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The Extreme Place Race: A Lesson in Survival – Lesson Description

Lesson Overview By using the thematic maps and features of the online Atlas of Canada in a competitive challenge concept, students will locate and analyze the distinguishing factors of several diverse locations to determine level of difficulty for inhabitance.

Grade Level § Grades 6 to 8 § Can be modified for Grades 9 to 12 by adding additional factors, for example, climate,

demographics, economic indicators and topography.

Time Required 60 to 120 minutes depending on grade, preparation, equipment and computer skills

Curriculum Connection Atlantic Provinces Education Foundation Curriculum for Social Studies

• Grade 6 (Canada) – Newfoundland and Labrador • Grade 7 (North America) – Newfoundland and Labrador • Grade 8 (World Cultural Regions) – Newfoundland and Labrador • Grade 9 (Atlantic Canada in the Global Community) – Newfoundland and Labrador, Nova

Scotia, Prince Edward Island, and Grade Eight, New Brunswick

(Note: This lesson has been constructed using Newfoundland and Labrador references, but can be changed to fit any province or territory by changing the selection of places.)

Link to Canadian National Geography Standards Essential Element #1 – The World in Spatial Terms Grades 6 to 8 Standard

• distribution of major human and physical features at country and global scales • map types (political, navigational, thematic)

Grades 9 to 12 Standard • map, globe, and atlas use (observing and analyzing relationships) • expanding locational technology

Essential Element #5 – Environment and Society • limits and opportunities of the physical environment for human activities

Geographic Skill #1 – Asking Geographic Questions • identify geographic issues, define geographic problems and pose geographic questions • plan how to answer geographic questions

Geographic Skill #2 – Acquiring Geographic Information • use a variety of research skills to locate and collect geographic data • use maps to collect and /or compile geographic information

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Geographic Skill #3 – Organizing Geographic Information • prepare various forms of maps as a means of organizing geographic information • prepare various forms of diagrams, tables and charts to organize and display geographic

information

Geographic Skill #4 – Analyzing Geographic Information • interpret information obtained from maps, aerial photographs, satellite­produced images

and Geographic Information Systems (GIS)

Geographic Skills #5 – Answering Geographic Questions • develop and present combinations of geographic information to answer geographic

questions • make generalizations and assess their validity

Atlas of Canada Resources Go to the Atlas of Canada Web site at atlas.gc.ca The following parts of the Web site will be accessed by students during the lesson:

• Explore Our Maps • Advanced Search (search for the location of a place on a map, option)

Additional Resources, Materials and Equipment • computer lab with Internet access and printer • reference print atlases • provincial and territorial road maps • student worksheet – The Extreme Place Race: A Lesson in Survival • student organizer sheet • student assessment sheet

Main Objective The goal of this lesson is to develop student geographic and computer skills in a site and situation analysis of a variety of diverse locations using available information. Students will use the resources of the Atlas of Canada Web site and other print maps to determine a complex variety of factors that may influence why and how people live where they do.

Learning Outcomes The following outcomes from the Atlantic Provinces Education Foundation Curriculum for Social Studies will be addressed:

General Curriculum Outcomes Interdependence

• Students will be expected to demonstrate an understanding of the interdependent relationship among individuals, societies, and the environment­locally, nationally, and globally – and the implications of a sustainable future.

People, Place and the Environment • Students will be expected to demonstrate an understanding of the interaction among

people, places and the environment.

Communication • Communication requires that students listen to, read, interpret, translate and express ideas

and information.

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Inquiry • Inquiry requires that students formulate and clarify questions, investigate problems,

analyze relevant information and develop rational conclusions supported by evidence.

Participation • Participation requires that students act both independently and collaboratively in order to

solve problems, make decisions, and negotiate and enact plans for action in ways that respect and value the customs, beliefs and practices of others.

Key Stage Outcomes (end of Grade 9) Culture and Diversity

• Compare the ways cultures meet human needs and wants.

