Physiographic & Economic Regions: GIS Mapping
Physiographic & Economic Regions:
Using GIS Storymaps to chart economic activity and opportunities
Essential Questions:
 To what degree has physical geography shaped industry and development in Canada?
 Are any of Canada’s regions advantaged or disadvantaged due to their physical geography alone?
Assignment Purpose and Objective:
 To work collaboratively producing a creative, informative and insightful GIS Map/series of maps of one of
the six physiographic regions of Canada.
 To demonstrate the GIS related mapping skills you have developed
 To understand in-depth the human, physical and economic characteristics of a physiographic region.
 To develop research, production, and presentation skills.
Instructions:
 Working with three other students, you will select/be assigned one of the seven physiographic regions of
Canada.
 Product: Your group will collaborate to produce a GIS Storymap (http://storymaps.arcgis.com/en/), which
is simply an annotated map (where you can add images, labels and videos). Your Storymap should includes
the observational and analytical elements outlined below:
1- Observational Elements (through the Five Themes of Geography)
 Location: Absolute and relative location indicators
 Place characteristics:
 Physical features (geological composition, relief, topographical features, natural
resources)
 Human features (industry, settlement patterns, recreational activities)
 Human Environment Interaction: adaptations, modifications, dependencies
 Region variations within the region, unifying characteristics that define the region
 Movement: movement of people, trade relations, movement of goods
2-Analytical Elements
 Historical & current economical history (activities, diversity, challenges, opportunities)
 Local/Provincial resource use/development
 Impact of technological innovation on settlement and employment patterns
 Capacity for future economic activity and prosperity
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Presentation: Your group will present your storymap to the class, explaining both how the final product
relates to the region’s various characteristics, and commenting on the process you followed.
Process: Groups will review the list of required tasks and organize completion of the project.
Groups
1. Western Cordillera
2. Interior Plains
3. Canadian Shield
4. Innuitians
5. Lowlands
6. The Great Lakes-St. Lawrence Region
7. The Appalachians
SS10
Physiographic & Economic Regions: GIS Mapping
Timeline:
Item
Work Period 1:
Intro to groups & regions
Intro/demo of storymaps
http://storymaps.arcgis.com/en/articles/what-is-a-story-map/
Setting group homework tasks
Work Period 2 (Research, Designing, Mapping)
Work Period 3 (Mapping/Presentation)
Period 4: Sharing presentations to class; reflection
Tasks
Day 1 Classes (Block A)
Thursday Sept 18
Day 2 Classes (Block H)
Friday Sept 19
Monday Sept 22
Wednesday Sept 24
Friday Sept 25
Tuesday Sept 23
Thursday Sept 25
Monday Sept 28
Responsibilities
Organization
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Ensure overall aims of the project are achieved.
Create project milestones and vision.
Coordinating any questions for the teacher/other groups.
Organize the presentation- including speaker(s) and content.
Research
Coordinator
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Establish research questions, and seeking the appropriate data/facts.
Identifying patterns and significant features that should be included in the maps
Ensure sources used are reliable and accurate.
Compile a bibliography of all sources using APA format.
Ensure the symbolic representation of the features is accurate and appropriate.
Establishing the design of the product, where all data will be presented in a series of
maps
Coordinate the construction of the maps
Ensure the symbolic representation of the features is accurate and appropriate.
Learn how to create a storymap
Use GIS to find interesting data sources to support project aims
Apply the data to the maps
Coordinate with the research findings
Presentation
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GIS
SS10
Completed
Physiographic & Economic Regions: GIS Mapping
SS10
Physiographic & Economic Regions: GIS Mapping
Assessment:
Emerging
(2)
Proficient
(3)
Distinguished
(4)
Level
Quality of
Evidence/Use of GIS
features
High quality/produced
maps that assist the
viewer in
understanding the
characteristics/features
in a deep and
meaningful way.
Group demonstrates
excellent use of GIS
skills and resources.
Visual Design
Creativity
Overall Description
Completeness
Presentation
Evidence selected shows
a high degree of
understanding,
knowledge, and/or
reflection provides a
developed and
convincing explanation
for inclusion; map
overall is well-produced
and well-designed,
presents a coherent and
compelling visual
representation.
All instructions have
been followed in a
detailed fashion. This is
a complete picture of
the region; each
characteristic is given
careful consideration
and attention.
