Credit Recovery CGC 1P - Trojan Successtrojansuccess.weebly.com/uploads/2/6/5/2/26528969/... · Most districts establish policies concerning the grades earned in Credit Recovery

Credit Recovery

CGC 1P

Student Workbook

Credit Recovery: Student Information

Background

Research shows that accumulating credits in Grades 9 and 10 is an important predictor ofsuccess. The Ministry of Education also empowers principals to grant credits when studentsdemonstrate course expectations in a setting other than the ‘regular’ classroom.

Purpose:

Credit Recovery is an in-school opportunity for success. In a Credit Recovery program, students“recover” a credit they have missed. Credit Recovery takes place in a supportive environment:usually the student is also registered in a Learning Strategies course. The point, of course, isnot only to recover the credit and move on, but also to develop the skills and work habits thatwill contribute to continued success.

Most districts establish policies concerning the grades earned in Credit Recovery. Students mayearn

(1) marks up to 100% in their Learning Strategies course, and (2) 51% in their credit recovery course.

The 51% is a mark that symbolizes having met expectations and being ready to move on highschool. Students receive informal feedback while recovering their credit on their actual level ofachievement.

Teaching Approach:

Although students have the support of a teacher, credit recovery requires considerableindependent learning. For this reason, taking responsibility for your learning—through consistentattendance and effective study habits—is crucial.

Time:

Each course consists of about 20 lessons and requires approximately 25-30 hours ofinstructional time.

Guiding Principles:

1. Credit Recovery courses specifically target achievement of overall curriculumexpectations and aim to provide a foundation for success in subsequent courses. That iswhy these courses seem so streamlined.

2. Research shows that learning is improved when students understand how they learnand reflect on their progress. That is why students are asked to reflect on what theyhave learned.

3. The course of study begins with the final Culminating Performance Task. The reason isthat success on this final evaluation is the goal. Everything in the course should preparestudents for success.

Credit Recovery: Student Information

Background

Research shows that accumulating credits in Grades 9 and 10 is an important predictor ofsuccess. The Ministry of Education also empowers principals to grant credits when studentsdemonstrate course expectations in a setting other than the ‘regular’ classroom.

Purpose:

Credit Recovery is an in-school opportunity for success. In a Credit Recovery program, students“recover” a credit they have missed. Credit Recovery takes place in a supportive environment:usually the student is also registered in a Learning Strategies course. The point, of course, isnot only to recover the credit and move on, but also to develop the skills and work habits thatwill contribute to continued success.

Most districts establish policies concerning the grades earned in Credit Recovery. Students mayearn

(1) marks up to 100% in their Learning Strategies course, and (2) 51% in their credit recovery course.

The 51% is a mark that symbolizes having met expectations and being ready to move on highschool. Students receive informal feedback while recovering their credit on their actual level ofachievement.

Teaching Approach:

Although students have the support of a teacher, credit recovery requires considerableindependent learning. For this reason, taking responsibility for your learning—through consistentattendance and effective study habits—is crucial.

Time:

Each course consists of about 20 lessons and requires approximately 25-30 hours ofinstructional time.

Guiding Principles:

1. Credit Recovery courses specifically target achievement of overall curriculumexpectations and aim to provide a foundation for success in subsequent courses. That iswhy these courses seem so streamlined.

2. Research shows that learning is improved when students understand how they learnand reflect on their progress. That is why students are asked to reflect on what theyhave learned.

3. The course of study begins with the final Culminating Performance Task. The reason isthat success on this final evaluation is the goal. Everything in the course should preparestudents for success.

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CGC 1P Course Checklist

Student’s Name: ____________________________

Unit Lesson Task Date Complete1 1 Geography Skills: 7 Things You Need to be

Able to Do to Pass Geography1 2 What Are Ecozones Based On?1 3 Comparing Ecozones1 Sum. National Parks and Ecozones2 1 Population Distribution: Why do we live

where we do?2 2 People Patterns, Old and New2 3 Where We Live Part 2: Urban vs. Rural2 4 People and Industry2 Sum. How Popular is Too Popular?3 1 Ecological Footprint Quiz3 2 Ecological Footprint Block Diagram3 3 Alternative Energy Sources3 Sum. Life Cycle of a Fast-Food Hamburger4 1 Canada on the World Stage4 2 Exploring International Trade Using Statistics4 Sum. Human Development IndexCulminatingactivity

Step 1: Choose your business

Step 2: Ecozone Ranking TableStep 3: Ecozone Information SheetStep 4: Where Will I Locate My Business?Step 5: Other ConsiderationsStep 6: Product AnalysisStep 7: Business Plan

CGC 1P Course Checklist

Student’s Name: ____________________________

Unit Lesson Task Date Complete1 1 Geography Skills: 7 Things You Need to be

Able to Do to Pass Geography1 2 What Are Ecozones Based On?1 3 Comparing Ecozones1 Sum. National Parks and Ecozones2 1 Population Distribution: Why do we live

where we do?2 2 People Patterns, Old and New2 3 Where We Live Part 2: Urban vs. Rural2 4 People and Industry2 Sum. How Popular is Too Popular?3 1 Ecological Footprint Quiz3 2 Ecological Footprint Block Diagram3 3 Alternative Energy Sources3 Sum. Life Cycle of a Fast-Food Hamburger4 1 Canada on the World Stage4 2 Exploring International Trade Using Statistics4 Sum. Human Development IndexCulminatingactivity

Step 1: Choose your business

Step 2: Ecozone Ranking TableStep 3: Ecozone Information SheetStep 4: Where Will I Locate My Business?Step 5: Other ConsiderationsStep 6: Product AnalysisStep 7: Business Plan

Credit successfully recovered Yes No

Teacher’s signature: _____________________________ Date ________

Credit successfully recovered Yes No

Teacher’s signature: _____________________________ Date ________

GC 1P_CourseChecklist CGC 1P_CourseChecklist

Student Instruction Sheet: Unit 1 Lesson 1

CGC 1P_Unit1_Lesson1_StudentInstructionSheet 1

GEOGRAPHY SKILLS7 Things You Need to Be Able to Do to Pass Geography!

Suggested time: 30-60 minutes

What’s important in this lesson:This is your chance to see if you have the geography skills that you will need tobe successful in the course – and your chance to practice any skills that youaren’t as good at. Take time at the end of the lesson to reflect on your strengthsbecause you will be able to use them throughout the course.



GEOGRAPHY SKILLS7 Things You Need to Be Able to Do to Pass Geography!

Suggested time: 30-60 minutes

What’s important in this lesson:This is your chance to see if you have the geography skills that you will need tobe successful in the course – and your chance to practice any skills that youaren’t as good at. Take time at the end of the lesson to reflect on your strengthsbecause you will be able to use them throughout the course.



Complete these steps:

1. Complete the Diagnostic Activity: 7 Things You Need to Be Able to Do toPass Geography!

2. Get Answer Key #1 from your teacher. Check your answers and write yourmarks here:

MarkReview needed

Y or N

Using a Map /5

Creating a Map /5

Using a Graph /5

Creating a Graph /5

Using an Atlas /5

Identifying Key Info /6

Writing a Paragraph(circle one)

easy?okay?hard?

Put the correct answers into your diagnostic exercise using a differentcoloured pen or pencil.

3. Get any review exercises you need from your teacher and complete them.

4. Get Answer Key #2 from your teacher and check the review exercises. Makeany corrections necessary in a different coloured pen or pencil.

5. Get Ticket Out the Door #1 from your teacher and complete it.




1. Complete the Diagnostic Activity: 7 Things You Need to Be Able to Do toPass Geography!

2. Get Answer Key #1 from your teacher. Check your answers and write yourmarks here:

MarkReview needed

Y or N

Using a Map /5

Creating a Map /5

Using a Graph /5

Creating a Graph /5

Using an Atlas /5

Identifying Key Info /6

Writing a Paragraph(circle one)

easy?okay?hard?

Put the correct answers into your diagnostic exercise using a differentcoloured pen or pencil.

3. Get any review exercises you need from your teacher and complete them.

4. Get Answer Key #2 from your teacher and check the review exercises. Makeany corrections necessary in a different coloured pen or pencil.








Hand-in the following to your teacher:

1. Diagnostic Activity and any review exercises you needed to complete. (Youmust show your teacher this sheet so that he or she knows what reviewexercises you needed to complete.)

2. Ticket Out the Door #1

Questions for the teacher:




1. Diagnostic Activity and any review exercises you needed to complete. (Youmust show your teacher this sheet so that he or she knows what reviewexercises you needed to complete.)

2. Ticket Out the Door #1


Diagnostic: Unit 1 Lesson 1

CGC 1P_Unit1_Lesson1_Diagnostic 1

GEOGRAPHY SKILLS 7 Things You Need To Be Able To Do To Pass Geography!

Geography is a subject that depends on specific skills and specific types of resources. If youcan develop the skills and use the resources effectively, you can pass the course!

Try the following exercises to test your Geography sense, then check your answers with theAnswer Key (see your teacher for this). If you can complete most of the exercises successfully,you may move on to Lesson 2. If you need a refresher, complete the review exercise.

#1: Using a Map

Turn to page 8-9, in the Canadian Oxford School Atlas (7th Ed.) and use it to answer thefollowing questions:

1. - - - - represents what kind of boundary? ___________________________

2. What American state shares a boundary with Yukon? __________________

3. What colour is used for land heights over 3000 m? ____________________

4. Approx. how many people live in Montreal? __________________________

5. How many national parks are shown in Manitoba? ____________________

#2: Creating a Map

Identify 5 things that are missing/wrong about the map below.

1.

2.

3.

4.

5.



GEOGRAPHY SKILLS 7 Things You Need To Be Able To Do To Pass Geography!

Geography is a subject that depends on specific skills and specific types of resources. If youcan develop the skills and use the resources effectively, you can pass the course!

Try the following exercises to test your Geography sense, then check your answers with theAnswer Key (see your teacher for this). If you can complete most of the exercises successfully,you may move on to Lesson 2. If you need a refresher, complete the review exercise.

#1: Using a Map

Turn to page 8-9, in the Canadian Oxford School Atlas (7th Ed.) and use it to answer thefollowing questions:

1. - - - - represents what kind of boundary? ___________________________

2. What American state shares a boundary with Yukon? __________________

3. What colour is used for land heights over 3000 m? ____________________

4. Approx. how many people live in Montreal? __________________________

5. How many national parks are shown in Manitoba? ____________________

#2: Creating a Map

Identify 5 things that are missing/wrong about the map below.

1.

2.

3.

4.

5.

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___

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___

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#5: Using an Atlas

To complete the following questions, you will need the Canadian Oxford School Atlas (7th Ed.).

1. On what pages are the Contents found in your atlas? ______________

2. On what page would you find a map of Canada’s Native Peoples? _______________

3. There are two sections of the Index (sometimes called a Gazeteer), one for

__________________ and one for the ____________________________.

4. Give the page on which you would find the Canadian city of Inuvik. ________________

5. Give the latitude and longitude of Bracebridge, ON. ____________________________

#6: Identifying Key Information from Text Sources

Read the passage below, then fill in the organizer given. Use point form.

Intensive farming is common in densely populated areas and around major cities whereland values are high. Farms tend to be small, but require large investments in labour andmachinery to produce high profits per hectare. Intensive farming is commonly used forproducing fruits and vegetables, dairy, poultry and hogs. Many of these products areperishable and need to travel to market quickly. In comparison, extensive farming isusually done in areas where the population density is low and land costs are lower, such asareas away from major cities. Farms tend to be large so lower yields per hectare will stillproduce a profit. Extensive farming is usually highly mechanized and requires fewworkers. It is commonly used for producing cattle, grains and oil seeds, and mixed farming.These products are generally less perishable or can be processed quickly.

-adapted from Making Connections by Bruce Clark and John Wallace

Intensive Farming Extensive FarmingLocation •

•

• •

Size offarm

• •

Types ofcrops

• •

•

•



#5: Using an Atlas

To complete the following questions, you will need the Canadian Oxford School Atlas (7th Ed.).

1. On what pages are the Contents found in your atlas? ______________

2. On what page would you find a map of Canada’s Native Peoples? _______________

3. There are two sections of the Index (sometimes called a Gazeteer), one for

__________________ and one for the ____________________________.

4. Give the page on which you would find the Canadian city of Inuvik. ________________

5. Give the latitude and longitude of Bracebridge, ON. ____________________________

#6: Identifying Key Information from Text Sources

Read the passage below, then fill in the organizer given. Use point form.

Intensive farming is common in densely populated areas and around major cities whereland values are high. Farms tend to be small, but require large investments in labour andmachinery to produce high profits per hectare. Intensive farming is commonly used forproducing fruits and vegetables, dairy, poultry and hogs. Many of these products areperishable and need to travel to market quickly. In comparison, extensive farming isusually done in areas where the population density is low and land costs are lower, such asareas away from major cities. Farms tend to be large so lower yields per hectare will stillproduce a profit. Extensive farming is usually highly mechanized and requires fewworkers. It is commonly used for producing cattle, grains and oil seeds, and mixed farming.These products are generally less perishable or can be processed quickly.

-adapted from Making Connections by Bruce Clark and John Wallace

Intensive Farming Extensive FarmingLocation •

•

• •

Size offarm

• •

Types ofcrops

• •

•

•



#7: Writing a Paragraph

In the space below, write a 6-sentence paragraph that describes 2 of your strengths as alearner. Remember: a good paragraph begins with an introductory sentence, contains a bodywhich gives specific details and proof/examples, and ends with a concluding sentence.



#7: Writing a Paragraph

In the space below, write a 6-sentence paragraph that describes 2 of your strengths as alearner. Remember: a good paragraph begins with an introductory sentence, contains a bodywhich gives specific details and proof/examples, and ends with a concluding sentence.

Review Sheets: Unit 1 Lesson 1

CGC 1P_Unit1_Lesson1_ReviewSheets 1

N

USING MAPS REVIEW

Complete this exercise only if you had difficulty with using maps in 7 Things You Needto be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website http:// geodepot.statcan.ca /Diss/Reference/Tutorial/RM_tut1_e.cfmThis site is produced by Statistics Canada and it is designed to help you read maps.Go through the website and answer the following questions as you go

1. What are five common elements found on maps?• • • • •

2. What two pieces of information can the title tell you?• •

3. What is the legend designed to explain?

_____________________________________________________________

4. What does this symbol tell you?

_____________________________________________________________

This should refresh you in how to use maps. Good luck!



N

USING MAPS REVIEW

Complete this exercise only if you had difficulty with using maps in 7 Things You Needto be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website http:// geodepot.statcan.ca /Diss/Reference/Tutorial/RM_tut1_e.cfmThis site is produced by Statistics Canada and it is designed to help you read maps.Go through the website and answer the following questions as you go

1. What are five common elements found on maps?• • • • •

2. What two pieces of information can the title tell you?• •

3. What is the legend designed to explain?

_____________________________________________________________

4. What does this symbol tell you?

_____________________________________________________________

This should refresh you in how to use maps. Good luck!



UNIT 1, LESSON 1: CREATING A MAP REVIEW

Complete this exercise only if you had difficulty with creating maps in 7 Things YouNeed to be Able to Do to Pass Geography!

Refer to your sheet of Mapping Conventions to complete the following questions.

1. How does someone reading your map know what it is about?

_____________________________________________________________

2. How do you identify the title on your map?

_____________________________________________________________

3. What must be drawn around the outside of the map?

_____________________________________________________________

4. What is the purpose of a north arrow?

____________________________________________________________

5. If the map you are given does not have a scale, can you leave it off?

____________________________________________________________

6. When must you use a legend?

____________________________________________________________

7. All labels are printed horizontally except which ones?

____________________________________________________________

8. What is the only use for blue on a map?

____________________________________________________________

9. Where does your name and the date go?

____________________________________________________________



UNIT 1, LESSON 1: CREATING A MAP REVIEW

Complete this exercise only if you had difficulty with creating maps in 7 Things YouNeed to be Able to Do to Pass Geography!

Refer to your sheet of Mapping Conventions to complete the following questions.

1. How does someone reading your map know what it is about?

_____________________________________________________________

2. How do you identify the title on your map?

_____________________________________________________________

3. What must be drawn around the outside of the map?

_____________________________________________________________

4. What is the purpose of a north arrow?

____________________________________________________________

5. If the map you are given does not have a scale, can you leave it off?

____________________________________________________________

6. When must you use a legend?

____________________________________________________________

7. All labels are printed horizontally except which ones?

____________________________________________________________

8. What is the only use for blue on a map?

____________________________________________________________


____________________________________________________________



UNIT 1, LESSON 1: USING A GRAPH REVIEW

Complete this exercise only if you had difficulty with using graphs in 7 Things You Needto be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website www.statcan.ca/english/edu/power/ch9/first9.htmClick on the sections on graph types, bar graphs, pie charts and line graphs to answerthe following questions.

Graph TypesGraphs are useful because they display the r________________________ between

variables.

Bar GraphsBar graphs may be h____________________ or v____________________. The

greater the height or length of their bars, the larger their v______________. The

numbers on the x-axis of a bar graph (horizontal) or the y-axis of a column graph

(vertical) are called the s________________. When you look at sample bar graphs on

this page, you can see that they all have t________________, they use a

l__________________ if there are different colours, and every scale is labelled.

Pie ChartsPie charts are used to show the component parts of a w______________. To construct

a pie chart, you must convert the data into a p__________________ of 360°. Labelling

the segments with percentage values makes it easier to tell which segment is bigger.

Line GraphsLine graphs are popular because they reveal t____________________ clearly. A line

graph is a visual comparison of how two v_________________ are related to each

other. The y-axis in a line graph usually indicates q______________ (e.g., dollars,

litres) or p________________, while the horizontal x-axis often measures units of

t_________.



UNIT 1, LESSON 1: USING A GRAPH REVIEW

Complete this exercise only if you had difficulty with using graphs in 7 Things You Needto be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website www.statcan.ca/english/edu/power/ch9/first9.htmClick on the sections on graph types, bar graphs, pie charts and line graphs to answerthe following questions.

Graph TypesGraphs are useful because they display the r________________________ between

variables.

Bar GraphsBar graphs may be h____________________ or v____________________. The

greater the height or length of their bars, the larger their v______________. The

numbers on the x-axis of a bar graph (horizontal) or the y-axis of a column graph

(vertical) are called the s________________. When you look at sample bar graphs on

this page, you can see that they all have t________________, they use a

l__________________ if there are different colours, and every scale is labelled.

Pie ChartsPie charts are used to show the component parts of a w______________. To construct

a pie chart, you must convert the data into a p__________________ of 360°. Labelling

the segments with percentage values makes it easier to tell which segment is bigger.

Line GraphsLine graphs are popular because they reveal t____________________ clearly. A line

graph is a visual comparison of how two v_________________ are related to each

other. The y-axis in a line graph usually indicates q______________ (e.g., dollars,

litres) or p________________, while the horizontal x-axis often measures units of

t_________.

http://www.statcan.ca/english/edu/power/ch9/first9.htm



UNIT 1, LESSON 1: CREATING GRAPHS REVIEW

Complete this exercise only if you had difficulty with creating graphs in 7 Things YouNeed to be Able to Do to Pass Geography!

Refer to your sheet of Graphing Conventions to complete the following questions.

1. How does someone reading your graph know what it is about?

_____________________________________________________________

2. How do you identify the title on your graph?

_____________________________________________________________

3. Each axis must be _________________________ with a ruler.

4. Each axis on your line or bar graph must have a __________________ with units ofmeasurement identified. As well, each axis must be _______________________with the name of the axis.

5. If you use colour, what must you include?

____________________________________________________________


_____________________________________________________________



UNIT 1, LESSON 1: CREATING GRAPHS REVIEW

Complete this exercise only if you had difficulty with creating graphs in 7 Things YouNeed to be Able to Do to Pass Geography!

Refer to your sheet of Graphing Conventions to complete the following questions.

1. How does someone reading your graph know what it is about?

_____________________________________________________________

2. How do you identify the title on your graph?

_____________________________________________________________

3. Each axis must be _________________________ with a ruler.

4. Each axis on your line or bar graph must have a __________________ with units ofmeasurement identified. As well, each axis must be _______________________with the name of the axis.

5. If you use colour, what must you include?

____________________________________________________________


_____________________________________________________________



UNIT 1, LESSON 1: USING AN ATLAS REVIEW

Complete this exercise only if you had difficulty with using an atlas in 7 Things YouNeed to be Able to Do to Pass Geography!

An atlas is another form of text, so it contains many of the same features that you wouldexpect to find in other texts. However, it contains a few unique features as well. Getyour atlas and use the following questions to help you explore it.

Like most books, the table of contents is found after the book’s title page. 1. On what pages are the Contents found in your atlas? ______________

An atlas doesn’t have chapters like a regular textbook, but it is organized intosections. The titles of each section often have bold print. 2. How many sections does this atlas have? __________3. What kind of maps are in the first section of your atlas? _______________________

4. Using the Contents, say what page(s) each of the following pieces of informationcould be found on: Title page(s)Ecozones of Canada __________ Africa __________World Climate __________

Two special sections of the atlas are found at the end of the book. These sectionshave no maps.5. What are these two sections called?

____________________________________________________

In a regular textbook, the index tells you the location in the text of specific topics.An atlas index (sometimes called the Gazeteer) is different.6. Turn to the back and use the information given to identify the pieces of the index

entry shown below.

Mount Caubvick (Mont D’Iberville) mt. Quebec/Newfoundland 48 B4 58 50N 63 40W



UNIT 1, LESSON 1: USING AN ATLAS REVIEW

Complete this exercise only if you had difficulty with using an atlas in 7 Things YouNeed to be Able to Do to Pass Geography!

An atlas is another form of text, so it contains many of the same features that you wouldexpect to find in other texts. However, it contains a few unique features as well. Getyour atlas and use the following questions to help you explore it.

Like most books, the table of contents is found after the book’s title page. 1. On what pages are the Contents found in your atlas? ______________

An atlas doesn’t have chapters like a regular textbook, but it is organized intosections. The titles of each section often have bold print. 2. How many sections does this atlas have? __________3. What kind of maps are in the first section of your atlas? _______________________

4. Using the Contents, say what page(s) each of the following pieces of informationcould be found on: Title page(s)Ecozones of Canada __________ Africa __________World Climate __________

Two special sections of the atlas are found at the end of the book. These sectionshave no maps.5. What are these two sections called?

____________________________________________________

In a regular textbook, the index tells you the location in the text of specific topics.An atlas index (sometimes called the Gazeteer) is different.6. Turn to the back and use the information given to identify the pieces of the index

entry shown below.

Mount Caubvick (Mont D’Iberville) mt. Quebec/Newfoundland 48 B4 58 50N 63 40W



UNIT 1, LESSON 1: SCANNING FOR DETAILS REVIEW

Complete this exercise only if you had difficulty with identifying key information in 7Things You Need to be Able to Do to Pass Geography!

To review how to identify key information in text, you need to review how to scan forinformation. Use the sheet titled Scanning for Information to help you learn moreabout this technique. Scan for the information you need to fill in the blanks below.

1. When you scan a page of text, you are looking for particular details such as

____________, ____________ or certain ____________.

2. In order to scan quickly, you need to pay attention to the arrangement of the

information. You begin by __________________ the material, then you use

information presented in the i____________, h__________________, or b______

type to help you find what you are looking for.

3. It helps to keep __________ words in mind. (This is why it is important to read the

questions first!)

4. Use a scanning pattern like the ____ Sweep or the _____ Curve. When you scan,

you should use your ___________finger to help you pace yourself. Don’t read all the

words!! Just look quickly for the information you need.

5. Scanning is also a fast and efficient way to ______________material in your

textbook that you might need to review or study! Scanning enables you to

__________________________________________ you need quickly so that you

can spend your time re-reading the important material more carefully.



UNIT 1, LESSON 1: SCANNING FOR DETAILS REVIEW

Complete this exercise only if you had difficulty with identifying key information in 7Things You Need to be Able to Do to Pass Geography!

To review how to identify key information in text, you need to review how to scan forinformation. Use the sheet titled Scanning for Information to help you learn moreabout this technique. Scan for the information you need to fill in the blanks below.

1. When you scan a page of text, you are looking for particular details such as

____________, ____________ or certain ____________.

2. In order to scan quickly, you need to pay attention to the arrangement of the

information. You begin by __________________ the material, then you use

information presented in the i____________, h__________________, or b______

type to help you find what you are looking for.

3. It helps to keep __________ words in mind. (This is why it is important to read the

questions first!)

4. Use a scanning pattern like the ____ Sweep or the _____ Curve. When you scan,

you should use your ___________finger to help you pace yourself. Don’t read all the

words!! Just look quickly for the information you need.

5. Scanning is also a fast and efficient way to ______________material in your

textbook that you might need to review or study! Scanning enables you to

__________________________________________ you need quickly so that you

can spend your time re-reading the important material more carefully.



Scanning for Information

What is scanning?

Scanning is often confused with skimming, but is in fact a distinct reading strategyinvolving rapid reading of text, in order to locate specific information, e.g. looking forparticular details such as dates, names, or certain types of words. When you scan, youmust begin with a specific question which has a specific answer.

How can I improve my scanning technique?

Use scanning to help you find information quickly. Here are some tips to help youimprove and maintain your scanning speed without reading the text in any depth.

Pay attention to how information has been arranged:• Begin by previewing the material if you don't already have an idea of how it is set

up. • Predict where the information you need will be located.• Use the index/heading/bold type etc. to find the information you require.

In the case of a telephone directory, for example, you know the white pages arearranged alphabetically according to last names. Using the guide words at the top of thepage, you can locate the correct page quickly and begin immediately to scan thealphabetical arrangement of names.

Keep clue words in mind:

• Know your specific question and understand it. • Create a mental image of the fact, word, or phrase for which you are scanning. • If the fact, word, or phrase does not appear, be ready to look for words like it or

closely related ideas. • Stay alert and keep that clear idea in your mind (repeating it to yourself if

necessary) as you scan quickly through the text to find the necessaryinformation.



Scanning for Information

What is scanning?

Scanning is often confused with skimming, but is in fact a distinct reading strategyinvolving rapid reading of text, in order to locate specific information, e.g. looking forparticular details such as dates, names, or certain types of words. When you scan, youmust begin with a specific question which has a specific answer.

How can I improve my scanning technique?

Use scanning to help you find information quickly. Here are some tips to help youimprove and maintain your scanning speed without reading the text in any depth.

Pay attention to how information has been arranged:• Begin by previewing the material if you don't already have an idea of how it is set

up. • Predict where the information you need will be located.• Use the index/heading/bold type etc. to find the information you require.

In the case of a telephone directory, for example, you know the white pages arearranged alphabetically according to last names. Using the guide words at the top of thepage, you can locate the correct page quickly and begin immediately to scan thealphabetical arrangement of names.

Keep clue words in mind:

• Know your specific question and understand it. • Create a mental image of the fact, word, or phrase for which you are scanning. • If the fact, word, or phrase does not appear, be ready to look for words like it or

closely related ideas. • Stay alert and keep that clear idea in your mind (repeating it to yourself if

necessary) as you scan quickly through the text to find the necessaryinformation.



Use a scanning pattern to help you speed through:• Move your eyes in a scanning pattern and don't stop to read until you find the

specific information you are looking for • Use hand/finger movement to help you to move swiftly down the page. This will

help you to ignore whole blocks of information which are not relevant to yourquestion.

Scanning patterns

The “Z” sweepScan all the way down the page, using your index finger as apacing device and scanning from the beginning to the endingof each line, moving rapidly to the next line, then the next.Move in a zigzag pattern through the lines. Don't attempt toread the words! Just move your eyes back and forth as fastas you can. You will only stop to read when you have locatedthe specific information for which you are scanning.

The “S” curve

This pattern is similar to the "Z" sweep except you will move your finger and eyesin a more open, curved pattern. Instead of sweeping your hand on a diagonalslant between the lines to always start at the left of the line, curve it around underthe next line from right to left. Then curve it around the next line from left to right.Alternate directions, left to right, right to left, left to right and so on.

When and how is scanning useful for students?

As a student, you will find scanning to be a valuable skill for locating information inbooks or other information sources. Scanning can help you to find the section you needquickly so that you may spend your time reading the important information morecarefully.

Reading adapted fromhttp://www.palomar.edu/reading/R110Hybrid/Module%204/mod4.1scanning.htm



Use a scanning pattern to help you speed through:• Move your eyes in a scanning pattern and don't stop to read until you find the

specific information you are looking for • Use hand/finger movement to help you to move swiftly down the page. This will

help you to ignore whole blocks of information which are not relevant to yourquestion.

Scanning patterns

The “Z” sweepScan all the way down the page, using your index finger as apacing device and scanning from the beginning to the endingof each line, moving rapidly to the next line, then the next.Move in a zigzag pattern through the lines. Don't attempt toread the words! Just move your eyes back and forth as fastas you can. You will only stop to read when you have locatedthe specific information for which you are scanning.

The “S” curve

This pattern is similar to the "Z" sweep except you will move your finger and eyesin a more open, curved pattern. Instead of sweeping your hand on a diagonalslant between the lines to always start at the left of the line, curve it around underthe next line from right to left. Then curve it around the next line from left to right.Alternate directions, left to right, right to left, left to right and so on.

When and how is scanning useful for students?

As a student, you will find scanning to be a valuable skill for locating information inbooks or other information sources. Scanning can help you to find the section you needquickly so that you may spend your time reading the important information morecarefully.

Reading adapted fromhttp://www.palomar.edu/reading/R110Hybrid/Module%204/mod4.1scanning.htm



UNIT 1, LESSON 1: PARAGRAPH REVIEW

Complete this exercise only if you had difficulty with writing a paragraph in 7 ThingsYou Need to be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website http://www.english.udel.edu/wc/handouts/writing_paragraphs.htmlScan the page and fill in the blanks below.

A paragraph is made up of a number of ___________________ that express _______

main idea. The first sentence or _________________ sentence, introduces the main

idea you are writing about. As you develop your paragraph, you must remember that

each sentence must __________________________________________________.

The last sentence of your paragraph is the _______________________ sentence. It

may __________________________ the idea you expressed in the topic sentence.

In order to properly develop your paragraph you may need to do one of the following:

• Use examples and illustrations• Cite data (facts, statistics, evidence, details, and others)• Define terms in the paragraph• Compare and contrast• Evaluate causes and effects• Describe the topic

Do the following with the paragraph given below:

underline the topic sentence in blue underline the first point in green underline the first example in red underline the second point in green underline the second example in

red underline the third point in green underline the third example in red underline the concluding sentence

in blue

The geography of Canada is very diverse.Canada has many different physicalfeatures. For example, you will findmountains in the west and flat plains in thePrairies. Canada also has many differentclimates. For example, it is very cold in theArctic yet it is warm in Southern Ontario.Finally, Canadians live in very differentareas. For example, some Canadians live inlarge cities, while others live in the country.Clearly, the geography of Canada isdiverse.



