Unit: Global Climate Change - Developing a Global Perspective€¦ · · 2010-02-16Unit Planning...

Unit: Global Climate Change Time: 1400 minutes (20 lessons * 70 minutes each) Unit Developers: Katrine Cuillerier Development Date: November 8th, 2007 Unit Description Strands(s) and Expectations Strand(s): Geographic Foundations: Space and Systems/ Human-Environment Interactions/Global Connections/Understanding and Managing Change/Methods of Geographic Inquiry Overall Expectations: SSV.04B, SSV.05B, HEV.01D, HEV.02D, HEV.03B, HEV.04D, GCV.01D, GCV.03B, UMV.01B, MIV.01B, MIV.03D Specific Expectations: SSI.01B, SSI.02B, SSI.03B, HEI.01B, HEI.02B, HEI.03B, HEI.04B, HE2.01D, HE2.02D, HE2.04D, HE3.01D, HE3.02D, HE3.03D, GC2.01D, GC2.02D, GC3.02D, GC3.03D, UM2.02B, UM2.03B, MI1.02B, MI3.01B, MI2.01D, MI2.02B, MI2.03D, MI2.04B, MI2.05B, MI2.06B, MI2.07B, MI2.08B, MI2.09D, MI2.10D, MI2.11D, MI2.12B, MI2.13B, MI2.14B Activity Titles (Time + Sequence) Activity # Activity Title Time Activity 1 Global Warming – Introduction; Why Does It Matter? Brainstorming 70 Activity 2 Greenhouse Gases – Video (Nat. Geo., 4 min) & Carbon Cycle - Worksheet 70 Activity 3 Finish Worksheet/Group Discussion 70 Activity 4 Impact of Global Warming: Canada and the World 70 Activity 5 Dilemma of Global Warming – Is it Happening? 70 Activity 6 Video Comparison: Inconvenient Truth/Doomsday Called Off (CBC) 70 Activity 7 Groups and People who are Changing the World, David Suzuki/Al Gore/etc. 70 Activity 8 What can we do to Stop Global Warming – Individual Changes 70 Activity 9 Video: Fifth Estate – The Denial Machine, 40 min. (Aired: October 24, 2007) &

Video Discussion 70

Activity 10 TEST (Global Warming/Greenhouse Effect) 70 Activity 11 Non-Renewable vs. Renewable Resources – Alternative Energies/Introduce

Research Assignment 70

Activity 12 The Future of Energy – Formative Research Assignment (Library work period) 70 Activity 13 Class Symposium on Future of Energy Use 70 Activity 14 What is an Ecological Footprint?/Computer Lab – Explore Personal Footprint 70 Activity 15 Ecological Footprints: Me, School, Community, World – How do we Rank? 70 Activity 16 Reducing Ecological Footprint Advertisement Introduction 70 Activity 17 Reducing Ecological Footprint Advertisement Group Work (1) 70 Activity 18 Reducing Ecological Footprint Advertisement Group Work (2) 70 Activity 19 Presentation of Reducing Ecological Footprint Advertisement 70 Activity 20 Video/Summative Discussion on Sustainable Development – What can we do? 70

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Unit Planning Notes • Check IEPs for identified students. Prior Knowledge Required • Check expectations contained in Grade 7 & 8 Geography curriculum. • To assess the skill level of students, administer a diagnostic test/brainstorming looking at the various aspects of Global Warming during the initial class. Results will assist teacher in determining what level of review/remediation is necessary or if students can skip certain aspects of the unit. • This is the final unit and therefore students are expected to have already learned the basic skills and knowledge of geographers learnt in the previous units. They are expected to draw upon this knowledge base to make their own informed opinions. • Students need to be familiar with the computer and how to access the Internet. Teaching/Learning Strategies Whole Group • Brainstorming, questioning, discussion, concept clarification, lecturing Small Group • Inquiry process, issue-based analysis, classifying, collaborative learning, computer-assisted learning, research, written skit Individual • Note-making, organizers, computer-assisted learning, research, visualization, poster creation, short answer Assessment/Evaluation Diagnostic and Formative Assessment: Roving Conferences; Formal Teacher Observation, Assessment Rubric/Peer Evaluation of Group Performance Summative Evaluation: Formal Teacher Observation/Written Report Assessment/Rubric/Oral Presentation Assessment Rubric/Student Self-Evaluation Rubric

Activity # - Assessment name Type of Assessment Points worth % out of entire unit 1 – Brainstorming Diagnostic N/A (informal) N/A (informal) 3 – Worksheet (HMWK) Formative 5 5 6 – Video Worksheet (HMWK) Formative 5 5 9 – Video Worksheet (HMWK) Formative 5 5 10 – TEST Summative 20 25 13 – Symposium Formative 20 15 15 – Activity Worksheet Formative 15 5 19 – Presentation Summative 32 40 (HMWK) = Homework Resources Print: Handouts, Worksheets, Textbook (Making Connections – Canada’s Geography), Print Information about various countries (Ecological Footprint, carbon output, etc.)


Audio-Visual: Video:

• Fifth Estate – The Denial Machine, 40 min. (Aired: October 24, 2007)

• National Geographic – Greenhouse Gases, 4 min.

• Inconvenient Truth

• Doomsday Called Off (CBC – accessible on YouTube)

• National Geographic – Sustainable Development

Computer: Internet


The Context of the Unit: This unit is one of the most important units for the grade 9 curriculum since the ideas formed by the students in it will directly influence their future and the future of the planet. If students are to become global citizen they need to know how their actions today will influence the problem they will face in the future. This unit uses real-world examples from within the community as the student sees it and will therefore be seen as a more important and influential issue to most students. Students in this unit will develop the skills need to make future predictions about geographic systems and will all students to better understand the human-environmental interactions they see daily. Students by the end of this unit will meet many of the curriculum expectations; specifically students will meet two overall expectations from the Human-Environment Interactions strand:

• HEV.01D – Students will analyze the ways in which natural systems interact

with human systems, and then make predictions about the outcomes of these interactions. (Students are expected by the end to make a

convincing argument of their fellow students using what they have learnt during this unit about global warming to persuade their peers to conserve

and lesson their impact on natural systems.)

