think literacy - geography grade 7

T H I N K L I T E R A C Y : S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9

CONTENTS

Grade 7 The Themes of Geographic Inquiry Reading Different Text Forms: Reading a Map 2 Writing for a Purpose: Writing a Map 10

Reading Different Text Forms: Reading a Table 14 Writing for a Purpose: Writing a Graph 18 Reading Different Text Forms: Reading a Picture 24

Patterns in Physical Geography

Engaging in Reading: Reading Maps 34 Writing for a Purpose: Writing Maps 40 Engaging in Reading: Reading Graphs 46 Getting Ready to Read: Previewing a Graph 52 Reading Different Text Forms: Reading a Picture 60

Natural Resources

Reading Different Text Forms: Reading Maps 66 Writing for a Purpose: Writing Maps 70

Reading Different Text Forms: Reading Tables 74 Writing for a Purpose: Writing a Graph 78 Reading Different Text Forms: Reading a Picture 84

T H I N K L I T E R A C Y :

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R S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9

Reading Different Text Forms: Reading a Map

Grade 7 Geography - The Themes of Geographic Inquiry

Graphical text forms (such as diagrams, photographs, drawings, sketches, graphs, schedules, maps, charts, timelines and tables) are intended to communicate information in a concise formaand illustrate how one piece of information is related to another. Providing students with an approach to reading graphical text also helps them to become effecti

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ve readers.

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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 • Maps are visual representations of places or things. School/classroom atlases, road maps as

well as maps from the internet are useful to complete this exercise. Maps are helpful graphics that allow students to see an aerial view of a location. Maps can be simplistic and only include a few features or they can be complex and include a great deal of detail and information. All maps should have a title. Other features that should be included on a map include:

- Scale - Colour code - Key or legend - Grid - Place names - Author - Symbols - Date - Cardinal points, or directions (N, E, S, W)

Title, scale, direction, legend and borders are standard mapping conventions designed to ease the reading of any map.

For more information, see:

- Student/Teacher Resource, The Five Themes of Geography: Mapping Conventions. - Teacher Resource, The Five Themes of Geography: Mapping Conventions Example. - Student/Teacher Resource, The Five Themes of Geography: Map of Ontario. - Student/Teacher Resource, The Five Themes of Geography: Map of Ontario (A Focus on Place and Location). - Teacher Resource, The Five Themes of Geography: Map of Ontario (Answers).

www.atlas.gc.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.

http://www.atlas.gc.ca/


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Reading Different Text Forms: Reading a Map


Notes What teachers do What students do Before • Ask students to recall what they know

about the Five Themes of Geography; focus specifically on Place/Location.

• Preview the map of Ontario using the

Student/Teacher Resource, The Five Themes of Geography: Mapping Conventions. Focusing on the key elements that contribute to the place/location features on the map.

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•

•

Recall orally the Five Themes of Geography.

Review specifically: Place/Location definitions, vocabulary, examples.

Contribute responses in the class discussion.

• Note the key features of a map.

During • View the map together as a class. • Highlight the features of the map. • Review map scale and distance. • Ask students to describe the purpose

and the content of the map.

• Examine the map and record observations

in notebook. • Identify key elements of the map that

characterize place/location.

After • Ask students to complete the

Student/Teacher Resource, Map of Ontario (A Focus on Place and Location) in groups of 2-3.

• Discuss answers upon completion.

• Complete Map of Ontario with group

members. • Participate in class discussion.


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Student/Teacher Resource

The Five Themes of Geography: Mapping Conventions

MAP TITLE

_____________________

HELPFUL LEGEND SYMBOLS

______________________

PLACE/LOCATION HINTS

______________________

MAP OF_______

MAP SCALE

_____________________

MAP DIRECTION _____________________


RTeacher Resource

The Five Themes of Geography: Mapping Conventions Example

MAP OF Ontario

PLACE/LOCATION HINTS City names, Bodies of Water, Provincial boundaries, International boundaries, transportation networks.

MAP SCALE

1cm represents 100km

MAP TITLE

Ontario, Canada

HELPFUL LEGEND SYMBOLS National capital, Provincial capital, other populated areas, highways, major roads,boundaries, Trans-Canada highway.

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MAP DIRECTION

N


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The Five Themes of Geography: Map of Ontario

Ontario, Canada

www.atlas.gc.ca



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The Five Themes of Geography: Map of Ontario (A Focus on Place/Location) Complete the following questions in the space provided: 1. What is the purpose of this map?

2. Does this map show any unique characteristics of this “place”?

3. How could we determine the absolute location(s) shown on this map?

4. Using the map scale, determine the straight line distance between Wawa, Ontario and Kapuskasing, Ontario. (Show your work.)

5. If I were driving 100 km/hour, how long (roughly) would it take me to get from Windsor, Ontario to Cornwall, Ontario? (Show your work.)



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The Five Themes of Geography: Map of Ontario

CONTINUED 6. List “places” in Northern Ontario that are not located along the Trans-Canada Highway. What other ways can you get to these “places”? 7. Explain where Ontario is located in relation to Quebec, Manitoba and the United States of America.


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Teacher Resource

The Five Themes of Geography: Map of Ontario (Answers)

Complete the following questions in the space provided: 1. What is the purpose of this map?

The purpose of this map is to represent the province of Ontario. This map gives a general idea of the entire province and its location in Canada.

2. Does this map show any unique characteristics of this “place”?

This map shows where Ontario is located in relation to other provinces, the United States and within Canada. This map also shows the unique “highway” transportation network between urban centers in Northern Ontario as well as the drainage systems in Ontario.

3. How could we determine the absolute location(s) shown on this map?

In order to determine the absolute location shown on this map, we would have to consult an atlas and/or globe to find out specific longitude and latitude coordinates.

4. Using the map scale, determine the straight line distance between Wawa, Ontario and Kapuskasing, Ontario. (Show your work) Straight Line distance between Wawa and Kapuskasing = 3cm 1cm = 100km The Straight Line distance between Wawa, Ontario and Kapuskasing, Ontario is 300km. 5. If I were driving 100km/hour, how long roughly would it take me to get from Windsor, Ontario to Cornwall, Ontario? (Show your work) 9cm = 900km 100km/hr 9 hours

If I wanted to drive from Windsor, Ontario to Cornwall, Ontario, it would take me roughly 9 hours.

6. List “places” in Northern Ontario that are not located along the Trans-Canada Highway? What other ways can you get to these “places”? The places in Northern Ontario that are not located along the Trans-Canada Highway are: Fort Severn, Peawanuck, Attawapiskat, Big Trout Lake, Sandy Lake, Pikangikum, Lansdowne House, Moosonee, Armstrong, Sioux Lookout and Red Lake. (Varying answers for the second part of the question) Airplane/train 7. Explain where Ontario is located in relation to Quebec, Manitoba and the United States of America.

The Province of Ontario is location west of the Province of Quebec, east of the province of Manitoba and north of the United States of America.


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S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9

Writing for a Purpose: Writing a Map


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 writing a map. • organize their writing and ensure that it meets the requirements of the assignment. Tips and Resources • Maps are visual representation of places or things. School/classroom atlases, road maps as well

as wall maps are important tools in the Geography classroom. • Maps are helpful graphics that allow students to see an aerial view of a location. Maps can be

simplistic and only include a few features or they can be complex and include a great deal of detail and information.

• For this activity a class set of Ontario road maps is required. • All maps should have a title. Other features that should be included on a map include:

- Scale - Colour code - Key or legend - Grid (Alphanumeric, military) - Place names - Author - Symbols - Date - Cardinal points, or direction (N, S, E, W)

Title, scale, direction, legend and borders are standard mapping conventions designed to ease the reading of any map. • Instructions give detailed, step-by-step information about a process or a procedure. The

purpose of instructions is to inform, direct, and instruct. • For more information, see: - Student/Teacher Resource, Movement: Writing Directions. - Teacher Resource, Movement: Writing Directions Example. • Resource Needed: A road map (check your local tourist bureau) 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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Writing for a Purpose: Writing a Map


Notes What teachers do What students do Before • Review orally the Five Themes of

Geography. • Focus specifically on the Movement

theme: vocabulary, definitions and examples.

• Review mapping conventions referring

specifically to a road map (purpose, content, legend, title, scale, grid, etc.).

• Ask students to recall when they had to

explain directions to someone.

•

•

•

Recall information about the Five Themes of Geography.

Contribute responses in the class discussion about the Movement theme.

Note the key features of a road map that help explain the purpose and the content.

• Recall giving directions.

During • Provide each student with a road map. • Examine and discuss simple directions

from easily located locations. • Demonstrate how to read the map (road

names, exits, cities, symbols and grid). • Model how to record information on the

worksheet provided. (See Student/ Teacher Resource, Movement: Writing Directions and Teacher Resource, Movement: Writing Directions Example).

• Examine the map and record

observations. • Identify and explain simple directions

from easily located locations.

After • Provide students with the opportunity to

practise writing directions with a partner. (How to get home, how to get to school.)