UNIT 1, LESSON 1: PARAGRAPH REVIEW

Complete this exercise only if you had difficulty with writing a paragraph in 7 ThingsYou Need to be Able to Do to Pass Geography!

You need the internet for this exercise. Go to the website http://www.english.udel.edu/wc/handouts/writing_paragraphs.htmlScan the page and fill in the blanks below.

A paragraph is made up of a number of ___________________ that express _______

main idea. The first sentence or _________________ sentence, introduces the main

idea you are writing about. As you develop your paragraph, you must remember that

each sentence must __________________________________________________.

The last sentence of your paragraph is the _______________________ sentence. It

may __________________________ the idea you expressed in the topic sentence.

In order to properly develop your paragraph you may need to do one of the following:

• Use examples and illustrations• Cite data (facts, statistics, evidence, details, and others)• Define terms in the paragraph• Compare and contrast• Evaluate causes and effects• Describe the topic

Do the following with the paragraph given below:

underline the topic sentence in blue underline the first point in green underline the first example in red underline the second point in green underline the second example in

red underline the third point in green underline the third example in red underline the concluding sentence

in blue

The geography of Canada is very diverse.Canada has many different physicalfeatures. For example, you will findmountains in the west and flat plains in thePrairies. Canada also has many differentclimates. For example, it is very cold in theArctic yet it is warm in Southern Ontario.Finally, Canadians live in very differentareas. For example, some Canadians live inlarge cities, while others live in the country.Clearly, the geography of Canada isdiverse.

http://www.english.udel.edu/wc/handouts/writing_paragraphs.html

Student Handout: Unit 1 Lesson 1

CGC 1P_Unit1_Lesson1_StudentHandout 1

MAPPING CONVENTIONS

When you create a map, you need to follow a common set of rules calledconventions. These help all of the readers of your map to know what theyare reading.

Use the following list of conventions every time you create a map – theseare the conventions that you will be marked on.

TITLE AND

SUBTITLE (ifnecessary)

– underlined on the map – the title/subtitle should indicate what the map is about eg.

or

BORDER – around the map, using a ruler to outline the map andthe map legend (if one is used)

NORTH ARROW – in a noticeable place on the map, pointing north SCALE – most outline maps have a scale printed on them, but if

there is no scale, you must add one LEGEND – if you use any symbols or colour on your map, you

must create a legend to explain to the reader what theymean

eg. Legend •village

○city

☼capital city

LABELS – all labels should be printed horizontally in pencil exceptfor rivers, which can be printed along the river

SHADING – when you use colours on the map, shade with pencilcrayons in one direction (NO MARKERS!)

– make sure labels can still be read WATER – water bodies are shaded in blue; this is the only use for

blue on a map NAME/DATE – put your name and date in the bottom right-hand corner

Note: some maps will have additional guidelines. Be sure to follow those as well.

CANADAPopulation Density, 2001

Population Density of Canada, 2001



MAPPING CONVENTIONS

When you create a map, you need to follow a common set of rules calledconventions. These help all of the readers of your map to know what theyare reading.

Use the following list of conventions every time you create a map – theseare the conventions that you will be marked on.

TITLE AND

SUBTITLE (ifnecessary)

– underlined on the map – the title/subtitle should indicate what the map is about eg.

or

BORDER – around the map, using a ruler to outline the map andthe map legend (if one is used)

NORTH ARROW – in a noticeable place on the map, pointing north SCALE – most outline maps have a scale printed on them, but if

there is no scale, you must add one LEGEND – if you use any symbols or colour on your map, you

must create a legend to explain to the reader what theymean

eg. Legend •village

○city

☼capital city

LABELS – all labels should be printed horizontally in pencil exceptfor rivers, which can be printed along the river

SHADING – when you use colours on the map, shade with pencilcrayons in one direction (NO MARKERS!)

– make sure labels can still be read WATER – water bodies are shaded in blue; this is the only use for

blue on a map NAME/DATE – put your name and date in the bottom right-hand corner

Note: some maps will have additional guidelines. Be sure to follow those as well.

CANADAPopulation Density, 2001

Population Density of Canada, 2001







UNIT 1, LESSON 1: GRAPHING CONVENTIONS

When you create a graph, you need to follow a common set of rulescalled conventions. These help all of the readers of your graph toknow what they are reading.

Use the following list of conventions every time you create a graph – these are theconventions that you will be marked on.

TITLE ANDSUBTITLE

– underlined on the graph – the title/subtitle should indicate what the graph is about eg.

AXES – all axes (horizontal and vertical) must be drawn using aruler

SCALE – bar and line graphs require a scale on each axis thatrepresents a numerical value

– the scale must be consistent along the axis; for example,you cannot jump from 0 to 100, then start counting by 10s

LEGEND – if you use more than one colour on your graph, you mustcreate a legend to explain to the reader what the coloursmean

eg. Languages Spoken

English

French

Other

LABELS – all axes must be labelled– labels must include units

SHADING – when you use colours on the graph, shade with pencilcrayons in one direction (NO MARKERS!)

– outline bars on a bar graph in pencil using a ruler DATA

LABELS– some graphs, particularly pie charts, should have each

piece of data labelled with its value

Immigration to Canada, 2001



UNIT 1, LESSON 1: GRAPHING CONVENTIONS

When you create a graph, you need to follow a common set of rulescalled conventions. These help all of the readers of your graph toknow what they are reading.

Use the following list of conventions every time you create a graph – these are theconventions that you will be marked on.

TITLE ANDSUBTITLE

– underlined on the graph – the title/subtitle should indicate what the graph is about eg.

AXES – all axes (horizontal and vertical) must be drawn using aruler

SCALE – bar and line graphs require a scale on each axis thatrepresents a numerical value

– the scale must be consistent along the axis; for example,you cannot jump from 0 to 100, then start counting by 10s

LEGEND – if you use more than one colour on your graph, you mustcreate a legend to explain to the reader what the coloursmean

eg. Languages Spoken

English

French

Other

LABELS – all axes must be labelled– labels must include units

SHADING – when you use colours on the graph, shade with pencilcrayons in one direction (NO MARKERS!)

– outline bars on a bar graph in pencil using a ruler DATA

LABELS– some graphs, particularly pie charts, should have each

piece of data labelled with its value

Immigration to Canada, 2001



95%

3% 2%

NAME/DATE – put your name and date in the bottom right-hand corner

Note: some graphs like climate graphs will have additional guidelines. Be sure tofollow those as well.

eg.



95%

3% 2%

NAME/DATE – put your name and date in the bottom right-hand corner

Note: some graphs like climate graphs will have additional guidelines. Be sure tofollow those as well.

eg.

Reflection Activity: Unit 1 Lesson 1

CGC 1P_Unit1_Lesson1_ReflectionActivity

TICKET OUT THE DOOR #1 Complete this and hand it in to your teacher.

3 things I can do well in Geography

2 skills I will need to practice to succeed

1 thing I am looking forward to in this course




3 things I can do well in Geography

2 skills I will need to practice to succeed

1 thing I am looking forward to in this course



WHAT ARE ECOZONES BASED ON?

Suggested time: 90 minutes

What’s important in this lesson:Canada is a land with many similarities and differences. In this lesson, you willfind out about the differences in physical features (landforms, climate, vegetation)that exist across Canada and how we can group similar areas together to definephysical regions. You will also produce a climate graph.


1. Fill in the concept map (mind map) with what you remember about Canada’slandform regions, the factors influencing our climate, and the kinds ofvegetation we have.

2. Complete Handout #2: Landform Regions Overview. You will need to useeither, Making Connections, Perspectives, or the websitewww.thecanadianencyclopedia.com (search for physiographic regions) to find theinformation you need.

3. Complete Handout #3: What Influences Our Climate? You do not need to usea text, but you may wish to refer to figures in either Making Connections orPerspectives.

4. Complete Handout #4: Climate Graphs. Follow the directions carefully – youwill be handing in your climate graph to your teacher.

5. Complete Handout #5: Vegetation Types. You will need to use either, MakingConnections, Perspectives, or the website www.cif-ifc.org/english/e-practices-regions1.shmtl to find the information you need.

6. Get the Student Answer Key from your teacher and check your work (you cando this after every handout if you wish). Make any corrections in a differentcoloured pen or pencil.

7. Go back to your concept map and fill in the rest of the information or correctany incorrect information that you had previously written in.


1. climate graph2. concept map3. completed and corrected handouts



WHAT ARE ECOZONES BASED ON?


What’s important in this lesson:Canada is a land with many similarities and differences. In this lesson, you willfind out about the differences in physical features (landforms, climate, vegetation)that exist across Canada and how we can group similar areas together to definephysical regions. You will also produce a climate graph.


1. Fill in the concept map (mind map) with what you remember about Canada’slandform regions, the factors influencing our climate, and the kinds ofvegetation we have.

2. Complete Handout #2: Landform Regions Overview. You will need to useeither, Making Connections, Perspectives, or the websitewww.thecanadianencyclopedia.com (search for physiographic regions) to find theinformation you need.

3. Complete Handout #3: What Influences Our Climate? You do not need to usea text, but you may wish to refer to figures in either Making Connections orPerspectives.

4. Complete Handout #4: Climate Graphs. Follow the directions carefully – youwill be handing in your climate graph to your teacher.

5. Complete Handout #5: Vegetation Types. You will need to use either, MakingConnections, Perspectives, or the website www.cif-ifc.org/english/e-practices-regions1.shmtl to find the information you need.

6. Get the Student Answer Key from your teacher and check your work (you cando this after every handout if you wish). Make any corrections in a differentcoloured pen or pencil.

7. Go back to your concept map and fill in the rest of the information or correctany incorrect information that you had previously written in.


1. climate graph2. concept map3. completed and corrected handouts

http://www.thecanadianencyclopedia.com/









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CGC 1P_Unit1_Lesson2_StudentHandout3

UNIT 1, LESSON 2: HANDOUT #3: WHAT INFLUENCES OUR CLIMATE?

We know that climate varies across the country, but why is it warmer in Toronto than inInuvik? Why is it wetter in Vancouver than in Edmonton? Climate is influenced by anumber of factors, but you will investigate five. Once you know these five factors, youwill be able to predict with good accuracy the type of climate an area will experience.Use the following information to fill in the blanks given.

Latitude

Look at figure 12-3 in Making Connections (p. 129) or figure 1.7b in Perspectives (p. 21)and you will see that an equivalent amount of the sun’s energy spreads out over alarger area near the north and south poles than it does at the equator.

Therefore, the farther you get from the equator, the _________________ thetemperatures you will experience.

Elevation and Relief

As air rises, its temperature drops at a rate of 1C° per 100 m of elevation. When air isforced to rise by features such as mountains, the temperature is lower at the top of themountain than it was at the bottom of the mountain (see Making Connections figure 12-4 on page 130 or Perspectives figure 1.8a on page 24).

Therefore, the higher in elevation you climb, the ____________________ thetemperatures you will experience.

Because air that is forced to rise drops in temperature, it will be forced to drop itsmoisture when water vapour condenses. Consequently, air forced over the mountains ofthe Western Cordillera drops rain on the windward (western) side of the mountainrange, leaving the leeward (eastern) side of the mountain range very dry (see MakingConnections figure 12-12 on page 135 or Perspectives figure 1.8b on page 24).

Therefore, the western side of the Cordillera experiences much ____________precipitation than the eastern side.

Nearness to Large Water Bodies

Large water bodies, such at the Great Lakes or the Pacific and Atlantic Oceans, allowwinds moving towards the land to pick up moisture. The nearby land areas generally getmore rain or snow as a result. As well, large bodies of water do not warm up or cool offas quickly as land areas do. Consequently, nearby areas don’t cool off as much in thewinter or warm up as much in the summer. (Arctic water bodies such as Hudson Bayare frozen for much of the year, so they don’t significantly moderate the temperature ofnearby land.) We say that this moderates the temperature, or reduces the amount ofdifference between high and low temperatures.

Therefore, the climate of areas near large water bodies, or maritime climates,have __________________ winters and ________________ summers. Theyalso have ________________ levels of precipitation.

The climate of areas far from large water bodies, or continental climates, have__________________ winters and _________________ summers. They alsohave _______________ levels of precipitation.



UNIT 1, LESSON 2: HANDOUT #3: WHAT INFLUENCES OUR CLIMATE?

We know that climate varies across the country, but why is it warmer in Toronto than inInuvik? Why is it wetter in Vancouver than in Edmonton? Climate is influenced by anumber of factors, but you will investigate five. Once you know these five factors, youwill be able to predict with good accuracy the type of climate an area will experience.Use the following information to fill in the blanks given.

Latitude

Look at figure 12-3 in Making Connections (p. 129) or figure 1.7b in Perspectives (p. 21)and you will see that an equivalent amount of the sun’s energy spreads out over alarger area near the north and south poles than it does at the equator.

Therefore, the farther you get from the equator, the _________________ thetemperatures you will experience.

Elevation and Relief

As air rises, its temperature drops at a rate of 1C° per 100 m of elevation. When air isforced to rise by features such as mountains, the temperature is lower at the top of themountain than it was at the bottom of the mountain (see Making Connections figure 12-4 on page 130 or Perspectives figure 1.8a on page 24).

Therefore, the higher in elevation you climb, the ____________________ thetemperatures you will experience.

Because air that is forced to rise drops in temperature, it will be forced to drop itsmoisture when water vapour condenses. Consequently, air forced over the mountains ofthe Western Cordillera drops rain on the windward (western) side of the mountainrange, leaving the leeward (eastern) side of the mountain range very dry (see MakingConnections figure 12-12 on page 135 or Perspectives figure 1.8b on page 24).

Therefore, the western side of the Cordillera experiences much ____________precipitation than the eastern side.

Nearness to Large Water Bodies

Large water bodies, such at the Great Lakes or the Pacific and Atlantic Oceans, allowwinds moving towards the land to pick up moisture. The nearby land areas generally getmore rain or snow as a result. As well, large bodies of water do not warm up or cool offas quickly as land areas do. Consequently, nearby areas don’t cool off as much in thewinter or warm up as much in the summer. (Arctic water bodies such as Hudson Bayare frozen for much of the year, so they don’t significantly moderate the temperature ofnearby land.) We say that this moderates the temperature, or reduces the amount ofdifference between high and low temperatures.

Therefore, the climate of areas near large water bodies, or maritime climates,have __________________ winters and ________________ summers. Theyalso have ________________ levels of precipitation.

The climate of areas far from large water bodies, or continental climates, have__________________ winters and _________________ summers. They alsohave _______________ levels of precipitation.



Ocean Currents

Land areas near the ocean are also affected by the ocean current that passes by them.Some ocean currents, such as the Labrador Current, are cold. Other currents, such asthe Gulf Stream and the North Pacific Current, are warm. Warm ocean currents warmthe land, and cold ocean currents cool the land. When a cold and warm ocean currentmixes, fog is created. (see Making Connections figure 12-7 on page 131 orPerspectives figure 1.7h on page 23)

Therefore, areas near the Gulf Stream such as Nova Scotia and southernNewfoundland will have _________________ temperatures. Areas near theNorth Pacific Current, such as coastal British Columbia, will have ____________temperatures.

Areas near the Labrador Current, such as northern Newfoundland, will have_________________ temperatures.

The area off the east coast of Newfoundland where the ___________________Current and the __________ ____________ meet will experience fog.

Prevailing Winds

The earth has a pattern of winds that influence the global climate. Over most of NorthAmerica, the prevailing winds blow from west to east and are called the “westerlies”.The westerlies move most of the air masses that influence our weather. Anotherinfluential wind pattern is created by the jet stream, a high altitude current of air whoselocation influences how far south cold arctic air can flow, or how far north warm tropicalair can flow. For example, a cold dry air mass that forms over the western Arctic can becarried down to Southern Ontario in the winter because the jet stream tends to movefurther south in the winter.

Therefore, when the jet stream moves further south in the winter, ____________air can move into southern Canada.

When the jet stream moves further north in the summer, _______________ aircan move into southern Canada.



Ocean Currents

Land areas near the ocean are also affected by the ocean current that passes by them.Some ocean currents, such as the Labrador Current, are cold. Other currents, such asthe Gulf Stream and the North Pacific Current, are warm. Warm ocean currents warmthe land, and cold ocean currents cool the land. When a cold and warm ocean currentmixes, fog is created. (see Making Connections figure 12-7 on page 131 orPerspectives figure 1.7h on page 23)

Therefore, areas near the Gulf Stream such as Nova Scotia and southernNewfoundland will have _________________ temperatures. Areas near theNorth Pacific Current, such as coastal British Columbia, will have ____________temperatures.

Areas near the Labrador Current, such as northern Newfoundland, will have_________________ temperatures.

The area off the east coast of Newfoundland where the ___________________Current and the __________ ____________ meet will experience fog.

Prevailing Winds

The earth has a pattern of winds that influence the global climate. Over most of NorthAmerica, the prevailing winds blow from west to east and are called the “westerlies”.The westerlies move most of the air masses that influence our weather. Anotherinfluential wind pattern is created by the jet stream, a high altitude current of air whoselocation influences how far south cold arctic air can flow, or how far north warm tropicalair can flow. For example, a cold dry air mass that forms over the western Arctic can becarried down to Southern Ontario in the winter because the jet stream tends to movefurther south in the winter.

Therefore, when the jet stream moves further south in the winter, ____________air can move into southern Canada.

When the jet stream moves further north in the summer, _______________ aircan move into southern Canada.



Climate Regions of Canada



Climate Regions of Canada



Once you know these 5 climate influences, you can predict the general temperaturesand levels of precipitation that an area will experience. Test your knowledge bymatching the climates given below to their location on the map. Draw a line between theletter and the correct climate conditions in that location.

• A cool winters, warm summers, high precipitation• B cold winters, hot summers, low levels of precipitation• C very cold winters, cool summers, low levels of precipitation• D cold winters, cool summers, high precipitation• E moderate winters, warm summers, moderate levels of precipitation

One location on the map that represents a maritime climate is __.One location on the map that represents a continental climate is __.

• B

• D • A

• C

• E



Once you know these 5 climate influences, you can predict the general temperaturesand levels of precipitation that an area will experience. Test your knowledge bymatching the climates given below to their location on the map. Draw a line between theletter and the correct climate conditions in that location.

• A cool winters, warm summers, high precipitation• B cold winters, hot summers, low levels of precipitation• C very cold winters, cool summers, low levels of precipitation• D cold winters, cool summers, high precipitation• E moderate winters, warm summers, moderate levels of precipitation

One location on the map that represents a maritime climate is __.One location on the map that represents a continental climate is __.

• B

• D • A

• C

• E



Climate Graphs

A climate graph is a fast and easy way to present climate information for a location.Climate graphs are also an excellent way to compare the climate of different locations.

A climate graph has two parts: a line graph done in red to represent the averagetemperature for each month and a bar graph done in blue to represent the averageprecipitation level for each month. Notice that the scale for temperature is located on theleft side of the graph and the scale for precipitation is located on the right side of thegraph.

Using the climate graph to the right, answer thefollowing questions:

a) In which month did the highest temperatureoccur?

b) In which month did the lowest temperatureoccur?

c) In which month did the highest level ofprecipitation occur?

d) Think about the temperature range (differencebetween the highest temperature and thelowest temperature) and the overall amount of precipitation that falls in a year. Doesthis location represent a maritime climate or a continental climate?

Use the climate data given to create your own climate graph on the following page.Remember the following every time you complete a climate graph:

• the temperature scale goes on the left-hand side and is given in °C• the temperature scale should begin at -40°C and go up to 30°C• the precipitation scale goes on the right-hand side and is given in mm• the precipitation scale should begin at 0 mm and go up to 200 mm• the months go along the bottom axis of the graph and are given using first letters• every graph needs a title!!• every scale needs a label!!

Climate data for Deer Lake, Newfoundland from http://climate.weatheroffice.ec.gc.ca/climate_normals

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov DecDaily AverageTemperature(°C)

-7.6 -8.8 -4.1 1.7 7.1 12.3 16.5 16.1 11.7 6.2 1.3 -4.1

Precipitation(mm)

107.50 72.7 78.2 72.6 85.1 87.4 95.8 105.3 102.3 114.8 106.7 98.8

J F M A M J J A S O N D

30

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140

160

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Climate Graphs

A climate graph is a fast and easy way to present climate information for a location.Climate graphs are also an excellent way to compare the climate of different locations.

A climate graph has two parts: a line graph done in red to represent the averagetemperature for each month and a bar graph done in blue to represent the averageprecipitation level for each month. Notice that the scale for temperature is located on theleft side of the graph and the scale for precipitation is located on the right side of thegraph.

Using the climate graph to the right, answer thefollowing questions:

a) In which month did the highest temperatureoccur?

b) In which month did the lowest temperatureoccur?

c) In which month did the highest level ofprecipitation occur?

d) Think about the temperature range (differencebetween the highest temperature and thelowest temperature) and the overall amount of precipitation that falls in a year. Doesthis location represent a maritime climate or a continental climate?

Use the climate data given to create your own climate graph on the following page.Remember the following every time you complete a climate graph:

• the temperature scale goes on the left-hand side and is given in °C• the temperature scale should begin at -40°C and go up to 30°C• the precipitation scale goes on the right-hand side and is given in mm• the precipitation scale should begin at 0 mm and go up to 200 mm• the months go along the bottom axis of the graph and are given using first letters• every graph needs a title!!• every scale needs a label!!

Climate data for Deer Lake, Newfoundland from http://climate.weatheroffice.ec.gc.ca/climate_normals

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov DecDaily AverageTemperature(°C)

-7.6 -8.8 -4.1 1.7 7.1 12.3 16.5 16.1 11.7 6.2 1.3 -4.1

Precipitation(mm)

107.50 72.7 78.2 72.6 85.1 87.4 95.8 105.3 102.3 114.8 106.7 98.8


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CGC 1P_Unit1_Lesson3_StudentInstructionSheet

COMPARING ECOZONES


What’s important in this lesson:You will explore the meaning of ecozone names and use them to predict some ofan ecozone’s characteristics. As well, you will map the 15 terrestrial ecozones.You will compare two ecozones in detail: Atlantic Maritime and Boreal Plains.Finally, you will predict some of the changes you would expect to see betweenadjoining ecozones.


1. Read the information on Handout #1 regarding the words used in namingecozones, then predict what 4 ecozones will be like using your understandingof those words.

2. Use an ecozone map from your atlas, from Making Connections orPerspectives, or the website www.ccea.org/ecozones/ to create your ownTerrestrial Ecozones of Canada map on Handout #2.

3. Use Making Connections or the website www.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm to fill in the chart comparing the Boreal Plainsand Atlantic Maritime ecozones on Handout #3.

4. You’ve learned a lot about Canada so far – use what you know to predict thechanges you would see between two adjoining ecozones on Handout #4

5. Get the answer key from your teacher and check your answers. Make anycorrections in a different coloured pen or pencil.


1. your Terrestrial Ecozones of Canada map

2. your completed and corrected handouts

3. your completed Ticket Out the Door #2



COMPARING ECOZONES


What’s important in this lesson:You will explore the meaning of ecozone names and use them to predict some ofan ecozone’s characteristics. As well, you will map the 15 terrestrial ecozones.You will compare two ecozones in detail: Atlantic Maritime and Boreal Plains.Finally, you will predict some of the changes you would expect to see betweenadjoining ecozones.


1. Read the information on Handout #1 regarding the words used in namingecozones, then predict what 4 ecozones will be like using your understandingof those words.

2. Use an ecozone map from your atlas, from Making Connections orPerspectives, or the website www.ccea.org/ecozones/ to create your ownTerrestrial Ecozones of Canada map on Handout #2.

3. Use Making Connections or the website www.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm to fill in the chart comparing the Boreal Plainsand Atlantic Maritime ecozones on Handout #3.

4. You’ve learned a lot about Canada so far – use what you know to predict thechanges you would see between two adjoining ecozones on Handout #4



1. your Terrestrial Ecozones of Canada map


3. your completed Ticket Out the Door #2

http://www.ccea.org/ecozones/

http://www.canadianbiodiversity.mcgill.ca/ english/ecozones/ecozones.htm

http://www.canadianbiodiversity.mcgill.ca/ english/ecozones/ecozones.htm







Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

1

EXPL

OR

ING

EC

OZO

NE

TER

MS

Whe

n ge

ogra

pher

s w

ant t

o st

udy

com

plex

or d

iver

se a

reas

, the

y of

ten

brea

k th

ese

area

s in

to re

gion

s th

at c

onta

in s

peci

ficsi

mila

ritie

s. S

ome

regi

ons

may

be

base

d on

one

sin

gle

fact

or, s

uch

as a

land

form

regi

on. O

ther

regi

ons

are

base

d on

anu

mbe

r of f

eatu

res

that

an

area

mig

ht h

ave

in c

omm

on. E

cozo

nes

are

an e

xam

ple

of th

is k

ind

of m

ulti-

fact

or re

gion

.

As

you

lear

ned

in th

e la

st le

sson

, the

dec

isio

n ab

out w

here

one

eco

zone

sto

ps a

nd a

noth

er s

tarts

is b

ased

on

at le

ast 3

phys

ical

fact

ors:

land

form

, clim

ate

and

vege

tatio

n. E

cozo

nes

also

refle

ct d

iffer

ence

s in

hum

an fa

ctor

s, w

hich

we

will

inve

stig

ate

in m

ore

deta

il in

Uni

t 2.

The

nam

es o

f eco

zone

s ar

e co

mbi

natio

ns o

f the

follo

win

g w

ords

. Whe

n yo

u un

ders

tand

the

mea

ning

of t

hese

nam

es y

ouha

ve a

bet

ter u

nder

stan

ding

of w

hat y

ou m

ight

exp

ect t

o fin

d in

that

par

ticul

ar re

gion

:

Land

form

feat

ures

mea

nsC

ordi

llera

mou

ntai

nsP

lain

fla

t, op

en a

reas

Shi

eld

rock

y ou

tcro

ps

Clim

ate

Cha

ract

eris

tics

mea

nsA

rctic

cold

all

year

Mar

itim

eco

ol w

inte

rs, w

arm

sum

mer

s w

ith lo

ts o

fpr

ecip

itatio

n

Vege

tatio

nm

eans

Tund

rasm

all p

lant

s an

d m

osse

sM

ixed

Woo

dsde

cidu

ous

and

coni

fero

us tr

ees

Mon

tane

chan

ges

from

con

ifero

us tr

ees

totu

ndra

-like

pla

nts

with

hig

her e

leva

tion

Pra

irie

gras

ses

Taig

ath

in c

onife

rous

fore

st, b

rush

Bor

eal

thic

ker c

onife

rous

fore

st

Geo

grap

hica

l Loc

atio

nm

eans

Nor

ther

nno

rthS

outh

ern

sout

hA

tlant

icea

st c

oast

Pac

ific

wes

t coa

st

Hud

son

Bay

cent

ral,

near

Hud

son

Bay

Use

you

r und

erst

andi

ng o

f the

eco

zone

wor

ds to

pred

ict w

hat y

ou w

ould

find

in th

e fo

llow

ing

ecoz

ones

.Fo

llow

the

exam

ple

give

n.

Taig

a Sh

ield

:th

in, c

onife

rous

fore

st in

an

area

of

rock

y ou

tcro

ps

Hud

son

Pla

ins:

____

____

____

____

____

____

____

___

____

____

____

____

____

____

____

___

Arc

tic C

ordi

llera

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Bor

eal P

lain

s:__

____

____

____

____

____

____

____

_

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

1

EXPL

OR

ING

EC

OZO

NE

TER

MS

Whe

n ge

ogra

pher

s w

ant t

o st

udy

com

plex

or d

iver

se a

reas

, the

y of

ten

brea

k th

ese

area

s in

to re

gion

s th

at c

onta

in s

peci

ficsi

mila

ritie

s. S

ome

regi

ons

may

be

base

d on

one

sin

gle

fact

or, s

uch

as a

land

form

regi

on. O

ther

regi

ons

are

base

d on

anu

mbe

r of f

eatu

res

that

an

area

mig

ht h

ave

in c

omm

on. E

cozo

nes

are

an e

xam

ple

of th

is k

ind

of m

ulti-

fact

or re

gion

.

As

you

lear

ned

in th

e la

st le

sson

, the

dec

isio

n ab

out w

here

one

eco

zone

sto

ps a

nd a

noth

er s

tarts

is b

ased

on

at le

ast 3

phys

ical

fact

ors:

land

form

, clim

ate

and

vege

tatio

n. E

cozo

nes

also

refle

ct d

iffer

ence

s in

hum

an fa

ctor

s, w

hich

we

will

inve

stig

ate

in m

ore

deta

il in

Uni

t 2.

The

nam

es o

f eco

zone

s ar

e co

mbi

natio

ns o

f the

follo

win

g w

ords

. Whe

n yo

u un

ders

tand

the

mea

ning

of t

hese

nam

es y

ouha

ve a

bet

ter u

nder

stan

ding

of w

hat y

ou m

ight

exp

ect t

o fin

d in

that

par

ticul

ar re

gion

:

Land

form

feat

ures

mea

nsC

ordi

llera

mou

ntai

nsP

lain

fla

t, op

en a

reas

Shi

eld

rock

y ou

tcro

ps

Clim

ate

Cha

ract

eris

tics

mea

nsA

rctic

cold

all

year

Mar

itim

eco

ol w

inte

rs, w

arm

sum

mer

s w

ith lo

ts o

fpr

ecip

itatio

n

Vege

tatio

nm

eans

Tund

rasm

all p

lant

s an

d m

osse

sM

ixed

Woo

dsde

cidu

ous

and

coni

fero

us tr

ees

Mon

tane

chan

ges

from

con

ifero

us tr

ees

totu

ndra

-like

pla

nts

with

hig

her e

leva

tion

Pra

irie

gras

ses

Taig

ath

in c

onife

rous

fore

st, b

rush

Bor

eal

thic

ker c

onife

rous

fore

st

Geo

grap

hica

l Loc

atio

nm

eans

Nor

ther

nno

rthS

outh

ern

sout

hA

tlant

icea

st c

oast

Pac

ific

wes

t coa

st

Hud

son

Bay

cent

ral,

near

Hud

son

Bay

Use

you

r und

erst

andi

ng o

f the

eco

zone

wor

ds to

pred

ict w

hat y

ou w

ould

find

in th

e fo

llow

ing

ecoz

ones

.Fo

llow

the

exam

ple

give

n.

