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Parks Canada: Places and Spaces for Everyone Introduction

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Parks Canada: Places and Spaces for Everyone Introduction Introduction Parks Canada: Places and Spaces for Everyone elcome to Canadian Geographic Education’s Giant Floor Map program! This map, Parks Canada: Places and Spaces for WEveryone, depicts the more than 200 special places managed by Parks Canada on a backdrop of Canada’s land cover and surrounding oceans. Through the ten engaging, teacher-created activities included in this guide, your students will interact with Canada’s geography in a new and exciting way. Parks Canada works to preserve Canada’s natural and cultural heritage. Through the 44 national parks, 167 national historic sites and four national marine conservation areas depicted on this map, students will be able to appreciate Canada’s geographical, natural and cultural diversity. Although we have provided structured learning activities, we encourage you and your students to begin each lesson by simply walking on the map and exploring the country. Enjoy your time with the map! Know the past. Enjoy the present. Protect the future. Thousand Islands National Park As you work through the activities, you may notice that Thousand Islands National Park is referred to as St. Lawrence Islands National Park on the map. As of March 28, 2013, the name of this national park was officially changed from St. Lawrence Islands National Park to Thousand Islands National Park to create a stronger link between the park and the popu- lar tourist area. Please take this change as an opportunity to explore Canada’s legislative process with your students. Ask your students why Parks Canada would be interested in changing the name of one of their national parks. Do your students agree or disagree with this decision? What steps did Parks Canada have to go through in order to make this change happen in Canada? PARKS CANADA: Places and Spaces for Everyone | Teacher’s Guide | Introduction | page 1 About this Resource n this binder you will find ten (10) curriculum-linked activities designed for all Canadian students at the elementary and secondary Ilevels. Students will find themselves thinking critically about Cana- dian geography and the specific initiatives supported by Parks Canada to preserve significant natural and cultural treasures across the country. The activities: The Parks Canada System The Road to Confederation This activity will introduce students to all Students will reenact important historic Parks Canada sites across the country. They events, such as the building of the will explore the unique aspects of each site Canadian Pacific Railway, that have and identify parts of Canada that are well shaped Canada. represented and parts where there are gaps. Great Migrations People, Places and Events Students will explore the current and Canadians from all walks of life have historical migration routes of four at-risk affected great change in the world. This species and what Parks Canada is doing to activity will introduce to students some of protect them. the lesser known and fascinating people, places and events of national significance. What Would You Do? Road Trip! Students will take a critical look at country- There is nothing more Canadian than a wide issues faced by Parks Canada, such as true cross-country road trip. Students will human development of natural spaces, and select the activities they want to do in Parks and explore whether they agree or disagree Canada places and plan their trip accordingly. with the actions taken by Parks Canada. Finding Franklin Connect the Dots Students will channel their inner under- Building on the knowledge they have water archeologist and work to discover the acquired through the previous activities, current location of the HMS Erebus and students will use clues to help match HMS Terror National Historic Site, the lost objects and cards with sites on the map. ships of the Franklin Expedition. The Birth of Canadian Communities Water Works Using national historic sites as a starting Water has always been an essential part point, students will explore the strong con- of Canada’s development. Students will nection between history and geography in discover the historical importance of Canada’s largest communities today. waterways and try to travel within the country using only water. page 2 | About this Resource | Teacher’s Guide | PARKS CANADA: Places and Spaces for Everyone Table of Contents Activity 1 The Parks Canada System Activity 2 Great Migrations Activity 3 What Would You Do? Activity 4 Finding Franklin Activity 5 The Birth of Canadian Communities Activity 6 The Road to Confederation Activity 7 People, Places and Events Activity 8 Road Trip! Activity 9 Connect the Dots Activity 10 Water Works Appendices PARKS CANADA: Places and Spaces for Everyone | Teacher’s Guide | Table of Contents | page 3 Contributors The Royal Canadian Geographical Society John G. Geiger André Préfontaine President Executive Director Ellen Curtis Sara Black Manager of Educational Programs Education Program Coordinator Canadian