Forces of Nature Unit Plan

Lesson #1

Date: September 3, 2019 Topic: Course outline

Expectations: Students will become familiar Assessment for/as/of learning:

with the course. The course outline is N/A
designed to guide students by setting course
goals and student learning outcomes. The
course outline will also introduce the “Big
Ideas” and the assessment overview.

Success Criteria: Students will understand what the course is about and will gain an
understanding of what is expected of them.

Materials: Pen, Paper, Binder Accomodations: Classroom based

accommodations may be given to students
with IEPs and with learning based needs.

Holy Trinity Catholic Secondary School

COURSE OUTLINE AND DESCRIPTION

2019 – 2020

Gr. 11 Geography: Forces of Nature

Course Code: CGF3M
Semester I: September 2019
Instructor: Cole Blanchard
Email: [email protected]

COURSE OVERVIEW: In this course, students will explore physical processes related to the
earth’s water, land, and air. They will investigate how these processes shape the planet’s
natural
characteristics and affect human systems, how they are involved in the creation of natural
disasters, and how they influence the impacts of human disasters. Throughout the course,
students will apply the concepts of geographic thinking and the geographic inquiry process and
use spatial technologies to analyse these processes, make predictions related to natural
disasters, and assess ways of responding to them.

Course Big Ideas

Unit 1: I Can Think Like a Geographer

 - Using the concepts of geographic thinking and the geographic inquiry model help us to
study natural disasters and their impact on people.
- Students will develop skills and competencies using geo-technologies to study natural
disasters
and their impact of people.

Unit 2: Connecting Geologic Processes & Natural Disasters

- Natural hazards come in many forms and are a result of the earth’s natural processes
and phenomena.
- The earth’s physical characteristics are created and changed by natural processes.

Unit 3: Sustainability and Stewardship: How Human Activity Impacts the Natural
Environment
- Individuals, Governments and Corporations all play a role in creating a sustainable world
- Human activity impacts the natural processes and natural processes impact human
activity

Unit 4: Interrelationships: The Interactions Between Humans, Earth, and Space

- Human and natural systems are interconnected. Changes in one system will result in
changes to other systems both directly and indirectly around the world.
- Why do humans choose to live where disasters occur?
- Astronomical influences have impacted natural systems and will continue to impact
Earth into the Future

Unit 5: The Impacts of Change

- Humans use a variety of strategies to monitor, predict, and mitigate the impacts of
natural disasters
- Interactions between climate, geology and biology have changed the earth over geologic
time

Student Assessment and Evaluation:

Term Work – 70% Summative Evaluations – 30% Final Mark – 100%
Knowledge 20% Culminating Activity 10 %
Communication 15% Exam 20%
Application 20%
Thinking/Inquiry 15 %

Ministry Levels of Achievement

Level 1: 50- 59%
Level 2: 60-69%
Level 3: 70-79%
Level 4: 80-100%
Level Three is considered the provincial standard for all courses.

Assessment & Evaluation

Evaluation/Assignments
Term work will account for 70% of the final grade and can include assignments, tests,
presentations, and quizzes. Culminating tasks may take the form of an exam, essay, portfolio,
presentation, lab, performance or any other combination (30% of the student’s final grade) and
are used to evaluate accumulated knowledge towards the end of the course.

Learning Skills
All students will be assessed on six learning skills: Responsibility, Organization, Independent
Work, Collaboration, Initiative, Self-regulation. The categories for assessment are: Excellent (E),
Good (G), Satisfactory (S), and Needs Improvement (N).

Deadlines and expectations for all assignments will be communicated to students in advance.

Extensions of due dates must be negotiated by the student and the teacher.

Late Assignments: Students who fail to submit assignments on the due date will negotiate a
second deadline with their teacher. Students who fail to submit their assignment after the
second deadline will be referred to Student Success to complete their assignment. After this, if
the assignment is still incomplete, students will be referred to the vice principal and may receive
a zero.
Grade 11 & 12 students may receive up to a 10% penalty for assignments submitted late.
Parents will be contacted throughout this process.

A student with an excused absence on the day of a summative evaluation will be given the
opportunity to complete the activity - the student and teacher will negotiate an appropriate
date for completion.

Unexcused absences are recorded as truancies. A student who has an unexcused absence on
the day of any summative evaluation may receive a mark of zero. Students who are 18+ must
have their absence approved by an administrator.

