TEACHER’S RESOURCE - S RESOURCE TEACHER’S RESOURCE geo7tr_binder_cover.indd All Pages...

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ISBN-10: 0-17-659045-5ISBN-13: 978-0-17-659045-1

TEACHER’S RESOURCE

TEACHER’S RESOURCE

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Teaching geo7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiiCross-Curricular Connections . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XKey Principles of a Differentiated Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XAssessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . XVI

inTroducTion: WhaT is geography? . . . . . . . . . . . . . . . . . . . . . . . 1Why Study Geography? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2Case Study: The Kayapo of Brazil . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

uniT 1: physical paTTerns in a changing World . . . . . . . . . . . .11Global Concerns: Global Disaster: Earthquake in the Indian Ocean . . . . . .13Unit 1 Challenge: Design a Natural Disaster Response Plan . . . . . . . . . . . . . . .14Unit 1 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16Unit 1 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26

chapTer 1: landForM paTTerns . . . . . . . . . . . . . . . . . . . . . . . . . . 31What Are Landforms? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .32How Are Landforms Created and Changed? . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37How Do We Respond to Challenges Caused by Earth’s Forces? . . . . . . . . . . .43Case Study: Eyjafjallajökull: Icelandic Hot Spot . . . . . . . . . . . . . . . . . . . . . . . . . . .49Looking Back: Chapter 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .52

chapTer 2: changing paTTerns oF cliMaTe . . . . . . . . . . . . . . . . 55Why Is Climate Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56National Geographic Case Study: Australia’s Water Woes . . . . . . . . . . . . . . . . .60How Do We Describe Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .63What Factors Affect Climate? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .68What Causes Climate Change? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Looking Back: Chapter 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .78

chapTer 3: changing paTTerns oF naTural vegeTaTion . . . . 83Why Is Vegetation Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .84How Do Natural Factors and Vegetation Interact? . . . . . . . . . . . . . . . . . . . . . . . .88How Are We Affecting Natural Vegetation? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93How Do Changing Vegetation Patterns Affect Species? . . . . . . . . . . . . . . . . . . .97Case Study: Saving Brazil’s Atlantic Forest . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101Looking Back: Chapter 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

chapTer 4: paTTerns oF rivers and oceans . . . . . . . . . . . . . . 107Why Are Earth’s Water Systems Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108What Are the Characteristics of Rivers and Oceans? . . . . . . . . . . . . . . . . . . . 111How Are We Changing Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117National Geographic Case Study: China’s Powerful Rivers . . . . . . . . . . . . . . 122

Table of CoNTeNTS

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How Can We Protect Earth’s Rivers and Oceans? . . . . . . . . . . . . . . . . . . . . . . . 125Looking Back: Chapter 4 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129

looKing BacK: uniT 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132

uniT 1 BlacKline MasTersBLM U1 .1 Unit 1 Challenge: Steps in a Natural Disaster Response PlanBLM U1 .2 Unit 1 Challenge: Evaluation RubricBLM U1 .3 Unit 1 Challenge: Final ChecklistBLM U1 .4 Unit 1 Challenge: Sharing My PlanBLM U1 .5 Unit 1 Challenge: My Selected Community and Natural DisasterBLM U1 .6 Unit 1 Challenge: Progress Chart

Chapter 1BLM 1 .1 Describing LandformsBLM 1 .2 3-D Plate Tectonic ModelsBLM 1 .3 Anticipation Guide: What Challenges Are Caused by Earth’s Forces?BLM 1 .4 The Richter ScaleBLM 1 .5 Mapping EarthquakesBLM 1 .6 Chapter 1: Self-Assessment of Learning

Chapter 2BLM 2 .1 Making Connections about Climate ChangeBLM 2 .2 Analyzing Australia’s Climate Change ProblemBLM 2 .3 Analyzing Climate GraphsBLM 2 .4 Climate GraphBLM 2 .5 Global Climate StatisticsBLM 2 .6 Climate FactorsBLM 2 .7 Anticipation Guide: What Are the Causes of Climate Change?BLM 2 .8 Summarizing Causes of Climate ChangeBLM 2 .9 Ways of Adapting to Climate Change

Chapter 3BLM 3 .1 Looking for Patterns in Natural VegetationBLM 3 .2 What Three Main Factors Affect Our Natural Vegetation?BLM 3 .3 Anticipation Guide: How Do Changing Vegetation Patterns Affect Species?BLM 3 .4 Mapping Countries with the Most Threatened SpeciesBLM 3 .5 Atlantic Forest Music Video PlanBLM 3 .6 Checklist for Music Video

Chapter 4BLM 4 .1 Comparing Water SalinityBLM 4 .2 Parts of a RiverBLM 4 .3 Drawing a Cross-Section of the Bow River ValleyBLM 4 .4 Researching the Great Pacific Garbage PatchBLM 4 .5 Comparing Two River DiversionsBLM 4 .6 Water Systems Ideas WebBLM 4 .7 Taking Action against Water Pollution

You can access the Blackline

Masters through the Online

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uniT 1 ansWer Key

uniT 2: our World’s naTural resources: use and susTainaBiliTy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135Global Concern: Global Goods, Local Costs: Leather Processing in Bangladesh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137Unit 2 Challenge: Create a Personal Plan of Action . . . . . . . . . . . . . . . . . . . . . 139Unit 2 Planning Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140Unit 2 Curriculum Correlation Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152

chapTer 5: our needs and WanTs and The environMenT . . 157How Do We Use Natural Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158National Geographic Case Study: Tourists Threaten Antarctica . . . . . . . . 162How Does Our Use of Natural Resources Vary? . . . . . . . . . . . . . . . . . . . . . . . . 165How Do We Measure the Impact of Our Natural Resource Use? . . . . . . . . 169How Are We Addressing Our Use of Natural Resources? . . . . . . . . . . . . . . . . 175Looking Back: Chapter 5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 181

chapTer 6: reneWaBle resources . . . . . . . . . . . . . . . . . . . . . . 185What Are Renewable Resources? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186How Do We Use and Misuse Soil? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 190Why Care about Fish? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196How Renewable Are Forests? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 199Case Study: Protecting Natural Resources in India . . . . . . . . . . . . . . . . . . . . . 203Looking Back: Chapter 6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206

chapTer 7: FloW resources . . . . . . . . . . . . . . . . . . . . . . . . . . . 211Why Are Flow Resources Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 212What Are the Challenges Facing Flow Resources? . . . . . . . . . . . . . . . . . . . . . . 217National Geographic Case Study: Argentina’s Sunny Future . . . . . . . . . . . . . 222How Do We Use Flow Resources for Energy? . . . . . . . . . . . . . . . . . . . . . . . . . . . 225Looking Back: Chapter 7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 229

chapTer 8: non-reneWaBle resources . . . . . . . . . . . . . . . . . 233Why Are Non-renewable Resources Important? . . . . . . . . . . . . . . . . . . . . . . . 234How Do We Extract Fossil Fuels? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 240How Do We Extract Minerals? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 244Case Study: Conflict Minerals in the Democratic Republic of the Congo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 249What Is the Future of Non-renewable Resources? . . . . . . . . . . . . . . . . . . . . . . 252Looking Back: Chapter 8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 256

looKing BacK: uniT 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 259

uniT 2 BlacKline MasTersBLM U2 .1 Unit 2 Challenge: Personal Plan of Action Evaluation RubricBLM U2 .2 Unit 2 Challenge: Progress ChartBLM U2 .3 Unit 2 Challenge: My Selected Natural ResourceBLM U2 .4 Unit 2 Piece It Together: Questions and Answers



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BLM U2 .5 Unit 2 Challenge: Final ChecklistBLM U2 .6 Unit 2 Challenge: Sharing My Personal Plan of Action

Chapter 5BLM 5 .1 Antarctica: Causes, Effects, and Solutions OrganizerBLM 5 .2 Comparing Resource UseBLM 5 .3 Determining Your Ecological FootprintBLM 5 .4 Analyzing a Thematic Map: Human Development IndexBLM 5 .5 Sample 2012 HDI Data: North and Central AmericaBLM 5 .6 HDI Data Recording PageBLM 5 .7 Anticipation Guide: What Are Our Attitudes Toward Using Natural Resources?

Chapter 6BLM 6 .1 Uses for Renewable ResourcesBLM 6 .2 Evaluating Evidence: Deforestation in KenyaBLM 6 .3 Anticipation Guide: How Do We Use and Misuse Soil?BLM 6 .4 Circle Graph: Global Food SupplyBLM 6 .5 Top 15 Fishing Countries of the World, 2012BLM 6 .6 How to Stop OverfishingBLM 6 .7 Jigsaw Activity: Changes in Forest AreaBLM 6 .8 Environmental Impacts of DeforestationBLM 6 .9 Social Impacts of DeforestationBLM 6 .10 Actions to Protect Forests

Chapter 7BLM 7 .1 Anticipation Guide: Why Are Flow Resources Important?BLM 7 .2 Layers of the AtmosphereBLM 7 .3 Guam’s Water Conservation IdeasBLM 7 .4 Top 10 Cities for Air Pollution, 2010–2013BLM 7 .5 Most Polluted Cities Spatial Journal ChecklistBLM 7 .6 Argentina’s Energy PlansBLM 7 .7 Comparing Water Power Generating Methods

Chapter 8BLM 8 .1 My Use of Non-renewable ResourcesBLM 8 .2 Anticipation Guide: How Are Fossil Fuels Extracted?BLM 8 .3 Comparing Oil and Gas Extraction MethodsBLM 8 .4 Flow Chart for Processing MineralsBLM 8 .5 Conflict Minerals: Causes, Impacts, and ConsequencesBLM 8 .6 Using Non-renewable Resources ResponsiblyBLM 8 .7 Effects of Resource Development on Indigenous Peoples

uniT 2 ansWer Key

generic BlMsBLM 0 .1 Understanding InterrelationshipsBLM 0 .2 Causes and EffectsBLM 0 .3 Reviewing Sources for CredibilityBLM 0 .4 Points of ViewBLM 0 .5 Sequencing



