THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
CONTENTS
Grade 8
Patterns in Human Geography
Reading Different Text Forms: Reading a Map
2
Writing for a Purpose: Writing a Map
6
Reading Different Text Forms: Reading a Graph
10
Writing for a Purpose: Writing a Graph
14
Reading Different Text Forms: Reading a Picture
20
Economic Systems
Reading Different Text Forms: Reading a Map
24
Writing for a Purpose: Writing a Map
26
Reading Different Text Forms: Reading a Graph
30
Writing for a Purpose: Writing a Graph
34
Reading Different Text Forms: Reading Pictures
38
Migration
Reading Different Text Forms: Reading Flow Maps
42
Writing for a Purpose: Writing a Flow Map
46
Reading Different Text Forms: Reading a Table
50
Writing for a Purpose: Writing Bar Graphs
56
Reading Different Text Forms: Reading Pictures
62
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Map
Grade 8 Geography – Patterns in Human Geography
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise
format and illustrate how one piece of information is related to another. Providing students with
an approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during
and after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Sometimes a complicated idea or concept can be more easily communicated through a
map. Often a map shows information in the context of a specific place and time. The map
provides clues to the concept and focuses on certain map conventions (such as title,
legend, direction, scale, and borders).
• See the following resources:
- Student/Teacher Resource, Population Density Map of Canada.
- Student Resource, Tips for Reading Graphical Text, Think Literacy: Cross-Curricular
Approaches, Grades 7-12, p.86.
- “Where People Live” in Human Geography (Gage), pp. 8-9.
- website, www.atlas.gc.ca
• Many of the strategies for reading informational and literary texts can also be used
effectively to read graphical texts.
• The majority of Canada’s population is concentrated in a thin belt of land between Windsor
and Quebec City. Even though Canada is the second largest country in the world in terms
of area, it only ranks thirty-third in terms of population. The map illustrates the population
density from the census information for the year 1996. Population density is calculated by
taking the total population of the census division and dividing the number by the total area
measured in square kilometers. The majority of Canada’s population occurs in the
southernmost part of the country. The agricultural areas in the Prairies and eastern Canada
have higher population densities than the sparsely populated North, but not as high as
southern Ontario or southern Quebec. The agricultural and resource based economy
support a medium to low-density population.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text.
This might be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Map
Grade 8 Geography – Patterns in Human Geography
What teachers do
What students do
Before
•
•
•
Review the concept of population density
with the students.
Review map conventions with the class.
Distribute map showing population density
or provide the students with a map showing
population density from an atlas or a text.
(See Student/Teacher Resource,
Population Density Map of Canada.)
•
•
•
Notes
Recall the definition of population
density.
Review the map conventions.
Have an understanding of Canada’s
population location factors and how
they affect population density.
During
•
•
Provide students with focus questions
such as:
- Which colour dominates the map?
- What conclusion might you draw from
the first question?
- What conclusions might you draw from
the pattern of population from highest
density to lowest density?
- What physical patterns might account
for the patterns?
- What human factors might account for
the patterns?
Ask students to make observations using
the map conventions as a guide.
•
Answer the focus questions using the
population density map.
•
Listen to the class responses and
compare their results to the class.
After
•
Review the responses with the students.
3
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Population Density Map of Canada
Population Density by
Census Division, 1996
(person/square kilometre)
0 to 0.9
1 to 9.9
10 to 69.9
70 to 599.9
600 to 1 999.9
2 000 to 3
785.8
Boundaries
International
Provincial /
Territorial
Canada /
Kalaallit
Nunaat
dividing line
EEZ (200 mile)
Other Features
Water area
Regions
outside
Canada
www.atlas.gc.ca
4
Abstract:
The majority of the Canadian population, about 60% is concentrated within a thin belt of land
representing 2.2% of the land between Windsor, Ontario and Quebec City. Even though Canada is the
second largest country in the world in terms of land area, it only ranks 33rd in terms of population. The
agricultural areas in the Prairies and eastern Canada have higher population densities than the sparsely
populated North, but not as high as southern Ontario or southern Quebec.
© Her Majesty the Queen in Right of Canada, 2004.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Map
Grade 8 Geography – Patterns in Human Geography
When students can get the “picture” of a form of writing in their heads, they feel more confident
about creating the final product. A template or framework is a skeletal structure for a writing form
that allows students to organize their thoughts and researched information in order to write a first
draft.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help
them organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• Sometimes a complicated idea or concept can be more easily communicated through a map.
Often a map shows information in the context of a specific place and time. The map provides
clues to the concept and focuses on certain map conventions (such as title, legend, direction,
scale, and borders).
• See the following resources:
- Student/Teacher Resource, Population Density for World Countries (Chart).
- “Where People Live” in Human Geography (Gage), pp. 8-9.
- web site, www.atlas.gc.ca or any atlas with population density data.
• Population density is the relationship between the area and the population of a country. This can
be calculated by dividing the country’s population by the area. Population density is just a way of
making a general comparison of the relationship between area and the population of a country.
Further Support
• The template for any individual writing assignment can be revised to make accommodations
necessary for students with special needs. For example, reduce the number of paragraphs or
supporting details, create differing expectations for research, or for the complexity of the main
idea, etc.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Writing for a Purpose: Writing a Map
Grade 8 Geography – Patterns in Human Geography
What teachers do
What students do
Before
• Introduce the activity to the students with
a review of the map conventions.
• Instruct students to label the names of the
countries from the chart onto the map and
use a coloured scale in the legend to
show the population density of each
country.
• Provide the students with the chart of the
population density and a blank world
political map. See Student/Teacher
Resource, Population Density for World
Countries (Chart).
• Discuss with the students the appropriate
legend for the map.
•
•
Notes
Review the concepts of map
conventions.
Preview the population density map
instructions.
During
• Monitor the activity checking that the
students label the map correctly.
•
• Provide students with focus questions
such as:
- How does population density vary
around the world?
•
Complete the map showing the
population density of each country
using the appropriate legend and
colours.
Answer the focus questions.
After
•
•
•
•
•
Have the students calculate the
population density of the class and the
other classes in the school.
Draw the results on a map of the school.
Students may compare population
density, birth rates, death rates, or other
indicators in Canada to other countries.
Assign each student a different country
and have them construct a composite
table or prepare a report on population
patterns.
Students may present their findings to the
class.
•
Working with a partner or
individually map the population
density for the classroom and other
classes in the school.
•
Share your results with the class.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Population Density for World Countries (Chart)
Country
North America
Canada
United States
Mexico
Jamaica
South America
Argentina
Brazil
Peru
Paraguay
Europe
United Kingdom
France
Sweden
Italy
Germany
Africa
Egypt
Liberia
Somalia
Namibia
Uganda
Asia
India
Malaysia
Indonesia
China
Japan
Oceania
Australia
New Zealand
Source: www.statcan.ca
8
Population Density
(persons per sq. km)
3.2
30.7
52.8
245.5
13.8
21.0
21.7
14.5
244.5
59.9
19.8
192.4
230.8
73.2
29.7
12.2
2.3
103.3
314.5
68.8
121.4
134.0
336.2
2.5
14.4
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Graph
Grade 8 Geography – Patterns in Human Geography
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise format
and illustrate how one piece of information is related to another. Providing students with an
approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during
and after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Sometimes a complicated idea or concept can be more easily communicated through a graph.
The graph provides clues to the concept and focuses on certain graphing conventions (such
as topic, type of graph, and use of colour).
• See the following resources:
- Student/Teacher Resource, The Population Pyramid, showing the 1996 population.
- Student Resource, Tips for Reading Graphical Text, Think Literacy: Cross-Curricular
Approaches, Grades 7-12, p. 86.
• For more information, see:
- “How People Live” in Human Geography (Gage), pp. 30-32.
- web site, www.census.gov/ipc/www/idbpyr.html.
• Population pyramids are a type of graph that shows information about age groups of people
within a country. The pyramid is divided into male and female members of the population and
age groups. Each graph is a series of horizontal bar graphs stacked on top of each other. The
youngest people in a society are shown in the bar graphs at the bottom and the oldest are at
the top. The length of each bar shows the percentage or the population in millions of the total
population in each group.
• Countries with a rapidly growing population have different age structures from those with slow
growth. A rapidly growing population has a wide base at the bottom and a narrow top.
Countries with different rates of population growth will have different shapes. A population
pyramid that has a narrow base and equal numbers of people in most age groups represents
a developed country while a population pyramid with a wide base and a narrow top represents
a developing country.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Graph
Grade 8 Geography – Patterns in Human Geography
What teachers do
What students do
Before
•
•
Review the concept of a population
pyramid with the class.
