People and Enviroment

Big Ideas

• Human activity and the environment have an impact on each other
• Human activities should balance environmental stewardship with human needs
• A region shares a similar set of characteristics

Launch

• watch a video which shows American’s answering questions about Canada: https://www.youtube.com/watch?v=9xGikWEd1p -Students will be sent on a hunt to find out what Canada’s major industries are online: http://immigrationcanadaservices.com/canadas-major-industries/ -After they have been located, the teacher will ask the students if they think that all these jobs can be done all across Canada, why or why not -Students will be asked to consider why certain jobs need to be done in certain areas. A list can be made on the board. -Students should come to the conclusion that all across Canada is very different -Students will then be encouraged to think of some of the things that they have and/ or need. They will be asked about how these industries provide these items -To end the lesson, the students can take turns trying to place cut outs of each job onto a map of Canada based their knowledge of the climate requirements for each and their general knowledge of the climates of Canada. At the end of or during the unit, the students can move the jobs to where they really should be on the map of Canada and see how far they have come in understanding.

Stewardship

• Shel Silverstein’s book “The Giving Tree” and fill out a KWL chart on chart paper as a class. - Read the book as a read aloud - Fill out the rest of the KWL chart after completing the story. - Have students get into groups of about 4-5 and complete worksheet of questions - discuss their responses, after which, as a class we will formulate questions pertaining specifically to the problems we as Canadians face when attempting to balance our need for resources with environmental stewardship (in relation to the physical regions of Canada). - An extension could include a religion lesson in which students are given a series of Bible passages about stewardship

Economic sectors

• -To Begin the lesson, the students will handed a piece of paper. They will be asked to think about how many steps were involved in getting that piece of paper to them. - The teacher should give the definitions for each sector and have the students copy them in their notebooks -After the students have been given the definitions, they can play “Which Sector is it Anyways?” -To end the lesson, students will be tasked with drawing a quartered picture featuring all of the four sectors to consolidate their learning. (Success criteria should be made for the picture)

Economic sectors

• -To Begin the lesson, the students will handed a piece of paper. They will be asked to think about how many steps were involved in getting that piece of paper to them. - The teacher should give the definitions for each sector and have the students copy them in their notebooks -After the students have been given the definitions, they can play “Which Sector is it Anyways?” -To end the lesson, students will be tasked with drawing a quartered picture featuring all of the four sectors to consolidate their learning. (Success criteria should be made for the picture)

Mapping

• - Use an interactive board to show students a map of Canada - provinces & territories undivided - Display the same map, but show the provincial/territorial borders - Ask students what they see differently, then engage in discussion regarding the importance and the elements of a map - Show the same image with a compass and grid coordinates - Ask volunteers to show what they think the letters and numbers mean - Hand out worksheet with blank grid - Explain to students that they will create their own map within the grid, and must plot at least 5 points on their map with the appropriate coordinates - Collect all worksheets at the end of the period

Research Skills

• - Begin lesson by modelling for students (over the active board) the “look fors” when researching for a specific topic and where to find them (i.e. website URL, date site was published, author/sponsor, etc.) - Also, if students are using print sources, they will need to identify the title, author, date of publication, and publisher. Go through examples as a class, using/practising with books in the room. - Have students practice their researching skills by completing a webquest (sites will pertain solely to one region of Canada i.e. the Tundra, and will include only general information rather than a specific issue). - Perhaps, introduce the inquiry portion of the unit. Give only general information, i.e. “you will eventually be expected to formulate a question that deals with a Canadian region of your choice, as well as an issue in relation to it.” Research pertaining to the inquiry launch will NOT be started in this lesson.

Inquiry

• Review regions
• Review Stewardship
• Review research skills
• Brainstorm questions and finished products
• create success criteria

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