Themes of Geographic
Inquiry
Geography
Including:
Location/Place: Do You Know Where You Are?
Location/Place: Where in the World?
Region: Defining Your Territory
Region: A Hard Rock Region
Region: Watch Out! It's Tornado Time
Interaction: A World of Products
Interaction: Building a Road/Highway
Movement: Movements In and Around Your School
Movement: Riding the Information Highways
Environment: Are You a Survivor?
Environment: Get Ready! Here Comes Nature!
Environment: Are You Environmentally Friendly?
Putting It All Together, Geographically Speaking (20Are You A Life-Saver?
A Unit for Grade 7
Written by:
Implementation Support Material for The Ontario Curriculum
Length of Unit: approximately: 21 hours
July 1999
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:38:52 PM
Themes of Geographic Inquiry
Geography A Unit for Grade 7
About the units in this version of the Electronic Curriculum Unit Planner
Like the other units in the planner, this unit is a sample of what some teachers have created, using the
new Ontario Curriculum and achievement levels. Many of the units were developed by teachers
involved in earlier field-testing of the electronic curriculum unit planner. These units have been
reviewed by the Ontario Curriculum Clearinghouse and many of their suggestions for revisions have
been included in the unit, usually under "Notes" or "Reflections."
The units may be used in several ways:
•
•
•
to gain a sense of the kind of information that might be included under each heading;
to use as a base for discussion with other teachers about what constitutes good curriculum
to revise, adapt, use pieces of a subtask (e.g. rubrics, student sheets), one or more subtasks or
an entire unit with your students
A Unit for Grade 7
Written by:
Implementation Support Material for The Ontario Curriculum
MET
History and Geography, Grades 7 and 8, 1998
This unit was written using the Curriculum Unit Planner, developed for use in the province of Ontario by the Ministry of
Education and Training. The planner provides electronic access to all provincial Curriculum Expectations, an electronic
Teacher's Guide comprised of fourteen databases (including teaching/learning and assessment strategies, Special
Education guide, glossary, annotated bibliography) and a database of provincially licensed software for use in schools.
The Curriculum Unit Planner offers educators a choice of three writing environments (Outliner, Lite, Open) Units written
using the planner can be shared and then edited electronically.
This unit was printed from Version 2.0b6a (July 2nd,
1999), using the "Open" writing environment.
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:38:52 PM
Unit Overview
Themes of Geographic Inquiry
Page 1
Geography A Unit for Grade 7
Task Context
The first unit in Geography sets the stage for further investigations. Grade 7 students are introduced to the
tools, technologies, and conceptual framework of Geography, as this is the first time this subject is introduced
as a separate discipline. To capture the students' interest, current news topics are used to illustrate the
concepts and practice the skills. The geographic organizers (i.e., location/place, environment, region,
interaction, and movement) are introduced in this unit and will be revisited in the other units in Grades 7 and
8. (16 - 20 hours)
Task Summary
The culminating Subtask in this unit is Subtask 14: Are You a Life-Saver? in which the final demonstration is
a report which uses the five themes of geography as an organizer.
Task Summative Assessment
In this summative Subtask, students use the various concepts and skills they have learned throughout the unit
to prepare a report on a region that is subject to earthquakes. Students assess the risk of a dam failure due to
an earthquake and prepare an evacuation plan for the residents of the city of Mountville. In their study they
will use the five themes of geography as organizers for their report
Links to Prior Knowledge
The following is a list of the concepts and skills students will need to know or be able to do to successfully
accomplish the activities included in this unit:
locate places on maps using a number-letter grid system, and latitude and longitude;
use eight compass points (N, NE, NW, S, SW, SE, W, E) to establish directions on a map or in the classroom;
know the basic requirements of an effective oral presentation;
operate a computer using software including a word processor, graphing program, and Internet access
program;
use the index and table of contents of an atlas, encyclopedia, and textbook to locate information;
use the main steps in the research model to locate, record, organize, analyze, synthesize, and communicate
information from a variety of resources in the classroom and/or library/resource centre;
work cooperatively with others in a small group setting to complete assigned tasks.
Teacher Note:
Teachers will need to design appropriate instruments/strategies to assess prior learning. Based on this
information, teachers may need to re-program, plan for remediation, or plan for expanded opportunities, etc.
Notes to Teacher
Before teaching this unit, the following preparations are suggested:
Obtain an outline map of the school neighbourhood (showing at least the roads) from the local planning
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agency, government agency, school board, or other source.
Obtain a class set of atlases and a class set of one or more textbooks written for Grade 7 Geography.
Coordinate this unit with the school library for the necessary research skills and the print and electronic
resources required (e.g., general encyclopedias and almanacs, and specific geographic reference material,
online databases, Internet sites).
Bookmark Internet sites for earthquakes, volcanic eruptions, blizzards, tornadoes, hurricanes, and other
natural disasters, such as:
- United States Geological Survey
http://www.usgs.gov
- Volcano World http://volcano.und.nodak.edu/
- Tsunami
http://www.geophys.washington.edu/tsunami/intro.html
- Hurricanes and Tropical Storms
http://www.cwbol.com/hurr.html
- Tornadoes
http://www.tornadoproject.com/index.html
Obtain a set of rocks that include examples of igneous, metamorphic and sedimentary rocks.
Obtain a map of the school grounds and the interior of the school building.
Obtain photographs, study prints, slides, drawing, or Internet sites that illustrate different environments
(rainforest, desert, mountains, tundra, forested mountains, coniferous forests, grasslands, deciduous forests).
Obtain photographs and articles dealing with environmental problems such as polluted beaches, smog and air
pollution, acid rain, toxic chemicals, high UV radiation levels, and other types of pollution of the environment.
Several of the above preparations might be assigned to interested or able students within the class, as an
enrichment or challenging Subtask.
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List of Subtasks
Themes of Geographic Inquiry
Subtask List Page 1
Geography A Unit for Grade 7
1
Location/Place: Do You Know Where You Are?
Students describe the absolute and relative location of their home town within Canada and apply the
term "place" to describe a location in the world with unique physical and/or human characteristics.
2
Location/Place: Where in the World?
Students map and describe the locations of sports or other events of interest to them and explain why
the organizers decided on these locations to stage such events. Students then research a natural
disaster of their choice and prepare a TV news report to explain where they expect such a disaster to
strike in the future.
3
Region: Defining Your Territory
Students develop the concept of a region by mapping their personal neighbourhood or "territory". They
relate their map to the concept of a region. The home locations of each student in the class/school are
mapped to determine the school's neighbourhood or region.
4
Region: A Hard Rock Region
Students begin this Subtask by grouping different rock types into three categories (igneous,
sedimentary, metamorphic) and then delimiting different "rocky regions" on a simple geology map. This
Subtask is then related to the concept of a region
5
Region: Watch Out! It's Tornado Time
A map of Canada and the United States showing tornado frequency by province/state provides the
information students need to define tornado risk regions. Because the average number of tornadoes
changes gradually from one province/state to another, the decision on where to draw the outline of
each of the regions is more subjective than the regions from the previous Subtask.
6
Interaction: A World of Products
Students become aware of the wide range of countries that provide the products that are found in
Canadian homes. This points out the global scale of their interactions with the world beyond their own
neighbourhood.
7
Interaction: Building a Road/Highway
Students work through a simple simulation Subtask to find out the issues raised by the building of a
new highway through a forested stream valley. They experience the difficulties of making a decision
when there are good arguments for building the highway as well as for preserving the natural
environment.
8
Movement: Movements In and Around Your School
In a whole class lesson, students identify the major traffic/pedestrian routeways within and around their
school and how to map these movements. By analyzing the patterns on their map, students attempt to
identify the factors that influence where traffic is heavy or light. Then the basic traffic patterns of the
region around the school are mapped by students to identify areas of heavy, moderate, and light traffic.
Based on their experiences in mapping traffic within and around the school grounds, students
brainstorm reasons for the traffic flows identified on the streets around the school.
9
Movement: Riding the Information Highways
Information is another "commodity" that is always on the move from one place to another. This Subtask
tries to identify ways in which students themselves experience the movement of vast amounts of
information through everyday items such as TV, radio, books, magazines, telephones, the Internet, and
CDs.
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List of Subtasks
Themes of Geographic Inquiry
Subtask List Page 2
Geography A Unit for Grade 7
10 Environment: Are You a Survivor?
Groups of two to four students imagine they are stranded during the summer season when their tour
bus gets lost and breaks down in a given natural environment that they have researched beforehand.
They must decide which 10 items they will keep to survive in such an environment until help arrives or
they can walk to a settlement of some kind. In making their decisions, they must be able to provide
explanations for their choices to other group members.
11 Environment: Get Ready! Here Comes Nature!
Students are given the task of drawing sketches or diagrams of natural events that occur almost
everyday somewhere in the world. The terms phenomena and interaction are then related to these
examples of how the natural environment affects people.
12 Environment: Are You Environmentally Friendly?
By looking at environmental events, such as beach closings or smog alerts on hot summer days,
students discuss the human causes of such events. They then draw a poster or sign to indicate how
they might encourage others to become more environmentally friendly.
13 Putting It All Together, Geographically Speaking (20The five themes of geography are reviewed using the term PRIME (Place, Region, Interaction,
Movement, Environment) and students discover that these five make up the basic components of a
geographic inquiry.
14 Are You A Life-Saver?
In this summative Subtask, students use the various concepts and skills they have learned throughout
the unit to prepare a report on a region that is subject to earthquakes. Students assess the risk of a
dam failure due to an earthquake and prepare an evacuation plan for the residents of the city of
Mountville. In their study they will use the five themes of geography as organizers for their report
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 10:38:01 AM
Location/Place: Do You Know Where You
Subtask 1
Themes of Geographic Inquiry
Geography A Unit for Grade 7
100 mins
Description
Students describe the absolute and relative location of their home town within Canada and apply the term
"place" to describe a location in the world with unique physical and/or human characteristics.
Expectations
7g39 – construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
7g10- A
– use appropriate vocabulary (e.g.,
phenomena, issues, bias, fact, opinion, absolute location,
relative location, interaction, region) to describe their
inquiries and observations;
7g5- A – demonstrate an understanding of the
place/location theme (i.e., a “place” is defined by unique
physical and human characteristics; “location” means
where a place is and where it is relative to other places);
Teaching / Learning
1. Align the desks in the class in rows or use the square
floor tiles, or some other method to divide up the classroom
into a grid of rows and columns.
2. Point out the grid system. Students describe their location
in the classroom using a letter/number identifier (i.e., C5 or
E8).
3. Distribute a compass rose to each student. Students
orient the rose to the correct compass points, with
assistance from peers/teacher, if necessary. Students
identify their location compared to two or three selected
points in the classroom using compass directions (up to
eight points, i.e., N, S, E, W, NW, NE, SE, SW) and, if
appropriate, distances in metres. The teacher's desk, the
doorway into the classroom, the middle window along the
classroom wall, or some other feature might be used as
reference points.
4. Define the terms absolute location (a description of
location using a common grid system such as longitude and
latitude or number/letter grid, or an address such as postal
address/code, telephone area code) and relative location (a
description of location compared to another feature or
place, using a compass direction and distance).
