Lesson 16 : International view on Water Issues

Learning Goals:Image result for water issues

  • Identify world problems surrounding water quality
  • Identify possible solutions for water quality issues
  • Discuss and promote solutions for water issues within Canada

Agenda

Case study :  Water Everywhere and not a Drop to Drink (Attawapiskat) Local/Provincial
Political Issues and Effects Social and Cultural Issues and Effects Environmental Issues and Effects Economic Issues and Effects Additional Notes:
 

 

 

       
Case Study: A River Runs Through It (Jordan, Israel and Palestine) International
Political Issues and Effects Social and Cultural Issues and Effects Environmental Issues and Effects Economic Issues and Effects Additional Notes:
 

 

 

     

  • Class Activity- 4 corners Gallery Activity
    • In 4 groups (corners) around the room will be 4 pieces of posted chart paper
    • Each chart paper will have a HEADER that will focus the category (Political, Environmental, Social + Community and Economic)
    • The chart paper will further be divided into TWO case-studies in a T-chart
      • A: Attawapiskat Case Study -“Water everywhere and not a drop to drink” (Waterboys)
      • B: The River Runs Dry Case Study (Waterboys)
    • Students will be given 8 sticky notes, as the documentaries progress you will notate on your sticky notes HOW each case study AFFECTS each of the 4 categories
    • When you are complete this, visit each piece of chart paper to post your responses
    • As a class the overall ideas will be discussed. Image result for water issues

Lesson 15: Emerging Water Issues

Learning Goals:

  1. Students are able to identify water issues within the Canadian context
  2. Student is able to discuss social injustice with access to water for our Aboriginal population

Agenda

  • Access to Water in Canada (Class Discussion)
    • Human Right or fair game for Profit?
  • Aboriginal Water Issues in Canada PPT
  • Film: “Water Everywhere and not a Drop to Drink” by the Water Brothers
  • Discussion: Water- basic human right?

 

Film: “Water Everywhere and not a Drop to Drink” by the Water Brothers

Summary: Canadians are big water users and are also advanced in water treatment and distribution technologies. Yet, in one of the most water rich countries in the world, approximately one out of every five First Nations communities in Canada lacks access to clean, safe and sustainable drinking water. Why do some First Nations communities have these problems and others do not and are thriving? How can there be economic independence and advancement for these communities without this basic human right? The Brothers travel to First Nations communities in search of the answers.

Link: http://thewaterbrothers.ca/water-everywhere-but-not-a-drop-to-drink/

 

Lesson 14: Bottled Water issues + impacts

AgendaRelated image

  • Complete Resources Stations activity
  • Watch Documentary on Bottled Water entitled “Bottlegate”
    • Complete worksheet

Option 1: Link to Documentary: http://thewaterbrothers.ca/bottlegate/

Option 2

Lesson 13C: Resources Work Period + Gallery Walk

AgendaImage result for canada's resources

  • Work Period 
    • Get into your Resource Groups, complete your Gallery Walk Poster to display. 

  • Gallery WalkImage result for gallery walk classroom
    • As the completed posters are displayed, rotate/wander around the stations and complete the information to complete your booklet
    • ESL students please add new words and concepts to your ESL Dictionary sheets

 

Lesson 13B: Resources- Intro to Water

Learning Goalsdownload

  • Students can understand Canada’s water resources and their effects on the world
  • Students can recognize what bottled water really is
  • Students can understand the impact of bottled water on the planet

Agenda

  • Walk the line activitybottled-water-e1464359972754
  • Note on water resources in Canada (copy of worksheet: Water Worksheet
  • Bottled water ads analysis activity
  • The story of bottled water
  • Advertisement Activity

Walk the line instructions and questions


IN CANADA:

Overall, Canada may be considered a freshwater-rich country: on an average annualbasis, Canadian rivers discharge close to 9% of the world’s renewable water supply, while Canada has less than 1% of the world’s population.

Screen shot 2010-08-19 at 12.00.16 PM

Water is also highly visible in Canada: probably no country in the world has as much of its surface area covered by freshwater as does Canada. Of particular note are the Great Lakes. This set of lakes, which is shared with the United States, makes up the largest surface area of freshwater found in one place anywhere in the world. Water is used in the resources and energy industries.

WaterQuality_local_EN

What else in Canada produces fresh water?

