# Lesson Plan Template by fionan

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```									THE CANADIAN ATLAS ONLINE                                                   NEW BRUNSWICK – GRADE 8

Water: A Vital Resource for Canadians

Lesson Overview
Students will become aware of the fact that we live on a water-rich planet: the ―Blue Planet‖. They will
discover that the percentage of fresh water is minute when compared to that of salt water. They will
also learn how we humans use the surface water that comes from the fresh water supply.

Grade 8 (Secondary, Cycle One, but may be adapted for other levels)

Time Required
One hour

Curriculum Connection
New-Brunswick

 Science
- Theme: Fresh Water and Salt Water
1. Students show their understanding of the social, economic, political and environmental
contexts in the domain of science and technology.
2. Students must demonstrate responsible attitudes and scientific skill in contexts relating to
Earth and Space sciences.

 Social Studies
- Communication: To communicate clearly in correct and appropriate language according to the
given context.

Students interpret and evaluate facts and information in the form of printed texts, numbers,
symbols, graphs, tables, and react appropriately.

- Critical Thinking: To demonstrate the ability to analyze critically and think creatively when
solving problems and making individual and collective decisions.

Students distinguish between an opinion and a fact.

- Information and Communication Technologies: To make wise use of information and
communication technologies (ICT), given various situations.

Working individually, students surf, communicate and research relevant information, using
electronic technologies.

 Mathematics

- Numerical System: To understand the concept of numbers and use them to describe quantities
pertaining to the real world.
1. Students convert decimals and fractions to percentages and vice versa.
2. Students appreciate the unity of mathematics in the real world.

- Statistics and Probabilities: To collect and process statistics in order to make predictions and
take well-thought-out decisions.
1. Using statistics, students analyze a diagram in order to solve a concrete problem.
2. Students identify trends from diagrams in order to make predictions and take decisions.

Canadian Council For Geographic Education                                                                1

 English
- Oral Communication:
1. Students report facts, share ideas, relate events or personal experiences, keeping in mind
communication intentions and listeners.
2. Students plan their verbal interventions according to the situation.

1. Students learn how to select, for information or entertainment, texts (literary or otherwise)
adapted to their cognitive and linguistic development.
2. Students establish links between reading materials, personal experiences and learning in the
various fields of study.

- Written Communication — Writing:
Students plan the writing of different texts in which to express themselves and communicate

Essential Elements #3 (Grades 6-8) – Physical Systems
 Implications of the hydrologic cycle (hydrogeology, surface water, drought, floods, watersheds)

Essential Element #4 (Grades 6-8) – Human Systems
 Cities as providers of goods and services
 Types and patterns of economic activity (primary, secondary, tertiary, quaternary)

Essential Element #5 (Grades 6-8) – Environment and Society

 Changes in the importance of energy resources
 Environmental issues (e.g. air pollution, water pollution and solid waste, including hazardous and
toxic materials)

 Plan how to answer geographic questions

Geographic Skill #2 (Grades 6-8) – Acquiring Geographic Information
 Use a variety of research skills to locate and collect geographic data

Geographic Skills #3 (Grades 6-8) - Organizing Geographic Information
 Prepare various forms of diagrams, tables, and charts to organize and display geographic
information

Geographic Skill #4 (Grades 6-8) – Analyzing Geographic Information
 Use statistics and other quantitative techniques to evaluate geographic information
 Interpret and synthesize information obtained from a variety of sources – graphs, charts, tables,
diagrams, texts, photographs, documents and interviews

The Canadian Atlas, pages 12-13. You can also use the related pages of the Canadian Atlas website at

Additional Resources, Materials and Equipment Required
 Student worksheet: Table #1 WATER SOURCES AND USES
 Posters and felt pens

Canadian Council For Geographic Education                                                                2

Main Objective
The main objective of the lesson is to have students discover where fresh water comes from and have
them become aware of the uses humans make of surface water.

Learning Outcomes
By the end of the lesson, students will be able to:
 use the Canadian Atlas as a reference book
 explain where fresh water comes from
 recognize the importance of water for its 5 main withdrawal uses
 demonstrate a more accurate use of vocabulary in oral and written communication
 interpret statistics to evaluate geographic information
 evaluate facts and information given in the form of written texts and graphs
 transfer their mathematical knowledge
 demonstrate responsible attitudes linked to water use

The Lesson
Teacher Activity                          Student Activity
Canadian Atlas to each student (or         in the Canadian Atlas, printed or on-
have students access the website).         line version.
Ask students to turn to the Table of
Contents section.
 Encourage students to study the
 Ask one student to read out all the       A student reads out the titles in the
 Ensure that students find the section
―This Water-Rich Land‖ in the Table.      Students search out the section ―This
Water-Rich Land‖ in the Table of
 Ensure that students have their
Contents.
Atlases open at pages 12 and 13.
 Point out good reading strategies
even before beginning to read a text.     Students go directly to pages 12 and
Ask students to predict the content of     13 of the Canadian Atlas.
the section ―This Water-Rich Land‖ by     Students apply reading strategies
referring to the title, subtitles,         before even starting to read the text.
images, charts and tables. (This can       Students give their predictions about
be done individually or in large or        the content of the section by
small groups.)                             referring to the title, subtitles,
 Record students’ predictions on a          images, charts and tables.
transparency, the board or an             Students write down, draw or give
audiocassette and display drawings,        orally their predictions, either
where appropriate.                         working individually or in large or
 Emphasize the importance of                small groups.
students’ predictions, as they will be    Students share their predictions with
used again at the end of the lesson.       the class, followed by questions or