• Have students write instructions to get from the school to home OR how they get to a cottage/camp/family member’s house.

• Within instructions have students include important landmarks that might aid in directions and indicate any special instructions that might ease stress during rush hour.

• Have students create illustrations, maps and diagrams for explanations they have written.

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•

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Practise writing directions with a partner.

Use template to make dot jot instructions. Write instructions.

• Create illustrations, maps and

diagrams to help explain your instructions.


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Movement: Writing Directions

Directions From: _____________________ To: ___________________________

Introduction (Who is traveling? When will they go there? Why are they going there?)

Direction Instructions

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4.

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7.

8.

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10.

Special Instructions


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Teacher Resource

Movement: Writing Directions Example

Directions From: Burlington, Ontario To: Canada’s Wonderland

Introduction (Who is traveling? When will they go there? Why are they going there?) WHO: My friends (Sarah and Ian), my Mom, my brother WHEN: Saturday July 10, 2004 WHY: To spend the day on the rides and to see the shows.

Direction Instructions

1. Travel north on Walkers Line until you reach the Queen Elizabeth Highway (QEW).

2. Turn right (east) and merge onto the QEW (going towards Toronto).

3. At Exit #139 exit onto Highway 427 North.

4. Travel along Highway 427 until you reach Highway 401.

5. Exit Highway 427 onto Highway 401 east bound.

6. Travel east along Highway 401 east until you reach exit #359.

7. Exit at #359 (Highway 400 north to Barrie).

8. Travel North on Highway 400 until you reach Major MacKenzie.

9. At Major MacKenzie exit the highway.

10. At the stop lights at the end of the exit ramp, go straight into Canada’s Wonderland Parking lot.

Special Instructions Watch for signs along the highway; the park is well marked. Bring your bathing suit, packed lunch, and sunscreen. We are leaving at 8:00 a.m. We are planning to be home at 9:00 p.m.


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Reading Different Text Forms: Reading a Table



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ve 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

A table is a list of data or information on a subject usually arranged in columns and rows. A Regions of the World Map from a classroom atlas is useful for this activity. Students will find it useful to have a mini-lesson on surface and inference type questions. For more information, see:

- Student/Teacher Resource, Immigration Data Table. - Student/Teacher Resource, Immigration Survey Assignment.

Immigration Data Table, http://www.statcan.ca/ Further Support • Provide students with an advance organizer to guide them as they read a particular text. This


http://www.statcan.ca/


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Reading Different Text Forms: Reading a Table


Notes What teachers do What students do Before • Review orally the Movement theme: vocabulary,

definitions, examples. • Specifically focus on Human Movement

(immigration/emigration). • Define data table as a class. • Pose questions:

- Why might we want to collect immigration data? - How might immigration information be

collected? - How could we organize immigration

information? • Verbally brainstorm ideas that relate to immigration

data tables: headings, subheading, font, meaning of data.

• Contribute orally to class discussion.

• Brainstorm ideas with peers. • Participate in group work.

During •

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•

• •

•

Provide students with Student/Teacher Resource, Immigration Data Table. Guide students through the process of identifying important aspects of the table (title, headings, dates, data). Model reading the table aloud using a pointer to draw points together and to locate information. Pose questions such as: - In 1961, where did most of Canada’s

immigrants come from (according to the information provided)?

- According to the information provided, how many immigrants arrived from the United States between 1981-1970?

- Why did so many people immigrate to Canada from the United Kingdom before 1961?

Have students record answers in their notebooks. • Have students create two questions about the data

table provided.

Participate orally in class discussion. View table provided by the teacher.

Answer questions orally and/or in writing about the data table provided.

• Work in groups to create two

questions about the data table.

After • Hand out the Student/Teacher Resource,

Immigration Survey Assignment. • Guide students through assignment answering

questions, photocopying surveys, distributing surveys to other classes, collecting surveys.

• Collect completed data table for marking. • Checklist/rubric ideal for assessing this assignment.

•

•

Create a survey that can be distributed throughout the class/school.

Collect survey and analyze data.

• Create data table that best represents

data collected.


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Immigration Data Table

Canadian Statistics- Immigrant Population by place of birth and period of 1996 Census

Place of Birth

Total Immigrant Population

Before 1961

1961-1970

1971-1980

1981-1990

1991-2001

United States

237,920 34,805 46,880 62,835 41,965 51,435

Africa

282,600 4,635 23,830 54,655 59,710 139,770

United

Kingdom

606,000 217,175 160,005 126,030 60,145 42,645

Southern

Asia

505,895 3,845 26,600 77,230 101,110 295,110

Eastern

Asia

730, 600 18,325 36,360 97,610 155,070 423,235

Caribbean

and Bermuda

294,050 6,990 42,740 91,475 68,840

84,005

Source: Statistics Canada, Census of Population


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Immigration Survey Assignment

Your Mission Your mission is to create a data table that best represents immigration information collected from your class and/or school. Task 1. With your partner, brainstorm 10 questions that you could ask someone to find

out about their home country, the year they or their family left their home country, and when they came to Canada.

2. Create a survey with the 10 questions you have collected. Hand your survey in

to your teacher for photocopying and distribution. 3. When your completed surveys are returned, organize, analyze and record the

data. 4. Decide with your partner how you will represent the information you have

collected. Create a data table that best represents the data collected. 5. Include with your data table a paragraph that discusses where and how the data

was collected, as well as a brief summary of the main points from the data table. Due Date: _________________________________________________



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Writing for a Purpose: Writing a Graph


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 writing a graph. • organize their writing and ensure that it meets the requirements of the assignment. Tips and Resources • A table is a list of data or information on a subject most often arranged in columns and rows. • To enrich the use of graphs, students can extend the data as a prediction or continuation of a

trend, represent more than one data set on one graph for comparison, use scatter plots and look at the shape of the data, calculate mean, median and modes and how they may be represented graphically.

• It may be useful to provide students with unlabelled graphs, asking them to tell what might be represented, or to match the graph to a given table in the before stage.

• Data can be collected on many animals that are endangered (African Gorillas, Koala Bears etc.).• For more information, see:

- Student/Teacher Resource, Environment and Interaction: Concept Map. - Teacher Resource, Environment and Interaction: Concept Map Example. - Student/Teacher Resource, Environment and Interaction: Whooping Crane Data Table.

Environment Canada, www.ec.gc.ca Statistics Canada, www.statcan.ca World Wild Life Fund, www.worldwildlife.org Parks Canada, http://parkscanada.ca/ Journey North Whooping Crane, http://www.learner.org/jnorth/tm/crane/Population.html Further Support • The template for any individual writing assignment can be revised to make the modifications or


http://www.ec.gc.ca/

http://www.statcan.ca/

http://www.worldwildlife.org/

http://parkscanada.ca/

http://www.learner.org/jnorth/tm/crane/Population.html


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Notes What teachers do What students do

Before • Review orally the geography themes of

interaction and environment (definitions, vocabulary and examples).

• Present a concept map that represents how the two themes are linked. (See Student/Teacher Resource, Environment and Interaction: Concept Map.)

• Have student brainstorm current topics that relate to these themes.

• Contribute orally to class discussion.

• Brainstorm ideas on current topics related to Interaction and Environment Themes.

During • Provide students with a data table of the

population of the Whooping Cranes 1940-present. (See Student/Teacher Resource, Environment and Interaction: Whooping Crane Data Table.)

• Guide students through a process of identifying important aspects of the data table (title, headings, dates, data).

• Brainstorm reasons why these population numbers are changing.

• Ask students how they could represent this information in another way.

• Model the construction of a line graph showing the number of whooping cranes per year.

• Brainstorm other ways to depict the same information (area graph, bar graph increase in population, percent increase of population).

• View data table on whooping cranes.

• Participate in brainstorming exercise. • Complete notes and graph on

whooping crane data.

After • Ask students to create an area graph using the

same information. Have students compare the graphs and answer the following questions: − How do they differ and why? − What different information does this

convey? − Why would each representation be useful?

• Speculate about factors that might contribute to the population surges. How could you represent data about those factors to compare and confirm speculations? Build hypothetical tables and graphs to confirm or refute speculations.

• Create an area graph depicting the

provided information. • Research and answer the two follow-

up questions. • Speculate about contributing factors

and design a hypothetical table and graph to confirm or refute the speculation.

• Complete follow up assignment.



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Environment and Interaction: Concept Map

Interaction Human

Environment
Environment


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Teacher Resource

Environment and Interaction: Concept Map Example

deforestation,oil spills, soil erosion, resource loss, air pollution, over fishing

lakes, rivers, trees, oceans, rain forests, ecosystems, deserts, grasslands, hills, valleys, plains, mountains, water

Interaction Environment Human Environment

industry, transportation, mining, garbage, fishing, logging, farming, local, community, distant, global village


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Environment and Interaction: Whooping Crane Data Table

Whooping Crane Population Data (Aransas/Wood Buffalo Flock)

1994-2003 Year # of Whooping Cranes 1940 22 1950 34 1960 33 1970 56 1980 76 1990 146 1991 132 1992 136 1993 143 1994 133 1995 158 1996 160 1997 182 1998 183 1999 185 2000 177 2001 174 2002 185 2003 194

Compiled & adapted from http://www.learner.org/jnorth/tm/crane/Population.html


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Reading Different Text Forms: Reading a Picture



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ve readers. Purpose • Become familiar with the elements and features of graphical texts used in any course. • 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. • practise essential reading strategies and apply them to different course-related materials. Tips and Resources • A picture taken from real life is known commonly as a photograph.

