The Arctic Ocean Lesson Overview: This lesson will introduce students to the Eastern Arctic Region and the benefits of the Arctic Ocean to the people who live in the Far North. This lesson can be modified for different waterways i.e. Atlantic Ocean Grade Level: This lesson is appropriate for students in Grades K-5 Time Required: Two class periods for this lesson Curriculum Connection: This lesson meets the outcomes as identified in the Atlantic Provinces Education Foundation documents Social Studies Curriculum, grades K-5 New Brunswick Social Studies Curriculum Outcomes with Delineations, June 2003 Culture and diversity: Students will be expected to demonstrate an understanding of culture, diversity and worldview recognizing the similarities and differences in various cultural, racial and ethnic perspectives. People, places and environment: Students will be expected to demonstrate an understanding of the interactions among people, place and environment Interdependence: Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies and the environment locally, nationally and globally and the implications for a sustainable future. Time, continuity and change: Students will be expected to demonstrate an understanding of the past and how it affects the present and the future. Link to the Canadian National Geography Standards: (Grades K-3) Essential Element #1: The World in Spatial Terms Location and distribution of physical and human features Ocean Scope & Sequence Standards #1: The World in Spatial Terms Location of major world oceans, the Arctic Ocean Canadian Council for Geographic Education (www.ccge.org) 1
Essential Element #2: Places & Regions Concept of physical features Concept of formal (uniform) regions Ocean Scope & Sequence Standard #2: Places & Regions Concept of regions as applied to oceans Essential Element #4: Human Systems Places where people work Transportation networks in daily life Ocean Scope & Sequence Standard #4: Human Systems The ocean as a place where people work Traits of various sea going groups Essential Element #5: Environment and Society Earth s natural resources Ocean Scope & Sequence Standard #5: Environment and Society Introduction to marine resources (Grade 4-5) Essential Element #1: The World in Spatial Terms Latitude, longitude and the global grid Ocean Scope & Sequence Standard #1: The World in Spatial Terms Latitude/longitude (chart reading) Location of major ocean resources (fish stocks) Essential Element #2: Places and Regions Physical and human characteristics of places and regions within Canada Ocean Scope & Sequence Standard #2: Places and Regions Marine Protected Area Essential Element #4: Human Systems Types of economic activity Ocean Scope & Sequence Standard #4: Human Systems Oceans as providers of goods & service Essential Element #5: Environment and Society Renewable and non renewable resources Ocean Scope & Sequence Standard: Environment and Society Human influences on the oceans Canadian Council for Geographic Education (www.ccge.org) 2
Ocean resources Geographic Skill #1: Asking Geographic Questions Where is the region is located? Here you will be locating, gathering and processing information from a variety of primary and secondary sources including maps. Geographic Skill #2: Acquiring Geographic Information How is the region s location related to the locations of other people, places and environments? Make and record observations about the physical and human characteristics of places Geographic Skill #4: Analyzing Geographic Information Make inferences and draw conclusions from maps and other geographic representations. Texts, photographs and other documents are used to observe and interpret geographic trends and relationships. Geographic Skill #5: Answering Geographic Questions Presenting geographic information in the form of both oral and written reports accompanied by maps Main Objective: The primary goal of this lesson is to help students to understand the importance of the ocean to the people of the Arctic Region. Learning Outcomes: By the end of the lesson, students will be able to: Locate place names in the Arctic Identify various marine resources in the Arctic Understand the concept of a marine ecosystem and its key components Investigate the various jobs related to the ocean Appreciate some of the differences and similarities between the different jobs related to the ocean in the Arctic and the different jobs in other regions of Canada. Resources, Materials and Equipment Required: Computer lab with printer VCR Canadian Council for Geographic Education (www.ccge.org) 3
