Unit 1 PDF -compressed.pdf

“ Starter: What is Geography? Write down as many words as you can associated with Geography… Introduction to Geography Lesson 1. Types of Geography  Lesson 1. Types of Geography Aims: Define geography. Distinguish between human and physical geography....

“ Starter: What is Geography? Write down as many words as you can associated with Geography… Introduction to Geography Lesson 1. Types of Geography  Lesson 1. Types of Geography Aims: Define geography. Distinguish between human and physical geography. Explain the importance of geography. What is Geography? Is the study of places and the relationships between people and their environments. Geographers explore both the physical properties of Earth’s surface and the human societies spread across it. Examines how human culture interacts with the natural environment.  What is Geography? Geography seeks to understand where things are found, why they are there, and how they develop and change over time. Human Geography The study of the distribution of networks of people and cultures on Earth’s surface. Physical Geography The study of Earth’s seasons, climate, atmosphere, soil, streams, landforms, and oceans. How is this Geography? ⪢ The next 14 slides show images associated with geography. ⪢ Task 1. For each image decide: 1. How it can be associated with geography? 2. Is it human or physical geography? Or both?  Sadhya Communities in the Kerala region of India often eat meals on plates made of fresh banana or plantain leaves. Elaborate meals are called sadhya, or banquets. A typical sadhya may include rice, curry, yogurt, squash, and tropical fruits native to Kerala, a state on India's southeast coast.  Golden Wheat Wheat, one of the first crops to be domesticated, ripens in the sun. Wheat, a variety of grass, may have been domesticated by ancient farmers in Mesopotamia as long as 9000 BCE. Wheat, made into products such as breads, cakes, and pasta, remains one of the most popular and profitable agricultural crops today.  Festival of Colours Holi is a festival celebrated by Hindus around the world. Holi marks the beginning of spring and is usually celebrated at the end of February or early March. Participants in a Holi festival often throw brightly coloured powder and scented water at each other.  Earth The spectacular "blue marble" image is focused on eastern Africa and Asia's Indian Subcontinent. In addition to the dark blue of the Indian Ocean, the lighter blue of east Africa's Great Lakes are also visible. The Nile River, the world's longest river, can be seen snaking its way to a fertile green delta near where east Africa meets the Arabian Peninsula.  Marco Polo's Caravan This image, from a 1375 atlas, shows the Italian explorer and trader Marco Polo traveling through Asia. Marco Polo spent 24 years traveling from Venice, his hometown, throughout the Middle East, Mesopotamia, and as far east as Beijing, China, and Karakorum, Mongolia. Karakorum was the capital of the Mongol Empire and was where Marco Polo met the powerful Mongol leader Kublai Khan.  Stick Chart As early as 1500 BCE, Polynesian navigators used stick charts to successfully travel the Pacific Ocean. On stick charts, sticks show currents and wave patterns, and shells show atolls and islands.  Cinque Terre Cinque Terre is a collection of five towns on the coast of the Ligurian Sea, Italy. "Cinque" means "five" in Italian, while "terre" means "lands." Cinque Terre is a UNESCO World Heritage Site, recognized for its rustic beauty.  International Space Station The International Space Station orbits Earth once every 90 minutes. The ISS is the largest man-made satellite to orbit the Earth, and can even be seen with the naked eye. The ISS is operated by five participating agencies: the National Aeronautics and Space Agency (NASA), from the United States; the European Space Agency (ESA), from the European Union; the Russian Federal Space Agency (Roscosmos); the Japan Aerospace Exploration Agency (JAXA); and the Canadian Space Agency (CSA).  Cholera Map This map of London was created by John Snow in 1854. London was experiencing a deadly cholera epidemic, when Snow tracked the cases on this map. The cholera cases are highlighted in black. Using this map, Snow and other scientists were able to trace the cholera outbreak to a single infected water pump.  Urban Area Some matches of the 2010 World Cup were held in Durban, South Africa, where this boy lives. Durban, a busy port city on South Africa's northeast coast, has many of the same problems as other large urban areas. Facilities to host the World Cup cost millions of dollars, while residents like this boy still live in shacks on the outskirts of the city.  Danxia Landform Danxia landforms like this one are unique to southern China. Danxia landforms are made of red sandstone. The sandstone has been worn away by millions of years of erosion by water and wind. Danxia landforms include cliffs, pillars, shallow caves, and even waterfalls.  Ocean Ecosystems Two scuba divers explore the ocean floor and study a juvenile humphead parrotfish off the coast of Sipadan, Borneo. The waters around Sipadan Island are part of a marine sanctuary where oceanographers as well as divers can study delicate coral reef ecosystems.  Tribal Ceremonies Dancers in Lae, Papua New Guinea, participate in a "sing-sing." A sing-sing is a traditional gathering of different cultural groups in Papua New Guinea. Here, dancers celebrate at an agricultural show.  