Lesson 27+28: 3P’s Evaluation

Evaluation:

  1. Each student will receive an assignment sheet with an article to review/analyze
  2. The article choice is done by lottery and in some cases pre- arranged.
  3. You will have 2 in class working periods to get the assignment completed- you may not take the assignment home
  4. The videos posted below are to help with your understanding of the article that you choose- you are only required to watch the video that corresponds with your article

Video: Eating Insects 1

-Click on the link below

Video: Eating Insects 2:


Video: Jute in Bangladesh


Video: Trees 1

Video: Trees 2


Video : Pee poo Bags 1

Video: Pee Poo Bags 2

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Lesson 26: Quality of Life

Learning Goals

  • Students can understand the situation of Quality of Life in Canada
  • Students can understand the importance of Quality of Life and what it means for Geography

Agenda

Part 1:

Minds on Activity: “What’s wrong with this picture?” (prompting questions below)

Image result for child poverty

Prompting Questions:

  • What is  happening here?
  • What does this child not have?
  1. Class Brainstorm: What are Quality of Life and its potential indicators? (How do you know that people are happy/healthy/satisfied with their life?

     

2. How to measure QOL


Part 2:

a) QOL Individual Analysis:

  • On your own, you will be given another life story scenario of young person (Fernando, Taposhi, Celine etc).
  • Complete the organizer for your individual person (15 mins)
  • When instructed, all students with the same person will be grouped together
  • Come up with a consensus (decision) and be ready to present the following ideas:
    • How would you rate your individual’s quality of life?
    • What factors about their life helped you to make your decision?
    • In your notebooks draw a continuum from “Low to High” HDI, place individuals from the case study along the continuum as each group presents.

Lesson 25: Quality of Life and HDI

Learning Goals2000px-HDI-Logo.svg

  • Students know what the HDI is
  • Students have an idea about which places around the world has higher HDI 
  • Students can demonstrate that they know that there is a difference between Quality of life and what the HDI says

Agenda

  1. Question of the day
  2. Intro to HDI
  3. Story of Emma and Jose + Organizer
    • Who’s happy according to who?

Copy of handout:HDI handout


Question of the day:Happy

What made you happy today? 

Are you happy to be at school?


HDI- Human Development IndexWorldmap-hdi2004

The HDI was created to show that PEOPLE and what they have ACCESS to, should be the criteria for the DEVELOPMENT of that country.  

  • Recap: Developed World vs Developing World- Which is which?

The HDI focuses on 3 things:

  1. Health:
    • Measured by life expectancy at birthhealth-hub
  2. Education
    • Measured by what or if schooling is available for people over the age of 25
    • Measured by expected amount of years of schooling for childrenpreschool11.jpg
  3. Standard of living
    • Measured by the country’s GNI (Gross National Income) or $

no-money-sign-clip-art-clipart-panda-free-clipart-images-iEHZZ9-clipart

The HDI does not consider poverty, inequality, human security, and other factors.

This is a link to HDIs around the world: https://worldmap.canadiangeographic.ca/

Link to country profiles: http://hdr.undp.org/en/countries


The Story of Emma and Jose636145869086227185-1658768610_47882536-happy-pictures

  • Read each of the stories
  • Fill out the organizer to find out which child is HAPPIER and who has a better QUALITY OF LIFE

Let’s discuss our answers…

Lesson 24: Slum Cities and 3 Ps Sorting Chart

Learning GoalsImage result for sustainability

  1. Student is able to explain the concept of Sustainability and Quality of Life
  2. Student is able to explain the 2 models used to understand Sustainability
  3. Student is able to use the 3P’s sorting chart to understand an issue. 

Agenda

  • Recap: Sustainability and Quality of Life (handout/note)
    • Copy of Handout: intro-to-sustainability-and-models
  • Rural vs. Urban definition
  • Video Slum Cities
  • Take up 3P’s sorting chart Re: Case-study of life in Slums

Major concept Reminders
Image result for sustainabilitySustainability
is a very important concept in Geography. It deals with making our resources last so that they don’t run out. The goal is that future generations have all they need to live a happy and full life without losing any QUALITY OF LIFE.

