COURSE TITLE: Geography of Canada

TEACHER: Jayson Campeau

ROOM: B 3.4

E-MAIL: jayson_campeau@eu.odedodea.edu

COURSE DESCRIPTION: This course draws on a variety of frameworks, such as the ecozone framework, and principles of physical, human, and economic geography, to explore Canada’s distinct and evolving character. Students will investigate the interconnections among the landforms, climate, soils, plants, animals, and human activities in Canadian ecozones to develop geographic knowledge and skills that contribute to an understanding of Canada’s diversity and its role in the world.

COURSE GOALS/OBJECTIVES/STANDARDS:

demonstrate an understanding of the terms and concepts associated with regions (e.g., bioregion, ecozone, ecological footprint, boundaries, transition zone, ecumene);

demonstrate an understanding of the characteristics of natural systems (e.g., climate, landforms, soils, natural vegetation, wildlife);

demonstrate an understanding of how natural and human systems interact within ecozones;

demonstrate an understanding of the characteristics of human systems (e.g., transportation, population, communication, energy networks, industry);

distinguish between the characteristics of urban and rural environments (e.g., population density, land use, forms of settlement, development patterns);

explain the geographical requirements that determine the location of businesses, industries, and transportation systems, and make predictions about future locations of these enterprises and systems.

analyse the ways in which natural systems interact with human systems, then make predictions about the outcomes of these interactions;

describe Canada’s renewable and non-renewable resource bases, and explain their relationship to the Canadian economy;

demonstrate an understanding of the challenges associated with achieving resource sustainability, and explain the implications of meeting or not meeting those challenges for future use in Canada

explain the role of government in managing resources and protecting the environment.

demonstrate an understanding of how Canada’s diverse geography affects its economic, cultural, and environmental links to other countries;

analyse connections between different parts of Canada, and between Canada and other countries (e.g., migration patterns, cultural activities, foreign ownership, trade);

research and report on global concerns that affect Canadians (e.g., wilderness protection, economic impact of globalization).

demonstrate an understanding of how natural and human systems change over time and from place to place;

synthesize information on changes in the geography of Canada, such as changes in land use and urban patterns, as well as resource depletion, in order to plan for the future;

demonstrate an understanding of how global economic and environmental factors affect individual career and lifestyle opportunities.

demonstrate an ability to collect, organize, and synthesize information from a variety of sources (e.g., atlases, photographs, hypermedia) to identify the characteristics of Canada’s geography;

select and use appropriate methods and organizers to analyse the economic, social, and natural factors that contribute to the characteristics of selected regions and systems in Canada;

select and use appropriate methods and technology to communicate the results of geographic inquiries, and present a variety of viewpoints on issues affecting Canadians.

SCOPE & SEQUENCE:

Canadian Connections: An Introduction

This unit will promote the students’ interest in the Canadian Geography course they will be studying. In addition, the unit will offer diagnostic opportunities to evaluate the overall “cultural” knowledge of Canada to assess some avenues for future study.

Activities:

Mental map of Canada

The Great Geography Scavenger Hunt

Quiz for Canadians

Snapshots: Canada and the Rest of the World

Connecting Study: Coat of Arms

Methods of Geographic Inquiry Objective

Maps: Geography’s Basic Tools

Locating Places on a Map

Possible Culminating Activities:

Canada’s Web Page Activity

Welcome To Canada Brochure

Our Canada has 22 minutes Video Script

Physical Connections

- Students will study Canada’s natural systems in this unit. They will examine the history & characteristics of Canada’s landform regions in addition to factors associated with Canada’s climate, soils, and vegetation. Finally, students will integrate these physical connections with human activity in a study on Canada’s ecozones.

Activities

Geologic History: The Rock Cycle

Glaciation

Canada’s Climate Regions

Canada’s Ecozones

Methods of Geographic Inquiry

Using Map Scales

GIS: Where Geography is Going

Possible Culminating Activities:

National Park Proposal

Ecozones Conference

Cultural Connections

Canada’s human systems are examined in this unit. Specifically, students will analyse the basis principles of demography, immigration, First Nations, rural and urban settlement patterns, and urban land uses.

Activities:

Population pyramid

The Treaty Process

Immigration Models

Metropolis Projection

Town Planning

Methods of Geographic Inquiry

Air photos: the view from above

Remote sensing: views from space

Possible Culminating Activities:

Population symposium

City of the future

Economic Connections

This unit examines the various economic activities which Canadians engage in as they interact with the natural environment. A close overview of primary, secondary, and tertiary industries will support the in-depth research of a particular industry and its connection to the economy.

Activities:

Fishing case study

Farming game

A balanced approach to Forestry

Diamonds: are they forever?

Offshore Oil: Hibernia

Methods of Geographic Inquiry:

Graphing

Culminating activities :

Video Journal

Canada Connections game

Global Connections

Canada’s various connections with the world community are investigated in this unit. A focus on the newly industrialized world will provide a context for Canada’s role with the world, including involvement in the United Nations, commitment to foreign aid, and the trend towards globalization

Activities

Is Canada the best place to live?-debate

The future of Canada’s trade

Is there hope for Canada’s culture?

Methods of Geographic Inquiry

Cruising the Information Highway

Possible Culminating Activities

Poster: Promoting Canada to the World

Think Tank: Strengthening Canada’s Link to the World

CONTINUOUS SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 Traits + 1 is the model selected to improve school-wide writing in all subject areas. The 6 Traits + 1 writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 Traits + 1 become a consistent and integral component of each course taught at AFNORTH International Middle/High School.

AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.”

The 6+1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 trait framework is a way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement.

With regards with this course written work will be in the form of reports, certain assignments, as well as short essays. Students should strive to be precise and concise.

COURSE GRADING/ASSESSMENT: Culminating Activities (30 % of total mark)

15 % Research Project

A formal research paper will be assigned early on in the course. This research will be presented to the class.

15 % Final Examination

Cumulative Knowledge based written examination which will include multiple choice/true false, short and long paragraph questions.

Summative (70 % of total mark)

Culminating Projects

Major Projects

Minor Projects

In-class Assignments

Tests and Quizzes

Homework Assignments

CLASSROOM EXPECTATIONS/CONSEQUENCES:

Students are expected to be respectful of themselves and others at all time.

TEXTBOOKS: Clark, Bruce & John K. Wallace. Making Connections: Canada’s Geography, Prentice Hall, Toronto. 1999.

SUPPLEMENTAL MATERIAL:

Heritage Minutes

The Human Race (video series)

Canadian Atlas

SUPPLIES (REQUIRED/RECOMMENDED)

Supplies

Each student needs to provide the following items for personal use: scissors, glue stick, colour pencils, pens, pencils, eraser, ruler, floppy disks and lined paper

N.B. Students are expected to have these items and all needed materials for the course work each day.

HOMEWORK POLICY:

Learning Skills

Five areas have been identified as learning skills and are being evaluated separately from academic achievement: work habits/homework, organization, initiative, teamwork and “works independently”. These are very important skills for you to learn at school and at home, and they are crucial in determining how successful you will be in your future employment or post-secondary schooling. Both parents and students need to pay close attention to this section of the report card, and to understand the impact that these skills have on their learning, despite the fact that they are not directly factored into their academic mark.

MAKE-UP WORK POLICY: Late Work

Because punctuality is a “learning skill” academic marks will not be deducted from work that is handed in late. However, there will be other non-academic consequences. Work which has been returned to the class marked can not be handed in for marks.