• HEV.03B – Students will demonstrate an understanding of the challenges

associated with achieving resource sustainability, and explain the implications of meeting or not meeting those challenges for future

resource use in Canada. (Students will accomplish this through activity/lesson 11/12/13, where students will research and conduct a

symposium on the future of Canada’s energy resources.) Students are expected that by this lesson they will have a greater understanding of the problems that are facing the environment today. Additionally, students will understand why there is a world-wide push to reduce, reuse, and recycle in our lives to prevent further climate change.

Unit Plan Summary:

This is the final unit for grade 9 Geography and therefore students are expected to draw upon all previous learned knowledge and skills to draw conclusions about human-environment interactions, specifically those within global warming and climate change. Students will develop research skills as they explore the relationship between humans and their environment with a focus on the interaction of human and natural systems. Students will use research and analysis of systems to investigate issues related to climate change and how they relate to them, their community and the world. Student s will explore the issues and ideas of: global warming, greenhouse effect, current and alternative energy resources, and ecological footprints. Students will draw conclusions from their research and class discussions about what they can do to help the environment and to become a better global citizen.

Students will participate in many individual and group activities that will draw upon the previous units in this course and will link to any future geography classes they attend. Initially students will participate in class discussions on global warming and as groups discuss the alternate views seen in various multimedia presentations utilized in the class. Students are expected to work in groups for the formative research assignment that will be presented as a symposium to the other students on the future of our energy resources. Building on the concept of ecological footprint and individual environment


impact the culminating activity brings the global concerns related to human and environmental interaction into a local and personal focus.

Activity 1 - Global Warming – Introduction; Why Doe s It Matter? Brainstorming

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is the introductory lesson for the unit. Therefore at the beginning of the lesson there will be an informal brainstorming session at the beginning of the lesson that will serve as a diagnostic assessment to see how much of the topic of Global Warming the students know. Additionally, since this is the final unit for grade 9 geography students are to build upon the terms and ideas that were formed in all previous lessons and units and use these ideas in the discussions for this lesson. Students in this lesson will start by brainstorming ideas about what they think is global warming, causes and their impact on the environment. Students will draw from their previous knowledge of environmental systems as well as from various natural and human systems. This lesson will introduce the unit and the expectations as well as give students an idea of the timetable for assessments. Students will be given handouts about the various performance tasks and test for this unit. Ontario curricular expectations: Strands: Understanding and Managing Change, Methods of Geographic Inquiry Specific expectations:

• UM2.02B – Students will predict the consequences of human activities (e.g., agriculture, recreation) on natural systems (e.g., soil depletion, climate change);

• MI2.02B – Students will develop and use appropriate questions to define a topic, problem, or issue, and use these questions to focus a geographic inquiry

Materials: • Handouts • Foolscap, markers, magnets (for brainstorming)

Key concepts and/or skills to be learned: Students will brainstorm using the ‘Think, Pare, Share’ model. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Concept Formation for brainstorming and Cooperative Learning (while using the ‘think, pair, share’ model) and therefore the class setting will remain the same. Assessment: The teacher will walk around the class during the planning of the advertisement by the students and visually assess whether or not students understand the assignment – help where needed. Accommodations: Fictional student with IEP (Paul):

• Paul’s note taking will be supplemented by the use of copied notes from peers, copied overheads used by the teacher -- scribe


Activity 2 - Greenhouse Gases – Video (Nat. Geo., 4 min) & Carbon Cycle - Worksheet

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is an introductory lesson for the topic of the greenhouse effect – greenhouse gases and what they are. Students will be given information about the effect and the gases and what they do through Direct Instruction. Students will watch a short (4 minute) video produced by National Geographic about some surprising findings a research group has found from greenhouse gases. This will lead into a discussion about whether students think the surplus of gases would be beneficial or detrimental to vegetation. Students will then work in groups through Cooperative Learning to answer the questions on the Carbon Cycle Worksheet from the textbook. Students are expected to work on the worksheet for homework (there are numerous parts – a section will be assigned for homework and will be checked in the next class to see if the student is on track). However, tell the students that it is not expected that the students finish the worksheet because there will be time in the next class to work on it. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:

• SSI.02B – Students will demonstrate an understanding of the characteristics of natural systems (e.g., climate, landforms, soils, natural vegetation, and wildlife).

• HEI.02B – Students will demonstrate an understanding of how human activities (e.g., agricultural and urban development, waste management, parks development, forest harvesting, and land reclamation) affect the environment.

Materials: • LCD projector and laptop with internet access (for video) • Video/Greenhouse Gases Worksheet • Carbon Cycle Worksheet • Students must have their textbook for this lesson

Key concepts and/or skills to be learned: Students will be introduced to the ideas of the Greenhouse effect, the different greenhouse gases, and the carbon cycle. These concepts will be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught through Direct Instruction and utilize Cooperative Learning for the worksheets and therefore the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):



Activity 3 - Finish Worksheet/Group Discussion Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is a continuation of the previous lesson for the topic of the greenhouse effect – greenhouse gases and what they are. At the beginning of the lesson students will discuss with the teacher about questions they have about the concept of the greenhouse effect and the carbon cycle. The teacher should ask students leading questions like, ‘did they know that some of the greenhouse gases like carbon could be good for our environment?’ Or, ‘What happens when we make paper? What could we do in schools to stop more trees from being cut down?’ After which, students will be given time to finish their worksheets while the teacher walks around and checks if the students completed their homework and if they understand what they are doing.. The worksheets will be handed in at the end of class for a completion mark. Students will then work in groups through Cooperative Learning to answer the questions on the Carbon Cycle Worksheet from the textbook. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:



Materials: • Carbon Cycle Worksheet • Students must have their textbook for this lesson

Key concepts and/or skills to be learned: Students will further explore the ideas of the Greenhouse effect, the different greenhouse gases, and the carbon cycle. These concepts will be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Cooperative Learning for the worksheets and therefore the class setting will remain the same. Assessment: There is a diagnostic assessment – the carbon cycle worksheet will be collected at the end of class and will be marked on accuracy and completion. It will be worth 5 points and accounts for 5% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):


• Tape record information in class after which a student will transcribe.

