What20in20the20world20202020 20202120 20issue203 PDF

Level 1 (Grades 5 and up)
A New
Plastics Ban
Protests
Belarus
in
2020
The
Nobel Prizes
The Importance
of Zzzzzzz... 2020/2021: Issue 3
A monthly current events resource for Canadian classrooms

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What in the World
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Level 1, 2020/2021: Issue 3 Mission Statement
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2020/2021: Issue 3 What in the world? • Le vel 1 Page 2

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as the accompanying activities address many of the following competencies:
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Each article is accompanied by Before and After reading activities, appropriate to the topic or
competencies embedded in the article:
set the context and purpose for
Before Reading Activities
reading
help students consolidate, extend,

After Reading Activities
and transform their thinking
After reading activities offer options from each of the skills below. The components accompanying
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National
New Single-Use Plastics Ban
– Six Plastics Products to be Outlawed by 2021
BEFORE READING
1. Divide the class into small groups. Write the main title of the article on the board:
2. Ask each group to discuss the meaning of the title. Share ideas as a group. (E.g., it's "new" so this is
something different from before; it's a "ban" so something will not be allowed; single-use means we only use
these plastics once and then throw them away or recycle them; etc.)
3. Next, ask each group to brainstorm a list of single-use plastics. Share as a class and invite groups to
add to their list from other groups' lists.
4. Write the subtitle of the article on the board: Six Plastics Products to be Outlawed by 2021
5. Have each group determine the six products that they feel might be on the federal government's list of
products to be banned. Share the final lists as a class.
6. Finally, invite students to set a purpose for reading the article, referring to the resource page Setting
A Purpose Before Reading (p. 53) as needed.
7. After reading the article, revisit student lists to review their predictions.

National
It poisons sea creatures, or burned as waste. That increases

chokes the life out of them. carbon emissions. Did you know?
It harms the air we breathe Solar radiation, wind, currents,
Fantastic plastic? and other natural factors break
and the food we eat. It fouls
once-unspoiled beaches. It will So should we stop using plastic plastics into microplastics
never, ever entirely go away. altogether? Most experts say (particles smaller than 5 mm) or
that wouldn’t be practical. After nanoplastics (particles smaller
What’s the culprit? Plastic. all, plastic has many valuable than 100 nm).
The plastic problem features. It is cheap to make. It
is strong and lightweight. It is non-plastic recyclable products
The world makes nearly 400 can easily take their place.
malleable. Manufacturers rely
million tonnes of plastic a year.
on it to make sports equipment, So by the end of 2021, Canada
Canada accounts for 3.3 million
electronics, household goods, will ban six of the worst
tonnes of that amount.
building materials, cars, medical offenders. They are checkout
We dispose of it irresponsibly. equipment, farming tools, and bags, straws, stir sticks,
Worldwide, some 22,000 tonnes thousands of other items. six-pack rings, cutlery, and
of plastic enter the oceans hard-to-recycle food containers.
So what's the solution? We need
daily. That’s about the same Our nation joins 35 other
to do a better job of managing it.
as one full garbage truck per countries that have pledged
minute! In Canada, 29,000 The last straw similar moves.
tonnes of plastic seeps into the The obvious place to start, says
environment annually. “Plastic pollution... fills our
the federal government, is to ban rivers or lakes, and most
Plastic also contributes to global plastic goods that we use only particularly our oceans,
warming. Made from petroleum, once and then toss away. These choking wildlife," says Jonathan
it releases carbon dioxide into items end up in our landfills and Wilkinson. He's the federal
the atmosphere when it is waterways because they’re too environment minister. "[We] see
hard or too costly to recycle. Yet
Definitions
culprit: something that is responsible for a bad situation nm: nanometre; a unit of length equal to one billionth of a
malleable: easy to bend or to make into a different shape metre

National
the impact... from coast to coast
to coast.” The Canada-wide Strategy
on Zero Plastic Waste
Reaction to the ban Banning single-use products is part of a larger effort called The
The NDP and the Green Party Canada-Wide Strategy on Zero Plastic Waste. This plan was launched
support the Liberal government’s in 2019. Its goal is to reduce plastic’s harmful impacts. How? By
single-use plastics ban. preventing more plastic from entering landfills, and by doing a better
job of recycling it.
At present, 47 percent of our
plastic waste comes from The program commits the federal government, the provinces, and the
packaging and single-use territories to work with industry to reuse, recycle, or repurpose 100
products. Canadians leave stores percent of all plastics by 2030. It aims to set standards for firms that
produce plastic waste or use it to package goods. It would make them
with up to 15 billion plastic
more responsible for managing and paying for the plastic they discard.
bags every year. We sip drinks
through 57 million plastic straws In this way, the government hopes to achieve a circular plastic economy
every day. Not using these items that keeps these materials in use as long as possible. It estimates that
will make a big difference. doing so will prevent 1.82 megatonnes of CO2 equivalent greenhouse
gas emissions from entering the atmosphere. It will also create 42,000
However, not everyone is jobs in recycling and elsewhere.
backing the proposed ban.
Activist Maude Barlow, for A big spike in trash to see that they won't gather in
one, says it doesn't go nearly Meanwhile, the Conservative landfills, either.
far enough. She believes the Party worried that the new
ban should include plastic Hope for the oceans
rules could apply to personal
bottles, too. About one billion In the meantime, banning six
protective equipment (PPE).
bottles end up in landfills or throwaway plastics is a start.
Hospital personnel and
the environment every year in others use PPE to guard “There is still hope for our
Ontario alone. against COVID-19 and other oceans,” says Kim Elmslie of
Diane Brisebois, president of communicable diseases. By Oceana Canada. “We can end
the Retail Council of Canada, some estimates, PPE use has the plastic disaster for ourselves,
has another concern. Her increased plastic waste by for our oceans, and for our
group represents about 45,000 up to 300 percent since the future by stopping it at the
stores. She said retailers support pandemic began. source. [With] the promised
eliminating single-use products. national ban, our government
But the federal environment
But she warned that the price of has an opportunity to show
minister said there was no
goods will go up if new federal leadership in helping solve this
need to worry. PPE will not be
standards aren’t applied equally global crisis that we as a country
outlawed. However, he’s working
across the country are contributing to.” J
Definitions
communicable: able to be passed to another person repurpose: to change (something) so that it can be used for
Megatonne: a unit of mass equal to 1,000,000 metric tons. a different purpose
(A metric ton is exactly 1000 kilograms, making a megatonne
equal to 1,000,000,000 kilograms.)

National
COMPREHENSION QUESTIONS
1. How much plastic is produced globally and in Canada each year?
2. Why is plastic a problem for the planet and for people? Explain.
3. Why do most experts say we should not stop using plastic altogether?
4. What is the Canada-Wide Strategy on Zero Plastic Waste? What is its goal, and when was it
introduced?
5. Name the six single-use plastics that Ottawa proposes to ban by the end of 2021.
6. What concerns do critics of the ban have? Explain.

National
ORGANIZER
A. The new single-use plastics ban will impact the way we live and the way that certain businesses are
run. Complete the table below, considering who might be affected by each product's ban, and suggesting
how they might need to adapt.
Banned product Who will be affected? How will they adapt?
Checkout bags
Straws
Stir sticks
Six-pack rings
Cutlery
Hard-to-recycle
food containers
B. When you consider this information as a whole, which sector of society do you think will be most
impacted by this ban? Explain.

National
QUESTIONS FOR FURTHER THOUGHT
1. Imagine that you are part of your school's environmental club and that you have been asked to create
a campaign to raise student awareness of the new single-use plastics ban.
a) What information would you choose to share with students?
b) How would you choose to communicate that information?
2. Which one of the six banned products will you miss the most in your day-to-day life, and what
adjustments will you need to make when it is no longer available? Explain.

National
QUESTIONS FOR ONLINE EXPLOR ATION
Note: The links below are listed at www.lesplan.com/en/links for easy access.
1. Despite the many advantages of banning single-use plastics, critics warn that the ban may create other
problems. Visit one of the links below to learn more about these concerns:
https://www.cbc.ca/news/canada/plastic-grocery-bag-ban-environment-1.5755723
https://www.cbc.ca/news/politics/single-use-plastics-ban-new-nafta-1.5758676
https://www.cbc.ca/news/canada/british-columbia/canada-plastic-ban-oceans-1.5756209
After reading your chosen article, respond to it, using the following prompts:
I understood
I was surprised to learn that
I wonder
2. Visit one of the following links to learn more about plastic recycling:
https://www.cbc.ca/documentaries/the-passionate-eye/recycling-was-a-lie-a-big-lie-to-sell-more-
plastic-industry-experts-say-1.5735618
https://nationalpost.com/opinion/raymond-j-de-souza-we-can-finally-admit-that-plastic-recycling-
has-been-a-sham-all-along
https://www.cbc.ca/radio/thecurrent/the-current-for-oct-8-2020-1.5754971/industry-has-known-for-
decades-that-most-plastic-just-can-t-be-recycled-says-investigative-journalist-1.5755397
As you see it, what challenges are involved in plastic recycling, and what steps must the federal
government take to make recycling plastics more feasible? Explain.
3. Visit https://www.globalgoals.org/ and determine which of the 17 Global Goals for Sustainable
Development might be related to the proposed single-use plastics ban. Support your response with
details.