If a student is going on vacation, it is his/her responsibility to obtain the Vacation Form from the
Attendance Office, two weeks prior to departure. The completed form must be returned to the
Attendance Office (prior to departure). Students are responsible for all missed work,
assignments and tests.

Plagiarism is defined as the use of the thoughts or ideas of someone else by a student without
crediting the source. Use of part or all of any other person’s book, essay, magazine article,
chart, drawing, diagram or any other piece of work in an assignment without proper
acknowledgement is plagiarising. Submitting an assignment written by anyone else or
presenting information taken from the internet as one’s own, is plagiarising. Plagiarism
is considered a serious matter that may result in a mark of zero. The vice principal and parents
will be notified of all cases of student plagiarism.

Exams
All students must be available to write exams on the days designated. Students must be present
unless he/she has a court appearance and provides documentation, attends a funeral of a
family member or close friend, experiences extenuating circumstances (serious
accident/incident) or if ill, must provide a medical certificate. If parents are aware of a conflict
during these times, please contact the Principal.

Lesson #2: Thinking like a Geographer (Spatial Significance)

Date: September 4, 2019 Topic: Spatial Significance

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and the
concepts of geographic thinking when Assessment for learning
investigating physical systems, natural
phenomena, and natural events

A2. apply in everyday contexts skills, including

spatial skills, developed through geographical
investigation, and identify some careers in
which a background in geography might be an
asset

Big Questions:
What is the definition of geography?
What are the two branches of geography and how are they connected?
What are the 3 questions geographers ask to understand our relationship with the earth?
(What’s where? Why there? Why care?)
What does spatial significance mean in geography and why is it important?

Lesson Idea/Activities:
- Powerpoint on geography and spatial significance
- Worksheet with questions

What’s where? Why there? Why care? Activity

- Students will be given a natural processes topic such as “the great lakes” and will have
 to answer what’s where? why there? Why care?
- Students will be given a picture of Whistler BC. They will have to answer the following
questions:
- Identify where on earth this place or event is occurring.
- Identify and explain what is occurring naturally at this location.
- Identify and explain important human activities occurring at this location.
- Explain how natural and human features combine to make this place/event unique or
important.

Success Criteria:
- Students will be able to write out the definition for Geography.
- Students will be able to explain the difference between physical and human geography
and will be able to explain how they are connected.
- Students will be able to explain the 3 questions geographers ask to understand our
relationship with the earth.
- Students will be able to explain what spatial significance is and why it is important.
They will be able to relate it to physical processes and natural disasters.

Consolidation:
Exit Ticket
- Explain in a brief paragraph the importance of place in geography.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: ARC GIS

Lesson # 3 - Patterns and Trends

Date: September 5, 2019 Topic: Patterns and Trends

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and
the concepts of geographic thinking when Assessment for learning
investigating physical systems, natural
phenomena, and natural events

A2. apply in everyday contexts skills,

including spatial skills, developed through
geographical investigation, and identify some
careers in which a background in geography
might be an asset
Big Questions:
- What are patterns and trends and how do they relate to natural disasters?
- What are the different types of patterns?
- What are the different types of trends?

Lesson Ideas/Activities:
- Recap lesson on spatial significance to make sure the students understand and ask if
there are any further questions.
- Powerpoint on patterns and trends.
- Show students a variety of maps from ARCGIS and get them to point out specific
patterns and trends.
- Ask them these questions:
- Step 1: Observe the available data and determine if it represents a pattern or a trend.
- Step 2: Describe the pattern or trend using words that describe what you see.
- Step 3: Hypothesize or suggest a reason for the observed pattern or trend.

Success Criteria:
- Students can understand and identify patterns.
- Students are able to explain the different types of patterns.
- Students can understand and identify the different types of trends.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Consolidation:
- 3, 2, 1
- Have each student record three things he or she learned from the lesson.
- Have students record two things that they found interesting and that they’d like to learn
more about.
- Have students record one question they still have about the material.

Lesson # 4 - Interrelationships

Date: September 6, 2019 Topic: Interrelationships

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and
the concepts of geographic thinking when Assessment of learning
investigating physical systems, natural
phenomena, and natural events
A2. apply in everyday contexts skills,
including spatial skills, developed through
geographical investigation, and identify some
careers in which a background in geography
might be an asset

Big Questions:
- What are interrelationships in geography and how do they relate to physical processes
and natural disasters?
- What are the four different types of interrelationships?

