Grade12AcademicGeography

EndangeredLandscapesUnit

UnitTitle:
EndangeredLandscapes
Grade:
12Academic
Course:
CanadianandWorldStudies:TheEnvironmentandResourceManagement(CGR4M)
Strand(s):
HumanEnvironmentInteractions,GlobalConnections,and/orUnderstandingand
ManagingChange

EssentialQuestion:
Howandwherehashumangeographyaffectedtheworldsnatural
resourcesnegatively,andwhatcanwedotoreverseorrepairthedamage?

UnitRationale
Thegoalofthisunitisforthestudentstogainknowledgeandunderstandingofsomeofthe
environmentalissuesintheworldthatsurroundsthem.Throughinquiryandprojectbased
lessons,studentswillbegintounderstandhowhumanimpactcanaffectourlandscapesand
ecosystemsnegatively,inlargepartduetogovernmentpoliciesandindustryleaders.The
purposeofthisunitisnotonlytoraiseawarenessofourendangeredlandscapes,butalsoto
discoverwaystoreversetheprocess.

Byintegratingcivicawareness,studentswillhavethe
opportunitytounderstandhowtheirowngovernment,aswellasthegovernmentsofother
countriesaroundtheworld,approachenvironmentalpreservation.Itisimportantthatouryouth
understandtheimportanceofourecosystemanditsabilitytokeepthehumanracealiveforyears
tocome.Ourworldisconstantlychangingandbeforeweknowit,todaysstudentswillbe
tomorrowsleaders,anditisuptousasteacherstogivethemtheskillstheyneedtomake
informeddecisionsaboutthefutureofourplanet.Thisunitisasteppingstonetoenvironmental
awarenessandunderstandingthedecisionsthataremadewhichaffectthatenvironment.

CurriculumExpectations
Strand:HumanEnvironmentInteractions
OverallExpectations

Bytheendofthiscourse,studentswill:

explainsignificantshorttermandlongtermeffectsofhumanactivityonthenatural
environment
analyseandevaluateinterrelationshipsamongtheenvironment,theeconomy,andsociety
analysepatternsofresourceavailabilityanduse.

SpecificExpectations
BuildingKnowledgeandUnderstanding

Bytheendofthiscourse,studentswill:

identifydifferencesintheperceptionsofnatureandtheviewsonenvironmental
preservationofselectedindividualsandgroups(e.g.,indigenouspeople,corporations,
government,recreationists)
1

Grade12AcademicGeography

EndangeredLandscapesUnit

explainthedifferencebetweenneeds(e.g.,water,air,food,shelter)andwants(e.g.,
materialgoods,luxuryitems).

DevelopingandPractisingSkills
Bytheendofthiscourse,studentswill:
analysewaysinwhichselectedhumanactivitiesalterthenaturalenvironment(e.g.,
clearcutting,pipelineconstruction,reforestation,wetlandrestoration)
evaluatetheenvironmental,economic,andsocialimplicationsofresourcedependency
forvariousindividualsorgroups(e.g.,indigenouspeoples,lumbercompanies,
pharmaceuticalcompanies,farmers,tourists).

LearningThroughApplication
Bytheendofthiscourse,studentswill:
illustratehowhumansystems(e.g.,landuse,transportationnetworks,beliefs)and
naturalsystemsinteractwithinthelocalecosystem
predictthesocial,economic,andenvironmentaleffectsoftheextractionanddepletion
ofselectedresources(e.g.,overfishing/fishstockslogging/rainforestsmining/various
mineralspollutionofwatersources/watersupplyurbansprawl/supplyofarableland).

Strand:GlobalConnections
OverallExpectations
Bytheendofthiscourse,studentswill:

analyseenvironmentalandresourcemanagementissuesandexplaintheirglobalimplications
evaluatetheeffectivenessoftheeffortsoftheinternationalcommunitytodealwith
environmentalandresourcemanagementissues.

SpecificExpectations

BuildingKnowledgeandUnderstanding
Bytheendofthiscourse,studentswill:

explaintheneedforinternationalcooperationinachievingthesustainableuseofglobal
resources.

DevelopingandPractisingSkills

Bytheendofthiscourse,studentswill:

analysehowglobalresourceconsumptionisrelatedtoenvironmentaldegradation
evaluatetheeffectivenessofCanadasparticipationinselectedinternational
organizationsandagreementsthatdealwithglobalenvironmentalconcerns

Grade12AcademicGeography

EndangeredLandscapesUnit

explainhowhumanactivityinoneplacemaycausechangestotheenvironmentin
anotherplace(e.g.,theChernobylnucleardisaster,acidprecipitation,atmospheric
pollution)
analyseandassessselectedviewpointsregardingasustainabilityorresource
managementissue.

LearningThroughApplication
Bytheendofthiscourse,studentswill:
compareCanadaseffortstoprotectendangeredspacesandspecieswiththoseof
anothercountry.

