Large-scale Human Developments and Affects on the Ocean

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1 Large-scale Human Developments and Affects on the Ocean Lesson Overview: The lesson investigates the impact of man-made structures such as theme parks, aquatic parks, urban areas and their resulting affects on ocean environments. Grade Level: 9-12 (secondary school) Time Required: minutes Curriculum Connection (Province and course): Nunavut Inuuqatigiit - pages Common Curriculum Framework Social Studies Link to Canadian National Geography Standards: Essential Element #1: The World in Spatial Terms Location/allocation situations Map, globe and atlas use Essential Element #2: Places and Regions Physical and human processes shape places and regions Interdependence of places and regions Critical issues and problems of places and regions Regional analysis of geographic issues and questions Oceans Scope & Sequence Standard #2: Places and Regions Physical and human processes that shape the ocean and coasts Essential Element #4: Human Systems Economic development by world regions, country and regions within countries Oceans Scope & Sequence Standard #4: Human Systems The role of oceans in economic development Essential Element #5: Environment and Society Global effects of human modification of the physical environment Canadian Council for Geographic Education 1

2 Geographic Skill #1: Asking Geographic Questions Plan and organize a geographic research project Geographic Skill #2: Acquiring Geographic Information Systematically locate and gather geographic information Systematically assess the value and use of geographic information Geographic Skill #3: Organizing Geographic Information Use a variety of media to develop and organize integrated summaries of geographic information Geographic Skill #4: Analyzing Geographic Information Make inferences and draw conclusions from maps and other geographic representations Geographic Skill #5: Answering Geographic Questions Evaluate the answers to geographic questions Additional Resources, Materials and Equipment Required: Student Worksheet Black Line Master map of Nunavut Print atlases Computer lab with Internet access (not necessary, but an asset) Suggested Internet websites that may be used for research: (International Association of Amusement Parks and Attractions) (Mining) (Zoos) ndex.htm?platforms.html (Oil Rigs) (Building Better Railways) Main Objective: The objective of the lesson is to have the students create a large-scale development project that could exist in Nunavut and examine the impacts that the project would have on the ocean environment. Learning Outcomes: By the end of the lesson, students will be able to: Indicate how human activities affect the ocean environment Canadian Council for Geographic Education 2

3 Recognize what types of large-scale development projects would be feasible in Nunavut Develop a large-scale coastal project that could be constructed in Nunavut. Consider the pros and cons of man-made projects in the ocean environment. Plot their proposed development on a map of Nunavut as well as surrounding oceans, water bodies, communities and proposed and existing transportation routes. The Lesson: Teacher Activity Show the class the Oceans for Life pamphlet and have the students brainstorm how human influence has modified the world s oceans. Student Activity Students participate in brainstorming session. Introduction Brainstorm with the class how different man-made structures such as theme parks, aquatic parks, urban areas, offshore oil rigs, industrial complexes/factories, ports/marinas and barrier islands have modified the oceans. (Some examples are: beach closures, marine debris, over fishing, loss of habitat, decrease in water quality) Students complete number 1 on Student Worksheet. Have the students brainstorm which of the aforementioned structures/facilities would be feasible in Nunavut taking into account the territory s climate, topography, population, transportation connections to the rest of Canada. Students complete number 2 on the Student Worksheet Canadian Council for Geographic Education 3

4 Divide the class into 6-8 equal-sized groups. Have each group assume the role of a contractor who has come to Nunavut to build a project on the ocean shore. Lesson Development Conclusion Have the groups choose what type of facility their project will be (Ideas may include a theme park or port. See above for further ideas). The development must be located on an ocean coast in Nunavut. Assign numbers 4 6 on the Student Worksheet. Guide students through the research as they develop their proposals/presentations. Have them consider the following factors as they construct their ocean-side facility: What resources are required to construct the facility (cement, lumber, steel, electricity) Where will a workforce come from: how many workers will be needed on a temporary/permanent basis? What will the pros and cons be associated with in regard to their project as they pertain to the ocean/coastal environments? Facilitate presentations Students complete number 3 on the Student Worksheet Students complete number 4 6 on the Student Worksheet. Students present their development projects to the class. Lesson Extension: Assign research paper that investigates the question, How does the Land Claims Agreement affect the rights to construct large-projects in Nunavut? Conduct a class debate surrounding the pros and cons of one or more of the development projects highlighted in the group presentations. Have the students assume the role of a member of the government of Nunavut and write an acceptance or rejection letter for one of the proposed development projects. Assessment of Student Learning: Evaluate Student Worksheet Teacher evaluation of group presentations Peer evaluations of group presentations Evaluate follow-up assignment/s Canadian Council for Geographic Education 4

5 Student Worksheet: Large-Scale Human Developments and Affects on the Ocean Carefully follow the instructions given by your teacher and complete the following activity. 1. Based on the class brainstorming session, indicate two distinct physical changes to the oceans that have come about as a result of the creation/development of large-scale facilities/structures by human: 2. What types of large-scale projects would be feasible in Nunavut based on our climate, topography, population and existing transportation routes? List some of these developments below and indicate why they would be a possibility in our territory: Structure/Facility Would be feasible because: Canadian Council for Geographic Education 5

6 3. Your teacher will now organize the class into groups. Each group will be responsible to develop and construct a large-project that would exist on or near an ocean coast in Nunavut. Record the group s development project below. Our development project is The location of our project is (provide descriptive details and/or coordinates) The ocean coast on which our project is to be constructed is The nearest urban centre/community to our project is The existing transportation routes that link our development project to the rest of Canada and Nunavut are (ex. air, water) _ Will your group need to construct new transportation routes? If so, what types of transportation routes will be required? 4. Research and plan your group s project. Your teacher will provide you with a list of helpful websites. In several detailed paragraphs, outline your proposed development. Remember to include such details as: transportation routes required, hotels for tourists, housing for workers, electricity lines, fresh water sources, etc. Canadian Council for Geographic Education 6

7 5. On an outline map of Nunavut, locate and label the following: a. The site of your development project b. The nearest urban centre/community c. The nearest ocean and water bodies d. Existing transportation routes e. Proposed transportation routes. 6. Now that your development project is built, your group needs to assess the pros and cons of such a development in Nunavut. In the space provide below, make a list of the pros and cons associated with your development project. Under both sections (if possible), make sure to list aspects that pertain specifically to the ocean. PROS CONS 7. Share your development project with the rest of the class in the form of a group presentation. Include the work you recorded in Questions 3-4. You may want to strengthen you presentation by incorporating charts, diagrams and other visuals. Canadian Council for Geographic Education 7

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