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BLM 0 .6 The Geographic Inquiry ProcessBLM 0 .7 Inquiry Process ChecklistBLM 0 .8 Formulating Questions to Guide ResearchBLM 0 .9 Political Outline Map of the WorldBLM 0 .10 Reading Thematic MapsBLM 0 .11 Thematic Map ChecklistBLM 0 .12 Climate Graph ChecklistBLM 0 .13 Cross-Section Map ChecklistBLM 0 .14 Percentage Circle GraphsBLM 0 .15 Circle Graph ChecklistBLM 0 .16 Writing a News ArticleBLM 0 .17 Ten Tips for Designing a Good Survey QuestionnaireBLM 0 .18 Creating an Action PlanBLM 0 .19 Written Project ChecklistBLM 0 .20 Exit CardsBLM 0 .21 Exit Card Stem ListBLM 0 .22 3-2-1BLM 0 .23 Compare/Contrast MatrixBLM 0 .24 Frayer ModelBLM 0 .25 PlacematBLM 0 .26 K-W-L ChartBLM 0 .27 FishboneBLM 0 .28 Response WheelBLM 0 .29 Venn DiagramBLM 0 .30 Unit Research QuestionsBLM 0 .31 Unit Research NotesBLM 0 .32 Tiered Activity Template

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Launching the chapter• RemindstudentsoftheUnitBigQuestion,Why care about changes in

Earth’s physical environment?IntroducetheChapterBigQuestion,Why are landforms important?Definelandforms(thenaturalfeaturesthatmakeupEarth’ssurface).Askstudentshowthischapterlinkstotheunitquestion(landformsareakeypartofthephysicalenvironment).ProvidestudentswithstickynotesonwhichtowriteanswerstotheChapterBigQuestion.Havethemreadouttheiranswersinasmallgroup,gatheringthestickynoteswithsimilaranswersintoseparatepiles.Setthepilesasideforstudentstoreviewattheendofthechapter.

• HavestudentsingroupsoftwoorthreereadtheLearningGoalsonStudentBookpage17.Askthemtorecordtheiranswerstothefollowingquestionsindividually:Why are we going to learn about landforms? How do you think landforms can provide opportunities for people? How can they provide challenges? How does this connect to what you already know?Havestudentsineachgroupsharetheiranswerswithoneanotherand,onaseparatesheetofpaper,recordanyanswerstheyhadincommon.Gatherstudentsasaclassanddiscusstheiranswers.

• DisplaythesephotosofsomeiconicCanadianlandformsandlandscapes:Figure1.3E(CanadianShield),OnlineFigure1.27(CanadianInteriorPlains),OnlineFigure1.28(RockyMountains),OnlineFigure1.29(NiagaraFalls),Figure5.15(LakeSuperior),andOnlineFigure1.30(AnnapolisValley).Askstudents:How are landscapes different from landforms?(landscapesaredistinctivescenery;landformsarenaturalfeatures)What are some examples of landforms?(shields,mountains,plains,valleys)Which photo do you think is the most impressive, and why?

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Chapter Big Question

Why are landforms important?

Learning goaLs

• describelandform

characteristicsandtheir

patterns around the world

• describehownaturaland

humanactivitiescreateand

changelandforms

• describehowlandforms

provideopportunitiesand

challengesforhumans

• formulatequestionsto

guideinvestigations

Chapter 1

Landform PatternsStudent Book pages 16–17

What Is Where? Why there? Why Care?Askpairsofstudentstoexaminethechapteropenerphoto

onpages16and17andconsiderhowitmakesthemfeel.

Havethemdoathink-pair-sharetodeveloparesponse.Thenpromptadiscussionaboutthewaysinwhichvarious

landformscaninspirefeelingsinus.Useyourobservations

toassessstudents’overallunderstandingoflandforms.

Describewheretherocksinthephotoarelocated

(southwestcorneroftheUnitedKingdominthegeneral

regionofPlymouth)andpointtothislocationonamap

(Devon,England,50.70°N3.80°W).Askstudentstofind

visualcluesinthephotothatassistthemtospeculate

abouthowtherocklayerswerecreatedatthislocation

(beganasflatlayersofsediments;forcesinEarth’scrust

overmillionsofyearstiltedthemdramatically).Ask:Why should we care that these rocks are here and why they look this way? (whenweunderstandtheforcesthatcreated

theseparticularrocks,ithelpsusunderstandgeologicforces

theworldover;thiscanhelpusunderstand,andmaybeeven

predict,ongoingvolcanicandearthquakeactivity)

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LeSSOn SuMMarY

ExpEctationsA3.1,A3.3

critEria for succEssStudentscan

• identifyanddescribethemajorlandformtypes

• demonstrateanunderstandingofthewayselevationsareshownonmaps

suGGEstED assEssmEnt stratEGiEs• FrayerModel

• ExitCards

cross-curricular connEctions• Grade7Math:NumberSenseandNumeration:identifyandcompareintergersfoundin

real-lifecontexts;DataManagementandProbability:makeinferencesandconvincing

argumentsthatarebasedontheanalysisofcharts,tables,andgraphs

combinED GraDE connEctions• Grade6SocialStudies:A1.1

• Grade8Geography:A3.2

map, GlobE, anD GraphinG skills• usescolourandcontourlinestoshowelevation

What areLandforms?Student Book pages 18–25

geographiC thinking ConCepts

SpatialSignificance

PatternsandTrends

Interrelationships

Chapter Feature

ReadingElevationonMaps

reLated MateriaLs

BLM0.9PoliticalOutlineMap

of the World

BLM0.24FrayerModel

BLM1.1DescribingLandforms

BLM0.223-2-1

MateriaLs List

• colouredpushpins,sticky

notes,piecesofcardboard

• severalbathtowelsof

variouscolours

Where on earth?

• Gangtok-Manganhighway,

Sikkim,India

27.43°N,88.57°E

GeoGraphy BaCkGroundCulturalidentitiesareoftenshapedbythelandformsaround

wherepeoplelive.Forexample,peoplewholiveinmountainous

regionsmayexperiencetheworldinaparticularwaybecause

ofthechallengesandopportunitiesinthatregion;theymay

haveadifferentviewoftheworldcomparedtopeoplewholive

onaflatplain.

possIBle MIsConCeptIons Inthischapter,inordertofindglobalpatternsof

landforms,wewillfocusonlargerfeaturelandforms

onthesurfaceofEarth,specifically,mountains,

plains,plateaus,shields,andvalleys.Makeitclear

tostudentsthatthisdoesnotencompassthetotal

rangeoflandformtypesonEarth'ssurface.There

aremanyothers—forexample,buttes,canyons,hills,

loesses,seacliffs,andpeninsulas.

Ensurethatstudentsunderstandthatvalleysare

majorlandformseventhoughtheyarenotincluded

onthemaponFigure1.2.Theyhavebeenleftoff

themapbecausetheycannotbesingledoutin

individualregions,butcanbeidentifiedinallthe

othertypesoflandforms.

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teaching nOteS

minDs on • Askstudents:What are some of the world’s most well known and spectacular

landforms?(MountEverest,GrandCanyon,MountFuji,RiftValley,TibetanPlateau).Ensurethatthelistincludesarangeoflandformsfromaroundtheworld.Askstudentstoconsiderthesequestions:If a landform is well known, like Mount Everest, does that make it an important landform? Why are some landforms more famous than others? Why might you make a video that shows spectacular landforms around the world ?Providepairsorsmallgroupsofstudentswithanatlas,colouredpushpins,stickynotes,piecesofcardboard,andBLM 0.9 Political Outline Map of the World.Havethemplacetheirmapsonapieceofcardboardofamatchingsize.Askstudentstousetheindexintheatlastofindthelocationsoffiveorsixofthelandformsandhavethemplacethepushpinsinthelocationsontheirmaps.Havethemwritethenamesofthelocationsonthestickynotesandaddthemtothemapaslabels.

action • UseaFrayer Modeltohelpstudentsformastrongconceptoftheterm

landform.DistributeBLM 0.24 Frayer Modeltostudentsandask:What exactly is a landform?How does the word itself give us a clue to its meaning? WorkwithstudentstocompleteBLM 0.24,havingthemfillinthefollowingfourcategories:definition,sketchesofexamples,examples,andnon-examples.Checktheirunderstandingbyaskingseveralstudentsatrandomtosharetheirwork,iftheyarewilling.

• HavestudentsidentifyboththelandslideandlandslidescarsinthephotoinFigure1.1.Highlighttheunstablenatureofsomelandforms.TellstudentsthatthephotoshowstheGangtok-ManganhighwayinSikkim,India(27.43°N,88.57°E).Havethemfindthelocationonatopographicmap.Askthemtousethephotoandwhattheylearnfromthelocationonthemaptospeculateonwhatmakeslandslidescommoninthisarea(verysteepslopes,heavyrainfallindicatedbylushvegetation,looserockmaterialsonthemountainslopes).Thenaskthemtoanswerthephotoquestion(landslidesarelikelytooccurinotherplaceswhereconditionsaresimilar).

• Havepairsofstudentsbrieflyresearchlandslidesandsomeexamples,andlistthemaineffectsonacommunity.Havethemdecidehowbesttosharethematerialwithotherstudentsintheclass.

