Subject: Geography CGCIP

Subject: Geography CGCIP Grade: 9 Level: Applied Topic: Human-Environment Interactions Name: Rachel Grainger, Whitney Lee, Ellyse Winter 2

Ontario Ministry of Education Curriculum Expectations

Canadian and World Studies. The Ontario Curriculum: Grades 9 and 10

Overall Expectations  Students will assess the impact of human systems and/or resource extraction on the natural environment.  Students will explain the relationship between sustainability, stewardship and “ecological footprint.”

Specific Expectations  Students will use selected criteria (e.g. costs, capacity, availability, sustainability, application, local attitudes) to evaluate alternative energy sources (e.g. solar, wind, tidal, hydrogen fuel cell) and conservation strategies.  Students will describe the calculations and criteria used to determine their “ecological footprint.”  Students will assess Canada’s environmental stewardship and sustainability based on the average Canadian’s “ecological footprint.”  Create a visual (e.g. poster, cartoon, multimedia presentation) to address an environmental sustainability issue or promote environmental awareness) 3

Day 1 Lesson Overview

Materials:  Computer (with internet access)  Projector and screen (or SMARTboard)  Fill in the blanks sheet for each student  Crossword for each student  Crossword answer key

Teacher Procedures Student Activities 1. Introduce the topic via Youtube video - “Wake 1. Students watch the video. Up, Freak Out – Then Get a Grip” http://www.youtube.com/watch? v=5T_3WJPYY9g

2. Diagnostic Brainstorming 2. Students think about what an eco footprint - What is an ecological footprint? means to them; they share their idea with a - Have students think for a minute about what they partner; they share the idea as a class. think an eco footprint is; pair them with the person next to them to share their ideas; have the class discuss what some of those ideas are and record the answers on chart paper to be posted in the classroom.

3. Define it 3. Students contribute to the discussion from their Ecological Footprint: The total impact, including seats. the resources used and waste produces of human use on the surrounding surface (often measured in hectares) (McGraw-Hill Ryerson, Canadian Geography, p. 306). - Write definition on the board - Discuss what types of waste humans produce? - What are some of the resources that Canadians currently use? How have these resources changed? (i.e. Currently using oil and nuclear power sources, but this has changed from coal or traditional hydro methods)

4. Compare it 4. Students contribute to the discussion from their - Either ask students to turn to pg. 123 of seats. Canadian Geography: A Sense of Place or go to http://www.footprintnetwork.org/en/index.php/GF 4

N/page/the_ecological_footprint_how_countries_ compare

Preferred method: The website is interactive and allows students to see how much of the ecological footprint of different countries are split up into the categories of carbon, grazing, forest, fishing, cropland, and built-up land. It is also more updated. - Discuss with students where Canada sits in the range of nations when comparing footprints (The textbook says #3 in 2006; the website says #7 in 2007).

- Identify other nations with the biggest footprints? What do these nations have in common? What is different? (i.e. Are they all industrialized nations? Are they 1st world countries vs 3rd world?)

5. Formative Crossword 5. Students complete the crossword at their desks - Go to http://www.variety- individually. games.com/CW/Puzzles/85603179521612124067 -puzzle.htm Students who have completed their crossword to print out the Ecological Footprint Crossword might begin helping other students who seem to - Go to http://www.variety- be struggling. games.com/CW/Puzzles/85603179521612124067 -solution.htm to print out the answer key - Hand out the crossword to students and have 6. Students listen to the details of the project and them complete them individually in order to gauge review the rubric for the task in their seats. how much information about an ecological Students may ask any questions pertaining to the footprint they have understood. assignment. - Once students begin to complete the crossword, have them help some students who may be struggling.

6. Introduce the Culminating Project - Tell students they will be completing a culminating unit project that asks them to create a campaign discussing one energy source that will be explored later in the unit, as well as what changes can be made including that source that will help Canadians to reduce their eco footprints.

The options for the media used to display this 5 campaign include: - website - brochure - commercial - poster - alternative medium approved by the teacher

- Distribute the rubric for the culminating task, and discuss with the students. Answer any questions. 6

Materials  Book computer lab  Ecological Footprint Website (http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/)  Questions for class discussion  Reflection assignment guidelines  Reflection assignment assessment tool (checklist)