Taig

a Sh

ield

:th

in, c

onife

rous

fore

st in

an

area

of

rock

y ou

tcro

ps

Hud

son

Pla

ins:

____

____

____

____

____

____

____

___

____

____

____

____

____

____

____

___

Arc

tic C

ordi

llera

:___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Bor

eal P

lain

s:__

____

____

____

____

____

____

____

_

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

2

____

____

____

____

____

____

____

___

Atla

ntic

Mar

itim

e: _

____

____

____

____

____

____

____

_

ECO

ZON

ES C

OM

PAR

ISO

N

Bor

eal P

lain

sA

tlant

ic M

ariti

me

Are

a(in

km

2 )La

ndfo

rms

(des

crip

tion)

Clim

ate

win

ter d

escr

iptio

n:su

mm

er d

escr

iptio

n:ye

arly

pre

cipi

tatio

n (in

mm

):

win

ter d

escr

iptio

n:su

mm

er d

escr

iptio

n:ye

arly

pre

cipi

tatio

n (in

mm

):

Veg

etat

ion

(mai

n ty

pes

+ 1

or 2

exam

ples

)

Hum

anA

ctiv

ities

(2 o

r 3ex

ampl

es)

tota

l pop

ulat

ion:

exam

ples

of a

ctiv

ities

:

tota

l pop

ulat

ion:

exam

ples

of a

ctiv

ities

:

Maj

or C

ities

(nam

e 3)

1.

2.

3.

1.

2.

3.

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

2

____

____

____

____

____

____

____

___

Atla

ntic

Mar

itim

e: _

____

____

____

____

____

____

____

_

ECO

ZON

ES C

OM

PAR

ISO

N

Bor

eal P

lain

sA

tlant

ic M

ariti

me

Are

a(in

km

2 )La

ndfo

rms

(des

crip

tion)

Clim

ate

win

ter d

escr

iptio

n:su

mm

er d

escr

iptio

n:ye

arly

pre

cipi

tatio

n (in

mm

):

win

ter d

escr

iptio

n:su

mm

er d

escr

iptio

n:ye

arly

pre

cipi

tatio

n (in

mm

):

Veg

etat

ion

(mai

n ty

pes

+ 1

or 2

exam

ples

)

Hum

anA

ctiv

ities

(2 o

r 3ex

ampl

es)

tota

l pop

ulat

ion:

exam

ples

of a

ctiv

ities

:

tota

l pop

ulat

ion:

exam

ples

of a

ctiv

ities

:

Maj

or C

ities

(nam

e 3)

1.

2.

3.

1.

2.

3.

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

3

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

3

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

4

1

2

3

4

5

UN

IT 1

, LES

SON

3: H

AN

DO

UT

#4 E

CO

ZON

E B

OU

ND

AR

IES

Eco

zone

s w

ere

esta

blis

hed

to d

ivid

e th

e co

untry

into

a s

mal

l num

ber o

f reg

ions

(15

terr

estri

al a

nd 5

mar

ine)

that

con

tain

sim

ilar c

hara

cter

istic

s. A

lthou

gh th

e bo

unda

ries

betw

een

adja

cent

(tou

chin

g) e

cozo

nes

do n

ot m

ean

that

the

regi

onch

ange

s dr

astic

ally

at t

hat l

ine,

ther

e ar

e re

al c

hang

es b

etw

een

the

regi

ons.

The

se c

hang

es g

ener

ally

are

diff

eren

ces

inla

ndfo

rms,

clim

ate/

vege

tatio

n, o

r hum

an a

ctiv

ities

.

Usi

ng th

e m

ap b

elow

, ide

ntify

at l

east

one

cha

nge

you

wou

ld e

xpec

t to

see

betw

een

the

regi

ons

at th

e bo

unda

ry id

entif

ied

by e

ach

num

ber.

1be

twee

n B

orea

l Cor

dille

ra a

nd M

onta

ne C

ordi

llera

2be

twee

n P

acifi

c M

ariti

me

and

Mon

tane

Cor

dille

ra

3be

twee

n B

orea

l Pla

ins

and

Pra

irie

4be

twee

n M

onta

ne C

ordi

llera

and

Pra

irie

5be

twee

n B

orea

l Shi

eld

and

Mix

edw

ood

Pla

ins

Stud

ent

Hand

out:

Uni

t 1

Less

on 3

CG

C 1

P_U

nit1

_Les

son3

_Stu

dent

Han

dout

4

1

2

3

4

5

UN

IT 1

, LES

SON

3: H

AN

DO

UT

#4 E

CO

ZON

E B

OU

ND

AR

IES

Eco

zone

s w

ere

esta

blis

hed

to d

ivid

e th

e co

untry

into

a s

mal

l num

ber o

f reg

ions

(15

terr

estri

al a

nd 5

mar

ine)

that

con

tain

sim

ilar c

hara

cter

istic

s. A

lthou

gh th

e bo

unda

ries

betw

een

adja

cent

(tou

chin

g) e

cozo

nes

do n

ot m

ean

that

the

regi

onch

ange

s dr

astic

ally

at t

hat l

ine,

ther

e ar

e re

al c

hang

es b

etw

een

the

regi

ons.

The

se c

hang

es g

ener

ally

are

diff

eren

ces

inla

ndfo

rms,

clim

ate/

vege

tatio

n, o

r hum

an a

ctiv

ities

.

Usi

ng th

e m

ap b

elow

, ide

ntify

at l

east

one

cha

nge

you

wou

ld e

xpec

t to

see

betw

een

the

regi

ons

at th

e bo

unda

ry id

entif

ied

by e

ach

num

ber.

1be

twee

n B

orea

l Cor

dille

ra a

nd M

onta

ne C

ordi

llera

2be

twee

n P

acifi

c M

ariti

me

and

Mon

tane

Cor

dille

ra

3be

twee

n B

orea

l Pla

ins

and

Pra

irie

4be

twee

n M

onta

ne C

ordi

llera

and

Pra

irie

5be

twee

n B

orea

l Shi

eld

and

Mix

edw

ood

Pla

ins

N

UN

IT 1

, LES

SON

3: H

AN

DO

UT

#2

N

UN

IT 1

, LES

SON

3: H

AN

DO

UT

#2




Right now, I think I understand ecozones (check one)

very well

somewhat

not very well

To really understand the concept of ecozones, I still need to know moreabout:




Right now, I think I understand ecozones (check one)

very well

somewhat

not very well

To really understand the concept of ecozones, I still need to know moreabout:

Assessment and Evaluation

CGC 1P_Unit1_Lesson3_Assessment&Evaluation 1

UNIT 1, LESSON 3: COMPARING ECOZONES

Some work in this lesson will be assessed as complete or incomplete. Students mustcontinue until all required work is completed and corrected using the Student AnswerKey. (Make sure that students have done their best before handing out the answer key.)

Students have been asked to make corrections to their work in a different colour of penor pencil so that you can assess their level of understanding of the material.

The reflection (Ticket Out the Door #2) must be completed before moving on to Lesson4.

The map will be assessed using the Mapping Rubric on the next page. This is formativeassessment only.

Task Check whencompleted

Ecozones MapComplete and corrected handoutsTicket Out the Door #2

Assessment and Evaluation

CGC 1P_Unit1_Lesson3_Assessment&Evaluation 1

UNIT 1, LESSON 3: COMPARING ECOZONES

Some work in this lesson will be assessed as complete or incomplete. Students mustcontinue until all required work is completed and corrected using the Student AnswerKey. (Make sure that students have done their best before handing out the answer key.)

Students have been asked to make corrections to their work in a different colour of penor pencil so that you can assess their level of understanding of the material.

The reflection (Ticket Out the Door #2) must be completed before moving on to Lesson4.

The map will be assessed using the Mapping Rubric on the next page. This is formativeassessment only.

Task Check whencompleted

Ecozones MapComplete and corrected handoutsTicket Out the Door #2

Asse

ssme

nt a

nd E

valu

atio

n

CG

C 1

P_U

nit1

_Les

son3

_Ass

essm

ent&

Eva

luat

ion

2

UN

IT 1

, LES

SON

3: M

APP

ING

RU

BR

IC

Crit

eria

Leve

l 4

(80-

100%

)Le

vel 3

(7

0-79

%)

Leve

l 2

(60-

69%

)Le

vel 1

(5

0-59

%)

R(L

ess

than

50%

)K

now

ledg

e•

map

mak

ing

dem

onst

rate

sun

ders

tand

ing

of d

ata

colle

cted

• m

apm

akin

gde

mon

stra

tes

high

degr

ee o

fun

ders

tand

ing

of d

ata

colle

cted

• m

apm

akin

gde

mon

stra

tes

cons

ider

able

unde

rsta

ndin

g of

dat

aco

llect

ed

• m

apm

akin

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mon

stra

tes

som

eun

ders

tand

ing

of d

ata

colle

cted

• m

apm

akin

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mon

stra

tes

limite

dun

ders

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ing

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ata

colle

cted

• m

apm

akin

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mon

stra

tes

unde

rsta

ndin

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aco

llect

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elow

leve

lre

quire

dC

omm

unic

atio

n•

map

use

s ap

prop

riate

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Summative Activity: Unit 1

CGC 1P_Unit1_Summative_StudentInstructionSheet

NATIONAL PARKS AND ECOZONES


What’s important in this lesson:You will investigate two national parks to see which one best represents theBoreal Plains ecozone. You will base your decision on a rating process, then youwill write a brief report to explain your decision.


1. Use the understanding you have of ecozone features to complete theEcozone Ranking Table. (Don’t forget the work you did in previous lessons!)

2. Access the internet site for Parks Canada’s Teacher Learning Centre andprint out fact sheets for two national parks in the Boreal Plains or get theprintouts from your teacher.

3. Use the information on the fact sheets to complete the National ParksInformation sheet

4. Choose the national park that best represents the Boreal Plains and use theparagraph organizer given to write your report

5. Create a map identifying the Boreal Plains and showing the location of the 2parks you investigated.


1. handout sheets2. paragraph3. map






What’s important in this lesson:You will investigate two national parks to see which one best represents theBoreal Plains ecozone. You will base your decision on a rating process, then youwill write a brief report to explain your decision.


1. Use the understanding you have of ecozone features to complete theEcozone Ranking Table. (Don’t forget the work you did in previous lessons!)

2. Access the internet site for Parks Canada’s Teacher Learning Centre andprint out fact sheets for two national parks in the Boreal Plains or get theprintouts from your teacher.

3. Use the information on the fact sheets to complete the National ParksInformation sheet

4. Choose the national park that best represents the Boreal Plains and use theparagraph organizer given to write your report

5. Create a map identifying the Boreal Plains and showing the location of the 2parks you investigated.


1. handout sheets2. paragraph3. map



CGC 1P_Unit1_Summative_StudentHandout 1


You are a travel writer who works for an environmental magazine. Your assignment forthe next issue of the magazine is to identify the best place for your readers to visit ifthey want to see the real “Boreal Plains”. You decide to send your readers to a nationalpark in that ecozone, since you know that one of the purposes of Canadian NationalParks is to protect natural environments. You decide that you will choose two nationalparks in the Boreal Plains ecozone and compare them to decide which one does thebest job of representing the ecozone. Then you will write a short report to your readersto explain why that park is the best representative of the real “Boreal Plains”.

Step 1: Fill in the Ecozone Ranking Table

For each of the following ecozone features, describe (in point form) what you wouldexpect to see in the Boreal Plains ecozone. (Use a textbook and/or the website atwww.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm to gather thisinformation.) Then decide why the feature is or is not important to be represented withina national park, and write these reasons (in point form) in the chart. Finally, rank howimportant you feel this feature would be in deciding which park does the best job ofrepresenting the ecozone. Use the rating scale given below:

Boreal Plains EcozoneEcozone Feature(describe what you wouldexpect to find in thisecozone)

Is this feature important/not important to berepresented by the park? (circle one)

Why is this featureimportant/not important tobe represented?

Landforms• important

not important

Climatewinter:

summer:

total precipitation:(in mm)

important

not important

Vegetation•

•

important

not important




You are a travel writer who works for an environmental magazine. Your assignment forthe next issue of the magazine is to identify the best place for your readers to visit ifthey want to see the real “Boreal Plains”. You decide to send your readers to a nationalpark in that ecozone, since you know that one of the purposes of Canadian NationalParks is to protect natural environments. You decide that you will choose two nationalparks in the Boreal Plains ecozone and compare them to decide which one does thebest job of representing the ecozone. Then you will write a short report to your readersto explain why that park is the best representative of the real “Boreal Plains”.

Step 1: Fill in the Ecozone Ranking Table

For each of the following ecozone features, describe (in point form) what you wouldexpect to see in the Boreal Plains ecozone. (Use a textbook and/or the website atwww.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm to gather thisinformation.) Then decide why the feature is or is not important to be represented withina national park, and write these reasons (in point form) in the chart. Finally, rank howimportant you feel this feature would be in deciding which park does the best job ofrepresenting the ecozone. Use the rating scale given below:

Boreal Plains EcozoneEcozone Feature(describe what you wouldexpect to find in thisecozone)

Is this feature important/not important to berepresented by the park? (circle one)

Why is this featureimportant/not important tobe represented?

Landforms• important

not important

Climatewinter:

summer:

total precipitation:(in mm)

important

not important

Vegetation•

•

important

not important



Wildlife• • •

important

not important

Human Activities• • •

important

not important

Step 2: Research two national parks

Use the Teacher Resource Centre section of the Parks Canada website to discoverwhich national parks are found in the Boreal Plains (http://www.pc.gc.ca/apprendre-learn/prof/trc/htm/ecozone06_e.asp).

Choose two of the parks identified on the map. Click on the link at the top of thewebpage called “List All Resources” to see a list of the fact sheets for all national parks.Click on the name of one of the parks you have chosen, then print out the fact sheetgiven (or get the printout from your teacher). Repeat this for your second park.

Step 3: Complete the national parks information sheet

• Transfer the important/not important decisions from the Ecozone Ranking Table(above) into the first column of the National Parks Information Sheet.

• Write the names of the two national parks you have chosen into the spaces atthe top of the chart

• For each park, use the fact sheet to fill in the description for each of the features,then decide which park does the best job of representing the features you wouldexpect to find. Put a check U in the corner of the box for the park that does thebest job.

• Add the checks U in each column. The park with the most checks is your bestchoice



Wildlife• • •

important

not important

Human Activities• • •

important

not important

Step 2: Research two national parks

Use the Teacher Resource Centre section of the Parks Canada website to discoverwhich national parks are found in the Boreal Plains (http://www.pc.gc.ca/apprendre-learn/prof/trc/htm/ecozone06_e.asp).

Choose two of the parks identified on the map. Click on the link at the top of thewebpage called “List All Resources” to see a list of the fact sheets for all national parks.Click on the name of one of the parks you have chosen, then print out the fact sheetgiven (or get the printout from your teacher). Repeat this for your second park.

Step 3: Complete the national parks information sheet

• Transfer the important/not important decisions from the Ecozone Ranking Table(above) into the first column of the National Parks Information Sheet.

• Write the names of the two national parks you have chosen into the spaces atthe top of the chart

• For each park, use the fact sheet to fill in the description for each of the features,then decide which park does the best job of representing the features you wouldexpect to find. Put a check U in the corner of the box for the park that does thebest job.

• Add the checks U in each column. The park with the most checks is your bestchoice

http://www.pc.gc.ca/apprendre-learn/prof/trc/htm/ecozone06_e.asp

http://www.pc.gc.ca/apprendre-learn/prof/trc/htm/ecozone06_e.asp

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r poi

nt 1

:

Poi

nt 2

:P

roof

/exa

mpl

es fo

r poi

nt 2

:

Poi

nt 3

:P

roof

/exa

mpl

es fo

r poi

nt 3

:

Con

clud

ing

sent

ence

: ___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

_

Cre

ate

a m

ap to

go

with

you

r rep

ort.

Take

the

copy

of t

he E

cozo

nes

Map

(giv

en) a

nd s

how

the

loca

tion

of th

eB

orea

l Pla

ins

Ecoz

one

and

the

spec

ific

loca

tion

of th

e 2

park

s yo

u ha

ve in

vest

igat

ed. F

ollo

w a

ll pr

oper

map

conv

entio

ns (s

ee le

sson

1)

N

UN

IT 1

SU

MM

ATI

VE A

CTI

VITY

: BA

SE M

AP

N

UN

IT 1

SU

MM

ATI

VE A

CTI

VITY

: BA

SE M

AP

Reflection Activity: Unit 1

CGC 1P_Unit1_Summative_ReflectionActivity

ECOZONES REFLECTION

Canada is a physically diverse country. The concept of ecozones was developed to helpus to bring together a collection of information about different parts of Canada, so thatwe could understand the patterns within the variety. In some ways ecozones help us tounderstand the country’s differences but in other ways they cover up differences.

Use the following chart to identify ways in which ecozones may be a useful idea andways in which ecozones may be a problematic idea.

Ecozones are useful because Ecozones are problematic because •

•

•

•

•

•

If you have more ideas, write them in!


CGC 1P_Unit1_Summative_ReflectionActivity

ECOZONES REFLECTION

Canada is a physically diverse country. The concept of ecozones was developed to helpus to bring together a collection of information about different parts of Canada, so thatwe could understand the patterns within the variety. In some ways ecozones help us tounderstand the country’s differences but in other ways they cover up differences.

Use the following chart to identify ways in which ecozones may be a useful idea andways in which ecozones may be a problematic idea.

Ecozones are useful because Ecozones are problematic because •

•

•

•

•

•

If you have more ideas, write them in!

Assessment and Evaluation: Unit 1

CGC 1P_Unit1_Summative_Assessment&Evaluation 1

UNIT 1, SUMMATIVE: NATIONAL PARKS AND ECOZONES

Work in this lesson will be assessed using the rubric on the next page as well as theAnswer Key and the Map Answer Key. This is a summative assessment, and the marksfor this will make up ¼ of the overall summative mark.

The reflection must be completed before moving on to Unit 2. This should be assessed(formative) looking for completion.

Assessment and Evaluation: Unit 1

CGC 1P_Unit1_Summative_Assessment&Evaluation 1

UNIT 1, SUMMATIVE: NATIONAL PARKS AND ECOZONES

Work in this lesson will be assessed using the rubric on the next page as well as theAnswer Key and the Map Answer Key. This is a summative assessment, and the marksfor this will make up ¼ of the overall summative mark.

The reflection must be completed before moving on to Unit 2. This should be assessed(formative) looking for completion.

Asse

ssme

nt a

nd E

valu

atio

n: U

nit

1

CG

C 1

P_U

nit1

_Sum

mat

ive_

Ass

essm

ent&

Eva

luat

ion

2

UN

IT 1

SU

MM

ATI

VE A

SSIG

NM

ENT:

NA

TIO

NA

L PA

RK

S A

ND

EC

OZO

NES

RU

BR

IC

Crit

eria

Leve

l 4

(80-

100%

)Le

vel 3

(7

0-79

%)

Leve

l 2

(60-

69%

)Le

vel 1

(5

0-59

%)

R(le

ss th

an 5

0%)

Kno

wle

dge

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

s a

clea

run

ders

tand

ing

of th

ege

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phic

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atur

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und

in B

orea

l Pla

ins

• ec

ozon

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nkin

g ta

ble

dem

onst

rate

s hi

ghde

gree

of

unde

rsta

ndin

g of

geog

raph

ical

feat

ures

foun

d in

Bor

eal P

lain

s

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

sco

nsid

erab

leun

ders

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ing

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phic

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und

in B

orea

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ins

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onst

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s so

me

unde

rsta

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d in

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s

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onst

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vel

Thin

king

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mun

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port

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rrors

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ses

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agra

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form

•

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• m

ap d

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riate

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entio

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licat

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• pa

rk c

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ents

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eal

Pla

ins

ecoz

one

• pa

rk c

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nre

pres

ents

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eal

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ns e

cozo

ne w

ithhi

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e of

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opria

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rk c

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ents

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eal

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ithco

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prop

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rk c

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pres

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eal

Plai

ns e

cozo

ne w

ithso

me

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opria

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rk c

hose

nre

pres

ents

Bor

eal

Plai

ns e

cozo

ne w

ithlim

ited

appr

opria

tene

ss

• pa

rk c

hose

n do

es n

otre

pres

ent B

orea

lP

lain

s ec

ozon

e

Asse

ssme

nt a

nd E

valu

atio

n: U

nit

1

CG

C 1

P_U

nit1

_Sum

mat

ive_

Ass

essm

ent&

Eva

luat

ion

2

UN

IT 1

SU

MM

ATI

VE A

SSIG

NM

ENT:

NA

TIO

NA

L PA

RK

S A

ND

EC

OZO

NES

RU

BR

IC

Crit

eria

Leve

l 4

(80-

100%

)Le

vel 3

(7

0-79

%)

Leve

l 2

(60-

69%

)Le

vel 1

(5

0-59

%)

R(le

ss th

an 5

0%)

Kno

wle

dge

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

s a

clea

run

ders

tand

ing

of th

ege

ogra

phic

al fe

atur

esfo

und

in B

orea

l Pla

ins

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

s hi

ghde

gree

of

unde

rsta

ndin

g of

geog

raph

ical

feat

ures

foun

d in

Bor

eal P

lain

s

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

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nsid

erab

leun

ders

tand

ing

ofge

ogra

phic

al fe

atur

esfo

und

in B

orea

l Pla

ins

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

s so

me

unde

rsta

ndin

g of

geog

raph

ical

feat

ures

foun

d in

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eal P

lain

s

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

s lim

ited

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rsta

ndin

g of

geog

raph

ical

feat

ures

foun

d in

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eal P

lain

s

• ec

ozon

e ra

nkin

g ta

ble

dem

onst

rate

sun

ders

tand

ing

ofge

ogra

phic

al fe

atur

esfo

und

in B

orea

l Pla

ins

belo

w re

quire

d le

vel

Thin

king

•

prov

ides

sup

port

for

rank

ing

of im

porta

nce

of fe

atur

es in

eco

zone

rank

ing

tabl

e

• ga

ther

s ap

prop

riate

info

rmat

ion

toco

mpl

ete

orga

nize

rs

• ec

ozon

e ra

nkin

g ta

ble

cont

ains

hig

h de

gree

of s

uppo

rt fo

r ran

king

of im

porta

nce

offe

atur

es•

gath

ers

info

rmat

ion

with

hig

h de

gree

of

appr

opria

tene

ss

• ec

ozon

e ra

nkin

g ta

ble

cont

ains

con

side

rabl

esu

ppor

t for

rank

ing

ofim

porta

nce

of fe

atur

es

• ga

ther

s in

form

atio

nw

ith c

onsi

dera

ble

appr

opria

tene

ss

• ec

ozon

e ra

nkin

g ta

ble

cont

ains

som

e su

ppor

tfo

r ran

king

of

impo

rtanc

e of

feat

ures

• ga

ther

s in

form

atio

nw

ith s

ome

appr

opria

tene

ss

• ec

ozon

e ra

nkin

g ta

ble

cont

ains

lim

ited

supp

ort f

or ra

nkin

g of

impo

rtanc

e of

feat

ures

• ga

ther

s in

form

atio

nw

ith li

mite

dap

prop

riate

ness

• ec

ozon

e ra

nkin

g ta

ble

does

not

con

tain

supp

ort f

or ra

nkin

g of

impo

rtanc

e of

feat

ures

• ga

ther

s in

appr

opria

tein

form

atio

n

Com

mun

icat

ion

• re

port

uses

par

agra

phfo

rm c

orre

ctly

• w

ritin

g us

esap

prop

riate

conv

entio

ns (s

pelli

ng,

gram

mar

)•

map

use

s ap

prop

riate

conv

entio

ns

• re

port

uses

par

agra

phfo

rm w

ith li

mite

der

rors

• w

ritin

g us

esco

nven

tions

with

limite

d er

rors

• m

ap u

ses

conv

entio

nsw

ith li

mite

d er

rors

• re

port

uses

par

agra

phfo

rm w

ith s

ome

erro

rs

• w

ritin

g us

esco

nven

tions

with

som

eer

rors

• m

ap u

ses

conv

entio

nsw

ith s

ome

erro

rs

• re

port

uses

par

agra

phfo

rm w

ith c

onsi

dera

ble

erro

rs•

writ

ing

uses

conv

entio

ns w

ithco

nsid

erab

le e

rrors

• m

ap u

ses

conv

entio

nsw

ith c

onsi

dera

ble

erro

rs

• re

port

uses

par

agra

phfo

rm w

ith h

igh

degr

eeof

erro

rs•

writ

ing

uses

conv

entio

ns w

ith h

igh

degr

ee o

f erro

rs •

map

use

s co

nven

tions

with

hig

h de

gree

of

erro

rs

• re

port

does

not

use

prop

er p

arag

raph

form

•

writ

ing

does

not

use

appr

opria

teco

nven

tions

• m

ap d

oes

not u

seap

prop

riate

conv

entio

ns

App

licat

ion

• pa

rk c

hose

nre

pres

ents

Bor

eal

Pla

ins

ecoz

one

• pa

rk c

hose

nre

pres

ents

Bor

eal

Plai

ns e

cozo

ne w

ithhi

gh d

egre

e of

appr

opria

tene

ss

• pa

rk c

hose

nre

pres

ents

Bor

eal

Plai

ns e

cozo

ne w

ithco

nsid

erab

leap

prop

riate

ness

• pa

rk c

hose

nre

pres

ents

Bor

eal

Plai

ns e

cozo

ne w

ithso

me

appr

opria

tene

ss

• pa

rk c

hose

nre

pres

ents

Bor

eal

Plai

ns e

cozo

ne w

ithlim

ited

appr

opria

tene

ss

• pa

rk c

hose

n do

es n

otre

pres

ent B

orea

lP

lain

s ec

ozon

e


GCA 1P_Unit2_Lesson1_StudentInstructionSheet 1

POPULATION DISTRIBUTION—WHY DO WE LIVE WHERE WE DO?


What’s important in this lesson:You will review the difference between population density and populationdistribution, then you will explore population distribution in Canada to discoverwhere most of us live and why we live there.


1. Complete handout #1: Population Density in Canada. You will need Handout#2: Ecozones Base Map to do this.

2. Using the population map on page 26 of the Oxford School Atlas, 7th Ed., oron page 203 of Making Connections, complete Handout #3: PopulationDistribution in Canada.

3. Consult maps of transportation, agriculture, trade, and resources to completeHandout #4: Why do Canadians Live Where They Do?


5. Get the reflection sheet and reflect on the reasons that your family lives whereit does in Canada. Are there any reasons that weren’t mentioned in thisexercise?





GCA 1P_Unit2_Lesson1_StudentInstructionSheet 1

POPULATION DISTRIBUTION—WHY DO WE LIVE WHERE WE DO?


What’s important in this lesson:You will review the difference between population density and populationdistribution, then you will explore population distribution in Canada to discoverwhere most of us live and why we live there.


1. Complete handout #1: Population Density in Canada. You will need Handout#2: Ecozones Base Map to do this.

2. Using the population map on page 26 of the Oxford School Atlas, 7th Ed., oron page 203 of Making Connections, complete Handout #3: PopulationDistribution in Canada.

3. Consult maps of transportation, agriculture, trade, and resources to completeHandout #4: Why do Canadians Live Where They Do?


5. Get the reflection sheet and reflect on the reasons that your family lives whereit does in Canada. Are there any reasons that weren’t mentioned in thisexercise?






POPULATION DENSITY IN CANADA

Population patterns reflect patterns that humans make onthe land. We can look at population in two ways: populationdistribution or population density. In order to find out exactlywhere people live, you must look at the populationdistribution. A population distribution map usually uses dotson the map to represent a given number of people.Generally, population distribution is uneven: populationtends to clump in specific cities or highly urbanized areas.

Population density is helpful in comparing areas likeecozones, provinces or even countries, but it does not givespecific information about where people live. It is calculatedusing the following formula:

Population density = total area total population in that area

Population Density of Canada’s Ecozones Ecozones Population

Density(# people/ km2)

Ecozones PopulationDensity

(# people/ km2)Arctic Cordillera 0.005 Northern Arctic 0.01Atlantic Maritime 12.8 Pacific Maritime 12.77Boreal Cordillera 0.037 Prairies 8.73Boreal Plains 1.08 Southern Arctic 0.013Boreal Shield 0.96 Taiga Cordillera 0.001Hudson Plains 0.028 Taiga Plain 0.037Mixedwood Plains 124.03 Taiga Shield 0.027Montane Cordillera 0.98

1. a) Divide the population density values into three categories: high (over 100), medium(1 to 100) and low (below 1). In the space given in the chart above, mark an H forthe ecozone with a high population density, an M beside the ecozones with mediumdensities, and a L beside the ecozones with low densities.

b) Choose 1 pencil crayon colour that you have a dark and light shade of, for exampledark orange and light orange. On the Ecozones base map, shade the ecozone inthe high category the dark colour. Shade the ecozones in the medium category amedium shade of the same colour. Leave the ecozones in the low category white.

c) Title the map and complete the legend. You have now created a special kind ofmap called a choropleth map, one in which the density of the colour reflects thedensity of the population.

Population distributionis defined as thepattern of wherepeople live in an area.

Population density isdefined as theaverage number ofpeople living in anarea, usually given asthe number of peopleper square kilometre.

eg. each square belowhas a density of 5people/ km2 , but theyhave a differentdistribution



POPULATION DENSITY IN CANADA

Population patterns reflect patterns that humans make onthe land. We can look at population in two ways: populationdistribution or population density. In order to find out exactlywhere people live, you must look at the populationdistribution. A population distribution map usually uses dotson the map to represent a given number of people.Generally, population distribution is uneven: populationtends to clump in specific cities or highly urbanized areas.

Population density is helpful in comparing areas likeecozones, provinces or even countries, but it does not givespecific information about where people live. It is calculatedusing the following formula:

Population density = total area total population in that area

Population Density of Canada’s Ecozones Ecozones Population

Density(# people/ km2)

Ecozones PopulationDensity

(# people/ km2)Arctic Cordillera 0.005 Northern Arctic 0.01Atlantic Maritime 12.8 Pacific Maritime 12.77Boreal Cordillera 0.037 Prairies 8.73Boreal Plains 1.08 Southern Arctic 0.013Boreal Shield 0.96 Taiga Cordillera 0.001Hudson Plains 0.028 Taiga Plain 0.037Mixedwood Plains 124.03 Taiga Shield 0.027Montane Cordillera 0.98

1. a) Divide the population density values into three categories: high (over 100), medium(1 to 100) and low (below 1). In the space given in the chart above, mark an H forthe ecozone with a high population density, an M beside the ecozones with mediumdensities, and a L beside the ecozones with low densities.

b) Choose 1 pencil crayon colour that you have a dark and light shade of, for exampledark orange and light orange. On the Ecozones base map, shade the ecozone inthe high category the dark colour. Shade the ecozones in the medium category amedium shade of the same colour. Leave the ecozones in the low category white.

c) Title the map and complete the legend. You have now created a special kind ofmap called a choropleth map, one in which the density of the colour reflects thedensity of the population.

Population distributionis defined as thepattern of wherepeople live in an area.

Population density isdefined as theaverage number ofpeople living in anarea, usually given asthe number of peopleper square kilometre.

eg. each square belowhas a density of 5people/ km2 , but theyhave a differentdistribution



2. Look at your map. What parts of Canada appear to be most densely populated?Hint: think about what the locations have in common.