• AsstudentsexaminethemapinFigure1.2,reviewthetermregionwiththemandhowitisdifferentfromaplace(aregionisanareaonthesurfaceofEarththathascharacteristicsthatdistinguishitfromotherareas;aplaceisaparticularpointthatisdefinedbythepersonlookingatorusingit).Pointoutthattheareasshadedinpurpleonthemaparemountainousregions;noneoftheotherareashavemountains.Havestudentsidentifytheotherregionsonthemapandthenidentifypatternsintheregionsonthemap(mountainsrunalongthewesternsidesofNorthandSouthAmerica;sixofthecontinentshaveshields;muchofAfricaismadeupofplateaus).

✓ Assessment

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• WalkstudentsthroughthelandformtypesandphotosinFigure1.3.Insmallgroups,havestudentsreviewthenamesofthelandformsandtheirdescriptions.WhenansweringthephotoquestionforFigure1.3onthesepages,studentsmaynotethefollowingaboutconnectionsbetweenlandformtypesandtheirlocationsonEarth:A:plainsareusuallylocatedintheinteriorofcontinentsBandD:mountainsarefoundonmostcontinents,sometimesneartheedgesofcontinents;cannotdistinguishbetweenvolcanicandfoldmountainsonthemap

C:captionforFigure1.2statesthatvalleysarenotshownonthemapbutarefoundinothertypesoflandformsandinmanypartsoftheworld

E:shieldsaresometimeslocatedintheinteriorofcontinentsbutarealsoattheedges

F:plateausareusuallylocatedintheinteriorofcontinents,oftenaspartofmountains

HavestudentsmatchthephotosofthelandformswiththemapinFigure1.2andlookforpatterns(themountainchainsrunningdownthelengthoftheAmericas,theplainsthatstretchacrossmuchofEuropeandAsia).

• Tellstudentsthatlandformsvaryvisuallyin

manyways,includingtheirshapes.Ask:How

can we show the shape of landforms using our

bodies?(makingshapewithwholebody,drawing

shapesinairwithhandmovements)An image?

(illustrations,freehandprofilediagrams)How can

we show the shape of landforms using a map?

(usingcoloursandcontourlines)

• Introducethetermelevation.Explainthatland

changesinelevationfromoneplacetoanother.

HavestudentslookcloselyatFigures1.4and1.5.

Displayexamplesofmapsshowingelevations,

suchaspull-downwallmaps,topographicmaps,

oronlineimages.

• Pointoutthatwemeasuretheheightoflandby

referencingsealevel.Sealevelisdeterminedby

recordingtheaverageleveloftheoceansover

alongtime(althoughglobalclimatechangeis

affectingthisaverage).Sealevelissetatzero.

Theheightorelevationoflandformsisreported

inmetresabovezero.

• Clarifyforstudentsthatcontourlinesaredrawn

specificallytoshowelevationsofplacesandcan

beaccuratelydetermined.Contourlines

– connectplacesthathavethesameelevation

– nevercrossortoucheachother

– bendtopointupstreamwhentheycross

rivers

– aredrawnwithaconsistentcontourinterval

Tomakecontourlineseasiertointerpret,every

fifthcontourlineisdrawnasaboldline.

• Tellstudentsthatmapsalsousecoloursto

indicateelevation.Setsofcoloursrepresent

rangesofelevations.Byconvention,greenis

usuallyusedforlowerelevationsandorangeor

brownforhigherones.

• Explainthattherangesofnumbersused

todefinetheelevationcategoriesmayvary

considerably.HavestudentsexamineFigure1.6

andask:What is the range in elevation at the low

elevations?(darkgreenis0to150m,andgreen

is150to300m)At the middle elevation? (yellow

is300to600m)At the higher elevation?(light

orangeis600to1500m;darkorangeis1500to

3000m)Ensurethatstudentsunderstandthis

variabilitysotheycancorrectlyreadthemap.

• Askstudents:What is one drawback of using

colour for elevations?(colourcan’tbeusedon

thesamemaptoshowotherdetailssuchas

vegetationorpopulationdistribution)

rEaDinG ElEvation on Maps Student Book pages 22–23

(continued)

InviteELLstoidentifythe

landforms in their past or

currentcommunities.

ELL


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• HavestudentsexaminethephotoofthefoldmountaininFigure1.7totrytovisualizethemagnitudeoftheforcesthatareatworkonthesurfaceofEarth.Demonstrateinasimpleexamplethefoldingprocessthatproducedthismountain.Layseveraltowelsofdifferentcoloursflatwiththe“layers”visibletostudents.Slidetheendstogether,sothetowelscreatefoldssimilartothoseinFigure1.7.PointouttostudentsthatthissameprocesscreatedtherocksinthechapteropenerphotoonStudentBookpages16and17.

• Tellstudentsthatplateausmayberelativelyflatandsomewhatsimilartoplains,butplateausoccuronhigherground,suchasbetweenmountainranges.

• HavestudentsusethephotosinFigure1.3andtheinformationonpages20to25tocompletethedescriptionsoflandformsonBLM 1.1 Describing Landforms.Inaddition,displayonlinephotosofeachtypeoflandform:Figure3.10andOnlineFigure1.31(mountains),OnlineFigure1.32(shield),OnlineFigure1.33(valley),Figure3.4A(plain),andFigure6.5(plateau),aswellasphotosfromotheronlinesources.Havestudentssketchasideviewofeachlandform,sketchasimplecontourmapofit,andwriteadescriptionofwhattheyknowaboutthelandform.Studentscoulddothisinsmallgroups.(Studentsmayneedyourassistancewhensketchinganddescribingashield.Remindthemofthedescriptionofashieldasa“flat,rockybase”onpage19,andtellthemtheycanlookforadditionalphotosordescriptionsofashield.)

cOnSOLidatiOn• Use3-2-1 Strategytocheckinonstudents’understandingofwhatlandformsare.DistributeBLM 0.22.Havestudentsdrawasketchthatincludes3landforms,andwrite2wayslandformsaffectpeople’swaysoflife,and1exampleofawayalandformchangessuddenly.

Assigneachlandformon

BLM 1.1 Describing Landforms

toasmallgroupofstudents.

Aspokespersonfromeach

groupcanpresentthe

group’sworktotherestof

theclass.Allstudentscan

copytheideastocomplete

theirownBLMs.

to supportDI

weblink

✓ Assessment

HOw tO ReAD ELEVATION ON A MAP step 1: Thecontourintervalis40m.Indexlines

arethickerthanotherstoaidincounting

andinterpretingthelines.

step 2: Mostoftheslopesaresteep(most

contourlinesaredrawnclosetogether).

Theslopeschange.Inthecentralarea,the

linesarefartherapart,indicatingagentler

slope.Theareaisintheshapeofavalley.

MoraineLakeisatthebottom.Thereare

steepmountainstothenorth,thewest,

andthesoutheast.

step 3: Symbolsonthemapshowglaciers,forests,

streams,icecaps(physicalfeatures)and

roads,trails,andpicnicareas(human

elements).Someactivitiesmightbehiking,

picnicking,andenjoyingtheviews.

step 4: Observationsmayincludebeing

surroundedonthreesidesbyhigh,

steep-sidedmountainsfairlybarrenof

vegetation;forestsinthebottomofthe

valleyandonitslowerslopes;hikingtrails

leadingintothemountainsalongthe

valleys;nobuildings.


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1. spAtiAl significAnce Characteristicfeaturesof

landformstobeincludedare

• mountains:steepslopes,havepeaksthat

mayreachhigherelevations

• shields:rugged,wornlandscapes;ancient

rocks

• valleys:slopes,eithersteeporgentle;lower

elevationsatthebottomofthevalley

• plains:fairlyflatland,perhapsgently

sloping

• plateau:somewhatflatlandatelevations

thatarehigherthanthesurroundingland

(Communication)

2. pAtteRns AnD tRenDs Studentsmightnote

thefollowing:

• mountains:oftenappearalongtheedgesof

continents(Himalayanmountainsofcentral

Asiadonotappeartofollowthisgeologic

rule,butstudentswilllearn,andcansee

onFigure1.8thattheydo:Himalayan

mountainswereformedontheedgeof

two plates where the Indo-Australian plate

crashedintotheEurasianplate)

• shields:canbefoundinthecentresof

continentsbutalsoattheiredges

• plains:areusuallyfoundnearthecentresof

continents

• plateaus:areusuallyfoundinthecentresof

continents

Studentsmightspeculatethatknowing

thedistributionpatternoflandforms

providesanunderstandingofwherethreats

fromlandformsmightbecommonor

wheretransportationcouldbeachallenge.

(Knowledge and Understanding)

3. inteRRelAtiOnsHips Ensurethatstudentshave

correctlyidentifiedthelandformsinyourlocal

area.Intheirproducts,theymightidentify

connectionsbetweenlandformsandhuman

activities,suchasthathillsormountainsmake

buildingroadsdifficult;valleysfloodinthe

spring,whichcanthreatenhomes;andplains

makegoodlocationsforairports.(Application)

CheCk-IN Sample anSWerS Student Book page 25


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LeSSOn SuMMarY

ExpEctationsA3.2


• describethetectonicprocessesanderosionthatcreateandchangelandforms

• identifywaysinwhichpeoplecreateandchangetheland

suGGEstED assEssmEnt stratEGiEs• K-W-LChart

• FrayerModel

• Think-Pair-Share

cross-curricular connEctions• Grade7Math:DataManagementandProbability:identifyanddescribetrends,

basedonthedistributionofthedatapresentedintablesandgraphs,usinginformal

language;researchandreportonreal-lifeapplicationsofareameasurements

map, GlobE, anD GraphinG skills• extractsinformationfrom,analyzes,andcreatesincreasinglycomplexthematicmaps,

includingphysical

• extractsinformationfromandanalyzesphotographsofunfamiliarplacesandsites

GeoGraphy BaCkGroundExplaintostudentsthat,intheearly1910s,Alfred

Wegenerbeganexploringtheideathatthecontinents

hadatonetimeallbeenpartofonelargelandmass.