• Allow student extra time to complete assignments.


Activity 4 - Impact of Global Warming: Canada and the World Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will evaluate the impacts and potential effects of global warming using Unguided Inquiry in groups using the ‘think, pair, share’ model. Each group will be given a different bullet point found on pages 460 to 462 of the text – they must read it to themselves and think of the issues the potential effects will create for the world’s population, economy and relations (peace/war). After sharing their answers in their group they will be expected to nominate a group member to present what their global effect is and what the group will think will happen to the world. Students are expected to take notes on a worksheet from their group as well as the other group. Extra time will be given for students to discuss these topics further between the groups and with the teacher. Ontario curricular expectations: Strands: Global Connections, Human-Environment Interactions Specific expectations:

• GCV.01D – Students will demonstrate an understanding of how Canada's diverse geography affects its economic, cultural, and environmental links to other countries).


Materials: • Impact of Global Warming Worksheet • Students must have their textbook for this lesson

Key concepts and/or skills to be learned: Students will be introduced to the ideas of the impact of global warming and the potential effects on the world’s human systems. These concepts will be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Unguided Inquiry and utilize Cooperative Learning for the worksheets and therefore the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):


• Allow student to tape record information in class after which a parent/volunteer/peer or student transcribe provided there is time.



Activity 5 - Dilemma of Global Warming – Is it Happening? Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will be encouraged to ask any questions about the previous day’s topics, since they will be on the test. Students will be introduced to the debate about whether or not scientists believe that global warming is actually happening through Direct Instruction. After which students are encouraged to discuss whether or not they think anything is happening – or what they will think will happen. The first part of the video “Doomsday Called Off”, which will be used in the video comparison, will be shown for the most of the rest of the class (stop about 10 minutes before the end of class for a group discussion about what the students watched). Students will watch the video and fill in a worksheet that will be used again in the next class (and marked). Ontario curricular expectations: Strands: Global Connections, Human-Environment Interactions Specific expectations:



Materials: • Dilemma of Global Warming/Video Comparison Worksheet • Doomsday Called Off video (accessible through YouTube) • LCD/laptop computer with internet/DVD player capability • Students must have their textbook for this lesson

Key concepts and/or skills to be learned: Students will be introduced to the idea of the debate about the authenticity of global warming and the potential effects on the world’s human systems. This concept will be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Direct Instruction for the worksheets – the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):



Activity 6 - Video Comparison: Inconvenient Truth/Doomsday Called Off (CBC) Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will be encouraged to ask any questions about the previous day’s topics, since they will be on the test. Students will continue the final part of the video “Doomsday Called Off” after which there will be a brief discussion before starting the next video, “Inconvenient Truth”. Students will be expected to finish filling in the worksheet and they will be collected at the end of class (if finished, next class if not) and marked. At the end of class there will be a discussion about the two different viewpoints of the producers of the videos and what they could be hoping to achieve by making their respective videos. Ontario curricular expectations: Strands: Global Connections, Human-Environment Interactions Specific expectations:



Materials: • Dilemma of Global Warming/Video Comparison Worksheet • Doomsday Called Off video (accessible through YouTube) • Inconvenient Truth video (DVD) • LCD/laptop computer with internet/DVD player capability

Key concepts and/or skills to be learned: Students will continue to develop the idea about the debate about the authenticity of global warming and the potential effects on the world’s human systems. This concept will be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Direct Instruction for the worksheets – the class setting will remain the same. Assessment: There is a diagnostic assessment – Dilemma of Global Warming/Video Comparison worksheet will be collected at the end of class and will be marked on accuracy and completion. Students will be allowed an extension of one day if needed. It will be worth 5 points and accounts for 5% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):



Activity 7 - Groups and People who are Changing the World, David Suzuki/Al Gore/etc.

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This is a computer lab/internet based lesson. Before going to the lab, students will be encouraged to ask any questions about the previous day’s topics, since they will be on the test. Students will stay in their groups and using the internet they will research a particular environmental/climate change leader guided by a worksheet and present their findings to the group. Students will look at: David Suzuki, Al Gore, Greenpeace, the United Nations, Sierra Club, etc. Cooperative Learning will be utilized. At the end of class after the presentations students will be encourage to share what way they think was best for preventing global warming and things they found interesting or surprising. Ontario curricular expectations: Strands: Global Connections, Human-Environment Interactions Specific expectations:

• GC2.02D – Students will evaluate Canada's participation in organizations that deal with global issues (e.g., global warming, biodiversity, human rights).


Materials: • Computer lab must be booked. • Groups and People worksheet

Key concepts and/or skills to be learned: Students will learn about activists and activism groups who are working to bring awareness to the global warming issue and help solve the problem. This concept may be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Cooperative Learning for the worksheets – the class setting will be different as the class will occur, for the most part, in the computer lab. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):





Activity 9 - Video: Fifth Estate – The Denial Machine, 40 min. (Aired: October 24,

2007) Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will be encouraged to ask any questions about the previous day’s topics, since they may be on the test. Students will watch the video “The Denial Machine” and fill in a worksheet that will be collected and marked at the end of class. At the end of the video there will be a discussion as to why the American government would want to downplay global warming – relate it to Canada’s government’s refusal to sign the Kyoto Protocol. Using Direct Instruction explain the Kyoto Protocol and various other world-government initiatives to slow/stop global warming and climate change. Ontario curricular expectations: Strands: Global Connections Specific expectations:

• GC2.01D – Students will compare approaches to environmental concerns in Canada with those practiced in other nations (e.g., deforestation, regulations regarding pesticide use, pollution that crosses international borders).