- Photographs are useful to geographers because they capture the current physical and human patterns on the earth’s surface. - Photographs bring the real world into the Geography classroom and can enhance the understanding of a concept.

• A collection of postcards and old calendars are useful to geography teachers. • For more information, see:

- Student/Teacher Resource, The Five Themes of Geography: Concept Map. - Teacher Resource, The Five Themes of Geography: Concept Map Example. - Student/Teacher Resource, The Five Themes of Geography: Picture #1. - Student/Teacher Resource, The Five Themes of Geography in a Picture Chart. - Teacher Resource, The Five Themes of Geography in a Picture Chart Example. - Student/Teacher Resource, The Five Themes of Geography: Picture #2. - Student/Teacher Resource, The Five Themes of Geography: Worksheet. - Teacher Resource, The Five Themes of Geography: Worksheet Example.

Picture #1, www.bigfoto.com Picture #2, www.bigfoto.com Further Support • Provide students with an advance organizer to guide them as they read a particular text. This


http://www.bigfoto.com/



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Notes What teachers do What students do Before • Review orally and give each student a copy of

Student/Teacher Resource, The Five Themes of Geography: Concept Map.

• Brainstorm the definitions of each of the themes and give an example for each.

• Provide students with activity sheet to record notes. • Preteach key elements of photographs and set the

purpose of examining and reading a photograph. Discuss ideas for general observation of a photo (theme, colours, symbols, etc.).

• Recall orally what they already know

about The Five Themes of Geography (definitions and examples).

• Contribute suggestion and ideas to class discussion.

• Record notes from the overhead

transparency on the worksheet provided.

During • Ask students to examine Student/Teacher

Resource, The Five Themes of Geography: Picture #1. Give students time to make personal connections.

• Draw the students’ attention back to the picture provided. Brainstorm examples of the FIVE themes found in the picture. Have student record findings on worksheet.

• Pose questions to the students: − Does this picture remind you of somewhere you

have been? − Where do you think this picture was taken? − What type of landscape do you see in the

picture? − Can you see any roadways, waterways, and

flyways in this picture? − What do you think the weather is like where this

picture was taken? − What hemisphere do you think this place is in? − What physical and human characteristics can

you point out from this picture?

• Examine the photograph and record

information on the sheet provided. Create notes on the questions being posed.

• Identify key elements of the pictures (the representation of the five themes).

After • Provide an additional photograph to the students.

(See Student/Teacher Resource, The Five Themes of Geography in a Picture Chart.)

• Ask students to work in partners to share their ideas of the photograph.

• Ask students to complete Student/Teacher Resource, The Five Themes of Geography in a Picture Chart as they read the photograph.

• Create a collaboration of the findings on chart paper.

• Create notes on the questions being

posed. • Ask questions about what they are

seeing. • Identify key elements of the pictures

(the representation of the five themes).

• Record observations. • Share observations.

T H I N K L I T E R A C Y : R


Student/Teacher Resource cher Resource

The Five Themes of Geography: Concept Map The Five Themes of Geography: Concept Map

GEOGRAPHY

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Teacher Resource

The Five Themes of Geography: Concept Map Example

and products.

GEOGRAPHY The study of the patterns on the Earth’s surface

including climates, continents, countries,

people, industries

ENVIRONMENT biosphere, lithosphere,

atmosphere, hydrosphere, a biotic, biotic, mantle,

magma

REGION climate, landform,

Ecozones, soil, vegetation, time

zones, populations, political, natural

resources

MOVEMENT migration,

flyways, ideas, goods/products,

waterways, transportation networks, push

factors, pull factors

en PLACE/LOCATION map projections, maps, direction,

distance, latitude, longitude, hemispheres, alphanumeric grid,

absolute location, relative location, human characteristic, population,

occupations, physical characteristic

INTERACTION living things,

vironment, patterns, consequences,

industry, mining, forestry, pollution,

ecotourism, deforestation, development

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The Five Themes of Geography: Picture #1

http://www.bigfoto.com/sites/galery/switzerland/rheintal.jpg

http://www.bigfoto.com/sites/galery/switzerland/rheintal.jpg


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The Five Themes of Geography in a Picture Chart

Theme Definition/Example from Experience Example(s) from

Picture

Place

Region

Interaction

Movement

Environment


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Teacher Resource

The Five Themes of Geography in a Picture Chart Example

Theme Definition/Example from Experience Example(s) from Picture

Place/location

Definitions: PLACE: An area on the Earth’s surface that can be described by its special physical and human characteristics LOCATION: Where a place is found; a position on the surface of the earth Examples: Niagara Falls Venice, Italy

mountainous area agricultural area conifers (Temperate regions) northern hemisphere

Region

Definition: An area on the Earth’s surface with its own unique characteristics Examples: The Canadian Shield Arctic Cordillera

mountain range (foot hills?) Temperate Climate Zone

Interaction

Definition: The relationship between people and the environment and the resulting patterns/consequences Examples: industry: forestry, mining technology: development

homes, agricultural activities, leisure activities (golf course)

Movement

Definition: The exchange among places, products, people, and ideas Examples: migration, flyway, railways, highways,

water ways bridge roadways landslide pathways

Environment

Definition: The surrounding air, land and water shared by all living and non-living things Examples: hydrosphere, lithosphere, ecosphere, atmosphere

mountains, rivers


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Teacher Resource

The Five Themes of Geography: Picture #2

http://www.bigfoto.com/america/canada/canada-25.jpg



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The Five Themes of Geography: Worksheet

Theme Example(s) from Picture

Explanation of Example

Place/location

Region

Interaction

Movement

Environment


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Teacher Resource

The Five Themes of Geography: Worksheet Example

THEME EXAMPLE(S) FROM PICTURE

EXPLANATION OF EXAMPLE

Place/location

city, in a mountainous area, on the coast

The tall buildings give the impression that the photo was taken in the city. This city is located on the coast.

Region

mountain landform region, Maritime climate region

The landform region that this picture was taken in is the Appalachian Mountains.

Interaction

houses being built on the mountain, cars driving on the roads, boats in the water, trees in the downtown

The cars that are driving downtown are interacting with the atmosphere in a negative way. Trees have obviously been cleared from this area for urbanization.

Movement

roadways, waterways

The transportation network or roads in the city are an example of the Movement theme in Geography. The waterways are also part of a transportation network.

Environment ocean, forests, clouds in the sky

This picture shows both the living and non-living. All of the spheres are represented.


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Engaging in Reading: Reading Maps

Grade 7 Geography - Physical Patterns of Geography


t

ve 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. practice essential reading strategies and apply them to different course-related materials.

Tips and Resources • Maps are helpful graphics that allow the students to see an aerial view of a location they are

studying. Maps can be simplistic and only include a few key features or have added graphics to support the information being represented by the map.

• It is important to note and outline to the students all of the possible features a map can include. This will aid the student when reading the map to obtain all of the information possible. Features of maps include the following:

- Title - Cardinal points, or directions (N, S, W, E) - Scale - Symbols - Legend - Labels - Colour codes - Side graphics (charts, tables) or explanations - Place names


• Prior knowledge regarding how tornadoes form would be beneficial for this activity. Review of those concepts will be completed at the beginning of the lesson.

• For more information, see: - Student/Teacher Resource, Major Tornadoes in Canada. - Student/Teacher Resource, Analyzing Maps Flowchart – Sample Template. - Teacher Resource, Analyzing Maps Flowchart – Example. - www.atlas.gc.ca

Further Support • Provide students with an advance organizer to guide them as they read a particular text. This




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35

Engaging in Read g: Reading Maps in


Notes What teachers do What students do Before • Make an overhead of the map in the

Student/Teacher Resource, Major Tornadoes in Canada.

• Ask students to recall what they know about tornadoes.

- How are they formed? - What kind of conditions are favoured for

the development of a tornado? - Where do most tornadoes occur in

Canada/Ontario? • Preview the map’s print and organizational

features (e.g., title, legend, scale, direction). • Identify and review parts of Canada that

appear on the map.

• Participate in class review by orally

providing information about tornadoes.

• Contribute responses in the class

discussion and explain them. • Note the key features of a map that

help to explain the purpose and content.

• Activate prior knowledge about areas

of Canada and contribute to class discussion.

During • View the map together as a class. • Highlight the features of the map. Have

students record their observations using Student/Teacher Resource, Analyzing Maps Flowchart.

• Model strategies for noting the pattern on the map. Is the pattern realistic? Are the areas on the map similar to areas predicted at the start of the lesson?