5. Students draw two diagrams, one to illustrate which of
the two activities just performed represented relative
location and which absolute location. Their diagrams must
have a title and a sentence or two explaining the difference
between the two types of locations.
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Graphing
Map Making
Lecture
Sketching To Learn
Writing To Learn
Assessment
Formative self-assessment of diagrams
showing relative and absolute locations
(Step 6), Student Diagram/Sketch
Assessment Sheet, (In this Subtask's
Resources).
Formative assessment by teacher in the
form of a quiz on relative and absolute
locations (Step 9)
Formative assessment by teacher of
student note on the concept of "place"
(Step 14)
Assessment Strategies
Quizzes, Tests, Examinations
Performance Task
Assessment Recording Devices
Rating Scale
Anecdotal Record
Adaptations
Students suggest methods other than
latitude and longitude and compass
directions to describe the location of a
friend or relative. If they need some help,
suggest the telephone, letters, Internet
sites, etc. For each suggested method,
indicate if it describes an absolute or
relative location.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Location/Place: Do You Know Where You
Subtask 1
Themes of Geographic Inquiry
Geography A Unit for Grade 7
6. Post the student drawn diagrams around the room so
students can check them to see that they correctly show
the difference between absolute and relative locations and
to assess and evaluate their own diagrams.
100 mins
Students form groups of two to four and
share their favourite holiday locations as
well as their reasons why people go on
trips.
7. If necessary, give students a short refresher lesson on
latitude and longitude and using a map scale or form them
into groups and use peer tutoring.
8. To apply this learning to a larger geographic scale,
students describe where they live within Canada, giving both
absolute and relative locations using an atlas or wall map of
Canada. For absolute location, they use latitude and
longitude and for relative location, compass directions and
distances in kilometres, using the scale of the map. As a
variation or addition to this Subtask, students work out the
absolute and relative location of Ontario within Canada, or
Canada within the world, or some other variation on this
theme.
9. Design and distribute a brief quiz to determine if students
have mastered the concept of absolute and relative location.
In the quiz, ask students to give the relative and absolute
locations for three or four places in Canada, using an atlas
as a resource (e.g., Winnipeg, Manitoba compared to
Brandon, Manitoba; Yellowknife, NWT compared to
Edmonton, Alberta; St. John's, Newfoundland compared to
Halifax, Nova Scotia; Ottawa, Ontario compared to
Montreal, Quebec; Kamloops, British Columbia compared to
Calgary, Alberta).
10. Develop the idea of place, with students suggesting
where they would choose to go on a trip. They could go
anywhere in the world, in Canada, in Ontario, etc. They
indicate why they chose that particular destination. In
addition, students give reasons why people go on trips in
the first place (i.e., to "get away" from their homes and
routines, to see something "different", on business, to visit
relatives or friends, a "change of scenery", or a "change of
pace").
11. Introduce the idea of place as a location in the world that
has unique physical and human characteristics.
12. Each student creates a pair of descriptions, sketches,
charts, or diagrams to show how the two places, their home
town and their trip choice, are different in their physical
characteristics (landforms, climate, vegetation) and human
characteristics (population, culture, economy, society).
13. In groups, students explain how the last Subtask (Steps
10 and 11) was designed to help them understand the idea
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Location/Place: Do You Know Where You
Subtask 1
Themes of Geographic Inquiry
Geography A Unit for Grade 7
100 mins
of place. Each student writes a personal note to summarize
the idea as discussed by their group.
14. Students hand in the summary note for teacher
evaluation. This should include the definition of place in the
students' own words and reference to the fact that in
completing Step 12, their pair of descriptions pointed out the
unique physical and human characteristics of each location.
Resources
Student Diagram/Sketch Assessment Sheet inqsub1.pdf
Atlases or Wall Map
Metre Sticks
Class set
Large cardboard letters and numbers
Notes to Teacher
Assess whether students need a review in the use of compass directions (to 8 compass points) to
establish direction and/or longitude and latitude to establish absolute location.
Prepare a set of numbered and lettered signs to identify rows and columns in the classroom for the
number-letter grid Subtask (Step 1 in Teaching/Learning Strategies). Put them up around the classroom (on
walls, on floor, on desks) so students can easily see and describe their location on the classroom grid.
Provide each student with a set of compass roses to assist them to establish where north, south, east, and
west are within the classroom (Step 3). Or alternatively, post the words North, South, East, and West on the
appropriate wall of the classroom.
Provide enough metre sticks, trundle wheels, or measuring tapes for measuring distances within the
classroom, if students are expected to determine distances (Step 3).
Teacher Reflections
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Location/Place: Where in the World?
Subtask 2
Themes of Geographic Inquiry
Geography A Unit for Grade 7
280 mins
Description
Students map and describe the locations of sports or other events of interest to them and explain why the
organizers decided on these locations to stage such events. Students then research a natural disaster of
their choice and prepare a TV news report to explain where they expect such a disaster to strike in the
future.
Expectations
7g5
– demonstrate an understanding of the
place/location theme (i.e., a “place” is defined by unique
physical and human characteristics; “location” means
where a place is and where it is relative to other places);
7g12- A
– locate relevant information from a variety of
primary sources (e.g., interviews, statistics, aerial
photographs, satellite images, live telecasts) and secondary
sources (e.g., maps, diagrams, illustrations, print materials,
videos, CD-ROMs, Internet);
7g38 – analyse, synthesize, and evaluate data (e.g.,
agricultural patterns, land-form patterns);
7g39- A
– construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
7g15- A
– communicate the results of inquiries
stating different points of view on an issue using media
works, oral presentations, written notes and reports,
drawings, tables, charts, and graphs.
7g17- A
– produce a report on current environmental
events in the news (e.g., place: discovery of a new
resource; environment: depletion of fish stocks);
Teaching / Learning
1. In groups of two to four, students map the locations of at
least three to four events of interest to them on a World
Outline Map, (In this Subtask's Resources). Suggestions
include the sites of the Canada Winter/Summer Games, the
Grey Cup, World Cup Soccer finals, the Summer Olympics,
various entertainment award ceremonies (Oscars, Junos,
Golden Globe, etc.), or the performance sites of their
favourite music group(s). Their research could be done in
the library/resource centre, on the Internet, in magazines
and books on the topic, or from their own resources at
home. Students look for ideas on why these
locations/places were chosen for such sites. What unique
characteristics did they have? How did their absolute or
relative locations influence people to choose them over
others?
2. Before they start their research on this Subtask, outline
the features that make an effective and complete map by
reviewing the Map Rubric, (In this Subtask's Resources),
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Teaching / Learning Strategies
Map Making
Research
Oral Explanation
Role Playing
Assessment
Formative assessment by teacher of
student ability to locate relevant
information from primary and secondary
sources, and to analyze, synthesize and
evaluate data, Research Skills Rubric,
(In this Subtask's Resources)
Formative self-assessment of the map
produced in Step 3, Map Rubric, (In this
Subtask's Resources)
Peer assessment of the oral
presentations from Step 4, Oral
Presentation Rubric, (In this Subtask's
Resources)
Formative assessment by teacher of the
oral presentation for accuracy in
describing the place/location of the natural
event using absolute and relative
locations, valid reasons for their
predictions, the accuracy of their location
map and graphics, and their decision
making steps, TV News Report Rubric,
and Map Rubric, (In this Subtask's
Resources)
Assessment Strategies
Performance Task
Exhibition/demonstration
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Location/Place: Where in the World?
Subtask 2
Themes of Geographic Inquiry
Geography A Unit for Grade 7
with the class.
3. Upon completing their research, students draw their
maps, describe where their chosen Subtask occurred in
the world in both absolute and relative terms and suggest
what unique features might have been considered in
choosing such places.
4. Review Oral Presentation Rubric, (In this Subtask's
Resources), so students know how they will be evaluated.
5. Each group makes a brief oral presentation to the class
describing the place(s)/location(s) for their event(s) and
their explanation(s) for the choice of these locations.
6. Collect, assess, and evaluate the maps and reasons for
the choices of locations of the researched event(s).
7. Groups of two to four students choose to research one
of the following natural events that interests them most (or
they are chosen "out of a hat").
- hurricane
- earthquake
- blizzard
- tornado
- avalanche
- volcanic eruption
- forest fire
- tsunami
- landslides
- or other natural event
8. Using an atlas, Internet sites, or textbooks, students find
out where their type of event has occurred most frequently
in the past and mark this information on a map of the world,
or one of the continents. You may wish to restrict the area
of research to one continent rather than the whole world.
Students would then decide which continent to use to map
their event.
280 mins
Assessment Recording Devices
Rubric
Adaptations
Provide the sites of various types of
events or students do research in the
classroom, library/resource centre, or at
home. Depending on the level of group
skills of the students, this Subtask might
be done individually, rather than in groups.
A less challenging variation: provide the
locations of the events for mapping. In
small groups, students then discuss the
reasons for choosing such
places/locations. Groups share ideas in a
whole class discussion session.
Summarize ideas into a note for students,
List of Key Sports Sites, (In this
Subtask's Resources).
Show a portion of a live newscast
(Newsworld, CNN, etc.) as a model of
what is expected in this Subtask.
Have students produce a poster or display
board to present their findings instead of
the TV News Report.
Students prepare maps of locations using
computer mapping, or paint/draw,
programs, such as Microsoft Works,
ClarisWorks.
9. After the research is completed, review the criteria that
will be used to assess a five-minute TV News Report using
TV News Report Rubric, (In this Subtask's Resources).
10. Each group prepares a five-minute TV News Report on
their event describing the place/location (absolute and
relative) where it is most likely to occur in the future. They
must include valid reasons for their prediction, backed up by
a map, graphics, and a three to four step diagram outlining
the steps used in reaching their conclusion (i.e., a
decision-making model).
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Location/Place: Where in the World?
Subtask 2
Themes of Geographic Inquiry
Geography A Unit for Grade 7
280 mins
11. Each group presents its five-minute report to the class.
12. Students peer assess the map showing the areas
where the chosen natural disaster often occurs and the
place/location predicted for a similar disaster.
13. Assess the research skills using Research Skills
Rubric, (In this Subtask's Resources), and the content of
the oral presentation using TV News Report Rubric, (In
this Subtask's Resources).
Resources
5 pages of resources for Subtask 2
inqsub2.pdf
World Outline Map
world.cwk
Toronto Star, map, "Earthweek"
Toronto Star map, "Earthweek"
Notes to Teacher
Book time in the library/resource centre for student research and advise the librarian the topics will be the
locations of sports or other events and then natural disasters. If the Internet is to be used, bookmark useful
sites (see suggestions in the Resources section).
Students bring in any magazines or other sources of information they may have on these topics. If CD
ROMs on natural disasters are available in the school, have them on hand for students to use. Atlases and
textbooks with information on natural disasters should be available to each group of students. Designate two
or three students per class as evaluators for oral presentations. The remaining students are part of the
audience listening to the presentations.
Provide student copies of the Map Rubric, Oral Presentation Rubric, and the World Outline Map, (In
this Subtask's Resources).
Teacher Reflections
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Region: Defining Your Territory
Subtask 3
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60
mins
Description
Students develop the concept of a region by mapping their personal neighbourhood or "territory". They
relate their map to the concept of a region. The home locations of each student in the class/school are
mapped to determine the school's neighbourhood or region.
