Marks are up to date as of 2pm May 19th. Please check to see that I haven't missed anything. Please send in missing assignments.
Geography
Statement of Inquiry: Sustainability and equality of resources are influenced by global interactions.
Key Concept: Global Interactions
Related Concepts: Resources and Equality
Global Context and Exploration: Globalization and Sustainability -
Guiding Questions:
Factual: What are the causes of national and global inequality?
Conceptual: How can we sustainably manage resources?
Debatable: To what extent are environmental issues associated with globalization?
Lesson One: Skip this for at home learning
Lesson Two: At Home Learning April 27th
Lesson Three: At Home Learning April 27th
Google Form: Complete by Noon May 1st
At Home Learning May 4th
Lesson Four:
Google Forms: Please complete by noon Friday May 8th
At Home Learning: Week of May 11th
Lesson Five:
Lesson Six:
Google Form to be completed by noon May 15th
At Home Learning: Week of May 19th
Lesson Seven:
Google Forms to be completed by May 22nd at noon
Lesson Eight: Skip this for at home learning
At Home Learning: Week of May 25th
Lesson Nine:
Lesson Ten:
Google Forms to be completed by June 5th at noon.
Key Concept: Global Interactions
Related Concepts: Resources and Equality
Global Context and Exploration: Globalization and Sustainability -
Guiding Questions:
Factual: What are the causes of national and global inequality?
Conceptual: How can we sustainably manage resources?
Debatable: To what extent are environmental issues associated with globalization?
Lesson One: Skip this for at home learning
- To help familiarize yourself with the geographic locations of countries that Canada interacts with you will complete a world map.
- Read the Castanet Article "Greed is Killing Us" and in a paragraph quick write, write about your thoughts on the article and predict how this will be related to our unit in detail. To be handed in.
Lesson Two: At Home Learning April 27th
- Sustainable Development Goals GSlides.
- SDGs worksheet. Students complete a gallery walk will need to read through the goals to write down interesting facts, things that surprize them and something they want to know more about. Click here for the goals. remember you only need to include a summary of each goal. (it defaults to goal one but the others are available on the side)
- After all the stations are completed, students will rank the goals from most to least important and try to group them into themes justifying their opinions. Share this document with me please by Friday May 1st at noon.
- Four Corners: students will stand in one of the designated corners (yes, yes but... no but... no) for the following sentence: "The SDG are a waste of time". once in those groups students will collaborate and decide upon a spokes person and 1 minute speech about their position, trying to win over other students. After each group has spoken then students can switch corners if their opinions have changed.
Lesson Three: At Home Learning April 27th
- Complete the Demographic Terms Crossword. Skip this step
- What is a developing country?
- What is a developed country?
- Someone people use the terms first and third world but those have been replaced (first-developed; third-developing) You are probably asking whats a second world country and what do we call it now? This will be reviewed again during our post war era unit but originally the first world were countries under the Democratic influence of the USA; the second world were under the communist influence of the USSR and the third world were those countries that the USA and USSR were fighting to gain influence over. Its not a perfect shift from one to the other but does show where things originated.
- Compare life in a developed and developing country. Suggested websites are CIA World FactBook, UNStatistics, Populations Reference Bureau and IndexMundi.
- Here is a list from 2014 of Developing Countries.
- Student examples: Samoa, Russia, Brazil and Swaziland. You have until May 8th to share this document with me. ( we will be completing lesson 4 as well next week so plan accordingly)
Google Form: Complete by Noon May 1st
At Home Learning May 4th
Lesson Four:
- Students will work on the Causes in Inequalities in Trade web-quest. The link takes you direction to the page for the first side of the sheet. For the back side you right to scroll to the top, on the right is a box titled "More Guides" select "Impact of Strategies to Reduce Inequalities." Due Friday May 8th at noon.
Google Forms: Please complete by noon Friday May 8th
At Home Learning: Week of May 11th
Lesson Five:
- Now that you have looked at how Canada compares to developing countries around the world, lets compare how different groups of people are treated and experience life within Canada.
- Complete the webquest below:
Lesson Six:
- Sustainable Development GSlides. Read through the slides and was the video on e-waste at the end, no notes required)
- Worksheet to be completed while going through the slides and video at the end. (At home learning, skip this step)
Google Form to be completed by noon May 15th
At Home Learning: Week of May 19th
Lesson Seven:
- The ecological footprint is a method promoted by the Global Footprint Network to measure human demand on natural capital, i.e. the quantity of nature it takes to support people or an economy. It tracks this demand through an ecological accounting system.
- Which countries do you think would have the largest and smaller footprints? Take a look here to see the countries with the largest and smallest footprints. Remember this is largely based off of their population and usage.
- The paragraph under the charts explains that those are based off of country but what if you were to look by person? Would it still be the same? No, Luxembourg had the largest based off of person when factoring in their population.
- Canada does fairly well when taking into account our economy. The colourful chart near the bottom shows the foot print by energy source.
- Check out this list to see country's ranking based per person.
- Prior to calculating your footprint, read this article which helps explains how its calculated and what your result means. As you should have seen in the developing country assignment that not everyone in the world lives as we do. Basically just being born in Canada is like winning the lottery compared to some other places. Now imagine that everyone in the world lived like Canadians live. How do you imagine that would effect the world? Would it be able to sustain itself as well as it is now? (not saying that we are doing an amazing job of that right now but thats for another lesson)
- Ecological Footprint Calculator: online version. I suggest that you complete this with a parent as there are some questions about your house(hold) you may not know. Use your school email at the beginning. Do try to add details if possible and be honest. Answer the as if life was "normal."
- I just completed the calculator again and my answer was 1.7 Earths. Last semester students answers ranges from 1.5 Earths to 21 Earths.
- Click See Details to see your footprint size. Mine is 2.8
- Check out the solutions for ways we can help reduce our footprints.
- Overshoot: check out this article to read about overshoot day and see how yours compare. (read the whole article, not just the overshoots section please)
- Include your results for how many Earths you use in the Google Form.
- Worksheet. (Ignore for at home learning)
Google Forms to be completed by May 22nd at noon
Lesson Eight: Skip this for at home learning
At Home Learning: Week of May 25th
Lesson Nine:
- Read through the GSlides to learn a little bit about Climate Change. No notes required.
Lesson Ten:
- This is an opportunity for you to investigate in detail an environmental issue. I have listed many on the assignment sheet but if there is something else that you are interested in and not listed, please contact me. You can choose how ever you would like to share your information.
- Once you've picked a topic, you will start by researching the basics it: a summary of the issues, causes and sources, impacts on the environment and humans & key locations for the issue (this last one may not be applicable for all topics)
- Next you will pick two of the three following options and write a paragraph for each:
- identify and explain differing perspectives (who supports a different opinions and why) about your issues
- provide a personal opinion on the issue – what is your stance... what should happen... what needs to change… key facts are needed…
- describe the specific challenges to the solving your issue
- Finally you will end it off with a self reflection.
- Environmental Issue Inquiry and Rubric. Student examples. ** This is due Friday June 5th
- Complete the Peer Review Gallery Walk. Ignore for at home learning.
Google Forms to be completed by June 5th at noon.