National
INFOGR APHIC
Atlantic Ocean swamped by plastic

There is at least 10 times more plastic in the Atlantic Ocean than
National Oceanography Centre
Previous
estimates of
amount of plastic
entering Atlantic
since 1950
17 million
tonnes Atlantic
Ocean
Mass of
microplastic
particles* in upper 21 million
200m of Atlantic tonnes would
found by new study fully load
almost 1,000
12-21 million container
tonnes ships
Mass of three most common

types of plastic in entire ocean
(assuming concentration found
in upper 200m is representative
of rest of depth of Atlantic) Sample sites: Three most common
types of plastic litter – polyethylene (PE),
200 million tonnes polypropylene (PP) and polystyrene (PS) –
(or 178 million tonnes assessed at 12 locations in 2016
more compared to
previous estimates) *Ranging from 32-651 microns in size
(human hair is about 75 microns across).
Study team found up to 7,000 particles
per cubic metre of seawater
Sources: BBC, Nature Communications, Phys.org © GRAPHIC NEWS

National
INFOGR APHIC
Ticking time bomb of global trash

Humans generated 1.8 billion tonnes of solid waste in 2016, including
220 million tonnes of plastic, according to the World Bank
SOLID WASTE CREATION, PER PERSON, PER YEAR (2016 estimate, kg)
Europe and For decades China
North America Central Asia
importer of waste
Middle
East and
431
807
North Africa
CHINA
296
Latin America 190 East Asia
and Caribbean Sub-Saharan 204 and Pacific
South
Fears Africa Asia
2050: 361 Africa
168
Annual solid could
waste could rise become
to 3.1 billion dumping
tonnes ground TOXIC TIMELINE
Jan 2018: China bans plastic,
GLOBAL WASTE COMPOSITION (%) paper and electronic waste imports.
Food and green 44 Until then, it had been taking in up to
Paper/cardboard 17 56%
Trash imports in Southeast Asia
Other 14
rise significantly
Plastic 12
Glass 5 Jul: Vietnam cracks down on illegal
Metal 4 imports of waste paper, plastic and
metal
Rubber & Leather 2
Wood 2 Oct: Thailand stops issuing import
licences for plastic waste
Malaysia bans plastic scrap imports
Mar 2019: India prohibits import
of plastic waste
Jun: Philippines returns 69
containers of garbage to Canada
Indonesia tightens waste-import
rules after finding falsely-labelled
Each year, 4m-12m tonnes of plastic
enters our oceans containers of toxic waste from U.S.
Sources: Bloomberg, World Bank Group, Deutsche Welle Picture: Getty Images © GRAPHIC NEWS

National
ANALYZING AN INFOGR APHIC
What is the purpose of

this infographic? Who is the intended
audience?
What information is new

or interesting? What features are used to clarify
the message?
What information is How does the

significant or information presented
important? enhance your
understanding?
What questions do you still have about the topic presented?

National
YOUR TASK:
Examine the editorial cartoon, then answer the following questions on a separate piece of paper:
1. What do you already know about our use and disposal of plastic?
2. Describe what you see and read in the cartoon.
3. As you see it, what might the cartoonist be saying about our use and disposal of plastic? Explain.
4. For what reasons do you agree with the cartoonist’s perspective? For what reasons do you disagree? J

National
PUT TING IT ALL TOGETHER
A. Write the letter that corresponds to the best answer on the line beside each question:
______ 1. How much plastic waste does Canada produce every year?
a) 29,000 tonnes b) 3.3 million tonnes
c) 22 million kilograms d) 116 million tonnes
______ 2. Which of the following is NOT one of the goals of the single-use plastics ban?
a) reducing global warming b) keeping plastic waste out of waterways
c) creating more jobs d) increasing trade with the U.K. and France
______ 3. The Conservative Party is concerned about how a single-use plastics ban will apply to:
a) the economy b) recycling facilities
c) personal protective equipment d) environmental groups
B. Mark the statements T (True) or F (False). If a statement is True, write one important fact to
support it on the line below. If a statement is False, write the words that make it true on the line below.
______ 4. True or False? About half of all plastic waste in Canada comes from plastic packaging
and single-use products.
______ 5. True or False? Since COVID-19 set in, the use of single-use plastics has remained the same.
______ 6. True or False? Many stores support the ban on single-use plastics.
C. Fill in the blanks to complete each sentence.

7. In Ontario, about 1 billion plastic _______________________ are thrown away each year.
8. The NDP and the Green Party _______________________ Ottawa's single-use plastic ban.
9. The Canada-Wide Strategy on Zero Plastic Waste plans to create a _______________________
plastic economy.
D. Respond to the following question in paragraph form. (Use a separate sheet of paper if necessary.)
10. Do you agree or disagree with the single-use plastics ban? Give reasons to support your response.

International
Historic Protests Rock Belarus
– What's Behind the Turmoil?
BEFORE READING
1. Project the title of the article. Ask students to share what they think the article will be about. (E.g.,
if the protests are 'historic', they must be meaningful or maybe they haven't happened there before; the
country affected is Belarus; if there is 'turmoil' the protests must be serious and potentially dangerous; etc.)
2. Invite students who may have heard about these protests or seen them on the news to share their
ideas.
3. Ask if anyone in the class has a personal connection to Belarus and have them share what they know.
(E.g., it's a country in northeastern Europe, it has had the same leader for 26 years, someone has relatives
that live there, etc.)
4. Have students view the video found at https://www.bbc.com/news/world-europe-53799065
5. After viewing the video, ask students to set a purpose for reading based on any questions they have
about the protests and what they hope to learn more about after reading the article. Refer to the resource
page Setting A Purpose Before Reading (p. 53) as needed.
6. Have students share their ideas with the class to create interest in the topic and to identify if there are
common purposes for reading amongst students.
7. After reading the article, have students reflect on their purpose for reading. Encourage them to
investigate the story further if they still need answers to their questions.

International
Minsk is the capital city of woman became president, the Belarusians to oppose President
Belarus. That's a country in burden of the job would make Lukashenko's rule.
northeastern Europe. her “collapse, poor thing.”
COVID-19 is one. People are
For weeks, the streets of Minsk Yet for most of his rule, many angry about the president's
have been filling with tens of people supported him, even response to the pandemic. He
thousands of peaceful protestors. though they may have privately refused to lock down the nation.
They are furious at their objected to his authoritarian He claimed that vodka, saunas,
country’s government. tactics. Why? They believed and hard work could cure the
his firm hand kept their roads disease. Meanwhile, official
Why? They don't believe the
repaired, their streets clean, and figures say 70,000 Belarusians
results of Belarus' August 9
their communities safe. They have contracted the virus and
election. It returned 65-year-old
chose to ignore his politics so over 600 have died. The true
Alexander Lukashenko to power.
they could live in peace. numbers are likely much higher.
President
Also, Mr. Lukashenko fostered What’s more, because of the
Lukashenko
the high-tech industry in pandemic, citizens once free to
President Lukashenko, Europe’s Belarus. That brought in foreign travel outside Belarus are now
'last dictator', has run the investment. New high-tech jobs stuck in the country. As a result,
country since 1994. During that raised the standard of living for they are witnessing their leader's
time, he has been accused of many citizens. inhumanity up close.
staying in power illegally. He
has also censored the media, Change is in the air The pandemic has also forced
used police brutality against many migrant workers to return
Recently, however, several factors
opponents, and belittled to Belarus. Some are bringing
have caused large numbers of
women. He claims that if a democratic values with them.
Definitions
Authoritarian: having complete power dictator: a political leader who has complete power
belittle: to describe something as little or unimportant standard of living: the amount of wealth, comfort, and
censor: to examine books, movies, letters, etc., to remove possessions that a person or group has
things that are considered to be offensive, immoral, etc.
International
Meanwhile, in recent years, Mr. Lukashenko were put in jail. turning increasingly ugly. On
young people with Internet A third was forced to flee the October 18, riot police deployed
access have also been educating country. In response, Svetlana water cannons and clubbed
themselves about democracy. Tikhanovskaya decided to run. people in the crowd. Officials
She is the wife of one of the warned that police may use live
A fragile economy
president's jailed opponents. bullets next.
Another reason for President
Ms. Tikhanovskaya's campaign
Lukashenko's falling popularity?
struck a chord with many Did You Know?
The economy.
Belarusians. She seemed to The Republic of Belarus has a
Belarus’s economy is largely be the clear frontrunner. Her population of about 9.5 million. It
centrally planned. That means supporters believe that she won covers 207,595 square kilometres.
the government runs many of by a margin of 60 to 70 percent. That makes it about half the size
the country's farms, factories, However, when the ballots were of Newfoundland and Labrador.
and other industries. tallied, officials said that she
To win votes in the past, had earned only 10 percent of ‘A fuse broke’
President Lukashenko gave the vote. Meanwhile, Ms. Tikhanovskaya
workers in these industries Historic protests is in exile in Lithuania. She
big raises. But now, parts of vows to keep fighting. She
Outrage was widespread.
the economy are faltering. The has made three demands of
Thousands took to the
government can't afford to give Mr. Lukashenko. She says he
streets when the results were
wage hikes. At the same time, must transfer power to her team,
announced. Police fired tear
prices for goods are higher than free all political prisoners, and
gas, rubber bullets, and stun
in neighbouring countries. In stop violence against protesters.
grenades into the crowds.
Belarus, workers can buy just Otherwise, she warns that he
They arrested scores of
60 percent as much as they can will face a national strike and
protestors, and they detained
in Poland – which has a market the economy will grind to a halt.
Ms. Tikhanovskaya for hours.
economy – with the same Her ‘crime’? Daring to question Will that strategy work? It’s
amount of money. the election results. uncertain. But radio host Denis
Another rigged Dudinsky believes there’s no
Fearing for her safety,
election? going back.
Ms. Tikhanovskaya fled
In the latest election, the the country as soon as “It’s no longer realistic to force
president said he won 80 percent she was released. But the Belarusians back into the box
of the vote. However, many protests continued. they existed in for these 26
Belarusians don't believe him. years. Something broke inside
The demonstrations are the
Leading up to the election, two Belarusians – a fuse broke.” J
biggest that Belarus has ever
candidates set to run against experienced, and they are
Definitions
exile: a situation in which you are forced to leave your Market economy: an economy where businesses rely on
country or home and go to live in a foreign country competition to function

International
1. List at least four important geographic or economic facts about Belarus.
2. Who is the leader of Belarus? How long has he been in power?
3. Describe how the leader of Belarus has ruled the country. What abuses has he been accused of?
4. Why did many Belarusians support the country's leader for years?
5. How has COVID-19 weakened Belarusians' support for the country's leader? Explain.
6. What sparked the ongoing protests in Belarus? Explain.
7. How have Belarusian authorities reacted to the protests?
8. Describe Ms. Tikhanovskaya's plan to bring democracy to Belarus.