Distribute a copy of the population
pyramid or a similar population pyramid to
the students. (See Student/Teacher
Resource, The Population Pyramid.)
•
Review the concept of a
population pyramid.
•
Answer the focus questions
using the population pyramid.
•
Listen to the class responses
and compare their results to
those of other students.
Use a web site or text material
to compare population
pyramids.
Notes
During
•
•
Provide students with focus questions
such as:
- Which age group has the largest
population bar graph?
- Which age group has the smallest
population bar graph?
- What observations can you make about
the population of Canada from the
population pyramid?
- What is the shape of Canada’s
population pyramid?
- Is Canada a developed or developing
country?
Ask students to make observations about
the shape of pyramid and the different age
groupings.
After
•
•
•
Review the responses with the students.
Have the students find population
pyramids for one country on two other
continents (see website listed) and
compare those to Canada in terms of the
pyramid’s shape and whether the
countries are developing or developed
countries.
Collect student activities for evaluation.
•
•
Hand in the activities for
teacher evaluation.
11
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
The Population Pyramid
showing the 1996 population
12
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Graph
Grade 8 Geography – Patterns in Human Geography
When students can get the “picture” of a form of writing in their heads, they feel more confident
about creating the final product. A template or framework is a skeletal structure for a writing form
that allows students to organize their thoughts and researched information in order to write a first
draft.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help
them organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• The statistics shown on the predicted population pyramid reflect the current trend in
population information and do not take into account future natural and human disasters such
as war, plagues, or famine.
• See the following resources:
- Student/Teacher Resource, Population Prediction for Canada 2030.
- Student/Teacher Resource, Population Pyramid.
- Student Resource, Information Report Template.
- “How People Live” in Human Geography (Gage), pp. 30-32.
- web site, www.statcan.ca
• Population pyramids are a type of graph that shows information about age groups of people
within a country. The pyramid is divided into male and female members of the population and
age groups. Each graph is a series of horizontal bar graphs stacked on top of each other. The
youngest people in a society are shown in the bar graphs at the bottom and the oldest are at the
top. The length of each bar shows the percentage or the population in millions of the total
population in each group.
• The Canadian population is continuing an aging trend that started in the 1970’s. This aging is the
result of two main factors: a decrease in fertility and an increase in life expectancy. The change
in the age structure of the population has an effect on everything from the diaper industry to
educational services, the job market and shopping patterns. Most importantly, the expected
increase in the number of elderly will affect the need for health services and will put a great deal
of pressure on government pension funds. The trends that exist today help us to better
understand the challenges of the future.
• Changing populations have changing needs. An elderly population may require more health
care. A baby boom population may require more schools and more child care.
Further Support
• The template for any individual writing assignment can be revised to make the modifications or
accommodations necessary for students with special needs. For example, reduce the number
of paragraphs or supporting details, create differing expectations for research, or for the
complexity of the main idea, etc.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Graph
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Grade 8 Geography – Patterns in Human Geography
What teachers do
What students do
Before
•
•
•
Review the concept of population
pyramids with the students.
Discuss the concept of changing
populations have changing needs with
the students.
Distribute Student/Teacher Resource,
Population Pyramid chart to the class
and a sample population pyramid
graph or a graph selected by the
teacher.
•
•
Notes
Know how to draw a population pyramid
using the appropriate graphing
conventions including title, legend, scale,
and colour.
Review the concept of population
pyramids and the idea that changing
populations have changing needs.
During
•
•
Ask the students to draw the
population pyramid using the
information found on Student/Teacher
Resource, Population Prediction For
Canada 2030.
Circulate through the class to make
sure that the students are following
the appropriate graphing conventions.
•
Draw the population pyramid using the
information found on the chart.
•
Compare the 2030 population pyramid
with a present day graph. Observe the
differences in shape and age categories.
Record the observations or prepare a
report on the changing needs of
Canadians. (See Student Resource,
Population Pyramid: Template.) An
example of one change might be: As the
number of older people grows, how might
that affect the need for health care
facilities?
After
•
•
Ask the students to compare the
shape and make up of the population
changes between the 2030 and 1996
population pyramids.
Ask the students to record the
observations or prepare a report on
how the needs of Canadians may
change from today to 2030. See
Student/Teacher Resource,
Information Report Template.
•
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
POPULATION PREDICTION FOR CANADA 2030
Age Group
80 +
75-79
70-74
65-69
60-64
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
Male Population
(millions)
1.5
0.75
1.0
1.2
1.3
1.45
1.4
1.35
1.35
1.35
1.3
1.25
1.25
1.2
1.15
1.1
1.0
Source : www.statcan.ca
16
Female
Population
(millions)
2.5
0.9
1.0
1.1
1.25
1.3
1.25
1.25
1.15
1.1
1.1
1.05
1.0
0.9
0.8
0.8
0.75
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Student/Teacher Resource
Population Pyramid
80+
75-79
70-74
65-69
60-64
Age Groups
55-59
50-54
45-49
40-44
35-39
30-34
25-29
20-24
15-19
10-14
5-9
0-4
Male
0
Female
% of the Population
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
Information Report Template
Introduction:
First sub-topic:
Key points from your research:
Transitional sentence:
Second sub-topic:
Key points from your research:
Transitional sentence:
Third sub-topic:
Key points from your research:
Transitional sentence:
Conclusion: Re-state some of your key points.
Write an emphatic concluding sentence.
18
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Picture
Grade 8 Geography – Patterns in Human Geography
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise
format and illustrate how one piece of information is related to another. Providing students with
an approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during
and after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Sometimes a complicated idea or concept can be more easily communicated through a
picture. The picture provides clues to the concept and focuses on certain features (such as
colour, shape and pattern).
• See the following resources:
- Student/Teacher Resource, Forms of Settlement of the Earth (picture).
- Student Resource, Tips for Reading Graphical Text, Think Literacy: Cross-Curricular
Approaches, Grades 7-12, p. 86.
- “Human Imprints” in Human Geography (Gage), p. 51.
• There are three main types of settlement patterns in rural areas: linear, scattered, and
clustered. The picture selected is an example of a linear pattern. This pattern consists of
groups of houses or villages that form a long line, which can be straight or wavy. Straight
lines may follow a road or railway line and curved lines may follow a river or narrow valley.
• When using the picture provided turn it upside down to reproduce for the students.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text.
This might be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Picture
Grade 8 Geography – Patterns in Human Geography
What teachers do
What students do
Before
•
•
•
•
Review with students the three main
population settlement patterns.
Review with students both physical and
human geographical features.
Distribute copies of the picture to the
students, or produce an overhead, or
black and white copies, or use a picture
such as the one provided. (See
Student/Teacher Resource, Forms of
Settlement of the Earth.)
Set a purpose for the activity.
•
•
•
Notes
Review the three types of population
patterns.
Review the characteristics of both
physical and human geographical
features.
Review the use of a graphic
organizer.
During
•
•
•
Provide students with focus questions
such as:
- What physical features do you see in
the picture?
- What human features do you see in
the picture?
- What type of settlement pattern is
found in the picture?
- What factures might contribute to
this type of pattern?
Do you think in the future this community
will continue to grow? Explain your
reasons.
Ask students in pairs or individually to
observe the picture.
•
With a partner or individually, answer
the focus questions using the picture
as your point of reference.
•
Listen to the class responses and
draw a conclusion based on the
information.
With a partner or individually draw
conclusions about the future land
patterns in this community and
complete the graphic organizer.
After
•
•
Discuss the students’ responses in
class.
Review the picture and ask the students
to describe the community changes that
they might envision over the next ten
years in terms of both physical changes
and human changes. A graphic
organizer may be used for this follow-up
activity.
•
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Forms of Settlement of the Earth
Source: Forms of Settlement of the Earth, Klett-Perthes Geo-Institut
22
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Map
Grade 8 Geography – Economic Systems
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise format
and illustrate how one piece of information is related to another. Providing students with an
approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and
after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Students will find the best (fastest and cheapest) route to take raw diamonds from the Northwest
Territories to Belgium and the UK.
• For this activity use a world transportation thematic map from an atlas (e.g., Oxford atlas p. 141,
Pearson p. 46, 47, Nelson p. 45). The decision on how far to take this activity will depend on
resources and time. One can calculate the transportation route from the source of the resource
(in this case, diamonds) to the final global destination.
The basic premise is that it takes time, energy and money from harvesting to distribution of the
final product. This links to the graphing exercise, see Reading a Graph (Economic Systems),
p. 30.