Tectonic Plates Tectonic plates shift below the Galapagos Islands, in the South Pacific Ocean. As the Galapagos Microplate rotates against the larger Northern Galapagos Microplate, Earth's crust is thrust upwards, breaking the ocean's surface. Geographical Techniques ⪢ Task 2. Read through the article provided (Lesson 1. Geographical Techniques). Summarise the techniques that geographers use and how these have changed over time. “ Starter: What do you see? Can you see the 3D images in the next picture? “ “  Introduction to Geography Lesson 2. Geographical Perspectives  Lesson 2. Geographical Perspectives Aims: Recognize that differing perspectives on a topic or issue may exist; Determine which perspectives might most significantly broaden understanding of an issue; Plan and carry out appropriate steps to find another perspective. What is a perspective? ⪢ Task 1. With a partner, discuss how the different people listed below each of the following photographs would react to or think about the photograph. What is a perspective? ⪢ We have just been speculating about different perspectives on a particular event or object. ⪢ Each group reacting to the photographs would share common knowledge and values that would influence their perspective. ⪢ What is a perspective? Can you think of a definition? What is a perspective? ⪢ “A particular attitude towards or way of regarding something.” ⪢ During this lesson, we will look at various perspectives on an event or issue and discover how considering different perspectives helps us broaden our understanding of an issue.  Stakeholders In any issue there are a number of stakeholders that might provide important perspectives. A stakeholder is a person, group, or organization that has a direct or indirect stake or interest in something.  The Importance of Perspective ⪢ As geographers need to actively seek out perspectives other than the one that is presented in a single source of information. To do this we might… ○ a) identify the perspective reflected in the source you already have; ○ b) brainstorm all the other stakeholders; ○ c) speculate how each stakeholders’ perspective might be different and why each perspective is important; ○ d) select those groups or individuals whose perspective is likely to be most different and be most useful in expanding your understanding of the issue or event; ○ e) brainstorm various places where you might find out information about each perspective; ○ f) actively search for the alternative perspective Finding Another Perspective ⪢ Task 2. We are going to examine a particular issue. ⪢ Step 1. Choose one of the issues provided on your worksheet. ⪢ Step 2. ○ Identify the perspective reflected in the source. ⪢ Step 2. ○ Brainstorm all the other stakeholders. ○ Speculate how each stakeholders’ perspective might be different and why each perspective is important. ○ Select those groups or individuals whose perspective is likely to be most useful in expanding your understanding of the issue or event. ○ Brainstorm various places where you might find out about each perspective. ○ Actively search for alternative perspectives. Why is this important? Throughout this course, we are going to use this strategy in regular classroom situations, such as: Examining relevant social issues; Thinking about alternative ways of approaching a problem to be solved when doing group work; Researching a particular topic to decide how to proceed on a pressing local, national, or global issue; Resolving or avoiding conflict.  Review: Self Assessment Thinking about yourself at this moment in time, how would you rate your ability to ‘find another perspective.’ Read the criteria on the sheet and decide which category you fall into. Be honest! “ Starter: How well do you know your place? Can you answer the following 14 questions???  Question 1 ⪢ Where does your drinking water come from?  Question 2 ⪢ Where does the water from the storm drain nearest your house go first?  Question 3 ⪢ What is the name of the closet creek, river, lake, etc. to your house?  Question 4 ⪢ What direction does the current run?  Question 5 ⪢ What is the source of the water?  Question 6 ⪢ Where does the water drain into?  Question 7 ⪢ Where does the water from your toilet go?  Question 8 ⪢ Name 5 species of plants (other than trees) that are native to your area?  Question 9 ⪢ Name 5 reptiles that are native to your area  Question 10 ⪢ What is the name of the people that lived in your area before Europeans arrived?  Question 11 ⪢ What names were used by the local First Nations people to describe the area in which you live?  Question 12 ⪢ How was the electricity in your house generated?  Question 13 ⪢ Are there homeless people in your community? Question 14 ⪢ What types of jobs/sources of income are most important in supporting the economy? Starter: Reflection ⪢ Which questions do you think residents of your place should know the answer to? ⪢ Which questions do you think most residents will know the answer to? ⪢ Which questions do you think most residents will not know the answer to? ⪢ Which questions would you like to know the answer to?  