International
SUM M ARIZING KEY IDEAS
Good readers actively think about what they are reading while they read. Their thinking takes many
forms, such as questioning the ideas, drawing inferences, and identifying what is important. Good
readers do these things automatically.
However, when the text is particularly challenging or lengthy, readers often need to do something as
they read to stay focused, to better understand what they are reading, or to “hold their thinking” so they
don’t forget what they’ve read.
Summarizing is one such strategy. In summarizing an article, readers distinguish between the main
ideas (what the article is mostly about) and the supporting details. Thinking about the ideas in the text
helps you remember what you read.
Your task:
Read the article “Historic Protests Rock Belarus - What's Behind the Turmoil?". Then, use the graphic
organizer Summarizing Key Ideas to help you:
• activate your prior knowledge: use the first box to show or list what you already know about the
protests in Belarus;
• find the most important information: read the article and highlight, circle or mark the key words in
each chunk with a !;
• summarize the main ideas: then use pictures, words, charts, icons or webs to make notes for each
chunk;
• explain why these protests are happening: finally, using words, pictures and/or diagrams, show or
explain how you think the protests in Belarus will be resolved, or if they will be resolved.

International
SUM M ARIZING KEY IDEAS
What I already know about the protests in Belarus.

KNOWLEDGE
PRIOR
What's important? (Use pictures, words, charts, icon, or webs to make notes)
duction
Intro-
What's important?
President
shenko
Luka-
What's important?
Change is
in the air
What's important?
economy
A fragile
What's important?
election?
Another
rigged
What's important?
break out
protests
Big
What's important?
A fuse
broke
Use words, pictures, and/or diagrams, to show or explain how you think the protests in
Belarus will be resolved, or if they will be resolved.
SUMMARY

International
1. The article quotes radio host Denis Dudinsky, a broadcaster from Belarus, as saying, “It’s no longer
realistic to force Belarusians back into the box they existed in for these 26 years. Something broke
inside Belarusians – a fuse broke.”
a) What is your understanding of this passage?
b) Respond to this quote. What thoughts does it provoke and what feelings does it evoke in you?
Explain.
c) What is your hope for the people of Belarus? Explain.
2. In what ways have social media and the Internet impacted the protests in Belarus? Give reasons to
support your ideas.
3. What do you feel is the role of the international community in supporting the protestors? As you see
it, should other countries come to their aid, and if so, what factors might influence their decision to do
so? Explain.

International
1. On October 10, President Lukashenko held a meeting in prison with opponents whom he had arrested
during the protests. Visit https://www.bbc.com/news/world-europe-54496233 to read about the details
of this meeting.
a) As you see it, how might Mr. Lukashenko's supporters feel about his choice to hold this meeting?
b) How might his opponents feel?
c) What do you think Mr. Lukashenko hoped to accomplish by holding this meeting? Explain.
2. Visit https://www.rcinet.ca/en/2020/09/29/canada-imposes-sanctions-on-belarusian-officials/ to
read about Canada's reaction to the Belarus protests. As you see it, what impact might this reaction have
on the situation in Belarus? Explain.

IMages in the News
Directions:
1. Study the picture carefully. Write the basic problem, condition, or action shown in the photograph
(e.g., drought) in the middle of the web.
2. Then, analyze the chain reactions or consequences. For instance, in considering the impact the
shortage of water might have on the environment or the problems resulting from the drought, you might
think about the consequences of unsafe or inadequate water for the environment and for the people
affected by the drought.
3. Work outward from the middle, filling in the ovals in a chain of consequences (e.g., without water
humans have difficulty concentrating, when people can’t concentrate they are unable to work effectively,
which may lead to losing their job). Repeat step 3 for each additional chain of consequence (e.g., lack of
water causes reduced plant growth).
Anti-government protest in Minsk, the capital of Belarus, against President Alexander Lukashenko on October 18, 2020.
(Photo via https://commons.wikimedia.org/wiki/File:2020_Belarusian_protests,_Minsk,_18_October_p06.jpg)
Adapted from Caring for Young Peoples’ Rights. Permission granted from TC2, The Critical Thinking Consortium. © 2020

Images in teh News
Basic problem
or event:
Adapted from Caring for Young Peoples’ Rights. Permission granted from TC2, The Critical Thinking Consortium. © 2020

International
M AP ANALYSIS
Examine the accompanying map. Then, answer the following questions.

A. Reading the map:
1. What is the title of this map?
2. What is the purpose of this map?
3. How are the cities, countries, and water bodies labelled?
4. How are directions represented on the map? Give an example.
5. How is distance communicated on the map? Give an example.
B. Analyzing the map:

1. Describe the location of Belarus relative to other features on the map. Aim for 5-10 descriptors. (E.g.,
Belarus is located to the north of Ukraine.)
2. In what ways does this map help you to better understand the protests taking place in Belarus?
Explain.

0 100 200 300 400 Kilometres N Barents
Sea
Belarus and
its neighbours
Norwegian
Sea
FINLAND
(orange)
NORWAY SWEDEN
(pink) (yellow)
Oslo Helsinki
Tallinn
Stockholm Baltic
North ESTONIA RUSSIA
Sea
Sea (green) (red)
Riga LATVIA
DENMARK (brown) Moscow
(green)
LITHUANIA
RUSSIA (orange)
NETHERLANDS (red) Vilnius
Minsk
BELARUS
(orange) Berlin Warsaw (pink)
(green) POLAND
GERMANY (purple)
(brown) Kiev
(grey)
Prague
BELGIUM UKRAINE
CZECH REP. MOLDOVA
(yellow) (yellow)
SWITZERLAND SLOVAKIA
FRANCE (pink)
(yellow) Vienna
(pink)
(pink) (grey) AUSTRIA Budapest
300
(green)
HUNGARY
SLOVENIA (brown)
(pink) ROMANIA
CROATIA(red) (orange)
ITALY
(orange)
Bucharest
(purple) SERBIA Black Sea
(green)
BOSNIA &
HERZEGOVINA (pink) BULGARIA
(grey) (yellow)
TURKEY
MONTENEGRO (green)
(grey)
International
______ 1. Which of the following does NOT describe the country of Belarus?
a) its capital city is Minsk b) its population is about 9.5 million
c) its leader is Alexander Lukashenko d) its government is democratic
______ 2. Which of the following does NOT describe an action taken by President Lukashenko?
a) he raised wages in exchange for votes b) he locked down Belarus to control COVID-19
c) he censored the media d) he used police brutality against opponents
______ 3. Citizens who supported Mr. Lukashenko in the past did so because...
a) there was order under his leadership b) they could speak freely about their concerns
c) he treated all workers equally d) he has been an ineffective leader for 26 years
______ 4. True or False? President Lukashenko has demonstrated respect towards women.
______ 5. True or False? Many citizens of Belarus disputed the August 9 election results.
______ 6. True or False? Svetlana Tikhanovskaya is now living in Lithuania.

7. Many protesters in Belarus are fed up with Mr. Lukashenko's _______________________ style of
governing.
8. Official figures gave Ms. Tikhanovskaya _______________________ percent of the vote.
9. The Belarus economy is mostly _______________________ planned, which means many farms,
factories, and industries are run by the government.
10. Make a prediction: What do you suppose will happen next in Belarus? Give reasons to support
your response.

International
The 2020 Nobel Prizes
BEFORE READING
1. Ask students what they know about the Nobel Prizes. (E.g.,they're handed out every year; there are
different categories; there's a Peace Prize; etc.)
2. Cue up the video at this link: https://www.bbc.com/news/av/science-environment-49938753
3. Tell students that you are going to watch this short video 3 times.
a) The first time, have them watch only, to get a general sense of the content.
b) The second time, have them make note of an interesting fact. Then, invite them to share their note
with the class.
c) The third time, have them set a purpose for reading the article by identifying what more they would
like to learn about the Nobel Prizes.

International
On December 10, a handful

of people will receive one of And the 2020 winners are...
the world’s most prestigious PHYSICS: Roger Penrose, Reinhard Genzel, and Andrea Ghez, for
awards. They will win this year’s discoveries that have improved our understanding of the universe,
Nobel Prize. including work on black holes.
Nobel Prizes are usually given CHEMISTRY: Emmanuelle Charpentier and Jennifer A. Doudna
for their work on the development of CRISPR-Cas9, a method for
out at a lavish live ceremony in
genome editing.
Stockholm, Sweden. That won’t
happen in 2020, though, due to PHYSIOLOGY/MEDICINE: Drs. Harvey J. Alter, Michael Houghton,
COVID-19. Instead, prizes will and Charles M. Rice for their discovery of the Hepatitis C virus.
be handed out on television. LITERATURE: Louise Gluck, for her “unmistakable poetic voice".
Winners will receive their
PEACE: The World Food Programme, for its efforts to combat a surge in
awards in their home countries.
global hunger amid the coronavirus pandemic.
Recipients will be honoured THE SVERIGES RIKSBANK PRIZE IN ECONOMIC SCIENCES: Paul
for their exceptional work in R. Milgrom and Robert B. Wilson for improvements to auction theory
physics, chemistry, physiology/ and inventions of new auction formats.
medicine, literature, peace, and
economics. For their efforts Alfred Nobel’s legacy who deeply valued those who
they will receive three things – a How did the awards start? They served humanity. So he decided
Nobel diploma, a Nobel medal, are the legacy of Alfred Nobel. to honour them. When he died
and a document confirming the in 1896, he left a fortune – about
total amount of their win. The Born in 1833, Mr. Nobel was a $192 million (U.S.) at today’s
monetary prize is big – about Swedish chemist who became value – to start the annual
$1.13 million (U.S). very wealthy after inventing awards in his name.
dynamite. He was an idealist
Definitions
genome: the complete set of genes in a cell or living thing prestigious: having an illustrious reputation; respected
lavish: having a very rich and expensive quality