Teacher Procedures Student Activities 1. Begin lesson by reminding 1. Using the instructions given on their students what had been discussed handout, students will begin by going the day earlier (ecological onto the website the teacher has footprint). assigned, which will allow them to 2. Hand back the crossword from calculate their ecological footprint yesterday and go over the correct (http://www.footprintnetwork.org/en/i answers. If there are any answers ndex.php/GFN/page/calculators/) that students had particular 2. Once they are at this website, they will difficulty with, spend time going select ‘Calgary’ as their location (this over the term/key concept. is the only Canadian city available, 3. Inform students that today they however the questions are general will have a chance to calculate enough to be relevant to all of their own ecological footprint Canada). using an online website. The 3. Select ‘kids’ version’ (if students go focus of this lesson will be for into the adult version, it asks them students to calculate how much questions about the cost of utility bills, land it takes to support their etc.. which they likely would not be lifestyle, discover their biggest equipped to answer). areas of resource consumption 4. Select ‘detailed version.’ and learn what they can do to 5. Students will create an avatar to reduce their ecological footprint. represent them throughout the quiz, 4. Teacher will distribute reflection then click ‘OK click to continue.’ If assignment guidelines handout they don’t wish to customize their (which includes instructions on avatar, they can also just click how to access the website and ‘randomly generate.’ what to do once your there) and 6. Students will be asked a series of the assessment tool that will be questions about their diet, good used to assess the reflective consumption, shelter and their writing assignment. The teacher mobility. will go over these guidelines and 7. They will then be provided with a assessment criteria in detail and breakdown of their ecological 7

leave time for any questions. footprint in global hectares, learn the 5. Teacher and students will then size of productive land that their go down to the computer room. current consumption patterns occupy 6. Teacher will circulate around the and view a list of ways that they can room to ensure students take action to reduce their footprint. understand the assignment 8. Students will select ‘print results’ to guidelines and are on task. have a copy of their ecological 7. Once all students have figured footprint. out their ecological footprint, the 9. Once each student is done, they will teacher will facilitate a class answer discussion questions that get discussion. them thinking about their ecological QUESTIONS footprint, why the information is -Are any students willing important and how they can reduce to share the results of their impact on the environment. their ecological footprint These questions will guide them in with the class? their reflective writing assignment. -What might account for 10. If some students finish the online the differences among the portion early, they can begin to work footprints of you and on their writing reflection assignment your classmates, despite until all students are done and ready to the fact that you all live participate in the discussion. in relatively the same 11. Students will then have the remainder area? of the period to work on their -Which factor used in reflection assignment that will ask calculating your them to respond to their results, choose ecological footprint (diet, one particular area of focus from the good consumption, quiz (diet, good consumption, shelter, shelter, mobility) mobility) and list three ways they contributed the most to could reduce their impact in this area. your footprint? 12. Students will hand in this assignment -What countries in the at the end of the period for assessment. world, do you think would have the largest ecological footprints? Why? (On a per capita basis, the countries with the largest ecological footprint are: United Arab Emirates, United States of America, Finland, Canada, Kuwait, Australia, Estonia, Sweden, New Zealand, and Norway). North America has an average of 5.4 global hectares per 8

person. -What might the dangers be of having a footprint that is too large? Why are we encouraged to reduce our ecological footprint? -What are some changes you could make in your daily life that might reduce your ecological footprint? Are there any changes that you think might just be too difficult to commit to? Why? 8. After the discussion, the teacher will give students the remainder of the time to work on their reflection assignment. The teacher will collect assignment at the end of the period. If some students were unable to finish their reflection, they can hand it in the following day. 9

Assignment Guidelines

This activity will allow you to calculate your own ecological footprint using an online website. You will calculate how much productive land it takes to support your lifestyle, discover your biggest areas of resource consumption and learn what you can do to reduce your ecological footprint.

Part One: Calculating your Footprint Online 1. Go onto Internet Explorer, and enter the following URL: http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/ 2. Select ‘Calgary’ as your location. 3. Select ‘kids’ version’. 4. Select ‘detailed version.’ 5. Create an avatar to represent yourself throughout the quiz, then click ‘OK click to continue,’ If you don’t want to customize your avatar, you can just click ‘randomly generate.’ 6. Answer the series of questions to follow about your diet, good consumption, shelter and mobility. 7. Look over your results, and select ‘print results.’

Part Two: Class Discussion Be prepared to engage in discussion by answering the following questions: 1. Are any students willing to share the results of their ecological footprint with the class? 2. What might account for the differences among the footprints of you and your classmates, despite the fact that you all live in relatively the same area? 3. Which factor used in calculating your ecological footprint (diet, good consumption, shelter, mobility) contributed the most to your footprint? 4. What countries in the world, do you think would have the largest ecological footprints? Why? 5. What might the dangers be of having a footprint that is too large? Why are we encouraged to reduce our ecological footprint? 10

6. What are some changes you could make in your daily life that might reduce your ecological footprint? Are there any changes that you think might just be too difficult to commit to? Why?

