Classroom Teachers
Integrating The Greatest Places

Action Plan Components

Using The Greatest Places in the geography classroom

Lesson/Unit Title: Greatest Places - Integration of Physical Processes

Teacher: Elisabeth Dawson

Teacher Information (School, School Address, phone, fax, e-mail) Sir Winston Churchill Secondary School
7055 Heather Street
Vancouver, B.C. V6P 3P7
ph (604) 261-6334 fax (604) 261-6685
email [email protected]

Overview: (one paragraph or bullets)

This is a unit of geography which could be used as an introduction to, or review of a senior course in physical geography with some integration of human geography. It would relate directly to the British Columbia Geography 12 course or the International Baccalaureate Geography Higher Level course.

Grade Level or Ages: Senior Grades (11 or 12 )

Greatest Places Theme(s):
Integration of Physical Processes

Geography Standards Alignment:

1 Maps and other geographic tools for information in a spatial perspective
4 Physical and human characteristics of places
7 Physical processes shape patterns of Earth's surface
5 Physical systems affect human systems
18 How to apply geography to interpret the present and plan for the future

Integration Strategies::

Outcomes:

Students will appreciate that the physical systems which form and shape the earth are complex and integrate to create unique places.

Time Needed:

Approximately 6 - 8 hours, plus homework

Objectives: 1 Students will understand that the four spheres (lithosphere, biosphere, atmosphere and hydrosphere) integrate to produce the uniqueness of each place.
2 Students will understand the diversity of the physical world
3 Students will uderstand that data may be collected from a variety of sources and displayed in a variety of ways

Materials:
Large sheets of paper for display (newspapers will do)
A variety of data sources including Atlas
Video and slide set Greatest Places


Prior Knowledge: None necessary but some basic physical geography would be an asset

Key Words: lithosphere, atmosphere, hydrosphere, biosphere, glaciation,
waterfall, river system, delta, desert, rainshadow, monsoon

Activity(ies):

1 Brainstorm a list of Great Places to stimulate discussionon what makes a great place.

2 Clarify that every student understands the concept of the
four spheres

3 Introduce the video Greatest Places. After the video there should be some general discussion on the nature of the interaction of the four spheres

4 Divide class into 6 groups and assign each group a Greatest place to investigate.
Each group is to:
-make a map of the area
-look at the lithosphere, biosphere, hydrosphere,and atmosphere for each area.
-each group is to display the data collected for each sphere in an appropriate manner (annotated maps and graphs ) and show how these are integrated to produce the unique place
-show how humans have adapted, modified or used the Greatest Place
- present and future environmental concerns

5 Group presentations

6 Discussion on local Greatest Places which may or may not correspond to features discussed in video It may be appropriate to show the video again.

Assessment Strategies:

Assessment strategies will depend on the nature of each class and whether the unit has been used to introduce or review the topic.
Assessment could include:
marks for group project
presentation
written question eg. students could be presented with a photograph -local or other- and asked to show how the four spheres interact in the picture.