International
The income from this fund a candidate’s name. They include
was to be given out equally politicians, scholars, judges, and Canada’s Nobel
to winners in five categories. former winners, among others. Laureates
(Economics was added in 1968.) A total of 28 Canadians have
Then, committees decide won Nobel Prizes, including
He made it a point that everyone
who wins. The Royal Swedish Dr. Michael Houghton in
– no matter where he or she
Academy of Sciences chooses 2020. He shares the Physiology
comes from – would be eligible.
winners for chemistry, physics, of Medicine award with two
Honouring Nobel and economics. The Nobel colleagues for their work on
The first awards were given out Assembly at Karolinska Hepatitis C. The first Canadian
on December 10, 1901 – five years Institutet names winners to win was Frederick Banting in
in physiology or medicine. 1923. He discovered insulin.
to the day that Mr. Nobel died.
They are still held on this date. The Swedish Academy in In all, Canadians have won eight
Stockholm chooses the one for Nobel Prizes for chemistry, seven
Between 1901 and 2020, 603 literature. The Norwegian Nobel for physiology/medicine, six in
awards have been granted to 930 Committee awards the Peace physics, two for literature, and
people and organizations. Prize. Committees never reveal three for economics. One Peace
Some of the most famous how they choose winners. Prize went to former Prime
Minister Lester Pearson who
winners include Albert Einstein, A few winners have not accepted
defused a military crisis in 1956.
Nelson Mandela, Marie Curie, the award. Their motives are A second went to the Pugwash
and U.S. civil rights activist usually political. For example, Conferences on Science and
Martin Luther King Jr. in 1937, Adolf Hitler wouldn't let World Affairs in 1995 for its
“This award… is a profound Germans accept Nobel Prizes. nuclear disarmament efforts.
recognition that nonviolence The reason? A critic of the Nazi Only two Canadian women have
is the answer to the crucial regime won the 1935 Peace Prize. won. Short story writer Alice
political and moral question of But even those who don't accept Munro received the Literature
our time,” said Mr. King when are listed as Nobel laureates. Award in 2013 and Donna
he accepted the Peace Prize Strickland won the physics award
Thinking big in 2018 for work on laser optics.
in 1964.
Mr. Nobel spoke five languages
Choosing the winners by the age of 17. Over his Most agree that his biggest idea
Nominations of candidates lifetime, he held 355 patents on was far more than just “good". J
are submitted every year his inventions.
before February 1 – but you “If I have a thousand ideas and
can't nominate yourself! Only only one turns out to be good, I
qualified people can put forward am satisfied,” he once said.
Definitions
activist: someone who takes part in activities intended to achieve political or social change
civil rights: the rights that belong to a person because he or she is a citizen of a country, especially the right to basic
freedoms and privileges
laureate: a person who is honoured with an award for outstanding creative or intellectual achievement
Patent: the legal right to make or sell an invention for a particular period of time, and that prevents anyone else from doing so

International
1. Explain what a Nobel Prize is and how this award is earned. How many categories of prizes are there?
2. Who is responsible for creating these awards? How did he become wealthy?
3. What was his motive for setting up these awards? How is the money distributed?
4. Describe how COVID-19 has impacted the traditional ceremony where Nobel Prizes are distributed.
5. List the 2020 winners of three of the six categories and briefly explain why they won.
6. What do Nobel Prize winners receive?
7. Who is eligible to nominate a Nobel Prize candidate?
8. How many Canadians have won a Nobel Prize? How many of these winners were women?
9. Who was this year's Canadian winner? Why did he receive this award?

International
1. The article states, "The committees don't reveal how they go about choosing winners."
An inference is a conclusion drawn from evidence. (A plausible inference is supported by evidence in
the article and is consistent with known facts outside of the article.) What inference(s) can you draw
from the fact that the Nobel selection committees are secretive?
2. You’ve just travelled into the future and have arrived at your own Nobel Prize ceremony.
Congratulations! Based on your current interests and passions, which award do you think you are
receiving? What is your achievement? Explain.
3. It has been fift y years since a new category has been added to the Nobel ceremonies. If you were
tasked with adding a seventh prize, what would the category be? Explain your choice.
4. While 930 people have won a Nobel Prize, only 57 have been women. What reasons can you suggest
for this disparity? Do you expect the ratio to move closer together in the coming years? Explain.

International
1. Explore Nobel Prize winners, ceremonies, histories, and even educational games at https://www.
nobelprize.org/ Then, consider: To whom would you recommend this link? Why? Explain.
2. Learn more about the work that led to this year’s Nobel Prize for:
Physics at https://www.youtube.com/watch?v=U4m380V-ulA&feature=youtu.be and
https://www.bbc.com/news/science-environment-54420240
Chemistry at https://www.youtube.com/watch?v=VO1WW6yVC8w&feature=youtu.be and
https://www.bbc.com/news/science-environment-54432589
Physiology or Medicine at https://www.youtube.com/watch?v=AU_a2oXMnI8&feature=youtu.be and
https://www.bbc.com/news/health-54418463
Literature at https://www.youtube.com/watch?v=Kj3NRrp0uj0 and
https://www.bbc.com/news/entertainment-arts-54447291
Peace at https://www.youtube.com/watch?v=FpP4iUzNyVc and
https://www.bbc.com/news/world-54476569
Economic Sciences at https://www.youtube.com/watch?v=XIl-OBg1jmg and
https://www.bbc.com/news/business-54509051
Which field of work did you find most interesting? Give reasons to support your response.
3. Explore quick facts about the Nobel Prizes at https://www.nobelprize.org/prizes/facts/nobel-

prize-facts/ Share a fact that you found interesting with your peers and explain why it captured your
attention.

International
INFOGR APHIC
How does the Nobel Peace Prize work?

WHO CAN WIN?
Testament of Swedish industrialist Alfred Nobel

says prize should go to “person who has done the
most or best to advance fellowship among nations,
the abolition or reduction of standing armies, and the
establishment and promotion of peace congresses”
However, award today honours achievements in variety of social areas,
sometimes between nations, sometimes within individual nations
WHO DECIDES AND HOW?
Current
members Thorbjorn Henrik Asle Berit Reiss-
Jagland Syse Toje Andersen
(vice (chair)
Anne chair)
Enger
Norwegian Nobel Committee: Five members appointed by Norwegian

parliament – or Storting – for six-year term. Often retired politicians
JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC
Mar: Shortlist of Apr-Aug: Group Late Sep: Laureate

20-30 candidates chosen after majority
drawn up permanent advisers vote. Announcement
Feb 1: Deadline for examine each made early October
submissions. Academics, nominee Dec 10: Prize presented
university professors, previous winners at ceremony in Oslo on
and others can submit nominations
Nobel diploma WHAT DOES WINNER RECEIVE? Cash prize

Each of which is 10m Swedish krona
unique work of art ($1.10m) and
Nobel medal global attention
Designed by sculptor Inscription
Gustav Vigel and “For the peace
manufactured by and brotherhood
Mint of Norway of men”
Source: Nobelprize.org Pictures: Newscom, Getty Images © GRAPHIC NEWS

International
ANALYZING AN INFOGR APHIC
What is the purpose of

this infographic? Who is the intended
audience?
What information is new

or interesting? What features are used to clarify
the message?
What information is How does the

significant or information presented
important? enhance your
understanding?
What questions do you still have about the topic presented?

International
______ 1. The Nobel Prizes, awards that recognize intellectual achievement, were founded by:
a) Albert Einstein b) the Norwegian Nobel Committee
c) Martin Luther King Jr. d) a Swedish chemist
______ 2. Which of the following does NOT apply to Nobel Prize winners?
a) they can nominate themselves b) they can be any nationality
c) they receive a Nobel medal d) they win a cash prize of more than $1 million
______ 3. Which of the following does NOT describe Alfred Nobel?
a) he was fluent in five languages b) he valued those who served humanity
c) he left his fortune to the Red Cross d) he held 355 patents
______ 4. True or False? A single committee decides the winners for all Nobel Prize categories.
______ 5. True or False? Two Canadian women have won a Nobel Prize.
______ 6. True or False? A Nobel Prize winner is known as a 'laureate'.

7. Alfred Nobel became rich after he invented _______________________ .
8. The Nobel _______________________ Prize can only be won by a single person or an organization.
9. The first Canadian to win a Nobel Prize was Frederick Banting, who discovered
_______________________ .
10. As you see it, what is the significance of the Nobel Prizes? Explain. Give reasons to support your
response.

Science, Technology, and the Environment
All about Zzzzzzz...
BEFORE READING
1. Divide the class into small discussion groups and ask them to consider this question: Do you get
enough sleep?
Provide enough time for each group member to share his/her ideas and personal experiences with sleep.
2. Next, have groups consider this question: What factors affect whether or not you get a good night's
sleep?
Provide groups with stickie notes. Have students brainstorm factors affecting sleep and ask them to
record each idea on a new stickie note.
3. Have groups share their ideas with the class. Ask students to consider the "types" of factors that affect
their sleep. (E.g., physical activity, diet, amount of homework, stress, etc.) Write their categories on the
board and have them sort their ideas by adding their stickie notes to the various categories.
4. Have students view the short video at this link: https://www.youtube.com/watch?v=wnzDODyapbY
The title of the video is "How Do Teenagers Sleep Differently?" and is presented by Matthew Walker,
a scientist and professor of neuroscience and psychology at the University of California, Berkeley. His
field of expertise is sleep.
As they watch, encourage students to make connections between the information shared and their own
experience with sleep.
5. Finally, ask students what information they would still like to learn about sleep. Invite students to
set a purpose for reading the article, referring to the resource page Setting A Purpose Before Reading
(p. 53) as needed.
6. After reading the article, have students confirm or add to their categories and ideas.