Hesuggestedthatthecontinentsthenbrokeapartand

“drifted”acrosstheoceanbed,buthewasnotable

tosuggestanexplanation.Fewpeopleacceptedhis

continentaldrifttheory.Buttechnologicalimprovements

andthescientificcollectionofevidenceeventuallyled

tothenowwell-acceptedtheoryofplatetectonics.This

theory,consideredoneofthemostimportantideasofthe

twentiethcentury,hasvastlyreshapedourunderstanding

ofthedynamicforcesatworkonthesurfaceofEarth.Tell

studentsthattheevidencethatsupportsthetheoryof

platetectonicshasbeenbuildingformanyyearsnow.

possIBle MIsConCeptIons TheFocusOn:PatternsandTrendsfeatureonStudent

Bookpage29focusesonpatternsinthephysical

world,andgeographersdostudynaturalpatterns,but

understandinghuman-causedorhuman-inducedpatterns,

forexample,settlementornaturalresourceexploitation

patterns,isalsoanimportantpartofgeography.Remind

studentsthatgeographyisnotonlyaboutthenon-

livingworld.Theirexaminationofpatternsandtrends

ingeographicstudiesincludesbothnon-livingand

livingsubjects.


SpatialSignificance

Interrelationships

PatternsandTrends

inQuiry skiLLs FoCus

Communicate

EvaluateandDrawConclusions

Chapter Feature

FocusOn:PatternsandTrends

reLated MateriaLs

BLM0.26K-W-LChart

BLM1.23-DPlateTectonic

Models

BLM0.24FrayerModel

MateriaLs List

• smallburnerorcandleand

matches;large,clearglass

containerofwater;food

colouring

• cardboardboxesor

cartons,paper,modelling

clayofvariouscolours

Where on earth?

• TolbachikVolcano,

Kamchatka,Russia

55.50°N,160.20°E

hoW areLandforms Created and Changed?Student Book pages 26–33


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teaching nOteS

minDs on • Askstudentstorecall,andanswer,theChapterBigQuestion,Why are

landforms important?(affectourwayoflife,provideresourcesweneed,causegreatdamageorevenlossoflife)Havethemrecalltheirownquestionsaboutlandforms,andtellthemtonotewhethertheyfindanswersduringthislesson.

• Ask:What is meant by the word force when we are talking about the natural world?(aformofstrengthorenergy)What are some forces that can create or change landforms?(dynamite,bombs,oceanwaves,ice,wind,water)What physical force is strong enough to create a mountain?(Oceanwaves,ice,wind,andwaterarenotstrongenoughtocreatemountains.Studentswilldiscoverinthissectionofthechapterthatconvectioncurrentsprovidetheforce.)

action • UseaK-W-L Chartonplatetectonics,volcanoes,andearthquakestocheckwherestudentsareintheirlearning.DistributeBLM 0.26 K-W-L ChartandhavestudentsfillintheKnowandWanttoKnowcolumnsnowandaddtheinformationtotheWhatILearnedcolumnattheendofthelesson.

• ExplainthattheplatesshowninFigure1.8aremoving,andhavestudentsguesshowquickly(atthesamerateatwhichafingernailgrows).PointoutthatthismovementistheresultofconvectioncurrentsintheinteriorofEarth.Demonstrateaconvectioncurrentbypositioningaheatsource,suchasasmallburnerorcandle,toonesideofalarge,clearglasscontainerofwaterandseveraldropsoffoodcolouring.

• TellstudentsthatFigure1.9isaphotooftheTolbachikVolcano,inKamchatka,Russia(55.50°N,160.20°E).Usethephotoquestiontodiscusstheideathatmoltenmaterialscanflow.UnderEarth’ssurface,moltenmaterialsarecapableofmovinglongdistances,butonceonthesurface,lavabeginstocoolandharden.Itrarelytravelsmorethanafewkilometresfromitssource.

• ReviewwithstudentstheconceptsinthediagramsinFigures1.10and1.11.Ask:How is convection flow connected to the movements of plates?(movementofplatesiscausedbyconvectionflowsunderneaththem)HavepairsofstudentstracethecircularmotionscreatedbytheconvectionflowonFigure1.10usingtheinformationonpage27.Askthemtoexplaintoeachotherhowplatesaremovedalongtheconvectionflowasifonaconveyorbelt.HavethemrefertoFigure1.11A,Figure1.11B,andFigure1.11Candexplaintoeachotherhowconvectionflowplaysaroleinthemovementoftheplates.

• ThespatialsignificancequestiononStudentBookpage28invitesstudentstofocusontheconceptofspatialsignificance.Answersmayincludethatpeoplelivinginanearthquakezonetendtominimizetheriskofearthquakesastimepasseswithoutone.Peoplehavetraditionalandeconomictiestolocations,andmovingelsewheremaybedifficult

✓ Assessment

Clarifywhatismeantbyplates.

ELL

EnsurethatELLsunderstand

whatismeantbymolten materials.

ELL

weblink

Havestudentsusemodelling

clayinavarietyofcolours,ora

computeranimationprogram,

todemonstratehowrocks

similartothoseinthechapter

opener photo on Student Book

pages16and17werecreated.

to ChallengeDI

spAtiAl significAnce


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formanyreasons.Forthesepeople,thespatialsignificanceoftheplaceismoreimportantthantheriskofanearthquake.

• DistributeBLM 1.2 3-D Plate Tectonic Models.Allowtimeforstudentstoplanandconstructasimplemodelthatillustrateseitheraconvergentordivergentplateboundary,orthatshowshowconvectioncurrentsworkwithinEarth.Theycanusematerialssuchascardboardboxes,paper,andmodellingclay,andrefertotheinformationonpages27and28.Emphasizethatthemodelshouldbecompact,nolargerthanacerealbox,andwelllabelledtoshowkeyideas.Forexamples,seethefollowingonlinediagramsofmodels:Figure1.34(amodelofadivergentboundarycreatedwithacerealbox,afoldedpieceofpaper,andafoldedpieceofcardboard)andFigure1.35(amodellingclaymodelshowingconvectioncurrentswithinEarth).

weblink

Encouragestudentswith

skills and interest in animation

tocompletetheirmodelusing

ananimationprogramasa

presentationformat.

to ChallengeDI

• RemindstudentswhattheylearnedonStudent

Bookpage7aboutpatternsandtrends.Ask:

What is a pattern?(anarrangementororderin

characteristics)What is an example of a pattern

in geography?(theAtlanticcoastlinesforSouth

AmericaandAfricalooklikematchingpieces

inapuzzle;theywouldfittogetherifthetwo

continentswerepushedtogether)What is a

trend?(ageneraldirectionortendencyinwhich

somethingischangingordeveloping)What is an

example of a trend in geography?(thecurrent

tendencyoftheNorthAmericanplatetomovein

awesterlydirection)

• Developthenotionsofpatternsandtrendswith

examplesintheclassroom.Askstudents:Are the

student desks in our room arranged in groups or

in rows?Explainthatthisisapatternbecausewe

canseetheyareplacedinaparticular,regular

arrangement.Havestudentsapplythethree

questionsonpage29tothispatternofstudent

desksintheclassroom:

– Whatcausesthesepatterns?(teacherplaced

thesedeskshere)

– Doallplaceshavesimilarpatterns?(no;

theclassroomnextdoorhasdesksina

semi-circle)

– Howdothesepatternsaffectthelivesof

peoplelivingthere?(helpusmovethrough

theroomeasily;allowstheteachertoreach

everyoneeasily)

FoCus on pAtteRns AnD tRenDs Student Book page 29

(continued)

Explaintostudentsthattheiranswerstothese

questionshelpthemunderstandthegeography

oftheclassroom.

• Havestudentsthinkabouthowtheneighbourhood

orcommunityhasbeenchangingbyasking:What

geographic trends can you find?(communityhas

addednewstoresandservicessuchasfast-food

restaurantsorcoffeeshops,newroadsortraffic

lightshavechangedoldtrafficpatterns)Invite

studentstoanswerthethreequestionsonpage29

again,butthistimelookingatthetrendstheyhave

identified.Thenask:How do your answers help you

understand our community? (answers will depend

ontheschoollocation,butstudentsshouldbeable

tonotedifferencesbetweenolderandnewerparts

ofacommunity;forexample,olderareasmay

havebeenbuiltonagridandexpandedwithout

planning,newerareasmayhavebeenbuiltwith

schoolsandcommunitycentresinthemiddleand

industryontheedges,nearhighways,andsoon)

• Ask:How do you think the Ring of Fire got its

name?(describesthedistributionofvolcanoes

aroundthePacificRim)Encouragestudentsto

identifythepatterninthemapinFigure1.12.Ask

howitconnectstotheRingofFire(thelocations

ofearthquakesandvolcanoesaroundtheworld

showadistinctivegeographicpattern,with

thegreatmajoritytakingplaceattheedgesof

tectonicplates).Studentswillreadmoreabout

thisonpage34.