• Scale is important in this exercise. Students need to know how to calculate the distance
traveled. Using string to outline a certain route (it goes around lakes etc.) or estimation are both
techniques they can employ. The students will then apply the measure of string to the scale.
• This activity could be worked through in groups and in the end, have students compare their
results.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Map
Grade 8 Geography – Economic Systems
What teachers do
What students do
Before
• Using a world transportation thematic
map from an atlas:
- Review the parts of a map (title,
legend, scale, direction) (Could do a
brainstorm using a web.)
- Emphasize the importance of
understanding which parts of the map
help you to get the big picture.
- Look at the way the map is set up
with colour or shading or labels etc.
- Key into the scale! Explain how to
calculate scale.
- Set the purpose of the reading: to find
the best (fastest and cheapest) route
to take the raw diamonds from the
Northwest Territories to Belgium and
the UK.
Notes
• Skim the map to find out what it is
about. Use this to review the parts of
the map. Confirm the information with
a partner.
During
•
•
Model reading the map.
Ask questions to prompt thinking:
- How will the diamonds be transported
out of the mine?
- Where are my main towns and cities?
- How can the company get to these
places? (train, plane, truck, boat)
- What would be the cheapest/easiest
method of transportation?
- Teachers/students may decide whether a
rush order is needed.
• Read the map to decide the best route
for transporting the raw diamonds to
one of Canada’s trading partners for
diamond exports.
After
• Discuss all the possibilities and reasons why • Map each leg of the route indicating,
types of transportation, and distance
one mode of transportation might be better
onto a blank world map.
than another.
• Calculate the total distance traveled.
• Compare the students’ results in
calculations and discuss the various
• Give reasons for your route decisions.
strategies and thinking.
Compare your routes with others.
25
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Map
Grade 8 Geography – Economic Systems
When students can get the “picture” of a form of writing in their heads, they feel more confident
about creating the final product. A template or framework is a skeletal structure for a writing form
that allows students to organize their thoughts and researched information in order to write a first
draft.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help
them organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• To create a map for economics there are several sources to use. Statistics Canada gives data
on jobs, GNP, labour force, industries etc.
- The key will be to focus on the purpose of the map and what you can learn from it. The next
area to focus on will be to review key features of a map including: appropriate title, scale,
legend, direction labels. You may also consider, depending on the type of map, grid, colour
code, labels and sidebar graphics.
- The type of map chosen to present specific information should be discussed (in this case
students will make a chloropleth map)- depending on how extensive the lesson. For this
activity, the students are asked to map the regions and use shading to delineate the amount
of GNP by region. (Dark green –highest, mid green and light green- lowest) You can give
them the regions or come up with them in class. It depends on the ability of the students.
Since there is a five year span a suggestion would be to have different groups of students do
a different year and then go into a comparison or look for trends or choose one year to
complete.
- Compiling the data into the parts needed, doing the map and then analyze the map are the 3
major steps involved.
• Consider having students work in small groups or a pairs to share the interpretation of the
information. Practice in the interpretation by sharing, will spawn confidence over time.
• See the following resources:
- Student/Teacher Resource, Gross domestic product, expenditure-based, by provinces and
territories.
- Student/Teacher Resource, Organizer – G.D.P. by Regions in Canada.
Further Support
• The template for any individual writing assignment can be revised to make the medications or
accommodations necessary for students with special needs. For example, reduce the number
of paragraphs or supporting details, create differing expectations for research, or for the
complexity of the main idea, etc.
26
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Writing for a Purpose: Writing a Map
Grade 8 Geography – Economic Systems
What teachers do
What students do
Before
•
A map gives the students a visual picture of data
that can be sometimes overwhelming.
• The purpose of this map is to find what the GDP
is in relation to the regions of Canada. (Review
concept of GDP- Gross Domestic Product.)
• Review the 5 regions- Atlantic Canada, (the
maritime provinces) Central Canada, (Quebec
and Ontario) The Prairies, (Manitoba,
Saskatchewan and Alberta) Western Canada
(B.C.) and the North (the 3 territories). Ask how
they will calculate the GDP per region (add
total).
• Discuss with the students the use of shading in
this kind of map (low, medium, high GDP. They
could use 3 shades of green for money.).
During
•
Skim the data to decide the purpose of
the map and what type of map would be
best suited. Share.
•
Discuss the 5 regions of Canada.
•
Decide on the layout of where your title
and legend will be.
•
•
Complete the table Student/Teacher
Resource, Organizer - G.D.P by regions
in Canada to calculate the GDP of the 5
regions.
Decide on scale for shading.
Complete map.
•
•
Have students calculate the GDP on the table.
They need to add the provincial GDP for each
region.
Discuss the scale to be used in the legend. Ask:
- Where are the darkest/ lightest shades?
- What industries are prevalent in the
regions?
- What type of industry do they rely on?
- What are the populations? (refer to an atlas
for thematic map on population)
- Does this reflect on where the incomes
come from in each region? (e.g. Southern
Ontario)
- What factors influence the GDP?
Distribute a map of Canada. Instruct the
students to dot jot their observations on the
completed map.
•
•
•
Use dot jots to make observations and
reflections of what they see. You may
want them to reflect in a group or
Think/Pair/Share.
•
Analyze the strengths and weakness in
terms of Canada’s ability to make money.
(Use a T-chart.)
Put in a summary.
Check their map to make sure all the key
information is in the work.
Create any extra questions they may
have on the data and discuss with class.
Notes
After
•
•
•
•
Dig deeper into their understanding by asking
why the GDP is so different in each region.
Ask students to write any questions that come to
mind after the reflective work and include that at
the end.
Discuss as a whole group.
Editing process should be applied to written and
mapping work.
•
•
•
27
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Gross domestic product, expenditure-based, by provinces and territories
1999
2000
2001
2002
2003
$ millions
Newfoundland and Labrador
12,184
13,863
14,196
16,555
18,015
3,159
3,349
3,474
3,748
3,883
Nova Scotia
23,059
24,770
26,070
27,102
28,813
New Brunswick
19,041
20,178
20,772
21,163
22,358
Quebec
210,809 225,202 232,592 245,559
254,263
Ontario
409,020 440,708 452,923 478,112
493,416
Prince Edward Island
Manitoba
31,966
34,141
35,294
37,075
38,078
Saskatchewan
30,778
33,704
33,580
34,592
36,778
Alberta
117,080 143,721 151,173 149,998
170,631
British Columbia
120,921 131,086 132,050 135,552
142,418
Yukon
1,085
1,188
1,233
1,246
1,310
Northwest Territories
2,292
2,510
2,889
2,949
3,332
747
832
871
931
916
Nunavut
Source: Statistics Canada, CANSIM, table 384-0002 and Catalogue no. 13-213-PPB.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Student/Teacher Resource
Organizer - G.D.P. by regions in Canada
Region
Atlantic Canada
Provinces/Territories Total GDP
Central Canada
Prairies
West
North
29
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Graph
Grade 8 Geography – Economic Systems
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise format
and illustrate how one piece of information is related to another. Providing students with an
approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and
after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Reading Graphs involves making observations on what students see and interpret what it
means. There can be trends to observe and then predict what will happen in the future.
(e.g., What is the trend for the diamond industry in Canada?) The graph will also inspire
questions for the students. (e.g. Why do we export so many diamonds to Belgium but import so
few?) Also see Reading a Map, Gr. 8 Economic Systems.
• It is important to spend time looking at features of the text such as the horizontal axis,
vertical axis, title, date when data was gathered and source. These features all help the
student to critically think about the data and its validity.
• The graph gives a snapshot of information which can be used to inform, compare, advise and
persuade. Using the reading maps exercise and the Student/Teacher Resource, Canadian
Diamond Trade Graphs, students extrapolate information about the diamond industry. In this
lesson students will write a short article predicting the future of Canada’s diamond industry.
• Once the observations are made, it is important to take it the next step. What can we infer about
the information? What don’t we know? What can we further investigate?
• Graphs can be used at the beginning of a concept to stimulate a discussion, in the middles to
help consolidate ideas and concepts or at the end to see if students have grasped the concepts
and to further investigations.
Note: this example could also be modeled using other resources.
• For further information, see Student/Teacher Resource, Canadian Diamond Trade Graphs.
(source: www.statcan.ca)
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
30
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Graph
Grade 8 Geography – Economic Systems
What teachers do
Before
• Review important vocabulary (import/export,
trading).