• GC2.02D – Students will evaluate Canada's participation in organizations that deal with global issues (e.g., global warming, biodiversity, human rights).

Materials: • Video: The Denial Machine (available online at CBC.ca) • The Denial Machine worksheet

Key concepts and/or skills to be learned: Students will learn about personal changes they can do in their lives to help the environment and reduce/stop the global warming problem. This concept may be on the unit test. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Cooperative Learning for the concept map – the class setting will remain the same. Assessment: There is a diagnostic assessment – The Denial Machine worksheet will be collected at the end of class and will be marked on accuracy and completion. Students will be allowed an extension of one day if needed. It will be worth 5 points and accounts for 5% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):




Activity 10 - TEST (Global Warming/Greenhouse Effect) Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will be encouraged to ask any questions about the previous day’s topics, since they may be on the test. There will be a short 10+ minute review where students can ask any last questions about the test. After the test students are, if they finish early, encouraged to work on other class work from other classes. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:



Materials: • Test

Key concepts and/or skills to be learned: There are no new concepts being learned because for the lesson there is a test Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will be taught using Cooperative Learning for the concept map – the class setting will remain the same. Assessment: There is a summative assessment (mid-unit test). It will be worth 20 points and accounts for 25% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):





**This test is close to the end of the final unit of CGC1D (Geography of Canada, Grade 9, academic). It comes at the end of a lesson group that taught the greenhouse effect and global warming. ** Strands and Expectations for test: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Overall Expectations:

� HEV.01D – Students will analyse the ways in which natural systems interact with human systems, and then make predictions about the outcomes of these interactions.

Specific Expectations:

� SSI.02B – Students will demonstrate an understanding of the characteristics of natural systems (e.g., climate, landforms, soils, natural vegetation, and wildlife).

� HEI.02B – Students will demonstrate an understanding of how human activities (e.g., agricultural and urban development, waste management, parks development, forest harvesting, and land reclamation) affect the environment.


Name: . Date: .

TEST – Greenhouse effect and Global Warming

Part A: Each question is worth one (1) mark. 1. What change in temperature will result in a new period of glaciation?

a) A rise of about 4 º C

b) A drop of about 10 º C

c) A drop of about 8 º C

d) A drop of about 4º C

2. A carbon sink is...

a) Something that releases carbon into the atmosphere.

b) A molecule of carbon that is absorbed into a tree.

c) A keeper of carbon that exchanges with the atmosphere in a cycle.

d) When someone places burnt pieces of wood in a sink.

3. Which of the following are greenhouse gases?

a) Carbon dioxide

b) Halocarbons

c) Water vapour

d) All of the above

4. Which of the following best describes what happens during the carbon cycle?

a) The movement of carbon through various parts of the world.

b) The movement of carbon through a human’s respiration cycle.

c) The movement of carbon through plants, animals, water, soil, air and rocks.

d) The release of carbons when trees are cut down.


5. What is meant by the greenhouse effect?

a) It is the gas that contributes to global warming such as carbon dioxide and methane.

b) It is a warming of the world’s temperature as a result of rising levels of carbon dioxide in the atmosphere.

c) It is the absorption of heat energy by greenhouse gases and re-radiation into the atmosphere.

d) It is when people build very large plastic structures and grow tomatoes and other things in them.

6. Read carefully through the paragraph below, and decide which of the options a) to

d) is correct.

The scientific community agrees that if average global weather rise by 2° C above pre-industrial levels we would see irreversible damage to the planet. Even with some action to reduce greenhouse gas emissions, we are currently on track to reach 2° C by 2050, and will exceed this dangerous threshold unless dramatic actions are taken.

a) The word "reduce" should be replaced by "increase". b) The word "scientific" should be replaced by "historical". c) The word "pre-industrial" should be replaced by "pre-Cambrian". d) The word "weather" should be replaced by "temperature".

Part B:

7. Compared to most countries, Canada may find a number of benefits from global warming. Describe three (3) of these.

(6 marks)

8. Draw a fully-labelled sketch to illustrate how the greenhouse effect works in the

earth’s atmosphere. Include three (3) human influences that are increasing the greenhouse effect.

(8 marks)

Final mark: /20


-ANSWER KEY-

TEST – Greenhouse effect and Global Warming

Part A: Each question is worth one (1) mark. 1. What change in temperature will result in a new period of glaciation?

a) A rise of about 4 º C

b) A drop of about 10 º C

c) A drop of about 8 º C

d) A drop of about 4º C

2. A carbon sink is...

a) Something that releases carbon into the atmosphere.

b) A molecule of carbon that is absorbed into a tree.

c) A keeper of carbon that exchanges with the atmosphere in a cycle.

d) When someone places burnt pieces of wood in a sink.

3. Which of the following are greenhouse gases?

a) Carbon dioxide

b) Halocarbons

c) Water vapour

d) All of the above

4. Which of the following best describes what happens during the carbon cycle?

a) The movement of carbon through various parts of the world.

b) The movement of carbon through a human’s respiration cycle.

c) The movement of carbon through plants, animals, water, soil, air and rocks.

d) The release of carbons when trees are cut down.


5. What is meant by the greenhouse effect?

a) It is the gas that contributes to global warming such as carbon dioxide and methane.

b) It is a warming of the world’s temperature as a result of rising levels of carbon dioxide in the atmosphere.

c) It is the absorption of heat energy by greenhouse gases and re-radiation into the atmosphere.

d) It is when people build very large plastic structures and grow tomatoes and other things in them.

6. Read carefully through the paragraph below, and decide which of the options a) to

d) is correct.