Geographic Enterprises Gilles Gagnier Mike Elston Vice-president, Content Creation Custom Publishing Manager Nick Walker Michela Rosano Assistant Editor Custom Publishing Editor Chris Brackley Kendra Stieler Cartographer Production Coordinator Graham Long Emma Viel-Horler Writer Logistics Coordinator Designers Renée Depocas Caroline Guindon Translator Brooke Delisle Inc. page 4 | Contributors | Teacher’s Guide | PARKS CANADA: Places and Spaces for Everyone The Parks Canada System 1 Learning objectives Introduction • Students will explore the breadth and significance of Introduce your students to the giant floor map. Have them walk along the black and red the Parks Canada system border while everyone points out distinctive features of the map. Be sure to discuss the • Students will discover the essential elements of a map, such as scale, lines of latitude and longitude, the legend gaps that exist within the (both on the map and in hand) and orientation. Parks Canada system and how those gaps are addressed Discuss the outlined national parks, marine conservation areas and historic sites. Ask • Students will become familiar with the different types of your students if they know who is responsible for these sites (Parks Canada) and what they sites operated/managed by represent (the collection of nationally significant examples of Canada’s natural and cultural Parks Canada heritage). Time required Development 30 minutes Tell your students that they will be matching cards to the Parks Canada sites on the map. For younger grades First distribute the national marine conservation areas cards and, using either the latitude Select a site close to your com- and longitude located on the back of the card or previous knowledge, have them place each munity and discuss how Parks card in its appropriate location on the map. Discuss the distribution of these areas and why Canada is protecting and com- they are important. Next, have students do the same with the national parks cards. Discuss memorating it. any areas of the map where they see gaps between the two sets of cards. Ask, “Why do you For older grades think there are fewer parks/marine conservation areas in those regions?” Finally, complete this task by placing the national historic sites cards on the map. Have students place all cards on the map and discuss the different regions and ecosys- Conclusion tems in Canada. How are they preserved through the Parks Now that all Parks Canada sites have been identified and labeled, have students identify Canada system? patterns, trends or gaps. Are there geographic regions or historic places that are not represented on the map? Discuss ecosystems and ask your students why they think gaps Materials may exist (e.g., difficult to create a park in populated areas, some places are very remote and • National parks cards (45) difficult to access, some key representative areas currently belong to other people or govern- • National historic sites cards ments, etc.). Have your students explore the Parks Canada sites and think about ease of (107) access, and whether they feel that their region is well represented. Why or why not? Choose • National marine conservation areas cards (4) a national marine conservation area, historic site or park and discuss the value it brings to Canadians and to you personally. Finally, have students take a closer look at the proposed Set-up Rouge National Urban Park card from the set of national parks cards and explore the Have all cards ready for similarities and differences between this park and others throughout the country. students. Links to Canadian National Extend your geographic thinking Standards for Geography Looking exclusively at national parks, ask students to identify the different ecozones that Essential element 1: are currently represented and protected by Parks Canada. Have your students research an The world in spatial terms ecozone that is not currently represented and select an area within it where they think a • Distribution of major human new national park could be created. Ask them to justify their selection based on both the and physical features at natural and historic features of the area. country and global scales • Map types • Major cities of the province, Parks Canada relevant sites Canada and the world All Parks Canada sites are represented in this activity. Discover which sites are closest to Essential element 4: Human your school by visiting pc.gc.ca. systems • Population density, distribu- tion and growth rates PARKS CANADA: Places and Spaces for Everyone | Teacher’s Guide | Activity 1 | page 5 page 6 | Activity 1 | Teacher’s Guide | PARKS CANADA: Places and Spaces for Everyone Great Migrations 2 Learning objectives Introduction • Students will learn about the variety of species present in Begin by introducing students to the giant floor map. Allow students to explore the map Parks Canada sites and what while you explain what it depicts. Tell students that over half of the rare and endangered spe- is being done to protect them cies in Canada can be found in Parks Canada sites for at least part of the animals’ lifespan.
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