NWT: A Scavenger Hunt Lesson Overview: Students will learn about the geography, changing climate and adaptability of the Northwest Territories. Students will prepare a research-based report from a selection of five, current topics of interest that also directly reinforce the Canadian National Standards for Geography Grade Level: Grade 5 Time Required: Two classes Class 1: Introduction of lesson and web-based research and report preparation. (Approximately 60 minutes) Class 2: Extension: Students prepare final reports; present to peers and complete self/peer assessments. (Approximately 60 minutes) Curriculum Connection: Dene Kede: themes: NWT mandated curriculum (Grade 5), 1993. WCP Social Studies: applicable to most strands (Grade 5), 2002. K-6 Science & Technology Curriculum: strand: Weather and Properties of & Changes in Matter, (Grade 5), 2004. Links to Canadian National Standards for Geography: Essential Element #5: Environment and Society Human modification of the physical environment (e.g. construction of dams, strip mining, draining wetlands) Human adaptation to the physical environment (e.g. use of air conditioning, irrigation, agricultural activities) Renewable (land, forests, water) and non-renewable (minerals, fossils fuels) resources Impact of extreme natural events (earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides) on the human and physical environment Environmental issues (e.g. water supply, air quality, solid waste) Geographic Skill #2: Acquiring Geographic Information Canadian Council for Geographic Education www.ccge.org 1
Locate, gather and process information from a variety of primary and secondary sources including maps Additional Resources, Materials, and Equipment Required: Book your school s Computer Lab for full class access You will need a Smart Board or LCD projector with Internet access and a word processing program. Use Google Earth for lesson introduction (See below). Over Canada, DVD, 1999, or another video that shows the Northwest Territories. Enough regular 8 X 11 envelopes for your class Scavenger Hunt activity sheets Students will may also find the following sites useful: www.canadiangeographic.ca/atlas/ http://www.educapoles.org/ http:// www.ipycanada.ca www.api-ipy.gc.ca www.cwf-fcf.org http://www.cgkids.ca http://www.nwtwildlife.com/nwtwildlife/caribou/satcollars.htm http://www.arcticpeoples.org/keyissues/climatechange/start.html Main Objective: The primary goal of the lesson is to create and foster geographical awareness and interest in the Northwest Territories of Canada. Students will research and report on the major geographical and environmental challenges facing the Northwest Territories. Students will share their collective learning and present their findings in a collaborative, assessment process. Learning Outcomes: By the end of the lesson, students will be able to: Identify ways in which humans modify the physical environment. Describe human adaptation to the physical environment. Locate and differentiate between renewable and non-renewable resources. Describe the impact of natural events. Discuss environmental issues. Canadian Council for Geographic Education www.ccge.org 2
Experience presenting facts to their peers and formulating opinions from their action-based research. Self-assess and assess their peers using a teacher-developed rubric. Canadian Council for Geographic Education www.ccge.org 3
The Lesson: Teacher Activity Student Activity Introduction Activating prior knowledge (15 20 minutes) Begin by: - Showing the DVD: Over Canada s NWT portion as inspiration. - Zoom in on the NWT using Google Earth via North Pole. Highlight the territory s relative position to other countries in the circumpolar region - Students will watch the video and quickly note geographical features of the video. -Students will observe the NWT s position in relation to the circumpolar world Lesson Development (40 45 minutes) - Explain that the lesson is a Scavenger Hunt based on research and a point system. (The Scavenger sheets can be given out in a secret envelope). If some topics are repeated, students may collaborate or challenge each other to learn more. - Tell the students they need to amass treasurehunter points. (40 total points are available) - Research must be partner-based and cooperative; or, can be individually assigned relative to your class needs. - Explain that students must take their research findings and copy it onto their Scavenger sheet. - This will be the basis/outline for their presentation the following day. - To collect more treasure hunter points, they need to know that the presentation will be worth the most points. (60 points). Emphasize speed! Students will listen to the explanation and expectations of the Scavenger Hunt activity sheets. Canadian Council for Geographic Education www.ccge.org 4
Collect the students research sheets, review the data they have collected, and assign points for their work. Submit research sheets. Students need to be ready to possibly present to their peers the following day. Conclusion Should the teacher decide to extend the lesson for Day 2, inform the students that they will be presenting their report the following day to their peers who will assess them (See attached rubric). They must understand their roles as researchers, judges, and self-evaluators. Lesson Extension: Day 2: Extension The Lesson Introduction Teacher Activity Student Activity Indicate that students have 15-20 minutes to summarize their research findings into a report and be ready to present to the class. Explain how the point totals from the Scavenger Hunt and presentation are linked: 40% for research and 60% for presentation. (20 minutes) Students will discuss, edit and prepare their reports. Students will prepare their presentations and understand that it need only be 5 minutes. Students may take time to practice their reports verbally. Canadian Council for Geographic Education www.ccge.org 5