Did you get a good sleep last How much sleep?

night? Here’s hoping! You spend School Start-Times
Our sleep needs are all different.
one-quarter to one-third of your The school day usually begins
They depend largely on our
life sleeping, and that shut-eye is between 8 a.m. and 9 a.m.
genes. But experts have general
key to your well being. However, some schools are
guidelines. Children aged five starting later. Why?
For starters, sleep affects our to thirteen need nine to eleven
hours of sleep. Teens aged Around puberty, teens’ circadian
brain function. It is important
fourteen to seventeen need eight clocks shift by a couple of hours.
for ‘brain plasticity'. That's Their bodies don’t feel sleepy
the brain’s ability to adapt to to ten hours. Adults need seven
until later in the evening. Teens
incoming information. With too to nine hours. Seniors need
still need the recommended
little sleep, we can't process what seven to eight hours. amount of sleep, however. So
we’ve learned during the day. We Do we get the sleep we need? by starting school an hour or so
will have difficulty remembering Not necessarily. According to a later, the students can follow a
those things in the future. Statistics Canada study, short schedule that is more in synch
with their brain’s internal clock.
Well-rested people do better sleep duration and poor sleep
in school. They are more quality is common Canada. four is not getting enough sleep.
productive, and cope better with One-third of the adults surveyed Another study found that about
stress. They can better regulate for the study said they slept less one-third of teens sleep less than
their emotions. than seven hours. As well, 43 the recommended amount. This
Sleep deprivation is associated percent of men and 55 percent of impacts how they behave and
with obesity, diabetes, and high women reported having trouble interact with others.
blood pressure. Poor sleep is also going to sleep or staying asleep. While you're asleep…
linked to injuries, depression, What about kids and teens? Even when you are asleep, your
and irritability. Even one night Health officials say one child in brain is still very active.
of missed sleep has an impact.
Definitions
deprivation: the disadvantage that results from losing Statistics Canada: federal government agency in charge
something of producing statistics to help better understand Canada, its
population, resources, economy, society, and culture

The brain cycles repeatedly
through REM (rapid eye The Times are a-Changing
movement) sleep and non-REM Spring ahead; fall back. Every year, people living in places that alternate
sleep. Non-REM sleep has four between Daylight Savings Time and Standard Time shift their clocks
one hour forward in the spring and one hour back in the fall. This fall,
stages. The first is the stage
the time change takes place at 2 a.m. on Sunday, November 1st.
between being awake and asleep.
Next is light sleep, when the There are arguments for and against this seasonal time change. One
heart rate and breathing regulate con: It can mess with our body clock and trigger underlying health
and the body temperature drops. issues. We see an increase in accidents due to tired drivers in the days
Then there are two stages of after a switch. Workplace injury rates go up. So do heart attacks and
emergency hospital visits.
deep sleep. They are the more
restorative and restful phases In March this year, Yukon became the first region in Canada to move to
of sleep. They are also the year-round Daylight Saving Time. Saskatchewan and most of Nunavut
most important for learning don’t switch their clocks either, but they stay on Standard Time. The
and memory. B.C. government plans to move permanently to Daylight Savings Time
as soon as this can be coordinated with Washington and Oregon, which
Then, when you enter REM are in the same Pacific time zone. The Ontario government will also be
sleep, your closed eyes move voting to stay on Daylight Savings permanently.
rapidly. Your brain waves
are similar to those when melatonin. This hormone helps Good ‘sleep habits' are
you're awake. Your breath rate you fall asleep. important, too. Be consistent. Go
increases and you become to bed at the same time get up at
Sleep drive is the body’s craving
temporarily paralyzed. the same time every day. Keep
for sleep. During the day this
your bedroom quiet, dark, and
The cycle of non-REM and REM desire for sleep builds. Ideally,
at a comfortable temperature.
sleep repeats, typically four or by bedtime you just can’t stay
Remove computers and
five times in a night. With each awake. But if you don’t get
smartphones. Avoid big meals,
cycle you spend less time in the enough sleep at night, your sleep
caffeine, and alcohol before bed.
deeper states of non-REM sleep, drive may make you doze off
Exercising during the day can
and more time in REM sleep. in the middle of math class. A
also help you sleep.
long nap in the afternoon will
Sleep troubles decrease your body’s sleep drive, What if you just can’t get to
Two main processes regulate making it hard to sleep at night. sleep? Don't stress about it.
sleep – circadian rhythms and
Other factors affecting sleep? “Worrying about lack of sleep
sleep drive.
Exposure to artificial light at is one of the big causes of
Circadian rhythms are night, drinking caffeinated insomnia," says sleep expert
controlled by a biological clock drinks, and being too busy to Luc Beaudoin. J
in the brain. It responds to light fully relax.
cues. When night falls, it makes
Definitions
circadian rhythms: a group of people who give advice to the leader of a government
Daylight savings time: the practice of moving clocks ahead during warm months so darkness falls later daily by the clock
Standard time: the local time in a country or region when Daylight Saving Time is not in use

1. How much of your life will you spend sleeping?
2. Describe the behaviour of people who are well-rested.
3. Describe the behaviour of people who don’t get enough sleep.
4. What health risks are associated with sleep deprivation?
5. According to guidelines, how many hours of sleep per night do children and teens require?
6. How many hours of sleep do adults and seniors require?
7. What factors can interfere with people's ability to fall asleep at night?
8. Describe the four stages of non-REM sleep.
9. What does REM stand for? What happens during REM sleep?

ORGANIZER
A. The article describes the importance of getting a good night's sleep, and the factors that influence the
quality of that sleep. For a period of five days, track your sleep habits, using the organizer below:
Day #1 Day #2 Day #3 Day #4 Day #5
Did you have a lot to do today?
(e.g., homework, chores, work, etc.)
Did you do any physical exercise

today? If so, what was it?
(e.g., walk to/from school, bike ride,
gym, yard work, etc.)
Did you have a large meal for dinner?
Did you have any caffeine today?

(e.g., coffee, tea, pop, chocolate, etc.)
What time did you go to bed?
Did you use an electronic device

before going to sleep?
What time did you get up?
How many hours of sleep did you get?
Additional notes
B. After gathering and considering the information in the above table, discuss it with a small group:
What similarities and differences do you notice?
What actions might you take to improve your sleep habits?

1. The article talks about the benefits of a later school start-time for teens because it is more in synch
with their brain's internal clock. Imagine that you are trying to convince your school to start at a later
time. What evidence would you use to support your proposal? Explain.
2. The article concludes with this quote from Luc Beaudoin, professor of cognitive science at Simon
Fraser University: "You do the best you can, but you don't want to start worrying about your lack of
sleep, because it's been found that worrying about lack of sleep is one of the big causes of insomnia."
a) What is your understanding of this passage?
b) For someone who is trying to get more sleep, what actions would you recommend they take to reduce
their stress and worry about not getting enough sleep? Explain.
3. The article mentions several actions that can be taken to improve our sleep habits. Which of these do
you believe is the simplest to put into practice? The most challenging? Explain.

1. Many experts warn that teens are not getting enough sleep. Some go as far as to say that they are
suffering from sleep deprivation. Visit any of the links below to learn more about the specific concerns
related to teen sleep deprivation.
https://www.cbc.ca/player/play/1433483843638
https://www.cbc.ca/news/health/national-sleep-deprivation-teenagers-youth-learning-1.4929842
https://canadianschoolcounsellor.com/summer2019/summer2019-features/generation-sleep-
deprived/
What personal connections can you make to this information?
2. The arguments for and against adjusting our clocks twice a year have existed for years. Not all
Canadian provinces and territories observe this change, so many wonder why we need to do it at all.
Visit any of the following sites to learn more about Daylight Savings Time in Canada. Create a simple
T-chart to outline the advantages and disadvantages of this practice.
https://www.cbc.ca/news/canada/forum-daylight-saving-time-1.3489495
https://www.cbc.ca/news/canada/daylight-saving-canada-2020-1.5489878
https://www.cbc.ca/news/canada/british-columbia/daylight-time-bc-sleep-experts-1.5342620
https://toronto.ctvnews.ca/daylight-saving-time-ends-soon-here-s-what-you-need-to-
know-1.4666077
https://www.thespec.com/news/canada/2019/11/02/a-matter-of-time-researcher-says-changing-
clocks-bad-idea-for-already-sleep-deprived-canadians.html
Advantages of Daylight Savings Time Disadvantages of Daylight Savings Time
3. Sleep experts provide us with guidelines for the amount of sleep we require to maintain our health
and well-being. Some suggest that taking naps or power naps may have added benefits. Visit the links
below to learn more about napping:
https://www.cbc.ca/news/health/nap-health-canada-snooze-neurology-napping-snooze-1.5394362
https://www.bbc.com/news/newsbeat-47496316
Then, share two facts that you learned about this topic and a question that you still have about its
benefits.

______ 1. Getting a good night's sleep is associated with:
a) high blood pressure b) irritability
c) difficulty remembering things d) better academic performance
______ 2. To improve sleep quality, it is recommended that you:
a) go to bed at the same time each night b) have an afternoon nap
c) limit your physical exercise d) use sleeping pills
______ 3. Which of the following does NOT describe non-REM sleep?
a) heart rate and breathing regulate b) body temperature drops
c) rapid eye movement d) being awake and falling asleep
______ 4. True or False? The two main processes that regulate sleep are circadian rhythms and genes.
______ 5. True or False? Some schools begin later in the morning to help students learn better.
______ 6. True or False? Public health officials say that many children do not get enough sleep.

7. During sleep, a person's brain is very _______________________ .
8. The _______________________ was the first region in Canada to adopt year-round Daylight
Savings Time.
9. A long _______________________ after lunch will decrease your body’s sleep drive at night.
10. What advice would you give to a friend who is having trouble sleeping? Explain.

