Teacher: Ms. Oraham
UNIT PLAN AT A GLANCE
Grade: Gr. 7 Geography
Understand
UNIT 1 - PHYSICAL PATTERNS IN A CHANGING WORLD
Big Ideas
Essential Questions
What will students remember long after the unit
What driving questions will frame the learning?
is over? (enduring understandings)
(open-ended; connected to Big Ideas)
 Identify the location and describe the
 What are the patterns in
physical characteristics of various
physical geography around the
world?
landforms and some key natural processes
and human activities that create and change
 What forces produce
landforms
geographic patterns?
 Describe patterns and characteristics of
 How do patterns in physical
major climate regions around the world
geography affect people
some key natural processes and other
around the world?
factors that create and change climate
patterns
 Describe patterns and physical
characteristics of some major water bodies
and systems around the world and some
key natural processes and human activities
that change water bodies and systems
Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication
Creative Thinking
Positive Personal and Cultural
Identity
Critical Thinking
Do
Personal Awareness and
Social Responsibility
Responsibility
Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be
assessed.
Overall Expectations:
A1. Application: analyze some challenges and opportunities presented by the physical
environment and ways in which people have responded to them
A2. Inquiry: use the geographic inquiry process to investigate the impact of natural events
and/or human activities that change the physical environment, exploring the impact from
a geographic perspective
A3. Understanding Geographic Context: demonstrate an understanding of significant
patterns in Earth’s physical features and of some natural processes and human activities that
create and change those features
Specific expectations:
A1 – 1.1, 1.2, 1.3, 1.4
A2 – 2.1, 2.2, 2.3, 2.4, 2.5, 2.6
A3 – 3.1, 3.3, 3.3, 3.4, 3.5, 3.6, 3.8, 3.9, 3.10, 3.11
Know
Teacher: Ms. Oraham
UNIT PLAN AT A GLANCE
Grade: Gr. 7 Geography
Content
What knowledge will students learn and be assessed on?
 Identify patterns in physical geography and explain the factors that produce them
 Use a variety of resources and tools to gather, process, and communicate geographic
information about the earth’s physical features and patterns
 Explain how patterns of physical geography affect human activity around the world
 Identify, describe, and/or explain types of landforms, landform patterns, climate
patterns, effects of natural phenomena, vegetation patterns, river systems, types of
agriculture and factors
OF Learning
AS Learning
FOR Learning
Assessment
Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing
prior knowledge)? What strategies will be used to evaluate student learning and adjust teaching?
Where will students have the opportunity to share their understanding in order to receive feedback,
revise and improve?
 Class participation
 Homework completion
 Exit ticket questions
 Quizzes
Reflective
What opportunities will there be for students to reflect on their thinking and feelings as part of their
learning? (e.g., self/peer evaluations, partner talk, goal setting, journaling, etc.)
 Word Wall and Vocabulary Logs
 Notes and textbook questions
 Group work and presentations
 Graphic Organizers
Summative
How will students demonstrate their understanding of the curricular connections listed above (e.g.,
performance task, project, portfolio, test, etc.)? How will the assessment criteria be communicated to
or created with students?
o
o
o
o
Journals
Performance Task
Unit Test
Oral Presentation
Teacher: Ms. Oraham
UNIT PLAN AT A GLANCE
Grade: Gr. 7 Geography
Understand
UNIT 2 – OUR WORLD’S NATURAL RESOURCE: USE AND SUSTAINABILITY
Big Ideas
Essential Questions
What will students remember long after the unit
What driving questions will frame the learning?
is over? (enduring understandings)
(open-ended; connected to Big Ideas)
 Explore the many ways that people use
natural resources, and the environmental
 What are the different types of resources
impact of these actions.
available to us?
 Gather, process, and communicate
 How has technology affected how we use
information about the distribution, use and
natural resources?
importance of natural resources in a variety
 How can we predict whether or not
of ways
resources will be available in the future?
 Acknowledge how humans’ actions can
positively or negatively affect natural
resource sustainability, and take action to
better the health of the environment
 Discover how factors such as demand and
accessibility determine the importance of
resources
Core Competencies
Which core competency or competencies will be focused on in this unit?
Communication
Creative Thinking
Personal Awareness and
Responsibility
Social Responsibility
Positive Personal and Cultural
Identity
Critical Thinking
Do
Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be
assessed.
Overall Expectations:
B1. Application: analyze aspects of the extraction/harvesting and use of natural resources in
different regions of the world, and assess ways of preserving these resources
B2. Inquiry: use the geographic inquiry process to investigate issues related to the impact of
the extraction/harvesting and/or use of natural resources around the world from a
geographic perspective
B3. Understanding Geographic Context: demonstrate an understanding of the sources and
use of different types of natural resources and of some of the effects of the
extraction/harvesting and use of these resources
Specific expectations:
B1 – 1.1, 1.2, 1.3
B2 – 2.1, 2.2, 2.5
B3 – 3.1, 3.4, 3.5, 3.7, 3.8
Teacher: Ms. Oraham
UNIT PLAN AT A GLANCE
Grade: Gr. 7 Geography
Content
What knowledge will students learn and be assessed on?
Know






Demonstrate an understanding of how Canada’s natural resources have contributed to
its economic development
Demonstrate an understanding that people use renewable, non-renewable, and flow
resources in a variety of ways to meet their needs
Locate and record relevant information from a variety of primary and secondary sources
Communicate the results of inquiries for specific purposes and audiences, using media
works, oral presentations, written notes and reports, drawings, tables, charts, and
graphs
Identify patterns of natural resources, using thematic maps
Present and defend a point of view on how a resource should be used
OF Learning
AS Learning
FOR Learning
Assessment
Formative
How will information be gathered about what students already know (i.e., pre-assessment/accessing
prior knowledge)? What strategies will be used to evaluate student learning and adjust teaching?
Where will students have the opportunity to share their understanding in order to receive feedback,
revise and improve?
 Class participation
 Homework completion
 Exit ticket questions
 Quizzes
Reflective
What opportunities will there be for students to reflect on their thinking and feelings as part of their
learning? (e.g., self/peer evaluations, partner talk, goal setting, journaling, etc.)
 Word Wall and Vocabulary Logs
 Notes and textbook questions
 Group work and presentations
 Graphic Organizers
Summative
How will students demonstrate their understanding of the curricular connections listed above (e.g.,
performance task, project, portfolio, test, etc.)? How will the assessment criteria be communicated to
or created with students?
o
o
o
o
Journals
Performance Task
Unit Test
Oral Presentation