklist rubric will help you develop your display.

HAVE YOU DEMONSTRATED THE FOLLOWING?

1.	Location - Where is it? : absolute - latitude and longitude : relative - the relationship of a place to other places
2.	Place - What is it like? : physical characteristics - landform, soil, bodies of water, climate, natural vegetation, animal life : human characteristics - land use, population density, language patterns, religion, structures (architecture), government
3.	Human Interaction with the Environment - What is the relationship between people and the environment? : dependence for food, shelter, clothing : changing the environment to suit peoples’ needs : adapting to the environment
4.	Movement - How and why are places connected to one another? : immigration is evidenced : imports/exports : transportation routes connecting to other places
5.	Regions - What characteristics make this area unique? : what are the homogenous characteristics of this study?

Appendix 6 - 3:

Complex Rubric for Photo/Video Assessment page 1 of 2

Criterion	Level 1 (50 - 59)	Level 2 (60 - 69)	Level 3 (70 - 79)	Level 4 (80 - 100)
Knowledge and Understanding: 1. urban terms 2. land use 3. urban functions 4. concept of growth in relation to population	- limited use of geographic vocabulary terms - limited understanding of the eight land use classifications - limited clarity of information as to urban functions	- some geographical terms and vocabulary - some understanding of the eight land use classifications - some clarity of information - some understanding of urban functions and growth	- considerable knowledge of terms, land use, and urban functions apparent - considerable understanding of the relationship between urban growth and population	- thorough knowledge of facts and vocabulary, land use, and urban functions - concept of the relationship between urban growth and population is insightful and extended
Thinking and Inquiry: 1. researching an urban centre (relevance of material) 2. developing an organizer to display work 3. evaluates work to be displayed based on criteria 4. accuracy of information	- limited resources used to collect data - limited clarity of information - little material selected that relates to the five themes - difficulty classifying data - little use of the checklist provided to organize work - organizer is incomplete	- some variety in resources used to collect data - some relevant material collected - difficulty sorting and classifying material based on the five themes - not all pictures reflect the titles on the display board - some use of checklist for criteria - some clarity of information - organizer is developing	- a variety of resources have been used to collect data - most material is relevant - organizer clusters themes to demonstrate understanding of concepts - use of the criteria checklist is evident - editing and polishing is evident - information is accurate	- a variety of resources have been used to collect data - material is relevant, clear, and effective - editing and polishing is evident - clear use of the criteria checklist is apparent - organizer clearly demonstrates the five themes of geography - information is accurate and abundant

Appendix 6 - 3:

Complex Rubric for Photo/Video Assessment page 2 of 2

Criterion	Level 1 (50 - 59)	Level 2 (60 - 69)	Level 3 (70 - 79)	Level 4 (80 - 100)
Communication: 1. use of pictures, symbols, and graphing skills to demonstrate information on the five themes of geography for the urban area study	- limited number and variety of visuals - limited demonstration of the five themes - material is difficult to read as it has very little order - poor sorting into classifications - little proofing/editing - limited effectiveness with symbols	- moderate number and variety of visuals - some sorting and classifying abilities - appropriate titles, with initial development of five themes apparent - not all visuals reflect title - limited demonstration of the five theme concept - some proofing/editing - some use of graphing	- large number and variety of visuals - graphing skills evident - most material is relevant and used with considerable clarity - 5 themes clear and easy to read - most visuals reflect the titles, and groupings are accurate - considerable editing/ proofing - originality is evident	- large number and variety of visuals - graphing skills evident - all material is relevant and used with clarity and accuracy - 5 themes clear and easy to read - display board is clean, neat, and easy to read - attention to detail is evident - material is displayed in a creative and original fashion - high degree of editing/ polishing is evident
Application: 1. transfer the five themes of geography concepts to an urban area 2. transfer research skills, organizational skills, and graphing skills to a new area	- limited effectiveness - limited use of graphs - little research is evident and lacks organization - not all themes are covered	- moderate effectiveness - moderate use of graphs - some research attempted in each theme - not all material is relevant	- considerable effectiveness - considerable research on all five themes - good use of graphs to interpret data	- a high degree of effectiveness - the five themes are completely researched and organized - graphs used to interpret complex ideas

Appendix 6 - 2: The Five Themes of Geography: A Photographic Essay

Assignment

Name: ________________________

Date: _________________________

I Assignment: A photographic essay illustrating the five themes of geography. (Location, Place, Human-Environment Interaction, Movement, Region). One picture per theme minimum (two or three suggested). Your choice of medium: video, photographs, or slides. Do you need help securing a camera or film? If so, see your teacher immediately.

II Pick a thematic area for the assignment. Suggestions: your house, your neighbourhood, your school, a shopping centre or mall, downtown area, your town, a nearby conservation area or river, the Province of Ontario, any nearby town/city, etc. Going out of town for the weekend? Take pictures! Get family members involved. Explain the five themes to them and ask for suggestions.

III Don’t procrastinate! Develop a timeline for this assignment NOW! Allow time to plan the pictures, take the pictures, process the film, and put together your display/presentation.

Final due date is:

Planning Outline

Thematic Area:

Photographic Medium:

Five Themes Picture Possibilities:

Location:

Place:

Human-Environment Interaction:

Movement:

Region:

Project Timeline:

I will have this project planned by

I will get the camera and film by

I will have the pictures taken by

I will take the film for processing by

I will assemble the final project by

Remember, the final due is

I understand what this project involves. I will follow the above schedule as closely as possible. I will seek help, if necessary. I will produce a project that is of high quality and well thought-out, to demonstrate my understanding of the five themes of geography.

Student's Signature: _______________________ Date: _______________________

I have reviewed this assignment with the student. I will offer whatever guidance and help I deem necessary to aid the successful completion of this project. I understand that cameras and financial assistance are available.

Parent's/Guardian's Signature: _______________________ Date: _______________________

Thanks to all for your support. Educationally valuable and stimulating projects are only possible when we all work together. Feel free to call with questions or concerns.

Teacher(s): ______________________________________________

Photographic Essay Assignment: Teacher Resources and Materials

Resources Boehm, Richard and others. Building Skills in Geography. Westerville, Ohio: Glencoe Publishing, 1990. Geographic Connections Teaching Guide. USA Today, 1992. Hardwick, Susan Wiley and Donald Holtgrieve. Patterns On Our Planet. New York: Macmillan Publishing, 1990. Ludwig, Gail and others. Directions in Geography: A guide for Teachers. Washington, D. C.: National Geographic Society, 1991, 1992. Maps, The Landscape and Fundamental Themes in Geography. Map. Washington, D. C.: National Geographic Society, 1993.

Materials Provided Five Themes Photographic Essay Assignment Five for Five Handout Photo Dos and Don’ts Handout Five Themes Quiz Five Themes Photographic Essay Evaluation Geoportraits by Jody Smothers (to be included in Part 3)

Place 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________	Place 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________
Five for Five Think of five picture possibilities for a five themes photographic essay. Location 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________
Movement 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________	Region 1. _____________________________________ 2. _____________________________________ 3. _____________________________________ 4. _____________________________________ 5. _____________________________________

Appendix 6 -4: Sample Reflection Page

Toronto Day & Night

WHAT I CAME FOR	WHAT I GOT
WHAT I REALLY LIKED	WHAT I WOULD CHANGE
WHERE DID I SEE JESUS AT WORK?	HOW COULD I HELP?

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