Expectations
7g7- A – demonstrate an understanding of the region theme
(i.e., a region is a part of the earth’s surface that has similar
characteristics; the concept of “region” helps to simplify
complex ideas);
7g10- A
– use appropriate vocabulary (e.g.,
phenomena, issues, bias, fact, opinion, absolute location,
relative location, interaction, region) to describe their
inquiries and observations;
7g39 – construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
Teaching / Learning
1. Students draw a sketch map of what they consider to be
their own "personal neighbourhood" based on the following:
- the extent of the area around their home where they feel
most comfortable
- where they play or visit most of their friends
- where they have grown up and know people
Their map must follow the general guidelines established
earlier in the unit, Map Rubric, (In Resources for Subtask
2)
2. Provide students with a simple definition of the term
"region" as used by geographers: a part of the earth's
surface that has similar physical and/or human
characteristics and differs from other regions around it.
3. Based on the definition, students write a short paragraph
stating how the map of their personal neighbourhood is a
region. Note: if you intend to have the students complete the
following Subtask, you might wish to do this paragraph at
the end of both activities.
4. Assess the paragraph using Assessing Regional
Explanations, (In this Subtask's Resources)
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Map Making
Writing To Learn
Assessment
Formative assessment by teacher of the
paragraph written in Step 3, Assessing
Region Explanations, (In this Subtask's
Resources).
Formative assessment by peer of the
personal neighbourhood map, Map
Rubric, (In the Resources for Subtask 2).
Assessment Strategies
Performance Task
Essay
Assessment Recording Devices
Rating Scale
Rubric
Adaptations
The simple sketch map might be drawn
using a paint program on the computer
rather than on paper.
Investigate other regions that students or
local residents recognize in their own
communities or beyond (e.g., "downtown",
Chinatown, the Golden Horseshoe,
Muskoka, the Maritimes or Prairies).
5. Students use a map of their school area to mark on
where they live with a colour symbol (dot, square, circle).
Mark dots on an overhead transparency or blackboard
map. Each class can produce an individual transparency
map, or all classes can plot their homes on a paper or
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Region: Defining Your Territory
Subtask 3
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60
mins
blackboard map.
6. Use the completed map(s) to define the neighbourhood
of the school by drawing a line around the outer edge of the
dots showing where students live. This can be done using
only the transparency map of an individual class or a
combination of all of the maps produced by different
classes. In the case of a blackboard map, the line could be
redrawn by each class.
7. Students suggest a title for the map (for example, "Our
School Neighbourhood" or "Our School Region" because
this is the area in which all the students live).
8. Repeat Step 3 above.
Resources
Assessing Region Explanations
inqsub3.pdf
Map of school area
Notes to Teacher
Prepare an overhead with the definition of a region. Obtain a map of the school area from a local planning
department, city hall, library, or other source. Provide a copy for each class, or one copy to be used by all
classes.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Region: A Hard Rock Region
Subtask 4
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
Description
Students begin this Subtask by grouping different rock types into three categories (igneous, sedimentary,
metamorphic) and then delimiting different "rocky regions" on a simple geology map. This Subtask is then
related to the concept of a region
Expectations
7g7- A – demonstrate an understanding of the region theme
(i.e., a region is a part of the earth’s surface that has similar
characteristics; the concept of “region” helps to simplify
complex ideas);
7g39- A
– construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
Teaching / Learning
1. Give each student a copy of a Rock Map, which has the
names of rock types labelled on it and a chart listing the
rock types that belong in each class (Igneous,
Metamorphic, or Sedimentary). Assign a colour to each
of the three rock classes (i.e., Igneous = red; Metamorphic
= blue; Sedimentary = brown). Students record this colour
coding in the legend of the map.
2. Students colour code each of the rock type labels on the
map into one of the three classes.
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Map Making
Writing To Learn
Oral Explanation
Assessment
Formative assessment by peer of the
region maps (Steps 1 to 3), Map Rubric,
(In Resources for Subtask 2).
Formative assessment by teacher of the
note completed in Steps 4 and 5,
Explaining How to Draw Regions,
(Available form school board with print
version; the resource was not scanned.)
3. When finished, students divide the map into regions
based on the patterns of colour coded rock classes.
Assessment Strategies
4. Below the map students write a short paragraph to state
how many regions they outlined and to explain how each of
the divisions is a valid region, based on the definition from
Subtask 3.
Assessment Recording Devices
5. Briefly explain that one purpose of regions is to simplify
complex information. Students explain how this exercise
illustrates this idea and add their answer to the paragraph
completed in Step 4 above.
If time permits, give a brief lesson on the
three types of rocks and their origins.
Have students suggest the origins of
these three rock classes:
6. Students mark the completed maps of regions from
Steps 1 to 3. Assess and evaluate the paragraph produced
in Steps 4 and 5.
Igneous rocks: rocks which have
hardened from molten materials on, near,
or below the earth's surface.
Performance Task
Rubric
Adaptations
Sedimentary rocks: rocks which have
formed from fragments of other types of
rocks, including sand, silt, clay, boulders
and stones, etc.
Metamorphic rocks: rocks which have
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Region: A Hard Rock Region
Subtask 4
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
been changed from their original condition
by great heat and pressure.
Provide actual samples of the three major
rock classes available to illustrate this
lesson or have samples of rocks from the
local area.
Ask students to bring in any rock samples
that they have collected for viewing by
others in the class
Resources
EarthQuest CD-ROM
OESS software - new title (1999)
optional: samples of rocks
geologic specimens
Notes to Teacher
Provide copies of The Rock Map, (Sent in hard copy to school boards with this print unit; it was not
scanned.) for each student. If available, collect samples of various types of rocks to illustrate the Subtask. It
might be of interest to have students bring in rocks they have collected in the local area or on trips, if this is
appropriate.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Region: Watch Out! It's Tornado Time
Subtask 5
Themes of Geographic Inquiry
Geography A Unit for Grade 7
40 mins
Description
A map of Canada and the United States showing tornado frequency by province/state provides the
information students need to define tornado risk regions. Because the average number of tornadoes
changes gradually from one province/state to another, the decision on where to draw the outline of each
of the regions is more subjective than the regions from the previous Subtask.
Expectations
7g39- A
– construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
7g7- A – demonstrate an understanding of the region theme
(i.e., a region is a part of the earth’s surface that has similar
characteristics; the concept of “region” helps to simplify
complex ideas);
7g19- A
– identify and describe regions where natural
hazards exist (e.g., region: regions with earthquake activity,
or with tornadoes);
Teaching / Learning
1. Using the Tornado Map of North America, (In this
Subtask's Resources), students outline three regions:
1 - high risk of tornadoes
2 - moderate risk of tornadoes
3 - little or no risk of tornadoes
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Map Making
Discussion
Assessment
Formative self-assessment of the final
map (Step 1), Map Rubric, (In Reosurces
for Subtask 2)
Formative assessment by teacher of the
explanation of the method used in drawing
up the three regions, Assessing Region
Explanations, (In Resources for Subtask
3)
2. Students describe the method used to outline their
regions (i.e. how they went about drawing the lines on their
map).
Assessment Strategies
3. Display the maps to enable students to see the
similarities and differences from one map to another.
Assessment Recording Devices
4. Conduct a general discussion on why all the maps are
not exactly the same and whether or not this is what should
have happened (i.e., as long at each region has a similar
range of tornadoes throughout and different from the other
two regions, then it is acceptable that slightly different
interpretations could result).
5. Point out the position of Ontario within the tornado
regions of North America and ask if any students have had
personal experiences with, or seen, an actual tornado or
the damage one can cause.
Performance Task
Rubric
Checklist
Adaptations
Vary this Subtask by using a variety of
natural phenomena (earthquakes, storm
tracks, forest fires) or human phenomena
(population density, income per person)
that are shown using dot maps or maps
similar to the one showing tornadoes.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Region: Watch Out! It's Tornado Time
Subtask 5
Themes of Geographic Inquiry
Geography A Unit for Grade 7
40 mins
Resources
Tornado Frequency Map
tornado.cwk
1998 CANADIAN & WORLD
ENCYCLOPEDIA
The Tornado Project
Notes to Teacher
Provide a copy of the Tornado Map of North America, (In this Subtask's Resources), for each student.
Have students alter the map attached to this subtask so that they mark and label the extent of Canada's
newest territory Nunavut.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Interaction: A World of Products
Subtask 6
Themes of Geographic Inquiry
Geography A Unit for Grade 7
80 mins
Description
Students become aware of the wide range of countries that provide the products that are found in
Canadian homes. This points out the global scale of their interactions with the world beyond their own
neighbourhood.
Expectations
7g10- A
– use appropriate vocabulary (e.g.,
phenomena, issues, bias, fact, opinion, absolute location,
relative location, interaction, region) to describe their
inquiries and observations;
7g8- A – demonstrate an understanding of the interaction
theme (e.g., the environment provides opportunities and
challenges; people change the environment as they use it);
Teaching / Learning
1. Students compile a list of products and their source
countries based on the manufacturers' labels, as found at
home.
2. Collect the responses and make a class summary of
them.
3. Using the summary, students map the locations on a
world map.
Groupings
Students Working Individually
Students Working As A Whole Class
Teaching / Learning Strategies
Note-making
Map Making
Discussion
Assessment
Formative assessment by peer of the map
(Step 3), Map Rubric, (In the Resources
for Subtask 2).
Formative assessment by teacher of
explanation produced in Step 5 related to
the term interaction
Assessment Strategies
4. Define the term "interaction" as the two way effect or
influence between people, things and/or processes (e.g.,
people change the environment as they use it).
5. Students explain how this map shows one example of
interaction and describe why it can be considered to be an
interaction.
Performance Task
Assessment Recording Devices
Rubric
Adaptations
Assemble a variety of products/labels
showing the country of origin rather than
relying on students to do this type of
research at home.
For classes where this Subtask may not
seem appropriate, consider a trip to a
local grocery store to record the different
places of origin of fresh, frozen, and
canned goods could be substituted.
Resources
List of products and their source countries Teacher or students
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Interaction: A World of Products
Themes of Geographic Inquiry
Geography A Unit for Grade 7
Subtask 6
80 mins
Notes to Teacher
Depending on the class, it may be preferable to collect a variety of product labels showing different countries
of origin instead of asking students to bring in these materials or to substitute a visit to a local grocery store
to record this type of information.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Interaction: Building a Road/Highway
Subtask 7
Themes of Geographic Inquiry
Geography A Unit for Grade 7
80 mins
Description
Students work through a simple simulation Subtask to find out the issues raised by the building of a new
highway through a forested stream valley. They experience the difficulties of making a decision when there
are good arguments for building the highway as well as for preserving the natural environment.
Expectations
7g8
– demonstrate an understanding of the interaction
theme (e.g., the environment provides opportunities and
challenges; people change the environment as they use it);
7g10 – use appropriate vocabulary (e.g., phenomena,
issues, bias, fact, opinion, absolute location, relative
location, interaction, region) to describe their inquiries and
observations;
7g11 – formulate comparative and speculative questions
to identify issues and define problems for research
purposes (e.g., ask questions to identify bias, fact, and
opinion);
7g13 – analyse, synthesize, and evaluate data by applying
a decision-making model to an environmental issue;
7g15 – communicate the results of inquiries stating
different points of view on an issue using media works, oral
presentations, written notes and reports, drawings, tables,
charts, and graphs.