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• assessMent:DistributeBLM 0.24 Frayer

Modelandhavestudentscompleteitfor

patternsinnaturalsystemsandrecordinthese

fourcategories:definition,labelleddiagram,

examples,andnon-examples.Observestudents

completingtheFrayer Modeltoobservehow

welltheyhaveachievedtheSuccessCriteria.

try it sample answers

1. Answerswillvaryaccordingtowhereyour

communityislocated.Forexample,

• plainsmakeupasubstantialpartofmost

continents,withonlyAntarcticanothaving

identifiedplains;mostplainsarelocatedin

theinteriorofcontinents

• Remindstudentsthaterosionisastrongcounterforcetothemountainbuildingthataccompaniesplatetectonics.Water,wind,andicearethemainagentsoferosion,buthumansalsoplayarole.InansweringtheinterrelationshipsquestiononStudentBookpage30,studentsmightsaythathumansincreaseerosionbyremovingvegetationfromtheland,changingorincreasingtheflowofrivers,farminginsuchawaythatwaterandwindcancarryawaysoils,andsoon.

• RecentevidencesuggeststhattheerosionprocessthatcreatedtheGrandCanyon,asshowninFigure1.13,beganapproximately17millionyearsago.DisplayOnlineFigure1.36toshowanaerialviewoftheGrandCanyon.Helpstudentsunderstandthattheprocessisstillcontinuing,andwhy(theriver,precipitation,andwindarecontinuingtoerodethecanyon).

• ThephotoquestionforFigure1.14asksstudentstothinkabouthowmuchmaterialaglaciermayhavemovedtocreatethefjord.Providethehintthatfjordsmaybetensofkilometresinlengthandseveralkilometresacross.

• ThepatternsandtrendsquestiononStudentBookpage31asksstudentstospeculateonthenatureofglacialdeposits.Tellthemthattheycouldfindevidenceabouthowalandformiscreatedbydiggingaholeinit.Aglacialdepositsuchasamoraine,drumlin,oreskerwouldrevealamixtureofmaterialsofvarioussizes,suchasboulders,largestones,gravel,sand,andsilt.Glacierstendtodepositordroptheirmaterialsallatonceastheicemelts,andthemixtureofsizesresults.Materialsdepositedbywaterandwindtendtobesortedbyweight.Forexample,asthewindorwaterslowed,heaviermaterialsweredepositedfirstandthenlightermaterials.

• IntheiranswertothephotoquestionforFigure1.15,studentsmaysuggestthatplantsminimizetheeffectsofwinderosion(rootsofplantsholdsurfacematerials,suchassand;leaveshelptoblocktheforceofwindorwater,solessmaterialisremovedoreroded).

inteRRelAtiOnsHips

pAtteRns AnD tRenDs

• shieldsarefoundonallcontinentsexcept

Antarcticaandmakeupasubstantialpart

ofNorthAmerica,Africa,andAustralia;

thereisamixoflocations,withsome

shieldsintheinteriorandsomeattheedges

ofcontinents

2. Studentsshouldidentifythestrongpattern

oflocationsofearthquakesalongthewestern

edgeofCanada,whichcorrespondstothe

westernedgeoftheNorthAmericanplate.This

patterniscausedbytheconvergentzoneinthis

area.FormostCanadians,thispatternmeans

thatweareunlikelytoexperienceapowerful

earthquake,whilethepeoplewholiveinBritish

ColumbiaandtheYukonhaveagoodchanceof

experiencinganearthquake.


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• Asapreviewtotheinformationonpages32and33,haveaclassdiscussionaboutpossibleresponsestotheinterrelationshipsquestiononStudentBookpage32.Dependingonyourlocation,studentsmaynotethatpeoplehavechangedtheshapeofhillsfortransportationroutes,floodedrivervalleystogeneratehydroelectricity,smoothedlandscapestomakeiteasiertobuildhousingdevelopments,dugholesinthegroundtoextractminerals,andsoon.

• PossiblestudentanswerstothephotoquestionforFigure1.16includethefollowing:terracingmakesitdifficulttotransportcropsorbringsuppliessuchasfertilizertofields,usetractorsandotherformsofmechanicalequipment,andmoveeasilyfromonefieldtoanother;terracingmakescontrollingsoilerosiononsteephillsideseasierbecausewaterisverycarefullycontrolledasitpassesfromonefieldtothenext.

cOnSOLidatiOn• Havestudentsformgroupsofthree.Ifpossible,eachgroupmembershouldhaveadifferent3-DmodelcreatedwithinstructionsfromBLM 1.2 3-D Plate Tectonic Models.AskthecreatorsofeachmodeltodescribethecharacteristicsofthelandformsitshowsandtoexplaintotheotherstudentsthenaturalprocessesthatareatworkintheinteriorofEarth.Itmaybeeffectivetohaveonegroupwithstrongerstudentsmodeltheirexplanationsfortherestoftheclass.

• HavestudentsreturntotheirBLM 0.26K-W-L Chartonplatetectonics,volcanoes,andearthquakesandaddinformationtotheWhatILearnedcolumntoconsolidatetheirlearning.

• UseThink-Pair-Sharetoobservestudents’ideasandworkinaction.Askstudentstoconsiderthefollowingthreequestionsontheirownandthenpair,sharetheirideas,andcometoaconsensusanswer:How do plates move? Why do volcanoes and earthquakes occur at the edges of plates? What are some factors that affect erosion?Suggestthatstudentshelpeachotherassesswhethertheyneedtoreviewtheideasandprocessesinthissectionofthechapter.

inteRRelAtiOnsHips

✓ Assessment

✓ Assessment

1. cOmmunicAte Ask students to use a

methodotherthana3-Dmodeltoshow

theirunderstandingofhowEarth’s

platesmove,suchasawrittenpiece,a

diagram,ademonstration,orevenamime

presentation.Ensurethatthekeytermsare

allusedandareusedcorrectly.(Knowledge

and Understanding)

2. spAtiAl significAnce Answersshouldreflect

anunderstandingthattheedgesofplates

arezoneswheretremendousturmoiland

frictionoccur.Here,rocklayerspasseach

other,creatingenormouspressure,whichis

releasedasearthquakes.Thepressurecreates

heat,whichmeltstherocklayersandleadsto

themovementofmagmatowardthesurface.

(Communication)

3. evAluAte AnD DRAw cOnclusiOns Students’

chartsmightlooklikethefollowing:


(continued)


Geo7_TR_Ch01_P6.indd 41 07/08/14 9:04 AM

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type oF erosion erosion ForCes resuLts

water precipitationrunofforriversmovingacross

theland,pickingupanddepositingweathered

material

valleys,sedimentlayersatthebottomoflakes

andoceans,plains

ice glaciersoricecapsmovingacrossthesurfaceof

theland,pickingupanddepositingmaterials

scrapedlandscapes,fjordvalleys,depositsthat

werelaiddownatthefrontedgeofmelting

glaciers

wind windsblowingacrossexposedsoil,pickingitup

andcarryingittootherlocations

areaswheresoilshavebeenblownaway,

sand dunes

Theorderofimportancewillvaryby

location,butformostplacesinCanada,water

iscurrentlythemostimportanttypeoferosion.

Iceisofminorimportance,otherthanon

mountaintopsandintheHighArctic,andwinds

havedifficultypenetratingtheamplevegetation

foundacrossmostofthecountry.(Application)


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LeSSOn SuMMarY

ExpEctationsA1.1,A2.1,A2.3


• describehowpeoplehaverespondedtochallengesandopportunitiespresentedby

earthquakesandvolcanoes

• locateearthquakesonaworldmap

• determinetheareaoverwhichtheimpactofanaturaleventextends

• createmeaningfulresearchquestions

suGGEstED assEssmEnt stratEGiEs• AnticipationGuide

• ThumbsUp/ThumbsDown/ThumbsSideways

• 3-2-1

cross-curricular connEctions• Grade7Math:GeometryandSpatialSense:plotpoints(usingallfourquandrantsof

theCartesiancoordinateplane);DataManagementandProbability:makeinferences

andconvincingargumentsthatarebasedontheanalysisofcharts,tables,andgraphs

• Grade7Science:UnderstandingStructuresandMechanisms:1.1evaluatetheimportance

offactorsthatshouldbeconsideredindesigningandbuildingstructuresanddevicesto

meetspecificneeds;3.4distinguishbetweenexternalforcesandinternalforcesacting

onastructure;3.6identifyanddescribefactorsthatcancauseastructuretofail

combinED GraDE connEctions• Grade6SocialStudies:B2.5,B3.4

• Grade8Geography:A1.2

map, GlobE, anD GraphinG skills• extractsinformationfrom,analyzes,andcreatesincreasinglycomplexthematicmaps,

includingphysical

hoW DoWe respond to ChaLLenges Caused by earth’s forCes?Student Book pages 34–39


GeographicPerspective

PatternsandTrends

inQuiry skiLLs FoCus

FormulateQuestions

Chapter Features

FocusOn:Formulate

Questions

HeroesinAction:BilaalRajan:

HelpingVictimsofHaiti’s

Earthquake

reLated MateriaLs

BLM1.3AnticipationGuide:

WhatChallengesAreCaused

byEarth’sForces?

BLM1.4TheRichterScale

BLM0.9PoliticalOutlineMap

of the World

BLM1.5MappingEarthquakes

BLM0.8FormulatingQuestions

toGuideResearch

BLM0.223-2-1

Where on earth?

• BeichuanCounty,Sichuan,

China

31.88°N,104.43°E

• Port-au-Prince,Haiti

18.53°N,72.33°W

GeoGraphy BaCkGroundThereareanestimated500000earthquakeseach

year,butonlyabout100000willbefeltbyhumans.

Onaverage,thereare18majorearthquakeseveryyear.

Thesearequakesthatcausedamagetobuildings

andputhumanlivesindanger.About90percentof

allearthquakesoccurintheRingofFirearoundthe

PacificOcean.

possIBle MIsConCeptIons Mostpeopleseemtobelievethatvolcanoesaredeadlierthan

earthquakes;itisactuallyearthquakesthatareresponsible

formoredeathsanddestruction.Theycanoccurwithout

warning.Mostdeathsoccurwhenstructurescollapseon

residents.Volcanoes,withtheirashcloudsandlavaflows,

appeartobethemostdangerous,butbecausetheynormally

givewarningsigns,theyareeasiertoescape.

