Unit Lesson Plan - Geography – Patterns in Human Geography
Title of the Unit: Water and its influence on Patterns in Human Geography
Date(s
These are the first few days of a full unit
Topic: Patterns in Human Geography
Grade Level: 8
Time(s): 2-3 40 min classes at the very beginning
of the unit
Background information: Where does this fit in to the overall unit plan?
The Patterns in human geography unit in Geography and the Language Media unit will be
done parallel to the Water unit in science All are being done through a “Water lens” in that
we are looking specifically at how water affects many of the patterns in human geography
and do our media project on a water issue that comes out of either the science or geography
unit.
This lesson is in the first couple of days – reviewing basic map skills and conducting
diagnostic assessment to determine what level of pre existing knowledge they have and to
what level the unit should be taught at for the reminder of the unit.
Curriculum Expectations:
Overview
Students are introduced to human geography through an exploration of patterns and trends in
population distribution, settlement, land use…
Overall Expectations
By the end of Grade 8, students will:
 identify the main patterns of human settlement and identify the factors that
influence population distribution and land use;
 use a variety of geographic representations, resources, tools, and technologies to
gather, process, and communicate geographic information about patterns in
human geography;
Specific Expectations
and Understanding Knowledge
 identify the main patterns of human settlement and identify the factors that
influence population distribution and land use;
 use a variety of geographic representations, resources, tools, and technologies to
gather, process, and communicate geographic information about patterns in
human geography;
Inquiry/Research and Communication Skills
 formulate questions to guide and synthesize research on the study of population
characteristics and patterns
Map, Globe, and Graphic Skills*
 create and use a variety of maps for specific purposes (e.g., to show land use,
transportation routes, population distribution, popular tourist destinations);
How does this address equity/Social Justice?
By looking at how the availability of water for transport, irrigation, industry or recreation
affects how humans settle we gain a better appreciation of how important water is to everything.
By comparing the patterns of settlement in water rich locations such as Ontario and water poor
locations we are dealing with the social justice issue of water scarcity
Assessment Strategies:
X Observation
X Anecdotal Notes
Work Samples
Interview/Conference
Checklist
Learning Log/Journal
Self-assessment
Peer-assessment
Rubric
X Presentation/Performance
Audio/Video/
Technological Presentation
Project
X Oral Reports
Other:
Indicators: How will you know that your students have achieved the expectations? What will
the achievement look like?
They will be able to identify patterns of settlement and identify how the availability of water
for consumption, transport and irrigation affects land use They will be able to describe this
using maps and in verbal presentations.
Assessment Strategies: This is predominantly a diagnostic assessment to see how much of this
information they already know and to what depth it will need to be covered. Also acts as a
review of map skills and a check on what needs to be reviewed or needs reteaching. Assessment
will be by observation and anecdotal notes on the group presentations and oral reports
Planning for Learning Differences:
Accommodations/Modifications:
Increase time for lesson
Increase space available
Change amount of material
Written Instructions
Oral Instructions
Visual Instructions
Peer Tutor/Partner
Use manipulatives
Scribe
Extend Lesson
Other:
Accommodations and Modifications:
By working in groups this allows the students who did not fully understand the assignment to
get clarification from their group mates. By allowing the final product to be a group
presentation involving both a verbal component and a map this allows those with weaker
written skills to show their knowledge verbally or visually and allows the students to peer teach
each other within the group to build up areas of missing information/skills
Resources:
Basic topographic and land use maps with simple legends and scales
Multiple large (ledger paper sized) copies of the hypothetical piece of land the exercise will be
about.
Markers, colored pencils, pens etc
Maps of settlement from various locations and eras showing various patterns of settlement and
land use.
Unit Overview - Outline: of unit timing
Outline:
In science we have been looking at the importance of safe drinking water. In geography we
will look at the effect access to water for consumption, irrigation and transportation has had
on patterns of human settlement and use geographic methods to communicate our
understanding.
How has the availability of safe drinking water affected settlement in Canada?
What other uses of water have determined patterns of settlement. What are the effects of
these historically and at present? How are changes in our water supply affecting current
Canadian settlement? This entire unit will be done parallel with the science through a water
lens.
Day 1
Beginning
We will start the unit by reviewing the basic map reading skills, use of a legend, contour
lines, how to identify basic land forms such as mountains, hills swamps, valleys, lakes, rivers
cliffs etc. and get a little practice/review using the maps to identify various features.
Middle
We will then speculate on how the same piece of land ( large navigatable river, two small
non navigatable creeks one in a wide valley one in a deep valley, gently rolling hills, (may or
may not be forested) swampy area etc would be settled under various conditions
Working in small groups each would take one condition and try to map out using
conventional mat symbols how they think the area might be settled, Identifying what the
types of land use and water use would be happening. Also identify any potential “problem”
areas
Hunter/trapper fur trader situation
Family Farming
1900’s town
Water powered industrial town
Modern industrial area
Modern urban area
Modern cottage areas
Each group is to consider what would cause the people to settle the land this way – what
factors would change how they would settle and use the land.
End
Each group then presents it’s ideas for it’s case by showing their map and giving a short talk
The maps would then be compared and common themes discussed and connections made to
actual locations
Day 2
Beginning
Look at real land use maps from various areas and eras and see what actual settlement and
land use patterns were. These will be compared to our hypothetical ones.
We will be looking for patterns of settlement at each time paying special attention to how the
waterways are located in comparison to the pattern of settlement. We will notice that the
population tends to be congregated near lakes and rivers as both sources of water for use for
irrigation and consumption and near major bodies of water which have been used as
transportation routs. We will also look at the changing land use (wild / agricultural / housing
/ industrial / recreational, etc) over the same period and look at how water availability has
influenced land use. These will be compared to our hypothetical settlements and similarities
and differences compared.
This will then be compared with areas elsewhere in the world where water is scarce – look at
the population distribution in Australia for instance – almost exclusively on or near the coast.
The depth this will need to be gone into will be based on the level of understanding shown in
the day one activities.
Day 3 and onward…. The unit would continue ….through the remaining expectations