• areas ___________________________________________________

• areas ___________________________________________________

• areas ___________________________________________________



2. Look at your map. What parts of Canada appear to be most densely populated?Hint: think about what the locations have in common.

• areas ___________________________________________________

• areas ___________________________________________________

• areas ___________________________________________________



POPULATION DISTRIBUTION IN CANADA

1. In 1996, the following cities were the top 25 in Canada based on population:

Mixedwood Plains Ecozone Boreal Shield EcozoneToronto 4 263 757 St. John’s 174 051Montreal 3 326 510 Sudbury 160 488Ottawa-Hull 1 101 498 Chicoutimi-Jonquiere 160 454Quebec 671 889 Thunder Bay 125 562Hamilton 624 360London 398 616 Prairie EcozoneKitchener 382 940 Edmonton 862 597St. Catherines-Niagara 372 406 Calgary 821 628Windsor 278 685 Winnipeg 667 209Oshawa 268 773 Saskatoon 219 056Sherbrooke 147 384 Regina 193 652Trois-Rivieres 139 956

Pacific Maritime EcozoneAtlantic Maritime Ecozone Vancouver 1 831 665Halifax 332 518 Victoria 304 287Saint John 125 705 1996 Census

How does this compare to the results from your map of population density?

2. Using the scale on an atlas or textbook map of Population Distribution (page 26 of 7th

Edition Oxford Atlas or page 203 in Making Connections), determine the number ofCanadian cities with more than 100 000 inhabitants that are within 200 km of theUSA.

3. Look at an atlas map of Canada showing population distribution around 1900 (eg.page 26 of 7th Ed. Oxford Atlas). Where were most people located then?



POPULATION DISTRIBUTION IN CANADA

1. In 1996, the following cities were the top 25 in Canada based on population:

Mixedwood Plains Ecozone Boreal Shield EcozoneToronto 4 263 757 St. John’s 174 051Montreal 3 326 510 Sudbury 160 488Ottawa-Hull 1 101 498 Chicoutimi-Jonquiere 160 454Quebec 671 889 Thunder Bay 125 562Hamilton 624 360London 398 616 Prairie EcozoneKitchener 382 940 Edmonton 862 597St. Catherines-Niagara 372 406 Calgary 821 628Windsor 278 685 Winnipeg 667 209Oshawa 268 773 Saskatoon 219 056Sherbrooke 147 384 Regina 193 652Trois-Rivieres 139 956

Pacific Maritime EcozoneAtlantic Maritime Ecozone Vancouver 1 831 665Halifax 332 518 Victoria 304 287Saint John 125 705 1996 Census

How does this compare to the results from your map of population density?

2. Using the scale on an atlas or textbook map of Population Distribution (page 26 of 7th

Edition Oxford Atlas or page 203 in Making Connections), determine the number ofCanadian cities with more than 100 000 inhabitants that are within 200 km of theUSA.

3. Look at an atlas map of Canada showing population distribution around 1900 (eg.page 26 of 7th Ed. Oxford Atlas). Where were most people located then?



4. Look at the map of transportation above. What similarities do you notice between thetransportation map and the population distribution map?



4. Look at the map of transportation above. What similarities do you notice between thetransportation map and the population distribution map?



UNIT 2, LESSON 1: HANDOUT #4WHY DO CANADIANS LIVE WHERE THEY DO?

Use the information you have gathered so far as well as atlas maps of Agriculture andof Trade to complete the following chart. Follow the example given.

Many Canadians live because... (give at least one)

Some examples are(give at least one)

along much of theGreat Lakes and St.Lawrence River

• good climate (warm)• good soils (agriculture)• one of the first parts of

Canada settled• good transportation

• Toronto• Montreal

within 200 km of theCanada-US border

•

•

•

•

•

•

along oceancoastlines

•

•

•

•

•

•

in southern Alberta,Saskatchewan andManitoba

•

•

•

•

•

•

along majortransportation routes

•

•

•

•

•

•



UNIT 2, LESSON 1: HANDOUT #4WHY DO CANADIANS LIVE WHERE THEY DO?

Use the information you have gathered so far as well as atlas maps of Agriculture andof Trade to complete the following chart. Follow the example given.

Many Canadians live because... (give at least one)

Some examples are(give at least one)

along much of theGreat Lakes and St.Lawrence River

• good climate (warm)• good soils (agriculture)• one of the first parts of

Canada settled• good transportation

• Toronto• Montreal

within 200 km of theCanada-US border

•

•

•

•

•

•

along oceancoastlines

•

•

•

•

•

•

in southern Alberta,Saskatchewan andManitoba

•

•

•

•

•

•

along majortransportation routes

•

•

•

•

•

•

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WHY DO I LIVE WHERE I DO?

You live in the Mixedwood Plains ecozone, along with about half of Canada’spopulation. Consider the reasons that you live here and compare them to the generalreasons that Canadians find the Mixedwood Plains attractive to live in. Use the VennDiagram below.

(Yes, we know that part of the reason that you live here is because your family decidedto live here. But take a moment to consider why this area is a good location for yourfamily – jobs? family nearby? other reasons? Include these in your circle.)

General reasons that MWP is Reasons that MWP is a goodattractive to Canadians location for my family

Reasons we share



WHY DO I LIVE WHERE I DO?

You live in the Mixedwood Plains ecozone, along with about half of Canada’spopulation. Consider the reasons that you live here and compare them to the generalreasons that Canadians find the Mixedwood Plains attractive to live in. Use the VennDiagram below.

(Yes, we know that part of the reason that you live here is because your family decidedto live here. But take a moment to consider why this area is a good location for yourfamily – jobs? family nearby? other reasons? Include these in your circle.)

General reasons that MWP is Reasons that MWP is a goodattractive to Canadians location for my family

Reasons we share



PEOPLE PATTERNS, OLD AND NEW


What’s important in this lesson:Many people have settled this country. You will investigate the first peoples orAboriginal peoples as well as our newest Canadian immigrants. You will identifywhere in Canada they are located and some of the reasons why.


1. Using the internet, go to Canada e-Books at http://142.206.72.67/r000_e.htmUse the information on the page about Aboriginal people to fill in the blankson Handout 1: Aboriginal Peoples.

2. Use the graphs given on Handout 2: Immigration to Canada to identify theprovinces that most immigrants to Canada choose as well as the provinceswith more than the national average of immigrants.

3. Use the data given on Handout 3: Immigration to Urban Areas to create a bargraph. Use the bar graph to complete additional questions.




1. the bar graph2. your completed and corrected handouts3. Ticket Out the Door #3




PEOPLE PATTERNS, OLD AND NEW


What’s important in this lesson:Many people have settled this country. You will investigate the first peoples orAboriginal peoples as well as our newest Canadian immigrants. You will identifywhere in Canada they are located and some of the reasons why.


1. Using the internet, go to Canada e-Books at http://142.206.72.67/r000_e.htmUse the information on the page about Aboriginal people to fill in the blankson Handout 1: Aboriginal Peoples.

2. Use the graphs given on Handout 2: Immigration to Canada to identify theprovinces that most immigrants to Canada choose as well as the provinceswith more than the national average of immigrants.

3. Use the data given on Handout 3: Immigration to Urban Areas to create a bargraph. Use the bar graph to complete additional questions.




1. the bar graph2. your completed and corrected handouts3. Ticket Out the Door #3




HANDOUT #1 ABORIGINAL PEOPLES

Using the internet, explore the Canada e-Book at http://142.206.72.67/r000_e.htm. The e-Book is the electronic version of the Canada Year Book, and it contains a description ofmany topics about Canada, as well as links to tables, graphs, and pictures. Once youare at the e-Book webpage, click on The People in the left-hand column. Then point toPopulation and click on Aboriginal Peoples. Use the information on this webpage tofill in the blanks in the following paragraph.

In the 2001 Census, approximately _______________ people in Canada identified

themselves as being Aboriginal. Canada’s Aboriginal peoples are made up of three

major groupings: North American I_______________, M___________, and

I_____________. The largest grouping, with 62% of the Aboriginal population, is the

group called North American Indian. Métis people make up ______% of the Aboriginal

population and 5% are ____________.

Most Aboriginal people in Canada live in the provinces of O_________________ and

B_____________ C_______________. Although fewer Aboriginals live in the North and

West, they make up a larger percentage of the population there. They account for

_____% of the population in Nunavut, _____% of the population in NWT, _____% of the

population in the Yukon, and _____% of the population in Manitoba and Saskatchewan.

More North American Indians live in O________________ and B_______________

C_________________. Métis people tend to live in A_________________ and

M_______________. Most Inuit live in N___________________.

Aboriginal people speak many different languages (see the table at the top of the page).

The five most commonly spoken Aboriginal languages in 2001 were C_____________,

I___________________, O____________________, M____________-N___________,

and M__________________. Language is a concern for many Aboriginal peoples who

are trying to preserve their cultural heritage; only about ________% of all Aboriginal

people could carry on a conversation in an Aboriginal language. The I______________

are most likely to speak their own language. People who live in the North and on

reserves and settlements were more likely to have maintained their own language.





In the 2001 Census, approximately _______________ people in Canada identified

themselves as being Aboriginal. Canada’s Aboriginal peoples are made up of three

major groupings: North American I_______________, M___________, and

I_____________. The largest grouping, with 62% of the Aboriginal population, is the

group called North American Indian. Métis people make up ______% of the Aboriginal

population and 5% are ____________.

Most Aboriginal people in Canada live in the provinces of O_________________ and

B_____________ C_______________. Although fewer Aboriginals live in the North and

West, they make up a larger percentage of the population there. They account for

_____% of the population in Nunavut, _____% of the population in NWT, _____% of the

population in the Yukon, and _____% of the population in Manitoba and Saskatchewan.

More North American Indians live in O________________ and B_______________

C_________________. Métis people tend to live in A_________________ and

M_______________. Most Inuit live in N___________________.


The five most commonly spoken Aboriginal languages in 2001 were C_____________,

I___________________, O____________________, M____________-N___________,

and M__________________. Language is a concern for many Aboriginal peoples who

are trying to preserve their cultural heritage; only about ________% of all Aboriginal

people could carry on a conversation in an Aboriginal language. The I______________

are most likely to speak their own language. People who live in the North and on

reserves and settlements were more likely to have maintained their own language.

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how

ing

the

num

bers

of i

mm

igra

nts

who

set

tled

in e

ach

city

. (Y

ou c

an g

etgr

aph

pape

r fro

m y

our t

each

er.)

Arr

ange

the

citie

s fro

m w

est t

o ea

st a

long

the

botto

m o

f the

gra

ph, s

o th

at th

e ci

tyw

hich

is fa

rthes

t wes

t in

Can

ada

is o

n th

e le

ft an

d th

e ci

ty w

hich

is fa

rthes

t eas

t in

Can

ada

is o

n th

e rig

ht.

As

wel

l, fo

llow

thes

e gu

idel

ines

:•v

ertic

al s

cale

sho

uld

be 1

squ

are

repr

esen

ts 1

00 0

00 im

mig

rant

s•b

ars

shou

ld h

ave

a sp

ace

in b

etw

een

them

•indi

cate

the

citie

s w

hich

are

in th

e sa

me

ecoz

one

by u

sing

the

sam

e co

lour

bar

for

citi

es in

eac

h ec

ozon

e•in

clud

e a

lege

nd to

iden

tify

the

ecoz

ones

3. W

hich

eco

zone

attr

acts

the

larg

est n

umbe

r of i

mm

igra

nts?

___

____

____

____

____

____

____

____

____

____

____

_

4. H

ow d

oes

this

com

pare

to th

e ec

ozon

e w

ith th

e la

rges

t ove

rall

popu

latio

n de

nsity

? (Y

ou c

an lo

ok b

ack

at th

e la

stle

sson

for h

elp

with

this

.)

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

___

Student Handout




In the 2001 Census, approximately 1 MILLION people in Canada identified themselves as

being Aboriginal. Canada’s Aboriginal peoples are made up of three major groupings:

North American INDIAN, METIS, and INUIT .The largest grouping, with 62% of the

Aboriginal population, is the group called North American Indian. Métis people make up

30% of the Aboriginal population and 5% are INUIT.

Most Aboriginal people in Canada live in the provinces of ONTARIO and BRITISH

COLUMBIA. Although fewer Aboriginals live in the North and West, they make up a larger

percentage of the population there. They account for 85 % of the population in Nunavut,

51% of the population in NWT, 23% of the population in the Yukon, and 14% of the

population in Manitoba and Saskatchewan. More North American Indians live in

ONTARIO and BRITISH COLUMBIA. Métis people tend to live in ALBERTA and MANITOBA.

Most Inuit live in NUNAVUT.


The five most commonly spoken Aboriginal languages in 2001 were CREE, INUKTITUT,OJIBWAY, MONTAGNAIS-NASKAPI, and MICMAC. Language is a concern for many Aboriginal

peoples who are trying to preserve their cultural heritage; only about 24% of all

Aboriginal people could carry on a conversation in an Aboriginal language. The INUIT are

most likely to speak their own language. People who live in the North and on reserves

and settlements were more likely to have maintained their own language.

Student Handout




In the 2001 Census, approximately 1 MILLION people in Canada identified themselves as

being Aboriginal. Canada’s Aboriginal peoples are made up of three major groupings:

North American INDIAN, METIS, and INUIT .The largest grouping, with 62% of the

Aboriginal population, is the group called North American Indian. Métis people make up

30% of the Aboriginal population and 5% are INUIT.

Most Aboriginal people in Canada live in the provinces of ONTARIO and BRITISH

COLUMBIA. Although fewer Aboriginals live in the North and West, they make up a larger

percentage of the population there. They account for 85 % of the population in Nunavut,

51% of the population in NWT, 23% of the population in the Yukon, and 14% of the

population in Manitoba and Saskatchewan. More North American Indians live in

ONTARIO and BRITISH COLUMBIA. Métis people tend to live in ALBERTA and MANITOBA.

Most Inuit live in NUNAVUT.


The five most commonly spoken Aboriginal languages in 2001 were CREE, INUKTITUT,OJIBWAY, MONTAGNAIS-NASKAPI, and MICMAC. Language is a concern for many Aboriginal

peoples who are trying to preserve their cultural heritage; only about 24% of all

Aboriginal people could carry on a conversation in an Aboriginal language. The INUIT are

most likely to speak their own language. People who live in the North and on reserves

and settlements were more likely to have maintained their own language.

Stu

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001,

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et th

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pop

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is lo

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Acc

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grap

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wha

t are

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top

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Wha

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Wha

t pro

vinc

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abov

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e C

anad

ian

aver

age

(18%

)of

imm

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ON

TAR

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BR

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H C

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Imm

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opul

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a P

erce

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Pro

vinc

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l Pop

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(200

1)

Perc

enta

ges

1.6

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first

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opea

ns d

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vere

d an

d th

en s

ettle

d th

is la

nd, t

he p

opul

atio

n of

Can

ada

has

swel

led.

Peo

ple

from

aro

und

the

wor

ld h

ave

mov

ed h

ere

to m

ake

Can

ada

hom

e. H

owev

er, a

s th

e gr

aph

belo

w s

how

s, th

e di

strib

utio

n of

imm

igra

nts

to C

anad

a is

une

ven.

In 2

001,

ther

e w

ere

5 44

8 48

0; th

is a

ccou

nts

for a

bout

18%

of o

ur p

opul

atio

n. Y

et th

at 1

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f our

pop

ulat

ion

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cate

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rela

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w re

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s.

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grap

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wha

t are

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top

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tinat

ions

for i

mm

igra

nts?

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NTA

RIO

•

BR

ITIS

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MB

IA (B

C)

• Q

UEB

EC

Wha

t per

cent

age

of th

e po

pula

tion

of im

mig

rant

s ar

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thes

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prov

ince

s?

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Wha

t pro

vinc

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ave

abov

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e C

anad

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aver

age

(18%

)of

imm

igra

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ITIS

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MIG

RA

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AN

AR

EAS

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igra

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to C

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nera

lly m

ove

into

urb

an a

reas

. Citi

es o

ften

offe

r bet

ter j

ob o

ppor

tuni

ties,

a la

rger

gro

up o

fsi

mila

r-sp

eaki

ng p

eopl

e, o

r eve

n fa

mily

con

nect

ions

. Im

mig

rant

s te

nd to

find

that

ther

e ar

e m

ore

serv

ices

to h

elp

them

adju

st in

larg

er c

omm

uniti

es a

s w

ell.

The

follo

win

g da

ta in

dica

tes

the

top

ten

citie

s th

at im

mig

rant

s to

Can

ada

settl

ed in

dur

ing

2001

.

1. U

sing

the

ecoz

one

data

from

the

prev

ious

less

on, i

dent

ify w

hich

eco

zone

eac

h of

the

follo

win

g ci

ties

is lo

cate

d in

. Put

initi

als

for t

he e

cozo

ne in

the

spac

es p

rovi

ded

belo

w th

e da

ta.

Toro

nto

Van

couv

erM

ontre

alC

alga

ryO

ttaw

aE

dmon

ton

Ham

ilton

Win

nipe

gK

itche

ner

Lond

on2

032

960

738

550

621

885

197

410

185

005

165

235

154

660

109

390

90 5

6580

410

MW

PPM

MW

PP

MW

PP

MW

PP

MW

PM

WP

data

from


2. U

se th

e da

ta to

cre

ate

a ve

rtica

l bar

gra

ph s

how

ing

the

num

bers

of i

mm

igra

nts

who

set

tled

in e

ach

city

. (Y

ou c

an g

etgr

aph

pape

r fro

m y

our t

each

er.)

Arr

ange

the

citie

s fro

m w

est t

o ea

st a

long

the

botto

m o

f the

gra

ph, s

o th

at th

e ci

tyw

hich

is fa

rthes

t wes

t in

Can

ada

is o

n th

e le

ft an

d th

e ci

ty w

hich

is fa

rthes

t eas

t in

Can

ada

is o

n th

e rig

ht.

As

wel

l, fo

llow

thes

e gu

idel

ines

:•v

ertic

al s

cale

sho

uld

be 1

squ

are

repr

esen

ts 1

00 0

00 im

mig

rant

s•b

ars

shou

ld h

ave

a sp

ace

in b

etw

een

them

•indi

cate

the

citie

s w

hich

are

in th

e sa

me

ecoz

one

by u

sing

the

sam

e co

lour

bar

for

citi

es in

eac

h ec

ozon

e•in

clud

e a

lege

nd to

iden

tify

the

ecoz

ones

3. W

hich

eco

zone

attr

acts

the

larg

est n

umbe

r of i

mm

igra

nts?

MIX

EDW

OO

D P

LAIN

S

4. H

ow d

oes

this

com

pare

to th

e ec

ozon

e w

ith th

e la

rges

t ove

rall

popu

latio

n de

nsity

? (Y

ou c

an lo

ok b

ack

at th

e la

stle

sson

for h

elp

with

this

.)

THE

ECO

ZON

E TH

AT

ATT

RA

CTS

TH

E M

OST

IMM

IGR

AN

TS IS

TH

E EC

OZO

NE

WIT

H T

HE

LAR

GES

T O

VER

ALL

PO

PULA

TIO

N D

ENSI

TY

Stu

den

t H

ando

ut

CG

C 1

P_U

nit2

_Les

son2

_Stu

dent

Han

dout

3

UN

IT 2

, LES

SON

2: H

AN

DO

UT

#3 IM

MIG

RA

TIO

N T

O U

RB

AN

AR

EAS

Imm

igra

nts

to C

anad

a ge

nera

lly m

ove

into

urb

an a

reas

. Citi

es o

ften

offe

r bet

ter j

ob o

ppor

tuni

ties,

a la

rger

gro

up o

fsi

mila

r-sp

eaki

ng p

eopl

e, o

r eve

n fa

mily

con

nect

ions

. Im

mig

rant

s te

nd to

find

that

ther

e ar

e m

ore

serv

ices

to h

elp

them

adju

st in

larg

er c

omm

uniti

es a

s w

ell.

The

follo

win

g da

ta in

dica

tes

the

top

ten

citie

s th

at im

mig

rant

s to

Can

ada

settl

ed in

dur

ing

2001

.

1. U

sing

the

ecoz

one

data

from

the

prev

ious

less

on, i

dent

ify w

hich

eco

zone

eac

h of

the

follo

win

g ci

ties

is lo

cate

d in

. Put

initi

als

for t

he e

cozo

ne in

the

spac

es p

rovi

ded

belo

w th

e da

ta.

Toro

nto

Van

couv

erM

ontre

alC

alga

ryO

ttaw

aE

dmon

ton

Ham

ilton

Win

nipe

gK

itche

ner

Lond

on2

032

960

738

550

621

885

197

410

185

005

165

235

154

660

109

390

90 5

6580

410

MW

PPM

MW

PP

MW

PP

MW

PP

MW

PM

WP

data

from


2. U

se th

e da

ta to

cre

ate

a ve

rtica

l bar

gra

ph s

how

ing

the

num

bers

of i

mm

igra

nts

who

set

tled

in e

ach

city

. (Y

ou c

an g

etgr

aph

pape

r fro

m y

our t

each

er.)

Arr

ange

the

citie

s fro

m w

est t

o ea

st a

long

the

botto

m o

f the

gra

ph, s

o th

at th

e ci

tyw

hich

is fa

rthes

t wes

t in

Can

ada

is o

n th

e le

ft an

d th

e ci

ty w

hich

is fa

rthes

t eas

t in

Can

ada

is o

n th

e rig

ht.

As

wel

l, fo

llow

thes

e gu

idel

ines

:•v

ertic

al s

cale

sho

uld

be 1

squ

are

repr

esen

ts 1

00 0

00 im

mig

rant

s•b

ars

shou

ld h

ave

a sp

ace

in b

etw

een

them

•indi

cate

the

citie

s w

hich

are

in th

e sa

me

ecoz

one

by u

sing

the

sam

e co

lour

bar

for

citi

es in

eac

h ec

ozon

e•in

clud

e a

lege

nd to

iden

tify

the

ecoz

ones

3. W

hich

eco

zone

attr

acts

the

larg

est n

umbe

r of i

mm

igra

nts?

MIX

EDW

OO

D P

LAIN

S

4. H

ow d

oes

this

com

pare

to th

e ec

ozon

e w

ith th

e la

rges

t ove

rall

popu

latio

n de

nsity

? (Y

ou c

an lo

ok b

ack

at th

e la

stle

sson

for h

elp

with

this

.)

THE

ECO

ZON

E TH

AT

ATT

RA

CTS

TH

E M

OST

IMM

IGR

AN

TS IS

TH

E EC

OZO

NE

WIT

H T

HE

LAR

GES

T O

VER

ALL

PO

PULA

TIO

N D

ENSI

TY





1 thing I like about creating and using graphs

1 thing I like about creating and using maps

Right now, I think that I like using __________________ better. (maps or graphs)




1 thing I like about creating and using graphs

1 thing I like about creating and using maps

Right now, I think that I like using __________________ better. (maps or graphs)



WHERE WE LIVE PART 2 – URBAN VS. RURAL


What’s important in this lesson:You will learn the difference between urban and rural areas and discover howquickly Canada is becoming urban. You will consider trends that both encourageand discourage urban living, and you will discover what kinds of land uses arecharacteristic in urban and rural areas (and zones in between).


1. Use the data in Handout #1 to complete a line graph of rate of urbanization,and then use the graph to answer some questions.

2. Read the information in Handout #1 and complete a graphic organizer thatcontains your predictions of how certain trends might encourage ordiscourage people from living in cities.

3. Use the information in Handout #2 to complete some questions about thedifferent land uses you would expect to see in different zones.


5. Complete the Reflection exercise.


1. your graph2. your completed and corrected assignments




WHERE WE LIVE PART 2 – URBAN VS. RURAL


What’s important in this lesson:You will learn the difference between urban and rural areas and discover howquickly Canada is becoming urban. You will consider trends that both encourageand discourage urban living, and you will discover what kinds of land uses arecharacteristic in urban and rural areas (and zones in between).


1. Use the data in Handout #1 to complete a line graph of rate of urbanization,and then use the graph to answer some questions.

2. Read the information in Handout #1 and complete a graphic organizer thatcontains your predictions of how certain trends might encourage ordiscourage people from living in cities.

3. Use the information in Handout #2 to complete some questions about thedifferent land uses you would expect to see in different zones.


5. Complete the Reflection exercise.


1. your graph2. your completed and corrected assignments




URBANIZATION CHANGES IN CANADA

When we talk about the areas in which people live, we usually say that they live in anurban area or a rural area. Urban areas are built-up, like a city or town. They are moredensely populated than rural areas. Rural areas are generally areas located outside ofcities or towns. They are sparsely populated in comparison to urban areas. We oftenrefer to people living in rural areas as “living in the country”.

Canada is a very urban nation, despite the large amount of land that makes up ourcountry. Yet Canada was originally settled by people who were predominantly farmersliving in rural areas. How and when did this change occur?

1. Use the data given below to create a line graph showing the change in thepercentage of Canadians living in urban areas over time. You can get graph paperfrom your teacher. Use the following guidelines:• Draw the line graph using a landscape orientation eg. not

• Use a vertical scale of 2 squares represents 10% and a horizontal scale of 4 squares represents 20 years

• Join the dots with a smooth line (DO NOT use a ruler to join the dots!)• Remember: every graph has a title, scales which are labeled and a legend (if

necessary)

Year 1851 1871 1891 1911 1931 1951 1971 1991% living inurban areas

13.1 18.3 29.8 41.8 52.5 62.4 76.1 76.6

Adapted from Oxford School Atlas, 7th Edition

2. Look at the graph you created and complete the following questions:a) Approximately when did the Canadian population become 50% urban?

________________________

b) Extend your graph with a dotted line. What would you predict the level of urban population in Canada to be in 2001?

__________________________

c) Look at the slope of your line, which represents the rate of urbanization in Canada. Does it look like the rate of urbanization is staying the same, growing, or slowing down since 1971? Explain your answer.

I think it is ________________________ because the line is ____________

_____________________________________________________________.



URBANIZATION CHANGES IN CANADA

When we talk about the areas in which people live, we usually say that they live in anurban area or a rural area. Urban areas are built-up, like a city or town. They are moredensely populated than rural areas. Rural areas are generally areas located outside ofcities or towns. They are sparsely populated in comparison to urban areas. We oftenrefer to people living in rural areas as “living in the country”.

Canada is a very urban nation, despite the large amount of land that makes up ourcountry. Yet Canada was originally settled by people who were predominantly farmersliving in rural areas. How and when did this change occur?

1. Use the data given below to create a line graph showing the change in thepercentage of Canadians living in urban areas over time. You can get graph paperfrom your teacher. Use the following guidelines:• Draw the line graph using a landscape orientation eg. not

• Use a vertical scale of 2 squares represents 10% and a horizontal scale of 4 squares represents 20 years

• Join the dots with a smooth line (DO NOT use a ruler to join the dots!)• Remember: every graph has a title, scales which are labeled and a legend (if

necessary)

Year 1851 1871 1891 1911 1931 1951 1971 1991% living inurban areas

13.1 18.3 29.8 41.8 52.5 62.4 76.1 76.6

Adapted from Oxford School Atlas, 7th Edition

2. Look at the graph you created and complete the following questions:a) Approximately when did the Canadian population become 50% urban?

________________________

b) Extend your graph with a dotted line. What would you predict the level of urban population in Canada to be in 2001?

__________________________

c) Look at the slope of your line, which represents the rate of urbanization in Canada. Does it look like the rate of urbanization is staying the same, growing, or slowing down since 1971? Explain your answer.

I think it is ________________________ because the line is ____________

_____________________________________________________________.



The shift from living in rural areas to urban areas was influenced by a number ofeconomic and technological factors. For each factor given in the chart below, state howthis might have encouraged more people to move to or live in cities. Follow the examplegiven.

Factor/Change Ways it might encourage people to move to orlive in cities

better technology means bettertractors

better tractors mean that fewer people areneeded to work on a farm, so they have to goto the city to find work

industries/manufacturingplants develop in cities

jobs require more and moreeducation

services such as hospitals,schools are established incities and towns

jobs in industries earn moremoney than farming

Other current trends may influence people’s choice to live in cities in a negative way.For each trend listed below, speculate about how this might discourage people fromliving in cities. Follow the example given.

Current trends Ways it might discourage people from living incities

internet access may mean youdon’t need to live as close toyour work

people can live far outside the city and sendtheir work in via the internet

industries and cars create airpollution

land costs in urban areas aremuch higher than in ruralareasthe internet may mean that youcan access services such asshopping, education and evenmedical help from a distance



The shift from living in rural areas to urban areas was influenced by a number ofeconomic and technological factors. For each factor given in the chart below, state howthis might have encouraged more people to move to or live in cities. Follow the examplegiven.

Factor/Change Ways it might encourage people to move to orlive in cities

better technology means bettertractors

better tractors mean that fewer people areneeded to work on a farm, so they have to goto the city to find work

industries/manufacturingplants develop in cities

jobs require more and moreeducation

services such as hospitals,schools are established incities and towns

jobs in industries earn moremoney than farming

Other current trends may influence people’s choice to live in cities in a negative way.For each trend listed below, speculate about how this might discourage people fromliving in cities. Follow the example given.

Current trends Ways it might discourage people from living incities

internet access may mean youdon’t need to live as close toyour work

people can live far outside the city and sendtheir work in via the internet

industries and cars create airpollution

land costs in urban areas aremuch higher than in ruralareasthe internet may mean that youcan access services such asshopping, education and evenmedical help from a distance






CGC 1P_Unit2_Lesson3_StudentHandout

UNIT 2, LESSON 3: HANDOUT #2 CHARACTERISTICS OF VARIOUS URBAN AND RURAL AREAS

When we talk about where people live, we understand that different areas have differentcharacteristics. The diagram below helps to identify 4 of the ways that geographerscategorize the places people live.

All of these regions have some similarities and sdescriptions to see how they are different.

Urban (or core)areas

• tend to be older areas, with hobuildings

• higher population density• higher land costs• good public transportation• good access to services

Suburban areas • tend to be newer areas with lar• medium population density• medium land costs• access to public transportation• good access to services• may have some industrial, larg

Rural-urban fringe • a transition zone between the c• may have a mix of land uses, s

drive-ins and housing subdivis• varying population density, dep• may have some access to pub• services are located closer to t• land costs may vary depending

speculators waiting for industriand drive up its price

Rural areas • much of land use is resource-b• low population density• lower land costs• very little access to public trans• services are generally located

access them

urban (core)area

rural-urbanfringe

rural area


UNIT 2, LESSON 3: HANDOUT #2 CHARACTERISTICS OF VARIOUS URBAN AND RURAL AREAS

When we talk about where people live, we understand that different areas have differentcharacteristics. The diagram below helps to identify 4 of the ways that geographerscategorize the places people live.

urban (core)suburban

rural-urbanfringe

rural area

suburban

4

ome differences. Read the following

mes that are closer together, taller apartment

ger homes, spread further apart

, but not as frequent service

e commercial land uses (“Big Box” stores)ity and the countryuch as garden nurseries, farms, gas stations,

ionsending on land uses found there

lic transportation, often does nothe core; people have to drive to access them on planned future land development;

al or residential development may buy up land

ased (eg. farms, forests, gravel pits)

portationin the urban areas and rural dwellers travel to


All of these regions have some similarities and some differences. Read the followingdescriptions to see how they are different.

