This document provides the lesson plan and materials for an activity called "The Extreme Place Race: A Lesson in Survival" for grades 6-12. The activity has students use maps and other resources on the Atlas of Canada website to analyze 5 locations in Newfoundland and Labrador and determine which would be the most difficult to inhabit based on factors like climate, terrain, proximity to services. Students complete a worksheet to gather information on each location and calculate a score. The goal is to develop students' geographic research and analysis skills while learning about human-environment interactions and why people settle where they do.
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Learning Outcomes: Blueprints for Teaching and LearningPeter Newbury
Slides for learning outcomes workshop I facilitated at 2017 British Columbia Institute of Technology (BCIT) School of Transportation Development Day on October 31, 2017.
Peter Newbury
UBC Okanagan
CC-BY
Content Area or Developmental Focus Math- Geometry AgeGradAlleneMcclendon878
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50 minute class/3-5 days
Goal
Students will create a city, park, or other structural plan using geometry
Objective Identify the total number of degrees in supplementary and complementary angles
Describe the relationship between vertical and adjacent angles
Explain how the volume and surface area would be affected when dimensions of a
figure are doubled and/or tripled
Identify acute, obtuse, straight and right angles
Identify perpendicular, parallel, and intersecting lines
Work collaboratively
Create and conduct an oral presentation
Standards Included
7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more than
one triangle, or no triangle.
Materials
Digital Cameras
iPad/Computer
Projector/Smartboard
Pencils
Paper
Self-Assessment
Rubric that assesses the final project as well as the presentation skills (can be
created by the students or teacher-made)
Introduction
Introduction will take one class period
• Pose the following question and discuss: Where do we find geometry?
• Place students in groups of 3-4. Go outside and take pictures of any
shapes that you see in the neighborhood, paying particular attention to
different shapes and angles: acute, obtuse, right, straight angles, and
triangles
• Have students share some of their findings with the projector or
smartboard
Lesson Development
Students, in groups of two to four, will create a city, public park, or other
structure using geometry
• Students will need to create a paper blueprint as well as one using
technology (they can start with whichever version they feel
comfortable exploring)
• Their creations must include:
o acute, obtuse, straight, and right angles
o adjacent and vertical angles
o perpendicular, parallel, and intersecting lines
o triangles and quadrilaterals
• Students will name their city and label all the building, streets, etc.
appropriately
• Students will present their design to the class with a thoughtful
explanation of how they derived their design
• Students will self-assess themselves with a quick checklist to determine
how well they think they did working in a group, collaborating,
designing, and presenting
Differentiation •
•
•
•
•
•
Assessment
(Practice/ Checking for
Understanding)
• Project Finished to Completion
• Successful Presentation of Project
• Self-Assessment
• Traditional quiz based on math terms and concepts included in the
project
Closing
• Use Virtualnerd.com to highlight/review the essential math concepts
• Ask for student feedback
• Teacher self-reflection:
o What went well?
o What needs to be changed?
o What should be ...
Content Area or Developmental Focus Math- Geometry AgeGradAlleneMcclendon878
Content Area or Developmental Focus: Math- Geometry
Age/Grade of Children: 7th grade
Length of Lesson: 50 minute class/3-5 days
Goal
Students will create a city, park, or other structural plan using geometry
Objective Identify the total number of degrees in supplementary and complementary angles
Describe the relationship between vertical and adjacent angles
Explain how the volume and surface area would be affected when dimensions of a
figure are doubled and/or tripled
Identify acute, obtuse, straight and right angles
Identify perpendicular, parallel, and intersecting lines
Work collaboratively
Create and conduct an oral presentation
Standards Included
7.G.2: Draw (freehand, with ruler and protractor, and with technology) geometric
shapes with given conditions. Focus on constructing triangles from three measures of
angles or sides, noticing when the conditions determine a unique triangle, more than
one triangle, or no triangle.
Materials
Digital Cameras
iPad/Computer
Projector/Smartboard
Pencils
Paper
Self-Assessment
Rubric that assesses the final project as well as the presentation skills (can be
created by the students or teacher-made)
Introduction
Introduction will take one class period
• Pose the following question and discuss: Where do we find geometry?
• Place students in groups of 3-4. Go outside and take pictures of any
shapes that you see in the neighborhood, paying particular attention to
different shapes and angles: acute, obtuse, right, straight angles, and
triangles
• Have students share some of their findings with the projector or
smartboard
Lesson Development
Students, in groups of two to four, will create a city, public park, or other
structure using geometry
• Students will need to create a paper blueprint as well as one using
technology (they can start with whichever version they feel
comfortable exploring)
• Their creations must include:
o acute, obtuse, straight, and right angles
o adjacent and vertical angles
o perpendicular, parallel, and intersecting lines
o triangles and quadrilaterals
• Students will name their city and label all the building, streets, etc.
appropriately
• Students will present their design to the class with a thoughtful
explanation of how they derived their design
• Students will self-assess themselves with a quick checklist to determine
how well they think they did working in a group, collaborating,
designing, and presenting
Differentiation •
•
•
•
•
•
Assessment
(Practice/ Checking for
Understanding)
• Project Finished to Completion
• Successful Presentation of Project
• Self-Assessment
• Traditional quiz based on math terms and concepts included in the
project
Closing
• Use Virtualnerd.com to highlight/review the essential math concepts
• Ask for student feedback
• Teacher self-reflection:
o What went well?
o What needs to be changed?
o What should be ...