Concise, insightful,
original, reflective,
thoughtful, presence of
depth. Thorough
representation of
observational and
analytical elements.
Evidence selected shows
an acceptable degree of
understanding,
knowledge of the region;
reflection provides a
clear and acceptable
explanations; map
overall is well-produced
and well-organized,
presents a coherent
depiction of the region
Instructions have been
followed in a
conscientious fashion
with some minor
omissions. This is a
complete picture of the
region.
Observational,
thoughtful, some
organisational
challenges, mixture of
depth and surface level
understanding
reflected. Solid
representation of
observational and
analytical elements- one
area may be lacking.
Evidence selected is
effective and well
presented. Maps are
used in a
straightforward
manner.
Group demonstrates
good use of GIS skills
and resources.
A thoughtful map (s)
that has strong
organization and
planning, with some
minor exceptions.
Evidence selected shows
a moderate degree of
understanding,
knowledge,; reflection
may be incomplete or
inconsistent, provides an
underdeveloped
explanation for
inclusion; map overall
shows effort at
organization but is not
yet a fully developed;
quality is inconsistent.
Some significant
omissions prevent the
model from being
complete. Material
present is not an
accurate reflection of
the region.
Basic, rushed, lack of
thought/effort,
incomplete,
unintelligible.
Many artifacts used are
irrelevant or
inconsistent and do not
effectively
communicate the
characteristics or
features of the region.
Group demonstrates
some use of GIS skills
and resources, but the
potential has been
missed and skills may
be inaccurate
Model appears to be
rushed or unplanned.
The media selected may
not be appropriate or
used effectively.
SS10
Superior and
professional; careful
thought has been given
to layout, design and
selection of the maps.
The maps are original
and serves as an
exemplar for future
students.
A well-done map (s) of
which the students may
be proud.
Maps barely meet
acceptable standards
and are not acceptable
for sharing with the
school community.
Collaboration
Personal Reflection
Each member of the
group demonstrates a
superior commitment
to their individual
responsibilities within a
framework of
cooperation and mutual
respect. This is a
project whose success
relied on the exemplary
cooperation and could
not have been
completed by
individuals alone.
Each member of the
group fulfills his
responsibilities, and
there are strong
examples of
cooperation and group
effort.
Paragraphs are creative,
original and insightful,
highlighting all
elements of the model.
This project was a
successful group effort,
though perhaps not a
true effort of
collaboration.
Some group members
either abdicated their
responsibilities or took
over from others.
The project reflects
individual efforts and
would benefit from a
stronger sense of
cohesion, planning and
cooperation.
Writing is free of
mechanical errors and
adds to the student’s
and the viewer’s
learning.
Paragraphs are well
written and
communicate a basic
level of the student’s
experiences.
Some minor mechanical
issues are present, but
do not impede
understanding.
Paragraphs are
inconsistent and for the
most part, do not do an
effective job of
articulating student
experience or learning.
Significant mechanical
errors impede
understanding.
Physiographic & Economic Regions: GIS Mapping
Overall Description
Completeness
Evidence selected shows
minimal degree of
understanding,
knowledge; reflection
provides little and/or
irrelevant explanation
for inclusion; map
overall is not yet
organized to present;
quality of writing
interferes with ideas.
May be too little to
assess.
Model does not achieve
the purpose of the
assignment. It does not
reflect any of the
student’s learning and
reflects a lack of
engagement with the
work.
Total = /24
/4
Feedback
Total
/30
Unacceptable
(1)
Level
SS10
Presentation
Quality of Evidence
Unacceptable due to
lack of relevant
content. Must be
redone.
Evidence is insufficient
in quality or quantity
and/or is irrelevant to
the features and
characteristics of the
region.
GIS is used in its
simplest form and the
potential use is not
realized.
/4
/4
Visual Design and
Creativity
It appears that little or
no thought/planning
has been put into the
product. There is no
sense of organization
or unified look and feel.
This maps is not fit to
share with members of
the school community.
Additional work will be
necessary to achieve
credit for the
assignment.
/4
Collaboration
Group members did
not work effectively
together.
Communication
between members was
poor and resulted in a
disjointed series of
individual projects.
/4
Personal
Reflection
Paragraphs are missing
or insufficient. They
provide no insight of
student experience,
progress or pride and
do little more than list
what appears as
artifacts.
/4