© Emond Montgomery Publications Limited
Geography
Grade 9, Academic
CGC 1D
Lesson Plans prepared by Paul Galpern
© Emond Montgomery Publications Limited
Course Content
Allotted Time
33 hours
Classes
22 periods
Unit TItle
Unit One
Natural Systems
25.5 hours
17 periods
Unit Two
Human Systems
24.75 hours
16.5 periods
Unit Three
Humans in the Environment
27.75 hours
18.5 periods
Unit Four
Global Connections
7.5 hours
5 periods
Final Project
The final project will consist of a course review assignment that through an oral test assesses
many of the overall expectations of the course, while giving students an opportunity to review for
the exam.
Assessment and Evaluation
Seventy percent of the final grade will be made up of marks gathered throughout the semester.
The remaining 30 percent will consist of a final project and final exam that together assess all
overall expectations in the course.
For the 70 percent of course work, scores in the four areas of the achievement chart are tracked
independently. For each area, most consistent and most recent student performances on major
assignments will carry most weight in producing the score. The scores will be combined in the
following proportions to produce a course work score:
Knowledge/Understanding
Thinking/Inquiry
Communication
Application
20%
20%
20%
20%
© Emond Montgomery Publications Limited
Geography
Grade 9, Academic
CGC 1D
LESSON PLANS
Prepared by Paul Galpern
© Emond Montgomery Publications Limited
Resource List for Lesson Plans
Andrew, W., and G. Draper. 1999. Perspectives: Canadian Geography. Toronto: Irwin
Publishing.
Clark, B.W., and J.K Wallace. 1999. Making Connections: Canada’s Geography. Scarborough:
Prentice Hall Ginn.
Espenshade, E.B., Jr. ed. 1995. Goode’s World Atlas. 19th ed. Rand McNally.
ESRI Canada. 2000. ArcView GIS. Software.
Moore, M. 1998. The Big One. Alliance Video.
Stanford, Q.H., ed. 1998. Canadian Oxford School Atlas. 7th ed. Don Mills: Oxford University
Press.
Geography, Academic, Gr.9 – Lesson Plans – Page 1
© Emond Montgomery Publications Limited
Unit One – Natural Systems
Activity
1. Introduction to course
2. What is geography?
a. Types of geography
Time
(pds)
1
1
b. Glossary of geographic
terms
Methodology
Resources
Distribute course title page. Discuss
expectations in course. Course overview
course title page
Complete a geography trivia quiz as a diagnostic
activity. Discuss answers with class elaborating
to interest students in Canadian and world
events
Introduction to
Geography Quiz
Assessment
Take a note on the types of geography (social,
economic, physical, and historical) giving
examples of how these are put into practise in
the everyday world.
Create a glossary of geographic terms with
space for written and illustrated definitions of
terms. Terms include place, scale, coordinates,
region, equator, latitude, longitude, topographic
map, etc...
Glossary of Geographic
Terms organizer
3. Geographic skills review
a. Place names of Canada
and the world
1
Complete an assignment that has students label
important and newsworthy places on maps of
Canada, North America, Ontario, and the world.
Room is provided for notes from a class
discussion about a selection of these places.
Where are you? Where
am I? assignment sheet;
outline maps of Canada,
North America, Ontario,
and the world.
completion of assignment
(score)
b. Topographic maps
2
Introduce topographic maps with a local map for
the community. Complete a worksheet on
topographic map features, including contour
lines, scale, map symbols, and four and six digit
grid references.
Topographic Map
Features worksheet;
portions of a local topo
map (e.g. Severn Lake
1:50 000 federal series)
completion of worksheet
(score)
Complete a topo map hunt for the local area.
Complete a second topo map assignment for
another part of the country with completely
different features of the natural and built
environments. Create a profile of a hill on one of
the maps (e.g. from Perspectives, p. 12)
Bearskin Lake Topo
Map Hunt worksheet;
Hamilton-Burlington
Topo Map study
worksheet using Making
Connections p. 32
completion of topo map
worksheets and hill profile
(score)
Do several reinforcement activities on map
scales and map distances.
Reading Different Map
Scales worksheet
(source unknown)
Geography, Academic, Gr.9 – Lesson Plans – Page 2
© Emond Montgomery Publications Limited
Unit One – Natural Systems
Activity
Time
(pds)
c. Plan a topographic
adventure assignment
1
d. Pear Island mapping
assignment
1
4. Natural systems in
Northern Ontario
1
5. Physical features
5. Climate
1
1
Methodology
Resources
Assessment
Complete a short assignment in which students
create their own topographic map adventure
similar to those they have already completed.