Copies of the map Canada and the World by Canadian Geographic Series of photos of the Arctic (attached) Poster paper Activity sheets and evaluation rubrics (attached) Canada by Ted Harrison, Kids Can Press, Toronto Ontario, 1992 Videos: The Great Northern Treasure Rally by The CRB Foundation We are Canadians kit Sea of Ice by Janet & John Foster www.filmwest.com, Filmwest Associates The Lesson: Teacher Activity Student Activity Introduction Begin by looking at a large map of Canada. Point out each province on the map. Read the book O Canada by Ted Harrison and discuss the visuals in the book. Tell the students that they are going to learn about the Arctic region. Students will look at a map of the Arctic Region and locate the Arctic Ocean in relation to their community. Lesson Development 1. Students are given a set of maps of Canada and are asked to locate the items from the worksheet (Appendix A) 2. Ask students to brainstorm about their knowledge of the Arctic (Appendix B) 3. View a video of the Arctic e.g. The Great Northern Treasure Rally. 4. Tell the students that they are to work in groups of five and choose a theme from their brainstorming. 5. Ask students to look at a collection of photographs of the North. They will organize the photographs into the following groups The ocean as a place where people work Marine resources 1. Students are to locate the items on the worksheet individually 2. Students will write on a sheet the information that they know of the Arctic. 3. Students compare the video vs. the brainstorming sheet to reveal their misconceptions about Canada s North. 4. Students will write a description, impression from their ideas. 5. Students should organize their findings and prepare a Power Point Presentation on their findings. Here they will explore the landscape and its relationship to nature, animals and a place where people work. Conclusion Presentation should be approximately 20 minutes Canadian Council for Geographic Education (www.ccge.org) 4
Lesson Extension: Students will create a picture/mural that captures the importance of the ocean to humans Discuss how the ocean is represented by artists in their music, literature and art forms. Students will have the opportunity to look at an artist from their area and research how the ocean influenced their music, art forms or literature. Examine communities of the North and their relation to the Ocean. Rankin Inlet Frobisher Bay Pond Inlet Hall Beach Chesterfield Inlet Thule Assessment of Student Learning: Include suggestions for assessing the intended learning outcomes. 1. Formative: Demonstrate a skill Peer & self-evaluation and teacher observation can be used to evaluate skills/process. 2. Communication: Read for detail 3. Inquiry: Identify Cause and Effect 4. Participation: Explain the visual representations 5. Products Created /Written Assignment /Portfolio Power Point Flow charts Cause and Effect chart Canadian Council for Geographic Education (www.ccge.org) 5
Student Worksheet #1 The Arctic Region Locate the following bodies of water in the Arctic Region on the maps provided. Outline the bodies of water with a blue pencil. 1. Hudson Bay 2. Arctic Ocean 3. Baffin Bay 4. Hudson Strait 5. Ungava Bay 6. Davis Strait 7. Foxe Basin 8. Cumberland Sound 9. Lancaster Sound 10. Queen Maid Gulf Canadian Council for Geographic Education (www.ccge.org) 6
Student Worksheet #2 Put this information on a large chart. The Arctic 1. Word Collage: Add Words or phrases around the box Wildlife 2. Summary Statement: Write one or two paragraphs about your group s impressions of the Arctic. Canadian Council for Geographic Education (www.ccge.org) 7
ASSESSMENT RUBRIC Understanding the Arctic Region Power Point Presentation Levels Level 1 Level 2 Level 3 Level 4 Visual Quality of Image Readability Effective Communication Language Use Poor quality, image does not communicate information Cannot be read from across the room Too small, lacks clarity too difficult to get message Definition unclear, spelling mistakes Acceptable quality, image reflects concept Can be read, hard to see Message is generally understood, but lacks clarity Acceptable definition and language use Good quality, image communicates message effectively Can be read, good resolution Good attempt, message is clearly communicated Good definition and good language use Excellent quality, image is insightful and clearly illustrates the concept Can be read clearly from anywhere in the room Excellent work, message is effectively communicated Excellent definition, effective use of language Canadian Council for Geographic Education (www.ccge.org) 8
Student Worksheet #3 Names Think about the things you would like to include in your presentation and list them below. Title of our Presentation: Overall Goal: Topics and reference materials Project Requirements Minimum number of slides Minimum number of Graphics Other Requirements I am planning on including: Photographs Canadian Council for Geographic Education (www.ccge.org) 9
Presentation Planning Complete a rough sketch of how you would like to lay out your presentation. Group Performance Evaluation Form Name: Date: Use this form to assess the performance of your group. Circle the appropriate number after each statement. Members of your group: Rating Scale 0= Majority Difficulty 1= Needs Improvement 2= Fair 3 =Good 4 =Excellent 1. All members participated in the group activities. 0 1 2 3 4 2. Members listened to others in the group. 0 1 2 3 4 3. Members helped and encouraged others in the group. 0 1 2 3 4 4. Group members stayed on the task assigned. 0 1 2 3 4 5. Group members worked well together. 0 1 2 3 4 6. No one dominated the group discussion. 0 1 2 3 4 Add circled numbers for a total score. Score out of 24 = A. What I really liked about our group: B. Ideas for improvement: SEE POWERPOINT PRESENTATION - ARCTIC PP2 Canadian Council for Geographic Education (www.ccge.org) 10