• Examine the map and record their

observations. • Identify the pattern of tornado

occurrences and reflect on the realistic nature of this pattern.

After • Ask students to describe the purpose and the

content of the map. • Assign students an additional theme map

(Major Tornadoes in North America, Major Hurricanes in North America, etc.) setting a clear purpose for reading the map.

• Contribute findings to the class

discussion. • Use knowledge obtained through this

example and apply it to another map.


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Major Tornadoes in Canada

Ma

T

Prov

N

P

N

N

Q

O

M

S

A

B

Y

N

N

www.atlas.gc.ca

jor tornadoes in Canada

ornado

inces and Territories ewfoundland

rince Edward Island

ova Scotia

ew Brunswick

uebec

ntario

anitoba

askatchewan

lberta

ritish Columbia

ukon Territory

orthwest Territories

unavut

Boundaries

International

Provincial / Territorial

Canada / Kalaallit Nunavut dividing line

EEZ (200 mile)

Other Features Water area

Regions outside Canada



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Analyzing Maps Flowchart – Sample Template

Title of the Map

Country/Countries

Portrayed

Purpose

Legend, Scale or

Side Graphics

Information Obtained


38


Teacher Resource

Analyzing Maps Flowchart – Example

MAJOR TORNAD

Purp

To showthe bistron

tornadooccur

Canadaperiod

OES IN CANADA

ose where

ggest/ gest es have red in over a

of time.

Sid Leg1) Rwhocc2) Cprooth3) Lpro

Country/Countries

Portrayed

CANADA
oth
Legend, Scale or e Graphics

end: ed dot highlights

ere tornadoes have urred. olour identifies vinces, territories, and er countries ines separates vinces, territories, er countries and water

Information Obtained

All tornadoes occur in the southern part of Canada. Most tornadoes occur in southern/central Ontario. Tornadoes tend to occur in flat plain areas; there are no occurrences in mountainous regions, and very fewalong the coastal regions.


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Writing for a Purpose: Writing Maps



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 helpful graphics that allow the students to see an aerial view of a location they are

studying. Maps can be simplistic and only include a few key features or have added graphics to support the information being represented by the map.

• Organization and neatness are essential when creating a map. Keeping names of locations straight will aid in the display of data and ensure that a reader of the map obtains all the necessary information.

• It is important to note and outline for the students all the possible features of a map. This will aid the student when creating a map to ensure that all the information is included. Features of maps include:

- Title - Place names - Scale - Cardinal points, or directions (N, S, W, E) - Legend - Symbols - Colour codes


• Prior knowledge of climatic regions is beneficial for this activity. Students can be asked to briefly review by simply naming the regions.

• Climatic region map, related atlases and textbooks and/or searching the internet will provide adequate avenues for students to do a brief research of the climatic regions.

• For more information, see: - Student/Teacher Resource, Climatic Regions of Canada. - Student/Teacher Resource, Climatic Regions of Canada – Answer Sheet. - Student Resource, Map of Canada Template.

• Resource needed: atlas/text support to gather climate information. Further Support • The template for any individual writing assignment can be revised to make the modifications or



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Notes What teachers do What students do

Before • Distribute the Student/Teacher Resource,

Climatic Regions of Canada, to review the climatic regions of Canada. Use the Teacher Resource, Climatic Regions of Canada – Answer Sheet as a guide.

• Establish groups of 4-5 students. Each student will be responsible for 2-3 climatic regions to research and then share the information with the group. Students are to include the general location of the climatic region, temperature and precipitation changes.

• Have the class use an atlas to locate a map of Canada’s Climatic Regions.

• Examine the map’s print and organizational features (e.g. title, legend, scale, direction).

• Identify the various climatic regions of Canada and note where they are located in reference to different provinces, territories, bodies of water, etc..

• Ask students questions to gain understanding of the map, such as: - What climatic region is the largest? - In what climatic region are we located? - What climatic region would the students

prefer to live in? Not prefer to live in?

• Recall the climatic regions and contribute suggestions to the class discussion. Record the regions on the worksheet.

• Meet with group and assign each member the climatic regions to research.

• Note the print and organizational features of a map and make jot notes of those features.

• Participate in the discussion of climatic regions and contribute answers to questions.

During • Provide students with the map of Canada to

complete individually. • Guide students through the process of drawing

the outlines of regions on the blank map. Model how to use reference points on the map to begin and end their lines.

• Monitor student’s work as they begin completing the map and research.

• Using the atlas as a reference, create a

map on the template. • Observe and listen attentively as the

teacher models drawing the climatic regions.

• Make jot notes regarding the climate regions that were assigned in their group. Use the climate graph, related textbooks or the internet.

After • Have students evaluate their completed map.

Remind them of the key features of a map and that neatness and organization are necessary components.

• Ask students to share their findings of the climatic regions with their group.

• Evaluate completed map with the atlas,

ensuring all key features are present. • Share jot notes of each climatic region

with group. Record notes from other group members on the worksheet.


42

W S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9


Climatic Regions of Canada



Climatic Regions of Canada – Answer Sheet

- coo- col gen- No NW

TUNDRA WEST - cool summers - very cold winters - dry all year - majority of Nunavut

TUNDRA EAST - cool summers - very cold winters - summer precipitation- Baffin Island, northern tip of Quebec

NO- coo- col- No Yu

SOU

- warm- cold - mois- Sout

- wa- mil- Va

ReferenMorrow,

NORTHERN INTERIOR

l summers d winters, erally dry

rthern Prairies & T

- sho sum- col- No

& Q

LA- warm- cold - Strip Queb

RTHERN ALPINE l summers

d, dry winters rthern B.C. & kon

THERN ALPINE summers

winters t all year hern Vancouver PRAIRIE

- hot summers - cold winters - summer precipitation- Southern Prairies

- w- c- m- M

WEST COAST MARINE

rm dry summers d, wet winters ncouver Island

G- ho- col- mo- So

ces: Robert. Pearson School Atlas. Toronto, Ontario: Pearson Education Canad

BOREAL rt cool mers

d winters rthern Ontariouebec

43

URENTIAN summers

winters in central ec and Ontario

EAST COAST arm summers old winters uch precipitationaritime provinces

REAT LAKES t summers d winters ist all year uthern Ontario

a, 2004


44


Student Resource

MAP OF CANADA TEMPLATE

Ti

tle

Lege

nd


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46


Engaging in Reading: Reading Graphs



t

ve readers.

• •

• •

Purpose



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 • A climate graph helps students visualize the climate of a particular area, over the course of a year. It enables them to see the months of highest/lowest temperatures or periods of greater precipitation. • Using pictures in combination with reading climate graphs is a useful technique to aid the

students in relating the climate of the picture to the climate portrayed on the graph. • When examining the graph with students, outline the key features that provide information about

the information that is being presented. These key features include: - Title - Uniform scale intervals - Labelling of axes - Temperature displayed as a red line graph - Legend - Precipitation displayed as a blue bar graph

• See resources: - Student/Teacher Resource, Where in The World? - Student/Teacher Resource, Climate Graphs. - Student/Teacher Resource, Reading Climate Graphs – Template. - Teacher Resource, Reading Climate Graph #2 – Template Example.

• A World Map should be visible for the class to make reference. • For more information, see: - www.worldclimate.com - www.bigfoto.com - www.parkscanada.ca - Think Literacy: Cross-Curricular Approaches, Grades 7-12, pp. 70. Further Support • Provide students with an advance organizer to guide them as they read a particular text. This


http://www.worldclimate.com/


http://www.parkscanada.ca/

http://www.geosmile.ca/



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Engaging in Reading: Reading Graphs


What teachers do What students do Before • Make an overhead transparency of Student/Teacher

Resources, Where in the World? and Climate Graphs. • Preview the pictures with the students, noting the

differences and using them to pose questions such as: − What picture suggests more precipitation? − What picture suggests a warmer climate?

• Ask students to brainstorm where each of these pictures may be located in the world. Recall previous experiences where they have seen similar pictures. What were the locations of those images? What type of climate was associated with those locations?

• Display Climate Graph #1 in Student/Teacher Resource, Climate Graphs and outline the purpose of the graph. Read through the features of the graph. Outline the set up of the graph and how information is displayed.

• Examine the pictures and note all

differences. • Contribute ideas and suggestions to the

questions. • Mentally recall images to help make

connections to the examples given. Contribute personal connections to the class.

• Listen and observe the teacher modeling.

Ask clarifying questions about the graphic information.

During • Ask students in pairs or individually to read Climate

Graph #2 in Student/Teacher Resource, Climate Graphs. Activate prior knowledge and complete the worksheet. See Student Resource, Reading Climate Graphs - Template.

• Have students discuss which climate graph would be associated with each picture that was shown at the start of the lesson.

• Examine the graphs and consider the following: the amount of precipitation; the year round temperature values.

• Examine the climate graph, identify the key elements of the graph and record the information.

• Share their opinions on the pictures with the

class and explain their reasoning.

After • Model how to summarize the information using the key

features of the climate graph and what can be concluded from the graphs outlined in the Student/Teacher Resource, Reading Climate Graphs - Template.