They must use four and six digit grid references,
contour lines, and make reference to several
different human features of the landscape.
Plan a Topographic
Adventure assignment;
selection of interesting
topographic maps (e.g.
from Ontario topo50
software).
Students create their own full-colour topographic
map of a pear shaped island, requiring contours,
human builts features and other elements. They
must also create a short written description of
their trip to the island.
Introduce the Natural Systems unit by
considering elements of these systems in
Northern Ontario. Using a series of detailed
maps of northern Ontario (north of 50oN),
complete information on major population
centres, landforms, soil types, drainage basins,
vegetation types, wildlife from teacher led
overheads.
Pear Island Mapping
Exercise assignment
sheet; grid paper
From this information students complete a
comparison of different locations within Northern
Ontario in terms of these features (e.g. Fort
Severn vs. Sioux Lookout).
Complete a worksheet on landforms in Canada,
including the western cordillera, interior plains,
Canadian shield, and Appalachian regions.
Answer questions on the nature of these
landforms
Ontario North of 50oN
comparison worksheets
completion of worksheets
(score)
Landforms Across
Canada worksheet
completion of worksheet
(score)
Read and answer several questions on how the
land has been shaped by water and ice.
readings and questions
from Perspectives, p. 16
completion of readings and
questions (score)
Complete a worksheet on climate emphasizing
local and global factors with information
extracted from a textbook reading.
Climate Canada
worksheet; Perspectives
p. 21- 25.
completion of worksheet
(score)
completion of the
assignment (checklist)
completion of the
assignment (checklist)
Ontario North of 50oN
Physical Features
outline maps; data on
overheads from Ontario
North of 50oN atlas;
Geography, Academic, Gr.9 – Lesson Plans – Page 3
© Emond Montgomery Publications Limited
Unit One – Natural Systems
Activity
Time
(pds)
Methodology
6. Vegetation & soil
1
Complete a worksheet on vegetation and soil
types in Canada, that also emphasizes how soil
is made. Information is extracted from a
textbook reading, and figures copied from
Perspectives.
7. Land use
a. What is land use?
1.5
Introduce the concept of land use and a land use
plan. Discuss the six types of land usages
common in Canada, giving examples of how
these may apply in Northern Ontario in a graphic
and text note. Add terms to glossary as
necessary.
b. Urban planning
8. Ecozones
a. What are ecozones?
b. Personal ecozone
evaluation assignment
1.5
1
Resources
Assessment
Vegetation & Soil
Canada; Making
Connections p. 145 –
155; Fig 1.9d in
Perspectives.
completion of worksheet
(score)
Complete a worksheet where students create
and draw an “urban” plan for their community,
locating residential, industrial, recreational and
commercial land use areas in appropriate
locations.
Students construct their own concept of the
ecozone by recreating climate region, soil region
and vegetation region maps for Canada, and
then discerning patterns to create their own
Ecozone map of Canada. Their concept of an
ecozone is compared to the standard definition.
Urban Planning
worksheet
completion of worksheet
(score)
Four Steps to an
Ecozone assignment;
completion of assignment
(score)
Using photos of ecozones (from textbook)
discern characteristics of each ecozone.
Complete a worksheet with this information.
Ecozones Canada
worksheet; Making
Connections p. 158-163.
completion of worksheet
(score)
Using information about ecozones, students
choose an ecozone where they would like to
reside, and give reasons.
Personal Ecozone
Evaluation assignment
sheet
completion of assignment
(checklist)
Geography, Academic, Gr.9 – Lesson Plans – Page 4
© Emond Montgomery Publications Limited
Unit One – Natural Systems
Activity
Time
(pds)
Methodology
Resources
9. A new national park
3
Complete a multi-step authentic assignment
designing a new national park in a chosen
ecozone. Assignment requires interpretation of
ecozone maps, knowledge of ecozone
conditions, and understanding of national parks
and recreational land usage. The final product is
an electronically produced brochure used to
advertise the new national park.
A New National Park
assignment sheet and
blank electronic
brochure; Canada’s
National Parks and
Terrestrial Ecozones
wall map (from Parks
Canada); collection of
national parks
information brochures
(available from Parks
Canada)
My Canadian Photo
Album assignment
sheet;
10. A photo album of
Canada’s ecozones
2
Using an Internet Google Image search students
create scrapbook of images from a selection of
ecozones. They must past together their photo
album with captions, and complete an organizer
describing the various elements of each ecozone
chosen, and how it is reflected in the picture they
have selected.