Urban (or core)areas

• tend to be older areas, with homes that are closer together, taller apartmentbuildings

• higher population density• higher land costs• good public transportation• good access to services

Suburban areas • tend to be newer areas with larger homes, spread further apart• medium population density• medium land costs• access to public transportation, but not as frequent service• good access to services• may have some industrial, large commercial land uses (“Big Box” stores)

Rural-urban fringe • a transition zone between the city and the country• may have a mix of land uses, such as garden nurseries, farms, gas stations,

drive-ins and housing subdivisions• varying population density, depending on land uses found there• may have some access to public transportation, often does not• services are located closer to the core; people have to drive to access them• land costs may vary depending on planned future land development;

speculators waiting for industrial or residential development may buy up landand drive up its price

Rural areas • much of land use is resource-based (eg. farms, forests, gravel pits)• low population density• lower land costs• very little access to public transportation• services are generally located in the urban areas and rural dwellers travel to

access them

area







1. What type of region do you live in? Explain, giving examples/proof based on theinformation you just read.I live in ________________________. I know this because I see the followingfeatures in my area: ●

• • •

2. Write the following land uses in the box for the region that you would expect to findthem in.

concert hall university pig farm

gravel pit subdivision train station

lumberyard bus terminal mall

drive-in movie wheat fields car plant

Old Navy “bigbox” store

conservationarea

apple orchard

Suburban area

Rural-urban fringe Rural area

Urban (core) area



1. What type of region do you live in? Explain, giving examples/proof based on theinformation you just read.I live in ________________________. I know this because I see the followingfeatures in my area: ●

• • •

2. Write the following land uses in the box for the region that you would expect to findthem in.

concert hall university pig farm

gravel pit subdivision train station

lumberyard bus terminal mall

drive-in movie wheat fields car plant

Old Navy “bigbox” store

conservationarea

apple orchard

Suburban area

Rural-urban fringe Rural area

Urban (core) area



WHERE WOULD YOU LIKE TO LIVE WHEN YOU ARE 25?

Choose one of the locations shown above and make a list of why you would like to livethere as an adult.

When I am 25, I would like to live in the _______________________ because(city, suburbs or country)

•

•

•

•

•

Here... here... or here...



WHERE WOULD YOU LIKE TO LIVE WHEN YOU ARE 25?

Choose one of the locations shown above and make a list of why you would like to livethere as an adult.

When I am 25, I would like to live in the _______________________ because(city, suburbs or country)

•

•

•

•

•

Here... here... or here...



UNIT 2, LESSON 4: PEOPLE AND INDUSTRY


What’s important in this lesson:You will investigate the 3 types of industry and discover which category employsmost Canadians. You will sort a number of different jobs into the 3 categories.You will also discover the factors that influence where industries locate and applyyour knowledge to a specific business. Finally, you will investigate patterns oftransportation and manufacturing in Canada.


1. Read the information given and complete the exercises on Handout #1:People and Industry.

2. Use the information given in Handout #2: Factors Influencing the Location ofIndustry to predict location factors a greenhouse operator would need toconsider in deciding upon a location to set up. Read the map given and use amap of Manufacturing in Canada from Making Connections (page 354) orOxford School Atlas (page 24) to complete the remaining questions on thehandout.







UNIT 2, LESSON 4: PEOPLE AND INDUSTRY


What’s important in this lesson:You will investigate the 3 types of industry and discover which category employsmost Canadians. You will sort a number of different jobs into the 3 categories.You will also discover the factors that influence where industries locate and applyyour knowledge to a specific business. Finally, you will investigate patterns oftransportation and manufacturing in Canada.


1. Read the information given and complete the exercises on Handout #1:People and Industry.

2. Use the information given in Handout #2: Factors Influencing the Location ofIndustry to predict location factors a greenhouse operator would need toconsider in deciding upon a location to set up. Read the map given and use amap of Manufacturing in Canada from Making Connections (page 354) orOxford School Atlas (page 24) to complete the remaining questions on thehandout.







PEOPLE AND INDUSTRY

Types of Industry

When geographers talk about industries, we are talking about the many ways thatpeople earn a living and the many jobs that they have. Because of the wide variety ofindustries that exist, we group industries into three main categories: primary industry,secondary industry and tertiary industry.

Primary industry refers to industry involved in obtaining raw materials (resources) fromthe natural environment, such as farming, fishing, mining and forestry. Primaryindustries need to be located where the resources are found. Historically, manyCanadians worked in primary industry: the nation was settled by people who farmed theland, fished, or hunted and trapped. However, with changes in technology, there arefewer people now employed in primary industry than in either of the other two types ofindustry.

Secondary Industry refers to industry involved in processing (manufacturing) rawmaterials into finished products, including the cars we drive, the homes we live in andthe power we use to heat them. Manufacturing often requires more than one stage ofprocessing. Primary manufacturing is the first stage of manufacturing where rawmaterials are processed into a product eg. chemicals or metals. Secondarymanufacturing is the second stage of manufacturing where the products of primarymanufacturing are turned into another product eg. refrigerators, plastic bags, or clothing.Secondary industries have specific location needs: they must locate in an area thatprovides for relatively cheap and easy processing, but they also need to be locatedrelatively near their customers. You will find manufacturing located in or near urbanareas across Canada. Significantly more Canadians work in secondary industries thanin primary industries.

Tertiary industry refers to industry that provides services rather than products. Yourlocal pizza parlor, hospital, and municipal government all fall into the tertiary industrycategory. Tertiary industry must be responsive to its customers, so you will find tertiaryindustries located across the country, predominantly in the towns and cities where mostCanadians live. The majority of Canadian workers work in tertiary industry (see the tableon the following page).

Some people work in jobs that do not easily fit into the previous three categories, jobslike research and development. Geographers sometimes call industry involved inprocessing information quaternary industry. For the purposes of this lesson, we willnot be concerned with quaternary industries.



PEOPLE AND INDUSTRY

Types of Industry

When geographers talk about industries, we are talking about the many ways thatpeople earn a living and the many jobs that they have. Because of the wide variety ofindustries that exist, we group industries into three main categories: primary industry,secondary industry and tertiary industry.

Primary industry refers to industry involved in obtaining raw materials (resources) fromthe natural environment, such as farming, fishing, mining and forestry. Primaryindustries need to be located where the resources are found. Historically, manyCanadians worked in primary industry: the nation was settled by people who farmed theland, fished, or hunted and trapped. However, with changes in technology, there arefewer people now employed in primary industry than in either of the other two types ofindustry.

Secondary Industry refers to industry involved in processing (manufacturing) rawmaterials into finished products, including the cars we drive, the homes we live in andthe power we use to heat them. Manufacturing often requires more than one stage ofprocessing. Primary manufacturing is the first stage of manufacturing where rawmaterials are processed into a product eg. chemicals or metals. Secondarymanufacturing is the second stage of manufacturing where the products of primarymanufacturing are turned into another product eg. refrigerators, plastic bags, or clothing.Secondary industries have specific location needs: they must locate in an area thatprovides for relatively cheap and easy processing, but they also need to be locatedrelatively near their customers. You will find manufacturing located in or near urbanareas across Canada. Significantly more Canadians work in secondary industries thanin primary industries.

Tertiary industry refers to industry that provides services rather than products. Yourlocal pizza parlor, hospital, and municipal government all fall into the tertiary industrycategory. Tertiary industry must be responsive to its customers, so you will find tertiaryindustries located across the country, predominantly in the towns and cities where mostCanadians live. The majority of Canadian workers work in tertiary industry (see the tableon the following page).

Some people work in jobs that do not easily fit into the previous three categories, jobslike research and development. Geographers sometimes call industry involved inprocessing information quaternary industry. For the purposes of this lesson, we willnot be concerned with quaternary industries.



Employment by Industry, 2004

adapted from www40.statcan.ca/l01/cst01/econ40.htm?sdi=employment%20industry

Use the statistics given to complete the following statements:

Number ofWorkers

Percentage of Work Force

Primary IndustriesAgriculture 324 100 2.0%Forestry, fishing, mining, oil and gas 285 700 1.8%Total 609 800 3.8%Secondary IndustriesUtilities 133 000 0.8%Construction 952 800 6.0%Manufacturing 2 297 000 14.4%Total 3 382 800 21.2%Tertiary IndustriesTrade 2 503 600 15.7%Transportation and warehousing 809 300 5.1%Finance, insurance, real estate and leasing 955 000 6.0%Professional, scientific and technical services 1 010 100 6.3%Business, building and other support services 630 100 4.0%Educational services 1 038 400 6.5%Health care and social assistance 1 736 700 10.9%Information, culture and recreation 732 700 4.6%Accommodation and food services 1 006 800 6.3%Other services 705 100 4.4%Public administration 829 200 5.2%Total 11 957 000 75.0%All industries 15 949 600 100%



Employment by Industry, 2004

adapted from www40.statcan.ca/l01/cst01/econ40.htm?sdi=employment%20industry

Use the statistics given to complete the following statements:

Number ofWorkers

Percentage of Work Force

Primary IndustriesAgriculture 324 100 2.0%Forestry, fishing, mining, oil and gas 285 700 1.8%Total 609 800 3.8%Secondary IndustriesUtilities 133 000 0.8%Construction 952 800 6.0%Manufacturing 2 297 000 14.4%Total 3 382 800 21.2%Tertiary IndustriesTrade 2 503 600 15.7%Transportation and warehousing 809 300 5.1%Finance, insurance, real estate and leasing 955 000 6.0%Professional, scientific and technical services 1 010 100 6.3%Business, building and other support services 630 100 4.0%Educational services 1 038 400 6.5%Health care and social assistance 1 736 700 10.9%Information, culture and recreation 732 700 4.6%Accommodation and food services 1 006 800 6.3%Other services 705 100 4.4%Public administration 829 200 5.2%Total 11 957 000 75.0%All industries 15 949 600 100%



In 2004, primary industries employed ___________ workers. This represents ______%

of the total workers. Most primary workers were employed in

______________________. Secondary industries employed ___________ workers.

This represents ______% of the total workers. Most secondary workers were employed

in ______________________. Tertiary industries employed the most workers,

_______________________. This represented ______% of the total workers. The top

two employers in the tertiary category were ______________________ and

____________________________________________.



In 2004, primary industries employed ___________ workers. This represents ______%

of the total workers. Most primary workers were employed in

______________________. Secondary industries employed ___________ workers.

This represents ______% of the total workers. Most secondary workers were employed

in ______________________. Tertiary industries employed the most workers,

_______________________. This represented ______% of the total workers. The top

two employers in the tertiary category were ______________________ and

____________________________________________.



Use the information from the previous pages to write each of the following jobs into thecorrect category.

restaurantchef

cattle farmer landfilloperator

grocery clerk dentist

oil rig worker real estateagent

provincialwater qualitytechnician

actor assembly lineworker atToyota

museumcurator

home builder long-haultrucker

public healthnurse

high schoolcustodian

engineer atpower plant

worker atplastics plant

librarian clerk inlicense office

clothingimporter

Primary Secondary Tertiary

Name two jobs that you might be willing to have after high school. What type of industrywould they fall into?1. Job: _______________________ Type of industry: ___________________

2. Job: _______________________ Type of industry: ___________________

Consider the table of Employment by Industry. Which of your two choices has thehighest percentage of workers?

______________________



Use the information from the previous pages to write each of the following jobs into thecorrect category.

restaurantchef

cattle farmer landfilloperator

grocery clerk dentist

oil rig worker real estateagent

provincialwater qualitytechnician

actor assembly lineworker atToyota

museumcurator

home builder long-haultrucker

public healthnurse

high schoolcustodian

engineer atpower plant

worker atplastics plant

librarian clerk inlicense office

clothingimporter

Primary Secondary Tertiary

Name two jobs that you might be willing to have after high school. What type of industrywould they fall into?1. Job: _______________________ Type of industry: ___________________

2. Job: _______________________ Type of industry: ___________________

Consider the table of Employment by Industry. Which of your two choices has thehighest percentage of workers?

______________________



UNIT 2, LESSON 4: HANDOUT #2 FACTORS INFLUENCING THE LOCATION OF INDUSTRY

Although each industry has its own particular needs, the following factors are generallytaken into account when an industry is deciding where it can successfully locate.• availability of materials – near a source of raw materials needed for manufacturing• supply of skilled labour – trained workers are especially necessary for jobs

involving technology• source of power – cheap power is especially necessary for heavy

industry/manufacturing• access to transportation – cheap transport is especially necessary for heavy

goods/materials• accessible market – near to people who will buy your goods, especially if they are

perishable• near competitors – tends to attract customers for comparison shopping• government incentives – grants, interest-free loans, tax breaks may reduce costs

for the industry• lower land costs – important for companies that need large areas of land• quality of life – housing developments, schools, recreation facilities attract workers• tradition – may dictate that certain industries locate in specific areas

Read the description of the business given below. Consider which of the location factorslisted above would be important in locating this business. List five of the most importantlocation factors in the chart given and explain why you think these would be important.Put a star beside the two most important location factors.

GREENHOUSE OWNER: Your business is tomatoes -- big, red tomatoes. You plan to setup a business of greenhouses that supply tomatoes year round. Your greenhouses will takeup a lot of land and require a lot of power to keep them warm year-round. Unlike tomatoesgrown in fields, these tomatoes must be picked by hand by trained tomato-pickers. You needto ensure that your tomatoes get to the consumer fresh and tasty if you want to sell them all.You hope to sell your produce to grocery stores and restaurants.

Location Factor Reason it would be important



UNIT 2, LESSON 4: HANDOUT #2 FACTORS INFLUENCING THE LOCATION OF INDUSTRY

Although each industry has its own particular needs, the following factors are generallytaken into account when an industry is deciding where it can successfully locate.• availability of materials – near a source of raw materials needed for manufacturing• supply of skilled labour – trained workers are especially necessary for jobs

involving technology• source of power – cheap power is especially necessary for heavy

industry/manufacturing• access to transportation – cheap transport is especially necessary for heavy

goods/materials• accessible market – near to people who will buy your goods, especially if they are

perishable• near competitors – tends to attract customers for comparison shopping• government incentives – grants, interest-free loans, tax breaks may reduce costs

for the industry• lower land costs – important for companies that need large areas of land• quality of life – housing developments, schools, recreation facilities attract workers• tradition – may dictate that certain industries locate in specific areas

Read the description of the business given below. Consider which of the location factorslisted above would be important in locating this business. List five of the most importantlocation factors in the chart given and explain why you think these would be important.Put a star beside the two most important location factors.

GREENHOUSE OWNER: Your business is tomatoes -- big, red tomatoes. You plan to setup a business of greenhouses that supply tomatoes year round. Your greenhouses will takeup a lot of land and require a lot of power to keep them warm year-round. Unlike tomatoesgrown in fields, these tomatoes must be picked by hand by trained tomato-pickers. You needto ensure that your tomatoes get to the consumer fresh and tasty if you want to sell them all.You hope to sell your produce to grocery stores and restaurants.

Location Factor Reason it would be important







Transportation in Canada

Access to transportation is important for all industries: they have to get raw materialsand people in and their products out. But access to transportation is not equal in allparts of Canada. Look back at the map of transportation you were given in Unit 2,Lesson 1.

Which areas of Canada (in general) have poor access to transportation?

__________________________________________________________________

__________________________________________________________________

Which ecozones have the best access to transportation?

__________________________________________________________________

__________________________________________________________________

Manufacturing In Canada

You already know that manufacturing (a secondary industry) is usually located inurbanized areas where there is good access to transportation, skilled labour, andmarkets to buy the products.

1. Given what you have learned about Canada’s ecozones so far, which ecozone doyou think would have the most manufacturing?

_________________________________

2. Use a map of Manufacturing in Canada (page 354 in Making Connections or page24 in Oxford School Atlas, 7th Edition) to list the top 4 regions/provinces of Canadafor manufacturing, and give the value of manufacturing in that region/province.

Region/Province Value of manufacturing1.

2.

3.

4.

Compare your results in question 2 with your prediction in question 1. If yourprediction was correct, give yourself a pat on the back. You’re understandingthis!



Transportation in Canada

Access to transportation is important for all industries: they have to get raw materialsand people in and their products out. But access to transportation is not equal in allparts of Canada. Look back at the map of transportation you were given in Unit 2,Lesson 1.

Which areas of Canada (in general) have poor access to transportation?

__________________________________________________________________

__________________________________________________________________

Which ecozones have the best access to transportation?

__________________________________________________________________

__________________________________________________________________

Manufacturing In Canada

You already know that manufacturing (a secondary industry) is usually located inurbanized areas where there is good access to transportation, skilled labour, andmarkets to buy the products.

1. Given what you have learned about Canada’s ecozones so far, which ecozone doyou think would have the most manufacturing?

_________________________________

2. Use a map of Manufacturing in Canada (page 354 in Making Connections or page24 in Oxford School Atlas, 7th Edition) to list the top 4 regions/provinces of Canadafor manufacturing, and give the value of manufacturing in that region/province.

Region/Province Value of manufacturing1.

2.

3.

4.

Compare your results in question 2 with your prediction in question 1. If yourprediction was correct, give yourself a pat on the back. You’re understandingthis!





Student Instruction Sheet: Unit 2 Summative


HOW POPULAR IS TOO POPULAR?


What’s important in this lesson:You will be gathering data on the Mixedwood Plains ecozone, trying to determinewhether or not the ecozone is being put at risk because of the human activity thathappens there. You will need to use concepts from previous lessons (and theprevious unit) to help you decide. As well, you will be making a map to illustratesome of the human uses (urban development and transportation) that influencethis ecozone.


1. Use the Canadian Geographic Atlas Online, your own atlas, your textbookand other websites to gather the information needed to complete the chart inyour handout.

2. Use the data you gathered to decide whether or not the human activity in theMixedwood Plains puts the health of the ecozone at risk. You will write a briefparagraph to explain your decision. Ask your teacher for a paragraphorganizer if this would help you write the paragraph.

3. Complete a map of the Mixedwood Plains showing urban areas and majorroad transportation routes.


1. Information Gathering chart2. paragraph on Mixedwood Plains3. map of Mixedwood Plains


Student Instruction Sheet: Unit 2 Summative




What’s important in this lesson:You will be gathering data on the Mixedwood Plains ecozone, trying to determinewhether or not the ecozone is being put at risk because of the human activity thathappens there. You will need to use concepts from previous lessons (and theprevious unit) to help you decide. As well, you will be making a map to illustratesome of the human uses (urban development and transportation) that influencethis ecozone.


1. Use the Canadian Geographic Atlas Online, your own atlas, your textbookand other websites to gather the information needed to complete the chart inyour handout.

2. Use the data you gathered to decide whether or not the human activity in theMixedwood Plains puts the health of the ecozone at risk. You will write a briefparagraph to explain your decision. Ask your teacher for a paragraphorganizer if this would help you write the paragraph.

3. Complete a map of the Mixedwood Plains showing urban areas and majorroad transportation routes.


1. Information Gathering chart2. paragraph on Mixedwood Plains3. map of Mixedwood Plains


Student Handout: Unit 2 Summative



You are part of an urban planning consultant team working in Southern Ontario. Yourteam has been hired by the provincial government to investigate the impact of humanactivities on the areas around the Great Lakes and St. Lawrence (ie. the MixedwoodPlains). The team is trying to identify whether urban and industrial growth in theecozone needs to be carefully managed in order to reduce the impact of humanactivities on the physical environment. Your task is to find as much information as youcan on human activity in the Mixedwood Plains to report back to the team.

Use the following information-gathering sheet to collect your data, then prepare a shortreport for the rest of the team. A good source of data on the Mixedwood Plains is theCanadian Geographic Atlas online. Go to www.canadiangeograhic.ca and complete thefollowing steps:

click on Canadian Atlas Online click on Explore By Themes click on The Regions click on Mixedwood Plains

You can navigate through the information using the back and forward buttons on theright-hand side of the page.

Be sure to click on the maps to get additional information from most pages.

Once you have gathered as much information as you can from the Online Atlas, useother resources to fill in any missing information. Two other good sources of informationare your atlas and your textbook. You can use many thematic maps as well as thestatistics at the back of the atlas to help you gather your data. Your textbook will containsome of the statistics that you need as well.

The following websites both contain good information about ecozones as well. http://www.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm#maphttp://www.ccea.org/ecozones/terr.html

When you have gathered your information, you will need to decide whether you thinkthat the amount of human use in the Mixedwood Plains is affecting the “health” of theecozone. Answer the question at the end of your data sheet in a short paragraph. Youmust also create a map of the ecozone with major cities (population of over 100 000people) and major expressways drawn in and labelled.

on the next page




You are part of an urban planning consultant team working in Southern Ontario. Yourteam has been hired by the provincial government to investigate the impact of humanactivities on the areas around the Great Lakes and St. Lawrence (ie. the MixedwoodPlains). The team is trying to identify whether urban and industrial growth in theecozone needs to be carefully managed in order to reduce the impact of humanactivities on the physical environment. Your task is to find as much information as youcan on human activity in the Mixedwood Plains to report back to the team.

Use the following information-gathering sheet to collect your data, then prepare a shortreport for the rest of the team. A good source of data on the Mixedwood Plains is theCanadian Geographic Atlas online. Go to www.canadiangeograhic.ca and complete thefollowing steps:

click on Canadian Atlas Online click on Explore By Themes click on The Regions click on Mixedwood Plains

You can navigate through the information using the back and forward buttons on theright-hand side of the page.

Be sure to click on the maps to get additional information from most pages.

Once you have gathered as much information as you can from the Online Atlas, useother resources to fill in any missing information. Two other good sources of informationare your atlas and your textbook. You can use many thematic maps as well as thestatistics at the back of the atlas to help you gather your data. Your textbook will containsome of the statistics that you need as well.

The following websites both contain good information about ecozones as well. http://www.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm#maphttp://www.ccea.org/ecozones/terr.html

When you have gathered your information, you will need to decide whether you thinkthat the amount of human use in the Mixedwood Plains is affecting the “health” of theecozone. Answer the question at the end of your data sheet in a short paragraph. Youmust also create a map of the ecozone with major cities (population of over 100 000people) and major expressways drawn in and labelled.

on the next page

http://www.canadiangeograhic.ca/

http://www.canadianbiodiversity.mcgill.ca/english/ecozones/ecozones.htm#map

http://www.ccea.org/ecozones/terr.html



Mixedwood Plains Information Gathering:

Population of ecozone

Population density of ecozone (people/km2)Average population density of restof Canada (people/km2)

2.95 people/km2 in 1996

Area of ecozone (in km2)

Percentage (%) of Canada’s areathat ecozone makes upPercentages (%) of differentlandcovers in MWP

agriculture (crop + other farms) forest built-up land (urban) other land use

Number of cities with populationover 100 000Why area is good for agriculture

Percentage (%) of Canada’sagricultural productionPercentage (%) of Canada’sgoods produced in MWP

Ontario Quebec

Advantages of MWP for industry(especially Ontario)

Evidence of environmentalimpacts in MWP(use the ecozones websites listedon the previous page to find outmore about environmentaldegradation)



Mixedwood Plains Information Gathering:

Population of ecozone

Population density of ecozone (people/km2)Average population density of restof Canada (people/km2)

2.95 people/km2 in 1996

Area of ecozone (in km2)

Percentage (%) of Canada’s areathat ecozone makes upPercentages (%) of differentlandcovers in MWP

agriculture (crop + other farms) forest built-up land (urban) other land use

Number of cities with populationover 100 000Why area is good for agriculture

Percentage (%) of Canada’sagricultural productionPercentage (%) of Canada’sgoods produced in MWP

Ontario Quebec

Advantages of MWP for industry(especially Ontario)

Evidence of environmentalimpacts in MWP(use the ecozones websites listedon the previous page to find outmore about environmentaldegradation)



Summary:

Given the information that you gathered, do you think that the Mixedwood Plains is toopopular for the health of the ecozone? (Answer in a brief, 6-8 sentence paragraph. Thefirst sentence is given for you.) If you wish, you can get a paragraph organizer from yourteacher to help you set up the paragraph before you write the good copy below.

circle oneThe Mixedwood Plains is/is not too popular for the health of the ecozone.

Map:

Using the map given, create a map of the Mixedwood Plains. You must locate all citieswith a population of over 100 000 people (remember where you found that informationin previous lessons). As well, you must draw on and label the major expressways foundin the ecozone (eg. 401, 400, QEW). An Ontario Road map or an atlas map will benecessary to do this.

Follow all map conventions (title, legend, scale, north arrow)Use a dot for all cities with a population over 100 000 (you do not need to label them)Use a red line for the expressways (you do need to label them)Shade in the ecozone using pencil crayon.



Summary:

Given the information that you gathered, do you think that the Mixedwood Plains is toopopular for the health of the ecozone? (Answer in a brief, 6-8 sentence paragraph. Thefirst sentence is given for you.) If you wish, you can get a paragraph organizer from yourteacher to help you set up the paragraph before you write the good copy below.

circle oneThe Mixedwood Plains is/is not too popular for the health of the ecozone.

Map:

Using the map given, create a map of the Mixedwood Plains. You must locate all citieswith a population of over 100 000 people (remember where you found that informationin previous lessons). As well, you must draw on and label the major expressways foundin the ecozone (eg. 401, 400, QEW). An Ontario Road map or an atlas map will benecessary to do this.

Follow all map conventions (title, legend, scale, north arrow)Use a dot for all cities with a population over 100 000 (you do not need to label them)Use a red line for the expressways (you do need to label them)Shade in the ecozone using pencil crayon.

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Student Paragraph Organizer: Unit 2 Summative

CGC 1P_Lesson2_Summative_ParagraphOrganizer

PARAGRAPH ORGANIZER

Use the information you gathered during your research to decide whether or not youthink the Mixedwood Plains is too popular for the health of the ecozone. Circle thecorrect words in the topic sentence so that it says what you believe. Then come up withat least 2 reasons that support your claim. Put them in the organizer below.

Now think of an example or a piece of proof for each reason that you have put down.Write the example/proof in the correct spot in the organizer below.

Finally, create a concluding sentence to wrap up your paragraph. Remember, you canoften use similar wording in the concluding sentence as you did in the topic sentence!

Topic sentencecircle one

The Mixedwood Plains is/is not too popular for the health of the ecozone.Reason 1 Example or proof for reason 1

Reason 2 Example or proof for reason 2


Concluding sentence

Now that you have organized yourself, go back to your handout and complete a goodcopy of the paragraph! Remember to use complete sentences for each box from theorganizer.

Student Paragraph Organizer: Unit 2 Summative

CGC 1P_Lesson2_Summative_ParagraphOrganizer

PARAGRAPH ORGANIZER

Use the information you gathered during your research to decide whether or not youthink the Mixedwood Plains is too popular for the health of the ecozone. Circle thecorrect words in the topic sentence so that it says what you believe. Then come up withat least 2 reasons that support your claim. Put them in the organizer below.

Now think of an example or a piece of proof for each reason that you have put down.Write the example/proof in the correct spot in the organizer below.

Finally, create a concluding sentence to wrap up your paragraph. Remember, you canoften use similar wording in the concluding sentence as you did in the topic sentence!

Topic sentencecircle one

The Mixedwood Plains is/is not too popular for the health of the ecozone.Reason 1 Example or proof for reason 1



Concluding sentence

Now that you have organized yourself, go back to your handout and complete a goodcopy of the paragraph! Remember to use complete sentences for each box from theorganizer.


CGC1P, Unit 3, Lesson 1, Student Instruction Sheet

ECOLOGICAL FOOTPRINT QUIZ

Suggested time: 30 minutesWhat’s important in this lesson:You will be introduced to your “ecological footprint” which is the measure used tocalculate the amount of resources that an individual uses per year. In Canadawe have very big feet, and use over three times as much as the 2 hectares that isallotted to each person in the world. By filling in the quiz and calculating the sizeof your own ecological footprint, you will be able to see where your “footprint” isin comparison to other Canadians.

Complete these steps:1. Answer the quiz.2. Calculate your footprint size. Are you an “average Canadian” or are you

above or below Canada’s average?3. Answer the questions on the quiz.4. Hand in the answers to the teachers for a “complete” evaluation.5. Get the answer sheet to see how much you know about conservation and the

impacts that your actions have on the world.


1. The completed questions.





Suggested time: 30 minutesWhat’s important in this lesson:You will be introduced to your “ecological footprint” which is the measure used tocalculate the amount of resources that an individual uses per year. In Canadawe have very big feet, and use over three times as much as the 2 hectares that isallotted to each person in the world. By filling in the quiz and calculating the sizeof your own ecological footprint, you will be able to see where your “footprint” isin comparison to other Canadians.

Complete these steps:1. Answer the quiz.2. Calculate your footprint size. Are you an “average Canadian” or are you

above or below Canada’s average?3. Answer the questions on the quiz.4. Hand in the answers to the teachers for a “complete” evaluation.5. Get the answer sheet to see how much you know about conservation and the

impacts that your actions have on the world.


1. The completed questions.


Diagnostic Activity: Unit 3 Lesson 1

CGC1P, Unit 3_Lesson1, Diagnostic Activity

ECOLOGICAL FOOTPRINT

1. Before you begin this quiz, count the number of faucets and toilets you havein your home. Don’t forget to include the outdoor faucets as well.

2. Count the number of light bulbs that you have in your house.

3. How many of those lights stay on all the time?


CGC1P, Unit 3_Lesson1, Diagnostic Activity

ECOLOGICAL FOOTPRINT

1. Before you begin this quiz, count the number of faucets and toilets you havein your home. Don’t forget to include the outdoor faucets as well.

2. Count the number of light bulbs that you have in your house.

3. How many of those lights stay on all the time?


CGC1P, Unit 3, Lesson 1, Student Handout 1


Canadian footprints are among the biggest in the world, surpassed only by those of the US andAustralia. Big feet you ask? Not really. Canadians are topping the heap because of their largeEcological Footprints – the amount of productive land each person needs to maintain his orher current lifestyle. So how much productive land does each Canadian need to maintain hisor her current lifestyle? A whopping 7.8 hectares per person. That equals about 15 footballfields.

This is almost four times more than the approximately two hectares of productive land availableper person on the planet. Clearly, as the Earth’s population grows there will be even lessproductive land to go around. We’re running out of room, and Canadians need smaller feet.

Complete the questionnaire below to find out how you compare to the average CanadianEcological Footprint. Circle the value that best answers the question asked.

I HOUSINGa) How many people are in your household?