Interdependence • Explain the complexity that arises from the interdependent nature of relationships among

individuals, nations, human organizations, and natural systems.

People, Place and Environment • Ask complex geographic questions; acquire, organize, and analyze geographic

information; and answer geographic questions. • Use geographic tools, technologies, and representations to interpret, pose, and answer

questions about natural and human systems. • Use location, distance, scale, direction, density, shape and size to describe and explain the

location and distribution patterns of physical and human phenomena. • Use multiple criteria to identify and define types of regions. • Analyze the influences of human and physical systems on the development of distinctive

characteristics of place. • Analyze ways in which social, political, economic, and cultural systems develop in

response to the physical environment.

Specific Curriculum Outcomes By the end of this lesson, students will be able to:

• access the Atlas of Canada • navigate the Atlas of Canada • use the Explore Our Maps section to print a special use map • use the Advanced Search to locate specified places • use the zoom tool to enlarge map • use the drop­down menu to examine thematic maps associated with the specified place • construct a comparison matrix • practice legend and scale skills • supplement the online information with material from print sources • compare different regions, analyze their findings, make informed conclusions, and discuss

with fellow students

Note: This activity is more effective if done in pairs or groups of three.

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Lesson Outline Teacher Activity Student Activity

Introduction Inquire of the students: Why do people live where they do? What characteristics make a location an extreme place to survive? What criteria do reality TV shows have about surviving in extreme environments? Do you think we have any extremely challenging places in our province?

Brainstorm for factors, which influence survival in any particular place.

Lesson Development

Remind students that much valuable information can be found about specific places by using maps, map tools special use maps and other resources (Internet, atlases, encyclopedias.)

Hand out the student worksheets and organizer. Ask students to predict which of the five places given may be the most challenging, and write their choice in the space provided on the organizer. Remind them that there is a score to calculate upon completion.

Challenge the students to work cooperatively and independently to race to complete the activity given by following the rules and directions on the worksheet.

Teacher initials students’ predictions.

Review instructions and clarify any student questions before beginning. You may wish to briefly review legend and scale. Students independently follow the instructions in the worksheet and fill in the required information on the organizer.

Conclusion Ask students to calculate scores. Initiate a discussion whether or not their predictions were correct and summarize what factors must be considered when choosing a place to live (past and present) and how these factors may influence the quality of life.

Students calculate scores on their organizer. Students apply their knowledge by completing the student assessment sheet.

Lesson Extension Have students repeat steps 10 to 15 to analyze the place where they live.

Assessment of Student Learning Student Assessment Sheet on the Atlas of Canada

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The Extreme Place Race: A Lesson in Survival – Student Worksheet How do reality TV shows select their locations? What factors do they consider in making their final selection? Have you ever thought how contestants would survive in an extreme location in your province? Which location would you choose? It probably is not as easy as it would appear. In this lesson, you will be given 5 places. Pretend you have been hired to evaluate each place and recommend to the producers which one will fit their criteria. You have to consider that they need to transport their personnel and equipment, and emergency facilities are required to be nearby. Points will be awarded for each piece of information. Your first task is to follow directions on the worksheet to find this information and create a profile of each place. Then you will calculate your score to see how extreme each place is. Part of your score will also be points awarded for your cooperative skills in completing your tasks. Your teacher will go over these skills before you begin. The final score to declare the winner(s) of the race will be a combination of your information score, your cooperative skills score and bonus points if you have the right prediction. Follow directions carefully. Don’t lose any unnecessary points. Have fun!

Note to teacher: If you like, you can print up the reference maps for the students by following directions 3 to 7. Students can then begin at number 8.

For this lesson we will be examining the following 5 places in Newfoundland and Labrador:

• Esker (near Labrador City) • Pack’s Harbour (east coast of Labrador) • Buchans (central Island of Newfoundland) • Gaultois (south coast of the Island of Newfoundland) • River of Ponds (west coast of the Great Northern Peninsula of the island of

Newfoundland)

Directions: • Tip: A click is a command. Click and wait. Do not click several times. The computer will

not go any faster.

