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9 780176 590451
ISBN-10: 0-17-659045-5ISBN-13: 978-0-17-659045-1
TEACHER’S RESOURCE
TEACHER’S RESOURCE
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Teaching geo7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiiCross-Curricular Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XKey Principles of a Differentiated Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XAssessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XVI
inTroducTion: WhaT is geography? . . . . . . . . . . . . . . . . . . . . . . . 1Why Study Geography? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Case Study: The Kayapo of Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
uniT 1: physical paTTerns in a changing World . . . . . . . . . . . .11Global Concerns: Global Disaster: Earthquake in the Indian Ocean . . . . . .13Unit 1 Challenge: Design a Natural Disaster Response Plan . . . . . . . . . . . . . . .14Unit 1 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Unit 1 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26
chapTer 1: landForM paTTerns . . . . . . . . . . . . . . . . . . . . . . . . . . 31What Are Landforms? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32How Are Landforms Created and Changed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37How Do We Respond to Challenges Caused by Earth’s Forces? . . . . . . . . . . .43Case Study: Eyjafjallajökull: Icelandic Hot Spot . . . . . . . . . . . . . . . . . . . . . . . . . . .49Looking Back: Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52
chapTer 2: changing paTTerns oF cliMaTe . . . . . . . . . . . . . . . . 55Why Is Climate Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56National Geographic Case Study: Australia’s Water Woes . . . . . . . . . . . . . . . . .60How Do We Describe Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63What Factors Affect Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68What Causes Climate Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Looking Back: Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78
chapTer 3: changing paTTerns oF naTural vegeTaTion . . . . 83Why Is Vegetation Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84How Do Natural Factors and Vegetation Interact? . . . . . . . . . . . . . . . . . . . . . . . .88How Are We Affecting Natural Vegetation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93How Do Changing Vegetation Patterns Affect Species? . . . . . . . . . . . . . . . . . . .97Case Study: Saving Brazil’s Atlantic Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Looking Back: Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
chapTer 4: paTTerns oF rivers and oceans . . . . . . . . . . . . . . 107Why Are Earth’s Water Systems Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108What Are the Characteristics of Rivers and Oceans? . . . . . . . . . . . . . . . . . . . 111How Are We Changing Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117National Geographic Case Study: China’s Powerful Rivers . . . . . . . . . . . . . . 122
Table of CoNTeNTS
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How Can We Protect Earth’s Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . 125Looking Back: Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129
looKing BacK: uniT 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132
uniT 1 BlacKline MasTersBLM U1 .1 Unit 1 Challenge: Steps in a Natural Disaster Response PlanBLM U1 .2 Unit 1 Challenge: Evaluation RubricBLM U1 .3 Unit 1 Challenge: Final ChecklistBLM U1 .4 Unit 1 Challenge: Sharing My PlanBLM U1 .5 Unit 1 Challenge: My Selected Community and Natural DisasterBLM U1 .6 Unit 1 Challenge: Progress Chart
Chapter 1BLM 1 .1 Describing LandformsBLM 1 .2 3-D Plate Tectonic ModelsBLM 1 .3 Anticipation Guide: What Challenges Are Caused by Earth’s Forces?BLM 1 .4 The Richter ScaleBLM 1 .5 Mapping EarthquakesBLM 1 .6 Chapter 1: Self-Assessment of Learning
Chapter 2BLM 2 .1 Making Connections about Climate ChangeBLM 2 .2 Analyzing Australia’s Climate Change ProblemBLM 2 .3 Analyzing Climate GraphsBLM 2 .4 Climate GraphBLM 2 .5 Global Climate StatisticsBLM 2 .6 Climate FactorsBLM 2 .7 Anticipation Guide: What Are the Causes of Climate Change?BLM 2 .8 Summarizing Causes of Climate ChangeBLM 2 .9 Ways of Adapting to Climate Change
Chapter 3BLM 3 .1 Looking for Patterns in Natural VegetationBLM 3 .2 What Three Main Factors Affect Our Natural Vegetation?BLM 3 .3 Anticipation Guide: How Do Changing Vegetation Patterns Affect Species?BLM 3 .4 Mapping Countries with the Most Threatened SpeciesBLM 3 .5 Atlantic Forest Music Video PlanBLM 3 .6 Checklist for Music Video
Chapter 4BLM 4 .1 Comparing Water SalinityBLM 4 .2 Parts of a RiverBLM 4 .3 Drawing a Cross-Section of the Bow River ValleyBLM 4 .4 Researching the Great Pacific Garbage PatchBLM 4 .5 Comparing Two River DiversionsBLM 4 .6 Water Systems Ideas WebBLM 4 .7 Taking Action against Water Pollution
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Masters through the Online
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iv NELTable of Contents
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uniT 1 ansWer Key
uniT 2: our World’s naTural resources: use and susTainaBiliTy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Global Concern: Global Goods, Local Costs: Leather Processing in Bangladesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Unit 2 Challenge: Create a Personal Plan of Action . . . . . . . . . . . . . . . . . . . . . 139Unit 2 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Unit 2 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
chapTer 5: our needs and WanTs and The environMenT . . 157How Do We Use Natural Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158National Geographic Case Study: Tourists Threaten Antarctica . . . . . . . . 162How Does Our Use of Natural Resources Vary? . . . . . . . . . . . . . . . . . . . . . . . . 165How Do We Measure the Impact of Our Natural Resource Use? . . . . . . . . 169How Are We Addressing Our Use of Natural Resources? . . . . . . . . . . . . . . . . 175Looking Back: Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181
chapTer 6: reneWaBle resources . . . . . . . . . . . . . . . . . . . . . . 185What Are Renewable Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186How Do We Use and Misuse Soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Why Care about Fish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196How Renewable Are Forests? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Case Study: Protecting Natural Resources in India . . . . . . . . . . . . . . . . . . . . . 203Looking Back: Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206
chapTer 7: FloW resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Why Are Flow Resources Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212What Are the Challenges Facing Flow Resources? . . . . . . . . . . . . . . . . . . . . . . 217National Geographic Case Study: Argentina’s Sunny Future . . . . . . . . . . . . . 222How Do We Use Flow Resources for Energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Looking Back: Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229
chapTer 8: non-reneWaBle resources . . . . . . . . . . . . . . . . . 233Why Are Non-renewable Resources Important? . . . . . . . . . . . . . . . . . . . . . . . 234How Do We Extract Fossil Fuels? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240How Do We Extract Minerals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Case Study: Conflict Minerals in the Democratic Republic of the Congo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249What Is the Future of Non-renewable Resources? . . . . . . . . . . . . . . . . . . . . . . 252Looking Back: Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256
looKing BacK: uniT 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259
uniT 2 BlacKline MasTersBLM U2 .1 Unit 2 Challenge: Personal Plan of Action Evaluation RubricBLM U2 .2 Unit 2 Challenge: Progress ChartBLM U2 .3 Unit 2 Challenge: My Selected Natural ResourceBLM U2 .4 Unit 2 Piece It Together: Questions and Answers
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BLM U2 .5 Unit 2 Challenge: Final ChecklistBLM U2 .6 Unit 2 Challenge: Sharing My Personal Plan of Action
Chapter 5BLM 5 .1 Antarctica: Causes, Effects, and Solutions OrganizerBLM 5 .2 Comparing Resource UseBLM 5 .3 Determining Your Ecological FootprintBLM 5 .4 Analyzing a Thematic Map: Human Development IndexBLM 5 .5 Sample 2012 HDI Data: North and Central AmericaBLM 5 .6 HDI Data Recording PageBLM 5 .7 Anticipation Guide: What Are Our Attitudes Toward Using Natural Resources?
Chapter 6BLM 6 .1 Uses for Renewable ResourcesBLM 6 .2 Evaluating Evidence: Deforestation in KenyaBLM 6 .3 Anticipation Guide: How Do We Use and Misuse Soil?BLM 6 .4 Circle Graph: Global Food SupplyBLM 6 .5 Top 15 Fishing Countries of the World, 2012BLM 6 .6 How to Stop OverfishingBLM 6 .7 Jigsaw Activity: Changes in Forest AreaBLM 6 .8 Environmental Impacts of DeforestationBLM 6 .9 Social Impacts of DeforestationBLM 6 .10 Actions to Protect Forests
Chapter 7BLM 7 .1 Anticipation Guide: Why Are Flow Resources Important?BLM 7 .2 Layers of the AtmosphereBLM 7 .3 Guam’s Water Conservation IdeasBLM 7 .4 Top 10 Cities for Air Pollution, 2010–2013BLM 7 .5 Most Polluted Cities Spatial Journal ChecklistBLM 7 .6 Argentina’s Energy PlansBLM 7 .7 Comparing Water Power Generating Methods
Chapter 8BLM 8 .1 My Use of Non-renewable ResourcesBLM 8 .2 Anticipation Guide: How Are Fossil Fuels Extracted?BLM 8 .3 Comparing Oil and Gas Extraction MethodsBLM 8 .4 Flow Chart for Processing MineralsBLM 8 .5 Conflict Minerals: Causes, Impacts, and ConsequencesBLM 8 .6 Using Non-renewable Resources ResponsiblyBLM 8 .7 Effects of Resource Development on Indigenous Peoples
uniT 2 ansWer Key
generic BlMsBLM 0 .1 Understanding InterrelationshipsBLM 0 .2 Causes and EffectsBLM 0 .3 Reviewing Sources for CredibilityBLM 0 .4 Points of ViewBLM 0 .5 Sequencing
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BLM 0 .6 The Geographic Inquiry ProcessBLM 0 .7 Inquiry Process ChecklistBLM 0 .8 Formulating Questions to Guide ResearchBLM 0 .9 Political Outline Map of the WorldBLM 0 .10 Reading Thematic MapsBLM 0 .11 Thematic Map ChecklistBLM 0 .12 Climate Graph ChecklistBLM 0 .13 Cross-Section Map ChecklistBLM 0 .14 Percentage Circle GraphsBLM 0 .15 Circle Graph ChecklistBLM 0 .16 Writing a News ArticleBLM 0 .17 Ten Tips for Designing a Good Survey QuestionnaireBLM 0 .18 Creating an Action PlanBLM 0 .19 Written Project ChecklistBLM 0 .20 Exit CardsBLM 0 .21 Exit Card Stem ListBLM 0 .22 3-2-1BLM 0 .23 Compare/Contrast MatrixBLM 0 .24 Frayer ModelBLM 0 .25 PlacematBLM 0 .26 K-W-L ChartBLM 0 .27 FishboneBLM 0 .28 Response WheelBLM 0 .29 Venn DiagramBLM 0 .30 Unit Research QuestionsBLM 0 .31 Unit Research NotesBLM 0 .32 Tiered Activity Template
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Launching the chapter• RemindstudentsoftheUnitBigQuestion,Why care about changes in
Earth’s physical environment?IntroducetheChapterBigQuestion,Why are landforms important?Definelandforms(thenaturalfeaturesthatmakeupEarth’ssurface).Askstudentshowthischapterlinkstotheunitquestion(landformsareakeypartofthephysicalenvironment).ProvidestudentswithstickynotesonwhichtowriteanswerstotheChapterBigQuestion.Havethemreadouttheiranswersinasmallgroup,gatheringthestickynoteswithsimilaranswersintoseparatepiles.Setthepilesasideforstudentstoreviewattheendofthechapter.