Lesson Development Conclusion Select randomly who will present first, second, etc. Assess each student individually. (See teacher rubric) Monitor respectful behaviour and students assessing presenters. (30 minutes) Engage in questioning and comment on work. (5 minutes) Collect, compile, and correlate student worksheets and rubrics. Tabulate points and inform students the following day of the results. Students can now present their final reports in a five-minute time frame. Other students must pay attention as they will be judging. Students that are not presenting will assess the students who are. (See student assessment rubric) Students take home the self-reflection sheet and return it the next day (Extra bonus points for this). Self-reflection sheet must be signed or initialled by parents. Assessment of Student Learning: This will be an immediate, formative assessment for many of your students as you will be able to define who has completed the tasks and is able to communicate their learning to you and their peers effectively. Utilize the peer-evaluations of reports and presentations, self-evaluations, teacher-assisted rubrics, and finally a percent mark for research content and participation. Teacher anecdotal records, monitoring student learning, and directly assessing learning from their research and presentations are key. Further Extensions: Have students elucidate their learning through homework extensions, 1:1 conferencing, or by interviewing each other about their specific topics of research. Allow students further time to research topics that they found interesting that their peers may have covered. Further Reading Current NT issues may be viewed online at: www.nnsl.com or News North newspapers. Publications: Above and Beyond or Up Here magazines. Canada s Northern Diamonds from rocks to riches, Gayla Meredith, Northern Ink Ltd., Yellowknife, NT, 2005. For further northern literature and resources contact NT Public Libraries at: http://www.nwtpls.gov.nt.ca/ Canadian Council for Geographic Education www.ccge.org 6
Scavenger Hunt Activity Sheet #1: Names: Your task is to: Describe the impact of extreme natural events. Go to this website: http://www.educapoles.org; then go to the bottom of the page and click on Browse all news; go to the bottom of the page on click on number 2; finally, click on the link entitled, The Arctic-Arc - The sea ice is melting unusually quickly and read the article carefully. Outline key points below: /20 Role Play: 1. What will happen to the First Nations groups that occupy the north should the pack ice suddenly disappear more each year? 2. How will the changes in the Arctic affect the rest of the world? What impact will it have on wildlife? Canadian Council for Geographic Education www.ccge.org 7
Scavenger Hunt Activity Sheet # 2: Names: Your task is to: Describe human adaptation to the physical environment. Go to this website: http://nexposure.blogspot.com/2007/02/yk-houseboatdweller-and-canoe-video.html and then watch the House boater and canoe video. Then answer the questions below: 1. What are some of the obvious challenges facing house boaters in Yellowknife? 2. How have they adapted to their environment? (Think of transportation, power, bathrooms, etc.) 3. What would you have to live without if you were on a houseboat? 4. What would be the benefits of living in this unique type of lifestyle? Canadian Council for Geographic Education www.ccge.org 8
Scavenger Hunt Activity Sheet # 3: Names: Your task is to: Locate and differentiate between renewable and nonrenewable resources. Describe renewable resources of the NT below. Where are these resources found? Caribou: Fish: /20 Describe non-renewable resources of the NT below. Where are these resources found? /20 Diamond mining: Oil and Gas: Canadian Council for Geographic Education www.ccge.org 9
Scavenger Hunt Activity Sheet # 4: Names: Your task is to: Be able to discuss environmental issues. Go to this website: http://nwt-tno.inac-ainc.gc.ca/giant/atg_e.html and also: http://www.miningwatch.ca/index.php?/arsenic/giant_mine 1. Giant and Con gold mines have stopped operating. When did they close and why? 2. What cleanup remains to be done? What potential hazards could happen? /5 3. What is arsenic trioxide and how much is stored underground at Giant Mine? 4. Predict the impact of arsenic leaking into Great Slave Lake and the Mackenzie River on the marine life in the Arctic: /15 Canadian Council for Geographic Education www.ccge.org 10
Student Assessment Sheet for:, Circle a grade below and add notes. (1 = Excellent, 2 = Moderate, 3 = Poor) Understanding of the research topic: 1 2 3 Notes: Overall Presentation of the research topic: 1 2 3 Notes: Overall Effort/Focus of the presentation: 1 2 3 Notes: Student Evaluator: Canadian Council for Geographic Education www.ccge.org 11
Date: Teacher Assessment Sheet for:, Date: Circle a grade below and add notes. (1 = Excellent, 2 = Moderate, 3 = Poor) Understanding of the research topic: 1 2 3 Notes: Overall Presentation of the research topic: 1 2 3 Notes: Overall Effort/Focus of the presentation: 1 2 3 Notes: Final marks from research sheets: /50 Final marks from rubric Letter grade: Canadian Council for Geographic Education www.ccge.org 12
Student Self-Assessment Sheet: Name: How do I think I did in the research area of the Scavenger Hunt? Did I answer all of the questions to the best of my abilities? Did I work well with my partner, not do enough, or cooperate effectively? Who carried the load? Was I comfortable with the materials, web pages, presenting to my peers, etc? How could this lesson and activity be improved? Do you have any suggestions? Date: Canadian Council for Geographic Education www.ccge.org 13