10. Unit test & review
2
Complete a review of all knowledge and skills
developed in the unit
Unit 1 Review
worksheet
Write a paper and pencil test.
Unit 1 Test
Assessment
completion of assignment
(rubric)
completion of assignment
(checklist)
completion of test (score)
Geography, Academic, Gr.9 – Lesson Plans – Page 5
© Emond Montgomery Publications Limited
Unit Two – Human Systems
Activity
Time
(pds)
Methodology
Resources
Assessment
1. Introduction to
geographic information
systems (G.I.S.)
0.5
Take a graphic and text note about G.I.S.
computer software (use overhead transparencies
analogy when describing layers).
2. Population
a. Population distribution
using G.I.S.
3
Complete an introductory tutorial assignment
using G.I.S. software, which introduces students
to the major functions in the ArcView package. It
also creates population distribution map of
Canada, which s printed and several questions
are answered about it.
Introduction to G.I.S.
assignment sheet
(adapted from Arcview
tutorial)
completion of assignment
sheet (score)
b. Settlement patterns using
G.I.S.
Complete a worksheet on settlement patterns in
Canada using G.I.S. Answer several questions
based on the on-screen maps, and questions
from a reading about the location of cities.
Settlement Patterns
Canada worksheet;
readings from
Perspectives p. 100-101
completion of worksheet
(score)
c. Population density using
G.I.S.
Complete a worksheet on population density in
Canada using G.I.S. Answer several questions
based on the on-screen maps.
Population Density
Canada worksheet
completion of worksheet
(score)
Introduce the concepts of natural increase rate,
net migration rate, and population growth rate
with the help of a textbook figure. Complete
several application and thinking questions
requiring calculations of population growth rates
and doubling times.
Demographics
worksheet; Making
Connections p. 169.
completion of worksheet
(score)
Discuss the age structure of certain populations
and how a population pyramid can show this.
Illustrate several examples of different population
age structures. Complete a worksheet requiring
the interpretation and creation of population
pyramids. The impacts of baby boomers and an
aging population are considered in questions
Population Pyramids
Canada worksheet
including Perspectives
Fig 3.3b
completion of worksheet
(score)
3. Demographics
a. Concepts
b. Population pyramids
1.5
Geography, Academic, Gr.9 – Lesson Plans – Page 6
© Emond Montgomery Publications Limited
Unit Two – Human Systems
Activity
4. Ethnicity
a. Interpreting data
Time
(pds)
1
b. Racism and hate
propaganda
5. Immigration
a. Immigrants and refugees
1.5
Methodology
Resources
Complete a worksheet requiring interpretation of
ethnicity data, graphing data from Statistics
Canada, and reviewing the major ethnic groups
in Canada. Ethnicity is defined.
Ethnicity Canada
worksheet
Discuss the concept of racism and hate
propaganda. Review a Stop the Hatred
pamphlet and game, and consider the various
manifestations of hate against a target
population
Stop The Hatred
pamphlet (Canadian
Human Rights
Commission)
Assessment
completion of worksheet
(score)
Take a short text note defining immigrants, and
distinguishing them from refugees. Push and
pull factors, and the point system are also
defined.
b. Interpreting data
Complete a worksheet package assignment
requiring interpretation of data about sources of
immigration to Canada.
Immigration Canada:
The Numbers worksheet
(adapted from a
Statistics Canada
classroom resource)
completion of worksheet
(score)
c. The point system
Discuss the point system and how it works.
Complete a case study worksheet where
students determine if immigration applicants are
eligible for entrance to Canada.
Immigration Canada:
The Points System
worksheet; summary of
the point system from
Internet
Population: Putting the
Pieces Together
package
completion of worksheet
(score)
Population Oral Test
oral test (rubric for each
question)
6. Population Test
a. Putting the pieces together
b. Oral test
3
Complete a review package which requires
students to look over the various worksheet
packages in this unit so far, and construct a more
complete understanding of how all the pieces fit
together in geographic context.
Using an oral test format where students are
given the questions beforehand, students answer
selected questions orally, one-on-one with the
teacher during a 10 minute test.
Geography, Academic, Gr.9 – Lesson Plans – Page 7
© Emond Montgomery Publications Limited
Unit Two – Human Systems
Activity
7. Transportation
a. Transportation types
Time
(pds)
1
Methodology
Resources
Assessment
Brainstorm the various ways to move people and
cargo in and around Canada.