Canadian Council For Geographic Education                                                                 3

The Lesson (cont’d)
Teacher Activity                           Student Activity
(cont’d)            students that the lesson will be based
specifically on the section WATER
SOURCES AND USES.
 Encourage students to share their
knowledge and experiences relating
to the origin of fresh water and its
uses. What is the relationship
between humans and fresh water?
 Ask students to enter their questions
and answers in their log books.           Students participate in the group’s
brainstorming activity.
questions in their log books:
- What do I know about the origin of
water?
- Where does it come from? Where
does it go?
- What are my experiences with
water: activities, sports?
- Why do people need water? What
do they use it for?
- How much water do I use at home?
Lesson             Ask students to open their Atlas at       Students find the section WATER
Development         page 12, and, more specifically, the       SOURCES AND USES, on page 12
section WATER SOURCES AND                  of the Canadian Atlas.
USES.
 Divide the class into groups of 2-4
students.
 Explain the 3 tasks to be done. Each      Students listen to instructions with
group will have 1 task to perform.         their group.
Several groups will have the same
and different.
 Inform students that they final work
(text, chart, vocabulary, list and
table) will be photocopied and
handed out to the other students.

Canadian Council For Geographic Education                                                             4

The Lesson (cont’d)
Teacher Activity                           Student Activity
Lesson             Allow students enough time to
Development         complete their task (approx. 20
(cont’d)            minutes).
 Task One:                                 Students study and comment on the
four charts on page 12.
the information provided in the three      - How are the four charts linked?
pie charts and the rectangular chart.      - Explain the meaning of the yellow
and orange lines.
 Students choose a method to
Summarize the text, using for
summarize the text.
example a graphic organizer or a
chart.                                    Students search the following words:
hydroelectricity, irrigation,
groundwater, thermal and nuclear
Define the following terms:                power plants, condensers,
hydroelectricity, irrigation,              generators and degraded in the
groundwater, thermal and nuclear           dictionary and define them in their
power plants, condensers, generators       own words.
 Students present the results of their
 Each group presents the results of         task to the class.
their respective task to the entire
class using transparencies, posters or
PowerPoint presentations.                 Students participate in the class
discussion.
 Lead a class discussion with a
question period and exchange of
ideas.
Conclusion         Have students work individually or in
groups of 2 or 3.
 Hand out a worksheet to each
student (worksheet provided). Ask         Students do the calculation for each
students to convert percentages into       percentage on paper, or using a
fractions and decimals, by hand or         calculator.
using a calculator.
 Correct conversion with students.
 Correct the results of the 3 tasks and
return copies to each student.

Canadian Council For Geographic Education                                                              5

The Lesson (cont’d)
Teacher Activity                            Student Activity
Conclusion          Review students’ initial predictions.      Students correct their own work.
(cont’d)            Check if students have other               Students receive course notes for the
questions on the matter. If so, invite      2 tasks completed by the other
the origin and uses of water.
 Organize the above questions into          Students decide if initial predictions
categories, with student participation.     prove valid, given the new
 Use the above questions to initiate a       knowledge acquired.
research or invite a specialist to talk
to the class.
 Students ask questions to clarify
points.

Lesson Extension

 Students’ predictions may be recorded in the form of a diagram divided into 3 parts; ―What I
already knew…‖, ―What I have learned…‖, ―What else I would like to know…‖.

 Debate: Is fresh water a commodity to be sold or an extremely valuable resource to be protected?
How can we ensure that Canadians will have a lasting water supply to meet their requirements?
Are we obliged to share this resource with others? Can we simultaneously commercialize and
the local economy of opening a bottling plant?

 Water and You — Watch the slide show Every drop counts on the web at the following address:
http://www.ec.gc.ca/water/en/info/pubs/speak/SpeakerKitRegistration.cfm

 Our planet’s water: find out how water is distributed over the Earth’s surface, identify the three
conditions of water and give examples of their different forms (glaciers, snow, polar ice cap –
water in solid form; oceans, lakes, rivers, ground water – water in liquid form; water in the
atmosphere in the form of gases).

 Drainage basin: What is a drainage basin? What is a watershed? On a map, colour and label

 Water and pollution: Identify substances that pollute water, the consequences of this on the
environment and society, and describe ways to reduce or eliminate its effects.
 The energy produced by the strong tides in the Bay of Fundy.

Assessment of Student Learning
 Students prepare a poster or give an oral presentation describing the uses of water, to be
evaluated by the teacher according to teacher-generated criteria.

 In their logbook, students record those factors that influence water usage and teacher evaluates
content and accuracy.

 Teacher assesses the validity of student’s work.

 Teacher may use Web rubrics at: http://www.rubrics4teachers.com.

Canadian Council For Geographic Education                                                                 6

Student Activity Sheet

Name: ______________________________           Date: _________________

Canadian Council For Geographic Education                                    7

Water Sources and Uses

World Water Supply
Salt water
97.2%
0.972
972/1000=243/250
Fresh water
Fresh Water
Ground water
Ice
Surface water

Surface Water

Surface Water: Five Main Withdrawal Uses
Thermal power generation
Manufacturing
Municipal
Agriculture
Mining

Canadian Council For Geographic Education                         8

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