The scientific community agrees that if average global weather rise by 2° C above pre-industrial levels we would see irreversible damage to the planet. Even with some action to reduce greenhouse gas emissions, we are currently on track to reach 2° C by 2050, and will exceed this dangerous threshold unless dramatic actions are taken.

a) The word "reduce" should be replaced by "increase". b) The word "scientific" should be replaced by "historical". c) The word "pre-industrial" should be replaced by "pre-Cambrian". d) The word "weather" should be replaced by "temperature".

Part B:

7. Compared to most countries, Canada may find a number of benefits from global warming. Describe three (3) of these.

(6 marks)

*Two marks each point – one for benefit and one for describing it.*

� Temperate areas increase, expanded grassland/more hospitable land. People would be able to live further north – and areas that are resource-rich would open up to more people being able to live in them. More farm areas will increase (may grow wheat in Yellowknife).

� More rainfall - will result in a more temperate climate in some areas and reduce water shortages.


� Longer growth season/areas of farming once too cold will open to farming. A shorter winter would allow plants to fully grow. Canada could produce more produce and therefore support more of its population and rely less on imported goods.

8. Draw a fully-labelled sketch to illustrate how the greenhouse effect works in the

earth’s atmosphere. Include three (3) human influences that are increasing the greenhouse effect.

(8 marks)

One mark each for labelling:

� Reflected

� Absorbed by atmosphere

� Escaped/escaping

� Absorbed by greenhouse gasses (will accept any of the gasses i.e. CO2, water vapour, etc.)

� Edge of atmosphere (with a clear line on the sketch illustrating it.)

� Any combination of three of:

o Deforestation


o CFCs

o Burning fossil fuels

o Car engines

Final mark: /20

Activity 11 - Non-Renewable vs. Renewable Resources – Alternative Energies/Introduce Research Assignment

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students, in their pre-made groups, will choose one of the Future of Energy research topics located in the text on pages 470 to 472. During this period using Cooperative Learning students will develop clear and concise predictions for the future of energy resources in Canada and recommendations on what we can do to ensure sustainability of our energy resources. Ontario curricular expectations: Strands: Human-Environment Interactions Specific expectations:

• HEI.04B – Students will identify the regional distribution of Canada's energy sources and describe the relative importance of each source.

• HE2.02D – Students will produce and evaluation of the feasibility of using selected renewable and alternative energy sources (e.g., solar, wind, tidal, hydrogen fuel cell) and implementing conservation strategies.

• HE3.03D – Students will produce an evaluation of proposed solutions to environmental problems (e.g., by government, industry, other interested groups) and make recommendations for sustainable resource use.

Materials: • Library access • Future of Energy Research Assignment Sheet (includes description, rubric, etc.)

Key concepts and/or skills to be learned: Students will learn about Canada’s available energy resources (sustainable and non-sustainable) as well as evaluate the sustainability of the energy resource. Students will make predictions about the future of energy resources in Canada. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will explore various topics using Cooperative Learning for research – the class setting will remain the same.


Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):




Activity 12 - The Future of Energy – Formative Research Assignment (Library period)

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This period is an all-period research period; students will meet in call for attendance and then proceed to the library. Students will continue to work on their research assignments from the last day. Students, in their pre-made groups, will research one of the Future of Energy research topics located in the text on pages 470 to 472. During this period using Cooperative Learning students will continue to develop clear and concise predictions for the future of energy resources in Canada and recommendations on what we can do to ensure sustainability of our energy resources. Ontario curricular expectations: Strands: Human-Environment Interactions Specific expectations:




Materials: • Library access • Future of Energy Research Assignment Sheet (includes description, rubric, etc.)

Key concepts and/or skills to be learned: Students will learn about Canada’s available energy resources (sustainable and non-sustainable) as well as evaluate the sustainability of the energy resource. Students will make predictions about the future of energy resources in Canada. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students


will explore various topics using Cooperative Learning for research – the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):



Activity 13 - Class Symposium on Future of Energy Use Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will present their findings from their research assignments from the previous two lessons. The students will use Direct Instruction to instruct their peer on their chosen type of future energy use. After the symposium there will be a class discussion on which one they thought would be the best for Canada to use in the future and make predictions what would happen if we used only non-renewable energy or one of the more controversial energies. Ontario curricular expectations: Strands: Human-Environment Interactions Specific expectations:




Materials: • Future of Energy Research Assignment Sheet (includes description, rubric, etc.)

Key concepts and/or skills to be learned: Students will learn about Canada’s available energy resources (sustainable and non-sustainable) as well as evaluate the sustainability of the energy resource. Students will make predictions about the future of energy resources in Canada. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will conduct a symposium on the future of Canada’s energy resources utilizing Direct Instruction to instruct their peers – the class setting will remain the same. Assessment: There is a diagnostic assessment – the Future Energy Use paper and work


will be collected and marked, additionally there is a mark for the presentation during the symposium. It will be worth 20 points and accounts for 15% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):




Activity 14 - What is an Ecological Footprint?/Computer Lab – Explore Personal Footprint

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Before going to the computer lab students will brainstorm how we could measure what we use up in the environment (to make it a number). Students will learn this is the first lesson in a series of lessons that will introduce the concept of an ecological footprint. This is a very important lesson, as all future lessons will build upon what is learnt in this lesson. Students will then go to the computer lab to learn more about ecological footprints of themselves and others. Students will take the Earth Day ecological footprint quiz located at: http://www.earthday.net/footprint/index.asp and record their results on the Ecological Footprint worksheet. **They must keep a copy of the worksheet with their results!** At the end of class there will be a discussion about where they rank in the class and whether or not they were surprised about the findings. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:

• SSI.01B – Students will demonstrate an understanding of the terms and concepts associated with regions (e.g. ecological footprint).

• HEI.01B – Students will demonstrate an understanding of what is meant by an “ecological footprint”.