• Create class reference material such as a poster or notebook reference page using a blank climate graph to illustrate the key elements.

• Students may also look for further pictures that might illustrate one of the graphs and justify their choice. Pictures that could represent more than one graph are interesting because students need to look more closely at and beyond the data, beyond the stereotypical desert shot. Large-scale data does not provide the whole picture.

• Note the key elements of the climate graph that help the reader to locate, read and understand the purpose of the graph.

• Create a personal reference resource

outlining the key elements of a climate graph.

• Find photos that could illustrate the

geography of an area represented in one or more of the graphs and justify the choice based on the data.

Notes


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Where in the World?

www.parkscanada.ca

www.bigfoto.com


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Climate Graphs

Climate Graph #1

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J F M A M J J A S O N DMonths

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pera

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(°C

)

0

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Prec

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tion

(mm

)

Precipitation Temperature

Climate Graph #2

32040

30 280

Prec

ipita

tion

(mm

)

20 240

Tem

pera

ture

(°C

)

10200

0 Precipitation160

Temperature-10120

-2080-30

40-40

-50 0J F M A M J J A S O N D

Months


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Reading Climate Graphs - Template

What I know … What I think …

Temperature: a) List the three months that have

the highest temperature.

b) List the three months that have the lowest temperature.

Precipitation: a) List the three months that have

the highest amount of precipitation.

b) List the three months that have the lowest amount of precipitation.

Temperature: a) What months do you think the

summer season occurs in?

b) What months do you think the winter season occurs in?

c) Do you think this climate has all four seasons?

Precipitation: a) Is there evidence of a rainy

season or a dry season? Why or why not?

Therefore …

a) The climate graph depicts a climate that is similar to: - arctic - temperate - subtropical - tropical - desert

b) The location of the climate graph would be in the

- southern hemisphere - northern hemisphere because…

c) Other observations noted by the climate graph:


R Teacher Resource

Reading Climate Graph #2 - Template Example

What I know … What I think … Temperature:

a) What months do you think the summer season occurs in?

December, January, February, March

b) What months do you think the winter

season occurs in? June, July, August, September

c) Do you think this climate has all four

seasons? Why or why not? No, the temperature remains fairly high throughout the year.

Precipitation: a) Is there evidence of a rainy season

or a dry season? Why or why not? There appears to be a dry season in the months of July, August, September. It is fairly dry all year.

Q

Temperature: a) List the three months that have

the highest temperature. January February December

b) List the three months that have the lowest temperature. June July August

Precipitation: a) List the three months that have

the highest amount of precipitation. January February December

b) List the three months that have the lowest amount of precipitation. June July August

51

Therefore …

a) The climate graph depicts a climate that is similar to: - arctic - temperate - subtropical - tropical - desert

b) The location of the climate graph would be in the

- southern hemisphere - northern hemisphere because…. the summer months are in December, January, February and March.

c) Other observations noted by the climate graph:

The temperature never falls below 0°C.

Adapted from Think Literacy: Cross-Curricular Approaches, Grades 7 -12. Toronto, Ontario. ueen’s Printer for Ontario, 2003.


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Getting Ready to Read: Previewing a Graph


A well-designed textbook, website or other print resource has a variety of elements or features that are applied consistently to help the reader locate and use the material. Some texts have more of these features, and clearer cues, than others do. Previewing a course text can help students to identify the text features and use them efficiently. Purpose • •

Learn how to navigate subject-specific textbooks and resources. Examine the layout and features of a particular text, and how to use it.

Payoff Students will: • become familiar with different course texts and resources (print and electronic). • use strategies for effectively previewing and locating information in different texts, using the table if

contents, indices and/or navigation bar. Tips and Resources • A climate graph helps students visualize the climate of a particular location, over the course of a year. It

enables them to see the months of highest/lowest temperatures or periods of greater precipitation. • Key features of a climate graph that need to be outlined and included are:

- Title - Uniform scale intervals - Labelling of axes - Temperature displayed as a red line graph - Legend - Precipitation displayed as a blue bar graph

• When teaching the analysis of the climate graph focus on the following areas: - Look for the range in temperature values. - Are there definite seasons (spring, summer, fall, winter) evident in the graph? - Are there definite periods of dry or wet conditions evident in the graph? - Is this an area that receives a lot of precipitation or does the area experience ‘drought like’ conditions?- What part of the world might this location be in? Note the seasons, temperature and precipitation pattern.

• For more information, see: - Student/Teacher Resource, Climate Graph – Toronto, Ontario. - Student/Teacher Resource, Creating a Climate Graph – Vancouver, B.C. - Student/Teacher Resource, Vancouver, B.C. – Completed Example. - Student Resource, Creating a Climate Graph. - Student/Teacher Resource, Climate Graph for Athens, Greece. - www.worldclimate.com

Note: Microsoft Word: Excel was used to create the electronic climate graphs. Physical Landscapes of the Earth, pp. 11. See www.geosmile.ca Further Support • The template for any individual writing assignment can be revised to make the modifications or


http://www.worldclimate.com/



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Getting Ready to Read: Previewing a Graph


What teachers do What students do

Before • Make an overhead of the Student/Teacher Resource,

Climate Graph – Toronto, Ontario. • Examine the climate graph, and pre-teach the key

features of the graph. • Outline how the information is displayed in the climate

graph. Pose questions to students to outline the information being displayed.

• Ask such questions as: - What information is plotted using the left vertical

scale? The right vertical scale? - What information is plotted using a line graph? Bar

graph?

• Examine the climate graph. Use the example to answer questions posed to the class.

• Make notes on the role of each axes

and the type of graph used for each data set.

During • Model how to graph the information from the table to the

climate graph. Use data from the chart on the Student/Teacher Resource, Creating a Climate Graph – Vancouver, B.C. Note that temperature points are placed between the vertical lines unlike the traditional line graph where they are placed on the intersection points. This is because the months are labelled between lines to accommodate the bar graph. (See Student/ Teacher Resource, Vancouver, B.C. – Completed Example.)

• Distribute Student Resource, Creating a Climate Graph. • Ask students to create their own climate graph using the

data on the chart. • Observe the development of the graphs and give

assistance when required.

• Listen and observe the teacher

modeling. Write down steps involved in the process of plotting the information.

• Plot the information on the climate

graph.

After • Ask students to compare the completed climate graph

with a partner. • Discuss with students how to analyze the information

presented in the climate graph. See point 3 in Tips and Resources on previous page.

• Ask students to use the climate graph to write a brief summary of the climate for the location.

• Have students predict the location of the climate graph. • Display the completed climate graph as an overhead

transparency. See Student/Teacher Resource, Climate Graph for Athens, Greece.

• Students can ensure that the work is complete and accurate.

• Hide the titles for each graph. By looking at the completed graph and data tables, match one to the other.

• Compare the climate graphs to

ensure all information is displayed correctly.

• Working individually, summarize the

information from the climate graph in a brief paragraph.

Notes


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Climate Graph – Toronto, Ontario

Climate Graph for Toronto, Ontario

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J F M A M J J A S O N D

Months

Tem

per

atu

re i

n D

egre

es

Cel

ciu

s

0

40

80

120

160

200

240

280

320

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cip

itat

ion

in

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lim

eter

s

PrecipitationTemperature


RStudent/Teacher Resource

Creating a Climate Graph – Vancouver, B.C.

Vancouver, British Columbia

Average Temperature & Precipitation

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec °C 2.7 4.4 6.1 8.9 12.3 15.1 17.3 17.1 14.3 10.0 5.9 3.7 mm 145.7 121.4 102.3 69.2 55.8 47.1 31.3 37.0 59.6 116.3 154.6 171.5

K

55

lett-Perthes. Physical Landscapes of the Earth. Gotha, Germany: Justus Perthes Verlag Gotha GmbH, 2001

http://www.worldclimate.com/define.htm


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Vancouver, B.C. – Completed Example

Climate Graph for Vancouver, Canada

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in M

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eter

s



RStudent Resource

Creating a Climate Graph

Average Temperature & Precipitation

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec°C 10.2 10.8 12.3 16.1 20.6 25.1 27.9 27.8 24.3 19.3 15.3 12.0 mm 48.0 41.0 41.2 23.4 17.9 7.4 5.0 7.6 9.8 53.0 55.3 61.8

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ANALYSIS OF THE CLIMATE GRAPH:

Klett Perthes. Physical Landscapes of the Earth. Gotha, Germany: Justus Perthes Verlag Gotha GmbH, 2001

http://www.worldclimate.com/define.htm


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Climate Graph for Athens, Greece

Climate Graph for Athens, Greece

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in M

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eter

s


ANALYSIS OF THE CLIMATE GRAPH Although the temperature never falls below zero, it is evident that there is a summer season with temperatures becoming very hot. This location is closer to the equator due to the range in temperature values. There are distinct wet and dry seasons evident from the graph. This location gets most of its precipitation during late fall through to early spring. The dry season appears to occur during the majority of the summer months.