Moving People and
Cargo Brainstorm
worksheet;
completion of brainstorm
(score)
Complete a reading assignment on the various
methods of moving people and cargo in Canada
(car, bus, rail service, air, ferry, trucks,
containers, air freight, laker, sea freighter, etc.)
Transportation Canada
worksheet; readings
from Making
Connections p. 375-386
completion of worksheet
(score)
b. Plan a vacation in Canada
2
Complete an authentic assignment where
students must plan a trip from where they live to
a town somewhere in Canada that they have
never before visited. After creating maps
showing two different ways of getting their (using
G.I.S. software), students call the appropriate
travel companies to find the fare and timetable
information required to complete their trip using
both routes. A detailed itinerary for each trip is
submitted.
Plan a Vacation in
Canada assignment
sheet; toll-free numbers
for a variety of relevant
air, bus, and rail
carriers.
completion of assignment
(checklist)
c. Transport and the
environment
2
Don’t Idle Poster
assignment sheet
completion of assignment
(checklist)
8. Communications
a. Communications
technology
1.5
Students choose a form of transportation used in
their community, and use the internet to
investigate the pollutants produce by it. A poster
is created with an image of the vehicle in the
centre surrounded by data and information about
the effects of that vehicle on the environment.
Posters may be posted for public viewing.
Complete a worksheet reviewing the main types
of communications technology currently used in
Canada. Information is obtained from a textbook
reading.
Communications
Canada worksheet;
Making Connections p.
394-400
completion of worksheet
(score)
Complete a series of case studies where
students must solve a problem of transport and
communication in Canada by suggesting the
most appropriate technology to use, and say
why.
Transport &
Communication Cases
worksheet
completion of worksheet
(score)
b. Communications &
transportation problems
Geography, Academic, Gr.9 – Lesson Plans – Page 8
© Emond Montgomery Publications Limited
Unit Three – Humans in the Environment
Activity
1. What is the environment?
a. Values and the
environment
2. Ecological Footprints
a. What are they?
Time
(pds)
1
2
b. Determining your
ecological footprint
3. Preview of natural
resources
a. What are they?
b. Extractive industries
1
Methodology
Resources
Brainstorm 16 different elements that make up
the environment, and construct a definition of
what this means. Complete an organizer with
several parts of the environment distinguishing
its ecosystem and instrumental values.
What is the
Environment?
worksheet
Complete a short worksheet on the value of
wilderness, that ask students to describe various
ways of using wilderness, and evaluate how they
feel about it.
Wilderness Canada
worksheet; readings
from Perspectives p.
144 – 147.
Assessment
completion of worksheet
(score)
Take a short note introducing ecological
footprints. Use ecological footprints as a window
to all the ways humans impact on the
environment to be reviewed in this unit.
Complete an ecological footprint questionnaire to
determine one’s own ecological footprint
Ecological Footprint
Questionnaire (e.g.
Recycling Council of
Ontario)
Design an ecological footprint questionnaire to
be given to residents of local community. Use a
fill-in-the-blank empty survey with questions to
be developed in categories including housing,
food, transportation, purchases and waste.
Complete an overview worksheet package which
introduces the major natural resources in
Canada (fish, minerals, forestry, soil
(agriculture), water, and furs).
Treading Lightly Survey
assignment sheet
completion of assignment
(checklist)
Ontario’s Natural
Resources (fact sheet)
worksheet package
(source unknown)
completion of worksheet
package (score)
Complete an organizer with a list of common
products that come from natural resources.
Determine the natural resource used, and name
the extractive industry chosen from a list
provided.
Natural Resource
Industries Canada
worksheet
completion of worksheet
(score)
Geography, Academic, Gr.9 – Lesson Plans – Page 9
© Emond Montgomery Publications Limited
Unit Three – Humans in the Environment
Activity
4. Forestry
a. The forest industry
Time
(pds)
1
b. The forest around us
1
5. Mining
a. The mining industry
1
b. Mine development
6. Fisheries
a. The fishing industry
b. Comparing east and west
coast fisheries
1.5
Methodology
Resources
Assessment
Complete an overview worksheet package which
introduces forestry, distinguishing hardwood and
softwood industries, products, and location of
forestry operations in Northern Ontario.
Forestry in Ontario
worksheet package
(source unknown)
completion of worksheet
package (score)
Complete a short reading assignment on the
forest industry, and answer several questions.