43NEL Chapter 1: Landform Patterns

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teaching nOteS

minDs on • UseanAnticipation Guidetocheckstudents’understandingofthetopicbeforeyoubeginthelesson.HavestudentscompleteBLM 1.3 Anticipation Guide: What Challenges AreCaused by Earth’s Forces?Theywillassesstheiranswersattheendofthelesson.

• Askstudents:How are we affected by the tectonic forces on Earth?(humansindifferentplacesarethreatenedbyearthquakesandvolcanoes)Askstudentstoconsiderwherethegreatestriskforearthquakesandvolcanoesis(theedgesoftectonicplates).HavethemlookatthemapinFigure1.18.Ask:Why are there so many volcanoes and earthquakes in this one zone?(edgesofPacificPlatemeettheEurasian,Australian,andAmericanplates;mostearthquakesandvolcanoeshappenwhereplatesaremovingpastorundereachother)

• Ask:Why is it important to know that there are many large cities in the Ring of Fire?Initiateadiscussionabouttherisksfromearthquakesandvolcanoes.Avoidincitingfearfulattitudes;forexample,tellstudentsthatthereareabout20000earthquakesrecordedeachyearthatgounnoticedbecausetheireffectsaresomild;therearemanyweakearthquakesbutfewofahighmagnitude.

action • UsethephotoquestionforFigure1.19tostimulatediscussionabouttheimpactsofearthquakes.Havestudentsfindthelocationoftheearthquakeinthephotoonaworldmap(31.88°N,104.43°E)andnoteitslocationrelativetoCanada.ThephysicaleffectsofthisearthquakeinChinawouldnothavebeenfeltinCanada,althoughitwouldhavebeenrecordedonseismographs.However,manyCanadiansandotherpeoplearoundtheworldwouldempathizewiththeresidentsofSichuanoverthedevastation.PointoutthattheriskofexperiencingadamagingearthquakeissmallinmostpartsofCanada.PeoplewholiveinBritishColumbiaareathigherriskbecauseoftheirlocationintheRingofFire;however,theyhavenot,inrecenthistory,sufferedanymajordamageorharmasaresultofearthquakes.

• HavestudentsdiscussBLM 1.4 The Richter Scale.Ask:Why do we need a scale to measure earthquakes?(earthquakesvaryinsizesoithelpsusdistinguishbetweenlargerandsmallerones)What is one measure that seismologists used to create this scale? (magnitude)How does a scale like this help disaster response planners? (helpstopredictoutcomeoffutureearthquakesandtoplanappropriateadvancemeasures)Helpstudentstofillinthemissingdataonthechart.Providethemwith,anddiscuss,thecorrectanswers.HavethemlookatFigure1.19andsuggestthesizeofthe2008Sichuan,China,earthquakebylookingatsomeofthedamageitcaused(7.8to8.0magnitude).

• GiveeachstudentacopyofBLM 0.9 Political Outline Map of the World andBLM 1.5 Mapping Earthquakes.ExplainthatBLM 1.5isalistofseveralearthquakesthatoccurredfromApril11toMay8,2014.Provide

✓ Assessment

weblink

weblink

weblink

KeepinmindthatsomeELLs

or their extended families

mayhavebeentouchedby

suchevents.ELLscanbea

richresourcetotheother

studentsbutmayhavesome

emotionalissueswhich

maysurface.

ELL


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• DisplayOnlineFigure1.38,whichshowsaseismograph.Usethisvisualtoexplainthataseismographisalargemassisolatedfromthegroundbeneathit.Ithasarecordingtoolsuspendedoverapaper,whichis

weblink

atlasesandonlinemapssostudentscanplotonBLM 0.9asaccuratelyaspossiblethelocationsofearthquakesinthetable.WhenstudentshavefinishedtheirmapsandrespondedtothequestionsonBLM 1.5,leadadiscussionaboutthepatterntheysee(locationsareattheedgesofthePacificPlate),thesignificanceofthepatterns(confirmstheRingofFireandhighlightstheriskoflivinginthiszone),andanyapparentanomalies(therearenoearthquakeorvolcanolocationsinSouthAmerica).HavestudentssuggestwhyCalifornia’sMay8earthquakeisonthislistof“importantearthquakes”whenitsmagnitudewassomuchsmallerthantheothers(itsepicentrewasinthecityofCudahy,soitseffectswouldhavebeenfeltbymostpeoplethereandmayhavecausedsignificantdamage).

• DisplayOnlineFigure1.37.ExplainthatthemiddlephotointhesequenceshowstheeruptionofMountSt.HelensinthestateofWashington,intheUnitedStates,in1980.Havestudentsnotetheextentoflavaandash.Theleft-handphotoshowstheregionaroundthevolcanobeforetheeruption,surroundedbyheavyforest,andtheright-handphotoshowstheregionin2011,withtheforestlargelyregrown.Tellstudentsthattheeruptionresultedinmanydeaths,destroyedmanyhomes,anddamagedforestsandriverchannels.Discusspossiblereasonswhyitis,todate,themosteconomicallydestructivesucheventinAmericanhistory(destructionofbridges,railway,highway,timberlands,crops,wildlife;closureofcommercialflights;clean-upofash)

• Tellstudentsthatthekeytosuccessfulresearch

iscreatinggoodquestions.Goodresearch

questionsevolvethroughtheresearchprocess.

Letstudentsknowthatagoodstrategyfor

beginningaresearchprojectistodevelop

severalpossibleresearchquestionsthatare

relatedtothetopicathandbutfocuson,or

highlight,differentaspectsofthetopic.As

studentscontinuetheirresearch,theyrefine,

consolidate,ordeletequestionsinfavourof

onesthatgivethembetterdirection.

try itsample answers

1. Helpstudentsfocusonatopicthatinterests

them(arecentnaturaldisaster,suchasa

devastatingearthquakeorahigh-profile

volcaniceruption,hurricanes,floods,

tornadoes).

2. Tell students to use the What is where? Why

there? Why care?approachwhentryingto

decidewhattheywanttolearnabouttheir

topic.Where?ensuresthattheyareidentifying

patternsandtrends;Why there? allows them to

lookforexplanationsandimportantfactors;Why

care?requiresthemtolookforinterrelationships

andlinksthatshowimportanceorsignificance.

3. Pointoutthatmostoftheexamplequestions

inFigure1.20beginwithoneofthe5Ws+H

words:who, what, when, where, why, how.

Havestudentsmodeltheirthreequestions

aftertheseexamples,andthendecidewhether

theirquestionsarestrongbyusingthecriteria

listedintheright-handcolumn.

FoCus on fORmulAte QuestiOns Student Book page 36


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• RemindstudentsthattheUnitChallengerequiresthemtodevelopanaturaldisasterresponseplanforacommunity.Manycommunitiesfacetheriskofeitherearthquakesorvolcanoes.DistributeBLM 0.8 Formulating Questions to Guide Research.Havestudentswriteresearchquestionsaboutthechallengesofearthquakesandvolcanoes,usingwhattheylearnedabouttheinquiryprocessinformationin

weblink

HEROES in AcTION: Bilaal Rajan:

Helping Victims of Haiti’s eaRtHquake

• Introducethisfeaturebytellingstudentsabout

thedevastatingearthquakethathappenedin

Port-au-Prince,Haiti,in2010(18.53°N,72.33°W).

Havestudentslocatethiscityonamapand

showstudentssomephotosoftheearthquake's

aftermathtogiveasenseofthedevastation

(photoselectionsshouldbemindfulofayoung

studentaudience).

• Explaintostudentsthattheearthquakehad

animpactonCanadaeventhoughitwasnota

physicalimpact.ManyHaitianshaveimmigrated

toCanadaandstillmaintainstrongrootsinthe

country.Inaddition,ourgovernorgeneralatthe

time,MichaëlleJean,wasborninHaiti.

• TellstudentsthattheCanadiangovernment

andmanyindividualCanadiansrecognizedthe

challengesHaitiansfacedaftertheearthquakehit

andrespondedbycontributingfunds.Thesewere

disbursedtonon-governmentalorganizations

workingonthegroundinHaiti,includingFree

theChildren,RedCross,WorldVision,and

UNICEF(UnitedNationsInternationalChildren’s

EmergencyFund).Studentscanresearchonline

tofindoutdetailsabouthowtheseorganizations

helpthesurvivorsofearthquakes.

A cAll tO AcTION sample answers

1. Studentsmightanswerthatsomepeople

• feeltheyhaveamoralobligationtohelp

others

• feelgoodhelpingothers

• feelareligiousdutytohelp

• finditrewardingtoworkaspartofateam

withacleargoal

• wouldfeelguiltyiftheydidnothing

Encouragestudentstoarticulatewhat

wouldmoststronglymotivatethemtohelpa

relieforganization.

2. Studentscouldsuggestdonatingmoney,

encouragingotherstodonatemoney,forming

alocalchapterofalargergroup,startinga

groupamongtheirfriendstoraisemoneyin

thecommunity,becominginvolvedinagroup

attheregionalornationallevel,or,asBilaalRajan

did,workingattheinternationallevelto

accomplishtheorganization’sgoals.

Studentscouldsuggestthattheirschool

communityhaveabakesale,afunfair,a

communitycarwash,andso on.

Student Book page 38

movedforwardataknownspeed.Duringanearthquake,thegroundmoves.Thesuspendedmassstaysmotionlessbecauseofitsinertia,howeverthemovinggroundshiftsthepaperand,asitmoves,themotionisrecordedonthepaperbytherecordingdevice.