Teaching / Learning
1. Use a simulation activity or discussion actiivity to develop
the idea of interaction. To start, hand out the Map of the
"Road to Nowhere", (Available from your board with the
print version of this unit. The map was not scanned.)
Either hand out or read the Simulation Scenario: Is This
the "Road to Nowhere?", (In this Subtask's Resources),
and lead a discussion to clarify the task.
2. Groups of two to four students discuss the issue of
whether or not this roadway should be built. Each group
lists the reasons for its decision in as much detail as
possible.
Groupings
Students Working As A Whole Class
Students Working In Small Groups
Students Working Individually
Teaching / Learning Strategies
Simulation
Discussion
Oral Explanation
Writing To Learn
Assessment
Formative assessment by teacher of
student research skills, Research Skills
Rubric, (In Resources for Subtask 2).
Formative assessment by teacher of the
ability to relate the terms bias, opinion, and
fact to the simulation activiy and to explain
how this is an example of
human/environmental interaction
Assessment Strategies
Performance Task
Exhibition/demonstration
Assessment Recording Devices
Rubric
Anecdotal Record
Adaptations
3. Each group presents its decision to the class and the
reasons used to reach it. Total up how many groups
supported and how many opposed the new roadway.
Add or substitute simulations dealing with
other issues of interest to their local area
or that are currently in the news.
4. Provide, or have students look up, the meaning of the
terms bias, opinion, and fact.
Encourage students to watch the TV
news or the local newspaper for issues
that are being discussed in their own
region or elsewhere. Bring these into
class to be put up on the bulletin board for
other students to read or for the teacher
to use to develop additional simulations for
the future
5. Students write an explanation of how these three words
are related to the activity they just completed and how this
activity is an example of human/environmental interaction.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Interaction: Building a Road/Highway
Subtask 7
Themes of Geographic Inquiry
Geography A Unit for Grade 7
80 mins
Resources
Simulation Scenario: I
inqsub7.pdf
Notes to Teacher
Provide each student with a copy of the Map of the "Road to Nowhere", (Available from your board with
the print version of this Unit. The map was not scanned.) and, if to be handed out, the Simulation
Scenario: Is This the "Road to Nowhere"?, (In this Subtask's Resources).
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Movement: Movements In and Around Your
Subtask 8
Themes of Geographic Inquiry
Geography A Unit for Grade 7
120 mins
Description
In a whole class lesson, students identify the major traffic/pedestrian routeways within and around their
school and how to map these movements. By analyzing the patterns on their map, students attempt to
identify the factors that influence where traffic is heavy or light. Then the basic traffic patterns of the region
around the school are mapped by students to identify areas of heavy, moderate, and light traffic. Based on
their experiences in mapping traffic within and around the school grounds, students brainstorm reasons
for the traffic flows identified on the streets around the school.
Expectations
7g39- A
– construct a wide variety of graphs, charts,
diagrams, maps, and models to organize information (e.g.,
river-system and watershed maps);
7g9- A – demonstrate an understanding of the movement
theme (e.g., the flow of people, goods, and information and
the factors that affect this flow).
Teaching / Learning
1. Provide a map of the layout of the school and its grounds.
Groupings
Students Working Individually
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Map Making
Note-making
Writing To Learn
Discussion
2. Students identify:
- main walkways and routes in and around the school;
- the points of heaviest pedestrian traffic flow in and around
the school;
- areas with little or no pedestrian traffic.
Assessment
3. Students construct their own flow line map using thicker
lines for heavily travelled routes and narrower lines for lightly
travelled routes. Refer back to the rules for making an
acceptable map, Map Rubric, (In Resources for Subtask
2).
Formative assessment by teacher of the
list and paragraph produced from the
analysis of the flow line map
4. Students analyze the patterns and make a list of the
factors that influence the location of heavily travelled routes
in and around the school.
5. Students describe and explain the main pattern of
movement as shown on their map and suggest two uses for
maps of this type.
6. In a written paragraph, students relate the map produced
to the concept of movement as studied by geographers.
7. Assess the products from Steps 4, 5, and 6 and evaluate
their usefulness to geographers.
Formative assessment by peer of the flow
lines map of the school (Step 3), Map
Rubric, (In Resources for Subtask 2).
Formative assessment by teacher of the
group maps, using Map Rubric, (In
Resources for Subtask 2), and the two
lists of explanations and traffic control
methods from Steps 1, 2, and 3
Assessment Strategies
Performance Task
Assessment Recording Devices
Rubric
Anecdotal Record
Adaptations
8. On a map of the school area similar to the one used in
Subtask 3, groups of two to four students use three
different colours or symbols to identify the roads that have:
- heavy to very heavy traffic
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Movement: Movements In and Around Your
Subtask 8
Themes of Geographic Inquiry
Geography A Unit for Grade 7
120 mins
- moderate traffic
- very light traffic
9. Each group suggests reasons why some streets are
more heavily travelled than others, citing examples from
their map. They should make a list of these reasons on a
separate piece of paper.
10. Student groups list various ways of controlling traffic
flow in their school neighbourhood, or elsewhere in the
community.
- stop lights
- stop signs
- yield signs
- one way streets
- dead end streets, courts, crescents
- speed limits
- truck routes
- speed bumps
- radar traps
11. Identify the meaning of the term "rush hour", what times
of day it occurs and why, and what impact(s) it has on
traffic flows and movements.
Resources
A map of the school grounds and layout
Notes to Teacher
Provide a map of the inside and grounds of the school if available or use a simplified blackboard or
overhead sketch map.
For the second part of the Subtask, provide a copy of the map of the neighbourhood around the school
used in Subtask 3.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Movement: Riding the Information Highways
Subtask 9
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
Description
Information is another "commodity" that is always on the move from one place to another. This Subtask
tries to identify ways in which students themselves experience the movement of vast amounts of
information through everyday items such as TV, radio, books, magazines, telephones, the Internet, and
CDs.
Expectations
7g9- A – demonstrate an understanding of the movement
theme (e.g., the flow of people, goods, and information and
the factors that affect this flow).
7g18- A
– communicate an understanding that
various individuals and groups have different opinions on
environmental issues (e.g., interaction: loggers versus
wilderness conservationists);
Teaching / Learning
1. Students identify ways in which information is moved from
place to place. Examples might include:
- telephones
- radio
- television
- newspapers
- books
- magazines
- Internet chat rooms, newsgroups, e-mail, web pages
- compact discs
- computer networks
- word of mouth
- fax
- graffiti
2. Students personally rank the sources of information that
they use the most (e.g., 1 - TV, 2 - radio, 3 - magazines).
3. In a whole class setting, students compile a list of the
ways information highways (radio, TV, newspapers,
Internet, magazines, telephone, book publishing) differ from
one another in their advantages and disadvantages using
the following headings:
- speed of information movement
- type of information moved
- amount of information moved
- distance moved
- ease of access/size of audience
- convenience of use
- area covered/supplied by information
Groupings
Students Working Individually
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Note-making
Inquiry Process
Discussion
Assessment
Formative assessment by teacher of the
notes produced in Steps 4 and 5
Assessment Strategies
Essay
Assessment Recording Devices
Anecdotal Record
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom.
Provide information about adaptations to
the activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and accommodations required for
students with special needs and ESL/ELD
students. The Special Education and
ESL/ELD Companions can provide
particular assistance here.
4. In groups of two to four, students identify the
advertisements of products that impact on the environment.
They discuss how the advertisers of products would decide
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Movement: Riding the Information Highways
Subtask 9
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
on which type of information highway (media) to use to help
sell their particular products and services. Students give
examples from four different media (e.g., TV, radio,
newspaper and magazine advertising).
5. Individual students write a summary note on what they
learned from this lesson about the movement of ideas and
information.
Resources
Students act as the resource
Notes to Teacher
Prepare a display to show various types of advertisements in a variety of magazines or different sections of
the local newspaper (e.g., magazines intended for teens, for married couples, for sports fans, for car
buyers, for fashion, etc.). These can then be used to illustrate how advertisers choose those publications or
media that appeal most to the people who might be interested in buying their product.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Are You a Survivor?
Subtask 10
Themes of Geographic Inquiry
Geography A Unit for Grade 7
100 mins
Description
Groups of two to four students imagine they are stranded during the summer season when their tour bus
gets lost and breaks down in a given natural environment that they have researched beforehand. They
must decide which 10 items they will keep to survive in such an environment until help arrives or they can
walk to a settlement of some kind. In making their decisions, they must be able to provide explanations for
their choices to other group members.
Expectations
7g12- A
– locate relevant information from a variety of
primary sources (e.g., interviews, statistics, aerial
photographs, satellite images, live telecasts) and secondary
sources (e.g., maps, diagrams, illustrations, print materials,
videos, CD-ROMs, Internet);
7g13- A
– analyse, synthesize, and evaluate data by
applying a decision-making model to an environmental
issue;
7g15- A
– communicate the results of inquiries
stating different points of view on an issue using media
works, oral presentations, written notes and reports,
drawings, tables, charts, and graphs.
7g6- A – demonstrate an understanding of the environment
theme (e.g., in the system of non-living and living elements,
people are part of the living elements);
Teaching / Learning
1. Students, individually or in groups, investigate survival in
an environment by first of all researching what that
environment is like (climate, vegetation, animal life,
landforms). They are assigned, or choose, one of the
following environments:
- rainforest lowland
- desert plateau
- mountainous desert
- tundra lowland
- coniferous forested lake and hill lands
- grassland plain
- deciduous forested mountains
2. Explain the scenario to students: "Your bus has broken
down far from the nearest settlement after your driver got
lost. On the bus are a number of items that were brought
along by passengers. These items are shown on the
attached sheet. Since it is not possible to bring along all of
them, you must decide which 10 items you will take with you
on your journey to the nearest settlement. You must give
reasons for each of the items you choose to take with you."
3. Each group briefly describes the nature of the
environment in which it was stranded and explains to the
class the reasons for the items taken and those left behind.
Groupings
Students Working In Small Groups
Students Working As A Whole Class
Teaching / Learning Strategies
Research
Simulation
Oral Explanation
Assessment
Assessment by teacher of student
research skills, Research Skills Rubric,
(In Resources for Subtask 2).
Assessment by peer of the group
presentations, Oral Presentation Rubric,
(In Resources for Subtask 2).
Assessment by teacher of student
descriptions of how they would be able to
survive in a given environment and the
items they would need to survive,
Evaluating Survival Decisions, (In this
Subtask's Resources).
Assessment Strategies
Quizzes, Tests, Examinations
Classroom Presentation
Assessment Recording Devices
Rubric
Adaptations
Give students a choice or assign the type
of environment to be researched for this
Subtask.
This Subtask could also be done
individually, or in small groups, depending
on the group skills of the class.
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Are You a Survivor?
Subtask 10
Themes of Geographic Inquiry
Geography A Unit for Grade 7
100 mins
Additional types of environments might be
added to/or substituted for the listed
examples.