• Ask the students to list different types of
graphs (e.g., bar graph, line graph, pie
graph).
• Ask the students to explain a double bar
graph. What would it look like? What is its
purpose? (to compare)
• Elicit background knowledge on the diamond
industry in Canada by brainstorming with the
class.
• Distribute Student/Teacher Resource,
Canadian Diamond Trade Graphs.
• Set a clear purpose for reading the graphs:
to predict the future of the diamond industry
in Canada.
During
• Ask students what the key words are to their
understanding of the graphs.
• Model questioning to cover the key areas:
- What countries do we export diamonds
to?
- When did we start exporting?
- Why do we import diamonds if we
already export them? Where do the
exports mainly go?
- What might those countries have in
common?
- Where do you think the future of the
diamond industry will go and why?
- What is the trend in the diamond
industry?
- What advantages might there be for
Canada? What disadvantages would
there be?
After
• Give time for the students to “dot jot” their
observations.
• Discuss reading “between the lines” and ask
what can the students infer about the
diamond industry.
• Have students predict how the diamond
industry will affect Canada in the future.
• Instruct students to use the data and their
observations to back up their prediction.
What students do
• Participate in the brainstorm and
Notes
vocabulary review.
• Skim the graphs to determine their
content.
• Students will list their observations
on chart paper.
•
•
•
Use dot jots to complete a T-chart of
positives and negatives to pursuing
the diamond industry in the north.
Share as a small group or pair their
observations.
Write a short article for a newspaper
completing the headline: Canada’s
Diamond Future Looks__________.
31
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Canadian Diamond Trade Graphs
Canadian Diamond Trade Graph, 1992 to 2002
Canadian Diamond Trade Graph, by Country, 2002
http://www.statcan.ca/english/research/11-621-MIE/11-621-MIE2004008.htm
32
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Graph
Grade 8 Geography – Economic Systems
When students can get the “picture” of a form of writing in their heads, they feel more confident
about creating the final product. A template or framework is a skeletal structure for a writing
form that allows students to organize their thoughts and researched information in order to write
a first draft. Essay maps are another type of template.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help
them organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing
assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• In this activity the students are asked to make a graph on the Gross Domestic Product of
Canada by primary, secondary or tertiary industries. They therefore need to understand the
types of industries and where they fit. A vocabulary sorting activity would help in this way.
(See Student Resource, Industry Vocabulary). This exercise also connects well with the
Grade 8 Economic Systems, Reading Pictures, page 38.
Students will be able to expand their knowledge of what kinds of industries there are and
how they are categorized.
• The purpose of the graphing activity needs to be made clear. This enables students to focus
on what material is important. This Industry idea could be expanded into a discussion/
survey of careers in the class or school.
• In responding to the graphs, try Rapid Writing in Think Literacy: Cross-Curricular
Approaches, Grades 7-12. In this approach students continuously write about what they see
and connections they can make. Also, “ Dot Jots” are a quick way to make observations and
connections before formal written work.
• Expand thinking by using “Stretching Ideas”, Think Literacy: Cross-Curricular Approaches,
Grades 7-12, p.122. This will aid in questioning also.
• For more information see Teacher Resource, Gross Domestic Product at Basic Prices by
Industry.
Further Support
• The template for any individual writing assignment can be revised to make the modifications
or accommodations necessary for students with special needs. For example, reduce the
number of paragraphs or supporting details, create differing expectations for research, or for
the complexity of the main idea, etc.
34
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Writing for a Purpose: Writing a Graph
Grade 8 Geography – Economic Systems
What teachers do
Before
• To build understanding of industries, the
vocabulary in this activity needs to be
discussed.
• See Student Resource, Industry
Vocabulary. This may be done in groups,
pairs or individually, depending on your
class.
• Discuss how to read Teacher Resource,
Gross Domestic Product at Basic Prices
by Industry. Point out the features of the
chart. Review the purpose of the data.
• Set a purpose: to find a trend for a
primary, secondary and tertiary industry
of their choice from the data provided.
• Help students decide on the type of
graph that would best show trends for a
variety of items. (multiple line graph)
• Review the parts of a multiple line graph:
title, x and y axis, scale interval, legend.
During
• As the students build the graph, have
students predict their findings.
• Generate questions:
- Will there be steady growth?
- Where will there be declines and
why?
What students do
•
Recall the three types of industries.
•
Clarify the vocabulary on the Industry
Vocabulary sheet by classifying each
cell as a primary, secondary or tertiary
industry.
•
Record for further reference.
•
Skim the Gross Domestic Product at
Basic Prices by Industry chart.
•
Create a multiple line graph showing
the trend of the GDP of 3 types industry
over the past 5 years. (Choose one
industry of your choice from each
sector. Refer to the vocabulary sheet
for industry type identification.)
•
Contribute to questioning and
discussion.
After
• Discuss trends through observations
made from the graphs.
•
Edit work to ensure all parts are on the
graph and for accuracy.
•
•
Create questions you have on the
information graphed (e.g., Why is this
trend happening? Is this trend
happening with other industries of the
same type?).
•
Write a summary of observations
and interpretations.
Have students share and compare if
each industry type is facing the same
trend.
Notes
35
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
Industry Vocabulary
Classify each cell as a primary, secondary or tertiary industry.
accommodation,
food services
agriculture,
forestry,
fishing and
hunting
finance,
insurance, real
estate
professional,
scientific,
and technical
services
construction
industries
public
administration
36
mining,
oil and
gas
extraction
health care
and social
assistance
manufacturing wholesale
trade
information
and
cultural
industries
other services
transportation
and
warehousing
administrative
and support,
waste
management
and
remediation
services
arts,
entertainment,
recreation
retail trade
educational
services
utilities
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Teacher Resource
Gross Domestic Product at Basic Prices by Industry
1999
All industries1
Goods-producing industries
Agriculture, forestry, fishing and hunting
Mining and oil and gas extraction
Manufacturing
Construction industries
Utilities
Services-producing industries
Transportation and warehousing
Information and cultural industries
Wholesale trade
Retail trade
Finance and insurance, real estate and
renting and leasing and management of
companies and enterprises
Professional, scientific and technical
services
Administrative and support, waste
management and remediation services
Public administration
Educational services
Health care and social assistance
Arts, entertainment and recreation
Accommodation and food services
Other services (except public
administration)
2000
2001
2002
2003
$ constant 1997 (millions)
896,490 945,783 961,522 992,319 1,014,166
23,322 22,997 21,249 20,147
34,311 34,107 34,665 34,081
161,536 179,827 172,943 177,432
46,406 48,461 51,567 52,480
26,412 26,474 25,815 26,411
43,609
33,660
50,467
47,496
45,734
36,256
53,671
50,611
45,873
41,316
59,497
55,464
46,099
42,008
62,701
57,070
174,009 182,540 190,430 199,031
202,832
37,549 40,293 42,132 43,482
44,865
18,328 19,472 20,430 21,470
22,298
51,826
43,566
53,407
7,982
21,630
56,102
45,552
58,070
9,171
23,235
57,814
45,576
60,358
9,551
22,644
20,974 21,979 22,779 23,505
23,922
53,257
44,200
54,866
8,478
22,560
45,262
38,955
55,186
52,512
22,947
35,962
176,979
54,705
25,835
54,840
44,814
56,074
8,752
23,117
1. North American Industry classification Standard.
Source: Statistics Canada, CANSIM II, tables 379-0017 and 379-0020 and Catalogue
no. 15-001-XIE.
Last modified: 2004-06-30.
Find information related to this table (CANSIM table(s); Definitions, data sources and methods; The Daily,
publications; and related Canadian Statistics tables).
37
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading Pictures
Grade 8 Geography – Economic Systems
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise format
and illustrate how one piece of information is related to another. Providing students with an
approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and
after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• For this activity use a picture that includes all three industry types: primary, secondary and
tertiary (e.g., a picture at http://sts.gsc.nrcan.gc.ca/clf/TSD_images_results.asp Natural
Resources Canada- under the Terrain Science Images Collection, Fraser Delta at New
Westminster. Note: colour is critical to being able to read the picture).
• Reading a picture starts with skimming to find the general content. Focus the reader to the
foreground, mid ground and background of the picture. Reading the caption provides the reader
with context.
• Use Rapid Writing in Think Literacy: Cross-Curricular Approaches on p. 98 to make
observations of the picture. (Other strategies might be Think/Pair/Share, I Spy, Questioning )
Use the Student Resource, Observation Chart, to help them organize their observations and
evidence to prove them. As in language, you want the students to back up their observations
and thinking.
