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A Grade 7 & 8 Project |
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The
World Around Us
Our
School Day
At
the Post Office
Mapping
our Neighbourhood
Buildings
in our Community
Canadian
Animals and Waterfowl
Communities
Around the World
Pioneer
Life
Wanna
Be a Canadian!
Welcome
to our Community
Our
Government
Stuffed
Animals, Sweaters and Sweat Shops
Community
Design Challenge
Researching
Natural Resources and Migration
A Web Project for Intermediate Students
The following is a combined grade 7 and 8 geography unit in which students research the Natural Resources and Migration in Canada, more specifically, within our region and its impact and contribution within Canada and the world. Students will research, analyze, reflect, synthesize and present their understanding of the topic using internet, video, digital camera, tape recording, books, photos (scanner), and "experts." This will be presented in a variety of ways as selected by the students including the use of Claris HomePage 3.0. (Integrating Language, Geog, Math (number))
Following the some introductory activities on Migration and Natural Resources, students will plan, research, analyze, reflect, synthesize and present a more specific topic as outlined below. Students are expected to work effectively as a group following the guidelines given for roles within each group. Each group will be expected to meet role and timeline expectations as outlined by the teacher at the start of the project.
Topics:
A.) Migration in Canada
Students will research the patterns and trends of migration in Canada from a historical perspective and in terms of current patterns and trends. The group must indicate factors which affect migration including technological advancements. All relevant information, including a report with charts, diagrams, maps and models, must be presented to the class in a clear and concise manner in order to share the groups' findings.
Online Resources for Group Task:
- Citizenship and Immigration Canada
- Becoming Canadian
- Population and Human Well Being
- Pier 21
- Refugees
- Statistics Canada
B.) Migration in Our Region
Students will research the patterns and trends of migration in their province, region or city from a historical perspective and in terms of current patterns and trends. The group must indicate factors which affect migration including technological advancements. All relevant information, including a report with charts, diagrams, maps and models, must be presented to the class in a clear and concise manner in order to share the groups' findings.
Online Resources for Group Task:
C.) Natural Resources in Canada
Students will research the types of natural resources available in Canada from a historical perspective and in terms of current resources that are available. The group must indicate the contributions made in Canada's economic development and the factors affecting the value of natural resources (including human activity). All relevant information, including a report with charts, diagrams, maps and models, must be presented to the class in a clear and concise manner in order to share the groups' findings.
Online Resources for Group Task:
- Statistics on Natural Resources
- Physical Geography
- Sustainable Development
- ReSource Atlas
- Canadian Landscapes
D.) Natural Resources in Our County
Students will research the types of natural resources available in their province, county or city from a historical perspective and in terms of current resources that are available. The group must indicate the contributions made in the county's economic development and the factors affecting the value of natural resources (including human activity). All relevant information, including a report with charts, diagrams, maps and models, must be presented to the class in a clear and concise manner in order to share the groups' findings.
Online Resources for Group Task:
- Rural Issues
- Statistics on Natural Resources
- Images of Canada
- ReSource Atlas
- Our Home - The Atlas of Canadian Communities
E.) Decision-Making Model
The group will outline the ideal place to live in Canada, including a variety of factors linked to availability of Natural Resources and profiles of individuals. This must involve at least five different character profiles that would take into consideration such factors as education, work experience, language, etc., and match their abilities to specific locations in Canada.
Online Resources for Group Task:
Student Summaries from Mrs. Buchowski's Grade 7 and 8 Class:
Migration in Our Region (Bradford and Simcoe County)
Natural Resources in Our Region (Bradford, Ontario)
Project Roles:
Group Manager - Responsibilities: ensure that all group members are aware of roles, ensure that timelines are being met, engaging group in relevant discussions, assisting group to stay focused on task during group meetings, posing group questions/concerns to the teacher, developing the project plan and assisting with organization of research for presentation purposes.
Key Researcher -Responsibilities: locate and record relevant information from a variety of secondary sources (e.g., maps, illustrations, diagrams, print materials, videos, CD-ROMs, Internet), compile relevant information and share it with the group in order to outline research goals and thorough coverage of the topic. In order to properly prepare to research, use the Internet Research Ready form before going on-line.
Reporters (2 people) - Responsibilities: locate and record relevant information from a variety of primary sources (e.g., eyewitness interviews, field studies, email). Must prepare a written journal of information gathered in a journal and present in article form to the class.
Data Manager - Responsibilities: gather data relevant to research goals and information required for the project. The data must include charts, graphs, maps, diagrams and models used to illustrate points relevant to the research.
Project Timeline:
Week 1 : Project plan is developed and research begun.
Final Peer Evaluation, Student Self-Assessment, and Rubric are conducted.
|
Category/Criteria |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
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Understanding of concepts |
- shows understanding of few of the concepts - rarely gives complete explanations |
- shows understanding of some of the concepts - sometimes gives complete explanations |
- shows understanding of most of the concepts - usually gives complete or nearly complete explanations |
- shows understanding of all (or almost all) of the concepts - consistently gives complete explanations |
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Inquiry/research skills and map and globe skills |
- applies few of the required skills and strategies, and applies these skills and strategies correctly only with assistance |
- applies some of the required skills and strategies, and applies these skills and strategies correctly with frequent assistance |
- applies most of the required skills and strategies, and applies these skills and strategies correctly with only occasional assistance |
- applies all (or almost all) of the required skills and strategies, and applies these skills and strategies correctly with little or no assistance |
|
Communication of required knowledge |
- rarely communicates with clarity and precision - rarely uses appropriate terminology, vocabulary, and symbols |
- sometimes communicates with clarity and precision - sometimes uses appropriate terminology, vocabulary, and symbols |
- usually communicates with clarity and precision - usually uses appropriate terminology, vocabulary, and symbols |
- consistently communicates with clarity and precision - consistently uses appropriate terminology, vocabulary, and symbols |
|
Communication within group to prepare and present to an audience |
- with assistance - unclearly - for a limited range of simple purposes - with a limited range of simple forms |
- independently - with some clarity and some precision - for a variety of simple purposes - with several different forms |
- independently - clearly and precisely - for specific purposes - with a variety of forms |
- independently - clearly, precisely, and confidently - for a wide variety of purposes and in a wide variety of contexts - with a wide range of complex forms |