Resources
2 pages of resources for Subtask 10
inqsub10.pdf
Notes to Teacher
Work with the teacher/librarian to gather sources of information on various environments to be investigated
by student groups during this Subtask. This might include encyclopedias (both hard copy and electronic),
books, magazines, pamphlets as well as Internet sites.
Duplicate copies of Bus Breakdown Simulation: Survival Gear, (In this Subtask's Resources), for use
by each group.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Get Ready! Here Comes Nature!
Subtask 11
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
Description
Students are given the task of drawing sketches or diagrams of natural events that occur almost everyday
somewhere in the world. The terms phenomena and interaction are then related to these examples of how
the natural environment affects people.
Expectations
7g6- A – demonstrate an understanding of the environment
theme (e.g., in the system of non-living and living elements,
people are part of the living elements);
7g10- A
– use appropriate vocabulary (e.g.,
phenomena, issues, bias, fact, opinion, absolute location,
relative location, interaction, region) to describe their
inquiries and observations;
7g17- A
– produce a report on current environmental
events in the news (e.g., place: discovery of a new
resource; environment: depletion of fish stocks);
Teaching / Learning
1. Students draw a sketch or diagram to show how any two
of the following events could affect them:
- major snowstorm in winter
- heat wave in summe r
- thunderstorm
- flood in neighbourhood
- forest fire during a dry spell
-drought in your region
- water shortage
2. Students use a dictionary to find out the meaning of the
term "phenomena". They then add a short paragraph to
their diagram explaining how the two chosen events could
be considered phenomena.
3. Students review the definition of the term "interaction"
used in Subtask 7, and in two or three sentences explain
how each of the two events is an example of
human/environmental interaction.
Groupings
Students Working Individually
Teaching / Learning Strategies
Sketching To Learn
Note-making
Assessment
Formative assessment by teacher of the
sketches/diagrams (Step 1) and the
written answers produced in Steps 2 and
3, Student Diagram/Sketch
Assessment Sheet, (In Resources for
Subtask 1).
Assessment Strategies
Performance Task
Assessment Recording Devices
Rating Scale
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom.
Provide information about adaptations to
the activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and accommodations required for
students with special needs and ESL/ELD
students. The Special Education and
ESL/ELD Companions can provide
particular assistance here.
Resources
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Get Ready! Here Comes Nature!
Subtask 11
Themes of Geographic Inquiry
Geography A Unit for Grade 7
60 mins
Notes to Teacher
Photographs, drawing, sketches, diagrams and maps of natural events such as snowstorms,
thunderstorms, forest fires, drought, heat waves, or floods would be a useful supplement for this Subtask.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Are You Environmentally
Themes of Geographic Inquiry
Subtask 12
Geography A Unit for Grade 7
40 mins
Description
By looking at environmental events, such as beach closings or smog alerts on hot summer days, students
discuss the human causes of such events. They then draw a poster or sign to indicate how they might
encourage others to become more environmentally friendly.
Expectations
7g6
– demonstrate an understanding of the environment
theme (e.g., in the system of non-living and living elements,
people are part of the living elements);
7g15 – communicate the results of inquiries stating
different points of view on an issue using media works, oral
presentations, written notes and reports, drawings, tables,
charts, and graphs.
7g17 – produce a report on current environmental events
in the news (e.g., place: discovery of a new resource;
environment: depletion of fish stocks);
Teaching / Learning
1. In a whole class lesson, students suggest reasons for
the following:
- Many species of fish from lakes are not edible by
humans.
- During the summer, many people suffer breathing and
respiratory problems, or have burning, watery eyes.
- Beaches are closed.
- UV readings are now a regular part of weather reports.
- Rainwater is much more damaging to cars, buildings, and
other structures with stone or metal surfaces.
2. Students describe what these all have in common (i.e.,
examples of human effects on the natural environment due
to pollution of various types):
- Toxic chemicals and pollutants in water are concentrated
in fish.
- Smog and air pollution (sulphur dioxide, nitrous oxides,
carbon dioxide, and others) damage lungs and irritate eyes.
- High bacteria counts in water due to pollution such as
sewage and other types of materials close beaches.
- Low ozone levels allow more damaging ultraviolet rays to
reach the earth's surface, causing burns and cancers.
- Acid in water eats away at surfaces of metals, wood, and
stone.
- Other similar types of pollution might be added to this list.
3. Based on the examples of human effects on the natural
environment, students create a simple poster or sign to
illustrate one thing that could be done to reduce or eliminate
one of the environmental problems discussed.
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Discussion
Sketching To Learn
Writing To Learn
Assessment
Formative assessment by peer of the
poster of one other student in the class,
Peer/Self Assessment Sheet of Poster
Solving Environmental Problem, (In
this Subtask's Resources)
Formative assessment by teacher of
student answers to the short test in Step 4
Assessment Strategies
Self Assessment
Quizzes, Tests, Examinations
Assessment Recording Devices
Rating Scale
Anecdotal Record
Adaptations
As modification, students are encouraged
to bring in articles that illustrate some of
the environmental problems being
discussed in newspapers and magazines
of the day or on the Internet. A bulletin
board could be set up to display these
current environmental issues.
Students create a poster using a
computer graphics program.
Students create a web page.
4. Students write a short test, answering the question:
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Environment: Are You Environmentally
Themes of Geographic Inquiry
Subtask 12
Geography A Unit for Grade 7
40 mins
Describe the environmental problem you chose and how the
solution suggested in your poster will help reduce or
eliminate this problem.
Resources
Peer/Self Assessment Sheet
inqsub12.pdf
Home magazines and newspapers
Notes to Teacher
A display of newspaper or magazine articles and photographs showing various environmental problems,
such as beach pollution, fish/water contamination, smog/air pollution, ozone depletion, and acid rain, would
be useful in completing this Subtask.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Putting It All Together, Geographically
Themes of Geographic Inquiry
Subtask 13
Geography A Unit for Grade 7
40 mins
Description
The five themes of geography are reviewed using the term PRIME (Place, Region, Interaction, Movement,
Environment) and students discover that these five make up the basic components of a geographic
inquiry.
Expectations
7g4- A – identify themes that geographers use to organize
their inquiries: location/place, environment, region,
interaction, and movement;
Teaching / Learning
1. Review the previous five topics in this unit and the names
used to describe them.
2. Students write a description of each of the five themes in
a sentence or two. Set up their descriptions in the following
order:
P=
R=
I=
M=
E=
3. In a teacher-centred lesson, students recognize that they
spell the word PRIME and that geographers usually include
all five of these themes in any geographic inquiry or study
that they make.
4. Indicate a final Subtask (Are You a Life-Saver?
Subtask 14) will be completed to demonstrate they
understand and can apply these five themes of Geography.
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Writing To Learn
Assessment
Formative assessment by teacher of their
five descriptions, for understanding and
completeness (Step 2)
Assessment Strategies
Essay
Assessment Recording Devices
Anecdotal Record
Adaptations
This field can only be completed by the
classroom teacher for a specific student
or students in his/her classroom.
Provide information about adaptations to
the activity required for individual students.
These adaptations respond to
considerations related to gender, learning
style, and accommodations required for
students with special needs and ESL/ELD
students. The Special Education and
ESL/ELD Companions can provide
particular assistance here.
Resources
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Putting It All Together, Geographically
Themes of Geographic Inquiry
Subtask 13
Geography A Unit for Grade 7
40 mins
Notes to Teacher
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Are You A Life-Saver?
Subtask 14
Themes of Geographic Inquiry
Geography A Unit for Grade 7
140 mins
Description
In this summative Subtask, students use the various concepts and skills they have learned throughout the
unit to prepare a report on a region that is subject to earthquakes. Students assess the risk of a dam
failure due to an earthquake and prepare an evacuation plan for the residents of the city of Mountville. In
their study they will use the five themes of geography as organizers for their report
Expectations
7g1- A • demonstrate an understanding of geographic
inquiry;
7g2- A • use the five themes of geography (location/place,
environment, region, interaction, movement) to focus their
inquiries;
7g3- A • use a variety of geographic representations, tools,
and technologies to gather, process, and communicate
geographic information.
7g20- A
– organize and present a report on the
emergency procedures followed to respond to an
environmental disaster (e.g., movement: evacuation).
Teaching / Learning
1. Set up the lesson by indicating each student is now the
president of an environmental consulting firm. Their
company has been given a task to complete by the local
government. This task is to complete a PRIME analysis of
the region and prepare a report that:
- describes the study area including its physical and human
features;
- assesses the impact of an earthquake strong enough to
destroy the major dam in the northern part of the study
area;
- lays out an evacuation plan for the residents of the city of
Mountville and the surrounding farming country in case of a
flood caused by dam failure due to a severe earthquake;
- describes how the area would be changed if such a
disaster did occur.
2. To complete the report, students use the information
contained on a Map of Mountville, (Available from board
office with the print version of this Unit. The map was not
scanned), a region around the small city of Mountville in
western North America.
Groupings
Students Working As A Whole Class
Students Working Individually
Teaching / Learning Strategies
Issue-based Analysis
Simulation
Case Study
Writing To Learn
Assessment
Assessment by teacher using Rubric for
Life-Saver Report, (In this Subtask's
Resources).
Assessment Strategies
Essay
Assessment Recording Devices
Rubric
Adaptations
Alternate suggestions could involve an
area subject to hurricanes, landslides,
snow avalanches, volcanic eruptions,
floods, toxic waste spills, nuclear power
plant accidents, or other disasters that
don't occur so suddenly and unpredictably
that residents have no opportunity to be
evacuated.
Students could present their analyses to a
panel of "experts" who would rate their
suggestions using an evaluation matrix of
their own to analyze the presentation and
hire the qualified company or companies.
Resources
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Are You A Life-Saver?
Subtask 14
Themes of Geographic Inquiry
Geography A Unit for Grade 7
Rubric for Life-Saver Report
140 mins
inqsub14.pdf
Notes to Teacher
Duplicate copies of the simulation Map of Mountville, Appendix 14.1, for each student.
Decide if you wish to read the scenario to the students or give them a copy to read while they work on their
report.
Teacher Reflections
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 3:23:18 PM
Appendices
Themes of Geographic Inquiry
Geography
Resource List:
Black Line Masters:
Rubrics:
Unit Expectation List and Expectation Summary:
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 10:43:10 AM
Student Diagram/Sketch Assessment Sheet
Name of Evaluator _________________________ Name of Author ______________________
Total Mark:
Score the sketch or diagram you are assessing using the following scales. Circle only one number
per category. The higher the number circled, the better that sketch or diagram is at showing
information to the reader.