• UseaThumbs Up/Thumbs Down/Thumbs Sidewaysstrategytoassesswherestudentsareinunderstandingtheimpactsofearthquakesandvolcanoes.Usethesestatements:I understand why the Ring of Fire is located where it is. I can interpret a Richter scale rating. I understand how a seismograph works.Forfurtherclarification,havestudentssharetheirunderstandingswiththeclass.

✓ Assessment


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FocusOn:FormulateQuestionsonpage36.Workwiththemtodistinguishthedifferenttypesofresearchquestionsandtogenerateeffectivequestions.EncouragethemtomakelinksbetweentheirinquiryquestionsandtheChapterBigQuestion,Why are landforms important?

• DiscusswithstudentswhytheTransamericaPyramidinSanFrancisco,asshowninFigure1.24,isagoodexampleofabuildingthatwasdesignedandconstructedtobeearthquakeresistant.Studentsmaynoticethatthebuildingisshapedlikeafour-sidedpyramidwithawidebaseandnarrowtop.Atthegroundlevel,thecross-bracingthatgivesitstabilityisclearlyvisible(appearsasinvertedtrianglesatthebottomofthebuildinginthephoto).Interiorbracingsupportsthebuildinguptofloor45.Duringthedeadly1989LomaPrietaearthquake,thetopofthebuildingswayed30cm.Becauseitwasbuilttomoveinthisway,therewasnodamagetothestructure.

cOnSOLidatiOn• Askstudents:How have people living in areas that experience earthquakes

and volcanoes responded to these challenges?(peopleworktopredictthesechallengesandtrytousebuildingtechniquestolessentheimpacts)Askthemtothinkabouttheeffectivenessoftheseresponsesandtospeculateonwhetherthefuturewillseemoreandbetterstrategies.

• Ask:What are some tools that we can use to better protect ourselves from the effects of earthquakes and volcanoes?(seismographshelpusunderstandandpredictseismicevents)Tellstudentsthatnaturaldisasterresponseplanningisalsoatoolthatcanhaveimmediatebenefits.

• Usea 3-2-1 activitytocheckstudents’comprehensionofhowpeoplerespondtochallengescausedbyEarth’sforces.DistributeBLM 0.22 3-2-1tostudentsandhavethemlist3thingstheylearned,2thingstheywouldwanttosharewithagrade3class,and1thingthattheyfounddifficult.

✓ Assessment

1. geOgRApHic peRspective Thisquestionhas

strongmoralandphilosophicalovertones.On

theonehand,forcingpeopletotakeaction

toprotectthemselvescouldbeconsidered

commonsense.Ontheotherhand,people’s

abilitytomakedecisionsabouttheirown

futureandwhatisintheirbestinterestsmay

beconsideredahumanright.Studentsmay

grapplewiththeunderlyingquestion:Does

anyone have the right to make decisions

about other people’s safety on their behalf?

Therearenorightorwronganswers,just

opportunitiestoexploreinterestingideas.Help

studentsclarifyorvisualizetheiropinionson

thetopic.Theymightincludethefollowing

pointsintheirprosandconst-chartand

paragraphorposter:

• pros:savelives,lessdestructionofproperty,

lessmoneyspentonmodifyingexisting

buildingstobeearthquake-resistant

• cons:takeawaypeople’srighttomake

decisions,landcan’tbeused,theplaces

currentlyusedwouldhavetobeabandoned

(Knowledge and Understanding)


(continued)

47NEL Chapter 1: Landform Patterns

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2. pAtteRns AnD tRenDs Students’discussion

maydealwithdetailsaboutplatetectonics

andlinkseismicturmoiltolocationsatthe

edgesofplates.Placesalongtheedges

ofplatesaremorelikelytoexperience

earthquakesandvolcanoesthanplaces

thatarenearerthecentreofplatesbecause

convergenceordivergenceamongtheplates

mostoftenoccursattheseedges.Tsunamis

aregeneratedataplateboundaryandcan

travellongdistancesacrossoceansandhave

animpactonplacesthatarenotseismically

active.(Knowledge and Understanding)


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GeoGraphy BaCkGroundIcelandisespeciallyimportantforgeologistsandgeographersbecauseitsitsastride

theMid-AtlanticRidgethatformstheeasternboundaryoftheNorthAmericanplate

andthewesternedgeoftheEurasianplate.(ThelocationofIceland,unlabelled,is

showninFigure1.8.)MagmarisesalongtheMid-AtlanticRidgebecauseofconvection

currents,andtheupwellingproducestheridge.AtIceland’slocation,themagmahas

reachedabovesealevelandisfuellingactivevolcanoesandhotsprings,aswellas

continuallybuildingnewlandsinthearea.

TheeruptionofEyjafjallajökullwasnotspectacularfromageologicpointofview.Its

importancewasitsimpactonhumanactivity.

LeSSOn SuMMarY

ExpEctationsA1.1,A3.2,A3.11


• explainkeyideasabouttheimpactsofavolcaniceruptiononbothnaturaland

human systems

• describehowhumansystemsinteractwiththevolcaniceruption

suGGEstED assEssmEnt stratEGiEs• Think-Pair-Share

• 3–2–1

cross-curricular connEctions • Grade7Math:DataManagementandProbability:read,interpret,anddrawconclusions

from…secondarydatapresentedincharts,tables,andgraphs

• Grade7Science:3.5explainhowheatistransmittedthroughconvection,anddescribe

naturalprocessesthatdependonconvection

map, GlobE, anD GraphinG skills• extractsinformationfromandanalyzesphotographsofunfamiliarplacesandsites

reLated MateriaLs

BLM0.29VennDiagram

BLM0.223–2–1

Where on earth?

• Eyjafjallajökullvolcano,

Iceland

63.38°N,19.37°W

cAse stuDy

EyjafjallajÖkull icElanDic hot spotStudent Book pages 40–41


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teaching nOteS

minDs on • UseThink-Pair-Sharetoassesswhatstudentsknowabouteffectsofvolcanoes.Askstudents:In what ways might a volcanic eruption affect a place?(healthandsafety,jobs,transportation,housing)Havethemjotdownafewideasindividually,thenpairupwithanotherstudenttocompareanddiscusstheirideas.Havethepairssharetheircollectiveideaswiththeclass.

• HavestudentslocateIcelandandtheEyjafjallajökullvolcanoonaworldmap(63.38°N,19.37°W)andthenhavethemlocateIcelandonthemapinFigure1.8.AskthemtousewhattheyknowaboutplatetectonicstoexplainwhyIcelandhassuchagreatamountofvolcanicactivity(locatedwheretheeasternboundaryoftheNorthAmericanplateandthewesternedgeoftheEurasianplatearepullingapartandmagmaisformingaridge).

action • Instructstudentstolookcloselyat,andanalyze,Figure1.26.Ask:Where

is the north arrow pointing?(tothecentreofthemap)If there were an arrow here(pointtoanotherlocationontheperimeterofthemap),where would it point?(tothecentreofthemap)And here?(tothecentreofthemap)Why?(thisisapolarviewoftheworldwheretheNorthPoleisinthecentreofthemap)

• HavestudentsuseatlasesandFigure1.26tonamethecountriesthatwereheavilyaffectedbytheash(UnitedKingdom,Norway,Ukraine)andtorecognizehowmuchofCanadawasalsoaffected.Ask:Why do you think most of the ash moved eastward toward Europe and not westward toward Canada?(prevailingwinds)

• DistributeBLM 0.29 Venn Diagram.HavestudentslabelandrecordtheirideasabouttheeffectsofEyjafjallajökull’seruption.Inoneoval,theyshouldrecordtheeffectsonnaturalsystems(ashinthewaterwaysandatmosphere),intheotheroval,theeffectsonhumansystems(disruptionstotransportationandlivingconditions),andintheoverlapsection,theeffectsthatweresharedbybothnaturalandhumansystems(meltingglacierthatcausedflooding).Studentscanresearchtofindadditionalinformationtouseinthisanalysis.

• HavestudentsrefertotheircompletedVenndiagramonBLM 0.29 andanswerthesequestions:Which was more affected by the volcanic eruption, human or natural systems?(humansystemsbecauseofthehighlevelofairtrafficdisruption)Were natural or human systems most able to overcome the damage, and how do you know?(humansystems:becauseofearlywarnings,noliveswerelost,sopeoplewereabletogetbacktonormalquickly;naturewouldneedseveralgrowingseasonstorecover)

• Encouragestudentstospeculateabouttheshort-andlong-termeffectsofvolcaniceruptionsonaplace.Short-termimpactsincludedangertohumans,lossofuseofproperty,poorvisibility,andsoon.Long-term

✓ Assessment

weblink

weblink

CheckthatELLsunderstand

thedifferencebetween

humanandnaturalsystems,

andwhichexamplesrefer

toeachofthetwosystems

(humanornatural).

ELL


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impactsincludegeothermalheating(theuseofenergyfromEarthasaheatsource),improvedhumanstrategiesforpredictingeruptionsandcopingwitheruptions,andtourismbasedonthevolcano.

cOnSOLidatiOn• Usea3–2–1 activitytoobservestudents’abilitytoconnecttheideasinthiscasestudywithpreviousdiscussionsofplatetectonicsandEarth’sforces.DistributeBLM 0.22 3–2–1.Studentsshouldidentify3linkstoplatetectonics,2linkstovolcanoes,and1waythatlandformswerechanged.

✓ Assessment

exPLore the Issue samplE answErs Student Book page 41

1. Theashcloudwascarriedsohighthathigh-

altitudeaircurrentsspreaditacrossEurope.

AirtravelinEuropewashaltedbecauseof

potentialhazardstoaircraftcausedbythe

ashcloud.Flightsconnectingtotherestof

theworldwerecancelled.Passengerswere

strandedfordays.