Lesson Idea/Activities
- Take up questions from yesterday’s lesson on Patterns and Trends.
- Powerpoint on interrelationships.
- Get students to provide an example of each of the different four types of
interrelationships.
- Show students 2 maps from ArcGIS. For example: A map of earth’s crustal plates and
a map of major earthquakes around the world.
- Get them to do the following:
- Step 1: Identify the patterns that an interrelationship may exist within or between.
- Step 2: Identify the type of relationship. (H-H, N-N, N-H, H-N)
- Step 3: Determine how related features connect to form a system. If feature A and
feature B appear to be related, what is the relationship and what causes the
relationship? How does a change in feature A cause an effect in feature B?
- Get students to come up with 4 interrelationship studies by connecting related
graphs/maps.
- Worksheet with questions.

Success Criteria:
- Students understand what interrelationships are and the four different types.
- Students can identify interrelationships that exist by connecting graphs and maps.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: ArcGIS

Consolidation:
 - Exit activity
- Get students to brainstorm interrelationships that exist with natural disasters.

Lesson # 5 - Geographic Perspectives

Date: September 9, 2019 Topic: Geographic Perspectives

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and
the concepts of geographic thinking when Assessment for learning
investigating physical systems, natural
phenomena, and natural events

A2. apply in everyday contexts skills,

including spatial skills, developed through
geographical investigation, and identify some
careers in which a background in geography
might be an asset

Big Questions:
- What is a geographic perspective?
- What are the four geographical perspectives and how do physical processes and
natural hazards impact these perspectives?

Lesson ideas/activities:
- Recap friday’s lesson on interrelationships and ask the class if there are any further
questions.
- Powerpoint on geographic perspectives.
- Get students to provide definitions of the four different geographic perspectives.
(Social, Environmental, Political, Economic)
- “Who should have to pay for damage associated with climate change?”
- Read the article and answer the following questions.
- Consider who the stakeholders are in this issue. Who is responsible? Who is being
impacted?
- Who do you think should pay to help the world address climate change? Explain why.
- What is their perspective?
- What is your opinion? What is your perspective?
- Geographic Perspectives Worksheet.

Success Criteria:
- Students understand what geographic perspectives are and can identify the four
different types.
- Students can look at a natural disaster and understand how it impacts the four
different geographic perspectives.
Materials: Paper, Pen, Binder, Textbook Accomodations: Classroom based
accommodations may be given to students
with IEP’s and with learning based needs.

Consolidation:
Exit ticket
- Name and describe the 4 different concepts of geographic thinking.

Lesson # 6 - Intro to ArcGIS

Date: September 10, 2019 Topic: Introduction to ARC GIS

Overall Expectations: Assessment for/as/of learning:

A2. apply in everyday contexts skills,
including spatial skills, developed through Assessment for learning
geographical investigation, and identify some
careers in which a background in geography
might be an asset.

Big Questions:
- What is ArcGIS?
- How can it be useful?
- What are the potential career applications of ArcGIS technology?
- How can ArcGIS be useful to us in this course?

Lesson ideas/activities:
- Powerpoint on ArcGIS outlining what it is and how it can be useful.
- Students will create an ArcGIS account.
- Introduction to ArcGIS tutorial. In this tutorial students will be introduced to the basics
of ArcGIS online.
- Students will explore spatial data in the form of map layers that are available online.
- Students will learn how to search for content, add features to a map, and save and
share their completed map with others.
- Students will look at several different maps relating to climate and natural disasters.

Success Criteria:
- Students understand what ArcGIs is and know how to operate it.
- Students can explore spatial data, create map layers, search for content, add features
to a map and save and share their completed map with others.

Materials: Computer, Binder, Pen, Paper Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.
Resources: ArcGIS

Consolidation:
- Quick debrief of lesson.
- Ask the class if they have any questions.

Lesson # 7 - Mapping Natural Hazards

Date: September 11, 2019 Topic: Mapping Natural Hazards

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and
the concepts of geographic thinking when Assessment of learning
investigating physical systems, natural
phenomena, and natural events

A2. apply in everyday contexts skills,

including spatial skills, developed through
geographical investigation, and identify some
careers in which a background in geography
might be an asset

Lesson ideas/activities:
- Introduce students to mapping natural hazards assignment.
- Provide them with rubric.