Strand:UnderstandingandManagingChange
OverallExpectations
Bytheendofthiscourse,studentswill:

evaluatetheimpactofeconomic,social,political,andtechnologicalchangeonnaturaland
humansystems
evaluateavarietyofapproachestoresolvingenvironmentalandresourcemanagement
concernsonalocal,regional,andnationalscale..

SpecificExpectations
BuildingKnowledgeandUnderstanding
Bytheendofthiscourse,studentswill:
explainhowenvironmentalpoliciescanaffecttheeconomy(e.g.,throughjobcreation
orreduction,healthcosts,costsandbenefitsofresearchanddevelopment)

describetherightsandresponsibilitiesofindividualswithrespecttoprotectingthe
environmentforfuturegenerations

DevelopingandPractisingSkills

Bytheendofthiscourse,studentswill:
explainwaysinwhichwecanimproveourprotectionofnaturalsystemswhile
continuingtomeethumanneeds(e.g.,throughorganicfoodproduction,wetland
restoration)
explainhowselectedenvironmentalprotectionprinciplesandinitiatives(e.g.,
voluntarycompliance,polluterpaysprinciple,zerodischargepolicy,wildlifemigration
corridors,pollutiontaxesandcredits)couldcontributetoeconomicandenvironmental
sustainability.

LearningThroughApplication
Bytheendofthiscourse,studentswill:

Grade12AcademicGeography

EndangeredLandscapesUnit

evaluatetheimpactonbothhumanandnaturalsystemsofaselectedenvironmentalor
resourcemanagementproblem(e.g.,tropicaldeforestation,climatechange,water
scarcity)

analysetheenvironmentalimpactofaparticularindustryorhumansystem(e.g.,
tourism,diamondmining,atransportationsystem,acity)andrecommendpracticesto
promoteeconomicandenvironmentalsustainability.

Grade12AcademicGeography

EndangeredLandscapesUnit

ENDANGEREDLANDSCAPES
LESSON1:

Subject:PolarRegions
Time:70min
Askstudentswhytheythinkiceisimportantinthepolarregions
togagehowmuchtheyalreadyknow(coulduseMindMapping
softwaresuchasMindomo
www.mindomo.com
)
Talkabouthowitstabilizesatmosphereandweatherconditions
fortheentireplanet(Thermohalinecirculation,globalconveyor
belt,albedo,lossofcryosphereakafreshwater,etc.)
Whoorwhatdoesthelossoficeaffect?
Whatcanwedotohelpstoptheicefrommelting?
Couldshow
PlanetEarth

Episode6

IceWorldsBBC
Documentary(46min38sec):
https://www.youtube.com/watch?v=ld9q372Rffs
andhavetofill
outworksheet

LESSON2:

Subject:CanadianMiningandOil
Time:70min
Resource:
www.resilience.org/stories/20090922/environmentalimpactsoilsands
developmentalberta
Hook:

TarSandsOilExtractionTheDirtyTruth

(11min38
sec)
https://www.youtube.com/watch?v=YkwoRivP17A
Whyweextracttheseresources(Thebenefits,whatdowegain?)
Theenvironmentalimpacts(Thenegativeimplications,whoand
whatareaffected?)
Talkaboutcarbonintensity,wateruse,tailings,cumulative
impacts,environmentsaffectedbypipeline,etc(Isitworthit?)
Anothervideo:
Canada'suntouchedwildernessisnowopento
mining

(6min44sec)firstnationsperspective
www.youtube.com/watch?v=Yy9qHJabgKE
Whatcanwedotohelp?
Exitcardactivity:Doyouthinkthebenefitsoutwaythe
negativeimpacts?Whyorwhynot?

Grade12AcademicGeography

EndangeredLandscapesUnit

LESSON3:

Subject:CanadianForestry
Time:70min
Hook:
Canadassustainableforests(12mins)
https://www.youtube.com/watch?v=jxHX3_s48v8
**Justanoteonthatvideo:Teachstudentstokeepanopen
mindbutbecriticalthinkerswhendealingwithdifferentsources
(whomadeorwroteit?Aretheycredible?Howoldisit?Etc.)
The

Canadassustainableforestsvideowasmadebythe
CanadianGovernment.Soisitbias?Areallsourcesbias?
Whyweextracttheseresources(Thebenefits,whatdowegain?)
Whatisclearcutting?Isitbad?Perhapsgivethemtwoopposing
articles.
Talkaboutthepossibleenvironmentalimpactsofextracting
theseresources(Isitworthit?)
Whatcanwedotohelp?
Exitcardactivity:Whichsourcedidyoubelievemore?Why?

LESSON4:

Subject:RainforestsandJungles
Time:70min
Hook:
Audioflashmob:EndangeredRainforests(7min54
sec)Donthavetoplaythewholething.
http://vimeo.com/53639692

communitysoundscape
interventionoraspartofaprotestwithanenvironmental
messageorconcern,tobroadcastvoicesofnatureamongstthe
clamourofthecity.
Rainforestsoccupyonly3%ofthelandyetarehometooverhalf
oftheworld'sspecies.
Whobenefitsfromtheresourcesbeingextractedfromthe
rainforest?(e.g.,farmingreasonlikeforgrazingorcroplands,or
forloggingetc.)
Whoorwhatisaffectednegatively(Isitworthit?)