• Further questioning will lead to inferring. Even though students don’t see something they can
make some solid inferences based on their prior knowledge. Ask students: How did the logs get
to the delta? What industries are there? What might be the tertiary industries in the area? How
might the industries be connected to each other? How might they support each other? Thus if
one business fails it will have a ripple effect on the economy. Likewise if a new industry/
business comes to town it will also have an effect on local economy.
• See:
- Student/Teacher Resource, Picture for Analysis
- Student Resource, Industry Observation Chart
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading Pictures
Grade 8 Geography – Economic Systems
What teachers do
Before
• Tell students that pictures tell stories.
• Recall or introduce the 3 main types of
industry- primary, secondary and tertiary.
• Ask students if they know how to read
pictures. (See Student/Teacher
Resource, Picture For Analysis.)
• Invite students to decide why the
photographer took this photo. Ask
students what the purpose of the
photograph might be.
• Why did the photographer choose the
perspective? Are they trying to inform?
Persuade?
During
• Direct the students to look at the 3 main
parts of the photograph- fore, mid and
background.
• What does this picture tell us about the
industries in this area?
- How can you tell manufacturing
industry from service area from
primary?
- Which sector appears larger?
• Infer about the primary industry given the
river, and the forest in the background;
this is a ideal time to emphasize the word,
“infer”.
• Each time a student makes a statement
you want them to prove or back-up their
point with evidence from the picture.
• Lead the questioning to what the impact
would be if the secondary industry went
out of business.
After
• Recap what they observed.
• Discuss the ramifications to the picture of
a new industry or one that is going under
as they pertain to the local economy.
• Have students apply their knowledge by
having them find their own pictures.
What students do
•
Discuss their background knowledge of
the 3 types of industry.
•
Complete the Student Resource
Industry Observation Chart to identify
the 3 types of industry found in the
picture and give evidence. Use dot jots.
Use one cell for each observation and
evidence found.
•
Find a picture (from a magazine,
website, photographs etc.) illustrating
the three types of industry. If need be,
choose three separate pictures.
Notes
39
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Picture for Analysis
Fraser River Delta at New Westminster, B.C.
Natural Resources Canada- Vancouver’s Landscape
Source: http://sts.gsc.nrcan.gc.ca/clf/TSD_images_results.asp
40
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
R
Student Resource
Industry Observation Chart
Industry Observations for:______________________________________
Primary
Secondary
Tertiary
Observations
Evidence
41
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading Flow Maps
Grade 8 Geography – Migration
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules, maps,
charts, timelines and tables) are intended to communicate information in a concise format and
illustrate how one piece of information is related to another. Providing students with an approach to
reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and
after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• By using a flow map, the concept of movement of people or things can be easily demonstrated.
Key features of a flow map as a graphic include:
- print features (such as titles, labels, captions).
- organizational features (such as legends, table of contents, keys).
- design features (such as colour, shape, line, placement, focal point).
- patterns (such as repetition of graphics, colour, symbols).
• Flow maps use these elements and features to effectively show movement of people or things
from a source to a destination. Quantity or amount can be explicitly identified numerically or
demonstrated visually by size and/or shape of the line/arrow graphic.
• Lines and arrows are used on the map.
• The line begins at the source of the movement and ends at the destination, indicated by the arrow.
• The thickness of the line can also be used to indicate the amount of things or people being moved,
and can also permit a visual tool for comparison.
• Colour can also be used as an indicator of quantity.
• Think/Pair/Share: a student response strategy in which a question is posed, students are given
time to think individually about their response and then pair with a partner to share their responses.
Finally, the students share their responses with the whole class.
• See:
- Teacher Resource, Place-Mat
- Flow map resource: www.statcan.ca > Census> Thematic Maps> Canadians on the Move> 12
Most Important Flows
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
42
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading Flow Maps
Grade 8 Geography – Migration
What teachers do
What students do
Before
•
Activate prior knowledge of students by
brainstorming the reasons why people move.
• Provide each group with a place-mat design on a
piece of chart paper and markers. (See Teacher
Resource, Place-Mat.)
• Provide the students with a flow map, Canada, 12
Most Important Flows Between Provinces, and also
put on an overhead.
• Invite questions about this map, and make
predictions based on this first read.
• Invite students to skim and scan map features they
recognize and know.
During
•
•
•
•
Model using a Think Aloud to demonstrate how the
information from the map can be read, interpreted
and understood.
Focus Questions:
- What is the title of the map? Can you turn the
title into a question?
- Are all important features of a map evident?
- What is in the legend?
- Locate the flow lines. Are they all the same
thickness? Why or why not?
- What is at the source and the destination?
•
•
•
•
•
•
•
Notes
Brainstorm ideas, concepts or
personal experiences in their groups
using the place-mat strategy.
Record responses individually, then
discuss as a group, and then place
key ideas in the center of the
placemat to report to the class.
Ask questions about the map.
Engage prior learning from which to
make connections.
Listen and observe teacher modeling,
reading and interpreting the flow
map.
Anticipate and predict information
about the movement of people in
Canada.
Begin to understand the purpose of
the map and information being
presented.
Recall and relate previous
understandings about maps and
applying that knowledge to this kind
of map.
Identify key features of a flow map,
and begin reading the map.
After
•
•
•
•
•
•
Focus statements to model interpretation:
- Based on the data…I predict that…
- I can draw these conclusions…
- Based on this evidence, I think…
After reading and interpreting the information from
the map, help students consolidate their
understanding of this kind of map by using a
Think/Pair/Share strategy.
Focus Questions:
- What are the key features?
- What do the lines mean?
- Why are the lines of different thickness?
- What information is in the legend?
Review the process of reading a flow map. Discuss
what kind of information would be best displayed
using this kind of map.
Can the students locate examples?
Invite students to suggest other ways to present the
information on the map in a different way (such as a
chart, table, paragraph or report, another kind of
map).
•
Use a Think/Pair/Share to review the
specific features of a flow map,
further extending and clarifying
understanding.
•
Locate other examples of flow maps
by researching in a variety of atlases.
Present the data in another form (text
or graphical).
•
43
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Teacher Resource
Place-Mat
Provide an outside space for each student in the group to
respond individually first, providing an opportunity for
each group member to record initial thoughts and ideas.
Center circle will be where
the group will collaborate to
decide which key points
will be included and then
shared with the whole class.
44
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing a Flow Map
Grade 8 Geography - Migration
When students can get the “picture” of a form of writing in their heads, they feel more confident about creating
the final product. A template or framework is a skeletal structure for a writing form that allows students to
organize their thoughts and researched information in order to write a first draft. Essay maps are another type
of template.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help them
organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• Maps are visual representations of places, from very small scale, such as a room to a larger scale such as
a neighbourhood through to the entire surface of the earth or beyond. Maps place information in a spatial
or time context (such as; a town being located beside a river, or changes in a place over time). Maps help
us locate places in relation to other places or ourselves.
• Features of all maps may include:
- title
- key or legend
- place names (in various sizes and fonts)
- colour code
- cardinal points or north arrow
- symbols, labels
- directional arrows (for flow maps)
- grid
- index
- charts or tables at side to provide further explanation
• Flow maps include the same features as most maps, but are specific to indicating movement of things or
people from a source to a destination. The direction of movement is shown by an arrow placed directly on
top of the map, with the destination being pointed out by the end of the arrow. Quantity can be determined
either by the thickness of the arrow plotted, or by colour coding numerical increments that would be
referred to in the legend.
• Complexity of flow lines depends upon the information of the data being plotted, as a single line may
break out into two or more destination lines. Some maps use curved lines, which may also be
representing the actual path of the movement, whereas straight lines more simply indicate source and
destination locations only.
• A flow map is really a completed base map, indicating relevant geographical or political base information
and all other standard conventions of mapping as noted above. The flow lines are then added to the ‘top’
of the map to present the movement information.
• See Student/Teacher Resource, Chart 1 Showing Changing Patterns in Immigration Population in Canada
over Five Time Periods.
• Resources required: a variety of atlases containing examples of flow maps and a blank political World Map
(for overhead and students). e.g., Flow Map: www.statscan.ca>Census>Thematic Maps
Further Support
• The template for any individual writing assignment can be revised to make the modifications or
accommodations necessary for students with special needs. For example, reduce the number of
paragraphs or supporting details, create differing expectations for research, or for the complexity of the
main idea, etc.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Writing for a Purpose: Writing a Flow Map
Grade 8 Geography - Migration
What teachers do
What students do
Before
•
•
•
•
Provide each group of students with 3-5 different
atlases. Show one example of a flow map and then
have them find other examples.