• HavestudentsingroupsoftwoorthreereadtheLearningGoalsonStudentBookpage17.Askthemtorecordtheiranswerstothefollowingquestionsindividually:Why are we going to learn about landforms? How do you think landforms can provide opportunities for people? How can they provide challenges? How does this connect to what you already know?Havestudentsineachgroupsharetheiranswerswithoneanotherand,onaseparatesheetofpaper,recordanyanswerstheyhadincommon.Gatherstudentsasaclassanddiscusstheiranswers.
• DisplaythesephotosofsomeiconicCanadianlandformsandlandscapes:Figure1.3E(CanadianShield),OnlineFigure1.27(CanadianInteriorPlains),OnlineFigure1.28(RockyMountains),OnlineFigure1.29(NiagaraFalls),Figure5.15(LakeSuperior),andOnlineFigure1.30(AnnapolisValley).Askstudents:How are landscapes different from landforms?(landscapesaredistinctivescenery;landformsarenaturalfeatures)What are some examples of landforms?(shields,mountains,plains,valleys)Which photo do you think is the most impressive, and why?
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Chapter Big Question
Why are landforms important?
Learning goaLs
• describelandform
characteristicsandtheir
patterns around the world
• describehownaturaland
humanactivitiescreateand
changelandforms
• describehowlandforms
provideopportunitiesand
challengesforhumans
• formulatequestionsto
guideinvestigations
Chapter 1
Landform PatternsStudent Book pages 16–17
What Is Where? Why there? Why Care?Askpairsofstudentstoexaminethechapteropenerphoto
onpages16and17andconsiderhowitmakesthemfeel.
Havethemdoathink-pair-sharetodeveloparesponse.Thenpromptadiscussionaboutthewaysinwhichvarious
landformscaninspirefeelingsinus.Useyourobservations
toassessstudents’overallunderstandingoflandforms.
Describewheretherocksinthephotoarelocated
(southwestcorneroftheUnitedKingdominthegeneral
regionofPlymouth)andpointtothislocationonamap
(Devon,England,50.70°N3.80°W).Askstudentstofind
visualcluesinthephotothatassistthemtospeculate
abouthowtherocklayerswerecreatedatthislocation
(beganasflatlayersofsediments;forcesinEarth’scrust
overmillionsofyearstiltedthemdramatically).Ask:Why should we care that these rocks are here and why they look this way? (whenweunderstandtheforcesthatcreated
theseparticularrocks,ithelpsusunderstandgeologicforces
theworldover;thiscanhelpusunderstand,andmaybeeven
predict,ongoingvolcanicandearthquakeactivity)
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LeSSOn SuMMarY
ExpEctationsA3.1,A3.3
critEria for succEssStudentscan
• identifyanddescribethemajorlandformtypes
• demonstrateanunderstandingofthewayselevationsareshownonmaps
suGGEstED assEssmEnt stratEGiEs• FrayerModel
• ExitCards
cross-curricular connEctions• Grade7Math:NumberSenseandNumeration:identifyandcompareintergersfoundin
real-lifecontexts;DataManagementandProbability:makeinferencesandconvincing
argumentsthatarebasedontheanalysisofcharts,tables,andgraphs
combinED GraDE connEctions• Grade6SocialStudies:A1.1
• Grade8Geography:A3.2
map, GlobE, anD GraphinG skills• usescolourandcontourlinestoshowelevation
What areLandforms?Student Book pages 18–25
geographiC thinking ConCepts
SpatialSignificance
PatternsandTrends
Interrelationships
Chapter Feature
ReadingElevationonMaps
reLated MateriaLs
BLM0.9PoliticalOutlineMap
of the World
BLM0.24FrayerModel
BLM1.1DescribingLandforms
BLM0.223-2-1
MateriaLs List
• colouredpushpins,sticky
notes,piecesofcardboard
• severalbathtowelsof
variouscolours
Where on earth?
• Gangtok-Manganhighway,
Sikkim,India
27.43°N,88.57°E
GeoGraphy BaCkGroundCulturalidentitiesareoftenshapedbythelandformsaround
wherepeoplelive.Forexample,peoplewholiveinmountainous
regionsmayexperiencetheworldinaparticularwaybecause
ofthechallengesandopportunitiesinthatregion;theymay
haveadifferentviewoftheworldcomparedtopeoplewholive
onaflatplain.
possIBle MIsConCeptIons Inthischapter,inordertofindglobalpatternsof
landforms,wewillfocusonlargerfeaturelandforms
onthesurfaceofEarth,specifically,mountains,
plains,plateaus,shields,andvalleys.Makeitclear
tostudentsthatthisdoesnotencompassthetotal
rangeoflandformtypesonEarth'ssurface.There
aremanyothers—forexample,buttes,canyons,hills,
loesses,seacliffs,andpeninsulas.
Ensurethatstudentsunderstandthatvalleysare
majorlandformseventhoughtheyarenotincluded
onthemaponFigure1.2.Theyhavebeenleftoff
themapbecausetheycannotbesingledoutin
individualregions,butcanbeidentifiedinallthe
othertypesoflandforms.
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teaching nOteS
minDs on • Askstudents:What are some of the world’s most well known and spectacular
landforms?(MountEverest,GrandCanyon,MountFuji,RiftValley,TibetanPlateau).Ensurethatthelistincludesarangeoflandformsfromaroundtheworld.Askstudentstoconsiderthesequestions:If a landform is well known, like Mount Everest, does that make it an important landform? Why are some landforms more famous than others? Why might you make a video that shows spectacular landforms around the world ?Providepairsorsmallgroupsofstudentswithanatlas,colouredpushpins,stickynotes,piecesofcardboard,andBLM 0.9 Political Outline Map of the World.Havethemplacetheirmapsonapieceofcardboardofamatchingsize.Askstudentstousetheindexintheatlastofindthelocationsoffiveorsixofthelandformsandhavethemplacethepushpinsinthelocationsontheirmaps.Havethemwritethenamesofthelocationsonthestickynotesandaddthemtothemapaslabels.
action • UseaFrayer Modeltohelpstudentsformastrongconceptoftheterm
landform.DistributeBLM 0.24 Frayer Modeltostudentsandask:What exactly is a landform?How does the word itself give us a clue to its meaning? WorkwithstudentstocompleteBLM 0.24,havingthemfillinthefollowingfourcategories:definition,sketchesofexamples,examples,andnon-examples.Checktheirunderstandingbyaskingseveralstudentsatrandomtosharetheirwork,iftheyarewilling.
• HavestudentsidentifyboththelandslideandlandslidescarsinthephotoinFigure1.1.Highlighttheunstablenatureofsomelandforms.TellstudentsthatthephotoshowstheGangtok-ManganhighwayinSikkim,India(27.43°N,88.57°E).Havethemfindthelocationonatopographicmap.Askthemtousethephotoandwhattheylearnfromthelocationonthemaptospeculateonwhatmakeslandslidescommoninthisarea(verysteepslopes,heavyrainfallindicatedbylushvegetation,looserockmaterialsonthemountainslopes).Thenaskthemtoanswerthephotoquestion(landslidesarelikelytooccurinotherplaceswhereconditionsaresimilar).
• Havepairsofstudentsbrieflyresearchlandslidesandsomeexamples,andlistthemaineffectsonacommunity.Havethemdecidehowbesttosharethematerialwithotherstudentsintheclass.
• AsstudentsexaminethemapinFigure1.2,reviewthetermregionwiththemandhowitisdifferentfromaplace(aregionisanareaonthesurfaceofEarththathascharacteristicsthatdistinguishitfromotherareas;aplaceisaparticularpointthatisdefinedbythepersonlookingatorusingit).Pointoutthattheareasshadedinpurpleonthemaparemountainousregions;noneoftheotherareashavemountains.Havestudentsidentifytheotherregionsonthemapandthenidentifypatternsintheregionsonthemap(mountainsrunalongthewesternsidesofNorthandSouthAmerica;sixofthecontinentshaveshields;muchofAfricaismadeupofplateaus).
