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: Dancing Babies for Evian Water

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
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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


  • Assignment Activity:Image result for time to work

    • You will be placed in groups by your teacher and assigned a particular resources that Canada is well known for.
    • You will be responsible for becoming an expert in your resource and create the following for class on the due date-
      • Poster (Image heavy with short facts)
      • Handout (a 1-2 page document where you outline the information that you have gathered that “teach” the basics of the natural resource. Use the worksheet that I have given as a starting point. The handout should be a mix of point form notes and images (Google doc)
      • Report – this is a typed copy (google doc) of the information page you are creating for me – it is the filled in version of the worksheet I gave.
        • After every question/section, please indicate the citation of where the information came from  + the person who was responsible for that section
      • Presentation (Google slides) This is a combined presentation of all the students’ section from their researched work. This is where you teach the class.
        • On each slide, the student name should be supplied for who worked on that section as well as the citations on each slide.
        • A final slide of works cited (bibliography) is not required.
    • You will use 2 lab period to gather information to create an informative poster (bristol board 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 on the worksheets you have been provided
      • Rubric to follow

Lesson 12: Canadian Land-form Regions

Learning Goals

  • Student is able to notate and describe characteristics of EACH land-form region of Canada based on specific criteria

Agenda

  1. Use a T-chart as directed by your teacher to notate details about the 7 Land form regions of Canada- you may view the videos below to assist with completing your T-chart.
  2. Complete the Canadian Land form Regions Organizer
  3. Use the reading (text) supplied to complete the GRAPHIC organizer (Impacts of Natural Disasters: What can we do?)

Interior Plains

 

Artic Lowlands

Video 1:

 

Video 2:

Innuitian Region

 

St. Lawrence Lowlands

 

Appalachian

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
      • Students will complete the Red River Case Study Organizer (hardcopy only) for analysis

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 half of a piece of chartpaper, 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
  • Please make sure your submission can be read, it has to be posted.

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

 

Lesson 10A: Climate Assessment and Weather Phenomena

Agenda

  • In class Climate Analysis and Assessment
  • Upcoming Quiz!
  • Weather phenomena: Tsunamis!
    • Class Note: see below
    • Video 1: The (opening scene) from the ‘Hereafter’ ( Hollywood depiction)
      • Disclaimer: There are some shocking scenes, be prepared. Speak to me before we view if there are any concerns
    • Video 2: The Wave that shook the world
    • Activity: Tsunami Survival Kit: What would yours have?
    • Video 3: Tsunami: Causes and Characteristics 
      • Accompanying worksheet

Class Note:

Tsunamis (pronounced soo-ná-mees), also known as seismic sea waves (mistakenly called “tidal waves”), are a series of enormous waves created by an underwater disturbance such as an earthquake, landslide, volcanic eruption, or meteorite. A tsunami can move hundreds of miles per hour in the open ocean and smash into land with waves as high as 100 feet or more.Image result for what are tsunamis

From the area where the tsunami originates, waves travel outward in all directions. Once the wave approaches the shore, it builds in height. The topography of the coastline and the ocean floor will influence the size of the wave. There may be more than one wave and the succeeding one may be larger than the one before. That is why a small tsunami at one beach can be a giant wave a few miles away.

All tsunamis are potentially dangerous, even though they may not damage every coastline they strike.

The most destructive tsunamis have occurred along the coasts of California, Oregon, Washington, Alaska, and Hawaii.

Earthquake-induced movement of the ocean floor most often generates tsunamis. If a major earthquake or landslide occurs close to shore, the first wave in a series could reach the beach in a few minutes, even before a warning is issued. Areas are at greater risk if they are less than 25 feet above sea level and within a mile of the shoreline. Drowning is the most common cause of death associated with a tsunami. Tsunami waves and the receding water are very destructive to structures in the run-up zone. Other hazards include flooding, contamination of drinking water, and fires from gas lines or ruptured tanks.

Source: Fukuji, Tammy. “What Are Tsunamis, and What Causes Them.” What Are Tsunamis, and What Causes Them? – International Tsunami Information Center. Unesco Organization, n.d. Web. 28 Sept. 2016.

Video 1:

Video 2:

Video 3: Tsunami Causes and Characteristics

Lesson 8+ 9: Climate Analysis and Regions

Learning Goals: 

  1. Student is able to construct and draw conclusions about climate regions using graphic information (climate graph)
  2. Student is able to locate and recall the characteristics of climate regions across Canada

Image result for oh canada

Agenda

 

Image result for climate regions of canada grade 9 geography

Lesson 7: What about weather and climate?

Learning GoalsImage result for weather and climate

Student is able to…
-decipher the difference between weather and climate
-be able to list and explain the factors that affect weather
-read, understand and create a climate graph


Agenda

  • Wrapping up Plate Tectonics + Glaciation
  • What is the difference between weather and climate?
  • Video 1: Weather vs. Climate
  • Video 2: Severe Weather
  • Intro to Climate Graphs: details, what they show and conclusions to be made
  • Climate graph practice (see below for copy)
    • Climate graph Video (reminder, if you need it)
    • Factors that Affect climate PPT (copy below)

 

 

Copy of Climate Graph Practice:

 

How to create a climate graph

Lesson 6: Glacier Formation – Shaping Our World

Learning Goals:

  • Student is able to understand the concepts behind glacier formation
  • Student is able to describe the contribution of glaciers to geography
  • Student is able to describe and understand the history of glaciers

Image result for canadian glaciers

Decker Glacier in Western Canada (Whistler B.C)

Agenda

  1. Recap forces that shape the earth- Erosion, Depostion and Weather
  2. Revisit Glaciation and its impact on shaping Canada (PPT), complete handout throughout the lesson

3. Video 1: All About Glaciers + Video 2: The Great Lakes Formation

4. Video 3: The Water Cycle and its importance

  • Notate all the reasons as to why WATER is so important for life on Earth

Video 1: All about Glaciers

 

Video 2: The Formation of the Great Lakes

  • Answer the questions below about this Video
  1. How were the Great Lakes formed?
  2. How does WEIGHT of the ICE SHEET/GLACIER affect the land?
  3. What did the Fresh Water lakes mean for cities/settlement around it?

 

Video 3: The Water Cycle and its importance

  • Notate all the reasons as to why WATER is so important for life on Earth