Resource Page for Students
INquiry project
THE STEPS OF AN INQUIRY PROJECT
Choose a news article from this issue that you found interesting or surprising – one that caught your
attention, sparked an ‘ah ha’, or left you wondering about something. Tap into your curiosity. What more
do you want to know?
Before starting your Inquiry Project, do a little more research on your own to investigate the news story
or topic in a deeper way. Check out the following links, and notice the questions that come to mind as
you read:
The plastics problem:
https://www.bbc.co.uk/newsround/42810179
https://oceana.ca/en/blog/canadas-plastic-problem-sorting-fact-fiction
Nobel Prizes:
https://www.nobelprize.org/
https://www.britannica.com/topic/Nobel-Prize
Importance of sleep:
https://www.sleepfoundation.org/articles/why-do-we-need-sleep
https://www.apa.org/topics/sleep/why
When you have a deeper understanding of the topic or issue, complete the Inquiry Project Planner on
p. 50. Use the following steps to guide you:
1. A good inquiry project starts with a powerful inquiry question. This is an overarching question related
to an important issue, problem, or concern in the news story or topic you have chosen. It should be
something you are genuinely curious about or that is meaningful to you.
Inquiry questions are not easy to answer. They are open-ended (meaning that they can’t be answered
with a yes or no response), lead to more questions, and require you to think or really investigate
something. Answers to inquiry questions are not found by ‘Googling’!
A good inquiry question should have these 4 components:
• A question stem (e.g., What is...? How can...? Why can’t...? What could...? What impact...? How would it
be possible...? What would happen if...? How would you improve... Why do you believe...?);
• Who is taking action and/or who will be impacted by the findings/answer (e.g., you, your family, your
school, your community, the world);
• What the action is (e.g., solve, reduce, develop, create, refine, educate, make, impact, improve, change);
• What the problem or concern is.
For example, if, after reading an article that explains how COVID-19 spreads, I wanted to learn more
about the benefits (or limitations) of wearing a mask, my inquiry question might be:
How can I educate students about the importance of wearing a mask in school? OR
How can I educate students about the limitations of wearing a mask in school?
Here are other examples of inquiry questions:

INquiry project
• How might I create and sell something at profit, so I can contribute to my favourite charity?
• What could parents prepare for lunch if their child is allergic to gluten?
• What impact would reducing plastic take-out containers have on the environment?
• How can we attract more native birds and butterflies to our school garden?
2. Then, brainstorm other smaller, supporting research questions that will help you arrive at the answer
to your inquiry question. Aim for 4-5 questions to start. For example:
• Do masks help stop the spread of COVID-19? If so, how? If not, why?
• Are all masks (or mask designs) equally effective?
• Who benefits from wearing masks? Who doesn’t?
• Where and when should masks be worn?
• Are there other measures that are more effective at stopping the spread of the virus?
As you begin to research, you may find that there are other questions that you want to know the answer
to. Record these questions, too.
3. Decide what resources you will explore to find answers to your questions. What will you read (print or
digital texts), watch, study and/or who you might talk to?
If you are researching online, make sure the website is credible. (That means it is trustworthy — you
can trust the information to be true and up-to-date). Also check that the information is reliable.
(That means the information is accurate, presents a balanced view vs. a biased one, and answers your
question.)
Check out these short videos to learn how to check the credibility and reliability of websites:
• How to evaluate sources for reliability: https://youtu.be/q1k8rcYUmbQ [3:48]
• How to check if a website is credible: https://youtu.be/jt-IZ5M6XU8 [1:39]
4. Figure out how you will document (show) everything you are learning about your inquiry question
either digitally or by hand. There are lots of options:
• keep a written journal;
• create a note making template (like the one included on p. 51);
• construct a visual journal (e.g., photographs, videos, Sketchnote);
• write a blog (e.g., Wordpress, edublogs, Weebly for Education);
• link a series of mind maps or concept maps.
Remember to date each entry and explain why what you documented is important or how it is related to
your inquiry question.
For example, I might find photographs of different types of masks and use PicCollage to document the
different examples. Then, I might type a brief caption under each photograph explaining what the masks
are made of and how they prevent the spread of COVID-19.
5. Determine how you will share your learning with your peers, in an authentic way. Think about how
you best show what you know and how experts in the field might share their knowledge. There are lots
of ways to do this, such as:

INquiry project
• record a podcast
• design a blog
• build a model
• develop an infographic
• make a video
• create an animation
• present a TED Talk with an accompanying slide show.
6. Finally, create a project timeline. List all the steps you need to take to finish your project and set
deadlines for completing them. Online calendars or organizer apps, such as Trello, are helpful tools for
managing projects. Use the strategy of working backwards to make sure you give yourself enough time
to complete each step and not be rushed.
7. You are now ready to begin researching. Have fun!

Resource Page for Teachers
INquiry project
HELPFUL TEACHER RESOURCES ON INQUIRY-BASED LEARNING
Check out Trevor MacKenzie’s website with links to podcasts, blogs, social media links, and other
resources on Inquiry-based learning:
• https://www.trevormackenzie.com
His book, Dive into Inquiry: Amplify Learning and Empower Student Voice, offers a scaffolded approach
to student inquiry: structured, controlled, guided, and free inquiry. It is a practical resource if
inquiry-based learning is new to you.
John Spenser is another educator whose videos, blogs, and resources offer practical strategies and
structures for engaging students in inquiry. Here are two to get you started:
• “Helping Students Ask Better Questions by Creating a Culture of Inquiry”
https://medium.com/synapse/helping-students-ask-better-questions-by-creating-a-culture-of-
inquiry-d1c4b0324a6f
• “Using a Wonder Week to Spark Inquiry-based Learning”
http://www.spencerauthor.com/wonder-week/
Edutopia has a number of articles on student inquiry, including:
• “What the heck is Inquiry-based Learning?”
https://www.edutopia.org/blog/what-heck-inquiry-based-learning-heather-wolpert-gawron
• “Resources and Downloads to Facilitate Inquiry-based Learning”
https://www.edutopia.org/article/inquiry-based-learning-resources-downloads
* Note: All links in this document are listed at www.lesplan.com/en/links for easy access.

INquiry project
INQUIRY PROJECT PL ANNER
Topic:
Inquiry question:
This question is important to me because…
Research questions:
•
•
•
•
•
Resources I'll use:
How I will document my findings:
How I will share what I've learned:
Due:

INquiry project
INQUIRY RESEARCH ORGANIZER
HINTS: Check Your Sources

• Use multiple valid sources Identify the source
• Use the right keywords and search strategies to • Is it true?
find relevant information • Is it trustworthy?
• Is it current (up-to-date)?
NOTE:
You may find fascinating facts that aren't Analyze the information
connected to your question. If that's the case, • Is it accurate?
just add a question and the answer. The fun • Is there any bias that should
part of researching is that you never know what concern me?
fascinating facts are going to pop out at you. • Does this answer my question?
Inquiry Question:
Q: Q:
A: A:

Resource Page for Teachers
ASsessment Rubric
This rubric may be helpful in providing students with formative, strength-based feedback and/or
assessing students’ responses holistically. This easy-to-modify activity is included in the doc file which
you can download from: www.lesplan.com/subscribers
Emerging Developing Proficient Extending

Supports Answers or Answers or Answers or Answers or
thinking reflections are reflections are reflections are reflections are
brief and include general and clearly supported insightful and
obvious facts/ supported with with specific, supported with
details/ evidence. some relevant relevant facts/ specific, relevant
facts/details/ details/evidence. facts/details/
evidence. evidence.
Shows Responses Responses are Responses are Responses are

understanding show a basic thoughtful and thoughtful and insightful and
understanding show a general show a complete show a deep
of the text, topic, understanding understanding understanding the
issue or message. of the text, topic, of the text, topic, text, topic, issue
issue or message. issue or message. or message. May
synthesize ideas
or explain the ‘so
what’.
Thinks Makes Makes logical Makes meaningful Makes powerful

critically straightforward connections to connections to connections that
connections or self (T:S) and/ self. Considers go between texts
inferences. Focuses or background ideas between texts and/or beyond the
on retelling. knowledge (T:S). (T:T). text (T:W).
Inferences are
Inferences are Inferences are
logical.
plausible. plausible and
insightful.

Resource page for Students
Setting a purpose before readinG
There are a number of reasons we read, and setting a purpose for reading – knowing WHY we are
reading – helps us to focus on important information and to better understand and remember what we
read. It also helps us decide HOW we will read the text.
We don't read all texts for the same purposes or in the same way. For example, we read an instruction
manual for a new Blu-ray player for a different reason than we read a book or a website. How we will
read it – the strategies we use – will also differ. We are more likely to skim to find the information
we need in a manual. Once we find what we need, we might read the instructions carefully to figure
out what to do. Then, we stop reading, put the manual down, and carry out the steps. We may have to
reread if we get confused or forget what to do.
This is a very different approach than the one we would use to read a book. When we read a book,
we usually read cover-to-cover. We read carefully so we don't miss any details because we want to
understand the whole story. Sometimes we make connections or create images in our minds as we read
to help us better understand what we are reading. Depending on its length, we may put the book down
before we finish reading it but we will start reading where we left off.
Good readers are flexible and responsive. This means that they match their reading strategies to their
purpose for reading. What types of text do you read? Why do you read them? What strategies do you
use to read each of these texts? The chart below is a summary of the main purposes for reading and
what each entails.
Purpose for reading What it looks like
For enjoyment Usually student-selected.
Allows students to choose a variety of genres and forms.
Allows students to pursue what interests them while
developing reading skills.
To experience something new Students make connections between their personal
experiences and those of people around the world.
To learn more about themselves and others Students reflect on what they’ve read and express opinions
and perspectives.
Students develop a sense of their personal values and make
sense of the world around them.
To gain information Students use the features of informational texts to gather,
analyse and apply what they’ve learned.
To understand issues Students develop a sense of perspective.
Students pose questions, acknowledge other points of view,
critique the opinions presented and support opinions with
evidence.
To appreciate writing Students respond to text in ways other than written
answers to apply what they’ve learned in new contexts.
To appreciate use of media to communicate Students respond to a variety of media formats (e.g.,
infographics, political cartoons, videos, etc.) and react to
how the format supports the meaning of the message.
* Chart adapted from: A Guide to Effective Literacy Instruction, Grades 4-6, p. 11.