Part Three: Written Reflection Using the printed results of your ecological footprint as a guideline, reflect on the following questions in full paragraph form on the lines provided below. Please consult the attach checklist for the criteria. 1. What is your ecological footprint? 2. How did you feel about this footprint? 3. Choose one particular area of focus from the quiz (diet, good consumption, shelter, mobility) and list three ways you could reduce your impact in this area.

______

Assessment/Evaluation Tool for Day 2

Checklist

Criteria Check if Observed Content Answers all questions thoughtfully Shows thorough understanding of the topic Includes detail, examples and description Conventions/Organization Uses proper sentence format, including capitalization and periods. Presents ideas in a logical order. 12

Days 3 & 4 Lesson Overview Materials  2 Laptops or computers  Canadian Geography: A Sense of Place (textbook)  A television (optional)  Energy sources chart  Picture story or diagram about one of the alternative energy sources  A handout that describes each student’s role within their group *** For day 4 students may require a computer lab.

Procedures Student Activities 13

Day 3 Day 3  Teacher sets up 4 stations, each station  Students choose their roles teaching students about 4 different  Students rotate every 30 minutes, going alternative energy sources (solar, wind, to each energy station in 4 groups of 5. tidal, hydrogen fuel cell).  Students complete a chart (shown below  Each station uses a different method to as the assessment tool) that gets them to provide students with their information explain each energy source. (computer-researching via internet,  If the students have completed their textbook - reading, television or chart prior to the 30 minutes provided, computer - video, and a picture story or they will be asked to read about/or diagram). research about less environmentally  Give students a list of roles. One person friendly forms of energy such as coal, from each group gets assigned a role, or oil, and natural gas and discuss with students can choose themselves. their group members the advantages and  Roles: writer, leader, reader, disadvantages of these energy sources. brainstormer, and key point finder. Day 4 Day 4  Teacher meets with groups to ensure  Students continue finishing their energy they are completing their work and charts. adhering to their roles.  Students begin writing about which  Once every group is done their chart energy source they believe to be the best they will hand it in as a formative for the remainder of the period. assessment.  Explain assignment where students chose the energy source that they think is the most effective, compare it to the other energy sources, and explain why it is the best energy source in their opinion. Students must give reasoning for their explanations.  Depending on how much time is left during the period, the teacher can assign a page requirement for the assignment. 14 15 16

Group Work Roles

Each person in your group must choose a role. Two group members can not have the same role!

Writer - This person must write down the information that needs to be written in the chart.

Leader - This person will settle arguments and keep the group on track. Encourage your group members to keep on task and work hard!

Reader - This person must read any information that needs to be read out loud to group members.

Helper - This person will help any or all of their group members fulfill their role. For example, if the reader is getting tired of reading all the time take over their job for a while.

Key Point Finder - This person must tell their group members what information is important to include in their charts and what information does not need to be written. 17

Assessment/Evaluation Tools for Days 3 & 4

Written Comparison of Energy Sources - Rating Scale

NO Somewhat Almost YES

Reasoning for their choice 1 2 3 4 is convincing

Energy choice is logical 1 2 3 4

Comparison to numerous 1 2 3 4 energy sources

Few spelling / grammar 1 2 3 4 errors

Fulfills page requirements 1 2 3 4

Energy Source Chart - Rating Scale (could also do a checklist)

The Student has:

NO Sometimes Almost YES

Always

Completed each box in 1 2 3 4 the chart

Included the correct 1 2 3 4 information

Included the most 1 2 3 4 important facts

Contributed equally 1 2 3 4 with group members 18

Day 5 Lesson Overview Materials:  Overhead projector/chalk or whiteboard/SMARTboard; computers  Book computer lab

Teacher Procedures Student Activities 1. Instruct students that this will be the first work 1. Students listen attentively ;) period available for them to work on their culminating activities.

2. Review various sources of energy discussed in 2. Students actively participate in a quick review lessons 3 and 4: session about the 6 types of energy learned in - Solar lessons 3 and 4. - Wind - Tidal - Hydrogen Fuel Cell - Nuclear - Coal

Write down on the board different characteristics of each of the 6 types of energy that the students are able to generate (i.e. Solar energy is gathered from the sun)

3. Give students individual work time to begin 3. Students work individually on their culminating formulating their final project. projects. This may take place in the computer lab if students have decided to choose the website component, or if they need word processors and there aren't enough computers available in the home classroom.

4. Remind students that the next day will also be a student work period and that if any extra materials are required for their work they should bring those in with them as well. 19

Materials:  Book computer lab

Teacher Procedures Student Activities 1. Instruct students that today will be another 1. Students listen and begin to unpack necessary work period. items to complete their final projects.