Î1 Ï2 Ð3 Ñ4 Ò5

b) How is your house heated?ÎNatural Gas ÏElectricity ÐOil ÑRenewable (Solar, Wind)

c) How many individual faucets (taps in your kitchen, bathrooms, laundry room, and outside) and toilets doyou have in your house?ÎLess than 3 Ï3 to 5 Ð6 to 8 Ñ8 to 10 ÒMore than 10

d) What type of home do you live in?ÎApartment/Condominium ÏHouse

II FOODe) How many meals per week do you eat meat or fish?

Î0 Ï1 to 3 Ð4 to 6 Ñ7 to 10 ÒMore than 10

f) How many home-made meals do you eat per week (including those you bring to school/work)?ÎUnder 10 Ï10 to 14 Ð15 to 18 ÑMore than 18

g) When purchasing your food items, does your family try to buy locally produced goods?ÎYes ÏNo ÐSometimes ÑRarely ÒDon’t Know

III TRANSPORTATIONh) If you or your family own/use a car, what type of car is it (circle EACH category as they apply, and as many

times as each applies)? Number of vehicles in your family: _____________ÎMotorcycle ÏSmall/Compact ÐMid-Sized ÑFull-Sized ÒMini VanÓFull Sized SUV, Pick-Up or Van

i) How do you get to school/work?ÎCar ÏPublic Transit ÐSchool Bus ÑWalk ÒBicycle or Rollerblade

j) How many trips do you make per week on public transit that you would have otherwise used a car?Î0 Ï1 to 5 Ð6 to 10 Ñ11 to 15 ÒMore than 15




Canadian footprints are among the biggest in the world, surpassed only by those of the US andAustralia. Big feet you ask? Not really. Canadians are topping the heap because of their largeEcological Footprints – the amount of productive land each person needs to maintain his orher current lifestyle. So how much productive land does each Canadian need to maintain hisor her current lifestyle? A whopping 7.8 hectares per person. That equals about 15 footballfields.

This is almost four times more than the approximately two hectares of productive land availableper person on the planet. Clearly, as the Earth’s population grows there will be even lessproductive land to go around. We’re running out of room, and Canadians need smaller feet.

Complete the questionnaire below to find out how you compare to the average CanadianEcological Footprint. Circle the value that best answers the question asked.

I HOUSINGa) How many people are in your household?

Î1 Ï2 Ð3 Ñ4 Ò5

b) How is your house heated?ÎNatural Gas ÏElectricity ÐOil ÑRenewable (Solar, Wind)

c) How many individual faucets (taps in your kitchen, bathrooms, laundry room, and outside) and toilets doyou have in your house?ÎLess than 3 Ï3 to 5 Ð6 to 8 Ñ8 to 10 ÒMore than 10

d) What type of home do you live in?ÎApartment/Condominium ÏHouse

II FOODe) How many meals per week do you eat meat or fish?

Î0 Ï1 to 3 Ð4 to 6 Ñ7 to 10 ÒMore than 10

f) How many home-made meals do you eat per week (including those you bring to school/work)?ÎUnder 10 Ï10 to 14 Ð15 to 18 ÑMore than 18

g) When purchasing your food items, does your family try to buy locally produced goods?ÎYes ÏNo ÐSometimes ÑRarely ÒDon’t Know

III TRANSPORTATIONh) If you or your family own/use a car, what type of car is it (circle EACH category as they apply, and as many

times as each applies)? Number of vehicles in your family: _____________ÎMotorcycle ÏSmall/Compact ÐMid-Sized ÑFull-Sized ÒMini VanÓFull Sized SUV, Pick-Up or Van

i) How do you get to school/work?ÎCar ÏPublic Transit ÐSchool Bus ÑWalk ÒBicycle or Rollerblade

j) How many trips do you make per week on public transit that you would have otherwise used a car?Î0 Ï1 to 5 Ð6 to 10 Ñ11 to 15 ÒMore than 15



k) Where did you go on your most recent vacation within the last year?ÎNo vacation ÏIn Ontario ÐOutside Ontario, but in Canada ÑUSA Ò Out of NA

l) How many weekends in the summer do you take weekend trips by car (ie: cottage, camping)?Î0 Ï1 to 3 Ð4 to 6 Ñ7 to 9 ÒMore than 9

IV PURCHASESm) How many large purchases (ie: stereo, TV, VCR, DVD, computer, car, furniture, fridge, stove, etc.) did your

household make last year?Î0 Ï1 to 3 Ð4 to 6 ÑMore than 6

n) Have you bought any more energy-efficient products in the past year (ie: light bulbs, fridges, stoves, dryers,furnaces)?ÎYes ÏNo

V WASTEo) Does your household try to reduce the amount of waste generated in the house (ie: buying food in bulk,

refusing junk mail/flyers, using reusable containers for storage, using natural cleaners for householdcleaning)?ÎAlways ÏSometimes ÐRarely ÑNever

p) Does your household compost?ÎAlways ÏSometimes ÐRarely ÑNever

q) Does your household recycle newspapers, cardboard/boxboard, fine paper, cans, glass/ plastic bottles andother materials?ÎAlways ÏSometimes ÐRarely ÑNever

r) How many garbage bags of waste do you leave at the curb each week for pick up?Î0 Ï½ Full Garbage Bag Ð1 Ñ2 ÒMore than 2

Turn to the Answer sheet, and write down the value of each of your answers.



k) Where did you go on your most recent vacation within the last year?ÎNo vacation ÏIn Ontario ÐOutside Ontario, but in Canada ÑUSA Ò Out of NA

l) How many weekends in the summer do you take weekend trips by car (ie: cottage, camping)?Î0 Ï1 to 3 Ð4 to 6 Ñ7 to 9 ÒMore than 9

IV PURCHASESm) How many large purchases (ie: stereo, TV, VCR, DVD, computer, car, furniture, fridge, stove, etc.) did your

household make last year?Î0 Ï1 to 3 Ð4 to 6 ÑMore than 6

n) Have you bought any more energy-efficient products in the past year (ie: light bulbs, fridges, stoves, dryers,furnaces)?ÎYes ÏNo

V WASTEo) Does your household try to reduce the amount of waste generated in the house (ie: buying food in bulk,

refusing junk mail/flyers, using reusable containers for storage, using natural cleaners for householdcleaning)?ÎAlways ÏSometimes ÐRarely ÑNever

p) Does your household compost?ÎAlways ÏSometimes ÐRarely ÑNever

q) Does your household recycle newspapers, cardboard/boxboard, fine paper, cans, glass/ plastic bottles andother materials?ÎAlways ÏSometimes ÐRarely ÑNever

r) How many garbage bags of waste do you leave at the curb each week for pick up?Î0 Ï½ Full Garbage Bag Ð1 Ñ2 ÒMore than 2

Turn to the Answer sheet, and write down the value of each of your answers.



ECOLOGICAL FOOTPRINT SCORING

Circle the value that matches your answer on the Ecological Footprint Quiz and total upyour answer for each section. Then answer each of the questions listed below the quizquestions. Hand in for assessment.

I HOUSING

a) How many people are in your household?Î30 Ï25 Ð20 Ñ15 Ò10Why is your score higher with fewer people in your household?____________________________________________________________________________________________________________________________________________

b) How is your house heated? Î30 Ï40 Ð50 Ñ0Why is your score higher if you heat with oil compared to renewable energy?____________________________________________________________________________________________________________________________________________

c) How many faucets/toilets do you have in your house? Î5 Ï10 Ð15 Ñ20 Ò25Why is your score higher if you have more faucets/toilets in your household?____________________________________________________________________________________________________________________________________________

d) What type of home do you live in? Î20 Ï40Why is your score higher if you live in a house compared to an apartment orcondominium? _______________________________________________________________________________________________________________________________

TOTAL HOUSING SECTION

II FOOD

e) How many meals per week do you eat meat or fish? Î0 Ï10 Ð20 Ñ35 Ò50Why is your score higher with the more meals you eat meat or fish?____________________________________________________________________________________________________________________________________________

f) How many home-made meals do you eat per week? Î25 Ï20 Ð15 Ñ10Why is your score higher with the fewer home-made meals you eat per week?____________________________________________________________________________________________________________________________________________



ECOLOGICAL FOOTPRINT SCORING

Circle the value that matches your answer on the Ecological Footprint Quiz and total upyour answer for each section. Then answer each of the questions listed below the quizquestions. Hand in for assessment.

I HOUSING

a) How many people are in your household?Î30 Ï25 Ð20 Ñ15 Ò10Why is your score higher with fewer people in your household?____________________________________________________________________________________________________________________________________________

b) How is your house heated? Î30 Ï40 Ð50 Ñ0Why is your score higher if you heat with oil compared to renewable energy?____________________________________________________________________________________________________________________________________________

c) How many faucets/toilets do you have in your house? Î5 Ï10 Ð15 Ñ20 Ò25Why is your score higher if you have more faucets/toilets in your household?____________________________________________________________________________________________________________________________________________

d) What type of home do you live in? Î20 Ï40Why is your score higher if you live in a house compared to an apartment orcondominium? _______________________________________________________________________________________________________________________________

TOTAL HOUSING SECTION

II FOOD

e) How many meals per week do you eat meat or fish? Î0 Ï10 Ð20 Ñ35 Ò50Why is your score higher with the more meals you eat meat or fish?____________________________________________________________________________________________________________________________________________

f) How many home-made meals do you eat per week? Î25 Ï20 Ð15 Ñ10Why is your score higher with the fewer home-made meals you eat per week?____________________________________________________________________________________________________________________________________________



g) When purchasing your food items, does your family try to buy locally produced goods?Î25 Ï125 Ð50 Ñ100 Ò75Why is your score higher if you don’t purchase foods that are locally produced?____________________________________________________________________________________________________________________________________________

TOTAL FOOD SECTION

III TRANSPORTATION

h) If you or your family own/use a car(s), what type of car is it? (Value EACH vehicle in yourfamily)Î15 Ï35 Ð60 Ñ75 Ò100 Ó130 Number of cars in your family: _________Why is your score higher with the higher number of cars in your family?____________________________________________________________________________________________________________________________________________Why is your score higher if you have an SUV compared to a motorcycle?____________________________________________________________________________________________________________________________________________

i) How do you get to school/work?Î50 Ï25 Ð20 Ñ0 Ò0Why is your score higher if you drive compared to walk to school?____________________________________________________________________________________________________________________________________________

j) How many trips do you make per week on public transit that you would have otherwiseused a car? Î50 Ï40 Ð30 Ñ20 Ò10Why is your score higher if you take a car compared to taking public transit?____________________________________________________________________________________________________________________________________________

k) Where did you go on vacation within the last year? Î0 Ï10 Ð30 Ñ40 Ò70Why is your score higher if you left the country, compared to no going on vacationat all? ____________________________________________________________________________________________________________________________________________________________________________________________________________

k) How many weekends in the summer do you take weekend trips by car



g) When purchasing your food items, does your family try to buy locally produced goods?Î25 Ï125 Ð50 Ñ100 Ò75Why is your score higher if you don’t purchase foods that are locally produced?____________________________________________________________________________________________________________________________________________

TOTAL FOOD SECTION

III TRANSPORTATION

h) If you or your family own/use a car(s), what type of car is it? (Value EACH vehicle in yourfamily)Î15 Ï35 Ð60 Ñ75 Ò100 Ó130 Number of cars in your family: _________Why is your score higher with the higher number of cars in your family?____________________________________________________________________________________________________________________________________________Why is your score higher if you have an SUV compared to a motorcycle?____________________________________________________________________________________________________________________________________________

i) How do you get to school/work?Î50 Ï25 Ð20 Ñ0 Ò0Why is your score higher if you drive compared to walk to school?____________________________________________________________________________________________________________________________________________

j) How many trips do you make per week on public transit that you would have otherwiseused a car? Î50 Ï40 Ð30 Ñ20 Ò10Why is your score higher if you take a car compared to taking public transit?____________________________________________________________________________________________________________________________________________

k) Where did you go on vacation within the last year? Î0 Ï10 Ð30 Ñ40 Ò70Why is your score higher if you left the country, compared to no going on vacationat all? ____________________________________________________________________________________________________________________________________________________________________________________________________________

k) How many weekends in the summer do you take weekend trips by car



(ie: cottage, camping)? Î0 Ï10 Ð20 Ñ30 Ò40Why is your score higher if you went to the cottage or camping compared to notgoing away on the weekend? ________________________________________________________________________________________________________________________________________________________________________________________

TOTAL TRANSPORTATION SECTIONIV PURCHASES

m) How many large purchases did your household make last year?Î10 Ï15 Ð30 Ñ45Why is your score higher if your household purchased many large items?__________________________________________________________________________________________________________________________________________________________________________________________________________________

n) Have you bought any more energy-efficient products in the past year? Î0 Ï25Why is your score higher if you didn’t by any energy-efficient products last year?____________________________________________________________________________________________________________________________________________

TOTAL PURCHASES SECTION

V WASTE

o) Does your household reduce the amount of waste generated in the house?Î0 Ï10 Ð20 Ñ30Why is your score higher if your household generates a lot of waste and doesn’ttry to reduce?____________________________________________________________________________________________________________________________________________

p) Does your household compost?Î0 Ï10 Ð15 Ñ20Why is your score higher if you don’t compost? ______________________________________________________________________________________________

q) Does your household recycle? Î0 Ï10 Ð15 Ñ20Why is your score higher if you don’t recycle?__________________________________________________________________________________________________________



(ie: cottage, camping)? Î0 Ï10 Ð20 Ñ30 Ò40Why is your score higher if you went to the cottage or camping compared to notgoing away on the weekend? ________________________________________________________________________________________________________________________________________________________________________________________

TOTAL TRANSPORTATION SECTIONIV PURCHASES

m) How many large purchases did your household make last year?Î10 Ï15 Ð30 Ñ45Why is your score higher if your household purchased many large items?__________________________________________________________________________________________________________________________________________________________________________________________________________________

n) Have you bought any more energy-efficient products in the past year? Î0 Ï25Why is your score higher if you didn’t by any energy-efficient products last year?____________________________________________________________________________________________________________________________________________

TOTAL PURCHASES SECTION

V WASTE

o) Does your household reduce the amount of waste generated in the house?Î0 Ï10 Ð20 Ñ30Why is your score higher if your household generates a lot of waste and doesn’ttry to reduce?____________________________________________________________________________________________________________________________________________

p) Does your household compost?Î0 Ï10 Ð15 Ñ20Why is your score higher if you don’t compost? ______________________________________________________________________________________________

q) Does your household recycle? Î0 Ï10 Ð15 Ñ20Why is your score higher if you don’t recycle?__________________________________________________________________________________________________________


CGC1P1, Unit 3, Lesson 1, Student Handout

r) How many garbage bags do you have each week for pick up? Î0 Ï5 Ð10 Ñ20 Ò30Why is your score higher if you have more garbage bags for pick up? _________________________________________________________________________________________

TOTAL WASTE SECTIONGRAND TOTAL FOR ENTIRE QUIZ

ESTIMATING YOUR ECOLOGICAL FOOTPRINT1) < 150 = Your Ecological Footprint is smaller than 4.0 hectares.

2) 150 to 350 = Your Ecological Footprint is between 4.1 hectares and 6.0 hectares.

3) 351 to 550 = Your Ecological Footprint is between 6.1 hectares and 7.8 hectares.(Canadian Average)


5) >750 = Your Ecological Footprint is greater than 10.0 hectares.


CGC1P1, Unit 3, Lesson 1, Student Handout

r) How many garbage bags do you have each week for pick up? Î0 Ï5 Ð10 Ñ20 Ò30Why is your score higher if you have more garbage bags for pick up? _________________________________________________________________________________________

TOTAL WASTE SECTIONGRAND TOTAL FOR ENTIRE QUIZ

ESTIMATING YOUR ECOLOGICAL FOOTPRINT1) < 150 = Your Ecological Footprint is smaller than 4.0 hectares.


3) 351 to 550 = Your Ecological Footprint is between 6.1 hectares and 7.8 hectares.(Canadian Average)


5) >750 = Your Ecological Footprint is greater than 10.0 hectares.


CGC1P, Unit 3, Lesson 1, Reflection Activity


1. How big is your footprint? _____________________ hectares

2. Were you surprised at the size of your footprint? Yes___ No___

3. Was it bigger or smaller than you thought it would be?_______________________________________________________

4. List three ways that you can make it smaller.1) _____________________________________________2) _____________________________________________3) _____________________________________________

5. List three things that your family can do to make the family’s footprint smaller:1) _____________________________________________2) _____________________________________________3) _____________________________________________




1. How big is your footprint? _____________________ hectares

2. Were you surprised at the size of your footprint? Yes___ No___

3. Was it bigger or smaller than you thought it would be?_______________________________________________________

4. List three ways that you can make it smaller.1) _____________________________________________2) _____________________________________________3) _____________________________________________

5. List three things that your family can do to make the family’s footprint smaller:1) _____________________________________________2) _____________________________________________3) _____________________________________________


CGC1P, Unit 3, Lesson2, Student Instruction Sheet

ECOLOGICAL FOOTPRINT, SEVEN (7) COUNTRY BLOCKDIAGRAM

Suggested time: 30 minutesWhat’s important in this lesson:This lesson helps you to create a block diagram that will help you compare theecological footprints of seven countries, one of which is Canada. You will beable to clearly tell which of the countries are “have” countries and which of thecountries are “have not” countries by the size of their ecological footprints.

Complete these steps:1. Fill in the “have/have not” section of the table. (Hint: those countries with

larger ecological footprints are “have” countries and can afford topurchase luxuries. Those countries with small ecological footprints are“have not” countries and they do not have the resources to purchase all ofthe resources that they need, including the necessities of life.)

2. Calculate the number of boxes that you will need to colour in for each ofthe countries by multiplying the size of the ecological footprint by 9 boxes(each hectare = 9 boxes on the graph paper).

3. Draw the ecological footprints of all seven countries. Try to make each ofthe block diagrams look like a foot. DO NOT use partial boxes, except forthe decimal place in the size. Colour each country a different colour, andlabel each with the name of the country and the size of the ecologicalfootprint (not the number of boxes).

4. Don’t forget to include all of the graph conventions.


1. The completed block diagram.



CGC1P, Unit 3, Lesson2, Student Instruction Sheet

ECOLOGICAL FOOTPRINT, SEVEN (7) COUNTRY BLOCKDIAGRAM

Suggested time: 30 minutesWhat’s important in this lesson:This lesson helps you to create a block diagram that will help you compare theecological footprints of seven countries, one of which is Canada. You will beable to clearly tell which of the countries are “have” countries and which of thecountries are “have not” countries by the size of their ecological footprints.

Complete these steps:1. Fill in the “have/have not” section of the table. (Hint: those countries with

larger ecological footprints are “have” countries and can afford topurchase luxuries. Those countries with small ecological footprints are“have not” countries and they do not have the resources to purchase all ofthe resources that they need, including the necessities of life.)

2. Calculate the number of boxes that you will need to colour in for each ofthe countries by multiplying the size of the ecological footprint by 9 boxes(each hectare = 9 boxes on the graph paper).

3. Draw the ecological footprints of all seven countries. Try to make each ofthe block diagrams look like a foot. DO NOT use partial boxes, except forthe decimal place in the size. Colour each country a different colour, andlabel each with the name of the country and the size of the ecologicalfootprint (not the number of boxes).

4. Don’t forget to include all of the graph conventions.


1. The completed block diagram.




ECOLOGICAL FOOTPRINT SEVEN (7) COUNTRY BLOCKDIAGRAM

EARTH PULSEWE LEAVE MORE THAN FOOTPRINTS –

TRACKING THE GLOBAL IMPACT OF THE HAVES AND HAVE-NOTS(National Geographic – July 2001)

The human race hurtled past another milestone in 1999, when world populationexceeded the six-billion mark, doubling in less than 40 years. Earth’s populationis growing at an annual rate of 1.2 percent – 77 million new mouths to feed eachyear. Large numbers of women are now reaching childbearing age. By 2050, theUnited Nations estimates that the global population will number between 7.0billion and 10.0 billion.

Of the 6.5 billion people sharing the planet, one-fifth (1/5) live in relatively richregions, including Europe, Japan, North America, and Australia (developedcountries). How much of the Earth do they use and pollute compared withdeveloping countries? With less than 2.0 hectares of productive land and wateravailable, per person, worldwide, we are exceeding Earth’s capacity.

DEFINITION: Ecological Footprint

Representing the productive area of the Earth required to support thelifestyle of one individual in a given population, the footprint estimatesland used for crops, grazing, forest products, housing, and ocean areaexploited for food. It also includes forests needed to absorb carbon dioxidefrom fossil fuel use. A footprint in industrialized countries is, on average,four times as big as in developing countries. Humankind now uses one-third more resources than nature can replenish.

YOUR ASSIGNMENT

A comparison of the ecological footprints of the seven different nations showshow per-capita consumption in the US, Germany, and Canada overshadows thatof Brazil, Indonesia, Nigeria and India. In fact, the footprint of a person in the USis more than ten times as big as that of a person in India.

Your assignment is to create a block diagram that compares the size of theecological footprint for each of the countries in the following table. Beforecreating the block diagram, you need to determine whether or not each of thecountries is a “have” or “have not” country (hint: developed countries with largeecological footprints are “have” countries, developing countries with smallecological footprints are “have not” countries), and write that in the table.Next, you need to calculate how big each of the footprints will be. Using the scaleof nine (9) graph boxes = 1 hectare, calculate how many boxes each of the



ECOLOGICAL FOOTPRINT SEVEN (7) COUNTRY BLOCKDIAGRAM

EARTH PULSEWE LEAVE MORE THAN FOOTPRINTS –

TRACKING THE GLOBAL IMPACT OF THE HAVES AND HAVE-NOTS(National Geographic – July 2001)

The human race hurtled past another milestone in 1999, when world populationexceeded the six-billion mark, doubling in less than 40 years. Earth’s populationis growing at an annual rate of 1.2 percent – 77 million new mouths to feed eachyear. Large numbers of women are now reaching childbearing age. By 2050, theUnited Nations estimates that the global population will number between 7.0billion and 10.0 billion.

Of the 6.5 billion people sharing the planet, one-fifth (1/5) live in relatively richregions, including Europe, Japan, North America, and Australia (developedcountries). How much of the Earth do they use and pollute compared withdeveloping countries? With less than 2.0 hectares of productive land and wateravailable, per person, worldwide, we are exceeding Earth’s capacity.

DEFINITION: Ecological Footprint

Representing the productive area of the Earth required to support thelifestyle of one individual in a given population, the footprint estimatesland used for crops, grazing, forest products, housing, and ocean areaexploited for food. It also includes forests needed to absorb carbon dioxidefrom fossil fuel use. A footprint in industrialized countries is, on average,four times as big as in developing countries. Humankind now uses one-third more resources than nature can replenish.

YOUR ASSIGNMENT

A comparison of the ecological footprints of the seven different nations showshow per-capita consumption in the US, Germany, and Canada overshadows thatof Brazil, Indonesia, Nigeria and India. In fact, the footprint of a person in the USis more than ten times as big as that of a person in India.

Your assignment is to create a block diagram that compares the size of theecological footprint for each of the countries in the following table. Beforecreating the block diagram, you need to determine whether or not each of thecountries is a “have” or “have not” country (hint: developed countries with largeecological footprints are “have” countries, developing countries with smallecological footprints are “have not” countries), and write that in the table.Next, you need to calculate how big each of the footprints will be. Using the scaleof nine (9) graph boxes = 1 hectare, calculate how many boxes each of the



countries in the block diagram is going to be (you will need a calculator for thisfunction). Write that information in the table.

Now, create a block diagram of the Ecological Footprint of each of the countrieslisted below on graph paper. Remember to try and make each country the shapeof a foot. Use a ruler. DO NOT use partial boxes except for the decimal places.

COUNTRY

HAVE/HAVE NOTCOUNTRY

SIZE OF ECOLOGICALFOOTPRINT (in hectares)

CONVERSION(each ha = 9

boxes)TOTAL #BOXES

BRAZIL Have not 2.6 ha X 9 = 23.4

CANADA 7.8 ha X 9 =

GERMANY 6.3 ha X 9 =

INDIA 1.1 ha X 9 =

INDONESIA 1.5 ha X 9 =

NIGERIA 1.3 ha X 9 =

USA 12.2 ha X 9 =

Create a footprint shape when creating the block diagram. Each country shouldbe a different colour. Name each country that the block diagram represents, andwrite the size of the footprint in hectares (NOT in the number of blocks), andremember, don’t use partial boxes except for the decimal places.



countries in the block diagram is going to be (you will need a calculator for thisfunction). Write that information in the table.

Now, create a block diagram of the Ecological Footprint of each of the countrieslisted below on graph paper. Remember to try and make each country the shapeof a foot. Use a ruler. DO NOT use partial boxes except for the decimal places.

COUNTRY

HAVE/HAVE NOTCOUNTRY

SIZE OF ECOLOGICALFOOTPRINT (in hectares)

CONVERSION(each ha = 9

boxes)TOTAL #BOXES

BRAZIL Have not 2.6 ha X 9 = 23.4

CANADA 7.8 ha X 9 =

GERMANY 6.3 ha X 9 =

INDIA 1.1 ha X 9 =

INDONESIA 1.5 ha X 9 =

NIGERIA 1.3 ha X 9 =

USA 12.2 ha X 9 =

Create a footprint shape when creating the block diagram. Each country shouldbe a different colour. Name each country that the block diagram represents, andwrite the size of the footprint in hectares (NOT in the number of blocks), andremember, don’t use partial boxes except for the decimal places.



ECOLOGICAL FOOTPRINT, SEVEN (7) COUNTRY BLOCK DIAGRAM

1. Can “have” countries continue to use the world’s resources at the speed that they

are now? Yes No

2. Why or why not? __________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Is it fair that “have” countries use so much more of the world’s resources

compared to “have not” countries? Yes No

4. Why or why not? __________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________



ECOLOGICAL FOOTPRINT, SEVEN (7) COUNTRY BLOCK DIAGRAM

1. Can “have” countries continue to use the world’s resources at the speed that they

are now? Yes No

2. Why or why not? __________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Is it fair that “have” countries use so much more of the world’s resources

compared to “have not” countries? Yes No

4. Why or why not? __________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________



ALTERNATIVE ENERGY SOURCES

Suggested time: 90 minutesWhat’s important in this lesson: Finding new and renewable sources ofenergy is important to lessen Canada’s dependency on non-renewable energysources. Alternative energy sources can provide Canadians with clean, andplentiful sources of energy.


1. Fill in the Alternative Energy Sources organizer (your teacher has theanswer sheets that your can borrow to fill in the organizer).

2. Chose one of the nine alternative energy sources listed to research.

3. Once you have finished your research, prepare a presentation for theteacher.


1. The completed Alternative Energy Sources organizer.

2. The written component of your presentation.





Suggested time: 90 minutesWhat’s important in this lesson: Finding new and renewable sources ofenergy is important to lessen Canada’s dependency on non-renewable energysources. Alternative energy sources can provide Canadians with clean, andplentiful sources of energy.


1. Fill in the Alternative Energy Sources organizer (your teacher has theanswer sheets that your can borrow to fill in the organizer).

2. Chose one of the nine alternative energy sources listed to research.

3. Once you have finished your research, prepare a presentation for theteacher.


1. The completed Alternative Energy Sources organizer.

2. The written component of your presentation.


Diagnostic/Introductory Activity: Unit 3 Lesson 3

CGC1P, Unit 3, Lesson 3, Diagnostic


Using the Glossary in Making Connections, define the following terms:

1. Non-Renewable Resource: _________________________________________

________________________________________________________________

________________________________________________________________

_______________________________________________________________

2. Renewable Resource: _____________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Alternative Energy Source: __________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

Diagnostic/Introductory Activity: Unit 3 Lesson 3

CGC1P, Unit 3, Lesson 3, Diagnostic


Using the Glossary in Making Connections, define the following terms:

1. Non-Renewable Resource: _________________________________________

________________________________________________________________

________________________________________________________________

_______________________________________________________________

2. Renewable Resource: _____________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

3. Alternative Energy Source: __________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________

________________________________________________________________




1) Fill in the following table using the attached answer sheets.2) Once you have completed your table, select one of the alternative energy sources

and research it in greater detail (see the attached assignment sheet).

ALTERNATIVEENERGY POSITIVE CHARACTERISTICS

1

PHOTOVOLTAICCELLS

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

2

FUEL CELL _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

3

ENERGY FROMWASTE

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

4

WAVE ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________




1) Fill in the following table using the attached answer sheets.2) Once you have completed your table, select one of the alternative energy sources

and research it in greater detail (see the attached assignment sheet).


1

PHOTOVOLTAICCELLS

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

2

FUEL CELL _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

3

ENERGY FROMWASTE

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

4

WAVE ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________




5

SOLAR ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

6

GEOTHERMALENERGY

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

7

TIDAL ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

8

HYDROELECTRICPOWER

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

9

WIND ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

When you have finished this organizer, hand it in to the teacher.Return the answer sheet to the teacher.

Now, from the table you just finished filling in, choose oneAlternative Energy Source to research.




5

SOLAR ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

6

GEOTHERMALENERGY

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

7

TIDAL ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

8

HYDROELECTRICPOWER

_____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

9

WIND ENERGY _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________

When you have finished this organizer, hand it in to the teacher.Return the answer sheet to the teacher.

Now, from the table you just finished filling in, choose oneAlternative Energy Source to research.



ALTERNATIVE ENERGY SOURCE: ________________________________

Using the references listed on the next page, answer the following eleven (11)questions about your renewable energy source on a separate piece of paper. Useyour own words, and use proper sentence format.

1. How does your alternative energy source work?

2. Is it a good alternative source of energy?

3. Why or why not?

4. Is it pollution free or does it reduce pollution?

5. Explain your answer.

6. Is it environmentally impact free?


8. Is your alternative energy source currently being used in Canada?

9. Give an example of where it is being used.

10. Is it realistic to use your alternative energy source on a large scale in Canada?


You will need to research your alternative energy sources. You can use a combination ofthe information found in the Making Connections textbook and the Internet. Here are someInternet sites to get you started: PHOTOVOLTAICCELLS

http://www.newenergy.org/sesci/publications/pamphlets/photovoltaic.html

FUEL CELL http://www.fuelcellscanada.ca/faq.html

ENERGY FROMWASTE

http://www.re_energy.ca/t_biomassenergy.shtml

WAVE ENERGY http://www.aresearchguide.com/energy.html

SOLAR ENERGY http://www.newenergy.org/sesci/publications/pamphlets/active.html

GEOTHERMALENERGY

http://www.geothermal.ca/whatis.html

TIDAL ENERGY http://www.aresearchguide.com/energy.html

HYDRO ELECTRICPOWER

http://www.eere.energy.gov/RE/hydropower.html

WIND ENERGY http://www.eere.energy.gov/RE/hydropower.html



ALTERNATIVE ENERGY SOURCE: ________________________________

Using the references listed on the next page, answer the following eleven (11)questions about your renewable energy source on a separate piece of paper. Useyour own words, and use proper sentence format.