  • Quality of Life refers to simply “how happy” people are in their country and if they have ACCESS and AVAILABILITY of basic needs, goods and services. Quality of life is MEASURED using different CRITERIA or CATEGORIES.

Image result for quality of life

triple_bottome_line.jpg


Slum Cities

 Rural

Flickr_-_Nicholas_T_-_Country_Drive

Urban

skyline-manhattan-new-york-city-new-york-usa_main.jpg

  1. Based on the documentary, fill out the 3Ps Sorting Chart
  2. Let’s take it up together
  3. Brainstorm solutions
  4. Fill out 3Ps Venn Diagram!

 

Lesson 23: Global Population

Learning GoalsImage result for population growth clipart

  1. Student is able to describe the TREND in population growth over a specified time period.
  2. Student is able to explain the Issues associated with Overpopulation
  3. Student is able to explain the importance of the following: Baby boom and creation of technology (post WW2) and their impact on population growth

Agenda

  • Class brainstorm: “What is population?”
    • Come up with a working definition as a class
  • Activity: Guessing population growthImage result for classroom activities teen
    • Your teacher will place a magnetic timeline on the black board, where do the population numbers match up in terms of growth? Can you get it right?
  • Video 1: Population Heartbeat
    • Viewing questions:
      • What do you notice overall about World Population?
      • When is the most population growth?
      • When do you see population decline? What is happening at these times in our World’s history?

Video 1: World Population

  • Major concepts: J-curve, baby boom + advancement in technology (impacts on population) + class notes
  • J- curve growth

Image result for population j curvebaby-boomers.jpg

  • Baby Boomers

    • Who are they? What impact did they have on population?
  • Advancement in Technology
    • What does this mean for population growth and survival?
  • Activity: Graphing Population Growth (handout)

Issues with Overpopulation

  • Activity: Paper Wars
    • Your teacher will place a piece of paper on the ground and have students “fight” for space”
      • What is this a metaphor for?
  • As you view the video below, consider:
    • What are the issues with Overpopulation? List as many as you can come up with-
    • What does overpopulation mean for:
      • Resources
      • Distribution of wealth–circumstances for the poor
      • Competition
      • Migration
      • Fertility (issues)

Video 2: The Impact of Population Growth

Lesson 22: Social Justice Continued

Learning Goalsamerica-globe

  • Students understand that there are different “players” in social justice
  • Students can begin to why different players have power

Agenda

  1. Take-up Homework: Uganda article and Entry ticket
    • Entry ticket Globe Activity
  2. How is representation important?
  3. Video: Map projection
  4. Mercator vs Peters Projection

Hook: 

  • On the back of your entry ticket, draw a globe
    • Try to draw the land accurately

10917096-brushstroke-and-crayon-sketchy-illustration-of-a-globe-in-white-back-Stock-Illustration

What did you draw?

How was represented?


Social equality and Map projections

-What does all of this mean and what does it have to do with social justice? 

Let’s watch the video


How is representation important?

Mercator vs Peters projection

peters-projection-comparison-world-map.jpgMapOfTheWorldOldNew


Lesson 21: Introduction to Social Justice- The Coffee Chain

Learning Goals

  • social-justice.jpgStudents can define or explain what social justice means
  • Students will consider a global issue from various view points
  • Students will understand the coffee trade and how it is linked to social justice

Agenda

  1. SJ Fish Cartoon
  2. Coffee Quiz- What do you know about coffee?
  3. Coffee Chain Activity + Instructions
  4. Coffee Trade debate in groups
    • Follow up
  5. From seed to sip
  6. Article- Bruno’s Story
  7. Exit Ticket


bc106077fbf7770f21e615ba4fee41e1.jpg

  1. What do the fish represent?
  2. What is the main message?
  3. Think about a case study that we have already covered in this course (Water Issues), who does each fish represent in our scenario?

The Coffee Chain Game

In 5 groups, given to you by the teacher, read your information card on your position/ role in the coffee trade.  You will either be:

  • downloadThe Roasters
  • Shipping Companies
  • The Retailers
  • Coffee Exporters
  • Coffee Farmers

When it is your turn, explain to the class who you are and why you deserve money from the cup of coffee sold.  Argue for whichever percent of the costs of a cup of coffee, you deserve.  