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Reading Different Texts Forms: Reading a Picture



t

ve readers.

• •

the

Purpose


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 • Photographs can enhance the understanding of a concept. Photographs allow the student to

see real life examples of a concept that is being studied. Photographs tell a story and allow visual learners an opportunity to grasp the idea more easily. Students look at the photograph from different viewpoints. The teacher must inform the students of the key elements of a photograph ahead of time, to ensure that all the information is gathered from the image. Pose questions such as:

- What is the title of the photograph? - What is the first image that you see in the photograph? - What angle is the picture being taken from? - Are there any captions, symbols, etc. on the photograph? - Has the photo been altered in any way?

• Prior knowledge of how fold mountains are formed is beneficial to this activity. • For more information, see:

- Student/Teacher Resource, A Picture is Worth a Thousand Words. - Student Resource, Reading Photographs – Template. - Student/Teacher Resource, Processes that Build: Folding Example. - Student Resource, How Is It Formed? Template.

Physical Landscapes of the Earth, pp. 19. See www.geosmile.ca Further Support • Provide students with an advance organizer to guide them as they read a particular text. This




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Reading Different Texts Forms: Reading a Picture


What teachers do What students do Before • Make an overhead transparency of the

photograph Student/Teacher Resource, A Picture is Worth a Thousand Words

• Use Student/Teacher Resources, Reading Photographs – Template and Processes That Build: Folding Example, to model as students learn how to read the photograph.

• Ask students how they look at a photograph. • Pose questions such as:

- What details in a picture draw attention? - What are the different angles pictures can be

taken from? • Outline the key elements of photographs and

set the purpose of examining and reading a photograph.

• As a class, review orally how fold mountains are formed. Have students sketch a diagram of the formation with appropriate labeling. See Student Resource, How Is It Formed?

• Contribute suggestions and ideas to class

discussion. • Listen attentively as the teacher describes

key elements and purpose of reading photographs.

• Recall information on how fold mountains

are formed and draw a sketch of the process on the template.

During • Ask students to examine the photograph,

individually, see Student Resource, Reading Photographs – Template.

• Ask students to sketch the photo and complete the worksheet as they read the photograph, focusing on the elements of the photograph that will help them gather information.

• Examine the photograph and record

information on the sheet provided.

After • Ask students to share their ideas of the

photograph, with a partner. Compare their answers. What part of the photograph caught their attention first? Why? Why was the angle of the photograph important to displaying the information?

• As a class, discuss the importance of using a photograph to help visualize the concepts being taught. Use the student’s notes to brainstorm.

• Share and discuss their findings with a partner. Compare what key elements were noted and evaluate the purpose of the photograph.

• Contribute answers to the class discussion.

Notes


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A Picture is Worth a Thousand Words

Physical Landscapes of the Earth. Gotha, Germany: Justus Perthes Verlag Gotha: 2001.


R Student Resource

Reading Photographs – Template

Title (Given or Created)

Create a sketch of the photograph.

What is the first image in the photo to catch your eye? Why?

Why would the photographer take the picture from that angle? How does the angle affect the photographs purpose?

What other elements of the photograph stand out to you?

What is the purpose of the photograph?

63


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Processes That Build: Folding Example

PROCESSES THAT BUILD: FOLDING

Title (Given or Created)

Create a sketch of the photograph.

What is the first image in the photo to catch your eye? Why? The mountain. It is the most dramatic part of the picture. It towers over the farming community and the lines that follow the fold of the mountain stand out clearly.

Why would the photographer take the picture from that angle? How does the angle affect the photographs purpose? That angle clearly shows the lines of the fold. Another angle might not show thelines as effectively. The photograph’s purpose is evident as soon as you notice the folds of the mountain.

What other elements of the photograph stand out to you? The vegetation in the photo also stands out to the viewer. There is little to no vegetation on the higher part of the mountain and much more at the base. This illustrates that lack of fertile soil in some parts of the photo. The houses and farm land at the base of a mountain indicate that it is a viable climate.

What is the purpose of the photograph? The purpose of the photograph is to clearly illustrate how a fold mountain is formed. The photograph allows the reader to visualize the Earth’s crust collidingtogether and buckling into giant folds.


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Student Resource

How Is It Formed? Template

• Use the boxes below to describe how the landform is created. It may not be necessary to use all the boxes provided. • Remember to use as much labeling as required to ensure someone else could understand your diagrams.


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Reading Different Text Forms: Reading Maps Grade 7 Geography - Natural Resources


t

ve readers.

• •

Purpose


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 • Student discussion and maps of school to home route will activate prior knowledge and help to

make personal connections to mapping. • It is important to emphasize the difference between verbal relay of directions and visual

representation, and the value of the latter. • Depending on the specific map features used, it will be useful to create a mnemonic device for

students such as: The Ship’s Lazy Captain Snored Loudly for: - Title - Compass rose/colours - Scale - Symbols - Legend - Labels

• The three student groups of metallic minerals, non-metallic minerals, and fossil fuels will be large, but they will need to draw on all personal knowledge available to make predictions about resource location.

• Use school/classroom atlases to locate a thematic map of mineral resources in Canada. • See Student Resource, Maps Ahoy! Further Support • Provide students with an advance organizer to guide them as they read a particular text. This



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Reading Different Text Forms: Reading Maps

Grade 7 Geography - Natural Resources

Notes What teachers do What students do Before • Ask students to work with a partner and

explain verbally to each other how to get to their house from school.

• Have students draw a simple map to their house and share it with their partner.

• Discuss the value of maps for visual spatial understanding of locations.

• Distribute Student Resource, Maps Ahoy! and review features or conventions of a map using a mnemonic device.

• Instruct students to complete mind map of people and situations where maps are useful.

• Review current topic of natural resources/ minerals and the three categories of metallic, non-metallic, and fossil fuels.

• Divide students into three groups of mineral types and have them predict the locations of these minerals in Canada, and record these on Student Resource, Maps Ahoy!

• In pairs, verbally explain the route from

school to home. • Draw a simple map of this route and

share it with partners. • Contribute to discussion of maps and

understand how they are useful. • Study the activity sheet and review orally

the features of maps using mnemonic device provided, or create one for personal use.

• Complete the mind map of people who use maps and situations where maps are useful.

• Provide information on current topics related to minerals and the three sub-categories.

• Work in groups to predict the location of a type of mineral in Canada using prior knowledge and clues from various sources, and record this information on activity sheet.

During • Provide a thematic map of mineral resources

in Canada using a classroom atlas. • Guide students in identifying the features of

the map. Choose one province/ territory and model how to find the specific symbol (i.e. metallic minerals) and locate that symbol within the area.

• Instruct students to locate their specific mineral type, and compare their predictions to fact using the map.

• Have them record their findings on Student Resource, Maps Ahoy!

• Use a classroom atlas to locate a

thematic map of mineral resources in Canada.

• Identify features of the map using information from pre-reading activity. Contribute ideas to oral discussion.

• Use a legend to locate one of three mineral types and compare findings to predicted locations.

• Record actual locations of assigned mineral type throughout Canada on activity sheet.

After • Provide time for each mineral group to

present their findings to the class and discuss any discrepancies or difficulties in the process.

• Have students create jot notes of results.

• Present findings of assigned mineral type

location to class and participate orally in discussion of discrepancies in predictions or difficulties in process.

• Create jot notes of classroom results.


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Student Resource

Maps Ahoy!

Every map has a standard set of features to guide people. Here is an acronym to help you remember these features:

The Title Ship’s Scale Lazy Legend Captain Compass rose/colour

BECOMES

Snored Symbols Loudly Labels

Who are some people that work with maps? What are some situations where maps are useful? Fill in this mind map with your ideas.

MAPS


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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.


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 • This activity is directly linked to a reading strategy for maps; please see Reading Different Text

Forms: Reading Graphical Texts, Geography Grade 7 – Natural Resources. • A blank map of Canada has been provided (Student Resource, Map of Canada), but any source that

is colourless and includes the provincial/territorial boundaries will suffice. • The creation of a personal thematic map is an important pre-writing strategy that will activate prior

knowledge, as well as facilitate individual connections. The topic provided is only a suggestion; other themes are possible such as:

- location of malls/movie theatres in city - location of donut shops - fire alarms/smoke detectors in the school - electrical outlets in the classroom

• The individual classroom teacher may determine the use of borders, rulers, dates, the size of labels, and other mapping parameters.

• The Ship’s Lazy Captain Snored Loudly relates to the following features of a map: title, scale, legend, compass rose/colour, symbols, and labels.

• For more information, see: - Student Resource, Thematic Maps: Room With a View or a View of Your Room! - Student Resource, Map of Canada.

• Some features of the map may not need to be altered (i.e. scale). Other elements will need to be added (i.e., compass rose).

• Other follow-up questions/activities could include: - Which landform regions have the greatest amount of mining activity? - How does this impact economic development? - What factors affect a region’s ability to strengthen their economy through mining?