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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Antifertility, Toxicity studies as per OECD guidelines
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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1. The Extreme Place Race: A Lesson in Survival –
Lesson Description
Lesson Overview
By using the thematic maps and features of the online Atlas of Canada in a competitive challenge
concept, students will locate and analyze the distinguishing factors of several diverse locations to
determine level of difficulty for inhabitance.
Grade Level
§ Grades 6 to 8
§ Can be modified for Grades 9 to 12 by adding additional factors, for example, climate,
demographics, economic indicators and topography.
Time Required
60 to 120 minutes depending on grade, preparation, equipment and computer skills
Curriculum Connection
Atlantic Provinces Education Foundation Curriculum for Social Studies
· Grade 6 (Canada) – Newfoundland and Labrador
· Grade 7 (North America) – Newfoundland and Labrador
· Grade 8 (World Cultural Regions) – Newfoundland and Labrador
· Grade 9 (Atlantic Canada in the Global Community) – Newfoundland and Labrador, Nova
Scotia, Prince Edward Island, and Grade Eight, New Brunswick
(Note: This lesson has been constructed using Newfoundland and Labrador references, but can be
changed to fit any province or territory by changing the selection of places.)
Link to Canadian National Geography Standards
Essential Element #1 – The World in Spatial Terms
Grades 6 to 8 Standard
· distribution of major human and physical features at country and global scales
· map types (political, navigational, thematic)
Grades 9 to 12 Standard
· map, globe, and atlas use (observing and analyzing relationships)
· expanding locational technology
Essential Element #5 – Environment and Society
· limits and opportunities of the physical environment for human activities
Geographic Skill #1 – Asking Geographic Questions
· identify geographic issues, define geographic problems and pose geographic questions
· plan how to answer geographic questions
Geographic Skill #2 – Acquiring Geographic Information
· use a variety of research skills to locate and collect geographic data
· use maps to collect and /or compile geographic information
1
2. Geographic Skill #3 – Organizing Geographic Information
· prepare various forms of maps as a means of organizing geographic information
· prepare various forms of diagrams, tables and charts to organize and display geographic
information
Geographic Skill #4 – Analyzing Geographic Information
· interpret information obtained from maps, aerial photographs, satelliteproduced images
and Geographic Information Systems (GIS)
Geographic Skills #5 – Answering Geographic Questions
· develop and present combinations of geographic information to answer geographic
questions
· make generalizations and assess their validity
Atlas of Canada Resources
Go to the Atlas of Canada Web site at atlas.gc.ca The following parts of the Web site will be
accessed by students during the lesson:
· Explore Our Maps
· Advanced Search (search for the location of a place on a map, option)
Additional Resources, Materials and Equipment
· computer lab with Internet access and printer
· reference print atlases
· provincial and territorial road maps
· student worksheet – The Extreme Place Race: A Lesson in Survival
· student organizer sheet
· student assessment sheet
Main Objective
The goal of this lesson is to develop student geographic and computer skills in a site and situation
analysis of a variety of diverse locations using available information. Students will use the
resources of the Atlas of Canada Web site and other print maps to determine a complex variety of
factors that may influence why and how people live where they do.
Learning Outcomes
The following outcomes from the Atlantic Provinces Education Foundation Curriculum for Social
Studies will be addressed:
General Curriculum Outcomes
Interdependence
· Students will be expected to demonstrate an understanding of the interdependent
relationship among individuals, societies, and the environmentlocally, nationally, and
globally – and the implications of a sustainable future.
People, Place and the Environment
· Students will be expected to demonstrate an understanding of the interaction among
people, places and the environment.
Communication
· Communication requires that students listen to, read, interpret, translate and express ideas
and information.
2
3. Inquiry
· Inquiry requires that students formulate and clarify questions, investigate problems,
analyze relevant information and develop rational conclusions supported by evidence.
Participation
· Participation requires that students act both independently and collaboratively in order to
solve problems, make decisions, and negotiate and enact plans for action in ways that
respect and value the customs, beliefs and practices of others.
Key Stage Outcomes (end of Grade 9)
Culture and Diversity
· Compare the ways cultures meet human needs and wants.
Interdependence
· Explain the complexity that arises from the interdependent nature of relationships among
individuals, nations, human organizations, and natural systems.
People, Place and Environment
· Ask complex geographic questions; acquire, organize, and analyze geographic
information; and answer geographic questions.
· Use geographic tools, technologies, and representations to interpret, pose, and answer
questions about natural and human systems.
· Use location, distance, scale, direction, density, shape and size to describe and explain the
location and distribution patterns of physical and human phenomena.
· Use multiple criteria to identify and define types of regions.
· Analyze the influences of human and physical systems on the development of distinctive
characteristics of place.