From Seed to Sip: Journey of a coffee cherry from the coffee bush to your cup

download (1).jpeg

Together, we will answer the coffee quiz to see how much we know about the different steps of the coffee trade.

  1. How do you feel about our score on the quiz?/
  2. What does this have to do with social justice?

Bruno’s Story: Uganda Coffee Farmerdownload (2)

Uganda’s Trade Trap

Answer the questions for homework


Exit tickettumblr_static_sjicon1.jpg

On a piece of paper or cue card provided, write the answer to this question:

  • (In the comic from the beginning of class) What do you think the fish are saying to each other IF they were the Farmers, Roasters and Retailers of the Coffee Chain? 

Test 2 Hints

Image result for hints

Congratulations for checking the blog! Here are some pointers for your test including updated format:

  • Section 1: Multiple Choice (25)
  • Section 2: Short Answer (4 questions)
  • Section 3: Case study comparison/analysis (Attawapiskat and River Jordan)
  • Section 4: Cartoon Analysis (1 question)
    • Total: 60 marks

Ideas to consider: Energy, Consumption, Materials Economy, Energy Flowcharts, Case Studies, Ecological Footprints, Resources (Presentations), Renewable and Nonrenewable energy, Conventional vs. Non-conventional energy sources, Sustainability, 4R’s, Ontario’s energy sources and reduction strategies (moving away from coal) and Alternative Energy options.

Image result for keep calm and study

Lesson 20: Alternative Energy

Learning GoalsIdea ,light bulb Alternative energy concept

  • Students can understand the terms “renewable energy” and “alternative energy”
  • Students can explain one type of alternative energy in detail

Agenda

  1. Kia Commercial and Debrief
  2. Brainstorm/ Mind Map: What is Alternative Energy?
  3. Activity: Town Council Meeting

Video: Kia Commercial

While watching, think about…

  • How does this connect to Ecological Footprints?

Alternative Energy Brainstorm

What is alternative energy to you? 

What are some key words linked to alternative energy?

alternative-energy-e1413407820466

 


Activity: Town Council Meetingtown-hall-meeting-town-hall-clip-art-595_300

Mrs. Maharaj and Ms. Ross are the mayors of Eco-ville.  Our town currently has a very large ecological footprint because of our energy source.  It is up to you to save the earth and convince the mayors to chose your form of alternative energy for the town…image007

  • The class will be split up into 4 groups
    • Wind
    • Solar
    • Biomass
    • Geothermal
  • You and your group will be given an information sheet on your energy source and a poster board
  • You are to promote your energy source and present it to the council in a convincing way- Show us that your type of alternative energy will save our town!

*You will have two classes to work on the project*

Articles:

Biomass:  biomass-energy-bg

Geothermal: Geo thermal Info

Wind:wind-energy-bg

Solar: solar-electricity-bg

 


 

 

Lesson 19: Ecological Footprint

Learning Goalsworld

  • Students can identify the impact of their ecological footprint
  • Students can relate propose solutions to reduce their ecological footprint

Agenda

  1. Hook: Pie Chart Activity
  2. Create our own definitions: Sustainability and Ecological Footprint
  3. Calculate your Ecological Footprint handout: CGC 1D Eco Footprint Worksheet (see link below)
  4. Ecological Footprint video + de-brief
  5. Activity

Sustainability: avoidance of the depletion of natural resources in order to maintain an ecological balance.

footprint_leaves_356360.jpgEcological Footprint: the impact of a person or community on the environment, expressed as the amount of land required to sustain their use of natural resources.carbonfootprint.jpg


Video: What is our Ecological Footprint?

The Green Ninja Video: Ecological Footprint Reducer

Think of these questions as we watch the video: 

  • What are the problems shown in the video?
  • How does the green ninja fix them/ make them better?
  • When the ninja fixes the problems, what happens to the man’s eco footprint?

Calculate your own footprint using this feet-outline-clip-art-clipart-panda-free-clipart-images-Y8Enco-cliparthandout: Ecological Footprint Calculator


 

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Homework:

Re-Calculate your own Ecological Footprint using this link and bring your findings to class tomorrow!

Is it different than our findings in class?

http://www.footprintnetwork.org/resources/footprint-calculator/