• For additional map resources, use National Atlas of Canada, www.atlas.gc.ca/english/index.html Further Support • The template for any individual writing assignment can be revised to make the modifications or



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What teachers do What students do Before • Review the importance of a standard set of

features to help people read and understand maps. Use The Ship’s Lazy Captain Snored Loudly or another pneumonic device to review map features.

• Ask students to name some different types of maps. Discuss thematic maps as a way of showing specific information about an area.

• Distribute Student Resource, Thematic Maps: Room With a View or a View of Your Room! and have students create a map of their bedroom that shows the location of something specific; i.e. games, books, clothes, etc.

• Create partners and ask students to share their maps. Have them record one thing they learned from their partner’s map, and one question.

• Share some results orally.

• Review orally the standard features of a

map using teacher or self-generated pneumonic device.

• Contribute ideas about different types of

maps, demonstrating an understanding of thematic maps.

• Create a map of their room showing the location of a specific type of item, and using the standard features of a map.

• Work with a partner to share personal maps

and record one thing learned, and one question generated from activity.

• Participate in oral discussion of results.

During • Draw the students’ attention to the map of

mineral resources in Canada from the reading strategy referenced in Tips and Resources.

• Divide students into three groups of mineral types: metallic, non-metallic, and fossil fuels.

• Instruct students to create their own version of this map using the original as a resource.

• Distribute Student Resource, Map of Canada and beginning with the title, walk students through the features of a map by changing or adding information as needed. For example, if they are working on metallic minerals, they will add that to the beginning of the title.

• Have students complete their specific mineral map in groups.

• View map of mineral resources in Canada

provided from classroom atlas. • Work in groups of three to focus on one

assigned mineral type. • Use a blank map of Canada template to

transfer location of minerals from original resource.

• Alter or add information to new map as needed to include the standard map features required.

After • Create a large map of Canada on chart

paper and have groups fill in their mineral type and other map features.

• Work with the class to create a large, chart

paper version of the minerals of Canada map, including all relevant features.

Notes


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W S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9 S u b j e c t - S p e c i f i c E x a m p l e s G e o g r a p h y , G r a d e s 7 - 9

Student Resource Student Resource

Thematic Maps: Room With a View or a View of Your Room! Thematic Maps: Room With a View or a View of Your Room!

Thematic maps help people locate a specific type of thing in a location. Map the locations of a certain kind of item in your room. Don’t forget to include the standard features of a map!

Thematic maps help people locate a specific type of thing in a location. Map the locations of a certain kind of item in your room. Don’t forget to include the standard features of a map!

What I learned from a friend’s map: _____________________________ What I learned from a friend’s map: _____________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ A question from a friend’s map: _________________________________ A question from a friend’s map: _________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________ _____________________________________________________________


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Scale Legend


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Reading Different Text Forms: Reading Tables


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 used in any course. 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. • practice essential reading strategies and apply them to different course-related materials. Tips and Resources • This activity is directly linked to a writing strategy for graphs; please see Writing for a Purpose:

Writing a Graph, Grade 7 Geography – Natural Resources, page 78. • Student/Teacher Resource, National Forestry Database Program and the economic profile of

Canada’s forestry, as well as the specific province/territory profiles can be found at the website cited below.

• A table may be defined as a list of data or information on a subject, usually arranged in columns and rows.

• Use Student Resource, Table: 4 Legs To Stand On when discussing the ‘data’ leg of the table; talk about how the numbers are presented (e.g., in millions of dollars).

• Discussion of import, export, surplus, profit, etc. should be reviewed from previous study, but may require more thorough coverage with some students.

• Students will find it useful to have a mini-lesson on surface and inference type questions. • What is commonly known as ‘lower level thinking questions’ has been renamed ‘surface questions’

here, but can also be referred to as facts, observations, or explicit details. Inferences are conclusions drawn from implicit details and clues in the text, wherein the reader constructs meaning using prior knowledge and experiences. For more information on this and sample inference question leaders, see Think Literacy: Cross-Curricular Approaches, Grades 7-12, page 40.

National Forestry Database Program http://www.nfdp.ccfm.org/compendium/data/tables/tab82_m_e.php 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. More advanced students may calculate mean, median and mode of the data and look at measures of central tendency.

http://www.nfdp.ccfm.org/compendium/data/tables/tab82_m_e.php


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Reading Different Text Forms: Reading Tables



Before • Have students look up the definition of table as it

relates to data management. • Distribute Student Resource, Table: 4 Legs to Stand

On and have them record the definition found as a class.

• Discuss the ‘4 legs’ of a table as found on the activity sheet. Review concepts of rows, columns, data, titles or headings, and import and export.

• Generate a discussion about natural resource surplus, export, and profit.

• Inform students they will be looking at a table of the export value of forestry in Canada.

• Have them predict the total profit of forestry in Canada.

• Locate the definition of table in

classroom dictionaries. • Contribute to discussion of tables they

have read or created in previous experience.

• Record definition of table on Student Resource, 4 Legs to Stand On.

• Participate in discussion of table

components, rows, columns, data, titles or headings, and import/export.

• Discuss forestry in Canada as a

source of revenue and estimate annual profit.

During • Provide students with Canadian forestry exports table.

See Student/Teacher Resource, National Forestry Database Program.

• Guide students through process of identifying the 4 legs and recording them on activity sheet.

• Model reading of table aloud, using fingers or ruler to draw points together to locate related information.

• Ask a surface question such as: - What is the export value of newsprint in 1998?

• Ask an inference questions such as: - Why is the 2003 softwood lumber figure so low?

• In groups of 4-5, instruct students to create one question of each type for the table. Provide time for them to do so.

• Have each group share their questions and answer them as a class.

• View table on Canadian forestry

exports.

• Identify the 4 legs and record them on activity sheet.

• Answer questions about the table and

discern between surface and inference type questions.

• Work in groups to create one of each

type of question for the table. • Share results with the class and

answer questions generated by others.

After • Assign groups of 2-3 students a province or territory. • Ask groups to use the internet source provided to

inspect tables and generate five questions. • Remind students to look for bias and question the

source of data in the table.

• Work in small groups on the assigned

province or territory. • Use the internet source provided to

analyze their specific table using the 4-leg method.

• Create five relevant questions of both surface and inference type.

• Be aware of bias and source of data.

Notes


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Student Resource

Table: 4 Legs to Stand On Stand On

What is a table? Write a definition of table as it relates to data management.

c o l umn s

t

i

t

l

e

r ows

d

a

t

a

TABLE

When reading a table, look for 4 important pieces of information:

title headings for rows headings for columns data in the form of numbers or words under each heading

Canada’s Forestry Export Table: 4 Legs Title: ________________________________________________________ Rows: _______________________________________________________ Columns: _____________________________________________________ Data: ________________________________________________________ Surface Question: Inference Question: _____________________________________________ _____________________________________________________________


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Canada

8.2 Economic Profile of the Forest Sector, 1990-2003

Value of exports ($000 000)

Softwood

lumber Wood pulp Newsprint Other Total

Balance of trade

($000 000)

1990 5 251 6 121 5 899 4 914 22 185 18 860

1991 5 027 4 937 5 859 4 851 20 674 17 306

1992 6 382 5 068 5 769 5 825 23 044 19 206

1993 9 180 4 641 6 079 6 785 26 685 22 317

1994 11 020 6 755 6 281 8 50 32 557 27 319

1995 10 521 11 078 8 315 11 359 41 273 34 752

1996 12 108 7 017 7 688 11 465 38 278 32 109

1997 12 490 7 032 6 674 12 700 38 896 31 648

1998 11 119 6 819 6 704 15 131 39 773 31 723

1999 12 663 7 578 6 441 17 583 44 265 35 736

2000 11 515 10 039 7 024 18 819 47 397 37 847

2001 10 996 7 291 6 912 18 945 44 144 35 018

2002 10 337 6 789 6 323 19 468 43 096 32 851

2003 8 442 6 794 5 644 18 696 39 575 29 713




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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 • This activity is directly linked to a reading strategy for tables; please see Reading Different Text

Forms: Reading Maps, Grade 7 Geography – Natural Resources on page 66. • There are seven tables to choose from when viewing Canada’s Economic Profile of the Forest

Sector, 1990-2003. Any of these would be suitable as a source of information to graph, but the first (Value of Exports) is the basis of the graphing template provided.

• Students will use the information in the table to complete a graph using the strategies provided and the key features of a graph (see notes from other documents for consistency).

• The source or topic of a simple graph chosen for pre-writing strategy is unimportant. It should provide an opportunity for students to visually and orally review the elements of a graph.

• The review of graph features and elements will depend on the prior knowledge and experience of students, but should be extensive enough to ensure success where possible.

• For more information, see: - Student Resource, Graph Template. - Student/Teacher Resource, National Forestry Database Program. - Student Resource, Graph Checklist.

National Forestry Database Program http://www.nfdp.ccfm.org/compendium/data/tables/tab82_m_e.php 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 amount of data to represent, the sources for data, create differing expectations for research, or for the complexity of the data tables or graphic representations, etc.