1. How does your alternative energy source work?

2. Is it a good alternative source of energy?

3. Why or why not?

4. Is it pollution free or does it reduce pollution?


6. Is it environmentally impact free?


8. Is your alternative energy source currently being used in Canada?

9. Give an example of where it is being used.

10. Is it realistic to use your alternative energy source on a large scale in Canada?


You will need to research your alternative energy sources. You can use a combination ofthe information found in the Making Connections textbook and the Internet. Here are someInternet sites to get you started: PHOTOVOLTAICCELLS


FUEL CELL http://www.fuelcellscanada.ca/faq.html

ENERGY FROMWASTE


WAVE ENERGY http://www.aresearchguide.com/energy.html

SOLAR ENERGY http://www.newenergy.org/sesci/publications/pamphlets/active.html

GEOTHERMALENERGY


TIDAL ENERGY http://www.aresearchguide.com/energy.html

HYDRO ELECTRICPOWER


WIND ENERGY http://www.eere.energy.gov/RE/hydropower.html


http://www.fuelcellscanada.ca/faq.html


http://www.aresearchguide.com/energy.html

http://www.newenergy.org/sesci/publications/pamphlets/active.html


http://www.aresearchguide.com/energy.html





Verbal Presentation Now, you have to prepare a presentation to present your findings to theteacher. Your presentation should be between 2 and 5 minutes.

1. You will be marked on your presentation style (level 4, 3, 2, 1, R), on theinformation in your presentation (complete or incomplete), and your writtenwork (complete or incomplete).

2. Be creative, and feel free to use any method of presentation that you wish.

3. You can use props, if you wish.

4. Remember that you have to hand in a written copy of your work.



Verbal Presentation Now, you have to prepare a presentation to present your findings to theteacher. Your presentation should be between 2 and 5 minutes.

1. You will be marked on your presentation style (level 4, 3, 2, 1, R), on theinformation in your presentation (complete or incomplete), and your writtenwork (complete or incomplete).

2. Be creative, and feel free to use any method of presentation that you wish.

3. You can use props, if you wish.

4. Remember that you have to hand in a written copy of your work.

Student Instruction Sheet: Unit 3

CGC1P, Unit 3, Summative Activity, Student Instruction Sheet

LIFE CYCLE OF A FAST FOOD HAMBURGER

Suggested time: 120 minutesWhat’s important in this lesson:This lesson helps you understand the impact that a simple fast-food hamburgerhas on the environment. By tracking the inputs and the outputs you will come torealize that more goes into each fast-food hamburger than you thought did. Aswell, you will also examine the outputs from the production of a fast-foodhamburger, and begin to recognize the impacts that all stages of the productionhave on the Earth.

Complete these steps:1. Read the document “Trace Your Waste” as an introduction to the different

stages of the production of a fast-food hamburger.2. Create the input web diagram of a fast-food hamburger.3. Fill in the output table for a fast-food hamburger.4. Do Step #1, and read the table.5. Do Step #2 using the different stages found in Step #1.6. Complete the flow diagram.7. Write a three (3) point, three (3) proof paragraph.

Hand-in the following to your teacher:1. Input Web Diagram2. Output Table for a Fast Food Hamburger3. Flow Charts for Bun, Hamburger Patty, Condiments, Wrapper4. Three (3) point, three (3) proof paragraph.



CGC1P, Unit 3, Summative Activity, Student Instruction Sheet


Suggested time: 120 minutesWhat’s important in this lesson:This lesson helps you understand the impact that a simple fast-food hamburgerhas on the environment. By tracking the inputs and the outputs you will come torealize that more goes into each fast-food hamburger than you thought did. Aswell, you will also examine the outputs from the production of a fast-foodhamburger, and begin to recognize the impacts that all stages of the productionhave on the Earth.

Complete these steps:1. Read the document “Trace Your Waste” as an introduction to the different

stages of the production of a fast-food hamburger.2. Create the input web diagram of a fast-food hamburger.3. Fill in the output table for a fast-food hamburger.4. Do Step #1, and read the table.5. Do Step #2 using the different stages found in Step #1.6. Complete the flow diagram.7. Write a three (3) point, three (3) proof paragraph.

Hand-in the following to your teacher:1. Input Web Diagram2. Output Table for a Fast Food Hamburger3. Flow Charts for Bun, Hamburger Patty, Condiments, Wrapper4. Three (3) point, three (3) proof paragraph.


Diagnostic Activity: Unit 3

CGC1P, Unit 3, Summative Activity, Diagnostic 1


RETRACE YOUR WASTE

Most of us visit fast food restaurants, and rarely do we think about how the foodgot into our hands. It’s not magic. In fact, there are many steps to get to thepoint of selling that hamburger to you. We are going to examine the different “lifecycles” of each of the components of a fast food hamburger – from the verybeginning of each of the production process right up until you pay for yourhamburger at the cash register of your favourite fast-food restaurant. And youmay be surprised to learn how much work, how many resources, and how muchwaste and pollution are created for your burger.

Put an “X” beside the steps that you have never thought about before.

THE BURGER

1) GRAIN IS GROWNa) Fertilizers, herbicides, and pesticides usedb) Water usedc) Machines used to sow, grow, and reap the grain d) Waste = chemical pollution, fossil fuel is burned = greenhouse gases,

pollution = transportation pollutione) Grain is grown

2) GRAIN IS SHIPPED AND FED TO THE CATTLE

a) Grain is shipped to the farm and fed to the cattleb) Pollution from the trucksc) Waste = manure, methane, uneaten grain

3) CATTLE ARE SHIPPED

a) Cattle are shipped by train or truck to marketb) They are fed and soldc) They are shipped alive to the processorsd) Waste = transportation pollution, manure, uneaten grain, methanee) Cattle are at their destination

4) CATTLE ARE PROCESSED

a) Cattle are slaughtered and cut into large sections called primal cutsb) Cuts are refrigerated and agedc) Waste = unusable animal parts, wastewater and manured) Beef primal cuts are produced

5) BEEF IS SHIPPED AND PROCESSEDa) Refrigerated trucks and rail cars are used




RETRACE YOUR WASTE

Most of us visit fast food restaurants, and rarely do we think about how the foodgot into our hands. It’s not magic. In fact, there are many steps to get to thepoint of selling that hamburger to you. We are going to examine the different “lifecycles” of each of the components of a fast food hamburger – from the verybeginning of each of the production process right up until you pay for yourhamburger at the cash register of your favourite fast-food restaurant. And youmay be surprised to learn how much work, how many resources, and how muchwaste and pollution are created for your burger.

Put an “X” beside the steps that you have never thought about before.

THE BURGER

1) GRAIN IS GROWNa) Fertilizers, herbicides, and pesticides usedb) Water usedc) Machines used to sow, grow, and reap the grain d) Waste = chemical pollution, fossil fuel is burned = greenhouse gases,

pollution = transportation pollutione) Grain is grown

2) GRAIN IS SHIPPED AND FED TO THE CATTLE

a) Grain is shipped to the farm and fed to the cattleb) Pollution from the trucksc) Waste = manure, methane, uneaten grain

3) CATTLE ARE SHIPPED

a) Cattle are shipped by train or truck to marketb) They are fed and soldc) They are shipped alive to the processorsd) Waste = transportation pollution, manure, uneaten grain, methanee) Cattle are at their destination

4) CATTLE ARE PROCESSED

a) Cattle are slaughtered and cut into large sections called primal cutsb) Cuts are refrigerated and agedc) Waste = unusable animal parts, wastewater and manured) Beef primal cuts are produced

5) BEEF IS SHIPPED AND PROCESSEDa) Refrigerated trucks and rail cars are used



b) Shipped to food service warehousec) Beef is ground, formed into patties and boxed and wrapped for used) Waste = transportation pollution, packaging materials, unused meat

6) BEEF PATTIES ARE SHIPPED TO THE RESTAURANT

a) Transported by truck to restaurantb) They are kept in cold storage until neededc) Waste = transportation pollution, freon

7) BEEF PATTIES ARE PREPARED AND SOLD TO RESTAURANT CUSTOMERS

a) They are cooked on a broiler or fryer.b) Then they are put on a bun, topped with condiments, wrapped and put

under hot lightsc) Waste = energy from cooking and heating, packaging

8) UNEATEN PORTIONS ARE THROWN AWAY

a) Waste management = trucking the garbage away to a landfill,transportation pollution.

THE BUN

1) GRAIN IS GROWNa) Fertilizers, herbicides, and pesticides usedb) Water usedc) Machines used to sow, grow and reap the grain d) Waste = chemical pollution, transportation pollution

2) GRAIN IS SHIPPED TO MILLS

a) Grain is shipped by truck, train, or boatb) It is milled into flourc) The flour is then packagedd) Waste = excess or unusable portions for the grain, excess packaging

materials, greenhouse gasses and pollution 3) FLOUR IS SHIPPED

a) Flour is shipped by truck or rail to bakeriesb) Waste = transportation pollution

4) BUNS ARE MADE

a) Flour is mixed with water and other ingredients to make doughb) The dough is baked in ovens to make bunsc) Buns are packaged and warehousedd) Waste = energy to bake, excess packaging materials

5) BUNS ARE TRUCKED TO LOCAL RESTAURANTS AND PREPARED

a) Buns are moved by truck to restaurantb) They are stored until they are prepared



b) Shipped to food service warehousec) Beef is ground, formed into patties and boxed and wrapped for used) Waste = transportation pollution, packaging materials, unused meat

6) BEEF PATTIES ARE SHIPPED TO THE RESTAURANT

a) Transported by truck to restaurantb) They are kept in cold storage until neededc) Waste = transportation pollution, freon

7) BEEF PATTIES ARE PREPARED AND SOLD TO RESTAURANT CUSTOMERS

a) They are cooked on a broiler or fryer.b) Then they are put on a bun, topped with condiments, wrapped and put

under hot lightsc) Waste = energy from cooking and heating, packaging



THE BUN

1) GRAIN IS GROWNa) Fertilizers, herbicides, and pesticides usedb) Water usedc) Machines used to sow, grow and reap the grain d) Waste = chemical pollution, transportation pollution

2) GRAIN IS SHIPPED TO MILLS

a) Grain is shipped by truck, train, or boatb) It is milled into flourc) The flour is then packagedd) Waste = excess or unusable portions for the grain, excess packaging

materials, greenhouse gasses and pollution 3) FLOUR IS SHIPPED

a) Flour is shipped by truck or rail to bakeriesb) Waste = transportation pollution

4) BUNS ARE MADE

a) Flour is mixed with water and other ingredients to make doughb) The dough is baked in ovens to make bunsc) Buns are packaged and warehousedd) Waste = energy to bake, excess packaging materials

5) BUNS ARE TRUCKED TO LOCAL RESTAURANTS AND PREPARED

a) Buns are moved by truck to restaurantb) They are stored until they are prepared





CONDIMENTS 1) VEGETABLES ARE GROWN

a) Producing tomatoes, onions, pickles, lettuce, relish, and ketchupb) Fertilizers, herbicides, and pesticides usedc) Water usedd) Machines used to sow, grow and reap the grain e) Waste = chemical pollution, transportation pollution

2) VEGETABLES ARE SHIPPED

a) Vegetables are harvested and shipped to a food warehouse or processorb) Waste = transportation pollution

3) VEGETABLES ARE PROCESSED INTO SECONDARY PRODUCTSa) Some tomatoes, cucumbers and onions are shipped to processing

companiesb) Using mechanical equipment tomatoes are processed into ketchup,

cucumbers are pickled, and cucumbers and onions made into relishc) Significant quantities of water are used in these processesd) Ketchup production also requires high-heat cookinge) Food is vacuum packedf) Waste = fuels used for processing, transportation pollution, water,

unusable vegetables, excess packaging 4) VEGETABLES ARE TRUCKED TO LOCAL RESTAURANTS AND PREPARED

a) Vegetables and condiments are moved by truck to restaurantb) They are stored until they are used in the preparation of the hamburgerc) Waste = transportation fuels, energy used in storage, unusable vegetables







CONDIMENTS 1) VEGETABLES ARE GROWN

a) Producing tomatoes, onions, pickles, lettuce, relish, and ketchupb) Fertilizers, herbicides, and pesticides usedc) Water usedd) Machines used to sow, grow and reap the grain e) Waste = chemical pollution, transportation pollution

2) VEGETABLES ARE SHIPPED

a) Vegetables are harvested and shipped to a food warehouse or processorb) Waste = transportation pollution

3) VEGETABLES ARE PROCESSED INTO SECONDARY PRODUCTSa) Some tomatoes, cucumbers and onions are shipped to processing

companiesb) Using mechanical equipment tomatoes are processed into ketchup,

cucumbers are pickled, and cucumbers and onions made into relishc) Significant quantities of water are used in these processesd) Ketchup production also requires high-heat cookinge) Food is vacuum packedf) Waste = fuels used for processing, transportation pollution, water,

unusable vegetables, excess packaging 4) VEGETABLES ARE TRUCKED TO LOCAL RESTAURANTS AND PREPARED

a) Vegetables and condiments are moved by truck to restaurantb) They are stored until they are used in the preparation of the hamburgerc) Waste = transportation fuels, energy used in storage, unusable vegetables





WRAPPING PAPER

1) TREES ARE CUT DOWN AND HARVESTEDa) Trees are harvested and trucked to the millb) Waste = transportation pollution, unusable wood, clearcuts

2) LUMBER IS MILLEDa) Lumber is pulped using very large quantities of water and corrosive

chemicals such as chlorineb) Large machines turn the pulp into paper which is wound on rolls and

stored.c) Waste = chemicals used in production, water pollution, unusable pulp

and/or paper. 3) PAPER IS SHIPPED TO MANUFACTURING PLANTS

a) Raw paper is shipped to manufacturing plants by truck, train or shipb) Polycoating is added in production of wrappers and boxes.c) Waste = transportation pollution, plastic chemicals for polycoating, ink for

printing, unused paper products 4) WRAPPING IS SHIPPED TO RESTAURANT

a) Wrapping is shipped to restaurant by truck, where it is stored until usedb) Waste = transportation pollution

5) WRAPPING PAPER IS USED IN FINISHED PRODUCT

a) Hamburgers are wrapped in wrapping paperb) Waste = wrappers that are unusable (soiled, dropped)

6) USED WRAPPERS ARE THROWN AWAY


PLASTIC BAG 1) GAS AND OIL ARE DRILLED

a) Oil is drilled, raw materials are shipped to the refineryb) Waste = transportation pollution, spillage, ground, air, and water pollution

2) OIL IS REFINED

a) Petrochemicals are converted into ethyleneb) Ethylene is then polymerized to become polyethylenec) Polyethylene is formed into pelletsd) Pellets are packaged and storede) Waste = chemicals used in production, water pollution, large amounts of

energy, unusable products at each stage



WRAPPING PAPER

1) TREES ARE CUT DOWN AND HARVESTEDa) Trees are harvested and trucked to the millb) Waste = transportation pollution, unusable wood, clearcuts

2) LUMBER IS MILLEDa) Lumber is pulped using very large quantities of water and corrosive

chemicals such as chlorineb) Large machines turn the pulp into paper which is wound on rolls and

stored.c) Waste = chemicals used in production, water pollution, unusable pulp

and/or paper. 3) PAPER IS SHIPPED TO MANUFACTURING PLANTS

a) Raw paper is shipped to manufacturing plants by truck, train or shipb) Polycoating is added in production of wrappers and boxes.c) Waste = transportation pollution, plastic chemicals for polycoating, ink for

printing, unused paper products 4) WRAPPING IS SHIPPED TO RESTAURANT

a) Wrapping is shipped to restaurant by truck, where it is stored until usedb) Waste = transportation pollution

5) WRAPPING PAPER IS USED IN FINISHED PRODUCT

a) Hamburgers are wrapped in wrapping paperb) Waste = wrappers that are unusable (soiled, dropped)

6) USED WRAPPERS ARE THROWN AWAY


PLASTIC BAG 1) GAS AND OIL ARE DRILLED

a) Oil is drilled, raw materials are shipped to the refineryb) Waste = transportation pollution, spillage, ground, air, and water pollution

2) OIL IS REFINED

a) Petrochemicals are converted into ethyleneb) Ethylene is then polymerized to become polyethylenec) Polyethylene is formed into pelletsd) Pellets are packaged and storede) Waste = chemicals used in production, water pollution, large amounts of

energy, unusable products at each stage



3) POLYETHYLENE PELLETS ARE SHIPPED TO MANUFACTURING PLANTSa) Polyethylene pellets are shipped to manufacturing plants by truck, train or

shipb) Plastic is manufactured into plastic bags.c) Waste = transportation pollution, plastic chemicals for changing

polyethylene pellets into bags, ink for printing, unused plastic products 4) PLASTIC BAGS ARE SHIPPED TO RESTAURANT

a) Plastic bags are shipped to restaurant by truck, where they are stored untilused

b) Waste = transportation pollution 5) PLASTIC BAGS ARE USED IN FINISHED PRODUCT

a) Hamburgers are placed in plastic bags at time of sale for take-out ordersb) Waste = unusable plastic bags

6) USED PLASTIC BAGS ARE THROWN AWAYa) Waste management = trucking the garbage away to a landfill,

transportation pollution.

WOW! Who knew that there were so many different stages, and so much wasteand pollution from each hamburger that we eat? Add to that the distance thateach of these components has to travel to make it to your fast food restaurant,and you can see the impact that your decision to have one fast-food hamburgerhas on the Earth, and on your own personal ecological footprint.



3) POLYETHYLENE PELLETS ARE SHIPPED TO MANUFACTURING PLANTSa) Polyethylene pellets are shipped to manufacturing plants by truck, train or

shipb) Plastic is manufactured into plastic bags.c) Waste = transportation pollution, plastic chemicals for changing

polyethylene pellets into bags, ink for printing, unused plastic products 4) PLASTIC BAGS ARE SHIPPED TO RESTAURANT

a) Plastic bags are shipped to restaurant by truck, where they are stored untilused

b) Waste = transportation pollution 5) PLASTIC BAGS ARE USED IN FINISHED PRODUCT

a) Hamburgers are placed in plastic bags at time of sale for take-out ordersb) Waste = unusable plastic bags

6) USED PLASTIC BAGS ARE THROWN AWAYa) Waste management = trucking the garbage away to a landfill,

transportation pollution.

WOW! Who knew that there were so many different stages, and so much wasteand pollution from each hamburger that we eat? Add to that the distance thateach of these components has to travel to make it to your fast food restaurant,and you can see the impact that your decision to have one fast-food hamburgerhas on the Earth, and on your own personal ecological footprint.

Student Handout: Unit 3

CGC1P, Unit 3, Summative Activity, Student Handout

LIFE CYCLE INVENTORY OF A HAMBURGER

Ever wonder how that fast-food hamburger you had the other day ever made it into your hands?Now’s your chance to think about it. On the flow diagram of a hamburger below are listed thefive (5) main components that make up a fast-food take-out hamburger. Beside each of the five(5) main parts of the hamburger, list all of the different resources that are used to “create” yourburger, as well as the wrapper and the plastic bag it comes in when you order it for take out.

Hamburger Patty

Bun

Condiments

Wrapper (Waxed Paper) Plastic Bag

(For Take Out)

Now, list all of the waste from all of the different parts of your hamburger:

Hamburger Waxed Paper PlasticBun Patty Condiments Wrapper Bag● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●



LIFE CYCLE INVENTORY OF A HAMBURGER

Ever wonder how that fast-food hamburger you had the other day ever made it into your hands?Now’s your chance to think about it. On the flow diagram of a hamburger below are listed thefive (5) main components that make up a fast-food take-out hamburger. Beside each of the five(5) main parts of the hamburger, list all of the different resources that are used to “create” yourburger, as well as the wrapper and the plastic bag it comes in when you order it for take out.

Hamburger Patty

Bun

Condiments

Wrapper (Waxed Paper) Plastic Bag

(For Take Out)

Now, list all of the waste from all of the different parts of your hamburger:

Hamburger Waxed Paper PlasticBun Patty Condiments Wrapper Bag● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●

● ● ● ● ●



LIFE CYCLE FLOW CHARTS

The five major components in a fast food hamburger are: Îcondiments, Ïthe hamburger patty,Ðbun, Ñwrapper, and Òplastic bag. Each of these components goes through a certain “lifecycle” to get to be part of your purchase of a fast food hamburger.STEP #1 : Look at the major life cycle stages of each of the components of a fast food

hamburger. Using the six different stages for each of the components, go to Step#2, and fill in the Life Cycle flow charts for each of the components.

COMPONENT LIFE CYCLE STAGES

Î Condiments ÎFarmingÏHarvestingÐCondiment productionÑCondiment deliveryÒApplication to your burgerÓWaste = unused vegetables and condiments, packaging

Ï HamburgerPatty

ÎGrain is grownÏCattle are fedÐCattle are shipped and processedÑBeef is processed and shippedÒBeef patties are prepared and soldÓWaste = unused hamburger, packaging, uneaten patties

Ð Bun ÎGrain is grownÏGrain is harvested and shipped to millsÐGrain is processed and flour is shippedÑBuns are madeÒBuns are shipped to restaurant and preparedÓWaste = packaging, unusable buns, uneaten buns

Ñ Wrapper ÎTrees are cut down and harvestedÏLumber is milledÐPaper is shipped to manufacturing plants, polycoating is addedÑWrapping is shipped to restaurantÒWrapping paper is used in finished product.ÓWaste = all wrappers are discarded once used, unusable wrappers,packaging

Ò Plastic Bag ÎOil is drilledÏOil is refinedÐPolyethylene pellets are shipped to manufacturing plantsÑPlastic bags are shipped to restaurantsÒPlastic bags are used in finished productsÓ Waste = used bags, packaging, unusable plastic bags, excess materials(“handle holes” – leftover pieces of plastic where the handles are)

STEP #2 : Using the example for plastic bags as a guide (next page), fill in the remaining fourlife cycle flow charts for condiments, hamburger patty, bun, and wrapper, using thestages listed in Step #1 for each of the components. (HINT: use this informationto fill in the Flow Chart.)



LIFE CYCLE FLOW CHARTS

The five major components in a fast food hamburger are: Îcondiments, Ïthe hamburger patty,Ðbun, Ñwrapper, and Òplastic bag. Each of these components goes through a certain “lifecycle” to get to be part of your purchase of a fast food hamburger.STEP #1 : Look at the major life cycle stages of each of the components of a fast food

hamburger. Using the six different stages for each of the components, go to Step#2, and fill in the Life Cycle flow charts for each of the components.

COMPONENT LIFE CYCLE STAGES

Î Condiments ÎFarmingÏHarvestingÐCondiment productionÑCondiment deliveryÒApplication to your burgerÓWaste = unused vegetables and condiments, packaging

Ï HamburgerPatty

ÎGrain is grownÏCattle are fedÐCattle are shipped and processedÑBeef is processed and shippedÒBeef patties are prepared and soldÓWaste = unused hamburger, packaging, uneaten patties

Ð Bun ÎGrain is grownÏGrain is harvested and shipped to millsÐGrain is processed and flour is shippedÑBuns are madeÒBuns are shipped to restaurant and preparedÓWaste = packaging, unusable buns, uneaten buns

Ñ Wrapper ÎTrees are cut down and harvestedÏLumber is milledÐPaper is shipped to manufacturing plants, polycoating is addedÑWrapping is shipped to restaurantÒWrapping paper is used in finished product.ÓWaste = all wrappers are discarded once used, unusable wrappers,packaging

Ò Plastic Bag ÎOil is drilledÏOil is refinedÐPolyethylene pellets are shipped to manufacturing plantsÑPlastic bags are shipped to restaurantsÒPlastic bags are used in finished productsÓ Waste = used bags, packaging, unusable plastic bags, excess materials(“handle holes” – leftover pieces of plastic where the handles are)

STEP #2 : Using the example for plastic bags as a guide (next page), fill in the remaining fourlife cycle flow charts for condiments, hamburger patty, bun, and wrapper, using thestages listed in Step #1 for each of the components. (HINT: use this informationto fill in the Flow Chart.)



PLASTIC BAG LIFE CYCLE SAMPLE FLOW CHART

INPUT ºdrilling machinery is used ºvehicles transport the oil º

Oil is Drilled

is the FIRST STAGE

º OUTPUTº crude oil is extractedº transportation pollutionº excess oil is spilledº fumes are burned off

–

INPUT ºcrude oil º

chemicals in production ºenergy to run machines º

packaging for oil (barrels) º

Oil is Refined

is the SECOND STAGE

º OUTPUTº ethylene to polyethyleneº polyethylene to plastic pelletsº water pollutionº energy emissionsº unusable product, excessive packaging at each stage

–

INPUT º transportation fuel º

energy to make pelletsinto bags º

ink for packaging ºpackaging for pellets º

Polyethylene Pellets areShipped to Manufacturing

Plants

is the THIRD STAGE

º OUTPUTº polyethylene pellets are made into plastic bagsº transportation pollutionº chemical waste (pellets to bags)º unused plastic productº excessive packaging

–


plastic bag product º

Plastic Bags are shipped tothe Restaurant

is the FOURTH STAGE

º OUTPUTº transportation pollutionº plastic bags are delivered

–

INPUT º plastic bags used for º

take out

Plastic Bags are Used to Putthe Hamburger In

is the FIFTH STAGE

º OUTPUTº food is put in plastic bagsº used bags are thrown outº unusable bags thrown outº packaging is thrown out

–





Oil is Drilled

is the FIRST STAGE


–




Oil is Refined

is the SECOND STAGE


–


energy to make pelletsinto bags º



Plants

is the THIRD STAGE


–




is the FOURTH STAGE


–


take out

Plastic Bags are Used to Putthe Hamburger In

is the FIFTH STAGE

º OUTPUTº food is put in plastic bagsº used bags are thrown outº unusable bags thrown outº packaging is thrown out

–



INPUT ºGarbage from consumer use º

WASTE

is the SIXTH STAGE

º OUTPUTºPut in trash/dumpsterºWaste sent to landfill




WASTE

is the SIXTH STAGE




CONDIMENT LIFE CYCLE SAMPLE FLOW CHART

INPUTº_______________________º

_______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º

___________________________________________________________________________

Is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–



CONDIMENT LIFE CYCLE SAMPLE FLOW CHART

INPUTº_______________________º

_______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º

___________________________________________________________________________

Is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–




WASTE

is the SIXTH STAGE





WASTE

is the SIXTH STAGE




HAMBURGER PATTY LIFE CYCLE SAMPLE FLOW CHART

INPUT º _______________________º _______________________º _______________________º

__________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º_______________________º

_______________________º

___________________________________________________________________________

is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–



HAMBURGER PATTY LIFE CYCLE SAMPLE FLOW CHART

INPUT º _______________________º _______________________º _______________________º

__________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º_______________________º

_______________________º

___________________________________________________________________________

is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–




WASTE

is the SIXTH STAGE





WASTE

is the SIXTH STAGE




BUN LIFE CYCLE SAMPLE FLOW CHART

INPUT º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

_

___________________________________________________________________________

Is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–


WASTE

is the SIXTH STAGE




BUN LIFE CYCLE SAMPLE FLOW CHART

INPUT º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

_

___________________________________________________________________________

Is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–


WASTE

is the SIXTH STAGE




WRAPPER LIFE CYCLE SAMPLE FLOW CHART

INPUT º_______________________º_______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º_______________________º

_______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________

–

INPUT º _______________________º_______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–



WRAPPER LIFE CYCLE SAMPLE FLOW CHART

INPUT º_______________________º_______________________º

___________________________________________________________________________

is the FIRST STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º_______________________º

___________________________________________________________________________

is the SECOND STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º _______________________º _______________________º _______________________º

___________________________________________________________________________

is the THIRD STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________º_______________________º_______________________

–

INPUT º _______________________º_______________________º

_______________________º

___________________________________________________________________________

is the FOURTH STAGE

º OUTPUTº_______________________º_______________________

–

INPUT º _______________________º_______________________º

___________________________________________________________________________

is the FIFTH STAGE

º OUTPUTº_______________________º_______________________º_______________________º_______________________

–




WASTE

is the SIXTH STAGE





WASTE

is the SIXTH STAGE






Oil is Drilled

is the FIRST STAGE


–




Oil is Refined

is the SECOND STAGE


–


energy to make pelletsInto bags º



Plants

is the THIRD STAGE


–




is the FOURTH STAGE


–


take out

Plastic Bags are Used in toPut the Hamburger In

is the FIFTH STAGE

º OUTPUTº food is put in plastic bagsºused bags are thrown outº unusable bags thrown outº packaging is thrown out

–





Oil is Drilled

is the FIRST STAGE


–




Oil is Refined

is the SECOND STAGE


–


energy to make pelletsInto bags º



Plants

is the THIRD STAGE


–




is the FOURTH STAGE


–


take out

Plastic Bags are Used in toPut the Hamburger In

is the FIFTH STAGE

º OUTPUTº food is put in plastic bagsºused bags are thrown outº unusable bags thrown outº packaging is thrown out

–




WASTE

is the SIXTH STAGE





WASTE

is the SIXTH STAGE




STEP #3: WRITE A THREE (3) POINT PARAGRAPH.

FOCUS QUESTION: WHAT STAGE OF THE LIFE CYCLE OF A FAST FOOD HAMBURGER HAS THE LARGESTENVIRONMENTAL IMPACT? SUPPORT YOUR ANSWER.

ÎFill in the three (3) point paragraph organizer:INTRODUCTION:

The stage of the life cycle of a fast food hamburger that has the largest environmental impact is the__________________________________________________________________________ stage.

POINT #1 ________________________________________________________________ #1

PROOF #1 _______________________________________________________________

POINT #2 ________________________________________________________________ #2

PROOF #2 _______________________________________________________________

POINT #3 ________________________________________________________________ #3

PROOF #3 _______________________________________________________________

Conclusion

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your paragraph in proper sentence format. You need eight (8) sentences. Spelling andgrammar will be marked.

The stage of the life cycle of a fast food hamburger that has the largest environmental impact isthe ___________________________________________ stage. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.



STEP #3: WRITE A THREE (3) POINT PARAGRAPH.

FOCUS QUESTION: WHAT STAGE OF THE LIFE CYCLE OF A FAST FOOD HAMBURGER HAS THE LARGESTENVIRONMENTAL IMPACT? SUPPORT YOUR ANSWER.

ÎFill in the three (3) point paragraph organizer:INTRODUCTION:

The stage of the life cycle of a fast food hamburger that has the largest environmental impact is the__________________________________________________________________________ stage.

POINT #1 ________________________________________________________________ #1

PROOF #1 _______________________________________________________________

POINT #2 ________________________________________________________________ #2

PROOF #2 _______________________________________________________________

POINT #3 ________________________________________________________________ #3

PROOF #3 _______________________________________________________________

Conclusion

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your paragraph in proper sentence format. You need eight (8) sentences. Spelling andgrammar will be marked.