· Analyze ways in which social, political, economic, and cultural systems develop in
response to the physical environment.
Specific Curriculum Outcomes
By the end of this lesson, students will be able to:
· access the Atlas of Canada
· navigate the Atlas of Canada
· use the Explore Our Maps section to print a special use map
· use the Advanced Search to locate specified places
· use the zoom tool to enlarge map
· use the dropdown menu to examine thematic maps associated with the specified place
· construct a comparison matrix
· practice legend and scale skills
· supplement the online information with material from print sources
· compare different regions, analyze their findings, make informed conclusions, and discuss
with fellow students
Note: This activity is more effective if done in pairs or groups of three.
3
4. Lesson Outline
Teacher Activity Student Activity
Introduction Inquire of the students: Why do Brainstorm for factors, which
people live where they do? What influence survival in any
characteristics make a location an particular place.
extreme place to survive? What
criteria do reality TV shows have
about surviving in extreme
environments? Do you think we have
any extremely challenging places in
our province?
Lesson Remind students that much valuable Teacher initials students’
Development information can be found about predictions.
specific places by using maps, map
tools special use maps and other Review instructions and clarify
resources (Internet, atlases, any student questions before
encyclopedias.) beginning. You may wish to
briefly review legend and
Hand out the student worksheets scale. Students independently
and organizer. Ask students to follow the instructions in the
predict which of the five places given worksheet and fill in the
may be the most challenging, and required information on the
write their choice in the space organizer.
provided on the organizer. Remind
them that there is a score to
calculate upon completion.
Challenge the students to work
cooperatively and independently to
race to complete the activity given by
following the rules and directions on
the worksheet.
Conclusion Ask students to calculate scores. Students calculate scores on
Initiate a discussion whether or not their organizer. Students apply
their predictions were correct and their knowledge by completing
summarize what factors must be the student assessment sheet.
considered when choosing a place to
live (past and present) and how
these factors may influence the
quality of life.
Lesson Extension
Have students repeat steps 10 to 15 to analyze the place where they live.
Assessment of Student Learning
Student Assessment Sheet on the Atlas of Canada
4
6. 5. Click on Printable Version above the upper left corner of the map.
6. Locate the printer symbol on your screen. Click, and when the window appears, click Print.
· Tip: Refer to this map often. You may need it to complete your organizer.
7. In the menus on the top of the page click on the Home button.
8. Select Advanced Search, the select the Search for the location of a place on a map
option.
· One by one by following the instructions 9 to 17, you are to examine each place, and fill
in the requested information on your organizer.
9. Click on the box next to Newfoundland and Labrador and a check mark will appear. Type in
the name of the places listed previously, for example, Esker. Click on the arrow button. On
your organizer sheet, write its latitude and longitude coordinates. Then click the link with the
place name to display a map showing its location.
10. When map appears, fill as much information as you can on your organizer about the region
around the place. For Distance From Nearest Town, and Distance From Nearest Airport,
use the scale on the map.
11. Move cursor arrow to Zoom In tool on the top. Click on this tool button to turn it on. Then,
move the hand over the name of your place, and click. An enlarged map will appear. Note
nearby water forms (rivers, lakes, oceans).
12. Repeat steps 10 to 11 as instructed and find information about the remaining four places.
13. On your printed reference map, show where each place you researched is found. Be sure to
label neatly.
14. You have completed as much information as you can using the Atlas of Canada. Use your
printed reference map and an atlas to find any missing information.
6
7. The Extreme Place Race: A Lesson in Survival – Student Organizer
Prediction: The most extreme place is: ________________________ Teacher's initials: __________
Note: Every good answer = 2 points
Part A Esker Pack's Buchans Gaultois River of
Harbour Ponds
latitude and longitude position
nearest town or city
distance to nearest town or city
nearest airport
name of nearest water form
distance to nearest airport
distance from capital by air
distance from capital by road or
ferry
Total Points for Part A
Part B
add 2 if latitude is
less than 48 degrees
subtract 2 if latitude is more
than 50 degrees
add 2 if nearest town is less than
25 kilometres
subtract 2 if nearest town is more
than 50 kilometres
subtract 4 if nearest town
more than 100 kilometres
subtract 2 if it is on an island
subtract 5 if no road connection
add 2 if nearest airport is
less than 100 kilometres
subtract 2 if nearest airport is
greater than 100 kilometres
add 5 for shortest air distance from
capital
subtract 5 for longest air distance
from capital
add 5 for shortest road distance
from capital
subtract 5 for longest road distance
from capital
Total Points for Part B:
Add A and B for Each Place's
Extreme Score:
7
8. The Extreme Place Race: A Lesson in Survival –
Student Assessment Sheet
Name: ______________________________
1. Why do you think your prediction was correct or incorrect?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. For what else might you use the Atlas of Canada Web site?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. What other factors that we have not considered that might influence the living conditions in
each of these places?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
8
9. 4. List as many factors as you can that you think have to be considered when choosing a place
to live:
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
5. Which one do you think would be the most important and why?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
6. What do you think are the characteristics of an extreme place to live (and survive)?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
7. Why do people continue to live in extreme places?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
9