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Activity
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Methodology
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Resources
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1. Population Patterns
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a. Definition of terms
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Add the following to the glossary of geographic terms: population distribution, population density, rural, urban, urbanization.
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Glossary of Geographic Terms worksheet
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b. Population distribution: why people live where they do
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Create a mind map with teacher assistance for why people would choose to live in Thunder Bay. Students then create a mind map for their own community responding to the prompt: Why people live there? Also answer the question: what are the main differences between your two mind maps?
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c. Population distribution: where people live in Canada
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Using a table of data of Canada's population by province, create a pie chart, and a chloropleth map indicating the distribution of people in Canada. Complete several questions interpreting data recorded.
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Where People Live in Canada worksheet based on Wahsa Mod3 p. 23-28
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d. Population distribution: where Aboriginal people live in Canada
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Using a map of population distribution of Aboriginal peoples, and data on Aboriginal people by province, create a pie chart and chloropleth map. Complete several questions interpreting data by province, and by city. Have a class discussion on the results including: historical factors that led to this distribution, present factors which influence Aboriginal people to move to the cities, and forced relocations of people in Ontario and elsewhere.
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Where Aboriginal People Live in Canada worksheet; data from Perspectives p. 49
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e. Population density
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The differences between density and distribution are illustrated using classroom sizes and students inside as an example.
Examining textbook maps of population density (p. 94 and 95) answer a series of questions. Create a bar graph of population density in each province and answer further questions.
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Population Density Canada worksheet; based on Wahsa course Mod4 p. 6
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f. Locations of cities
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The locations of cities are explained in terms of birdge point site, confluence site, head of navigation, sheltered harbour, and resource proximity. Using an atlas match the Canadian city to the main reason for its location. And using the Internet, investigate how one Canadian city was established.
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Locations of Cities Canada worksheet based on Perspectives p. 101, and p. 104 question 2
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g. Communicating with urban students
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Following an already established connection between Pelican Falls and T.L. Kennedy High School in Mississauga, Ontario, write personal letters to students in other CGC1P classes. Upon receiving the letters from Mississauga students, have class discussion on differences between urban and rural students.
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PFFNHS letterhead stationery
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2. Demographics
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a. Canada's population
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Add the term census and census metropolitan area to the glossary.
Using data for Canada's population since 1951 plot two line graphs on the same axes: population and growth rate. Interpret various features of this graph.
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Total Population of Canada (based on Wahsa Mod4 p. 26)
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b. Internal migration within and between provinces
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Watch the video The Lost Frontier about rural to urban migration in Canada. Answer these questions: What is happening to Prince Rupert? How do the people feel about this? What can rural communities do to change the future?
Students create a flow line map using internal migrant data, into and out of Ontario, and answer several thinking and interpretation questions.
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The Lost Frontier video segment from Geography Live
Migration Within Canada worksheet from Wahsa Mod5 p. 5
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c. Population pyramids
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Discuss the age structure of certain populations and how a population pyramid can show this (e.g. stable, growing, declining, and baby boom and echo). 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.
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Population Pyramids Canada worksheet including questions from Wahsa Mod4 p. 35 |
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3. Ethnicity
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a. Interpreting data
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Complete a worksheet requiring interpretation of ethnicity data, graphing data from Statistics Canada, and reviewing the major ethnic groups in Canada. Ethnicity is defined.
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Ethnicity Canada worksheet
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b. Racism and hate propaganda
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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. Have students consider what racism means to them (they may draw a picture, or write down graffiti).
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Stop the Hatred pamphlet (Canadian Human Rights Commission)
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4. International Immigration
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a. Immigrants and refugees
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Add to glossary: immigrants, distinguishing them from refugees, push and pull factors, and the point system.
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b. Interpreting data
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Complete a worksheet assignment requiring interpretation of data about sources of immigration to Canada.
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Immigration Canada: The Numbers worksheet (adapted from a Statistics Canada classroom resource)
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c. The point system
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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.
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Immigration Canada: The Points System worksheet; summary of the point system from Internet
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5. Transportation
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a. Transportation types
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Brainstorm the various ways to move people and cargo in and around Canada.
Complete a reading assignment and associated questions on the various methods of moving people and cargo in Canada and complete a table suggesting advantages and disadvantages (car, bus, rail service, air, ferry, trucks, containers, air freight, laker, sea freighter, etc.).
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Transportation Canada worksheet; readings from Perspectives p. 105-6
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b. Plan a vacation in Canada
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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 there, students use internet websites to contact 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.
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Plan a Vacation in Canada assignment sheet; website addresses for a variety of relevant air, bus, and rail carriers
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c. Getting home by charter
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Students complete an exercise in which they create a scatter graph of distance of their community from Sioux Lookout and cost of a charter flight. They answer some thinking and interpretation questions.
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Getting Home by Charter worksheet based on Wahsa Mod5 p19
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6. Communications
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a. Communications technology
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Complete a worksheet reviewing the main types of communications technology currently used in Canada. Information is obtained from a textbook reading.
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Communications Canada worksheet; Perspectives p. 111-116
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b. Communications & transportation problems
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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.
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Transport & Communication Cases worksheet
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7. Location! Location! Location!
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a. The importance of location
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Students add primary, secondary, tertiary and quaternary industries to their glossary. On their locality study assignment package they complete the take a brief note on how the greying of Canada will affect what people buy, and how location affects industry.
With this information students consider a business in their own community and investigate how location plays a role. They then choose an industry (specific details given by teacher) and complete a decision matrix to locate it in an appropriate ecozone.
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Location! Location! Location! assignment package based on Wahsa Mod5 p25-32
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b. Create a business plan
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Using knowledge of the importance of location, conceive of a small business that would be appropriate for your community. Create a detailed graphical and text business plan, including an analysis of how location and demographic factors will affect business. Plan is drafted following a series of prompting questions.
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Plan Your Business assignment
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8. Unit Test & Review
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Complete a review of knowledge and skills developed in the unit
Write a paper and pencil test/quiz including at least 25% higher-order thinking questions developing concepts and skills in the unit
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Unit 2 Quiz Review worksheet
Unit 2 Quiz
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