✓ Assessment
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• WalkstudentsthroughthelandformtypesandphotosinFigure1.3.Insmallgroups,havestudentsreviewthenamesofthelandformsandtheirdescriptions.WhenansweringthephotoquestionforFigure1.3onthesepages,studentsmaynotethefollowingaboutconnectionsbetweenlandformtypesandtheirlocationsonEarth:A:plainsareusuallylocatedintheinteriorofcontinentsBandD:mountainsarefoundonmostcontinents,sometimesneartheedgesofcontinents;cannotdistinguishbetweenvolcanicandfoldmountainsonthemap
C:captionforFigure1.2statesthatvalleysarenotshownonthemapbutarefoundinothertypesoflandformsandinmanypartsoftheworld
E:shieldsaresometimeslocatedintheinteriorofcontinentsbutarealsoattheedges
F:plateausareusuallylocatedintheinteriorofcontinents,oftenaspartofmountains
HavestudentsmatchthephotosofthelandformswiththemapinFigure1.2andlookforpatterns(themountainchainsrunningdownthelengthoftheAmericas,theplainsthatstretchacrossmuchofEuropeandAsia).
• Tellstudentsthatlandformsvaryvisuallyin
manyways,includingtheirshapes.Ask:How
can we show the shape of landforms using our
bodies?(makingshapewithwholebody,drawing
shapesinairwithhandmovements)An image?
(illustrations,freehandprofilediagrams)How can
we show the shape of landforms using a map?
(usingcoloursandcontourlines)
• Introducethetermelevation.Explainthatland
changesinelevationfromoneplacetoanother.
HavestudentslookcloselyatFigures1.4and1.5.
Displayexamplesofmapsshowingelevations,
suchaspull-downwallmaps,topographicmaps,
oronlineimages.
• Pointoutthatwemeasuretheheightoflandby
referencingsealevel.Sealevelisdeterminedby
recordingtheaverageleveloftheoceansover
alongtime(althoughglobalclimatechangeis
affectingthisaverage).Sealevelissetatzero.
Theheightorelevationoflandformsisreported
inmetresabovezero.
• Clarifyforstudentsthatcontourlinesaredrawn
specificallytoshowelevationsofplacesandcan
beaccuratelydetermined.Contourlines
– connectplacesthathavethesameelevation
– nevercrossortoucheachother
– bendtopointupstreamwhentheycross
rivers
– aredrawnwithaconsistentcontourinterval
Tomakecontourlineseasiertointerpret,every
fifthcontourlineisdrawnasaboldline.
• Tellstudentsthatmapsalsousecoloursto
indicateelevation.Setsofcoloursrepresent
rangesofelevations.Byconvention,greenis
usuallyusedforlowerelevationsandorangeor
brownforhigherones.
• Explainthattherangesofnumbersused
todefinetheelevationcategoriesmayvary
considerably.HavestudentsexamineFigure1.6
andask:What is the range in elevation at the low
elevations?(darkgreenis0to150m,andgreen
is150to300m)At the middle elevation? (yellow
is300to600m)At the higher elevation?(light
orangeis600to1500m;darkorangeis1500to
3000m)Ensurethatstudentsunderstandthis
variabilitysotheycancorrectlyreadthemap.
• Askstudents:What is one drawback of using
colour for elevations?(colourcan’tbeusedon
thesamemaptoshowotherdetailssuchas
vegetationorpopulationdistribution)
rEaDinG ElEvation on Maps Student Book pages 22–23
(continued)
InviteELLstoidentifythe
landforms in their past or
currentcommunities.
ELL
34 Unit 1: Physical Patterns in a Changing World NEL
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• HavestudentsexaminethephotoofthefoldmountaininFigure1.7totrytovisualizethemagnitudeoftheforcesthatareatworkonthesurfaceofEarth.Demonstrateinasimpleexamplethefoldingprocessthatproducedthismountain.Layseveraltowelsofdifferentcoloursflatwiththe“layers”visibletostudents.Slidetheendstogether,sothetowelscreatefoldssimilartothoseinFigure1.7.PointouttostudentsthatthissameprocesscreatedtherocksinthechapteropenerphotoonStudentBookpages16and17.
• Tellstudentsthatplateausmayberelativelyflatandsomewhatsimilartoplains,butplateausoccuronhigherground,suchasbetweenmountainranges.
• HavestudentsusethephotosinFigure1.3andtheinformationonpages20to25tocompletethedescriptionsoflandformsonBLM 1.1 Describing Landforms.Inaddition,displayonlinephotosofeachtypeoflandform:Figure3.10andOnlineFigure1.31(mountains),OnlineFigure1.32(shield),OnlineFigure1.33(valley),Figure3.4A(plain),andFigure6.5(plateau),aswellasphotosfromotheronlinesources.Havestudentssketchasideviewofeachlandform,sketchasimplecontourmapofit,andwriteadescriptionofwhattheyknowaboutthelandform.Studentscoulddothisinsmallgroups.(Studentsmayneedyourassistancewhensketchinganddescribingashield.Remindthemofthedescriptionofashieldasa“flat,rockybase”onpage19,andtellthemtheycanlookforadditionalphotosordescriptionsofashield.)
cOnSOLidatiOn• Use3-2-1 Strategytocheckinonstudents’understandingofwhatlandformsare.DistributeBLM 0.22.Havestudentsdrawasketchthatincludes3landforms,andwrite2wayslandformsaffectpeople’swaysoflife,and1exampleofawayalandformchangessuddenly.
Assigneachlandformon
BLM 1.1 Describing Landforms
toasmallgroupofstudents.
Aspokespersonfromeach
groupcanpresentthe
group’sworktotherestof
theclass.Allstudentscan
copytheideastocomplete
theirownBLMs.
to supportDI
weblink
✓ Assessment
HOw tO ReAD ELEVATION ON A MAP step 1: Thecontourintervalis40m.Indexlines
arethickerthanotherstoaidincounting
andinterpretingthelines.
step 2: Mostoftheslopesaresteep(most
contourlinesaredrawnclosetogether).
Theslopeschange.Inthecentralarea,the
linesarefartherapart,indicatingagentler
slope.Theareaisintheshapeofavalley.
MoraineLakeisatthebottom.Thereare
steepmountainstothenorth,thewest,
andthesoutheast.
step 3: Symbolsonthemapshowglaciers,forests,
streams,icecaps(physicalfeatures)and
roads,trails,andpicnicareas(human
elements).Someactivitiesmightbehiking,
picnicking,andenjoyingtheviews.
step 4: Observationsmayincludebeing
surroundedonthreesidesbyhigh,
steep-sidedmountainsfairlybarrenof
vegetation;forestsinthebottomofthe
valleyandonitslowerslopes;hikingtrails
leadingintothemountainsalongthe
valleys;nobuildings.
Chapter 1: Landform Patterns 35NEL
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1. spAtiAl significAnce Characteristicfeaturesof
landformstobeincludedare
• mountains:steepslopes,havepeaksthat
mayreachhigherelevations
• shields:rugged,wornlandscapes;ancient
rocks
• valleys:slopes,eithersteeporgentle;lower
elevationsatthebottomofthevalley
• plains:fairlyflatland,perhapsgently
sloping
• plateau:somewhatflatlandatelevations
thatarehigherthanthesurroundingland
(Communication)
2. pAtteRns AnD tRenDs Studentsmightnote
thefollowing:
• mountains:oftenappearalongtheedgesof
continents(Himalayanmountainsofcentral
Asiadonotappeartofollowthisgeologic
rule,butstudentswilllearn,andcansee
onFigure1.8thattheydo:Himalayan
mountainswereformedontheedgeof
two plates where the Indo-Australian plate
crashedintotheEurasianplate)
• shields:canbefoundinthecentresof
continentsbutalsoattheiredges
• plains:areusuallyfoundnearthecentresof
continents
• plateaus:areusuallyfoundinthecentresof
continents
Studentsmightspeculatethatknowing
thedistributionpatternoflandforms
providesanunderstandingofwherethreats
fromlandformsmightbecommonor
wheretransportationcouldbeachallenge.
(Knowledge and Understanding)
3. inteRRelAtiOnsHips Ensurethatstudentshave
correctlyidentifiedthelandformsinyourlocal
area.Intheirproducts,theymightidentify
connectionsbetweenlandformsandhuman
activities,suchasthathillsormountainsmake
buildingroadsdifficult;valleysfloodinthe
spring,whichcanthreatenhomes;andplains
makegoodlocationsforairports.(Application)
CheCk-IN Sample anSWerS Student Book page 25
36 Unit 1: Physical Patterns in a Changing World NEL
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LeSSOn SuMMarY
ExpEctationsA3.2
critEria for succEssStudentscan
• describethetectonicprocessesanderosionthatcreateandchangelandforms
• identifywaysinwhichpeoplecreateandchangetheland
suGGEstED assEssmEnt stratEGiEs• K-W-LChart
• FrayerModel
• Think-Pair-Share
cross-curricular connEctions• Grade7Math:DataManagementandProbability:identifyanddescribetrends,
basedonthedistributionofthedatapresentedintablesandgraphs,usinginformal
language;researchandreportonreal-lifeapplicationsofareameasurements
map, GlobE, anD GraphinG skills• extractsinformationfrom,analyzes,andcreatesincreasinglycomplexthematicmaps,
includingphysical
• extractsinformationfromandanalyzesphotographsofunfamiliarplacesandsites
GeoGraphy BaCkGroundExplaintostudentsthat,intheearly1910s,Alfred
Wegenerbeganexploringtheideathatthecontinents
hadatonetimeallbeenpartofonelargelandmass.