Forestry Canada
worksheet; readings
from Perspectives p. 6063.
completion of worksheet
(score)
Take students on a field trip through the local
forest (on snowshoes if appropriate). Use an
illustrated key to local trees to identify tree
species. Upon returning complete a worksheet
about the local effects and impacts of forest fires,
and potential forest extraction.
Complete an overview worksheet package which
introduces mining, distinguishing types of mining,
and products of mining.
The Forest Around Us
worksheet; a key to
local tree species;
snowshoes
completion of worksheet
(score)
Mining in Ontario
worksheet package
(source unknown)
completion of worksheet
package (score)
Complete a short reading assignment on the
mining industry, and answer several questions
about types of mining, prospecting, and mine
development.
Mining Canada
worksheet; readings
from Perspectives p. 7682.
completion of worksheet
(score)
Complete an overview worksheet package which
introduces fisheries, distinguishing inshore,
offshore fisheries, methods and types of fish
caught.
The Atlantic Fisheries
worksheet package
(source unknown)
completion of worksheet
package (score)
Read a short newspaper article on life in
Newfoundland after the cod stocks disappeared.
Answer several questions.
The Fish Vanished
questions
completion of questions
(score)
Complete a short reading assignment comparing
the east and west coast fishing industries,
methods used, and impacts on human
populations.
Fisheries Canada
worksheet; readings
from Perspectives p. 5459.
completion of worksheet
(score)
Geography, Academic, Gr.9 – Lesson Plans – Page 10
© Emond Montgomery Publications Limited
Unit Three – Humans in the Environment
Activity
Time
(pds)
Methodology
7. Energy
0.5
Complete a worksheet interpreting data on
energy use in Canada from a variety of sources.
8. Water
a. Water sources
1.5
Take a graphic and text note on sources of water
in Canada. Using an image of the water cycle to
explain it. List a series of names for freshwater
bodies in Canada. Distinguish these from
saltwater bodies.
b. Water conservation and
pollution
Resources
Assessment
Energy Canada
worksheet
completion of worksheet
(score)
Each student completes an assessment of their
household’s water use. Class data is collected,
summarized, and interpreted.
Household Water Use
assignment sheet
completion of assignment
(score)
Complete a worksheet analyzing the water flow
in the community, and identify sources and
reasons for pollution.
Complete an assignment using tables, graphs
and charts obtained from a recent Atlas of
Canada to develop a map of Canada which
emphasizes the primary resource industry in
each province.
Water Use Flow Chart
worksheet
completion of worksheet
(score)
Natural Resources
Canada assignment
sheet; Natural
Resources Canada Data
Sheet with figures and
tables from the Oxford
Atlas of Canada.
completion of assignment
sheet (score)
9. Natural Resources
a. Canadian resources in
geographic context
1
b. A natural resources fact
sheet
2
Choose any of the natural resources we have
considered in the course (add agriculture), and
use textbook, atlas, and internet sources to
produce a graphic and text fact sheet on this
resource in Canada (facts required include
geography, extractive information, processing
information, impacts on the natural environment
associated with extracting and processing the
resource, etc.)
Natural Resources Fact
Sheet assignment
sheet; various textual
reference sources
completion of assignment
(checklist)
c. Evaluating a resource deal
1
After reading an imaginary case study of a
mineral find adjacent to the community, and the
deal proposed to extract it, students evaluate the
benefits and costs associated with signing this
deal for the community and the natural
environment.
Evaluating a Resource
Deal assignment sheet
completion of assignment
(rating scale)
Geography, Academic, Gr.9 – Lesson Plans – Page 11
© Emond Montgomery Publications Limited
Unit Three – Humans in the Environment
Activity
10. Unit test & review
Time
(pds)
2
Methodology
Resources
Complete a review of all knowledge and skills
developed in the unit
Unit 3 Review
worksheet
Write a paper and pencil test.
Unit 3 Test
Assessment
completion of test (score)
Geography, Academic, Gr.9 – Lesson Plans – Page 12
© Emond Montgomery Publications Limited
Unit Four – Global Connections
Activity
Time
(pds)
Methodology
Resources
Assessment
1. Introduction to world
geography
1
Complete a diagnostic quiz that asks students for
their general knowledge on a series of world
geography questions and issues.
Do you know the world?
