Documents
Resources
Learning Center
Upload
Plans & pricing Sign in
Sign Out

lesson-plan-natural-resources-uqgvpc

VIEWS: 59 PAGES: 4

									                Intermediate/Senior Lesson Plan Template
Subject: Geography       Course Code: CGC 1P1

Lesson Topic: Unit 3 Introduction – Natural Resources
Duration: 1 period    Date: November 2010
Overall Expectations:                                          Prerequisite
                                                               Knowledge/Skills:

Specific Expectations:

Lesson Learning Goals- (Written in student friendly language- shared with students)
Key Question: What will students know, understand, be able to do, and communicate?
(Knowledge/Understanding              Thinking          Communication       Application)
Students will:




Assessment – Indicators of Learning – Key Question: How will I know each student has
learned the concept(s)/skills?




Accommodations and/or Modifications- Key Question: What will I do to assist individual
learners or provide enrichment for others?




Resources and Materials Required/Safety Considerations
-blank map of Canada
-picture of a hamburger meal (draw on board)
-handout
                 Intermediate/Senior Lesson Plan Template


Time              Lesson Sequence and Instructional Strategies             Assessment
            (Setting the stage, instructional strategies, consolidation)   Opportunities
     1) Introduction:
     2)
10min Your walking around small-town Ontario, and stop for food:
         imagine a hamburger, side of fries and a pop. Where does
         it come from? Page 154
     3) –on a map of Canada list on each province where each
         materials comes from
     4) Core:
     5) Most of the raw materials that go into this fast-food meal
         are products of primary industries.
2min 6) Define raw materials and primary industries from text onto
         handout.
     7) Examples: the oil to make the fork and farms where the
         cheese, beef and potatoes come from are primary
         industries.
2min 8) Canada has four major primary industries: fishing, farming,
         forestry and mining (3F’s and M) other countries may have
         different primary industries and our industries are not the
         same as other countries. How this statement is true: “our
         primary industries are suited to our natural environment”,
         our environment determines our natural resources, likely
         you would not farm rice or oranges because our climate
         does not suit either.
2min 9) Canada’s natural resources are so critical to the country’s
         wealth, other country’s that compare to natural resource
         supply are also large scale like Canada, any guesses as to
         which other countries contribute the same amount of
         natural resources? only Russia, the US, Australia and
         Brazil compare to Canada as other sources of natural
         resources.
     10) Forestry
10min -“Canada has vast stretches of forest”, see page 20 of the
         atlas, how does the atlas tell you where these cast areas of
         forest are located? Cross-hatch areas
         -list 3 vegetation regions where forestry happens, from map
         -list 4 provinces that have the majority of the forestry
         industry
5min     -“commercial logging companies harvest the trees in these
         areas, several methods are used to harvest trees”, define
         on handout:
         Selective cutting: foresters identify particular trees to come
         down and only these trees are cut down and taken out of
         the forest, draw a picture of this in the box
                Intermediate/Senior Lesson Plan Template

        Clear-cutting: the most common method of forestry, in
        which a whole section of a forest is taken down
        -look for video on extreme loggers
5min    Pros and Cons list of clear-cutting as it is controversial
        Pro
        -lost cost and crucial for the industry to be profitable
        -easy and quick
        -a pro for the loggers
        Con
        -(draw this on the blackboard) environmental because
        without the roots of living trees erosion takes place rain
        removes the best soils, mudslides into water/streams
        prevents fish from breeding –a whole chain of reaction can
        occur
5min    Solution?: logging companies need to find a better balance
        between being fast and efficient and not hurting the
        environment, one thing put in place today, clear-cut in strips
        of forest rather than chunks so its less harmful avoid some
        of those environmental affect, tree-planters replant
        seedlings to renew the forest
2min    “Forestry is a large industry, it is not just cutting down trees,
        think of what else needs to occur: build logging roads,
        assess the timber for cutting, haul out the logs, ship them to
        sawmills (transportation), cut the raw wood into lumber,
        ship out to market, over $57 billion was invested in
        Canada’s forestry companies for things like buildings,
        machines, transportation systems, employees and other
        licences that
        Lets look at the processes involved with forestry,
        Label each image on the black board:
\       -2.cut trees, trim branches
        -1.obtain license to cut forest
        -deliver bleacher components to school
        -4. truck lumber to bleacher factory
        -3.truck logs to sawmill
        -make components into bleachers
        -manufacture lumber into bleacher components
        -mill trees into lumber
        -so not only does one industry produce a raw material it
        also provides other opportunities for other industries
10min   VIDEOS
5min    On the handout: define deciduous and coniferous trees,
        hardwoods and softwoods
        Class Discussion Question and Answer
        Categorize which products would be made by which woods
        (tongue twister!) baseball bat, packing crates, chopsticks,
               Intermediate/Senior Lesson Plan Template

        skateboards and explain your choices.



Applying Learning in Class/ At Home




                               Post Lesson Reflection

Reflection on Lesson: Key Questions: What went well? What do I need to change or
modify?




Follow Up – Specific Students (Learning and/or Behaviour)




What facets of my own teaching do I need to focus on and refine?

								
To top