Lesson 1: Settlement Patterns and ways of life in Canada

Title: Settlement patterns and ways of life in Canada

Author: Professor Jones

Week:

Unit/Lesson Plan #: Unit #2/Lesson #1

Unit theme: Adaptation to Physical Enivironment

Textbook references: P. 50-77

Learning objectives: Students will be able to:

1. Define and explain the importance of these key geographc terms: ecumene, plural society, rural, urban
2. Analyze the characteristics of each of the five regions of Canada
3. Explain how location affects ways of life in those five regions
4. Evaluate the importance of location on ways of life around the world
   

Key Questions, Concepts, or Themes:

1. Ecumene
2. Plural society
3. Rural
4. Urban

Stage 1: PREVIEW ACTIVITY

1. Project Transparency 3B: Canada's Physical Features and ask students to decide where in Canada they would most want to live based on the physical feature. Read p. 54 of textbook for description of Canada's Five Regions,
   
2. Project Transparency 3B: Canada's Population Density and ask students the following questions:

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  • Which areas appear to have the most people? The fewest?
  • Most of Canada's population lives within 100 miles of the country's southern border? Why?
  • How do you think life along Canada's southern border is different from life in the far northern country?
  • How do you think life in the eastern part of the country is different from life in the western part of the country?

Stage 2: NOTES

1. Observe graphic organizer on p. 26-27 of interactive notebook- What do you see? How many different regions is Canada divided into?

2. Read p. 52-53 and define Geoterms on p. 25 of Interactive Student Notebook.

3. With partner, play board game to learn about settlement patterns and ways of life

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  • Round 1: Population
    • Place populaton game piece on game board in the region you think has the given population (Be prepared to explain reason for placement)
    • Compare regional population
    • Read Section 3.4 of textbook and reposition any pieces that were placed incorrectly
    • Project Information Master 3A: Map for Round 1 and have students check the placement of their pieces
    • Record two things learned under the "population" heading for each region
  • Round 2: Language (repeat steps and read Section 3.5)
  • Round 3: Climate (repeat steps and read Section 3.6)
  • Round 4: Buildings (repeat steps and read Section 3.7)
  • Round 5: Economic activity (repeat steps and read Section 3.8 )

4. Create two "Where Do I Live" questions (Ex: "My father works at a store that sells fish. We are one of a few families in my area that speak French at home. We can see boats out on the ocean from my classroom. Where do I live? Ans: Atlantic Region)

5. Project Transparency 3C: Global Connections. What do the shaded regions represent? What can be said about the location of the ecumene?

6. Read Section 3.10. What climate zones are likely to be found in the global ecumene? What physical features are likely to lie outside the global ecumene?

7. What might life. be like for people who live outside the ecumene?

Stage 3: PROCESSING ACTIVITY

Think of three examples that show how where you live influences how you live. For example, if you live near mountains, you might go skiing or snowboarding in the winter.

Draw an outline of your state. Locate and label your community. Then, on your map, illustrate your three examples.

Homework: (attach/link digital resources): Read article entitled, "Some Bush Foes Vote, Again with their feet: Canada or Bust" and answer the following questions

Assessments: (attach/link copies)

__ Group assessment

__ Observation of process/student work

__ Self-assessment by student

__ Teacher generated assignment

__ Written project

__ Test/Quiz

__ Other: ____________________________________