Hesuggestedthatthecontinentsthenbrokeapartand
“drifted”acrosstheoceanbed,buthewasnotable
tosuggestanexplanation.Fewpeopleacceptedhis
continentaldrifttheory.Buttechnologicalimprovements
andthescientificcollectionofevidenceeventuallyled
tothenowwell-acceptedtheoryofplatetectonics.This
theory,consideredoneofthemostimportantideasofthe
twentiethcentury,hasvastlyreshapedourunderstanding
ofthedynamicforcesatworkonthesurfaceofEarth.Tell
studentsthattheevidencethatsupportsthetheoryof
platetectonicshasbeenbuildingformanyyearsnow.
possIBle MIsConCeptIons TheFocusOn:PatternsandTrendsfeatureonStudent
Bookpage29focusesonpatternsinthephysical
world,andgeographersdostudynaturalpatterns,but
understandinghuman-causedorhuman-inducedpatterns,
forexample,settlementornaturalresourceexploitation
patterns,isalsoanimportantpartofgeography.Remind
studentsthatgeographyisnotonlyaboutthenon-
livingworld.Theirexaminationofpatternsandtrends
ingeographicstudiesincludesbothnon-livingand
livingsubjects.
geographiC thinking ConCepts
SpatialSignificance
Interrelationships
PatternsandTrends
inQuiry skiLLs FoCus
Communicate
EvaluateandDrawConclusions
Chapter Feature
FocusOn:PatternsandTrends
reLated MateriaLs
BLM0.26K-W-LChart
BLM1.23-DPlateTectonic
Models
BLM0.24FrayerModel
MateriaLs List
• smallburnerorcandleand
matches;large,clearglass
containerofwater;food
colouring
• cardboardboxesor
cartons,paper,modelling
clayofvariouscolours
Where on earth?
• TolbachikVolcano,
Kamchatka,Russia
55.50°N,160.20°E
hoW areLandforms Created and Changed?Student Book pages 26–33
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teaching nOteS
minDs on • Askstudentstorecall,andanswer,theChapterBigQuestion,Why are
landforms important?(affectourwayoflife,provideresourcesweneed,causegreatdamageorevenlossoflife)Havethemrecalltheirownquestionsaboutlandforms,andtellthemtonotewhethertheyfindanswersduringthislesson.
• Ask:What is meant by the word force when we are talking about the natural world?(aformofstrengthorenergy)What are some forces that can create or change landforms?(dynamite,bombs,oceanwaves,ice,wind,water)What physical force is strong enough to create a mountain?(Oceanwaves,ice,wind,andwaterarenotstrongenoughtocreatemountains.Studentswilldiscoverinthissectionofthechapterthatconvectioncurrentsprovidetheforce.)
action • UseaK-W-L Chartonplatetectonics,volcanoes,andearthquakestocheckwherestudentsareintheirlearning.DistributeBLM 0.26 K-W-L ChartandhavestudentsfillintheKnowandWanttoKnowcolumnsnowandaddtheinformationtotheWhatILearnedcolumnattheendofthelesson.
• ExplainthattheplatesshowninFigure1.8aremoving,andhavestudentsguesshowquickly(atthesamerateatwhichafingernailgrows).PointoutthatthismovementistheresultofconvectioncurrentsintheinteriorofEarth.Demonstrateaconvectioncurrentbypositioningaheatsource,suchasasmallburnerorcandle,toonesideofalarge,clearglasscontainerofwaterandseveraldropsoffoodcolouring.
• TellstudentsthatFigure1.9isaphotooftheTolbachikVolcano,inKamchatka,Russia(55.50°N,160.20°E).Usethephotoquestiontodiscusstheideathatmoltenmaterialscanflow.UnderEarth’ssurface,moltenmaterialsarecapableofmovinglongdistances,butonceonthesurface,lavabeginstocoolandharden.Itrarelytravelsmorethanafewkilometresfromitssource.
• ReviewwithstudentstheconceptsinthediagramsinFigures1.10and1.11.Ask:How is convection flow connected to the movements of plates?(movementofplatesiscausedbyconvectionflowsunderneaththem)HavepairsofstudentstracethecircularmotionscreatedbytheconvectionflowonFigure1.10usingtheinformationonpage27.Askthemtoexplaintoeachotherhowplatesaremovedalongtheconvectionflowasifonaconveyorbelt.HavethemrefertoFigure1.11A,Figure1.11B,andFigure1.11Candexplaintoeachotherhowconvectionflowplaysaroleinthemovementoftheplates.
• ThespatialsignificancequestiononStudentBookpage28invitesstudentstofocusontheconceptofspatialsignificance.Answersmayincludethatpeoplelivinginanearthquakezonetendtominimizetheriskofearthquakesastimepasseswithoutone.Peoplehavetraditionalandeconomictiestolocations,andmovingelsewheremaybedifficult
✓ Assessment
Clarifywhatismeantbyplates.
ELL
EnsurethatELLsunderstand
whatismeantbymolten materials.
ELL
weblink
Havestudentsusemodelling
clayinavarietyofcolours,ora
computeranimationprogram,
todemonstratehowrocks
similartothoseinthechapter
opener photo on Student Book
pages16and17werecreated.
to ChallengeDI
spAtiAl significAnce
38 Unit 1: Physical Patterns in a Changing World NEL
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formanyreasons.Forthesepeople,thespatialsignificanceoftheplaceismoreimportantthantheriskofanearthquake.
• DistributeBLM 1.2 3-D Plate Tectonic Models.Allowtimeforstudentstoplanandconstructasimplemodelthatillustrateseitheraconvergentordivergentplateboundary,orthatshowshowconvectioncurrentsworkwithinEarth.Theycanusematerialssuchascardboardboxes,paper,andmodellingclay,andrefertotheinformationonpages27and28.Emphasizethatthemodelshouldbecompact,nolargerthanacerealbox,andwelllabelledtoshowkeyideas.Forexamples,seethefollowingonlinediagramsofmodels:Figure1.34(amodelofadivergentboundarycreatedwithacerealbox,afoldedpieceofpaper,andafoldedpieceofcardboard)andFigure1.35(amodellingclaymodelshowingconvectioncurrentswithinEarth).
weblink
Encouragestudentswith
skills and interest in animation
tocompletetheirmodelusing
ananimationprogramasa
presentationformat.
to ChallengeDI
• RemindstudentswhattheylearnedonStudent
Bookpage7aboutpatternsandtrends.Ask:
What is a pattern?(anarrangementororderin
characteristics)What is an example of a pattern
in geography?(theAtlanticcoastlinesforSouth
AmericaandAfricalooklikematchingpieces
inapuzzle;theywouldfittogetherifthetwo
continentswerepushedtogether)What is a
trend?(ageneraldirectionortendencyinwhich
somethingischangingordeveloping)What is an
example of a trend in geography?(thecurrent
tendencyoftheNorthAmericanplatetomovein
awesterlydirection)
• Developthenotionsofpatternsandtrendswith
examplesintheclassroom.Askstudents:Are the
student desks in our room arranged in groups or
in rows?Explainthatthisisapatternbecausewe
canseetheyareplacedinaparticular,regular
arrangement.Havestudentsapplythethree
questionsonpage29tothispatternofstudent
desksintheclassroom:
– Whatcausesthesepatterns?(teacherplaced
thesedeskshere)
– Doallplaceshavesimilarpatterns?(no;
theclassroomnextdoorhasdesksina
semi-circle)
– Howdothesepatternsaffectthelivesof
peoplelivingthere?(helpusmovethrough
theroomeasily;allowstheteachertoreach
everyoneeasily)
FoCus on pAtteRns AnD tRenDs Student Book page 29
(continued)
Explaintostudentsthattheiranswerstothese
questionshelpthemunderstandthegeography
oftheclassroom.
• Havestudentsthinkabouthowtheneighbourhood
orcommunityhasbeenchangingbyasking:What
geographic trends can you find?(communityhas
addednewstoresandservicessuchasfast-food
restaurantsorcoffeeshops,newroadsortraffic
lightshavechangedoldtrafficpatterns)Invite
studentstoanswerthethreequestionsonpage29
again,butthistimelookingatthetrendstheyhave
identified.Thenask:How do your answers help you
understand our community? (answers will depend
ontheschoollocation,butstudentsshouldbeable
tonotedifferencesbetweenolderandnewerparts
ofacommunity;forexample,olderareasmay
havebeenbuiltonagridandexpandedwithout
planning,newerareasmayhavebeenbuiltwith
schoolsandcommunitycentresinthemiddleand
industryontheedges,nearhighways,andsoon)
• Ask:How do you think the Ring of Fire got its
name?(describesthedistributionofvolcanoes
aroundthePacificRim)Encouragestudentsto
identifythepatterninthemapinFigure1.12.Ask
howitconnectstotheRingofFire(thelocations
ofearthquakesandvolcanoesaroundtheworld
showadistinctivegeographicpattern,with
thegreatmajoritytakingplaceattheedgesof
tectonicplates).Studentswillreadmoreabout
thisonpage34.
Chapter 1: Landform Patterns 39NEL
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• assessMent:DistributeBLM 0.24 Frayer
Modelandhavestudentscompleteitfor
patternsinnaturalsystemsandrecordinthese
fourcategories:definition,labelleddiagram,
examples,andnon-examples.Observestudents
completingtheFrayer Modeltoobservehow
welltheyhaveachievedtheSuccessCriteria.
try it sample answers
1. Answerswillvaryaccordingtowhereyour
communityislocated.Forexample,
• plainsmakeupasubstantialpartofmost
continents,withonlyAntarcticanothaving
identifiedplains;mostplainsarelocatedin
theinteriorofcontinents
• Remindstudentsthaterosionisastrongcounterforcetothemountainbuildingthataccompaniesplatetectonics.Water,wind,andicearethemainagentsoferosion,buthumansalsoplayarole.InansweringtheinterrelationshipsquestiononStudentBookpage30,studentsmightsaythathumansincreaseerosionbyremovingvegetationfromtheland,changingorincreasingtheflowofrivers,farminginsuchawaythatwaterandwindcancarryawaysoils,andsoon.