Title
clearly states
what information
is shown on
the sketch/diagram
Margin
diagram enclosed
within a rulerdrawn rectangle,
neatly drawn
Legend/Labels
symbols/features
identified by
labels or legend
Printing
labels are neatly
printed so they are
easy to read
Informative
shows information
so reader understands it easily
Overall Appearance
general impression
of sketch/diagram
related to its neatness,
care in drawing, ease
of understanding
None
0
1
None
0
Incomplete/messy Complete/neat
1
2
3
4
None
0
1
Some
2
1
Somewhat
2
No
0
Poor
0
No
0
Incomplete
2
3
Complete
4
3
All
4
3
Yes
4
1
Somewhat
2
3
Yes
4
1
Good
2
3
Excellent
4
Research Skills Rubric
Research Skills
Level 1
Level 2
Level 3
Level 4
Preparation for task
Rarely formulates
relevant questions to
identify research task
Sometimes formulates
relevant questions to
identify research task
Usually formulates
relevant questions to
identify research task
Consistently
formulates relevant
questions to identify
research task
Locating Resources
Rarely locates
relevant primary and
secondary sources of
information
Sometimes locates
relevant primary and
secondary sources of
information
Usually locates
relevant primary and
secondary sources of
information
Consistently locates
relevant primary and
secondary sources of
information
Uses a few types of
print and electronic
resources
Uses some types of
print and electronic
resources
Uses a wide range of
types of print and
electronic resources
Uses an extensive
range of types of print
and electronic
resources
Selecting and
Recording
Information
Rarely selects and
records relevant
information
Sometimes selects
and records relevant
information
Usually selects and
records relevant
information
Consistently selects
and records relevant
information
Organization of
Information
Rarely organizes
information logically
and effectively
Sometimes organizes
information logically
and effectively
Usually organizes
information logically
and effectively
Consistently
organizes information
logically and
effectively
Uses/recognizes a few
ways to organize
information
Uses/recognizes some
ways to organize
information
Uses/recognizes a
wide range of ways to
organize information
Uses/recognizes an
extensive range of
ways to organize
information
Analysis and
synthesis of
information
Rarely analyses and
synthesizes
information
accurately and
effectively
Sometimes analyses
and synthesizes
information
accurately and
effectively
Usually analyses and
synthesizes
information
accurately and
effectively
Consistently analyses
and synthesizes
information
accurately and
effectively
Communication of
Research
Rarely communicates
results of inquiries
with clarity,
precision, and
relevance
Sometimes
communicates results
of inquiries with
clarity, precision, and
relevance
Usually
communicates results
of inquiries with
clarity, precision, and
relevance
Consistently
communicates results
of inquiries with
clarity, precision, and
relevance
Uses a few
appropriate
presentation forms
and technologies
Uses a variety of
appropriate
presentation forms
and technologies
Uses a wide range of
appropriate
presentation forms
and technologies
Uses an extensive
range of appropriate
presentation forms
and technologies
Map Rubric
Category
Level 1
Level 2
Level 3
Level 4
Title
Used writing instead
of printing; does not
accurately describe
the contents of the
map
Printed somewhere
on the map and was
not easy to find
Printed at the top of
the page; states the
purpose of the map
adequately
Printed neatly at the
top of the map;
highlighted inside a
box or underlined;
purpose clearly
stated
Labels
Written and not
printed; not
positioned carefully
or accurately; many
inaccuracies;
spelling errors
Printed but sloppy or
hard to read, messy;
not very orderly;
some inaccuracies,
spelling errors
Printed neatly in an
orderly fashion; few
inaccuracies,
spelling errors
Printed neatly in an
accurate and orderly
fashion; no missing,
inaccurate or
misspelled labels
Legend
Poorly positioned;
sloppy in
appearance; written
labels; many
inaccuracies;
difficult to use
Well positioned;
frame/box is
missing; most
symbols used on
map are present;
several inaccuracies
Well positioned
frame containing
almost all symbols
used on the map;
few inaccuracies
Well positioned
frame with a neat
and complete set of
symbols; a compass
indicator
Scale
Missing or hard to
find on the map; a
poor choice of scale;
inaccurate, sloppy,
hard to read
Visible on the map;
hard to read;
features on map are
not drawn to scale
Relatively easy to
find on the map;
most features are
drawn to scale; neat
and easy to use
Clearly visible on
the map, very easy to
read; neat and easy
to use
Frame
Frame drawn
freehand; appears
hastily drawn and
messy
Frame drawn with a
ruler but not neatly
done; looks sloppy
Frame drawn with a
ruler; some
deficiencies such as
inaccurate right
angles or join marks
visible
Frame drawn with a
ruler; lines meet at
right angles and no
joining marks visible
Appearance
Inconsistent use of
colour; shading is
very sloppy or crude;
appears hastily
drawn
Mainly correct use of
colour; shading of
varying intensity;
some care taken to
be neat and accurate
Correct use of
colour; neat and
even shading; care
taken to be
consistent in
colouring
Correct use of colour
throughout; great
care taken to be
consistent in
colouring/shading;
stimulates interest,
captures attention
Presentation Rubric
Evaluator:
Teacher
Category
Level 1
__________
Peer __________
Level 2
Student
Level 3
_________
Level 4
Organization
Presentation shows
poor organization
and lack of
preparation
Presentation shows
signs of organization
but some parts do not
seem to fit the topic
Presentation is
organized, logical,
and interesting
Presentation is very
well organized,
logical, interesting,
and lively
Preparation
Some student
preparation is shown
A fair amount of
student preparation is
shown
An adequate amount
of student
preparation is shown
A great deal of
student preparation
is shown
Content
Small amount of
material presented is
related to the topic
Some material
presented is not
related to the topic
Almost all material
presented is related to
the topic
All material in the
presentation is
related to the topic
Language
Language used is
hard to follow and
understand
Some language used
is hard to follow and
understand
Most language used
is easy to follow and
understand
Language used is
well chosen, easy to
follow and
understand
Format
Poor use of aids and
support materials
(diagrams,
overheads, maps,
pictures); did not
support the topic
Adequate use of aids
and support
materials; most
supported the topic
Good use of aids and
support materials;
almost all supported
the topic
Excellent use of aids
and support
materials; all aids
supported the topic
Delivery
Many words unclear;
voice was
monotonous; spoke
too quickly or slowly;
no pausing for
emphasis; voice too
low to be heard easily
Some words unclear;
voice somewhat
varied; spoke too
quickly at times;
some pausing for
emphasis; voice
sometimes to low to
be heard easily
Most words clear;
voice often varied,
interesting, generally
spoke at the correct
speed; frequent
pausing for
emphasis; voice loud
enough to be heard
easily
Words clear; voice
frequently varied,
interesting, generally
spoke at the correct
speed; effective pausing for emphasis;
voice loud enough to
be heard easily
Audience
Audience not
involved or interested
Audience somewhat
involved, sometimes
interested
Audience involved
and interested
Audience very
involved and
interested
List of Key Sports Sites
Winter Olympics
1972
Sapporo, Japan
1976
Innsbruck, Austria
1980
Lake Placid, United States
1984
Sarajevo, Yugoslavia
1988
Calgary, Canada
1992
Albertville, France
1994
Lillehammer, Norway
1998
Nagano, Japan
World Cup Soccer
Host County
Winning Country
1958 Sweden
Brazil
1962 Chile
Brazil
1966 England
England
1970 Mexico
Brazil
1974 Germany
Germany
1978 Argentina
Argentina
1982 Spain
Italy
1986 Mexico
Argentina
1990 Italy
Germany
1994 United States
Brazil
1998 France
France
Summer Olympics
1968
Mexico
City, Mexico
1972
Munich,
Germany
1976
Montreal,
Canada
1980
Moscow,
Russia
1984
Los
Angeles, United States
1988
Seoul,
South Korea
1992
Barcelona,
Spain
1996
Atlanta,
United States
2000
Sydney,
Australia
TV News Report Rubric
Name:_______________________________________
Category
Mark: ____________________
Level 1
Level 2
Level 3
Natural
Disaster
Location Map
Many inaccuracies
in locations where
this type of disaster
occurs; location of
future disaster not
included or unclear;
map appears hastily
done
Some inaccuracies in
locations where this
type of disaster
occurs; location of
future disaster
shown but not in a
very likely place;
map completed in an
adequate fashion
Few inaccuracies in
locations where this
type of disaster
occurs; location of
future disaster
shown in a
reasonably likely
place; some care
taken in completing
the map
Accurately locates
regions where this
type of disaster
occurs; clearly
identifies a valid
location of future
disaster; great care
taken in map
preparation
DecisionMaking Model
Included only one or
no valid steps; did
not refer to:
• location of data
from variety of
sources
• analysing,
synthesizing,
evaluating of data
• choosing the most
valid location/
place
• communicating
results
Included only two
valid steps; referred
to only one of:
• location of data
from variety of
sources
• analysing,
synthesizing,
evaluating of data
• choosing the most
valid location/
place
• communicating
results
Included three valid
steps; referred to
only two of:
• location of data
from variety of
sources
• analysing,
synthesizing,
evaluating of data
• choosing the most
valid location/
place
• communicating
results
Included more than
three valid steps;
referred to all or
most of:
• location of data
from variety of
sources
• analysing,
synthesizing,
evaluating of data
• choosing the most
valid location/
place
• communicating
results
Choice of
predicted
location
Inconsistent with
information from
this research activity
Slightly consistent
with the information
from this research
activity
Somewhat consistent
with the information
from this research
activity
Very consistent with
the information from
this research activity
Reasons for
Predicted
Location
Very poorly thought
out reasons; illogical
in places; not wellwritten reasons; very
inconsistent with
research information
and map locating
disaster areas
Not well thought out
reasons; problems
with logic; not wellwritten reasons; not
very consistent with
research information
and map locating
disaster areas
Well thought out,
logical, and wellwritten reasons;
generally consistent
with research
information and map
locating disaster
areas
Very well thought
out, logical, and
well-written reasons;
consistent with
research information
and map locating
disaster areas
Comments:
Level 4
Assessing Region Explanations
Geographers consider a region to be:
a part of the earth’s surface that has similar physical and/or human characteristics and
differs from other regions around it.
What defines a region can vary from physical factors, such as rock types, climate, soils, types of
vegetation, or landforms, to human factors, such as population density, incomes, economic
activities, agricultural activities, or industrial areas. Regions can be defined by considering only
one factor at a time, like climate regions, or a combination of different factors, like the Great
Lakes region, which considers both physical (lakes, drainage) and human characteristics (high
density of population, similar economic activities). In fact, the choice of factors can be almost
endless, with the major consideration being: can it be mapped?
Once a map is produced, geographers look for patterns of location. Do the industries mapped
seem to cluster in one or more areas or are they evenly distributed over the map. In either case,
explanations are sought to help explain the patterns found.
In Activity 4, students have mapped their personal neighbourhood by considering the following
factors:
C the extent of the area around their home where they feel most comfortable;
C where they play or visit most of their friends;
C where they have grown up and know people.
Their map must follow the general guidelines established earlier in the unit and listed in Map
Rubric, Appendix 2.2.
Use the following framework to assess their answers:
Score each of the three factors on a scale of 0 to 4 with 4 representing the greatest agreement
with the statement.
The student answer:
stated clearly that the region defined is part of the earth’s
surface
explained that feeling comfortable, having many friends
and/or knowing many neighbours are common
characteristics of this “neighbourhood”
stated it was a region because these characteristics were
different from those of the areas lying outside its
boundaries
0
1
2
3
4
Victoria
Island
0.0
Yukon
Territory
0.0
Northwest
Territories
Newfoundland
0.0
0.2
British
Columbia
0.05
Quebec
Manitoba
Alberta
0.1
0.3
0.3
0.1
Ontario
0.4
NovaScotia
Saskatchewan
NewBrunswick
1.9
Vermont
Washington
Montana
North Dakota
0.9
Maine
Minnesota
New Hampshire
Oregon
Idaho
Wisconsin
South Dakota
Rhode Island
Connecticut
Michigan
Wyoming
Pennsylvania
Nebraska
Nevada
Utah
Colorado
California
Massachusetts
New York
Iowa
Illinois Indiana
3.9
6.1 Kansas
Missouri
2.7
Ohio
6.1
New Jersey
Delaware
West
Virginia
Maryland
Virginia
Kentucky
North Carolina
8.7
Arizona
Oklahoma
Tennessee
Arkansas
New Mexico
Texas
3.3
South
Carolina
Mississippi
Georgia
Alabama
Florida
Louisiana
3.9
4.6
Hawaii
Alaska
Tornado Frequency (per 000 sq. mi)
Simulation Scenario: Is This the “Road to Nowhere?”