Quiz
a. Place names
2
Label the World
assignment
completion of assignment
(score)
2. Country Profiles
2
Review the location of series of place names in
the world of economic, trade, political, and
current affairs significance. Label the world
using G.I.S. software and printing the result.
Complete a short organizer from teacher lecture
about these places.
Choose a country from each of six continents,
and using available Atlas resources profile each
each of these countries in terms of its climate,
natural environmental, demographic social
indicators, nutrition, economy and transportation,
agriculture, energy, minerals and trade. Profiles
are completed on blank profile worksheets
Country Profiles
assignment sheet
completion of assignment
(checklist)
3. World Development
a. Degrees of development
2
Complete a worksheet on developed and
developing countries based on a textbook
reading.
Developed and
Developing Countries
worksheet; Making
Connections p. 406-409
completion of worksheet
(score)
b. Quality of Life
Evaluate your own quality of life using a rating
scale worksheet. Compare this to the quality of
life in several other countries in the world.
My Quality of Life
worksheet based on
Perspectives p. 256
question 2.
completion of worksheet
(score)
c. Canada’s foreign aid
Complete definitions of types of foreign aid
provided by Canadian government (ODA).
Examples include clean water, sanitation,
infrastructure, human rights, democraticization,
and environmental protection. Tied aid and the
role of NGOs is also considered
Geography, Academic, Gr.9 – Lesson Plans – Page 13
© Emond Montgomery Publications Limited
Unit Four – Global Connections
Activity
4. Trade
a. Trade connections
b. Multinational corporations
and sweatshops
Time
(pds)
1
Methodology
Using an organizer, take notes and record
teacher and class generated examples about
how Canada connects with the rest of the world
in terms of trade in goods,
peacekeeping/diplomacy, culture, sports,
immigration, development, organizations, and
tourism. Complete questions based on organizer
and a textbook reading
Resources
Assessment
Global Connections
Canada worksheet;
Making Connections p.
422-424.
completion of worksheet
(score)
0.5
Complete a text note on the ubiquity of
multinational corporations, globalization, and
typical conditions in many sweatshops run by
multinationals.
0.5
Read excerpts from an article in the Village
Voice discussing how a consumer struck back at
Nike and its reputation for sweatshops. Answer
comprehension questions on these excerpts.
Making Nike Sweat
Questions worksheet;
excerpts from the
Village Voice
completion of question
(score)
Complete an assignment requiring examining
articles of clothing for country of manufacture.
Compare this information with data provided
about a series of brands and the conditions in
their factories.
Behind the Label
assignment sheet; data
from No Logo by Naomi
Klein
completion of assignment
(score)
1.5
Watch the humorous movie The Big One in
which movie-maker Michael Moore investigates
multinationals, lay-offs, and Nike. Answer
interpretation questions based on this viewing.
The Big One Questions
worksheet; video of The
Big One
completion of questions
(score)
c. Fair Trade
1
1
Fair Trade Canada;
readings from
Perspectives p. 191-193
Global Warming
Canada; sources from
the Internet
completion of worksheet
(score)
4. Global Environmental
Issues
a. Global warming
Complete a worksheet on fair trade. Answer
questions from a reading about how fair trade
reduces the injustices of globalization.
Take a graphic and text note on the greenhouse
effect and global warming using the organizer
provided. Include the impacts that it will have on
Canada, and Northern Ontario (e.g. winter
roads), and the Kyoto accord and its intentions.
Answer thought questions based on this
information.
1
completion of worksheet
(score)
Geography, Academic, Gr.9 – Lesson Plans – Page 14
© Emond Montgomery Publications Limited
Unit Four – Global Connections
Activity
Time
(pds)
Methodology
Resources
b. Ozone depletion
0.5
Take a graphic and text note on the ozone layer
and its depletion. Include a discussion on the
health and environmental impacts associated
with this.
c. Advocating for the
environment
2.5
Using selected internet resources, gather
information on global warming, ozone depletion,
or the destruction of wildlife habitat. Following
steps on an assignment sheet, compose a short
letter to an appropriate level of government
(Prime Minister’s Office, United Nations) that is
brief, focused, clear about views and positions,
not emotional, and requests a reply with a
specific question. The letter is sent.
Letter Writing for a
Better Planet
assignment sheet;
notes from Perspectives
p. 268-269
5. Unit test & review
2
Complete a review of all knowledge and skills
developed in the unit
Unit 4 Review
worksheet
Write a paper and pencil test.
Unit 4 Test
Assessment
completion of assignment
(checklist)
completion of test (score)