Review features of a map and determine which of
these features are evident on the maps. Are the maps
consistent? Compare them.
Focus Questions:
- Why are there lines on these maps?
- What information is being shown by the lines?
- Why are the lines different colour, shape or
thickness?
Have each separate group brainstorm and then report
on a different flow map. Have the groups list all the
features of their maps, and then report on the content
being presented by the map. (What or who is being
moved?)
•
Skim and scan different atlases to
locate examples of flow maps.
•
Recall and review standard
features of a map.
Note similarities and differences.
Make observations about the flow
lines.
•
•
•
Discuss and analyze flow map
information presented by the
student groups.
Using a political blank world map on the overhead, and
Student/Teacher Resource, Chart 1 Showing
Changing Patterns in Immigration Population in
Canada over Five Time Periods, model creating a flow
map using the data from the pre-1961 column to plot.
• Using the six regions on the table, locate and
distinguish them on the map. Then model deciding
whether to use line thickness or colour to represent the
numbers.
• Create a title, labels, legend, arrow and other features
appropriate to the map.
After
•
Listen and observe the process of
creating a flow map.
Relate how newly created flow
map resembles flow maps found in
atlases.
Relate previous map skills and
knowledge to new knowledge of
flow maps.
•
•
Review the features of the
completed flow map.
•
Create a flow map using the
process modeled by the teacher.
Share and analyze individual flow
maps and group flow maps to
examine changes in Canadian
Immigration patterns.
Notes
During
•
•
•
Review the map and relate the information to the
chart’s information. Review how the flow lines indicate
source and destination and also note how the
thickness (or colour) provides a reference for quantity.
Provide students with blank world maps and have
each group create flow maps using the statistics from
the chart.
By regrouping the students, each new group will
consist of flow maps from each of the five time
intervals, and the students could then do a
comparative analysis of changes in immigration
patterns over time.
•
•
•
47
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Chart 1 Showing Changing Patterns in Immigrant Population
in Canada over Five Time Periods
IMMIGRANT POPULATION BY PLACE OF BIRTH
AND PERIOD OF IMMIGRATION
(by percentage of total immigration)
PLACE OF BIRTH
pre-1961
1961-70
1971-80
1981-90
1991-01
3.9
6.3
6.7
4.0
2.8
90.5
69.2
36.2
25.6
19.5
Asia
3.2
12.1
33.3
47.2
58.2
Africa
0.5
3.2
5.8
5.7
7.6
Caribbean, Central/S. Am.
1.4
8.0
16.5
16.5
10.9
Oceania and other countries
0.4
1.2
1.5
1.0
0.8
United States
Europe
Source: Statistics Canada Census 2001
48
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading a Table
Grade 8 Geography - Migration
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules,
maps, charts, timelines and tables) are intended to communicate information in a concise format
and illustrate how one piece of information is related to another. Providing students with an
approach to reading graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and
after reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Sometimes a complicated idea or concept can be communicated more easily using a table.
Tables are a specific form of chart that organizes data or information into specific parts or
categories. This allows for easy reference. Information is presented in rows and columns.
Some features of tables include:
- print features (such as size of type, titles, heading, sub-headings, labels).
- design features (such as column and row format, borders, boxes).
• A table provides information, such as a list of statistics on a specific subject to:
- represent information visually.
- organize and summarize information for comparison or classification.
- list or organize information for quick reference.
- shows relationships within a group of statistics or between groups.
• Tables are frequently used in Geography, along with other forms of graphical texts to support
written material to help the reader quickly grasp key information (such as number patterns,
populations, immigrant patterns, movement of people over time).
• See the following resources:
- Student/Teacher Resource, Urban vs. Rural Population (1931 to 2001).
- Student Resource, Tips for Reading Graphical Texts (Tables).
- Student Resource, Immigrant Population of Canada (1911-2001).
- Teacher Resource, Four Corners.
Statistics Canada, 2001.
When Kids Can’t Read: What Teachers Can Do, Kylene Beers, 2003.
Think Literacy: Cross-Curricular Approaches, Grades 7-12, p.84.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This
might be a series of prompts to guide them through the reading task.
50
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading a Table
Grade 8 Geography – Migration
What teachers do
Before
• Use Teacher Resource, Four Corners strategy to
activate prior knowledge and to engage students in
the content.
• Make an overhead of the Student/Teacher
Resource, Urban vs. Rural Population (1931-2001),
and provide the students with a copy as well.
• Preview the table, noting and labelling the features
and information provided. Using the information in
the table, form questions and responses, modeling
how to interpret the data, such as:
- What does the title tell me?
- What are the headings?
- Are there subheadings?
- What do the numbers mean?
During
• Begin ‘reading’ the table, extracting key information
about urban and rural population patterns of the past
century in Canada.
• Emphasize the method of reading a table by reading
a particular year, then tracing down vertically, to
which row you are looking at.
• Begin making comparisons between statistics by
asking questions, such as:
- Where did most people live in 1931?
- What changes occurred over time to the urban
population?
• Continue modeling ‘reading’ the table.
After
• Provide students with a copy of Student Resource,
Tips for Reading Graphical Texts (Tables).
• Provide students with a copy of Student Resource,
Immigrant Population of Canada (1911-2001).
• Using the Tips sheet, do the Before Reading
strategies as a whole class.
• Ask students to complete their sheets and then
compare their results with partners or in groups.
• As a class, discuss and review the strategies for
reading tables. Invite students to share their thoughts
and new understandings with the class.
What students do
•
Actively participating in the
activity.
•
Follow along, make notes and
label appropriately on their copies
of the table.
•
Listen and observe the modeling,
and then repeat the strategy
themselves.
•
Ask questions to clarify
understanding.
•
Review the Tips sheet, referring to
the activity just modeled by the
teacher.
•
Do the “Before Reading” portion
together.
Read provided table and use
modeled strategies to interpret the
information and answer the
sheets.
Become familiar with some
strategies for reading tables, and
share their insights with the class.
•
•
Notes
51
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student/Teacher Resource
Urban vs. Rural Population (1931 to 2001)
1931
1961
1996
2001
% of population
URBAN
54
70
78
80
RURAL
46
30
22
20
Source: Statistics Canada, 2001
1.
What does the title of the table tell me?
2.
What do the headings tell me?
3.
Are there any subheadings? What do they mean?
__________________________________________________________
4.
What do the numbers in the table mean, or represent? How do I know?
__________________________________________________________
5.
Reading the table. What information, comparisons, trends, patterns, changes
over time or anything else can I read from the table?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
52
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
R
Student Resource
TIPS FOR READING GRAPHICAL TEXTS (TABLES)
BEFORE READING
•
•
•
•
•
•
Set a purpose for reading. Ask yourself why you need to read this table.
Look over the text (scan) to determine how the table is set up.
Carefully examine the title (tells you what the table is about), headings, subheadings and then skim the data to get a sense of what information is there.
Recall what you already know about the topic or subject.
Think about some questions you might have about the information.
You may wish to record some thoughts on a KWL chart for reference.
DURING READING
•
•
•
•
•
Read the table in more detail. Look at what information is provided for each
category or group.
Look at the headings of the columns to know what is being compared and how it is
being measured.
Understand what kinds of numbers are being used (percentages, decimals,
degrees…).
Start making comparisons between individual pieces of information. Look for
patterns, trends, changes etc.
Identify what information is important (e.g. the most, the least, the greatest
change, no significant change…).
AFTER READING
•
•
•
Interpret the information you have discovered. Ask yourself what is or may be
important.
Put your ideas into words, orally or in writing. Imagine explaining the table and
the information in it to someone who has not read it.
How can you reinterpret the table? Can you create another table that presents
the information you feel is important more clearly? How else can you represent
the information? (Graph, chart, diagram, map)
53
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
IMMIGRANT POPULATION OF CANADA (1911-2001)
Immigrants as a percentage of the total population, 1901-2001
CENSUS YEAR
1901
1911
1921
1931
1941
1951
1961
1971
1981
1991
2001
PERCENTAGE OF IMMIGRANTS
IN THE TOTAL POPULATION
13.0
22.0
22.3
22.2
17.5
14.7
15.6
15.3
16.0
16.1
18.4
Source: Statistics Canada, 2001
1. What does the title of the table tell me?
2. What do the headings tell me?
3. Are there any subheadings? What do they mean?
4. What do the numbers in the table mean, or represent? How do I know?
5. Reading the table. What information, comparisons, trends, patterns, changes over time or
anything else can I read from the table?