2. a)Studentsmightsuggestprotecting

themselvesfromphysicalhazardscaused

byavolcaniceruption,suchaslava

flowsandashclouds,bymovingaway,

designingandbuildingash-andlava-

proofstructures,andhavingwell-stocked

emergencysupplies.Theycouldmention

preparingfordisruptionsinhuman

systems,suchastransportation,public

services,andevenincome.

b)Studentsmaysuggestthatauthorities

areobligedtomonitorapotential

eruptionandwarncitizenswhen

dangerisimminent;duringthe

eruption,authoritiesmustprotect

livesandproperty(throughpolicing

andemergencymeasures)and

communicateeffectivelywithcitizens

atrisk(towarnofescalatingdangeror

togiveanall-clear);aftertheeruption,

authorities must help return the

affectedareastonormalpromptlyby

supplyingemergencylivingsupport,

fundstorebuildhomes,andsoon.


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CheckELLs'understandingof

storyboard and writing copy.

ELL

StrategieS fOr cLOSing the chapter• RemindstudentsoftheChapterBigQuestion,Why are landforms

important?Havethemrevisitthestickynoteresponsestheymadeat

thebeginningofthischapter.Ask:How has your thinking about the

Chapter Big Question changed after reading this chapter? (now see that

landformsareconstantlyundergoingchange,whichcanhaveeffectson

people’swaysoflife;nowrecognizethatearthquakesandvolcanoes,and

thedangerstheycanpose,areconnectedtolandforms)

• HavestudentslookattheirBLM 1.3 anticipation guide: What Challenges

are Caused by earth’s Forces?andchecktheiranswers.

• Askstudents:What is a natural disaster?(aneventcausedbyachange

orunusualconditioninthenaturalenvironmentthatthreatenshumans)

Are all natural changes to landforms harmful to people?(no,erosiontakes

placeallthetimewithoutharminghumans)Are all potentially destructive

events, including earthquakes and volcanoes, natural disasters?(no;some

occurfarfromhumansanddonotthreatenhumanlivesorproperty)

Expandthisdiscussionbyaskinghowhumanscan“invite”theeffectsof

naturaldisastersbyouractions(choosingtolivenearactivevolcanoes,

buildingstructuresinearthquake-proneareas,livingonslopeswhere

landslidesmayoccur).

SuMMarize YOur Learning• Forthefirsttask,thestoryboard,checkthatstudentsfocusonone

landformtypeandsketchoutvisuals,aswellasincludinganynarration,

musiccues,andgraphicelements,suchastitles.Theymayusethe

informationintheStudentBook,butencouragethemtouseadditional

sourcesaswell.

• Forthesecondtask,writingcopyforthetourismagency,checkthat

studentsclearlyidentifyfourorfivelandforms(theGrandCanyon,

MountEverest,theTibetanPlateau,GreatRiftValley,theGiant’s

CausewayinIreland)andresearchtofindfactsaboutthem.Ensurethat

theyincludeamapshowingthelocationofeachlandform.

• Havestudentschecktheirunderstandingoftheideasinthischapter

using BLM 1.6 Chapter 1: self-assessment of Learning.Workingwith

studentsoneonone,discusstheirassessmentoftheirprogressfor

thistopic.

✓ Assessment

✓ Assessment

Landform Patterns Student Book pages 42–43

LookINg BaCk: Chapter 1


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appLy Your learning Sample Answers Student Book page 43

1. cOmmunicAte Allowstudentstobecreative

intheirdemonstrationsofwaysinwhich

convectioncurrentscauseEarth’splatesto

move.Thekeyfeatureoftheirpresentations

mustconveyanunderstandingofconvection

currentsoperatinginthemoltenmaterials

oftheasthenosphere.Abovehotspots,the

moltenmaterialrisesbutisforcedtomove

laterallyasitapproachesthesurface.This

lateralmovementcreatesdivergentzones(the

platesmoveawayfromeachother).Where

thecoolingmaterialsaredrawnbackintothe

asthenosphere,thereareconvergentzones.

Transformzonesarewhereplatesslidepast

eachother.(Communication)

2. spAtiAl significAnce Studentscanresearch

additionalinformationaboutthelikelihoodof

earthquakesandvolcanoesinBritishColumbia.

Discusswhattheywillconsidertobeevidence

toprovethestatement(onMay11,2014,

Vancouverhadrecordedtwoearthquakesin

thepastmonthand20inthepreviousyear

whilesouthernOntariohadexperiencedonly

fiveearthquakesinthepreviousyear).Tell

themtodecidewhichneighbourorfamily

friendtointerviewandtopreparequestions

beforeconductingtheirinterviews.Tellthem

topreparequestionsthatcanfollowupona

varietyofanswers(Why would you make that

choice? At what point would you consider the

risk of earthquake or volcano activity too high

to live in a particular area?). Recordtheresults

ofstudents’interviews,askingthemtoexplain

theirinterviewees’thinking.(Application)

3. fORmulAte QuestiOns Havestudentsuse

BLM 0.8 Formulating Questions to guide

researchtodeveloptheirresearchquestions

toanswerthequestionWhy are landforms

important?Helpthemassessthequalityof

theirresearchquestionsandrevisethem

consideringquestionssuchasthese:Is the

question worded clearly and concisely? Is the

question open-ended so there may be several

possible answers? Is the question asking about

a topic covered in Chapter 1? (Thinking)

4. evAluAte AnD DRAw cOnclusiOns Students

shouldprovideevidencethatplatetectonics

isaforcethatbuildsmountains;erosionisa

powerfulforcethatwearsawaymountains

andmakesvalleys;earthquakesandvolcanoes

createmountainsandchangelandscapes.

Encouragestudentstothinkaboutlandform

patterns to identify parts of the world that

areactivelybuildingmountains(nearplate

boundaries)andthoseplacesthatarevery

quietfromatectonicperspective(centresof

plates).(Communication)

5. gAtHeR AnD ORgAnize Ensurethatstudents

researchusingseveralsourcesofinformation.

Havethemspecificallynoteanygeographic

patterns,suchasthosethatrevealthe

connectionbetweentheearthquakeand

platetectonics(itislocatedinaplacealong

theRingofFire;itislocatednearaparticular

plateboundary,asinthecaseofthe2010Haiti

earthquake).Checktomakesurethatstudents

answer the why? and where?questions.Ask

themtoexplainhowtheyareorganizingtheir

notes to make their information easier to

understand.Theycoulduseorganizerssuchas

t-charts,causeandeffectcharts,ortimelines.

(Application)

6. inteRRelAtiOnsHips Ensurethatstudents

givereasonsfortheiranswers.Helpthem

understandthatourpredictionsofvolcanic

eruptionsaregettingmoreandmoreaccurate

andthattheyarerarelysurpriseevents.On

theotherhand,predictingtheoccurrenceofa

largeearthquakewithanydegreeofaccuracy

isstilldecadesaway,sotheystilltakeusby

surprise.(Thinking)

7. inteRRelAtiOnsHips Encouragestudentsto

representbothbeneficialandharmfulimpacts.

Examplesincludethefollowing:

• mountains:difficulttobuildroads;affect

weather;maybepronetolandslides,

whichmakeroadsimpassableordestroy

dwellings;maybeactivevolcanicmountain

that erupts

(continued)


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• plains:allowforeasytransportation;often

fertilesoils;riversmayfloodbanksand

damagenearbystructures

• plateaus:canresultintransportation

challenges;higherplateausaffectclimate;

maycontainvaluablemineraldeposits

• shields:hardtobuildroads;oftencontain

valuablemineraldeposits;maybeforested

• valleys:oftenhavefertileland;easytobuild

roads;floodingmayoccuranddamage

structures;couldbepronetolandslidesor

mudslides;mayhavegoodaccesstorivers

(Communication)

1. Tellstudentstorecordseveralchoices

ofcommunities(theirowncommunity,

communitiesthatinterestthemsomewhereelse

intheworld).AstheylearnmoreabouttheUnit

Challenge,theymaymaketheirfinalchoicefrom

thesechoicesorcomeupwithanalternative.

2. Makeaclasslistofnaturaldisasters,including

theonesmentionedinChapter1,anddiscuss

themwithstudents.Insubsequentchapters,

studentswilllearnaboutnaturaldisastersthat

areassociatedwithclimate,naturalvegetation,

andwatersystems.Theymaybecome

interestedinoneofthesenewoptions,so

allowthemtoadjusttheirchoicesasthey

explorenewtopics.

3. Tellstudentstochooseacommunitythat

hassomelikelihoodofundergoinganatural

disaster.Distribute BLM 0.31 unit research

notes fortheiruseinrecordinginformation

andsources.Encouragethemtobroadentheir

researchandtheirlistsuntiltheyfindamatch

ofaplaceandanaturaldisastertheywishto

focuson.Havethemrecordtheirmatchesand

evidenceonBLM u1.5 unit 1 Challenge: My

selected Community and natural disaster.

4. Tellstudentsthat,becausethisisearlyinthe

researchprocess,theymightconsidertheir

researchquestionsasfirststepsordrafts.

Remindthemoftheimportanceofcreating,

andrevising,questionstheyreadabouton

page36.Distribute BLM 0.8 Formulating

Questions to guide research for their use in

creatingthesequestions.Theywillrefineand

reworktheirquestionsastheyencounternew

informationandideas.

DistributeBLM u1.6 unit 1 Challenge:

progress Chart andhavestudentstrack

theirprogress.Theywillcontinuetochart

theirprogressontheUnit1Challengeonthis

trackingchartaftereachchapter.

UnIt 1 Challenge checK-In Student Book page 43


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