A city and its politicians are undecided over whether or not to extend what local people call the
“Road to Nowhere” to link it with another important freeway (See the Map of the “Road to
Nowhere”, Appendix 8.2). At present, traffic from the Road to Nowhere empties onto the
narrow, two-lane Highway 5, causing local traffic jams and unhappy residents in the area. The
extension will be built through a wooded stream valley extending northeast to southwest between
two built up areas of a city. The stream flows over an escarpment which is also a naturally
wooded area. If built, the new highway will destroy part of the wooded areas on the escarpment
and many of the woods along the stream valley. The stream will be turned into a large ditch
alongside the highway.
The project is opposed by environmentalists and conservationists. They argue that most of the
woodlands of the valley and the escarpment will be destroyed and the stream will become a
roadside ditch. The increased traffic will cause increased air and noise pollution and destroy a
region used for hiking, nature walks, and other outdoor activities in a large city. They also feel
local roads can be widened to handle more traffic and that public transportation should be
improved to get people out of their cars and off the roads.
Supporting the new roadway are politicians and industrialists who expect new jobs and businesses
to locate in the region due to improved transportation access. They also argue local two-lane
highways linking the two freeways (e.g., Highways 5 and 1) are overloaded with traffic resulting
in accidents, long delays, and even more air pollution than the new highway would create.
Widening of these roads, they say, is not possible because they pass through areas with many
businesses, houses, and other buildings. They also point out the stream is already very polluted
and most of the wooded areas along the escarpment will not be touched.
Polls taken in the city seem to suggest the public is evenly split on whether or not the new
roadway should be built.
Bus Breakdown Simulation: Survival Gear
The following is a list of the items that were salvaged from the bus after it broke down in the
wilderness. Based on the environment in which you are stranded, you must decide which 10 items
you chose to take with you in your journey to the nearest settlement. Keep track of the reasons
that led to your decisions.
canteens of water
matches
compass
insect repellent
a long rope
blankets
a map of the region
tent
flashlight
tinned food
dehydrated food
sleeping bag
hunting knife
rifle
ammunition
sheet of plastic
coats
steel nails
hammer
saw
sunglasses
hiking boots
thick socks
thermal underwear
Evaluating Survival Decisions
Depending on the environment chosen by or assigned to the group, the answers will vary due to
differences in the physical geography (landforms, climate, natural vegetation) of the area where
the group is stranded.
The following are logical choices for each environment, with reasons included for the rainforest
environment. Students may present very logical reasons for taking items other than those listed. If
so, you may decide to accept their choices.
Rainforest Lowland
1.
Compass: You can easily get lost in a rainforest lowland because there are few landmarks and you cannot
see too far ahead or behind.
2.
Insect repellent: This environment has more insects than any other, and many insects carry diseases like
malaria, yellow fever, etc.
3.
Dehydrated food: There is lots of water around so you want to take the lightest type of food possible.
4.
Map: You may come to rivers or roadways through the rainforest and this would help you find out where
you are.
5.
Rifle: You may need to hunt for food or protect yourself from predatory animals.
6.
Ammunition: The rifle is not much use without ammunition.
7.
Sheet of plastic: In a wet climate like this, plastic can provide needed protection during the night from rain
8.
Saw: You can use this tool to cut down branches to build a shelter.
9.
Sunglasses: Tropical sun is very strong.
10. Hiking boots: It is important to have plenty of protection for your feet since walking may be your only way to
get to a settlement.
Desert Plateau
1. canteens of water
2. matches
3. compass
4. a map
5. tent
6. tinned food
7. sleeping bag
8. sunglasses
9. long rope
10. hiking boots
Tundra Lowland
1. matches
2. compass
3. insect repellent
4. a map
5. blankets
6. tent
7. dehydrated food
8. coats
9. thick socks
10. thermal underwear
Grassland Plain
1. canteen of water
2. compass
3. map
4. tent
5. tinned food
6. hunting knife
7. rifle
8. ammunition
9. sleeping bag
10. sunglasses
Mountainous Desert
1. canteens of water
2. matches
3. blankets
4. map
5. tinned food
6. sleeping bag
7. coats
8. hiking boots
9. rifle
10. ammunition
Coniferous Forested Lake and
Hill Lands
1. matches
2. compass
3. insect repellent
4. a map
5. tent
6. dehydrated food
7. sleeping bag
8. rifle
9. ammunition
10. saw
Deciduous Forested Mountains
1. matches
2. compass
3. insect repellent
4. a long rope
5. a map
6. dehydrated food
7. hunting knife
8. rifle
9. ammunition
10. saw
Peer/Self Assessment Sheet of Poster Solving Environmental Problem
Name of Evaluator ________________________ Name of Author __________________
Total Mark __________________________
Score the poster you are assessing using the following scales. Circle only one number per
category. The higher the number circled, the better that poster is at showing what environmental
problem is being dealt with and how to reduce its negative effects.
1
Incomplete
2
3
Complete
4
Unclear,
impractical
0
1
Somewhat clear,
somewhat practical
2
3
Very clear,
very practical
4
Legends/Labels
symbols/features identified
by labels or legend
None
0
1
Some
2
3
All
4
Printing
labels are neatly printed so
they are easy to read
No
0
1
Somewhat
2
3
Yes
4
Organization
information is carefully
organized so reader
understands it easily
No
0
1
Somewhat
2
3
Yes
4
Poor
0
1
Good
2
3
Excellent
4
Title
clearly states what
information is shown on
the poster
Content
it is clear which
environmental problem is
being dealt with in the
poster and the solution to
that problem is practical
Overall Appearance
general impression of
poster related to its
neatness, care in drawing,
ease of understanding
None
0
Rubric for Life-Saver Report
Knowledge/Skill
s
Level 1
Understanding of
Concepts
Shows limited
understanding of the
five basic themes of
geographic inquiry
and the steps in a
geographic inquiry;
rarely able to relate
the themes to the real
world
Inquiry, Research,
Map and Globe
Skills
Level 2
Level 3
Level 4
Shows some
understanding of the
five basic themes of
geographic inquiry
and the steps in a
geographic inquiry;
sometimes able to
relate the themes to
the real world
Shows general
understanding of the
five basic themes of
geographic inquiry
and the steps in a
geographic inquiry;
usually able to relate
the themes to the real
world
Shows thorough
understanding of the
five basic themes of
geographic inquiry and
the steps in a
geographic inquiry;
always or almost
always able to relate
the themes to the real
world
Unable to research
topics or show
information on maps
adequately after
feedback from several
formative self and
teacher evaluation; no
apparent growth in
inquiry, research, or
map and globe skills
over the course of the
unit
Somewhat able to
research topics or
show information on
maps adequately after
feedback from several
formative self and
teacher evaluation;
some growth in
inquiry, research, or
map and globe skills
over the course of the
unit
Generally able to
research topics or
show information on
maps adequately after
feedback from several
formative self and
teacher evaluation;
some growth in
inquiry, research, or
map and globe skills
over the course of the
unit
Always or almost
always able to
research topics or
show information on
maps adequately after
feedback from several
formative self and
teacher evaluation;
some growth in
inquiry, research, or
map and globe skills
over the course of the
unit
Communication
of Required
Knowledge
Written work, graphs,
diagrams, and map
have little clarity and
precision; rarely uses
the geographic terms
place, region,
interaction,
movement, or
environment
appropriately
Written work, graphs,
diagrams, and map
have some clarity and
precision; sometimes
uses the geographic
terms place, region,
interaction,
movement, or
environment
appropriately
Written work, graphs,
diagrams, and map
have general clarity
and precision;
generally uses the
geographic terms
place, region,
interaction,
movement, or
environment
appropriately
Written work, graphs,
diagrams, and map
have consistent clarity
and precision;
consistently uses the
geographic terms
place, region,
interaction, movement,
or environment
appropriately
Applying
Concepts and
Skills in Various
Contexts
Makes few of the
connections between
the five themes of
geography and their
lives; applies few of
the five themes or
skills learned to other
situations
Makes some of the
connections between
the five themes of
geography and their
lives; applies some of
the five themes or
skills learned to other
situations
Makes most of the
connections between
the five themes of
geography and their
lives; applies most of
the five themes or
skills learned to other
situations
Makes all or almost
all of the connections
between the five
themes of geography
and their lives; applies
all or almost all of the
five themes or skills
learned to other
situations
Resource List
Page 1
Themes of Geographic Inquiry
Geography A Unit for Grade 7
Blackline Master / File
2 pages of resources for Subtask 10
inqsub10.pdf
Bus Breakdown Simulation: Survival Gear
Evaluating Survival Decisions
Licensed Software
ST 10
ST 2
5 pages of resources for Subtask 2
inqsub2.pdf
Research Skills Rubric, Map Rubric, Presentation Rubric,
List of Key Sports Sites, TV News Report Rubric
Assessing Region Explanations
inqsub3.pdf
ST 3
Peer/Self Assessment Sheet
inqsub12.pdf
Peer/Self Assessment Sheet of Poster Solving
Environmental Problem
ST 12
Rubric for Life-Saver Report
inqsub14.pdf
Rubric for Life-Saver Report
ST 14
Simulation Scenario: I
inqsub7.pdf
Simulation Scenario: Is This the “Road to Nowhere?
ST 7
ST 1
Student Diagram/Sketch Assessment Sheet
inqsub1.pdf
Score the sketch or diagram you are assessing using the
scales on this resource sheet..
1998 CANADIAN & WORLD ENCYCLOPEDIA
Print Resource
ST 8
A map of the school grounds and layout
A map of the school grounds and the internal layout of the
school
Atlases or Wall Map
Home magazines and newspapers
ST 1
ST 12
ST 6
List of products and their source countries
Teacher or students
List of products and their source countries provided by the
students or the teacher
ST 3
Map of school area
map of the area within the school boundaries showing main
roads or other features
ST 2
Toronto Star, map, "Earthweek"
Toronto Star map, "Earthweek", on the Environment page
each Saturday that identifies significant natural events
(past copies of this map are found on the Internet at
www.earthweek.com or its new address at
www.discovery.com/news/earthalert/earthalert.html)
ST 5
Tornado Frequency Map
tornado.cwk
The map is not fully completed for the United States, but
major tornado States are filled in.
World Outline Map
world.cwk
ST 5
ST 2
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 10:48:00 AM
Resource List
Page 2
Themes of Geographic Inquiry
Geography A Unit for Grade 7
Media Resource
Equipment / Manipulative
ST 4
EarthQuest CD-ROM
OESS software - new title (1999)
Available to all schools in the fall of 1999 - One copy per
school - networking permitted.