Materials: • Computer Lab must be booked. • Ecological Footprint worksheet.

Key concepts and/or skills to be learned: Students will learn about what an ecological footprint is and how this can be used to rank people around the world. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. To learn about how to calculate an ecological footprint and what it is, Direct Instruction will be used – the class


setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):



• Allow student extra time to complete assignments. Activity 15 - Ecological Footprints: Me, School, Community, World – How do we

Rank? Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: Students will use the information researched from the previous class as well as the information from OAGEE to rank themselves. Again this is a computer lab class. Students can work using Cooperative Learning and Unguided Inquiry to form a ranking of how their ecological footprint ranks against an average person from the class, community, Canada, and various other countries around the world. Students will write a short paper on how they rank and why do they think they are above/below an average person from those various groups. Students will make predictions about what would happen if everyone in the world would be like an average Canadian. There will be a class discussion about student predictions as well as brainstorming about how we could reduce our ecological footprints – these ideas will be used in the summative assignment. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:



Materials: • Computer Lab must be booked. • Ecological Footprint worksheet. • OAGEE Magazine 2005 #1, Ecological Footprint activity

Key concepts and/or skills to be learned: Students will learn about what an ecological footprint is and how this can be used to rank people around the world. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. To learn about ranking their ecological footprint at various levels, Cooperative Learning and Unguided Inquiry


will be used – the class setting will remain the same. Assessment: There is a diagnostic assessment – the Ecological Footprint worksheet will be collected at the end of class and will be marked on accuracy and completion. It will be worth 15 points and accounts for 5% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):


• Allow student extra time to complete assignments. Activity 16 - Reducing Ecological Footprint Advertisement Introduction Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is the second in a 3+ lesson grouping; it will follow the lesson where students learned what an ecological footprint is and how to calculate it. Students are to build upon the terms and ideas formed in the previous lesson. Students in this lesson will start by brainstorming ideas to reduce their ecological footprint and their impact on the environment. This lesson set will complete the unit on climate change/global warming and therefore will finalize the student’s understanding of the future of the planet and what they, personally, can do to change this process. Students will create, as a group, a written/audio or television advertisement to raise awareness on the topic ‘how can we reduce our ecological footprint’ . Students will draw from their previous knowledge of climate change as well as from various natural and human systems. This lesson will introduce the performance task that will act as this unit’s summative assessment tool. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions, Global Connections Overall expectations:

• HEV.01D – Students will analyse the ways in which natural systems interact with human systems, and then make predictions about the outcomes of these interactions.

Specific expectations: • SSI.01B – Students will demonstrate an understanding of the terms and

concepts associated with regions (e.g. ecological footprint). • HEI.01B – Students will demonstrate an understanding of what is meant by an

“ecological footprint”. Materials:

• Each student must have their ecological footprint calculated and printed off (kept by teacher) from the previous class.

• Have a video recorder/tape deck to record the television/radio advertisements. (Can also be done without equipment – have students act it out; this lesson is planned as if the TV/VCR and video recorder is NOT available.)


• Textbook for help with terms. • Summative assessment handout explanation and rubric (see appendix). • May need to access to the internet for some students to do research.

Key concepts and/or skills to be learned: Students are expected to learn how to give a clear and concise presentation and how to make their topic relate to their peers. Students will be expected to expand on their knowledge of ecological footprints from previous classes (calculations, causes, effects, and solutions) as well as supplementary information on global climatic change and human-environmental interactions. Students will make predictions about the climate if people’s footprints are not reduced. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Cooperative Learning and therefore the class setting will remain the same. Students with also utilize Brainstorming, and start to prepare an Oral Presentation/Media Presentation for a future class. Open: (Time: 10 min)

1. Ask student whether or not they were surprised or not after calculating their ecological footprint last class. If they were surprised, why? What did they think of calculating their impact on the environment by using a number? How many Earths would we have to live on to support the world if we all lived like the class? Compare this to Canada’s average of 8 Earths per person.

2. As a group have students brainstorm how we could reduce our ecological footprint. Have one person from each group write a suggestion on the blackboard.

3. Take the answers up as a class and give feedback on each answer. Body: (Time: 50 min)

1. Tell students they are creating a written/audio or television advertisement to raise awareness on the topic ‘how can we reduce our ecological footprint’ in the school. They must do a written rough copy and show this to the teacher and get feedback - also they are instructed to hand this in when they present their final copy. The final mark will be a composite of a mark that each group member gives each other for participation, a peer critique and mark, and a teacher rubric evaluation.

a. For the groups doing the television commercial they will be expected to act out their ad in front of the class.

b. For the groups doing the radio/written commercial they will be expected to read out their ad in front of the class.

2. Hand out & discuss assignment handout and assignment rubric. (see appendix) 3. For the rest of the first period students can work on their advertisement. The

teacher will walk around and help the students with their problems. 4. Tell the students they have at least one week to compile their presentations –

assign presentation order and days. Close: (Time: 10 min)

1. Discussion for students to ask questions or identify any problems they have with their advertisement. Have students (in their groups) conduct ‘mini-interviews’


with the teacher so that the teacher can check whether or not there is progress, or if a different path needs to be taken to complete the desired objectives.

2. Allow students time to pack up and put away their work into their group portfolios.

Assessment: The teacher will walk around the class during the planning of the advertisement by the students and visually assess whether or not students understand the assignment – help where needed. Accommodations:

• For students with writing difficulties – have them help act or do research. Also use a peer scribe for them to put their ideas to paper.

• For students with reading difficulties – have them focus more on the production of the advertisement than the research portion.

• For students with public speaking difficulties – have them help design and/or direct the advertisement (audio/television).

Fictional student with IEP (Paul): • Allow research to be taken down in a Mind Map.


Grade 9 - Geography CGC1D – Climate Change Summative Assignment

“Save the Environment! Let’s Reduce Our Ecological Footprint Ads.”