• RecentevidencesuggeststhattheerosionprocessthatcreatedtheGrandCanyon,asshowninFigure1.13,beganapproximately17millionyearsago.DisplayOnlineFigure1.36toshowanaerialviewoftheGrandCanyon.Helpstudentsunderstandthattheprocessisstillcontinuing,andwhy(theriver,precipitation,andwindarecontinuingtoerodethecanyon).
• ThephotoquestionforFigure1.14asksstudentstothinkabouthowmuchmaterialaglaciermayhavemovedtocreatethefjord.Providethehintthatfjordsmaybetensofkilometresinlengthandseveralkilometresacross.
• ThepatternsandtrendsquestiononStudentBookpage31asksstudentstospeculateonthenatureofglacialdeposits.Tellthemthattheycouldfindevidenceabouthowalandformiscreatedbydiggingaholeinit.Aglacialdepositsuchasamoraine,drumlin,oreskerwouldrevealamixtureofmaterialsofvarioussizes,suchasboulders,largestones,gravel,sand,andsilt.Glacierstendtodepositordroptheirmaterialsallatonceastheicemelts,andthemixtureofsizesresults.Materialsdepositedbywaterandwindtendtobesortedbyweight.Forexample,asthewindorwaterslowed,heaviermaterialsweredepositedfirstandthenlightermaterials.
• IntheiranswertothephotoquestionforFigure1.15,studentsmaysuggestthatplantsminimizetheeffectsofwinderosion(rootsofplantsholdsurfacematerials,suchassand;leaveshelptoblocktheforceofwindorwater,solessmaterialisremovedoreroded).
inteRRelAtiOnsHips
pAtteRns AnD tRenDs
• shieldsarefoundonallcontinentsexcept
Antarcticaandmakeupasubstantialpart
ofNorthAmerica,Africa,andAustralia;
thereisamixoflocations,withsome
shieldsintheinteriorandsomeattheedges
ofcontinents
2. Studentsshouldidentifythestrongpattern
oflocationsofearthquakesalongthewestern
edgeofCanada,whichcorrespondstothe
westernedgeoftheNorthAmericanplate.This
patterniscausedbytheconvergentzoneinthis
area.FormostCanadians,thispatternmeans
thatweareunlikelytoexperienceapowerful
earthquake,whilethepeoplewholiveinBritish
ColumbiaandtheYukonhaveagoodchanceof
experiencinganearthquake.
40 Unit 1: Physical Patterns in a Changing World NEL
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• Asapreviewtotheinformationonpages32and33,haveaclassdiscussionaboutpossibleresponsestotheinterrelationshipsquestiononStudentBookpage32.Dependingonyourlocation,studentsmaynotethatpeoplehavechangedtheshapeofhillsfortransportationroutes,floodedrivervalleystogeneratehydroelectricity,smoothedlandscapestomakeiteasiertobuildhousingdevelopments,dugholesinthegroundtoextractminerals,andsoon.
• PossiblestudentanswerstothephotoquestionforFigure1.16includethefollowing:terracingmakesitdifficulttotransportcropsorbringsuppliessuchasfertilizertofields,usetractorsandotherformsofmechanicalequipment,andmoveeasilyfromonefieldtoanother;terracingmakescontrollingsoilerosiononsteephillsideseasierbecausewaterisverycarefullycontrolledasitpassesfromonefieldtothenext.
cOnSOLidatiOn• Havestudentsformgroupsofthree.Ifpossible,eachgroupmembershouldhaveadifferent3-DmodelcreatedwithinstructionsfromBLM 1.2 3-D Plate Tectonic Models.AskthecreatorsofeachmodeltodescribethecharacteristicsofthelandformsitshowsandtoexplaintotheotherstudentsthenaturalprocessesthatareatworkintheinteriorofEarth.Itmaybeeffectivetohaveonegroupwithstrongerstudentsmodeltheirexplanationsfortherestoftheclass.
• HavestudentsreturntotheirBLM 0.26K-W-L Chartonplatetectonics,volcanoes,andearthquakesandaddinformationtotheWhatILearnedcolumntoconsolidatetheirlearning.
• UseThink-Pair-Sharetoobservestudents’ideasandworkinaction.Askstudentstoconsiderthefollowingthreequestionsontheirownandthenpair,sharetheirideas,andcometoaconsensusanswer:How do plates move? Why do volcanoes and earthquakes occur at the edges of plates? What are some factors that affect erosion?Suggestthatstudentshelpeachotherassesswhethertheyneedtoreviewtheideasandprocessesinthissectionofthechapter.
inteRRelAtiOnsHips
✓ Assessment
✓ Assessment
1. cOmmunicAte Ask students to use a
methodotherthana3-Dmodeltoshow
theirunderstandingofhowEarth’s
platesmove,suchasawrittenpiece,a
diagram,ademonstration,orevenamime
presentation.Ensurethatthekeytermsare
allusedandareusedcorrectly.(Knowledge
and Understanding)
2. spAtiAl significAnce Answersshouldreflect
anunderstandingthattheedgesofplates
arezoneswheretremendousturmoiland
frictionoccur.Here,rocklayerspasseach
other,creatingenormouspressure,whichis
releasedasearthquakes.Thepressurecreates
heat,whichmeltstherocklayersandleadsto
themovementofmagmatowardthesurface.
(Communication)
3. evAluAte AnD DRAw cOnclusiOns Students’
chartsmightlooklikethefollowing:
CheCk-IN Sample anSWerS Student Book page 33
(continued)
Chapter 1: Landform Patterns 41NEL
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type oF erosion erosion ForCes resuLts
water precipitationrunofforriversmovingacross
theland,pickingupanddepositingweathered
material
valleys,sedimentlayersatthebottomoflakes
andoceans,plains
ice glaciersoricecapsmovingacrossthesurfaceof
theland,pickingupanddepositingmaterials
scrapedlandscapes,fjordvalleys,depositsthat
werelaiddownatthefrontedgeofmelting
glaciers
wind windsblowingacrossexposedsoil,pickingitup
andcarryingittootherlocations
areaswheresoilshavebeenblownaway,
sand dunes
Theorderofimportancewillvaryby
location,butformostplacesinCanada,water
iscurrentlythemostimportanttypeoferosion.
Iceisofminorimportance,otherthanon
mountaintopsandintheHighArctic,andwinds
havedifficultypenetratingtheamplevegetation
foundacrossmostofthecountry.(Application)
42 Unit 1: Physical Patterns in a Changing World NEL
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LeSSOn SuMMarY
ExpEctationsA1.1,A2.1,A2.3
critEria for succEssStudentscan
• describehowpeoplehaverespondedtochallengesandopportunitiespresentedby
earthquakesandvolcanoes
• locateearthquakesonaworldmap
• determinetheareaoverwhichtheimpactofanaturaleventextends
• createmeaningfulresearchquestions
suGGEstED assEssmEnt stratEGiEs• AnticipationGuide
• ThumbsUp/ThumbsDown/ThumbsSideways
• 3-2-1
cross-curricular connEctions• Grade7Math:GeometryandSpatialSense:plotpoints(usingallfourquandrantsof
theCartesiancoordinateplane);DataManagementandProbability:makeinferences
andconvincingargumentsthatarebasedontheanalysisofcharts,tables,andgraphs
• Grade7Science:UnderstandingStructuresandMechanisms:1.1evaluatetheimportance
offactorsthatshouldbeconsideredindesigningandbuildingstructuresanddevicesto
meetspecificneeds;3.4distinguishbetweenexternalforcesandinternalforcesacting
onastructure;3.6identifyanddescribefactorsthatcancauseastructuretofail
combinED GraDE connEctions• Grade6SocialStudies:B2.5,B3.4
• Grade8Geography:A1.2
map, GlobE, anD GraphinG skills• extractsinformationfrom,analyzes,andcreatesincreasinglycomplexthematicmaps,
includingphysical
hoW DoWe respond to ChaLLenges Caused by earth’s forCes?Student Book pages 34–39
geographiC thinking ConCepts
GeographicPerspective
PatternsandTrends
inQuiry skiLLs FoCus
FormulateQuestions
Chapter Features
FocusOn:Formulate
Questions
HeroesinAction:BilaalRajan:
HelpingVictimsofHaiti’s
Earthquake
reLated MateriaLs
BLM1.3AnticipationGuide:
WhatChallengesAreCaused
byEarth’sForces?
BLM1.4TheRichterScale
BLM0.9PoliticalOutlineMap
of the World
BLM1.5MappingEarthquakes
BLM0.8FormulatingQuestions
toGuideResearch
BLM0.223-2-1
Where on earth?
• BeichuanCounty,Sichuan,
China
31.88°N,104.43°E
• Port-au-Prince,Haiti
18.53°N,72.33°W
GeoGraphy BaCkGroundThereareanestimated500000earthquakeseach
year,butonlyabout100000willbefeltbyhumans.
Onaverage,thereare18majorearthquakeseveryyear.
Thesearequakesthatcausedamagetobuildings
andputhumanlivesindanger.About90percentof
allearthquakesoccurintheRingofFirearoundthe
PacificOcean.
possIBle MIsConCeptIons Mostpeopleseemtobelievethatvolcanoesaredeadlierthan
earthquakes;itisactuallyearthquakesthatareresponsible
formoredeathsanddestruction.Theycanoccurwithout
warning.Mostdeathsoccurwhenstructurescollapseon
residents.Volcanoes,withtheirashcloudsandlavaflows,
appeartobethemostdangerous,butbecausetheynormally
givewarningsigns,theyareeasiertoescape.