• To enrich the use of graphs, students can extend the data as a prediction or continuation of a trend, represent more than one data set on one graph for comparison, use scatter plots and look at the shape of the data, calculate mean, median and modes and how they may be represented graphically.

• In the Before or After phase it may be useful to present students with unlabelled graphs, asking them to tell what might be represented, or to match the graph to a given data table.



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Before • Ask students to define a graph and discuss

what graphs are generally used for (i.e., to represent data visually in an organized way).

• Review the features of a graph using the 4 elements studied in the table strategy (see Tips and Resources): title, x-axis, y-axis, and numerical data.

• Provide a simple graph for students to view and model identification of above 4 elements.

• Discuss the importance of clear, unambiguous titles that tell the reader what the graph is representing. Emphasize the fact that both axes must be clearly labelled.

• Draw attention to the intervals on the y-axis of the graph. Ask students how the data would be affected if the intervals were changed. Briefly discuss bias.

• Instruct students to generate one item learned, and one question from graph.

• Use prior knowledge about graphs to contribute

to discussion about the purpose and types of graphs.

• Recall information about the elements and features of a graph including title, x-axis, y-axis, and numerical data.

• View a simple graph and work with the class to

identify standard features, as well as any other pertinent information.

• Analyze the title and axes labels to identify the purpose of the graph.

• Examine the y-axis intervals to determine appropriateness and effect on data. Use prior knowledge to discuss bias on graphs.

• Generate and be prepared to contribute one item of information learned from the graph, and one question for further inquiry.

During • Distribute Student Resource, Graph Template

and inform students that they will be creating a graph based on a table of economic figures from Canada’s forestry industry.

• Provide the table in hard copy or on the Internet. Instruct students to graph one of the first three exports using a line or bar graph format.

• Remind students to include all standard graph elements, and use the Student Resource, Graph Checklist to guide them.

• Provide frequent support and circulate regularly to ensure student success.

• Choose one of the export types from the data table and select a graph format.

• Transfer data from the table provided to a graph template using the elements and features of a graph correctly.

• Use a graph checklist to ensure all elements are

completed correctly, seeking assistance when necessary.

After • Provide opportunity for classroom discussion

and feedback, including difficulties encountered. • Compare graphs and the relationships each

highlights. • Have students complete additional types of

graphs using data from the table with a computer program such as Word or Excel. They may present or display their results.

• Discuss any difficulties encountered when

creating the graph. • Discuss any observations about similarities and

differences in graphs and what they draw to the attention of the reader.

• Create additional types of graphs using data from the table with a computer program such as Word or Excel. Experiment with line, bar, and pie graphs. Present or display results.

N o t e s

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TH

INK

LIT

ER

AC

Y:

Student R

esource

Graph Template

Title

x-axis label

y-ax

is la

bel

Su

bje

ct-S

pe

cific

Ex

am

ple

s G

eo

gra

ph

y, G

rad

es

7-9


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Canada

8.2 Economic Profile of the Forest Sector, 1990-2003

Value of exports ($000 000)

Softwood

lumber Wood pulp Newsprint Other Total

Balance of trade

($000 000)

1990 5 251 6 121 5 899 4 914 22 185 18 860

1991 5 027 4 937 5 859 4 851 20 674 17 306

1992 6 382 5 068 5 769 5 825 23 044 19 206

1993 9 180 4 641 6 079 6 785 26 685 22 317

1994 11 020 6 755 6 281 8 50 32 557 27 319

1995 10 521 11 078 8 315 11 359 41 273 34 752

1996 12 108 7 017 7 688 11 465 38 278 32 109

1997 12 490 7 032 6 674 12 700 38 896 31 648

1998 11 119 6 819 6 704 15 131 39 773 31 723

1999 12 663 7 578 6 441 17 583 44 265 35 736

2000 11 515 10 039 7 024 18 819 47 397 37 847

2001 10 996 7 291 6 912 18 945 44 144 35 018

2002 10 337 6 789 6 323 19 468 43 096 32 851

2003 8 442 6 794 5 644 18 696 39 575 29 713


http://www.nfdp.ccfm.org/compendium/data/tables


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Student Resource

Graph Checklist

When creating a graph, many elements need to be included. To help you remember, use this checklist to ensure that all the information is present.

Does my graph have a title that clearly describes the

information being presented? Is my x-axis (horizontal) labelled with the information it

describes? Is my y-axis (vertical) labelled with the information it

describes? Are my numbers accurate? Double-check your source.

Is the interval that I chose appropriate?

If the gap is too big or too small, change the amount the numbers increase by.

Is the graph neatly done and easy to read? Don’t forget to use a ruler and print clearly.

Did I choose the best type of graph to represent this data? - Bar graphs are good for comparing things. - Line and Area graphs are often used to show changes over time to show trends (ups and downs) and make predictions. - Pie charts show percentage of a whole. They do not show changes over time.

Did I include colour where appropriate?

Colours show different types of data on the same graph (e.g., wood pulp, newsprint).

Is there anything else that could improve this graph?


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t

ve readers.

• •

• •

Purpose

Become familiar with the elements and features of graphical texts used in any course. Explore a process for reading graphical texts, using a range of strategies for before, during and after reading.


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 • The source of the picture used before reading is unimportant. It may be related to Geography or

nature to prime students for the mining picture. • Specific things that students are asked to look for in the picture will vary by selection. • Students should complete their illustrations independently, but may work in groups of 4-5 when

brainstorming mining terms and issues. • For more information, see:

- Student Resource, Mining for Ideas: Illustration and Brainstorming Sheet. - Teacher Resource, Physical Landscapes of the Earth - Mining. Colour overhead for analysis. - Teacher Resource, Information and Sample Questions. Use these to augment discussion of mining picture. - Student Resource, Mining a Mountain: Question and Answer Sheet.

• Number of student questions shared can be determined by time allotment and/or assignment expectations.

• Students may be evaluated through discussions, observations and evaluation of post reading activities.

Physical Landscapes of the Earth, pp. 38-39. See www.geosmile.ca Further Support • Provide students with an advance organizer to guide them as they read a particular text. This




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Before • Provide a picture for students to look at and make

general observations. • Give them something specific to look for (i.e.

colours, symbols, count, etc.). • Emphasize the importance of having a purpose

when viewing pictures. Remind them to look for clues such as titles and/or credit information at bottom.

• Review current topic of study, impact of technology on environment.

• Ask students if they’ve ever seen a mine, on television cartoons, or other pop culture references.

• Generate discussion through questions such as: - What does a mine look like? - What kinds of things do we get from mines? • Distribute Student Resource, Mining for Ideas:

Illustration and Brainstorming Sheet to use as they draw a picture of a mine and brainstorm words that describe mining and related issues.

• View picture and make random oral

observations. • Respond to request with specific

examples from visual.

• Provide information on current field of

study.

• Participate in discussion about mining

using personal knowledge and experience.

• Answer questions posed to them about mining and use this information to complete the activity sheet and illustration.

During • Show students a picture of the Iron Ore Mine in

Austria (from Physical Landscapes of the Earth). • Ask students to write one question about the

picture, without verbal response. • Have students share their question with the class

and record these in jot note format on Student Resource, Mining a Mountain Question and Answer Sheet.

• Some answers to questions will be provided through discussion, others can be researched.

• View mining photograph.

• Compose a question based on the picture.

After • Instruct students to choose one of the following

activities: - Research in groups, one or more questions that were unanswered through discussion. - Draw a picture of the mine after its 150-year

- Create a plan for reclamation or rehabilitation of this mine.

• Choose one of the follow-up activities and complete it independently, or in groups.

• Contribute question to class and record notes of other questions and answers.

life span.

Notes





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Student Resource

Mining For Ideas: Illustration and Brainstorming Sheet

What does a mine look like? Draw one from your ‘mine’s eye’.

What words and ideas do you associate with mining? Create a ‘mine’ map of ideas.

Mining


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Teacher Resource

Physical Landscapes of the Earth - Mining

Human Landscapes from Mining: An Open Pit Mine in Austria

Source: Physical Landscapes of the Earth, p. 39 Klett-Perthes, www. geosmile.ca


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R Teacher Resource

Information and Sample Questions Photograph 1: Location: Erzberg, Austria This open-pit mine extracts high grade iron ore containing more than 40% iron. Approximately 4 million tons are mined each year with approximately the life span of 150 years more. The ore is then transported to Linz on the Danube River for smelting to separate the iron from the ore body. Sample Questions: 1. What natural landform is/was this? 2. Where is this mine located? How can we determine this? 3. What type of mining is being practised here? 4. Who would take this picture? How? 5. What reasons would someone have to take this photograph? 6. How does this picture make you feel? 7. What are some other possible reactions to this visual? 8. What patterns do you think of when you look at the mine? 9. What kind of effects would this mine have on the environment? 10. How would a mining company rehabilitate the natural environment in

this example?


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Student Resource

Respond to the visual. Put your question here: ______________________________________________________________________________ Record your classmates’ questions and other information in jot notes.

______________________________________________________________________________ _______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Mining a Mountain: Question and Answer Sheet

think literacy - geography grade 7

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