Mapping natural hazards assignment details:

- Students will use the knowledge from everything they have learned thus far to
complete this assignment.

Part 1:
- Students will choose a natural disaster map on ArcGIS and insert a screenshot of the
map in the assignment.

Part 2: Spatial Significance

- Identify where on earth this place or event is occurring.
- Identify and explain what is occurring naturally at this location.
- Identify and explain important human activities occurring at this location.
- Explain how natural and human features combine to make this place/event unique or
important.

Part 3: Patterns and Trends

- Observe the available data and determine if it represents a pattern or a trend.
 - Describe the pattern or trend using words that describe what you see.
- Hypothesize or suggest a reason for the observed pattern or trend.

Part 4: Interrelationships
- Identify the patterns that an interrelationship may exist within or between.
- Identify the type of interrelationship. (H-H, N-N, N-H, H-N)
- Determine how related features connect to form a system. If feature A and feature B
appear to be related, what is the relationship and what causes the relationship. How
does a change in feature A cause an effect in feature B?

Part 5: Geographic Perspectives

- For each perspective, write 2-3 sentences explaining how we would connect the
hazard to social, environmental, economic and political factors.

Success Criteria:
- Students understand what they have to do for their assignment.

Materials: Computer, Pen, Paper, Binder Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: ArcGIS http://www.arcgis.com/home/webmap/viewer.html?

webmap=88fa6a102cf0428baad9dc7c80d6eacd&extent=-180,-68.1169,180,66.9532

Consolidation:
- Ask class if they have any further questions with the assignment.
- Make sure the class understands what is expected from them.

Lesson # 8 - Work Period

Date: September 12, 2019 Topic: Mapping Natural Hazards

Overall Expectations: Assessment for/as/of learning:

A1. use the geographic inquiry process and
the concepts of geographic thinking when Assessment of learning
investigating physical systems, natural
phenomena, and natural events

A2. apply in everyday contexts skills,

including spatial skills, developed through
geographical investigation, and identify some
careers in which a background in geography
might be an asset
Lesson ideas/activities:
- Provide students with time to work on their assignment.
- Ask students if they have any questions and clarify with them what is required.
- If students do not finish in class it is required to be completed at home for homework.

Success Criteria:
- Students understand what they have to do for their assignment.
- Students use their valuable class time to work on their assignment.
- Students are engaged.

Materials: Computer, Pen, Paper, Binder Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: ArcGIS http://www.arcgis.com/home/webmap/viewer.html?

webmap=88fa6a102cf0428baad9dc7c80d6eacd&extent=-180,-68.1169,180,66.9532

Consolidation:
- Ask class if they have any further questions with the assignment.
- Make sure they know that if they don’t finish it is to be completed for homework.

Lesson # 9 - Natural Hazards

Date: September 13, 2019 Topic: Natural Hazards

Overall Expectations: Assessment for/as/of learning:

B1.Analyse the characteristics of different Assessment for learning
types of natural hazards, and explain the role
of physical processes in their occurrence

E1.Impacts of Processes and Disasters:

analyse impacts of physical processes and
disasters on human and natural systems,
locally, nationally, and globally

Big Questions:
- What is a natural hazard?
- What are the characteristics of each natural hazard?
- What are the different types of natural hazards?
- What impacts do these natural disasters have on human and natural systems?
Lesson ideas/activities
- Powerpoint slides on different natural hazards (earthquakes, volcanoes, landslides,
tornadoes, hurricanes, avalanches, floods, wildfires, tsunamis)
- Show class national geographic 101 youtube videos on hazards.
- Worksheets on different types of natural disasters.

Earthquake Worksheet Example

1. Description: What does it look like?
2. What is the cause of earthquakes?
3. What is the worst type of earthquake?
4. How many people are killed each year on average?
5. How many earthquakes happen each year on average?
6. How many earthquakes can be felt each year?
7. What is the scale used to measure earthquakes?
8. What damages can earthquakes cause?
9. What impacts do earthquakes have on human and natural systems?