43NEL Chapter 1: Landform Patterns
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teaching nOteS
minDs on • UseanAnticipation Guidetocheckstudents’understandingofthetopicbeforeyoubeginthelesson.HavestudentscompleteBLM 1.3 Anticipation Guide: What Challenges AreCaused by Earth’s Forces?Theywillassesstheiranswersattheendofthelesson.
• Askstudents:How are we affected by the tectonic forces on Earth?(humansindifferentplacesarethreatenedbyearthquakesandvolcanoes)Askstudentstoconsiderwherethegreatestriskforearthquakesandvolcanoesis(theedgesoftectonicplates).HavethemlookatthemapinFigure1.18.Ask:Why are there so many volcanoes and earthquakes in this one zone?(edgesofPacificPlatemeettheEurasian,Australian,andAmericanplates;mostearthquakesandvolcanoeshappenwhereplatesaremovingpastorundereachother)
• Ask:Why is it important to know that there are many large cities in the Ring of Fire?Initiateadiscussionabouttherisksfromearthquakesandvolcanoes.Avoidincitingfearfulattitudes;forexample,tellstudentsthatthereareabout20000earthquakesrecordedeachyearthatgounnoticedbecausetheireffectsaresomild;therearemanyweakearthquakesbutfewofahighmagnitude.
action • UsethephotoquestionforFigure1.19tostimulatediscussionabouttheimpactsofearthquakes.Havestudentsfindthelocationoftheearthquakeinthephotoonaworldmap(31.88°N,104.43°E)andnoteitslocationrelativetoCanada.ThephysicaleffectsofthisearthquakeinChinawouldnothavebeenfeltinCanada,althoughitwouldhavebeenrecordedonseismographs.However,manyCanadiansandotherpeoplearoundtheworldwouldempathizewiththeresidentsofSichuanoverthedevastation.PointoutthattheriskofexperiencingadamagingearthquakeissmallinmostpartsofCanada.PeoplewholiveinBritishColumbiaareathigherriskbecauseoftheirlocationintheRingofFire;however,theyhavenot,inrecenthistory,sufferedanymajordamageorharmasaresultofearthquakes.
• HavestudentsdiscussBLM 1.4 The Richter Scale.Ask:Why do we need a scale to measure earthquakes?(earthquakesvaryinsizesoithelpsusdistinguishbetweenlargerandsmallerones)What is one measure that seismologists used to create this scale? (magnitude)How does a scale like this help disaster response planners? (helpstopredictoutcomeoffutureearthquakesandtoplanappropriateadvancemeasures)Helpstudentstofillinthemissingdataonthechart.Providethemwith,anddiscuss,thecorrectanswers.HavethemlookatFigure1.19andsuggestthesizeofthe2008Sichuan,China,earthquakebylookingatsomeofthedamageitcaused(7.8to8.0magnitude).
• GiveeachstudentacopyofBLM 0.9 Political Outline Map of the World andBLM 1.5 Mapping Earthquakes.ExplainthatBLM 1.5isalistofseveralearthquakesthatoccurredfromApril11toMay8,2014.Provide
✓ Assessment
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KeepinmindthatsomeELLs
or their extended families
mayhavebeentouchedby
suchevents.ELLscanbea
richresourcetotheother
studentsbutmayhavesome
emotionalissueswhich
maysurface.
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• DisplayOnlineFigure1.38,whichshowsaseismograph.Usethisvisualtoexplainthataseismographisalargemassisolatedfromthegroundbeneathit.Ithasarecordingtoolsuspendedoverapaper,whichis
weblink
atlasesandonlinemapssostudentscanplotonBLM 0.9asaccuratelyaspossiblethelocationsofearthquakesinthetable.WhenstudentshavefinishedtheirmapsandrespondedtothequestionsonBLM 1.5,leadadiscussionaboutthepatterntheysee(locationsareattheedgesofthePacificPlate),thesignificanceofthepatterns(confirmstheRingofFireandhighlightstheriskoflivinginthiszone),andanyapparentanomalies(therearenoearthquakeorvolcanolocationsinSouthAmerica).HavestudentssuggestwhyCalifornia’sMay8earthquakeisonthislistof“importantearthquakes”whenitsmagnitudewassomuchsmallerthantheothers(itsepicentrewasinthecityofCudahy,soitseffectswouldhavebeenfeltbymostpeoplethereandmayhavecausedsignificantdamage).
• DisplayOnlineFigure1.37.ExplainthatthemiddlephotointhesequenceshowstheeruptionofMountSt.HelensinthestateofWashington,intheUnitedStates,in1980.Havestudentsnotetheextentoflavaandash.Theleft-handphotoshowstheregionaroundthevolcanobeforetheeruption,surroundedbyheavyforest,andtheright-handphotoshowstheregionin2011,withtheforestlargelyregrown.Tellstudentsthattheeruptionresultedinmanydeaths,destroyedmanyhomes,anddamagedforestsandriverchannels.Discusspossiblereasonswhyitis,todate,themosteconomicallydestructivesucheventinAmericanhistory(destructionofbridges,railway,highway,timberlands,crops,wildlife;closureofcommercialflights;clean-upofash)
• Tellstudentsthatthekeytosuccessfulresearch
iscreatinggoodquestions.Goodresearch
questionsevolvethroughtheresearchprocess.
Letstudentsknowthatagoodstrategyfor
beginningaresearchprojectistodevelop
severalpossibleresearchquestionsthatare
relatedtothetopicathandbutfocuson,or
highlight,differentaspectsofthetopic.As
studentscontinuetheirresearch,theyrefine,
consolidate,ordeletequestionsinfavourof
onesthatgivethembetterdirection.
try itsample answers
1. Helpstudentsfocusonatopicthatinterests
them(arecentnaturaldisaster,suchasa
devastatingearthquakeorahigh-profile
volcaniceruption,hurricanes,floods,
tornadoes).
2. Tell students to use the What is where? Why
there? Why care?approachwhentryingto
decidewhattheywanttolearnabouttheir
topic.Where?ensuresthattheyareidentifying
patternsandtrends;Why there? allows them to
lookforexplanationsandimportantfactors;Why
care?requiresthemtolookforinterrelationships
andlinksthatshowimportanceorsignificance.
3. Pointoutthatmostoftheexamplequestions
inFigure1.20beginwithoneofthe5Ws+H
words:who, what, when, where, why, how.
Havestudentsmodeltheirthreequestions
aftertheseexamples,andthendecidewhether
theirquestionsarestrongbyusingthecriteria
listedintheright-handcolumn.
FoCus on fORmulAte QuestiOns Student Book page 36
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• RemindstudentsthattheUnitChallengerequiresthemtodevelopanaturaldisasterresponseplanforacommunity.Manycommunitiesfacetheriskofeitherearthquakesorvolcanoes.DistributeBLM 0.8 Formulating Questions to Guide Research.Havestudentswriteresearchquestionsaboutthechallengesofearthquakesandvolcanoes,usingwhattheylearnedabouttheinquiryprocessinformationin
weblink
HEROES in AcTION: Bilaal Rajan:
Helping Victims of Haiti’s eaRtHquake
• Introducethisfeaturebytellingstudentsabout
thedevastatingearthquakethathappenedin
Port-au-Prince,Haiti,in2010(18.53°N,72.33°W).
Havestudentslocatethiscityonamapand
showstudentssomephotosoftheearthquake's
aftermathtogiveasenseofthedevastation
(photoselectionsshouldbemindfulofayoung
studentaudience).
• Explaintostudentsthattheearthquakehad
animpactonCanadaeventhoughitwasnota
physicalimpact.ManyHaitianshaveimmigrated
toCanadaandstillmaintainstrongrootsinthe
country.Inaddition,ourgovernorgeneralatthe
time,MichaëlleJean,wasborninHaiti.
• TellstudentsthattheCanadiangovernment
andmanyindividualCanadiansrecognizedthe
challengesHaitiansfacedaftertheearthquakehit
andrespondedbycontributingfunds.Thesewere
disbursedtonon-governmentalorganizations
workingonthegroundinHaiti,includingFree
theChildren,RedCross,WorldVision,and
UNICEF(UnitedNationsInternationalChildren’s
EmergencyFund).Studentscanresearchonline
tofindoutdetailsabouthowtheseorganizations
helpthesurvivorsofearthquakes.
A cAll tO AcTION sample answers
1. Studentsmightanswerthatsomepeople
• feeltheyhaveamoralobligationtohelp
others
• feelgoodhelpingothers
• feelareligiousdutytohelp
• finditrewardingtoworkaspartofateam
withacleargoal
• wouldfeelguiltyiftheydidnothing
Encouragestudentstoarticulatewhat
wouldmoststronglymotivatethemtohelpa
relieforganization.
2. Studentscouldsuggestdonatingmoney,
encouragingotherstodonatemoney,forming
alocalchapterofalargergroup,startinga
groupamongtheirfriendstoraisemoneyin
thecommunity,becominginvolvedinagroup
attheregionalornationallevel,or,asBilaalRajan
did,workingattheinternationallevelto
accomplishtheorganization’sgoals.
Studentscouldsuggestthattheirschool
communityhaveabakesale,afunfair,a
communitycarwash,andso on.
Student Book page 38
movedforwardataknownspeed.Duringanearthquake,thegroundmoves.Thesuspendedmassstaysmotionlessbecauseofitsinertia,howeverthemovinggroundshiftsthepaperand,asitmoves,themotionisrecordedonthepaperbytherecordingdevice.