1. Log on to The Atlas of Canada at atlas.gc.ca

2. Click on the English button.

3. We will need a reference map. On the left under Explore Our Maps,move the cursor arrow to Reference Maps. Move to the pop­out menu on the right, and then click on Provincial and Territorial, and when the new page appears click on Newfoundland and Labrador Map. • Tip: If you are not successful the first time, try steps 1 to 3 again. A computer is just a

machine and it only does what you tell it to do.

4. A screen will appear. Click on View this map as a JPEG.We will use this map as a reference. Take a moment to look closely and see what information it contains. Can you find the legend? • Tip: Be patient when downloading maps.

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5. Click on Printable Version above the upper left corner of the map. 6. Locate the printer symbol on your screen. Click, and when the window appears, click Print.

• Tip: Refer to this map often. You may need it to complete your organizer.

7. In the menus on the top of the page click on the Home button.

8. Select Advanced Search, the select the Search for the location of a place on a map option.

• One by one by following the instructions 9 to 17, you are to examine each place, and fill in the requested information on your organizer.

9. Click on the box next to Newfoundland and Labrador and a check mark will appear. Type in the name of the places listed previously, for example, Esker. Click on the arrow button. On your organizer sheet, write its latitude and longitude coordinates. Then click the link with the place name to display a map showing its location.

10.When map appears, fill as much information as you can on your organizer about the region around the place. For Distance From Nearest Town, and Distance From Nearest Airport, use the scale on the map.

11.Move cursor arrow to Zoom In tool on the top. Click on this tool button to turn it on. Then, move the hand over the name of your place, and click. An enlarged map will appear. Note nearby water forms (rivers, lakes, oceans).

12.Repeat steps 10 to 11 as instructed and find information about the remaining four places.

13.On your printed reference map, show where each place you researched is found. Be sure to label neatly.

14.You have completed as much information as you can using the Atlas of Canada. Use your printed reference map and an atlas to find any missing information.

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The Extreme Place Race: A Lesson in Survival – Student Organizer Prediction: The most extreme place is: ________________________ Teacher's initials: __________

Note: Every good answer = 2 points Part A Esker Pack's

Harbour Buchans Gaultois River of

Ponds latitude and longitude position

nearest town or city

distance to nearest town or city

nearest airport

name of nearest water form

distance to nearest airport

distance from capital by air

distance from capital by road or ferry

Total Points for Part A

Part B add 2 if latitude is

less than 48 degrees subtract 2 if latitude is more

than 50 degrees add 2 if nearest town is less than

25 kilometres subtract 2 if nearest town is more

than 50 kilometres subtract 4 if nearest town more than 100 kilometres

subtract 2 if it is on an island

subtract 5 if no road connection

add 2 if nearest airport is less than 100 kilometres

subtract 2 if nearest airport is greater than 100 kilometres

add 5 for shortest air distance from capital

subtract 5 for longest air distance from capital

add 5 for shortest road distance from capital

subtract 5 for longest road distance from capital

Total Points for Part B:

Add A and B for Each Place's Extreme Score:

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The Extreme Place Race: A Lesson in Survival – Student Assessment Sheet

Name: ______________________________

1. Why do you think your prediction was correct or incorrect?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. For what else might you use the Atlas of Canada Web site?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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3. What other factors that we have not considered that might influence the living conditions in each of these places?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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4. List as many factors as you can that you think have to be considered when choosing a place to live:

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

5. Which one do you think would be the most important and why?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

6. What do you think are the characteristics of an extreme place to live (and survive)?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

7. Why do people continue to live in extreme places?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

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8. Why or why not is the place where you live an extreme place?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

9. Complete the following table.

Place Why People Settled There? What Can Be Changed To Make Life Easier?

My Town

Esker

Pack’s Harbour

Buchans

Gaultois

River of Ponds