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| Fishing in Canada |
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| Expectations: - demonstrate an understanding of the characteristics of natural systems (e.g. climate, landforms, soils, natural vegetation, wildlife); - demonstrate an understanding of how human activities (e.g. agricultural and urban development, waste management, parks development, forest harvesting, land reclamation) affect the environment; - locate and use effectively geographic material from primary sources and secondary sources to research a geographic issue. |
| Prior Knowledge Required: Students must have the ability to research answers using a variety of source data, including articles, chart statistics, books, encyclopedias and the Internet. |
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| Resources: - books on fish/fishing in Canada, atlases, encyclopedias, magazine articles, text - access to the Internet - two lined sheets of paper/person |
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| Accommodations: - have students work together in pairs to facilitate the completion of the assignment |
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| Content and Learning Strategies: 1. Have students divide their two lined sheets of paper into four areas: a) Aquaculture and the Fishing Industry b) Fish in Canada c) Human/environmental effects on fish in Canada d) The Future of Fishing in Canada 2. Students will be using the above categories to create questions for a scavenger hunt based on fishing in Canada. 3. Each pair of students is responsible for creating 7 questions under each category with referenced answers. 4. Example: should a student come across the following diagram on the Internet, they may formulate a question such as: Which Great Lake has seen on average the greatest increase in terms of the total average catches since 1869? They would then write the answer: Lake Erie and the source for their answer. 5. Students will hand in the list of questions at the end of the period for evaluation based on completeness (mark students under the learning skills section -- no need for a rubric evaluation). 6. You will then compile the 100 best questions into a scavenger hunt questionnaire and issue one copy of the questions to each pair of students/or each student during the following class. 7. Follow-up these lessons by taking up the scavenger hunt and awarding prizes (pencils, etc.) to the team/individual who answered the most questions correctly, added additional information, etc. |
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| Assessment and Evaluation: - students will be assessed on their ability to complete the questions in the time provided as well as on their ability to provide correct references to the answers; - also students will be assessed on their ability to complete the scavenger hunt (may need two periods) |
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