• UseaThumbs Up/Thumbs Down/Thumbs Sidewaysstrategytoassesswherestudentsareinunderstandingtheimpactsofearthquakesandvolcanoes.Usethesestatements:I understand why the Ring of Fire is located where it is. I can interpret a Richter scale rating. I understand how a seismograph works.Forfurtherclarification,havestudentssharetheirunderstandingswiththeclass.
✓ Assessment
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FocusOn:FormulateQuestionsonpage36.Workwiththemtodistinguishthedifferenttypesofresearchquestionsandtogenerateeffectivequestions.EncouragethemtomakelinksbetweentheirinquiryquestionsandtheChapterBigQuestion,Why are landforms important?
• DiscusswithstudentswhytheTransamericaPyramidinSanFrancisco,asshowninFigure1.24,isagoodexampleofabuildingthatwasdesignedandconstructedtobeearthquakeresistant.Studentsmaynoticethatthebuildingisshapedlikeafour-sidedpyramidwithawidebaseandnarrowtop.Atthegroundlevel,thecross-bracingthatgivesitstabilityisclearlyvisible(appearsasinvertedtrianglesatthebottomofthebuildinginthephoto).Interiorbracingsupportsthebuildinguptofloor45.Duringthedeadly1989LomaPrietaearthquake,thetopofthebuildingswayed30cm.Becauseitwasbuilttomoveinthisway,therewasnodamagetothestructure.
cOnSOLidatiOn• Askstudents:How have people living in areas that experience earthquakes
and volcanoes responded to these challenges?(peopleworktopredictthesechallengesandtrytousebuildingtechniquestolessentheimpacts)Askthemtothinkabouttheeffectivenessoftheseresponsesandtospeculateonwhetherthefuturewillseemoreandbetterstrategies.
• Ask:What are some tools that we can use to better protect ourselves from the effects of earthquakes and volcanoes?(seismographshelpusunderstandandpredictseismicevents)Tellstudentsthatnaturaldisasterresponseplanningisalsoatoolthatcanhaveimmediatebenefits.
• Usea 3-2-1 activitytocheckstudents’comprehensionofhowpeoplerespondtochallengescausedbyEarth’sforces.DistributeBLM 0.22 3-2-1tostudentsandhavethemlist3thingstheylearned,2thingstheywouldwanttosharewithagrade3class,and1thingthattheyfounddifficult.
✓ Assessment
1. geOgRApHic peRspective Thisquestionhas
strongmoralandphilosophicalovertones.On
theonehand,forcingpeopletotakeaction
toprotectthemselvescouldbeconsidered
commonsense.Ontheotherhand,people’s
abilitytomakedecisionsabouttheirown
futureandwhatisintheirbestinterestsmay
beconsideredahumanright.Studentsmay
grapplewiththeunderlyingquestion:Does
anyone have the right to make decisions
about other people’s safety on their behalf?
Therearenorightorwronganswers,just
opportunitiestoexploreinterestingideas.Help
studentsclarifyorvisualizetheiropinionson
thetopic.Theymightincludethefollowing
pointsintheirprosandconst-chartand
paragraphorposter:
• pros:savelives,lessdestructionofproperty,
lessmoneyspentonmodifyingexisting
buildingstobeearthquake-resistant
• cons:takeawaypeople’srighttomake
decisions,landcan’tbeused,theplaces
currentlyusedwouldhavetobeabandoned
(Knowledge and Understanding)
CheCk-IN Sample anSWerS Student Book page 39
(continued)
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2. pAtteRns AnD tRenDs Students’discussion
maydealwithdetailsaboutplatetectonics
andlinkseismicturmoiltolocationsatthe
edgesofplates.Placesalongtheedges
ofplatesaremorelikelytoexperience
earthquakesandvolcanoesthanplaces
thatarenearerthecentreofplatesbecause
convergenceordivergenceamongtheplates
mostoftenoccursattheseedges.Tsunamis
aregeneratedataplateboundaryandcan
travellongdistancesacrossoceansandhave
animpactonplacesthatarenotseismically
active.(Knowledge and Understanding)
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GeoGraphy BaCkGroundIcelandisespeciallyimportantforgeologistsandgeographersbecauseitsitsastride
theMid-AtlanticRidgethatformstheeasternboundaryoftheNorthAmericanplate
andthewesternedgeoftheEurasianplate.(ThelocationofIceland,unlabelled,is
showninFigure1.8.)MagmarisesalongtheMid-AtlanticRidgebecauseofconvection
currents,andtheupwellingproducestheridge.AtIceland’slocation,themagmahas
reachedabovesealevelandisfuellingactivevolcanoesandhotsprings,aswellas
continuallybuildingnewlandsinthearea.
TheeruptionofEyjafjallajökullwasnotspectacularfromageologicpointofview.Its
importancewasitsimpactonhumanactivity.
LeSSOn SuMMarY
ExpEctationsA1.1,A3.2,A3.11
critEria for succEssStudentscan
• explainkeyideasabouttheimpactsofavolcaniceruptiononbothnaturaland
human systems
• describehowhumansystemsinteractwiththevolcaniceruption
suGGEstED assEssmEnt stratEGiEs• Think-Pair-Share
• 3–2–1
cross-curricular connEctions • Grade7Math:DataManagementandProbability:read,interpret,anddrawconclusions
from…secondarydatapresentedincharts,tables,andgraphs
• Grade7Science:3.5explainhowheatistransmittedthroughconvection,anddescribe
naturalprocessesthatdependonconvection
map, GlobE, anD GraphinG skills• extractsinformationfromandanalyzesphotographsofunfamiliarplacesandsites
reLated MateriaLs
BLM0.29VennDiagram
BLM0.223–2–1
Where on earth?
• Eyjafjallajökullvolcano,
Iceland
63.38°N,19.37°W
cAse stuDy
EyjafjallajÖkull icElanDic hot spotStudent Book pages 40–41
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teaching nOteS
minDs on • UseThink-Pair-Sharetoassesswhatstudentsknowabouteffectsofvolcanoes.Askstudents:In what ways might a volcanic eruption affect a place?(healthandsafety,jobs,transportation,housing)Havethemjotdownafewideasindividually,thenpairupwithanotherstudenttocompareanddiscusstheirideas.Havethepairssharetheircollectiveideaswiththeclass.
• HavestudentslocateIcelandandtheEyjafjallajökullvolcanoonaworldmap(63.38°N,19.37°W)andthenhavethemlocateIcelandonthemapinFigure1.8.AskthemtousewhattheyknowaboutplatetectonicstoexplainwhyIcelandhassuchagreatamountofvolcanicactivity(locatedwheretheeasternboundaryoftheNorthAmericanplateandthewesternedgeoftheEurasianplatearepullingapartandmagmaisformingaridge).
action • Instructstudentstolookcloselyat,andanalyze,Figure1.26.Ask:Where
is the north arrow pointing?(tothecentreofthemap)If there were an arrow here(pointtoanotherlocationontheperimeterofthemap),where would it point?(tothecentreofthemap)And here?(tothecentreofthemap)Why?(thisisapolarviewoftheworldwheretheNorthPoleisinthecentreofthemap)
• HavestudentsuseatlasesandFigure1.26tonamethecountriesthatwereheavilyaffectedbytheash(UnitedKingdom,Norway,Ukraine)andtorecognizehowmuchofCanadawasalsoaffected.Ask:Why do you think most of the ash moved eastward toward Europe and not westward toward Canada?(prevailingwinds)
• DistributeBLM 0.29 Venn Diagram.HavestudentslabelandrecordtheirideasabouttheeffectsofEyjafjallajökull’seruption.Inoneoval,theyshouldrecordtheeffectsonnaturalsystems(ashinthewaterwaysandatmosphere),intheotheroval,theeffectsonhumansystems(disruptionstotransportationandlivingconditions),andintheoverlapsection,theeffectsthatweresharedbybothnaturalandhumansystems(meltingglacierthatcausedflooding).Studentscanresearchtofindadditionalinformationtouseinthisanalysis.
• HavestudentsrefertotheircompletedVenndiagramonBLM 0.29 andanswerthesequestions:Which was more affected by the volcanic eruption, human or natural systems?(humansystemsbecauseofthehighlevelofairtrafficdisruption)Were natural or human systems most able to overcome the damage, and how do you know?(humansystems:becauseofearlywarnings,noliveswerelost,sopeoplewereabletogetbacktonormalquickly;naturewouldneedseveralgrowingseasonstorecover)
• Encouragestudentstospeculateabouttheshort-andlong-termeffectsofvolcaniceruptionsonaplace.Short-termimpactsincludedangertohumans,lossofuseofproperty,poorvisibility,andsoon.Long-term
✓ Assessment
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thedifferencebetween
humanandnaturalsystems,
andwhichexamplesrefer
toeachofthetwosystems
(humanornatural).
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impactsincludegeothermalheating(theuseofenergyfromEarthasaheatsource),improvedhumanstrategiesforpredictingeruptionsandcopingwitheruptions,andtourismbasedonthevolcano.
cOnSOLidatiOn• Usea3–2–1 activitytoobservestudents’abilitytoconnecttheideasinthiscasestudywithpreviousdiscussionsofplatetectonicsandEarth’sforces.DistributeBLM 0.22 3–2–1.Studentsshouldidentify3linkstoplatetectonics,2linkstovolcanoes,and1waythatlandformswerechanged.
✓ Assessment
exPLore the Issue samplE answErs Student Book page 41
1. Theashcloudwascarriedsohighthathigh-
altitudeaircurrentsspreaditacrossEurope.
AirtravelinEuropewashaltedbecauseof
potentialhazardstoaircraftcausedbythe
ashcloud.Flightsconnectingtotherestof
theworldwerecancelled.Passengerswere
strandedfordays.