Success Criteria:
- Students will understand what a natural hazard is.
- Students will be able to identify the characteristics that each natural hazard
possesses.
- Students will be able to identify the different types of natural hazards.
- Students will understand the impacts that these natural disasters have on human and
natural systems.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: https://www.youtube.com/playlist?
list=PLsVCaNu42e3DxvHQHYGjHaLNpq3eXnbAP

Lesson # 10 - Natural Hazards (continued)

Date: September 16, 2019 Topic: Natural Hazards

Overall Expectations: Assessment for/as/of learning:

B1.Analyse the characteristics of different Assessment for learning
types of natural hazards, and explain the role
of physical processes in their occurrence.

E1.Impacts of Processes and Disasters:

analyse impacts of physical processes and
disasters on human and natural systems,
locally, nationally, and globally.
Big Questions:
- What is a natural hazard?
- What are the characteristics of each natural hazard?
- What are the different types of natural hazards?
- What impacts do these natural disasters have on human and natural systems?

Lesson ideas/activities
- Continuation of powerpoint slides on different natural hazards that you haven’t covered
(earthquakes, volcanoes, landslides, tornadoes, hurricanes, avalanches, floods,
wildfires, tsunamis)
- Show class the remaining national geographic 101 youtube videos on hazards that I
didn’t cover yet.
- Worksheets on different types of natural disasters that haven’t been completed.

Volcanoes Worksheet Example

1. Description: What it looks like
2. How many eruptions happen on the planet each year?
3. How many active volcanoes exist on earth?
4. Where do volcanoes form?
5. The “Ring of Fire” holds ______________ percent of the world’s volcanoes.
6. What is the most deadly part of a volcanic eruption?
7. What speed can a pyroclastic cloud travel at?
8. What damages can volcanic eruptions cause?
9. What impact do volcanic eruptions have on human and natural systems?

Success Criteria:
- Students will understand what a natural hazard is.
- Students will be able to identify the different types of natural disasters.
- Students will be able to identify the characteristics that each natural hazard
possesses.
- Students will understand the impacts that these natural disasters have on human and
natural systems.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

accommodations may be given to students
with IEP’s and with learning based needs.

Resources: https://www.youtube.com/playlist?
list=PLsVCaNu42e3DxvHQHYGjHaLNpq3eXnbAP

Consolidation:
3, 2, 1
- Have each student record three things he or she learned from the lesson.
- Have students record two things that they found interesting and that they’d like to learn
more about.
- Have students record one question they still have about the material.
Lesson # 11 - Natural Hazards Assignment

Date: September 17, 2019 Topic: Natural Hazards Assignment

Overall Expectations: Assessment for/as/of learning:

B1.Analyse the characteristics of different Assessment of learning
types of natural hazards, and explain the role Assessment as learning
of physical processes in their occurrence.

E1.Impacts of Processes and Disasters:

analyse impacts of physical processes and
disasters on human and natural systems,
locally, nationally, and globally.

Lesson ideas/activities
- Introduce students to natural disasters assignment.
- Provide students with rubric.
- Tell students to pick their group members.
- Give class time to work on assignment.

Assignment outline
- Have students choose a natural disaster topic to research and present from the
following list of topics: Earthquakes, Volcanic Eruptions, Tornadoes, Hurricanes,
Tsunamis, Avalanches and Floods, Landslides and Wildfires
- In groups of 3-4, students will spend 2 periods creating a powerpoint presentation that
demonstrates their knowledge into the ways natural disasters affect our environment
(natural systems) and our communities (human systems).
- Presentation should contain 10-12 slides.
- First slide: What is your disaster? Define and use an impact photo
- Locate where on a world map this disaster is most likely to occur.
- Explain the processes of this disaster and how it unfolds.
- What tools are used to predict this disaster?
- Describe the impacts this disaster has on natural systems.
- Describe the impacts this disaster has on human systems.
- Explain how this disaster is measured. (scale)
- Provide an example of somewhere this disaster has recently occurred and explain the
resulting impact on human and natural systems.
- Explain how people use warning systems to prepare their everyday lives for this
natural disaster. How would you prepare?
- Summarize the main ideas and talk about future concerns related to this disaster.

Success Criteria:
- Students will understand what they have to do for their assignment.

Materials: Pen, Paper, Binder, Textbook Accomodations: Classroom based

 accommodations may be given to students
with IEP’s and with learning based needs.

Resources: Powerpoint

Consolidation:
- Ask the class if they have any further questions about the assignment.
- Make sure the class understands what is expected from them.