The stage of the life cycle of a fast food hamburger that has the largest environmental impact isthe ___________________________________________ stage. ______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.



Hand in the web diagram, flow chart, and the 3-point paragraph for evaluation.



Hand in the web diagram, flow chart, and the 3-point paragraph for evaluation.


CGC1P, Unit 3, Summative Activity, Reflection Activity

SUMMATIVE ACTIVITY

1) What did you learn about the impact that a fast food hamburger has on theEarth? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Will this change your fast food buying habits? Yes No

3) Explain you answer: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



SUMMATIVE ACTIVITY

1) What did you learn about the impact that a fast food hamburger has on theEarth? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2) Will this change your fast food buying habits? Yes No

3) Explain you answer: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



CANADA ON THE WORLD STAGE

Suggested time: 30 minutesWhat’s important in this lesson: This activity puts Canada’s ranking in theworld in perspective, by illustrating how Canada compares to other countries withregard to national resources, manufacturing, population, and wealth.


1. Using the textbook Making Connections, fill in the organizer.

2. Be sure to include two facts about each of the categories.


1. The completed organizer.




CANADA ON THE WORLD STAGE

Suggested time: 30 minutesWhat’s important in this lesson: This activity puts Canada’s ranking in theworld in perspective, by illustrating how Canada compares to other countries withregard to national resources, manufacturing, population, and wealth.


1. Using the textbook Making Connections, fill in the organizer.

2. Be sure to include two facts about each of the categories.


1. The completed organizer.




UNIT 4, LESSON 1: CANADA ON THE WORLD STAGE

Using pages 9 through 14 in Making Connections, fill in the following table. You mustinclude at least two (2) points of information from the textbook for each category. Forexample, for Canada’s area you could write in Canada’s size in km2, and Canada’sranking based on its size.

CATEGORY FACTS

1Area

________________________________________________________________________________________________________

________________________________________________________________________________________________________

2Population

________________________________________________________________________________________________________

________________________________________________________________________________________________________

3PopulationDensity ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

4Wealth

________________________________________________________________________________________________________

________________________________________________________________________________________________________

5GrossDomesticProduct (GDP)

________________________________________________________________________________________________________

________________________________________________________________________________________________________

6Amount ofFresh Water ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________



UNIT 4, LESSON 1: CANADA ON THE WORLD STAGE

Using pages 9 through 14 in Making Connections, fill in the following table. You mustinclude at least two (2) points of information from the textbook for each category. Forexample, for Canada’s area you could write in Canada’s size in km2, and Canada’sranking based on its size.

CATEGORY FACTS

1Area

________________________________________________________________________________________________________

________________________________________________________________________________________________________

2Population

________________________________________________________________________________________________________

________________________________________________________________________________________________________

3PopulationDensity ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

4Wealth

________________________________________________________________________________________________________

________________________________________________________________________________________________________

5GrossDomesticProduct (GDP)

________________________________________________________________________________________________________

________________________________________________________________________________________________________

6Amount ofFresh Water ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________



7Number ofImmigrants ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

8Energy UsePer Capita ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

9Average LifeExpectancy ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

10Number ofCars andTrucksProduced

________________________________________________________________________________________________________

________________________________________________________________________________________________________

11Value ofForeign Trade ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

12Your Choice:

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Hand in the finished table to your teacher.



7Number ofImmigrants ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

8Energy UsePer Capita ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

9Average LifeExpectancy ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

10Number ofCars andTrucksProduced

________________________________________________________________________________________________________

________________________________________________________________________________________________________

11Value ofForeign Trade ___________________________________________________

________________________________________________________________________________________________________

_____________________________________________________

12Your Choice:

________________________________________________________________________________________________________

________________________________________________________________________________________________________

Hand in the finished table to your teacher.



EXPLORING INTERNATIONAL TRADE USING STATISTICS Adapted from Statistics Canada, www.statcan.ca, May 5/05

Suggested time: 120 minutesWhat’s important in this lesson:

1. You will learn about Canada’s imports, exports, and trade. 2. You will learn how to use E-STAT data.3. You will learn how to read statistical tables.

Complete these steps:1. Complete the definitions in the Diagnostic Activity using the Internet at

www.statcan.ca/english/kits/trade/trade1.htm, Making Connections, or adictionary.

2. Using www.statcan.ca/english/kits/trade/trade1.htm and followinginstructions, find the answers to fill in the blanks on Worksheet #1, andhand it in.

3. Using the same website, and following the instructions, find the answers tofill in the blanks on Worksheet #2, and hand it in.

4. Write a three (3) point paragraph based on the information in Worksheet#2.


6. Create the Graph from Worksheet #3, and hand it in.

Hand-in the following to your teacher:1. The definitions in the Diagnostic Activity.2. Worksheet #1.3. Worksheet #2.4. Three (3) point paragraph5. Worksheet #3.6. The graph for Worksheet #3.




EXPLORING INTERNATIONAL TRADE USING STATISTICS Adapted from Statistics Canada, www.statcan.ca, May 5/05

Suggested time: 120 minutesWhat’s important in this lesson:

1. You will learn about Canada’s imports, exports, and trade. 2. You will learn how to use E-STAT data.3. You will learn how to read statistical tables.

Complete these steps:1. Complete the definitions in the Diagnostic Activity using the Internet at

www.statcan.ca/english/kits/trade/trade1.htm, Making Connections, or adictionary.

2. Using www.statcan.ca/english/kits/trade/trade1.htm and followinginstructions, find the answers to fill in the blanks on Worksheet #1, andhand it in.


4. Write a three (3) point paragraph based on the information in Worksheet#2.


6. Create the Graph from Worksheet #3, and hand it in.

Hand-in the following to your teacher:1. The definitions in the Diagnostic Activity.2. Worksheet #1.3. Worksheet #2.4. Three (3) point paragraph5. Worksheet #3.6. The graph for Worksheet #3.


http://www.statcan.ca/

http://www.statcan.ca/english/kits/trade/trade1.htm



CGC1P, Unit 4, Lesson 2, Diagnostic 1

EXPLORING INTERNATIONAL TRADE USING STATISTICS

Adapted from Statistics Canada, www.statcan.ca, May 5/05

Using the Glossary in Making Connections, a dictionary, or the Stats Canada websitewww.statcan.ca/english/kits/trade/trade1.htm, define the following terms:

Imports: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Exports: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Balance of Trade: ______________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Trade Surplus: ________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Trade Deficit: _________________________________________________________

______________________________________________________________________



EXPLORING INTERNATIONAL TRADE USING STATISTICS

Adapted from Statistics Canada, www.statcan.ca, May 5/05

Using the Glossary in Making Connections, a dictionary, or the Stats Canada websitewww.statcan.ca/english/kits/trade/trade1.htm, define the following terms:

Imports: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Exports: _____________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Balance of Trade: ______________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Trade Surplus: ________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Trade Deficit: _________________________________________________________

______________________________________________________________________





______________________________________________________________________

______________________________________________________________________

Balance of Payments: __________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Tariff: ________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

HAND IN THESE DEFINITIONS TO THE TEACHER BEFORE STARTING THEWORKSHEET.



______________________________________________________________________

______________________________________________________________________

Balance of Payments: __________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

Tariff: ________________________________________________________________

______________________________________________________________________

______________________________________________________________________

______________________________________________________________________

HAND IN THESE DEFINITIONS TO THE TEACHER BEFORE STARTING THEWORKSHEET.



EXPLORING INTERNATIONAL TRADE USING STATISTICSAdapted from Statistics Canada, www.statcan.ca, May 5/05

WORKSHEET #1Identifying Canada’s Major Trading Partners

Using the Canadian Statistics Tables

Trade is very important to Canada’s economy, and even more so since we signed the FreeTrade Agreement with the United States in 1989 and the North American Free TradeAgreement (NAFTA) a few years later.

1. List one (1) advantage and one (1) disadvantage to Canadians when goods areexported from Canada:

Advantage: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Disadvantage: ____________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. List one (1) advantage and one (1) disadvantage to Canadians when goods areimported from Canada:

Advantage: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Disadvantage: ____________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________



EXPLORING INTERNATIONAL TRADE USING STATISTICSAdapted from Statistics Canada, www.statcan.ca, May 5/05

WORKSHEET #1Identifying Canada’s Major Trading Partners

Using the Canadian Statistics Tables

Trade is very important to Canada’s economy, and even more so since we signed the FreeTrade Agreement with the United States in 1989 and the North American Free TradeAgreement (NAFTA) a few years later.

1. List one (1) advantage and one (1) disadvantage to Canadians when goods areexported from Canada:

Advantage: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Disadvantage: ____________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. List one (1) advantage and one (1) disadvantage to Canadians when goods areimported from Canada:

Advantage: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Disadvantage: ____________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________




Using the tables at www.statcan.ca, click on English. Click on Canadian Statistics located on the top navigation bar. Using the search box, search for Imports, exports and trade balance of goods on a

balance-of-payments basis, by country or country grouping to answer the questionsbelow (HINT: type in the name of the table in the search box).

Circle the correct answer:

3. How has the amount of Canada’s total exports to the United States changed overthe last five years (circle one):

a. Increased, overallb. Decreased, overall.c. Stable, overall.

4. Of Canada’s total exports, approximately what percentage did the United Statespurchase in the most recent year? (Circle one)

a. 20 percent;b. 40 percent c. 60 percent;d. over 80 percent

5. Based on data in this table, describe the pattern of exports to Japan compared with

exports to the United States, over the last five (5) years: ___________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

6. Which is larger our total exports or total imports with the United States? _____

__________________________________________________________________

__________________________________________________________________

7. Did Canada have a trade surplus or a trade deficit with the United States in the

most recent year shown? ____________________________________________

__________________________________________________________________

__________________________________________________________________



Using the tables at www.statcan.ca, click on English. Click on Canadian Statistics located on the top navigation bar. Using the search box, search for Imports, exports and trade balance of goods on a

balance-of-payments basis, by country or country grouping to answer the questionsbelow (HINT: type in the name of the table in the search box).

Circle the correct answer:

3. How has the amount of Canada’s total exports to the United States changed overthe last five years (circle one):

a. Increased, overallb. Decreased, overall.c. Stable, overall.

4. Of Canada’s total exports, approximately what percentage did the United Statespurchase in the most recent year? (Circle one)

a. 20 percent;b. 40 percent c. 60 percent;d. over 80 percent

5. Based on data in this table, describe the pattern of exports to Japan compared with

exports to the United States, over the last five (5) years: ___________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

6. Which is larger our total exports or total imports with the United States? _____

__________________________________________________________________

__________________________________________________________________

7. Did Canada have a trade surplus or a trade deficit with the United States in the

most recent year shown? ____________________________________________

__________________________________________________________________

__________________________________________________________________




Identifying Canada’s Major Exports Using the Canadian Statistics Tables.

8. Canada’s major export products have changed over time. In the table below rankthe list of products in the order you expect, from highest to lowest value of exports(in $) in Column A, Highest (1) to lowest (6)

PRODUCT Column “A”Your Estimate

Column “B”Actual Ranking

Column “C”Trend Increasing,Decreasing, Stable

Wheat

Natural Gas

Lumber/SawmillProducts

Newsprint and Other Paper andPaperboard ProductsAircraft and OtherTransportationEquipmentMotor Vehicle Parts

9. Outline a possible reason for the trend in exports for any one of these products.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10. Now scroll down to the bottom of the table and read the line labeled “source.” Fill in the blank below.

Source: Statistics Canada, CANSIM table ___________________________

HAND IN THIS WORKSHEET TO THE TEACHER BEFORE STARTING WORKSHEET#2.



Identifying Canada’s Major Exports Using the Canadian Statistics Tables.

8. Canada’s major export products have changed over time. In the table below rankthe list of products in the order you expect, from highest to lowest value of exports(in $) in Column A, Highest (1) to lowest (6)

PRODUCT Column “A”Your Estimate

Column “B”Actual Ranking

Column “C”Trend Increasing,Decreasing, Stable

Wheat

Natural Gas

Lumber/SawmillProducts

Newsprint and Other Paper andPaperboard ProductsAircraft and OtherTransportationEquipmentMotor Vehicle Parts

9. Outline a possible reason for the trend in exports for any one of these products.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

10. Now scroll down to the bottom of the table and read the line labeled “source.” Fill in the blank below.

Source: Statistics Canada, CANSIM table ___________________________

HAND IN THIS WORKSHEET TO THE TEACHER BEFORE STARTING WORKSHEET#2.



WORKSHEET #2Canada’s Connections With Its Trading Partners,

As Shown In Canadian Statistics Tables.

In addition to trade, the United States and our other trading partners affect Canada inmany other ways, such as through immigration, culture, technology, and tourism. Wecan see the size and trends of many of these interactions reflected in some of the tables inCanadian Statistics.

1. Find the information to fill in the table below:Using the tables at www.statcan.ca, click on English. Click on Canadian Statistics located on the top navigation bar. Find two (2) tables, other than those listed below, showing some of these

connections with the United States and include them in the table below. To make your search easier, use the search function in the top navigation bar

entitled “Search Canadian Statistics” Type United States in the search box.Click Search. This displays Canadian Statistics tables that deal with the United

States. Type in the table title and URL for the two (2) tables in the table below.Find the two tables listed in the table below.

TOPIC TABLE TITLE URLYour Choice #1Your Choice #2Television Viewing

Television viewing time of alltelevision stations

www.statcan.ca/english/Pgdb/arts22a.htm

Immigration Immigrant population by place of birth*

http://www40.statcan.ca/l01/cst01/demo34a.ht

Tourism Top 15 countries visited byCanadians


*Look at the figures for Canada, only.

2. ON A SEPARATE PIECE OF PAPER, WRITE A THREE (3) POINT PARAGRAPH.

FOCUS QUESTION: FROM THE INFORMATION YOU FOUND, WHAT IS THE TRADE RELATIONSIPBETWEEN CANADA AND THE UNITED STATES LIKE?



WORKSHEET #2Canada’s Connections With Its Trading Partners,

As Shown In Canadian Statistics Tables.

In addition to trade, the United States and our other trading partners affect Canada inmany other ways, such as through immigration, culture, technology, and tourism. Wecan see the size and trends of many of these interactions reflected in some of the tables inCanadian Statistics.

1. Find the information to fill in the table below:Using the tables at www.statcan.ca, click on English. Click on Canadian Statistics located on the top navigation bar. Find two (2) tables, other than those listed below, showing some of these

connections with the United States and include them in the table below. To make your search easier, use the search function in the top navigation bar

entitled “Search Canadian Statistics” Type United States in the search box.Click Search. This displays Canadian Statistics tables that deal with the United

States. Type in the table title and URL for the two (2) tables in the table below.Find the two tables listed in the table below.

TOPIC TABLE TITLE URLYour Choice #1Your Choice #2Television Viewing

Television viewing time of alltelevision stations


Immigration Immigrant population by place of birth*

http://www40.statcan.ca/l01/cst01/demo34a.ht

Tourism Top 15 countries visited byCanadians


*Look at the figures for Canada, only.

2. ON A SEPARATE PIECE OF PAPER, WRITE A THREE (3) POINT PARAGRAPH.

FOCUS QUESTION: FROM THE INFORMATION YOU FOUND, WHAT IS THE TRADE RELATIONSIPBETWEEN CANADA AND THE UNITED STATES LIKE?


http://www.statcan.ca/english/Pgdb/arts22a.htm

http://www40.statcan.ca/l01/cst01/demo34a.htm

http://www.statcan.ca/english/Pgdb/arts37a.htm



ÎFill in the three (3) point paragraph organizer:

INTRODUCTION:The trade relationship that Canada has with the United States is __________________________________________________________________________________________________________.

POINT #1 ________________________________________________________________ #1

PROOF #1 _______________________________________________________________

POINT #2 ________________________________________________________________ #2

PROOF #2 _______________________________________________________________

POINT #3 ________________________________________________________________ #3

PROOF #3 _______________________________________________________________

Conclusion

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your paragraph in proper sentence format. You need eight (8) sentences. Spellingand grammar will be marked.

The trade relationship that Canada has with the United States is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

HAND IN THIS WORKSHEET AND THE 3-POINT PARAGRAPH TO THE TEACHERBEFORE STARTING WORKSHEET #3.



ÎFill in the three (3) point paragraph organizer:

INTRODUCTION:The trade relationship that Canada has with the United States is __________________________________________________________________________________________________________.

POINT #1 ________________________________________________________________ #1

PROOF #1 _______________________________________________________________

POINT #2 ________________________________________________________________ #2

PROOF #2 _______________________________________________________________

POINT #3 ________________________________________________________________ #3

PROOF #3 _______________________________________________________________

Conclusion

_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Write your paragraph in proper sentence format. You need eight (8) sentences. Spellingand grammar will be marked.

The trade relationship that Canada has with the United States is ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________.

HAND IN THIS WORKSHEET AND THE 3-POINT PARAGRAPH TO THE TEACHERBEFORE STARTING WORKSHEET #3.



WORKSHEET #3Predicting Monthly Variations In Canada’s Imports.

State your predictions for the two (2) questions in #1:

1. Some of the products that Canada imports vary throughout the seasons.a. For example, in what season do you think we import the most fruits?

____________________________________________________________

b. In what month or season do you think we export the most natural gas to theUnited States? _______________________________________________

2. Complete the following table:

a. Complete columns ”A” and “B” in the table below, stating your prediction (bestguess) of the calendar month in which we import the most and least of thespecific productions.

b. Complete columns “C” and “D” in the table below, based on the results youobtain using E-STAT.

At the E-STAT Table of Contents (http://estat.statcan.ca/), select Data.Under the heading Economy, select Trade.Under CANSIM, select Imports.In order to complete columns “C” and “D” (below), select table 228-0001 –

Merchandise Imports and Exports, by Major Groups and Principal TradingAreas for All Countries, Monthly (Dollars).

Under Geography, select the default, Canada.Under Basis, select Customs.Under Seasonal Adjustment, select Unadjusted.Under Import and Export Major Commodity Groups and Principal Trading

Areas, select:Imports, Major Group 2.3 Fresh Fruits and Berries, andImports, Major Group 3.5 Fresh Vegetables.

using the View Checklist and Footnotes (check both topics)Change the Reference Period to January 2003 to December 2003 (the last full

year of data)Select Retrieve as a Table, then select Go.

Using the data in the table fill in columns “C” and “D”PRODUCT “A” – Month

Import theMost

“B” – MonthImport theLeast

“C” – MonthImport theMost E-STAT

‘D’ -- MonthImport theLeast E-STAT

Fresh Fruitand BerriesFreshVegetables



WORKSHEET #3Predicting Monthly Variations In Canada’s Imports.

State your predictions for the two (2) questions in #1:

1. Some of the products that Canada imports vary throughout the seasons.a. For example, in what season do you think we import the most fruits?

____________________________________________________________

b. In what month or season do you think we export the most natural gas to theUnited States? _______________________________________________

2. Complete the following table:

a. Complete columns ”A” and “B” in the table below, stating your prediction (bestguess) of the calendar month in which we import the most and least of thespecific productions.

b. Complete columns “C” and “D” in the table below, based on the results youobtain using E-STAT.

At the E-STAT Table of Contents (http://estat.statcan.ca/), select Data.Under the heading Economy, select Trade.Under CANSIM, select Imports.In order to complete columns “C” and “D” (below), select table 228-0001 –

Merchandise Imports and Exports, by Major Groups and Principal TradingAreas for All Countries, Monthly (Dollars).

Under Geography, select the default, Canada.Under Basis, select Customs.Under Seasonal Adjustment, select Unadjusted.Under Import and Export Major Commodity Groups and Principal Trading

Areas, select:Imports, Major Group 2.3 Fresh Fruits and Berries, andImports, Major Group 3.5 Fresh Vegetables.

using the View Checklist and Footnotes (check both topics)Change the Reference Period to January 2003 to December 2003 (the last full

year of data)Select Retrieve as a Table, then select Go.

Using the data in the table fill in columns “C” and “D”PRODUCT “A” – Month

Import theMost

“B” – MonthImport theLeast

“C” – MonthImport theMost E-STAT

‘D’ -- MonthImport theLeast E-STAT

Fresh Fruitand BerriesFreshVegetables

http://estat.statcan.ca/



3. Based on this table, in what season does Canada have the highest imports of theproducts? _________________________________________________________

4. Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Which product has more variation or change over the seasons? ________________________________________________________________________________

6. Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. In what season does Canada have the lowest imports of these products?__________________________________________________________________

8. Why? ______________________________________________________________________________________________________________________________

9. Create a GraphTo create the graph, click Back and return to the data selection screen.

Under Reference period select From January 2000 to the most recent monthClick Retrieve as individual Time Series,At the Output Specification screen, under Output format selection, and select the

Default, Line Graph (max. 15 series).Scroll down and click Go.To change the title, click Modify Graphic at the bottom left of the graph.Type “Imports of Fruits and Vegetables” in the pop-up title box.Then click on Replot.Print the graph to hand in with this worksheet.

HAND IN THIS WORKSHEET AND THE GRAPH TO THE TEACHER.



3. Based on this table, in what season does Canada have the highest imports of theproducts? _________________________________________________________

4. Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Which product has more variation or change over the seasons? ________________________________________________________________________________

6. Why? __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. In what season does Canada have the lowest imports of these products?__________________________________________________________________

8. Why? ______________________________________________________________________________________________________________________________

9. Create a GraphTo create the graph, click Back and return to the data selection screen.

Under Reference period select From January 2000 to the most recent monthClick Retrieve as individual Time Series,At the Output Specification screen, under Output format selection, and select the

Default, Line Graph (max. 15 series).Scroll down and click Go.To change the title, click Modify Graphic at the bottom left of the graph.Type “Imports of Fruits and Vegetables” in the pop-up title box.Then click on Replot.Print the graph to hand in with this worksheet.

HAND IN THIS WORKSHEET AND THE GRAPH TO THE TEACHER.


CGC1P, Unit 4, Summative Activity, Student Instruction Sheet 1

HUMAN DEVELOPMENT INDEX

Suggested time: 180 minutesWhat’s important in this lesson: You will examine the Human DevelopmentIndex of the top twenty (20) countries in the world, and the bottom twenty (20)countries, focusing on Canada, Burundi, Ethiopia, Niger, Norway, and the UnitedStates. The Human Development Index is the measure of how well-off people inthese countries are.


1. Complete the Diagnostic Activity.2. Define the five (5) terms in Step 1.3. Find a political map of the world from the Internet, and download it and

print it off. Do not get one with the country names on it.4. Label the top twenty (20) countries, based on the Human Development

Index (HDI) on the map of the world. Use the map conventions.5. Find a political map of Africa from the Internet, and download it and print it

off. Do not get one with the country names on it.6. Label the top bottom (20) countries, based on the Human Development

Index (HDI) on the map of the world. Use the map conventions.7. Answer question 2 in Step 2.8. In Step 3 create three (3) bar graphs from the figures listed, showing GDP,

Projected Growth Rate, and one bar graph of your choice.9. Fill in the table in Step 4.


1. The definitions from Step 1.2. Both the top twenty (20) and the bottom twenty (20) maps, created using

map conventions.3. The three bar graphs – GDP, Projected Growth Rate, and your choice.4. The table in Step 4.




Suggested time: 180 minutesWhat’s important in this lesson: You will examine the Human DevelopmentIndex of the top twenty (20) countries in the world, and the bottom twenty (20)countries, focusing on Canada, Burundi, Ethiopia, Niger, Norway, and the UnitedStates. The Human Development Index is the measure of how well-off people inthese countries are.


1. Complete the Diagnostic Activity.2. Define the five (5) terms in Step 1.3. Find a political map of the world from the Internet, and download it and

print it off. Do not get one with the country names on it.4. Label the top twenty (20) countries, based on the Human Development

Index (HDI) on the map of the world. Use the map conventions.5. Find a political map of Africa from the Internet, and download it and print it

off. Do not get one with the country names on it.6. Label the top bottom (20) countries, based on the Human Development

Index (HDI) on the map of the world. Use the map conventions.7. Answer question 2 in Step 2.8. In Step 3 create three (3) bar graphs from the figures listed, showing GDP,

Projected Growth Rate, and one bar graph of your choice.9. Fill in the table in Step 4.


1. The definitions from Step 1.2. Both the top twenty (20) and the bottom twenty (20) maps, created using

map conventions.3. The three bar graphs – GDP, Projected Growth Rate, and your choice.4. The table in Step 4.








CGC1P, Unit 4, Summative Activity, Diagnostic


1. Using the Internet, go to the website that lists the Human Development Index.

2. HINT: Using Google as your search engine, type in “Human Development Index”and select the site that is created by the United Nations.

3. In point form, outline:

a. What is the Human Development Index (HDI)?• • • • • •

b. Why is it used to rank countries?• • • • • •

c. Why is it important to people who read these rankings?• • • • • •

4. What is Canada’s current ranking? ____________________________________

5. Has this ranking gone up or down in the last year? _______________________

You should spend no more than 20 minutes finding out this information.


CGC1P, Unit 4, Summative Activity, Diagnostic


1. Using the Internet, go to the website that lists the Human Development Index.

2. HINT: Using Google as your search engine, type in “Human Development Index”and select the site that is created by the United Nations.

3. In point form, outline:

a. What is the Human Development Index (HDI)?• • • • • •

b. Why is it used to rank countries?• • • • • •

c. Why is it important to people who read these rankings?• • • • • •

4. What is Canada’s current ranking? ____________________________________

5. Has this ranking gone up or down in the last year? _______________________

You should spend no more than 20 minutes finding out this information.


CGC1P, Unit 4, Summative Activity, Student Handout 1


The Human Development Index (HDI) measures how well off people are in different countries allaround the world. The figures that we measure HDI by are: Gross Domestic Product (GDP),Literacy Rate, Number of Doctors Per 100,000, Population Growth Rate (current and projected),and Percent Undernourished People.

STEP 1: Using Making Connections, or a world atlas, and the teacher’s notes, fill in thedefinitions and consider the importance of each of the terms listed below.

TERM DEFINITION

GrossDomesticProduct(GDP):

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LiteracyRate ____________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Number ofDoctorsper100,000People

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PopulationGrowthRate

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Under-NourishedPeople

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________




The Human Development Index (HDI) measures how well off people are in different countries allaround the world. The figures that we measure HDI by are: Gross Domestic Product (GDP),Literacy Rate, Number of Doctors Per 100,000, Population Growth Rate (current and projected),and Percent Undernourished People.

STEP 1: Using Making Connections, or a world atlas, and the teacher’s notes, fill in thedefinitions and consider the importance of each of the terms listed below.

TERM DEFINITION

GrossDomesticProduct(GDP):

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

LiteracyRate ____________________________________________________________

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Number ofDoctorsper100,000People

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

PopulationGrowthRate

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Under-NourishedPeople

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



STEP #2: COUNTRY RANKINGTOP TWENTY (20) COUNTRIES (HDI) BOTTOM TWENTY (20) COUNTRIES (HDI)

1 Norway 1 173 Sierra Leone

2 Sweden 2 172 Niger

3 Canada 3 171 Burundi

4 Belgium 4 170 Mozambique

5 Australia 5 169 Burkina Faso

6 United States 6 168 Ethiopia

7 Iceland 7 167 Guinea-Bissau

8 Netherlands 8 166 Chad

9 Japan 9 165 Central African Republic

10 Finland 10 164 Mali

11 Switzerland 11 163 Malawi

12 France 12 162 Rwanda

13 United Kingdom 13 161 Angola

14 Denmark 14 160 Gambia

15 Austria 15 159 Guinea

16 Luxembourg 16 158 Benin

17 Germany 17 157 Eritrea

18 Ireland 18 156 Côte d’Ivoire

19 New Zealand 19 155 Congo, Democratic Republic of the

20 Italy 20 154 Senegal

1) Using the above list of the top twenty (20) and the bottom twenty (20) countries listed in theHuman Development Index, find the countries on a map. Name and colour the countries.Colour code the top twenty (20) countries all one colour, colour the bottom twenty (20)countries another colour. Note: only the top twenty (20) countries go on the world map; thebottom twenty (20) go on a map of Africa.

2) After you have finished the maps, answer the following question: What does the location of the top twenty (20) countries compared to the bottom twenty (20)countries tell you? (Hint, where are most of the countries found?) Why do you think thecountries are found where they are? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________



STEP #2: COUNTRY RANKINGTOP TWENTY (20) COUNTRIES (HDI) BOTTOM TWENTY (20) COUNTRIES (HDI)

1 Norway 1 173 Sierra Leone

2 Sweden 2 172 Niger

3 Canada 3 171 Burundi

4 Belgium 4 170 Mozambique

5 Australia 5 169 Burkina Faso

6 United States 6 168 Ethiopia

7 Iceland 7 167 Guinea-Bissau

8 Netherlands 8 166 Chad

9 Japan 9 165 Central African Republic

10 Finland 10 164 Mali

11 Switzerland 11 163 Malawi

12 France 12 162 Rwanda

13 United Kingdom 13 161 Angola

14 Denmark 14 160 Gambia

15 Austria 15 159 Guinea

16 Luxembourg 16 158 Benin

17 Germany 17 157 Eritrea

18 Ireland 18 156 Côte d’Ivoire

19 New Zealand 19 155 Congo, Democratic Republic of the

20 Italy 20 154 Senegal

1) Using the above list of the top twenty (20) and the bottom twenty (20) countries listed in theHuman Development Index, find the countries on a map. Name and colour the countries.Colour code the top twenty (20) countries all one colour, colour the bottom twenty (20)countries another colour. Note: only the top twenty (20) countries go on the world map; thebottom twenty (20) go on a map of Africa.

2) After you have finished the maps, answer the following question: What does the location of the top twenty (20) countries compared to the bottom twenty (20)countries tell you? (Hint, where are most of the countries found?) Why do you think thecountries are found where they are? _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________









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1. Of the six different categories listed in Step 3, which do you think is most

important? _______________________________________________________

2. Explain your answer: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What does Canada’s HDI show about the well-being of Canada’s citizens? ____________________________________________________________________________________________________________________________________________________________________________________________________

4. Give one way you think Canada can improve its HDI standing: ______________________________________________________________________________________________________________________________________________________________________________________________________________

5. Of the six (6) countries listed, which would you want to live in? ______________________________________________________________________________





1. Of the six different categories listed in Step 3, which do you think is most

important? _______________________________________________________


3. What does Canada’s HDI show about the well-being of Canada’s citizens? ____________________________________________________________________________________________________________________________________________________________________________________________________

4. Give one way you think Canada can improve its HDI standing: ______________________________________________________________________________________________________________________________________________________________________________________________________________

5. Of the six (6) countries listed, which would you want to live in? ______________________________________________________________________________


Documents

Credit Recovery CGC 1P - Trojan Successtrojansuccess.weebly.com/uploads/2/6/5/2/26528969/... · Most districts establish policies concerning the grades earned in Credit Recovery