ST 1
Large cardboard letters and numbers
Large cardboard letters and numbers, and individual cards
with North, South, West, East on them
Metre Sticks
Class set
ST 1
Website
The Tornado Project
http://www.tornadoproject.com/index.html
The Tornado Project at
www.tornadoproject.com/index.html)
ST 5
ST 2
Toronto Star map, "Earthweek"
http://www.discovery.com/news/earthalert/earthalert.ht
ml
Toronto Star map, "Earthweek", on the Environment page
each Saturday that identifies significant natural events
(past copies of this map are found on the Internet at
www.earthweek.com or its new address at
www.discovery.com/news/earthalert/earthalert.html)
Other
ST 4
optional: samples of rocks
geologic specimens
optional: samples of rocks from each of the three classes,
or samples of rocks from the local area
Students act as the resource
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 10:48:00 AM
ST 9
Expectation List
Themes of Geographic Inquiry
Page 1
Geography A Unit for Grade 7
Selected
Assessed
Geography---Patterns in Physical Geography
7g38
– analyse, synthesize, and evaluate data (e.g., agricultural patterns, land-form patterns);
1
7g39
– construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g., river-system and
watershed maps);
2
4
Geography---The Themes of Geographic Inquiry
7g1
• demonstrate an understanding of geographic inquiry;
1
7g2
• use the five themes of geography (location/place, environment, region, interaction, movement) to focus their inquiries;
1
7g3
• use a variety of geographic representations, tools, and technologies to gather, process, and communicate geographic
i f
i
– identify themes that geographers use to organize their inquiries: location/place, environment, region, interaction, and
t
– demonstrate an understanding of the place/location theme (i.e., a “place” is defined by unique physical and human
characteristics; “location” means where a place is and where it is relative to other places);
1
7g4
7g5
1
1
1
1
2
7g6
– demonstrate an understanding of the environment theme (e.g., in the system of non-living and living elements, people are
part of the living elements);
7g7
– demonstrate an understanding of the region theme (i.e., a region is a part of the earth’s surface that has similar
characteristics; the concept of “region” helps to simplify complex ideas);
7g8
– demonstrate an understanding of the interaction theme (e.g., the environment provides opportunities and challenges;
people change the environment as they use it);
7g9
– demonstrate an understanding of the movement theme (e.g., the flow of people, goods, and information and the factors that
affect this flow).
7g10
– use appropriate vocabulary (e.g., phenomena, issues, bias, fact, opinion, absolute location, relative location, interaction,
region) to describe their inquiries and observations;
1
7g11
– formulate comparative and speculative questions to identify issues and define problems for research purposes (e.g., ask
questions to identify bias, fact, and opinion);
1
7g12
– locate relevant information from a variety of primary sources (e.g., interviews, statistics, aerial photographs, satellite images,
live telecasts) and secondary sources (e.g., maps, diagrams, illustrations, print materials, videos, CD-ROMs, Internet);
7g13
– analyse, synthesize, and evaluate data by applying a decision-making model to an environmental issue;
1
1
7g15
– communicate the results of inquiries stating different points of view on an issue using media works, oral presentations,
written notes and reports, drawings, tables, charts, and graphs.
2
2
7g17
– produce a report on current environmental events in the news (e.g., place: discovery of a new resource; environment:
depletion of fish stocks);
1
2
7g18
– communicate an understanding that various individuals and groups have different opinions on environmental issues (e.g.,
interaction: loggers versus wilderness conservationists);
1
7g19
– identify and describe regions where natural hazards exist (e.g., region: regions with earthquake activity, or with tornadoes);
1
7g20
– organize and present a report on the emergency procedures followed to respond to an environmental disaster (e.g.,
movement: evacuation).
1
Written using the Ontario Curriculum Unit Planner 2.0b3 (May 3rd, 1999) Open Printed on May 14, 1999 at 10:49:11 AM
3
1
1
2
4
2
Expectation Summary
Selected
Themes of Geographic Inquiry
Assessed
Geography A Unit for Grade 7
English Language
7e1
7e11
7e21
7e31
7e41
7e51
7e61
7e2
7e12
7e22
7e32
7e42
7e52
7e62
7e3
7e13
7e23
7e33
7e43
7e53
7e63
7e4
7e14
7e24
7e34
7e44
7e54
7e64
7e5
7e15
7e25
7e35
7e45
7e55
7e65
7e6
7e16
7e26
7e36
7e46
7e56
7e66
7e7
7e17
7e27
7e37
7e47
7e57
7e67
7e8
7e18
7e28
7e38
7e48
7e58
7e68
7e9
7e19
7e29
7e39
7e49
7e59
7e69
7e10
7e20
7e30
7e40
7e50
7e60
7e70
7f3
7f13
7f4
7f14
7f5
7f15
7f6
7f16
7f7
7f17
7f8
7f9
7f10
7m3
7m13
7m23
7m33
7m43
7m53
7m63
7m73
7m83
7m93
7m103
7m4
7m14
7m24
7m34
7m44
7m54
7m64
7m74
7m84
7m94
7m104
7m5
7m15
7m25
7m35
7m45
7m55
7m65
7m75
7m85
7m95
7m105
7m6
7m16
7m26
7m36
7m46
7m56
7m66
7m76
7m86
7m96
7m106
7m7
7m17
7m27
7m37
7m47
7m57
7m67
7m77
7m87
7m97
7m107
7m8
7m18
7m28
7m38
7m48
7m58
7m68
7m78
7m88
7m98
7m108
7m9
7m19
7m29
7m39
7m49
7m59
7m69
7m79
7m89
7m99
7m109
7m10
7m20
7m30
7m40
7m50
7m60
7m70
7m80
7m90
7m100
French as a Second Language
7f1
7f11
7f2
7f12
Mathematics
7m1
7m11
7m21
7m31
7m41
7m51
7m61
7m71
7m81
7m91
7m101
7m2
7m12
7m22
7m32
7m42
7m52
7m62
7m72
7m82
7m92
7m102
Science and Technology
7s1
7s11
7s21
7s31
7s41
7s51
7s61
7s71
7s81
7s91
7s101
7s111
7s121
7s131
7s2
7s12
7s22
7s32
7s42
7s52
7s62
7s72
7s82
7s92
7s102
7s112
7s122
7s3
7s13
7s23
7s33
7s43
7s53
7s63
7s73
7s83
7s93
7s103
7s113
7s123
7s4
7s14
7s24
7s34
7s44
7s54
7s64
7s74
7s84
7s94
7s104
7s114
7s124
7s5
7s15
7s25
7s35
7s45
7s55
7s65
7s75
7s85
7s95
7s105
7s115
7s125
7s6
7s16
7s26
7s36
7s46
7s56
7s66
7s76
7s86
7s96
7s106
7s116
7s126
7s7
7s17
7s27
7s37
7s47
7s57
7s67
7s77
7s87
7s97
7s107
7s117
7s127
7s8
7s18
7s28
7s38
7s48
7s58
7s68
7s78
7s88
7s98
7s108
7s118
7s128
7s9
7s19
7s29
7s39
7s49
7s59
7s69
7s79
7s89
7s99
7s109
7s119
7s129
7s10
7s20
7s30
7s40
7s50
7s60
7s70
7s80
7s90
7s100
7s110
7s120
7s130
7h2
7h12
7h22
7h32
7h42
7h52
7h3
7h13
7h23
7h33
7h43
7h53
7h4
7h14
7h24
7h34
7h44
7h54
7h5
7h15
7h25
7h35
7h45
7h55
7h6
7h16
7h26
7h36
7h46
7h56
7h7
7h17
7h27
7h37
7h47
7h57
7h8
7h18
7h28
7h38
7h48
7h9
7h19
7h29
7h39
7h49
7h10
7h20
7h30
7h40
7h50
History
7h1
7h11
7h21
7h31
7h41
7h51
Geography
7g1
7g11
7g21
7g31
7g41
7g51
7g61
1
1
7g2
7g12
7g22
7g32
7g42
7g52
7g62
1
2
7g3
7g13
7g23
7g33
7g43
7g53
7g63
1
1
1
7g4
7g14
7g24
7g34
7g44
7g54
7g64
1
7g5
7g15
7g25
7g35
7g45
7g55
1
2
1
2
7g6
7g16
7g26
7g36
7g46
7g56
1
2
7g7
7g17
7g27
7g37
7g47
7g57
1
3
2
7g8
7g18
7g28
7g38
7g48
7g58
1
1
1
1
7g9
7g19
7g29
7g39
7g49
7g59
2
1
2
4
7g10
7g20
7g30
7g40
7g50
7g60
Health & Physical Education
7p1
7p11
7p21
7p31
7p41
7p2
7p12
7p22
7p32
7p42
7p3
7p13
7p23
7p33
7p4
7p14
7p24
7p34
7p5
7p15
7p25
7p35
7p6
7p16
7p26
7p36
7p7
7p17
7p27
7p37
7p8
7p18
7p28
7p38
7p9
7p19
7p29
7p39
7p10
7p20
7p30
7p40
7a2
7a12
7a22
7a32
7a42
7a52
7a62
7a72
7a3
7a13
7a23
7a33
7a43
7a53
7a63
7a73
7a4
7a14
7a24
7a34
7a44
7a54
7a64
7a74
7a5
7a15
7a25
7a35
7a45
7a55
7a65
7a75
7a6
7a16
7a26
7a36
7a46
7a56
7a66
7a76
7a7
7a17
7a27
7a37
7a47
7a57
7a67
7a77
7a8
7a18
7a28
7a38
7a48
7a58
7a68
7a78
7a9
7a19
7a29
7a39
7a49
7a59
7a69
7a10
7a20
7a30
7a40
7a50
7a60
7a70
The Arts
7a1
7a11
7a21
7a31
7a41
7a51
7a61
7a71
1
4
1
Unit Analysis
Page 1
Themes of Geographic Inquiry
Geography A Unit for Grade 7
Analysis Of Unit Components
14
43
23
114
Resource Types
Subtasks
Expectations
Resources
Strategies & Groupings
0
9
1
6
1
2
0
2
0
2
0
0
-- Unique Expectations -20 Geography Expectations
Rubrics
Blackline Masters
Licensed Software
Print Resources
Media Resources
Websites
Material Resources
Equipment / Manipulatives
Sample Graphics
Other Resources
Parent / Community
Guide Bookmarks
Groupings
Assessment Recording Devices
13 Students Working As A Whole Class
6 Students Working In Small Groups
11 Students Working Individually
6
1
4
9
Anecdotal Record
Checklist
Rating Scale
Rubric
Teaching / Learning Strategies
Assessment Strategies
1
6
1
1
1
1
7
4
4
2
1
3
3
8
Case Study
Discussion
Graphing
Inquiry Process
Issue-based Analysis
Lecture
Map Making
Note-making
Oral Explanation
Research
Role Playing
Simulation
Sketching To Learn
Writing To Learn
1
4
2
9
3
1
Classroom Presentation
Essay
Exhibition/demonstration
Performance Task
Quizzes, Tests, Examinations
Self Assessment
Written using the Ontario Curriculum Unit Planner 2.0b6a (July 2nd, 1999) Open Printed on Jul 02, 1999 at 2:39:31 PM