_____________________________________________________________________
_____________________________________________________________________
54
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
R
Teacher Resource
FOUR CORNERS
Four corners is a simple structure that is used to explore issues, develop
rationales and support opinions. Four corners of the room are designated
to represent varying degrees of a particular viewpoint, such as STRONGLY
AGREE, AGREE, DISAGREE and STRONGLY DISAGREE. (Teachers
may wish to substitute hot, warm, cold and freezing; or walkers, joggers,
runners and sprinters as designations). The students are given a topic to
debate or an opinion to express. For example, students may be presented
with the statement “All learning takes place in the classroom.” They decide
how they personally feel about the statement and go to the corner
designated for that viewpoint. Once there, they discuss the rationale for
their agreement or disagreement.
Its advantages include the following:
• allows students to develop richer rationales through
articulation and collaboration.
• provides a way of energizing a class by moving and
regrouping the students.
Use as an introductory activity to engage the students in the content
material of the Reading Graphical Texts (Tables).
Create four posters as follows and place around the classroom where a
group of students can have easy access.
MOSTLY URBAN
MOSTLY RURAL
½ URBAN AND ½ RURAL
DON’T KNOW
55
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Writing for a Purpose: Writing Bar Graphs
Grade 8 Geography – Migration
When students can get the “picture” of a form of writing in their heads, they feel more confident about
creating the final product. A template or framework is a skeletal structure for a writing form that allows
students to organize their thoughts and researched information in order to write a first draft. Essay maps
are another type of template.
Purpose
• Provide students with a template to scaffold their understanding of a form of writing and help them
organize information before drafting the piece.
Payoff
Students will:
• learn the common expectations for the form and components of a particular writing assignment.
• organize their writing and ensure that it meets the requirements of the assignment.
Tips and Resources
• Graphs are visual representations of facts or data. They are valuable visual tools that make
comparisons readily apparent and memorable. They convey a lot of information quickly and
concisely. Graphs work best when presented with other forms of visual and written text, enabling the
reader to cross reference and gain deeper meaning and insight of the content being shown.
• A bar graph specifically uses rectangular bars to represent quantities of items. One axis, usually the
vertical (y-axis) indicates the kind of measurement and the units, while the other horizontal (x-axis)
indicates what is being measured. The bars usually extend from the x-axis indicating what is being
measured, to a height determined by a quantity indicated by the y-axis.
• Bar graphs show comparisons and/or changes over time. Bar graphs are best used to show how a
number of objects or events compare in relationship to a single property or compare measurements
taken from a number of objects or categories.
• Features of bar graphs include:
- Title.
- Labels (to indicate what the axes mean or are measuring).
- Uniform size of type or lettering, usually very small.
- Numeric form for numbers, not words.
- Uniform units of measurement, and equal spacing of increments along the axes.
- Carefully and neatly drawn graphics using a ruler or they can be computer-generated.
- Single, double, triple or multiple groups of bars that can be grouped or the bars can be stacked.
• See the following resources:
- Teacher Resource, Table to Model Making a Graph.
- Teacher Resource, Creating and Discussing Bar Graphs.
- Student Resource, Bar Graph Checklist.
- Student Resource, Immigrant Population By Place of Birth and Period of Immigration.
Just the Facts? Teaching Non-Fiction, Grades 4-8, TDSB 2003
Further Support
The template for any individual writing assignment can be revised to make the modifications or
accommodations necessary for students with special needs. For example, reduce the number of
paragraphs or supporting details, create differing expectations for research, or for the complexity of the
main idea, etc.
56
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Writing for a Purpose: Writing Bar Graphs
Grade 8 Geography – Migration
What teachers do
What students do
Before
•
Place six columns on the board, titled United
States, Europe, Asia, Africa, Caribbean &
S.A., Oceania and other countries. Have
students fill in two strips of paper naming the
country of origin of their parents (or perhaps
grandparents). They place their strips under
the appropriate region. (Place the Canadian
responses in a seventh column).
• Discuss the results of the class survey.
Explain that a basic form of graph has been
created using data from the class.
• Focus Questions:
- How is a bar graph created using
statistics?
- What are the key features of a bar graph?
• Place Teacher Resource, Table to Model
Making a Graph on the overhead – show only
the top ½ of the page. Say that this table will
be used to create a bar graph.
During
•
•
•
Use Teacher Resource, Creating and
Discussing Bar Graphs to guide thinking in a
Think Aloud.
Also use a copy of the Student Resource, Bar
Graph Checklist on the overhead as a guide to
develop the bar graph.
Complete the checklist and create a bar graph
on the overhead, modeling your thinking,
editing and revising, focusing on the process
of determining scale, proportion and
appropriate units of each axis.
•
Place name of country of origin of each
parent on strips of paper, then tape the
strips on the board beneath the
appropriate region.
•
Analyze the information and note the
basic features of a graph.
•
•
•
•
Respond and participate in discussion.
Identify key features of bar graphs.
Recognize features of a table.
Predict and anticipate how the table will
be used to create a bar graph.
•
Listen and observe the creation of a bar
graph on the overhead. Make
connections to prior knowledge and
experience with graphing.
•
Review the features of a bar graph.
•
Create a bar graph using the resource
sheets individually, in pairs or groups.
Practice using the checklist and the
guided instructions to create a bar graph.
Notes
After
•
•
•
•
•
Have students review the features of a bar
graph.
Demonstrate using the checklist as a final
review.
Provide the students with Student Resource,
Bar Graph Checklist and for follow up, to
practise using the checklist.
Facilitate and guide the students through the
activity. Scaffold some students with a graph
template and assist with math calculations
where appropriate.
Complete the lesson by making comparisons
and analyzing similarities and differences with
the new results and the class survey results on
the board.
•
•
•
Compare completed graphs with other
students.
Relate results of finished activity to initial
student survey. Compare and analyze
the two sets of data.
57
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Teacher Resource
Table to Model Making a Graph
Urban vs. Rural Population (1931 to 2001)
1931
1961
1996
2001
____________________________________________________
% of population
Urban
54
70
78
80
Rural
46
30
22
20
_____________________________________________________________________________________
Urban vs. Rural Population (1931-2001)
80
70
60
50
as % of Population
URBAN
RURAL
40
30
20
10
0
1931
1961
1996
Year of Census
58
2001
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Teacher Resource
Creating and Discussing Bar Graphs
Depending on student’s needs and abilities, use guided writing, modelling and
‘think-aloud’ to create graphs together. Using data collected by the students
through surveys or research will provide a relevant, meaningful data set to
work with.
Explicitly demonstrate using sample chart provided, modeling using
think-aloud:
•
•
•
•
•
•
•
the data to be used will be showing comparisons and/or changes over
time, therefore a double bar graph will be the appropriate graph to
create.
considering your audience and level of skill, what style would be
appropriate.
looking at the data, and deciding on the scale of measurement units,
making sure they are uniform and that the end result will be balanced
and proportional.
creating a few rough drafts to experiment with scale, proportion and
colour.
editing and proofreading for accuracy and spelling before creating final
version.
choosing a title and labelling the axes clearly and appropriately.
using the template as a guide in creating and completing the graph.
Depending on your students, have them create some bar graphs either as a
group, in pairs or individually or assign them the chart provided.
59
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
Bar Graph Checklist
Name:
Date:
Activity:
Criteria for the Bar Graph
Double
Triple
Multiple
Stacked
The Graph:
•
•
•
•
•
•
•
•
•
•
•
•
has a title that identifies the
topic clearly and is placed well
has labels that indicate what
the axes are about
has appropriate units of
measurement clearly indicated
axes are measured in equal
increments and spacing
has a key/legend
colour is used effectively
uses vocabulary appropriate for
the subject and information
clearly illustrates the
information
the reader can clearly
understand what information is
being presented
clearly shows the comparisons,
changes over time or
relationships where appropriate
is an appropriate size and is
shaped proportionately
(not crammed in or overly
large)
space between bars (or sets of
multiple bars) is even and
proportional
Additional Comments:
60
Check
√
Comments and Work Sheet
Edited This is what my graph will have:
Horizontal x-axis:
Vertical y-axis:
Horizontal x-axis:
Vertical y-axis:
THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Student Resource
Immigrant Population by Place of Birth
and Period of Immigration
(by percentage of total immigration)
_____________________________________________________________________
PLACE OF BIRTH
pre-1961
1961-70
1971-80
1981-90
1991-01
United States
3.9
Europe
90.5
Asia
3.2
Africa
0.5
Caribbean, Central/S. Am.