To the TEacher
– The Federal Government Will Outlaw Six Plastic Products by 2021
ANSWER KEY
Comprehension Questions:
1. How much plastic is produced globally and in Canada each year?
The world makes nearly 400 million tonnes of plastic a year. Canada accounts for 3.3 million tonnes
of that amount.
2. Why is plastic a problem for the planet and for people? Explain.
Plastic harms sea creatures, the air we breathe, and the food we eat, and it pollutes the environment.
Some 22,000 tonnes enter the oceans daily. In Canada, 29,000 tonnes seeps into the environment
annually. Plastic also contributes to global warming. (Since it is made from petroleum, it releases
carbon dioxide into the atmosphere when it is burned as a waste - and that increases carbon
emissions.)
3. Why do most experts say we should not stop using plastic altogether?
Plastic is cheap to make, strong, lightweight, and malleable. Manufacturers rely on it to produce
sports equipment, electronics, household goods, building materials, cars, medical implements,
farming tools, and thousands of other items.
4. What is the Canada-Wide Strategy on Zero Plastic Waste? What is its goal, and when was it
introduced?
The Canada-Wide Strategy on Zero Plastic Waste is an action plan introduced by the federal
government in 2019. It doesn't propose getting rid of all plastics. Instead, the goal is to diminish the
substance's harmful impacts by preventing more plastic from entering landfills and collecting it for
recycling more rigorously.
5. Name the six single-use plastics that Ottawa proposes to ban by the end of 2021.
Checkout bags, straws, stir sticks, six-pack rings, cutlery, and hard-to-recycle food containers.
6. What concerns do critics of the ban have? Explain.
1) Activist Maude Barlow questions why plastic bottles are not included; 2) The Retail Council of
Canada warned that the price of goods will go up if new federal standards aren't applied equally
across the country; 3) The Conservatives worry that the plastic ban might apply to personal
protective equipment (PPE), and health care workers need this equipment to protect themselves
from COVID-19 and other communicable diseases. (Ottawa denied that the ban would apply to PPE
but is working on a plan to keep PPEs out of landfills.)

To the Teacher
ANSWER KEY
Editorial Cartoon:
1. Canadians generate 3.3 million tonnes of non-biodegradable plastic refuse every year. About 29,000
tonnes ends up in the environment, where it damages marine life, the food chain, and our health. It
also contributes to global warming. Much of the plastic trash we produce is from single-use items –
packaging, containers, straws, bags, and bottles.
2. The cartoon consists of three frames. The first shows a cave man in the stone age – carrying a rock
sledge hammer and a bone, and sporting long, shaggy hair. The second shows the iron age – and a man
carrying a double-sided axe and a knife. The final frame shows a man in the plastic age – walking while
looking at his cellphone and tossing plastic garbage behind him, with other plastic litter already on the
ground at his feet.
3. The cartoonist may be suggesting that future generations will define our society by its
overconsumption of, and careless disposal of, plastic. While earlier peoples relied on stone, then on
metal, to support and enhance their lifestyles, we rely on plastic – to the detriment of our planet.
4. Answers will vary.
Quiz:
1. b; 2. d; 3. c; 4. True; 5. False; 6. True;
7. bottles; 8. support; 9. circular; 10. Answers will vary.

To the Teacher
ANSWER KEY
1. List at least four important geographic or economic facts about Belarus.
1) It is located in northeast Europe. 2) It is about half as big as Newfoundland and Labrador. 3) The
population is 9.5 million. 4) The capital is Minsk. 5) Much of the economy is centrally planned (not
free enterprise). 6) Belarus has a strong high-tech industry. 7) The economy is in decline and prices
are rising - but wages are not.
2. Who is the leader of Belarus? How long has he been in power?
The president is Alexander Lukashenko. He has ruled Belarus since 1994.
3. Describe how the leader of Belarus has ruled the country. What abuses has he been accused of?
Mr. Lukashenko is considered Europe's 'last dictator' (he has ruled with an 'iron fist'.) He has
censored the media, used police brutality against opponents, and belittled women in politics. He has
been accused of buying votes with pay raises as well as ballot rigging and mishandling COVID-19.
4. Why did many Belarusians support the country's leader for years?
They believed his firm hand kept their roads repaired, their streets clean, and their communities
safe. He also fostered the high-tech industry, which raised the standard of living for many.
5. How has COVID-19 weakened Belarusians' support for the country's leader? Explain.
People are angry that Mr. Lukashenko did not take the pandemic seriously. Officially, some
70,000 people have contracted the coronavirus and over 600 have died (but the real numbers are
likely higher.) Travel restrictions have forced many citizens to return to Belarus. These travellers
experienced political freedoms abroad and now question their own government's strict control.
6. What sparked the ongoing protests in Belarus? Explain.
Demonstrators said the August 9 presidential election was rigged. In the months before the vote,
two opposition candidates were jailed and a third fled the country. Svetlana Tikhanovskaya took her
husband's place and ran a strong campaign. However, when the ballots were counted, officials said
that Ms. Tikhanovskaya had only 10 percent of the vote.
7. How have Belarusian authorities reacted to the protests?
Across Belarus, police clashed with thousands of protestors and they used tear gas, rubber bullets,
water cannons, and stun grenades. Many were arrested, beaten, and held in overcrowded jails.
8. Describe Ms. Tikhanovskaya's plan to bring democracy to Belarus.
She demanded that President Lukashenko: 1) peacefully transfer power; 2) release all political
prisoners; and 3) stop all violence against protesters, or face a general strike.)
Quiz:
1. d; 2. b; 3. a; 4. False; 5. True; 6. True; 7. autocratic; 8. ten; 9. centrally; 10. Answers will vary.
To the Teacher
ANSWER KEY
1. Explain what a Nobel Prize is and how this award is earned. How many categories of prizes are there?
A Nobel Prize is a prestigious award for intellectual achievement. There are six categories of prizes:
Physics, Chemistry, Physiology/Medicine, Literature, Peace, and Economic Sciences.
2. Who is responsible for creating these awards? How did he become wealthy?
The awards were created by Alfred Nobel, a Swedish chemist who became rich after inventing
dynamite. When he died in 1896, he left a fortune – about $192 million (U.S.) at today's value – to
start the awards. (The awards have been given out annually since December 10, 1901, exactly five
years after Mr. Nobel died.)
3. What was his motive for setting up these awards? How is the money distributed?
He was an idealist who deeply valued those who served humanity. He wanted the income from his
fortune to be given out yearly in equal parts to winners in five categories. (Economics was added in
1968.) He wanted everyone - no matter where they came from - to be eligible.
4. Describe how COVID-19 has impacted the traditional ceremony where Nobel Prizes are distributed.
Traditionally, Nobel Prizes are given out at a lavish ceremony in Stockholm, Sweden. This year,
due to COVID-19, prizes will be handed out during a televised event and winners will receive their
awards in their home countries.
5. List the 2020 winners of three of the six categories and briefly explain why they won.
PHYSICS: Roger Penrose, Reinhard Genzel and Andrea Ghez, for discoveries that have improved
our understanding of the universe, including work on black holes;
CHEMISTRY: Emmanuelle Charpentier and Jennifer A. Doudna for their work on the development
of Crispr-Cas9, a method for genome editing;
PHYSIOLOGY/MEDICINE: Drs. Harvey J. Alter, Michael Houghton and Charles M. Rice for their
discovery of the hepatitis C virus;
LITERATURE: Louise Gluck, for her “unmistakable poetic voice.”;
PEACE: The World Food Program, for its efforts to combat a surge in global hunger amid the
coronavirus pandemic.;
THE SVERIGES RIKSBANK PRIZE IN ECONOMIC SCIENCES: Paul R. Milgrom and Robert B.
Wilson for improvements to auction theory and inventions of new auction formats.
6. What do Nobel Prize winners receive?
For their efforts they receive three things: a Nobel diploma, a Nobel medal and a document
confirming the total amount of their win. The monetary prize is big – about $ 1.13 million (U.S) this
year.

To the Teacher
7. Who is eligible to nominate a Nobel Prize candidate?
Only qualified nominators, including politicians, scholars, judges, professors, and former winners,
among others, can put forward a candidate’s name.
8. How many Canadians have won a Nobel Prize? How many of these winners were women?
A total of 28 Canadians have won Nobel Prizes. Only two Canadian women have been recognized.
9. Who was this year's Canadian winner? Why did he receive this award?
This year's Canadian winner is Dr. Michael Houghton, who shares the Physiology of Medicine award
with two colleagues for their work on Hepatitis C.
Quiz:
1. d; 2. a; 3. c; 4. False; 5. True; 6. True;
7. dynamite; 8. Peace; 9. insulin; 10. Answers will vary.

To the Teacher
ANSWER KEY
1. How much of your life will you spend sleeping?
People spend one-quarter to one-third of life sleeping. (Sleep is essential to a person's well being.)
2. Describe the behaviour of people who are well-rested.
Well rested individuals do better at school, are more productive, cope better with stress, and can
better regulate their emotions.
3. Describe the behaviour of people who don’t get enough sleep.
People who don't get enough sleep experience difficulty processing what they've learned during the
day. They also have a hard time remembering things.
4. What health risks are associated with sleep deprivation?
Sleep deprivation is associated with various health risks such as obesity, diabetes, and high blood
pressure. Poor sleep is also linked to injuries, depression, and irritability.
5. According to guidelines, how many hours of sleep per night do children and teens require?
Children ages five to 13 need nine to 11 hours of sleep. Teens aged 14 to 17 need eight to ten hours.
6. How many hours of sleep do adults and seniors require?
Adults need seven to nine hours of sleep and seniors need seven to eight hours.
7. What factors can interfere with people's ability to fall asleep at night?
Disrupted sleep drive and napping during the day can affect night sleep. Other actors that affect
sleep include exposure to artificial light at night, drinking caffeinated drinks, or being too busy too
relax. Non-regular bed times can also affect sleep.
8. Describe the four stages of non-REM sleep.
The first non-REM sleep is the stage between being awake and falling asleep. Next is light sleep,
when the heart rate and breathing regulate and the body temperature drops. Then there are two
non-REM stages of deep sleep. They are more restorative and restful phases of sleep, and the most
important for learning and memory.
9. What does REM stand for? What happens during REM sleep?
REM = Rapid Eye Movement. During REM sleep, the eyes move rapidly, and brain waves are similar
to those during wakefulness. The breathing rate increases and the body becomes temporarily
paralyzed as a person dreams.
Quiz:
1. d; 2. a; 3. c; 4. False; 5. True; 6. True;
7. active; 8. Yukon; 9. nap; 10. Answers will vary.