Curriculum Expectations HEV.01D – Students will analyse the ways in which natural systems interact with human systems, and then make predictions about the outcomes of these interactions. SSI.01B – Students will demonstrate an understanding of the terms and concepts associated with regions (e.g. ecological footprint). HEI.01B – Students will demonstrate an understanding of what is meant by an “ecological footprint”.

Requirements As a summative assignment for the Climate Change Unit, you will, in a group, create an advertisement to raise the school’s awareness of reducing our ecological footprints. You will draw from your previous knowledge of climate change as well as from various natural and human systems that you have studied in this unit. Timeline You will be given three (3) class periods to complete the assignment. At the end of each class, all materials will be put in your group work portfolio at the back of the class. Process • Step One: Make a Decision

As a group you must decide what type of advertisement you will make: Audio or Television. For the groups deciding to do the radio/written commercial they will be expected to read out their ad in front of the class. For the groups deciding to do the television commercial they will be expected to act out their ad in front of the class. Not everyone has to do the presentation, you may decide to split your group so that some do research some do the presentation. However I expect you to all work together and not to have only one or two people doing the entire assignment.

• Step Two: Brainstorm Things that Increase Our Ecological Footprint As a group make a list of factors/problems that will raise our ecological footprint – keep this on a paper that you will turn in at the end as a part of your group work portfolio. Try to brainstorm as many and insightful as possible – a select few will be included in your final product. If you are having problems trying to think of problems, look at the ecological footprint that we completed last class. Think of something that you or your friends do at school that increase an ecological footprint. What are things that some of your teachers may be doing that is increasing their ecological footprint? Look especially at future outcomes and results if we keep on increasing our ecological footprint – you could use this as your ‘hook’.

• Step Three: Brainstorm Things that Decrease Our Ecological Footprint As a group make a list of solutions that will lower our ecological footprint – keep this on a paper that you will turn in at the end as a part of your group work portfolio. Try to brainstorm as many and insightful as possible – a select few will be included in your final product.


If you are having problems look at your “things that increase our ecological footprint” and think of the opposite. Look especially at future outcomes and results if we decrease our ecological footprint.

• Step Four: Research Ecological Footprints You are expected to utilize the textbook, web resources and the library to get information to include in your advertisement, use a variety of sources. If you want to use the ecological footprint test we used in the previous class for help go to: http://www.earthday.net/footprint/index.asp . You are expected to keep a sheet of your references that you will hand in at the end of this assignment. Be sure to record the page number of any books used. **All quotations must be properly sourced. Use APA reference style in your formatting.**

• Step Five: Content of Advertisement In your advertisement you are expected to:

1. State what an ecological footprint is. Use ideas from the test used, for example: For each person to live in the world like a Canadian, we would need 8 worlds.

2. What may be the consequences if we don’t reduce our ecological footprints? What could happen to humans, the environment, economy, etc. if we do not reduce our ecological footprint?

3. Ways in which we can reduce our ecological footprint – especially at school. Try to think of a ‘hook’ to get fellow students interested in change (i.e. music or rap)

• Step Six: Advertisement Structure For the advertisement you can state your information in any order; however you must follow the following structure:

1. Introduction or ‘hook’ 2. Body (your information) 3. Conclusion (something that the audience will remember/take away from the

presentation) • Step Seven: Portfolio Final Copy

As a group you are expected to hand in ALL of your rough work and reference sheets in to be marked. Please include a title page that has the names of each member of your group on it.

• Step Eight: Advertisement Presentation As a group you will present your advertisement – not everyone has to be part of the presentation, but make sure that there is an equal distribution of work in the group. Make sure that your presentation is between 1 ½ and 4 minutes in length and that you rehearse ahead of time so that it is memorized and that you speak clearly.

• Step Nine: Peer Critique After your presentation is done your peers will be invited to critique your presentation using creative criticism. Each person not in your group will mark you on:


4. Clarity (/5) 5. Usefulness of Information (/5) 6. Originality (/5)

• Step Ten: Group Evaluation After your presentation is done your group members will evaluate each other in private. Each person in your group will use the following criteria:

1. Contribution to assignment (/5) 2. Participation in group (/5)

• Step Eleven: Hand in work

Hand in all work including the rough work portfolio , reference page, all evaluations and your rubric with your name on it.

• Step Twelve: The End After all presentations are done there will be vote to choose the top 3 and a discussion why they were the best. The top 3 will be presented to the school on Earth Day (April 22nd) during the Global Awareness Assembly.


CGC1D – Climate Change Summative Assignment

“Save the Environment! Let’s Reduce Our Ecological Footprint Ads.” CRITERIA Level 4 Level 3 Level 2 Level 1

Brainstorming – Problems

Students identify more than 4 reasonable, insightful factors/problems that will increase an ecological footprint.

Students identify at least 4 reasonable, insightful factors/problems that will increase an ecological footprint.

Students identify 2 to 3 reasonable, insightful factors/problems that will increase an ecological footprint.

Students identify fewer than 2 reasonable, insightful factors/problems that will increase an ecological footprint.

Brainstorming – Solutions

Students identify more than 4 reasonable, insightful possible solutions/strategies that will decrease an ecological footprint.

Students identify at least 4 reasonable, insightful possible solutions/strategies that will decrease an ecological footprint.

Students identify 2 to 3 reasonable, insightful possible solutions/strategies that will decrease an ecological footprint.

Students identify fewer than 2 reasonable, insightful possible solutions/strategies that will decrease an ecological footprint.

Research Statistical Data

Students include 4 or more high-quality examples or pieces of data to support their campaign.

Students include at least 3 high-quality examples or pieces of data to support their campaign.

Students include at least 2 high-quality examples or pieces of data to support their campaign.

Students include fewer than 2 high-quality examples or pieces of data to support their campaign.

Advertisement – Content

*weighted double*

Students create an original, accurate and interesting advertisement that adequately addresses the issue.