Lesson 3. A Sense of Place Aims: List the essential “ingredients” of community, and how this contributes to a sense of place. Identify your community’s three most important assets. Assess our feelings towards different places across Canada. Introduction to Geography Lesson 3. A Sense of Place What is a the concept of place? One of the oldest tenets of geography is the concept of place. As a result, place has numerous definitions, from the simple “a space or location with meaning” to the more complex “an area having unique physical and human characteristics interconnected with other places.” What is a the concept of place? There are three key components of place: location, locale, and a sense of place. Location is the position of a particular point on the surface of the Earth. Locale is the physical setting for relationships between people, such as the South of France or the Smoky Mountains. A sense of place is the emotions someone attaches to an area based on their experiences. Place can be applied at any scale and does not necessarily have to be fixed in either time or space Places Across Canada ⪢ Task 1. Opinions of Place ⪢ Visit this Canadian Geographic website about places across Canada, which shows photos of 50 places. ⪢ Choose 12 photographs to study and complete the table on your worksheet. ⪢ Answer the reflection questions once you have completed the table. Places Across Canada ⪢ Task 2. Class Discussion ⪢ What were our responses? ⪢ Did everyone choose to study the same places? ⪢ Does everyone like the same place? ⪢ Which do we like least? Most? Why? ⪢ Which is most like where we live?  Values Barometer Task 3. What do you value about different aspects of the community in which we live? Left side of room: Strongly Agree Right side of room: Strongly disagree As I read the following statements mark yourself along a continuum from the left hand side of the room to the right hand side of the room. Statements 1. I live in my community because I like the way it looks. 2. My community has a sense of pride. 3. Our area needs more malls and shopping centres. 4. Our area has too much green space. 5. Property owners should have the final say in what happens on their land. 6. Historic buildings are of little or no value. 7. Small, locally-owned businesses are important to our community. 8. We need more public land for recreation to attract homeowners and tourists. 9. Businesses should not be allowed to put up big billboards advertising their businesses, only smaller ones should be allowed. Statements 10.Traffic congestion is a problem in our community. 11.We should have more big franchise restaurants and stores. 12.Unique natural habitats, geologic formations, and historical places in our area should be protected. 13.All franchise stores and restaurants should look the same in every community. 14.It doesn’t matter to me how our community changes in the next 20 years. 15.I should have a say in how my community grows. 16.Parking lots are just for cars. They don’t need trees or landscaping. 17.New buildings do not need to blend in with the buildings already in our community  Values Barometer Task 4. Class Discussion. 1. Do our perspectives differ? 2. Would we expect the same responses from our parents? Grandparents?  Assignment 1.1 Your Local Area Task: Create a map to display the significant features of your local area. ⪢ Take a walk around your local areas… Take photos of the following features (as many as you can). Print out a map of your area to take with you. “ Starter: How well do you know Canada? On your map of Canada label: 1. The provinces and territories 2. The capital cities of each province and territory. 3. Surrounding oceans and seas. 4. Five major rivers.  Lesson 1. Geographic Inquiry Aims: Define geographic inquiry. Describe geographic concepts. Describe the geographic inquiry process. Conduct a geographic inquiry. Introduction to Geography Lesson 4. Geographic Inquiry “ Geographic Concepts 1. Interrelationships ⪢ Relationships that exist within and between natural and human environments. 2. Spatial Significance ⪢ The importance of a particular location in geography 3. Patterns and Trends ⪢ Arrangement of objects on Earth’s surface in relationship to each other 4. Geographic Perspective ⪢ A way of looking at the world that includes environmental, political, and social implications. “ Geographic Inquiry 1. Formulate Questions ⪢ Focus research and analysis on one important question ⪢ Try writing a bunch of questions about the issue and then narrow it down to one clearly stated and important big question 2. Gather Organize Information ⪢ Need to determine what information you need to be able to answer your question but also whether information is reliable or not ○ Does the source focus on fact or opinion? ○ Is the source accurate and reliable? ○ Is the source biased? ○ Is the information up to date?  3. Interpret and Analyze the Information ⪢ Determine if you have Interesting Not Interesting the right Important No problem! Problem! It is data easy to miss! ⪢ Identify key Not Important Problem! No problem- points and Distracting you wont even ideas notice it!  4. Evaluate and Draw Conclusions ⪢ Answer your big question ⪢ What does your information tell you about your question? ⪢ What conclusions can you make based on your data, evidence and information? 5. Communicate Your Conclusion to Others ⪢ Communicate your findings in a way that suits your purpose and your audience ⪢ Essays, blog posts, posters, videos ⪢ Use appropriate geographic terminology and clearly cite your sources “ The Geography of a Lunch Step 1: Formulate Questions What questions might you have about this lunch?  Big Question: How does a lunch demonstrate the geographic connections that are part of our lives? Step 2: Gather and Organize Information Around the school are 8 pieces of information for you to gather. Read the information and make notes on your research charts.  Step 3: Interpret and Analyze the Information Using a highlighter, distinguish between the interesting and important information. Remember we are trying to understanding what geographic connections exist between the lunch items. Step 4: Evaluate and Draw Conclusions ⪢ What connections did you find between your information and the big question? Step 5: Communicate Your Conclusions to Others ⪢ Create a mind map with pictures, text and arrows to demonstrate the connections you found in the lunch.