2. Give students individual work time to begin 2. Students work individually on their culminating formulating their final project. projects. This may take place in the computer lab if students have decided to choose the website component, or if they need word processors and there aren't enough computers available in the home classroom.

3. Remind students that the next day will be the presentation day for their final activities. 20

Culminating Activity

You have been hired by a housing company to consult some clients about how to maintain a greener household. The clients have not built their house yet and would like you to tell them what they can do to reduce their ecological footprint. They want to know what type of energy sources they should use and why they should use these sources. The house designer needs to know if any additions need to be included in the house plans to make this house environmentally friendly.

In pairs, you can choose any one of these methods to explain your answers.

 Website  Brochure  Poster  Commercial  Can choose a different method, if first approved by the teacher

Every group must use at least two references.

**Remember to be creative and read the rubric so you know what you are being marked on! Explain your reasoning in detail and convince the clients to use your ideas. The more information, the better. 21 22 23

Final Overview of Instructional Strategies and Learning Activities

Literacy Strategies 1. Technological literacy: As educators, we are frequently reminded the large role that technology plays in the lives of students today. It is therefore important for teachers to keep up with this societal trend and give students the opportunity to not only engage with technology, but develop the knowledge, skills and attitudes needed to use and judge technology intelligently and responsibly. As students engage in the online ecological footprint calculator, they are gaining hands on skills with computers and Internet Explorer. With the teacher’s guided instruction and observation, students are also learning how to use technology responsibly and for educational purposes. 2. Reflective writing: After completing the online ecological footprint calculator, students will be asked to write a reflection on their results. Reflective writing is an important literacy strategy, because it allows students to document their experiences, thoughts, questions, ideas and conclusions throughout the learning process. This reflection will be useful for students to look back on as the unit concludes, to see how their knowledge and understanding developed over time. This particular task will also allow students to make connections between the course material and their own lives and opinions. 3. Comparative writing: After completing the stations activity and having the chance to compare different energy sources, students will be asked to write a response that compares two different sources that they learned about. Comparative writing is also an important literacy skill because it requires students to draw out the most relevant information from the two topics that are being compared. The purpose of this comparative writing assignment is for students to choose which energy source is better, based on a pre-determined list of criteria. This assignment therefore allows students to practice writing with a very clear purpose in mind and requires them to use details and examples to validate their points.

Differentiated Instruction 1. Choice in information in stations activity: As students complete the stations activity, they will begin by choosing a role within the collaborative group. This will give students the opportunity to demonstrate their strengths as they contribute to the success of the group. Furthermore, students will have a variety of sources/mediums they can gather information from about the energy source at each station (books, podcasts, articles, etc.), allowing students to engage with the material they find most accessible. 2. Choice in comparative writing response: When students are asked to complete the writing assignment where they must compare two energy sources and decide which one is more environmentally sustainable, they will get to choose any two from the ones they study. This will give each student the opportunity to choose material that they feel most comfortable with and perhaps have a particular interest in. 24

3. Choice in final assignment medium: For the culminating task for this unit, students are asked to present the information they have just learned in a creative way. They will be given many different options for presenting the information (website, commercial, brochure, poster or student choice approved by teacher). The choice in this final task, caters to a variety of different learning styles and academic strengths.

Collaborative/Cooperative Learning 1. Think, Pair, Share for Brainstorm: When beginning the unit with a discussion on ecological footprint, students will have a chance to interact with their neighbors and the entire class about their background knowledge and familiarity with the term. The sequential nature of this collaborative discussion (thinkpairshare) gives students the opportunity to take a moment to collect their thoughts, develop their ideas with a partner and share their refined ideas with the class. This gives students the opportunity to become more confident to express their ideas, given that they have had a chance to flush them out. 2. Class discussion for how student’s ecological footprints compared: After calculating their ecological footprint online, students will engage in a teacher- facilitated discussion about how they reacted to the information they just received. This will allow students to share ideas and provide helpful prompts/guidelines for their written reflection. 3. Stations Activity: In order to learn about the different energy sources, students will be broken up into groups of four or five to complete a stations activity. The groups will be pre-assigned to provide opportunity for support/enrichment for weaker students to avoid the forming of cliques. Each member within the group will choose a particular role that they must fulfill as they complete the group activity (ex. synthesizer of information, recorder, group leader who keeps everyone on task, etc.). This gives students the chance to pick a role they feel most comfortable in and ensure that all group members are contributing to the final product. Each station will represent a different energy source (solar, coal, wind, tidal, etc.). Students will be given a handout, that will ask them to identify the cost, capacity, availability, sustainability, etc. of each source.