Grade 7 Geography: Physical Patterns in a Changing World

Focus Overall Expectation(s)

A1. Application: analyse some challenges and opportunities presented by the physical environment and ways in which people have responded to them

A2. Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective

Focus Specific Expectation(s)

A1.1 describe various ways in which people have responded to challenges and opportunities presented by the physical environment A1.3 assess the physical environment in various locations around the world to determine which environment or environments have the greatest impact on people A2.1 formulate questions to guide investigations into the impact of natural events and/or human activities that change the physical environment A2.2 gather and organize data and information from a variety of sources, and using various technologies, on the impact of natural events and/or human activities that change the physical environment, ensuring that their sources reflect more than one perspective A2.3 analyse and construct maps as part of their investigations into the impact of natural events and/or human activities that change the physical environment, with a focus on investigating the spatial boundaries of the impact A2.4 interpret and analyse data and information relevant to their investigations, using various tools and spatial technologies A2.5 evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the physical environment

Related Language

Expectation(s)

Oral: (presentations and/or debate) 1.2, 2.1, 2.2, 2.3, 2.4, 2.7Reading: 1.2, 1.4, 1.6(Depending on presentation format) Writing: 1.1, 1.2, 1.3, 1.5, 2.6, 2.7, 2.8(Depending on presentation format) Media: 3.2, 3.4

Related Math Expectation(s)

Data Management: Overall expectation 2: make and evaluate convincing arguments, based on the analysis of data

Day(s) Activity/Lesson1 Provocation

Prepare 6 pieces of chart paper – each with a different photo (3 of natural phenomenon, 3 with human activities that affect the environment – e.g. Mining, earthquakes, hurricanes, agriculture, manufacturing, drought). Divide the class into 6 groups and pose the question “How does this event/activity affect the physical environment of an area?” Groups meet in from of the chart, discuss, and one person records for the group on the chart (each group in a different colour). Then they rotate to the next chart and repeat the process.

2&3 Unpacking the provocationUnpack the concepts of natural phenomenon/disasters and human activities that will be the focus of this unit. One class per concept.For each, have a general discussion around how there can be economic, environmental, political, social impact on an area as a result.

What does (economic, environmental, political, social) impact mean?

Explain to the class that they will be completing an inquiry project on one of the 6 topics introduced by the charts yesterday. On a slip of paper (could be prepared ahead of time), have students choose their top 3 choices. The stipulation is that they must include at least one from each of the two categories (human/natural). The teacher will create groups and assign roles for each student in the group.

4 Unpacking the task, assigning roles*Introduce the assignment and explain each part so that everyone has an understanding of what each group member is doing (each person will look at one of the 4 areas of focus within each topic).Each group will have be answering – How does (one of 6 topics) affect the economic, environmental, political, and social landscape of an area?*Groups with a SERC student will also complete a “Where in the world?” piece which will consist of pictures, maps, and basic facts about which part of the world is most affected by this particular topic. Teacher may want to place SERC students in one of the “natural phenomenon” groups.

5 Group work – gathering information6 Group work – researching and making jot notes7 Group work – meet to share information, refine search8 Group work – Research based on feedback from meeting with group9 Group work – meet to plan for culminating task

10-13 Group work – putting it all together, preparing final assignment14-16 Group presentations – audience to complete T-chart while listening

17 Individual reflection*“How do natural phenomenon and/or human activities affect the landscape of an area? Use evidence from your group work to support your ideas. Remember – you can discuss the economic, environmental, political and social impact.*To be done as a conference with SERC students

18&19 Preparing for a debateStudents will spend 2 periods gathering information and forming arguments with supporting information in order to argue for or against:“Natural phenomenon have had a greater impact on the economic, environmental, political, and social landscape of Canada than have human activities.”

20 Debate – some pre-teaching will have to be done around the informal debate process. As an alternative, students may be given this question during a Knowledge Building Circle, and then do research independently before a concluding KBC.

Report Card Comment

_____ has analysed some challenges and opportunities presented by the physical environment and ways in which people have responded to them with considerable effectiveness. With considerable effectiveness s/he has used the geographic inquiry process to investigate the impact of natural events and/or human activities that change the physical environment, exploring the impact from a geographic perspective.

Other Considerations

Assessment: anecdotals will be taken throughout the unit, teacher may choose to conference with some students, a student self-assessment may be given, a quiz may also be givenSuccess Criteria should be co-constructed prior to the students beginning their

group work.

Pictures for charts:

Name: __________________________________________

As you listen to or view other groups’ finished work, make note of interesting information you learn about each of the following. If you have questions about what you hear/see, write them down too and circle them.

Natural Phenomenon Human Activities