Via https://www.nrcan.gc.ca/earth-sciences/geography/atlas-canada/selected-thematic-maps/16888


Activity: Think about how water is marketed to the world?bottledwater

  • Watch the videos below, think about how (bottled) water, one of Canada’s exports is marketed to the world?
  • What impressions/messages of the bottled water product do you get from the advertisements?
  • With a partner discuss the problems with the bottled water phenomena.
    • Think disposal (Hint)

Video 1:

Video 2:

Video 3:

Video 4:


The Story of Bottled Water

What can we say about the ads now that we’ve seen this video?

Now it’s your turn!

  • In groups given to you by the teacher, you will come up with your own Slogan
  • SLOGAN is a phrase that is catchy and grabs your attention
  • Come up with an anti-water bottle drinking/ usage slogan

Lesson 13: Intro to Canada’s Natural Resources + Industries

Learning Goals

  • Students is able to describe the 3 levels/types of industries in Canada with examples
  • Student is able to gather information using prompts in regards to Canada’s natural resources
  • Student is able to research using scholarly sources and report findings for purpose of student directed gallery walk re: Canada’s resources

AgendaImage result for canada's resources

  • Landform Organizer (completed?)
  • Intro to Canada’s Industries
  • Case study Reading
    • Alberta Oil Sands
      • Read p. 108-109, complete Q. 1-3 @ the end of the reading
  • Activity: You will be placed in groups by your teacher and assigned a particular resources that Canada is well known for.
    • You will use 1 lab period to gather information to create an informative poster (chart paper size) for a gallery walk that we will have.
    • All groups will swap information on all the resources
    • Use the organizer/worksheet to gather your information and transfer this info AS A GROUP onto your creative POSTER for the gallery walk

Lesson 11 B: Natural Disaster Case study

AgendaImage result for red river flood

  • Quick “Quest” Review- Mapping, Climate, Physical/Human Geography, Forces shaping Canada, Natural Disasters  and Plate Tectonics
  • Natural Disaster Case study “Flooding in the Red River Drainage Basin” Instructions:
      • Student will read pages 64-65 (in the Geo text)
      • Answer questions #1 -3
      • Read 69 and answer Ques 1-2 on p. 69

Image result for red river basin flooding map manitoba

Lesson 10 B + 11- Intro to Natural Disasters

Learning Goals:

  • natural-disasters1Student can identify and explain at least one natural disaster (how it
    acts and what it is)
  • Student can understand/ remember that Natural Disasters occur due to the movement of the earth

Agenda:

  1. Natural Disasters Brainstorm
  2. Activity: What’s in your Emergency Kit?
  3. What is a Natural Disaster? (Handout)
  4. Video 1: The 10 Worst Natural Disasters in History
  5. Video 2: Fort McMurray Fire
  6. Activity with Graphic Organizer: Natural Disasters Explained
  7. Exit Card

Class Brainstorm:

emergencykit.gifWhat do you already know about Natural Disasters?

What are some of the different types?


Activity: What’s in your Emergency Kit?-

On the Emergency kit Template that you have been given…

  1. Chose 5 things to put in your Natural  Disasters emergency kit based on what you already know 
    • Draw them inside your outline and label the items
    • Either DRAW or WRITE the items
    • Hand this in at the end of class*

 

 


Video (Disasters Around the World) : The 10 Worst Natural Disasters in History

Questions to think about while watching the video: 

  • What do you notice about the earth with each Natural Disaster?
  • What elements (Earth, Wind, Fire, Water) are involved in each Disaster?

Video (Disaster in Canada): Fort McMurray Fire

Questions to think about while watching this video:

  • Do you remember hearing about any natural disaster growing up?
  • Which natural disasters do you think Canada is most likely to have happen?

Natural Disasters in Detail + Graphic Organizer

earthquakeCopy of graphic organizer: natural-disasters-graphic-organizer

In groups given to you by the teacher:

  1. You will be given an info sheet on 1 Natural Disaster
  2. With your group, you will read the information and determine the most important points (2-3 points)
  3. On a section of the blackboard, you will write:4837ab35c3b9662b2b2bfe5bccf0fe7a_natural-disaster-tsunami-natural-disaster-clipart-free_1126-1006
    • The name of the Natural Disaster
    • A drawing of what it looks like
    • Your 2-3 main points about it

Use your blackboard selection as well as the others to complete your graphic organizer.


Exit Card:

Knowing what you know now about Natural Disasters, answer the following questions on the other side of your emergency kit and hand it in before leaving the class.

  • What items would you keep in your emergency kit from before?
  • What items would you change? and what would you change them to?exit