2. a)Studentsmightsuggestprotecting
themselvesfromphysicalhazardscaused
byavolcaniceruption,suchaslava
flowsandashclouds,bymovingaway,
designingandbuildingash-andlava-
proofstructures,andhavingwell-stocked
emergencysupplies.Theycouldmention
preparingfordisruptionsinhuman
systems,suchastransportation,public
services,andevenincome.
b)Studentsmaysuggestthatauthorities
areobligedtomonitorapotential
eruptionandwarncitizenswhen
dangerisimminent;duringthe
eruption,authoritiesmustprotect
livesandproperty(throughpolicing
andemergencymeasures)and
communicateeffectivelywithcitizens
atrisk(towarnofescalatingdangeror
togiveanall-clear);aftertheeruption,
authorities must help return the
affectedareastonormalpromptlyby
supplyingemergencylivingsupport,
fundstorebuildhomes,andsoon.
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CheckELLs'understandingof
storyboard and writing copy.
ELL
StrategieS fOr cLOSing the chapter• RemindstudentsoftheChapterBigQuestion,Why are landforms
important?Havethemrevisitthestickynoteresponsestheymadeat
thebeginningofthischapter.Ask:How has your thinking about the
Chapter Big Question changed after reading this chapter? (now see that
landformsareconstantlyundergoingchange,whichcanhaveeffectson
people’swaysoflife;nowrecognizethatearthquakesandvolcanoes,and
thedangerstheycanpose,areconnectedtolandforms)
• HavestudentslookattheirBLM 1.3 anticipation guide: What Challenges
are Caused by earth’s Forces?andchecktheiranswers.
• Askstudents:What is a natural disaster?(aneventcausedbyachange
orunusualconditioninthenaturalenvironmentthatthreatenshumans)
Are all natural changes to landforms harmful to people?(no,erosiontakes
placeallthetimewithoutharminghumans)Are all potentially destructive
events, including earthquakes and volcanoes, natural disasters?(no;some
occurfarfromhumansanddonotthreatenhumanlivesorproperty)
Expandthisdiscussionbyaskinghowhumanscan“invite”theeffectsof
naturaldisastersbyouractions(choosingtolivenearactivevolcanoes,
buildingstructuresinearthquake-proneareas,livingonslopeswhere
landslidesmayoccur).
SuMMarize YOur Learning• Forthefirsttask,thestoryboard,checkthatstudentsfocusonone
landformtypeandsketchoutvisuals,aswellasincludinganynarration,
musiccues,andgraphicelements,suchastitles.Theymayusethe
informationintheStudentBook,butencouragethemtouseadditional
sourcesaswell.
• Forthesecondtask,writingcopyforthetourismagency,checkthat
studentsclearlyidentifyfourorfivelandforms(theGrandCanyon,
MountEverest,theTibetanPlateau,GreatRiftValley,theGiant’s
CausewayinIreland)andresearchtofindfactsaboutthem.Ensurethat
theyincludeamapshowingthelocationofeachlandform.
• Havestudentschecktheirunderstandingoftheideasinthischapter
using BLM 1.6 Chapter 1: self-assessment of Learning.Workingwith
studentsoneonone,discusstheirassessmentoftheirprogressfor
thistopic.
✓ Assessment
✓ Assessment
Landform Patterns Student Book pages 42–43
LookINg BaCk: Chapter 1
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appLy Your learning Sample Answers Student Book page 43
1. cOmmunicAte Allowstudentstobecreative
intheirdemonstrationsofwaysinwhich
convectioncurrentscauseEarth’splatesto
move.Thekeyfeatureoftheirpresentations
mustconveyanunderstandingofconvection
currentsoperatinginthemoltenmaterials
oftheasthenosphere.Abovehotspots,the
moltenmaterialrisesbutisforcedtomove
laterallyasitapproachesthesurface.This
lateralmovementcreatesdivergentzones(the
platesmoveawayfromeachother).Where
thecoolingmaterialsaredrawnbackintothe
asthenosphere,thereareconvergentzones.
Transformzonesarewhereplatesslidepast
eachother.(Communication)
2. spAtiAl significAnce Studentscanresearch
additionalinformationaboutthelikelihoodof
earthquakesandvolcanoesinBritishColumbia.
Discusswhattheywillconsidertobeevidence
toprovethestatement(onMay11,2014,
Vancouverhadrecordedtwoearthquakesin
thepastmonthand20inthepreviousyear
whilesouthernOntariohadexperiencedonly
fiveearthquakesinthepreviousyear).Tell
themtodecidewhichneighbourorfamily
friendtointerviewandtopreparequestions
beforeconductingtheirinterviews.Tellthem
topreparequestionsthatcanfollowupona
varietyofanswers(Why would you make that
choice? At what point would you consider the
risk of earthquake or volcano activity too high
to live in a particular area?). Recordtheresults
ofstudents’interviews,askingthemtoexplain
theirinterviewees’thinking.(Application)
3. fORmulAte QuestiOns Havestudentsuse
BLM 0.8 Formulating Questions to guide
researchtodeveloptheirresearchquestions
toanswerthequestionWhy are landforms
important?Helpthemassessthequalityof
theirresearchquestionsandrevisethem
consideringquestionssuchasthese:Is the
question worded clearly and concisely? Is the
question open-ended so there may be several
possible answers? Is the question asking about
a topic covered in Chapter 1? (Thinking)
4. evAluAte AnD DRAw cOnclusiOns Students
shouldprovideevidencethatplatetectonics
isaforcethatbuildsmountains;erosionisa
powerfulforcethatwearsawaymountains
andmakesvalleys;earthquakesandvolcanoes
createmountainsandchangelandscapes.
Encouragestudentstothinkaboutlandform
patterns to identify parts of the world that
areactivelybuildingmountains(nearplate
boundaries)andthoseplacesthatarevery
quietfromatectonicperspective(centresof
plates).(Communication)
5. gAtHeR AnD ORgAnize Ensurethatstudents
researchusingseveralsourcesofinformation.
Havethemspecificallynoteanygeographic
patterns,suchasthosethatrevealthe
connectionbetweentheearthquakeand
platetectonics(itislocatedinaplacealong
theRingofFire;itislocatednearaparticular
plateboundary,asinthecaseofthe2010Haiti
earthquake).Checktomakesurethatstudents
answer the why? and where?questions.Ask
themtoexplainhowtheyareorganizingtheir
notes to make their information easier to
understand.Theycoulduseorganizerssuchas
t-charts,causeandeffectcharts,ortimelines.
(Application)
6. inteRRelAtiOnsHips Ensurethatstudents
givereasonsfortheiranswers.Helpthem
understandthatourpredictionsofvolcanic
eruptionsaregettingmoreandmoreaccurate
andthattheyarerarelysurpriseevents.On
theotherhand,predictingtheoccurrenceofa
largeearthquakewithanydegreeofaccuracy
isstilldecadesaway,sotheystilltakeusby
surprise.(Thinking)
7. inteRRelAtiOnsHips Encouragestudentsto
representbothbeneficialandharmfulimpacts.
Examplesincludethefollowing:
• mountains:difficulttobuildroads;affect
weather;maybepronetolandslides,
whichmakeroadsimpassableordestroy
dwellings;maybeactivevolcanicmountain
that erupts
(continued)
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• plains:allowforeasytransportation;often
fertilesoils;riversmayfloodbanksand
damagenearbystructures
• plateaus:canresultintransportation
challenges;higherplateausaffectclimate;
maycontainvaluablemineraldeposits
• shields:hardtobuildroads;oftencontain
valuablemineraldeposits;maybeforested
• valleys:oftenhavefertileland;easytobuild
roads;floodingmayoccuranddamage
structures;couldbepronetolandslidesor
mudslides;mayhavegoodaccesstorivers
(Communication)
1. Tellstudentstorecordseveralchoices
ofcommunities(theirowncommunity,
communitiesthatinterestthemsomewhereelse
intheworld).AstheylearnmoreabouttheUnit
Challenge,theymaymaketheirfinalchoicefrom
thesechoicesorcomeupwithanalternative.
2. Makeaclasslistofnaturaldisasters,including
theonesmentionedinChapter1,anddiscuss
themwithstudents.Insubsequentchapters,
studentswilllearnaboutnaturaldisastersthat
areassociatedwithclimate,naturalvegetation,
andwatersystems.Theymaybecome
interestedinoneofthesenewoptions,so
allowthemtoadjusttheirchoicesasthey
explorenewtopics.
3. Tellstudentstochooseacommunitythat
hassomelikelihoodofundergoinganatural
disaster.Distribute BLM 0.31 unit research
notes fortheiruseinrecordinginformation
andsources.Encouragethemtobroadentheir
researchandtheirlistsuntiltheyfindamatch
ofaplaceandanaturaldisastertheywishto
focuson.Havethemrecordtheirmatchesand
evidenceonBLM u1.5 unit 1 Challenge: My
selected Community and natural disaster.
4. Tellstudentsthat,becausethisisearlyinthe
researchprocess,theymightconsidertheir
researchquestionsasfirststepsordrafts.
Remindthemoftheimportanceofcreating,
andrevising,questionstheyreadabouton
page36.Distribute BLM 0.8 Formulating
Questions to guide research for their use in
creatingthesequestions.Theywillrefineand
reworktheirquestionsastheyencounternew
informationandideas.
DistributeBLM u1.6 unit 1 Challenge:
progress Chart andhavestudentstrack
theirprogress.Theywillcontinuetochart
theirprogressontheUnit1Challengeonthis
trackingchartaftereachchapter.
UnIt 1 Challenge checK-In Student Book page 43
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