Current Events, Clearly Explained
Students want to know what’s happening in their world –

but the news can be difficult and time-consuming to teach.
We have the solution. (Five, actually.)
The Canadian Reader What in the World?
grade 3 & up
5 & up
PDF/Word resource PDF/Word resource
Level 2 (Grades 8, 9 and 10)
Rick Hansen and

Many in
National and international Motion
grade
Clearly written, leveled Canadian
page 3
Europe, the U.S., and
news stories The Economy

page 14
current events articles Somalia

Struggle for Survival in
Key vocabulary page 9
Literacy-based lesson plans Cell Phones

Background information in the Spotlight
page 20
Engaging, original illustrations

September 2011
A monthly current events resource for Canadian classrooms
Varied assignments
Routing Slip: (please circulate)
Comics
that build content-area
Map assignments
knowledge and enhance critical thinking
Product details: 8 issues. 36 pages. Available in Maps and illustrations
English and in French for grades 3 and up.
Product details: 8 issues. 38 pages. Available in English and
in French, and in two reading levels, for grades 5 and up.
Currents4Kids.com e3
&u
p Building Bridges
News4Youth.com grad
5 & up
PDF/Word resource
Online interactive resource Builds understanding of current
grade
Weekly news stories events that impact Indigenous

Auto-graded quizzes Peoples and all Canadians
Comment page for Online interactive resource Two theme-based articles
students to respond to the stories and lesson plans
Links to relevant articles, resources, Background information
maps, photos and videos Consistent with
Extension activities First Peoples Principles of Learning
Encourages a respectful, reflective, empathetic,
Product details: 38 issues. One subscription allows all
and inquiring frame of mind
teachers and students access from any Internet-connected
device at any time. Available in English and in French. Product details: 5 issues. Variable page length. Available
Currents4Kids/Infos-Jeunes: Grades 3 and up. in English and in French, and in two reading levels, for
News4Youth/Infos-Ados: Grades 7 and up. grades 5 and up.
1-888-240-2212 lesplan.com www.
Contact us for a sample copy or free demo.

Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212
Students Can Work In Word . . .
Did you know…

. . . that each issue of What In The World? includes a PDF file (complete document) and a
Word file (articles and questions only)
Students can complete assignments directly in the Word file. Teachers can email the file to
students or post it on the Internet. The Word file also allows teachers to:
• easily modify and format content including changing fonts and text sizes
• create a PDF document and use Adobe Reader’s ‘Read Out Loud Mode’
• save paper and copying costs and help protect the environment
• promote and encourage students’ computer skills
Password Security Google Docs and LibreOffice

There are three ways to access data from a Word file that is • You can easily upload the Word file to Google Docs to
password protected: share it with students or other teachers.
1) Select the data you wish to Copy and then Paste it into any • You can translate Google Docs into another language
word processing program. Use Select All to copy the entire (see Tools>Translate document) but you will need to edit
document. the document to suit your requirements. Google Docs
2) Import the entire Word file into LibreOffice (or another can translate into over 100 languages including Spanish,
similar program) and then save as a new file Mandarin, and German.
3) To remove the password from a protected Word file, use • LibreOffice is a free alternate to Microsoft Office and
Save As to make a new copy of the file. You can then offers the same functionality. It’s easy to install and use.
change the Security settings and remove the password. See: www.libreoffice.org

Visit: www.lesplan.com email: [email protected] call toll free: 888 240-2212
2020 – 2021 Publication Schedule Teachers Serving Teachers Since 1990
What in the World? Le Monde en Marche Building Bridges Level 2

Level 2 Niveau 2 Issue 1: September 14
Issue 1: August 24 Numéro 1 : 31 août Issue 2: November 16
Issue 2: September 28 Numéro 2 : 2 octobre Issue 3: January 11
Issue 3: October 26 Numéro 3 : 2 novembre Issue 4: March 8
Issue 4: November 30 Numéro 4 : 7 décembre Issue 5: May 10
Issue 5: January 18 Numéro 5 : 25 janvier
Issue 6: February 22 Numéro 6 : 1er mars
Issue 7: April 6 Numéro 7 : 12 avril Building Bridges Level 1
Issue 8: May 17 Numéro 8 : 25 mai
Issue 1: September 16
Issue 2: November 18
Level 1 Niveau 1 Issue 3: January 13
Issue 1: August 26 Numéro 1 : 3 septembre Issue 4: March 10
Issue 2: September 30 Numéro 2 : 8 octobre Issue 5: May 12
Issue 3: October 28 Numéro 3 : 4 novembre
Issue 4: December 2 Numéro 4 : 10 décembre
Issue 5: January 20 Numéro 5 : 28 janvier Bâtir des ponts Niveau 2
Issue 6: February 24 Numéro 6 : 4 mars
Numéro 1 : 22 septembre
Issue 7: April 8 Numéro 7 : 15 avril
Numéro 2 : 24 novembre
Issue 8: May 19 Numéro 8 : 27 mai
Numéro 3 : 19 janvier
Numéro 4 : 16 mars
The Canadian Reader Nos Nouvelles Numéro 5 : 18 mai
Issue 1: August 21 Numéro 1 : 28 août
Issue 2: October 2 Numéro 2 : 9 octobre
Issue 3: October 30 Numéro 3 : 6 novembre Bâtir des ponts Niveau 1
Issue 4: December 4 Numéro 4 : 11 décembre Numéro 1 : 24 septembre
Issue 5: January 22 Numéro 5 : 29 janvier Numéro 2 : 26 novembre
Issue 6: February 26 Numéro 6 : 5 mars Numéro 3 : 21 janvier
Issue 7: April 9 Numéro 7 : 16 avril Numéro 4 : 18 mars
Issue 8: May 21 Numéro 8 : 28 mai Numéro 5 : 20 mai
Currents4Kids News4Youth
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Level 1 (Grades 5 and up)

A monthly current events resource for Canadian classrooms

What in the World? © is published eight

Phone: (toll free) 888 240-2212

Copyright and Licence I have had many parents comment to me

2020/2021: Issue 3 What in the world? • Le vel 1 Page 2

help students consolidate, extend,

Literacy Inquiry Media Literacy

• comprehension questions • online exploration • analyzing visuals

2020/2021: Issue 3 What in the world? • Le vel 1 Page 4

It poisons sea creatures, or burned as waste. That increases

2020/2021: Issue 3 What in the world? • Le vel 1 Page 5

2020/2021: Issue 3 What in the world? • Le vel 1 Page 6

1. How much plastic is produced globally and in Canada each year?

6. What concerns do critics of the ban have? Explain.

2020/2021: Issue 3 What in the world? • Le vel 1 Page 7

2020/2021: Issue 3 What in the world? • Le vel 1 Page 8

b) How would you choose to communicate that information?

2020/2021: Issue 3 What in the world? • Le vel 1 Page 9

2020/2021: Issue 3 What in the world? • Le vel 1 Page 10

Atlantic Ocean swamped by plastic

National Oceanography Centre

Mass of three most common

2020/2021: Issue 3 What in the world? • Le vel 1 Page 11

Ticking time bomb of global trash

2020/2021: Issue 3 What in the world? • Le vel 1 Page 12

What is the purpose of

What information is new

What information is How does the

What questions do you still have about the topic presented?

2020/2021: Issue 3 What in the world? • Le vel 1 Page 13

2020/2021: Issue 3 What in the world? • Le vel 1 Page 14

C. Fill in the blanks to complete each sentence.

2020/2021: Issue 3 What in the world? • Le vel 1 Page 15

2020/2021: Issue 3 What in the world? • Le vel 1 Page 16

2020/2021: Issue 3 What in the world? • Le vel 1 Page 18

1. List at least four important geographic or economic facts about Belarus.

2. Who is the leader of Belarus? How long has he been in power?

6. What sparked the ongoing protests in Belarus? Explain.

7. How have Belarusian authorities reacted to the protests?

8. Describe Ms. Tikhanovskaya's plan to bring democracy to Belarus.

2020/2021: Issue 3 What in the world? • Le vel 1 Page 19

2020/2021: Issue 3 What in the world? • Le vel 1 Page 20

What I already know about the protests in Belarus.

2020/2021: Issue 3 What in the world? • Le vel 1 Page 21

c) What is your hope for the people of Belarus? Explain.

2020/2021: Issue 3 What in the world? • Le vel 1 Page 22

b) How might his opponents feel?

2020/2021: Issue 3 What in the world? • Le vel 1 Page 23

2020/2021: Issue 3 What in the world? • Le vel 1 Page 24

2020/2021: Issue 3 What in the world? • Le vel 1 Page 25

Examine the accompanying map. Then, answer the following questions.

2. What is the purpose of this map?

3. How are the cities, countries, and water bodies labelled?

4. How are directions represented on the map? Give an example.

5. How is distance communicated on the map? Give an example.

B. Analyzing the map:

2020/2021: Issue 3 What in the world? • Le vel 1 Page 26

______ 6. True or False? Svetlana Tikhanovskaya is now living in Lithuania.