1.4
Oceania and other countries 0.4
6.3
69.2
12.1
3.2
8.0
1.2
6.7
36.2
33.3
5.8
16.5
1.5
4.0
25.6
47.2
5.7
16.5
1.0
2.8
19.5
58.2
7.6
10.9
0.8
Source: Statistics Canada Census 2001
This table represents statistical data obtained from the 2001 Census.
You will be creating a multiple bar graph to represent this information.
Use the checklist as a guide to create this bar graph.
1.
Plan your graph by doing a few rough drafts to determine the size, shape and spacing.
2.
Using lined or graph paper, draw your two axes with a ruler leaving adequate margins
to the left and below your lines.
3.
Measure accurately and mark your axes in equal numerical sequence or in equal
spacing for your bars. You will have five separate groups of bars, each containing six
bars of different colours.
4.
Place the correct units or numbers (percentages) to the left and titles of bars (dates)
below the lines.
5.
Label the axes and place the names neatly near the lines.
6.
Neatly write the title of the graph at the top.
7.
Place the legend or key to the side of the graph, in its own box. Use a ruler.
There will be six colours used, each to represent a region.
8.
Carefully edit and proofread for spelling, accuracy of data, correct use of colour
according to your legend and for size and proportion. Each multiple bar group
will have six different coloured bars, allowing for comparison of colours (regions)
over the five different periods of time. This allows for a visual comparison of how the
number of people immigrating to Canada from different regions of the world to
Canada has changed over time.
9.
You’re done! Now you can read your graph. What is it telling you?
61
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Reading Different Text Forms: Reading Pictures
Grade 8 Geography - Migration
Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules, maps,
charts, timelines and tables) are intended to communicate information in a concise format and illustrate
how one piece of information is related to another. Providing students with an approach to reading
graphical text also helps them to become effective readers.
Purpose
• Become familiar with the elements and features of graphical texts.
• Explore a process for reading graphical texts, using a range of strategies for before, during and after
reading.
Payoff
Students will:
• become more efficient at “mining” graphical texts for information and meaning.
• practise essential reading strategies and apply them to different course-related materials.
Tips and Resources
• Sometimes pictures and photos can communicate an idea or a concept more easily than words.
Pictures can elicit responses that are unexpected or perhaps unclear. Pictures capture a moment in
time. They tell stories with images as a writer does with words. The combination of a photo with
written text can provide the reader with a more meaningful context than what can be achieved only
through text.
• Often, a picture will allow the reader to readily make connections to personal experience or
knowledge, and will produce a relevant personal response. However, when presented with an
unfamiliar image, the viewer will try to engage with the photo by relating prior knowledge and
experience to the photo. By making these connections and generalizations, new understandings can
be achieved.
• Locate in magazines, texts and other available resources a variety of pictures representing two
specific environments, urban and rural. Find 10-15 pictures depicting a busy street intersection in a
downtown of a large city including office towers in the background. Another set of 10-15 will show a
pastoral, agricultural (farming) environment, ideally including a farm setting, with buildings, animals
and perhaps some evidence of crops. These pictures represent ideal examples of what typifies urban
and rural environments.
• Use classroom and library resources to locate a variety of pictures depicting a wider variety of urban
and rural settings of Canada over the past 100 years. The images will help the students gain more
understanding of urban and rural environments, and the images representing many changes over
time will help the students develop an understanding of the underlying reasons for increasing
urbanization over the past century (advances in technology, industrialization, more jobs in growing
cities…).
• See the following resources:
- Student Resource, Tips for Reading Pictures.
- Student Resource, T-Chart Organizer - Analyzing Pictures.
- Student Resource, Venn diagram (Urban).
- Student Resource, Venn diagram (Rural).
- Student Resource, T-Chart Organizer - During the 20th Century.
Further Support
• Provide students with an advance organizer to guide them as they read a particular text. This might
be a series of prompts to guide them through the reading task.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
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Reading Different Text Forms: Reading Pictures
Grade 8 Geography – Migration
What teachers do
Before
• As students come in to class, have each
group of students (2-4) select one photo from
each of two piles of photos (one urban
pictures, the other rural) and Student
Resource, T-Chart Organizer, Analyzing
Pictures.
• Have students in groups discuss all the
features of the photos and record their
thoughts on the T-Chart.
• Introduce the terms ‘urban’ and ‘rural’ to
reinforce the concepts if not already
determined by the students.
• Debrief and consolidate the concepts,
explicitly referring to visual features, patterns
noted, what was obvious, what was inferred.
During
• Provide students with a copy of the Student
Resource, Tips for Reading Pictures. Review
the sheet and discuss referring to the first set
of pictures.
• Provide pairs or groups with at least 4-5
pictures each of Canadian rural and urban
scenes over the past 100 years. (Located in
various classroom and library resources).
• Provide the Student Resource, Venn Diagram
Templates (Urban and Rural) for each group
to record their observations about how the
two environments have changed over time.
• Support and facilitate group activity by
guiding and modeling the reading of the
picture if necessary.
After
• Have groups select the three most important
changes noted on each chart. Then, have
each group in turn report one to the class.
The teacher will record the responses on the
board (or overhead, or chart paper). After
each group has reported, invite any more
responses, which have not yet been noted.
• Discuss and review method of ‘reading
pictures’, and reinforce how much discussion
and writing was generated from a few visuals,
further emphasizing the depth and variety of
the content of the activity.
What students do
•
Discuss and collaborate by creating a list of
features of both photos on a T-Chart.
•
Label their T-Chart with the two headings,
Urban and Rural Environments.
•
Participate in the class discussion, making the
connection between their pictures and the lists
on the T-Chart.
•
Classify photos according to urban and rural
attributes and how the two environments have
changed over time.
•
Complete the Venn Diagrams collaboratively in
groups or pairs.
Identify key features of both environments and
changes made over time.
Begin to analyze reasons for changes over
time, which would affect both environments.
•
•
•
•
•
•
Notes
In groups, review the Venn Diagrams and
select the three most important changes that
were noted to have occurred over time for each.
Report one of the three choices at a time.
Notice that other groups have observed similar
changes, or they will add new information to
their own diagrams. Continue until all key
observations have been reported.
Begin to realize the vast amount of information
and content that can be obtained by a few
pictures. Using a graphic organizer can also
help organize thoughts and responses.
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
Tips for Reading Pictures
When you ‘read’ a picture or photograph, often there may not be any title or
caption that would provide you with a means to identify what the subject is. You
may need to scan over the image in order to determine what the picture is about.
Photographers make choices when they create their images. Not only is the image
important, but also what has been left out of the image. What is the perspective of
the image? Would a different perspective create a different response?
When reading a picture or photograph, remember to think about the photographer
as you would a writer of a story. What are they trying to say? Who is their
audience? Could the image have been manipulated in any way? Think of new
computer technologies, and the ease with which anyone can now alter visual
information as never before. Pictures and photos now more than ever need to be
read with a critical eye. Not only observations and facts can be read, but many
questions should be generated to more fully understand the image.
When reading any image, keep these questions in mind:
1. Why are you looking at this photo?
2. Recall what you already know about the subject or do you have questions about
the content of the picture? Study the image carefully. Look for relationships within
the picture or between pictures.
3. Who took this picture and why?
4. What was the photographer trying to do (for example, narrate, explain, describe,
persuade or some combination of these purposes)?
5. Why did the photographer choose this angle or perspective?
6. Where in the photograph do you look first?
7. What do you need to know to read the image successfully?
8. Is this image in its original state, or have alterations or adjustments (possibly)
been made?
Adapted from: Jim Burke, Ron Klemp, Wendell Schwartz:
Reader’s Handbook, Great Source Education Group
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
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T-Chart Organizer – Analyzing Pictures
Picture # 1
Picture # 2
65
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
Venn Diagram (Urban)
Differences and Similarities between Canadian Urban Environments from 1900 to present
Urban Environment
Early 1900s
Changes Between
Urban Environments
throughout the 1900s
Urban Environment
Late 1900s
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
R
Student Resource
Venn Diagram (Rural)
Differences and Similarities between Canadian Rural Environments from 1900 to present
Rural Environment
Early 1900s
Changes Between
Rural Environments
throughout 1900s
Rural Environment
Late 1900s
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THINK LITERACY: Subject-Specific Examples Geography, Grades 7-9
Student Resource
T-Chart Organizer – During the 20th Century
changes in
urban environments
over 20th century
POSSIBLE REASONS WHY…
68
changes in
rural environments
over 20th century
POSSIBLE REASONS WHY…