Students create an accurate advertisement that adequately addresses the issue.

Students create an accurate advertisement but it does not adequately address the issue.

The advertisement is not accurate.

Advertisement – Length

*weighted double*

The advertisement was between 1.5 and 4 minutes and did not seem hurried or too slow.

The advertisement was between 1.5 and 4 minutes but seemed SLIGHTLY hurried or too slow.

The advertisement was between 1.5 and 4 minutes but seemed VERY hurried or too slow.

The advertisement was too long or too short.

Advertisement – Preparation

*weighted double*

Group is completely prepared and has obviously rehearsed.

Group seems reasonably prepared but might have needed a few more rehearsals.

The group is somewhat prepared, but it is clear that rehearsal was lacking.

Group is not prepared to present.

Sources – Quality

Students include 4 or more high quality sources.

Students include 2-3 high quality sources.

Students include 2-3 sources but some of are questionable quality.

Students include fewer than 2 sources.

Sources – Citation

Information in all source citations is correct and in the format assigned.

Information in all source citations is correct but there are minor errors in formatting.

Information in almost all source citations is correct AND there are minor errors in formatting.

The information is often incorrect OR there are major errors in formatting.


Activity 17 - Reducing Ecological Footprint Advertisement Group Work (1)

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is the third in a 3+ lesson grouping; it will follow the lesson where students were introduced to the final summative assignment. Students are to build upon the terms and ideas formed in the previous lesson. Students in this lesson will continue working on their advertisement – essentially this is a work period to work on the performance task. The class will be informal and students are encouraged to ask questions when they want to. Students will be using Unguided Inquiry to figure out their problems on how to communicate their selected issue to their fellow peers. Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:



Materials: • Each student must have their ecological footprint calculated and printed off (kept

by teacher) from the previous class. • Have a video recorder/tape deck to record the television/radio advertisements.

(Can also be done without equipment – have students act it out; this lesson is planned as if the TV/VCR and video recorder is NOT available.)

• Textbook for help with terms. • Summative assessment handout explanation and rubric (see appendix). • May need to access to the internet for some students to do research.

Key concepts and/or skills to be learned: Students are expected to learn how to give a clear and concise presentation and how to make their topic relate to their peers. Students will be expected to expand on their knowledge of ecological footprints from previous classes (calculations, causes, effects, and solutions) as well as supplementary information on global climatic change and human-environmental interactions. Students will make predictions about the climate if people’s footprints are not reduced. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Unguided Inquiry and therefore the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):

• Allow research to be taken down in a Mind Map


Activity 19 - Presentation of Reducing Ecological Footprint Advertisement

Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This lesson is the final in a 3+ lesson grouping; it will follow the lessons where students were working the final summative assignment. Students will present their advertisements about how their peers can reduce their ecological footprint as well as what a footprint is. Students will be using Unguided Inquiry to communicate their selected issue to their fellow peers. At the end of the class there will be a discussion/vote on which one was the best (they may be used to actually inform students about ecological footprints during the next student assembly). Ontario curricular expectations: Strands: Geographic Foundations: Space and Systems, Human-Environment Interactions Specific expectations:



Materials: • TV/VCR combo • Summative assessment handout explanation and rubric (see appendix).

Key concepts and/or skills to be learned: Students are expected to give a clear and concise presentation and make their topic relate to their peers. Students will be expected to expand on their knowledge of ecological footprints from previous classes (calculations, causes, effects, and solutions) as well as supplementary information on global climatic change and human-environmental interactions. Students will make predictions about the climate if people’s footprints are not reduced. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Unguided Inquiry and therefore the class setting will remain the same. Assessment: There is a summative assessment – the presentation work will be collected at the end of class and will be marked on accuracy and completion, additionally the presentation will be marked. It will be worth 32 points and accounts for 40% of the total marks given for the unit. Accommodations: Fictional student with IEP (Paul):





Activity 20 - Video/Summative Discussion on Sustainable Development – What can

we do? Subject: Geography of Canada (CGC1D) Grade level: 9 Students: 30, academic Time: 70 minutes Description and goal of lesson: This is the last lesson for the unit and will act as the ‘spill-over’ lesson. If there are groups who have not presented their ecological footprint advertisement they will do so today, as it is the last day to do so. This lesson will be an informal lesson with a discussion and a video on sustainable development – there is no worksheet and this lesson will not have any assessments or evaluations. The purpose of this lesson is to inspire further action by students to learn about how they can (and Canada can) have sustainable development in the future. After watching the video students will discuss sustainable development (and use Cooperative Learning) and how they can change things – or if they want to change things, as well as changes they can do in the school next year. Marks and all assignments will be handed back in this lesson. Any other official work will be done as this lesson will be the last lesson for geography for this course. Ontario curricular expectations: Strands: Human-Environment Interactions, Global Connections Specific expectations:

• HEI.02B – Students will demonstrate an understanding of how human activities (e.g., agricultural and urban development, waste management, parks development, forest harvesting, land reclamation) affect the environment.

• GC3.03D – Students will produce a proposal for a solution to a global geographic or environmental issue.

Materials: • LCD projector and laptop with DVD capability • Video/DVD on sustainable development

Key concepts and/or skills to be learned: Students are expected sum up all ideas learnt within this unit and discuss them with their peers and the teacher. Student Groupings and Instructional Strategies: The class layout has the students’ desks in six groups of five, the groups have already been created (used in previous classes) – with varying abilities and skill sets within the groups. For this lesson students will utilize Cooperative Learning when discussing sustainable development – the class setting will remain the same. Assessment: There is no formal assessment – only informal observation to see whether the students are keeping on track and finishing their work. Accommodations: Fictional student with IEP (Paul):

• Paul’s note taking will be supplemented by the use of copied notes from peers. • Allow student to tape record information in class after which a

parent/volunteer/peer or student transcribe provided there is time.



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