Grade12AcademicGeography

EndangeredLandscapesUnit

Couldwatch
PlanetEarth
Episode8JunglesBBC
Documentary(51min07sec)
https://www.youtube.com/watch?v=tvwDrblpnJw
or
Borneo:
LivinginBorneo'sEndangeredRainforests

(48min56sec)
https://www.youtube.com/watch?v=qq5XzkcssB4
Could
mentionwhatPepsiisdoinginBorneoclearcuttingforPalm
Oil,killingorangutansandelephants,etc
andfillout
worksheet
LESSON5:

Subject:FreshWater
Time:70min
AskclasshowmuchoftheEarthiscoveredinwater(theywill
probablyalreadyknow).Thenaskthemtoguesshowmuchof
thatwaterisfreshwater.Theywillprobablybeshockedathow
lowthenumberis.
Askthemwhytheythinkwetreatitlikeitsaninfiniteresource
ifthereisonly3%freshwater.
Talkaboutwhereyoucanfindfreshwater(icecaps,lakes,
rivers,undergroundaquifers,etc.)
Whyisitendangered?
Whatcanwedotohelp?
Couldwatch
PlanetEarth
Episode3FreshWaterBBC
Documentary(51min21sec)
https://www.youtube.com/watch?v=0Tz6NfpSRso
andfillout
worksheet

LESSON6:

Subject:Oceans
Time:70min
Hook:
WhyOceansMatter(2min40sec):
http://video.nationalgeographic.com/video/whyoceanmatters
Talkmoreabouttheimportanceofoceans,elaborateonvideo
(Thermohalinecirculation,globalconveyorbelt,tonsof
biodiversity,importantfoodchains,GreatBarrierReefetc.)
TalkabouttheNYCsubwaytraincarsbeingdumpedintothe
oceantocreateartificialreefsforfish
http://www.dailymail.co.uk/sciencetech/article2918849/Nextst
opREALAtlanticNewYorksubwaycarsdumpedseacreatea
rtificialreefsmillionsfish.html
Touchontheeffectsofoverfishing,whoorwhatdoesitimpact?
7

Grade12AcademicGeography

EndangeredLandscapesUnit

Oilspillsandwaterpollution
Howcanwehelpouroceans?
CouldshowthefilmRevolution(thislinkisjusttothetrailor,
2min07sec)
https://www.youtube.com/watch?v=UxcophNGLdg
Aboutthe
importanceofhowwemustprotecttheoceansinordertoprotect
ourselves.
LESSON7:

Subject:EnvironmentalPoliciesComparingCountriesAround
theGlobe
Time:70min
TalkaboutEnvironmentalPerformanceindex
http://epi.yale.edu/epi/countryrankings
Whatpoliciesdothecountrieswithgoodandbadratings,
respectively,have?Compareandcontrastpoliciesfromaround
theworld.
HowcanweimproveonCanadasEnvironmentalPerformance
Index?(coulduseMindMappingsoftwaresuchasMindomo
www.mindomo.com
tobrainstormasaclass)
Somecountriesseemtocareverylittleaboutenvironmental
conservation.CouldshowclipofSharkwater(1hr30min26
sec)
http://vimeo.com/88724551
orTheCove(1hr30min51
sec)
https://www.youtube.com/watch?v=QuzN8Wj9dg
,where
policieshaveeithernotbeenputinplaceorhavenotbeen
followedintermoffishingsharksanddolphins.

LESSON8:

Subject:TravelandTourism
Time:70min
Resource:
www.budgettravel.com/feature/globalwarmingmostendangeredplace
s,8537/?page=3
Talkabouttheimpacthumantravelandtourismcouldhaveon
theenvironment.Couldthetourismindustrybehelpfulorin
environmentalpreservationordetrimental?
Classdiscussionabouttheprosandconsofthatindustryonthe
environment(coulduseMindMappingsoftwaresuchas
Mindomo
www.mindomo.com
)
Websiteresourceabovelistsafewtouristhotspotsthatalso
happentobethreatenedlandscapes.Itdescribeswhereyoucan
8

Grade12AcademicGeography

EndangeredLandscapesUnit

donatetohelpanditgivesyouablurbonwhatyoucankeepin
mindaboutthestateofeachrespectiveecosystemshouldyou
visit.
Studentsshouldwritejournalentryoranexitcardabouthow
theyfeelaboutthetourismindustrybasedonenvironmental
impacts.
LESSON9:

Subject:WhyareSomeSpeciesEndangered?
Time:70min
Resource:
www.sciencenetlinks.com/lessons/endangeredspecies1/
Humansareinlargepartresponsibleforthedeclineofseveral
species(Destructionofhabitat,pollution,Huntingandfishing,
introdingexpticspeciesthatendofpreyingonnativespecies,
etc.)
TalkabouthowCaneToadswereintroducedtoAustralia,but
wereNativetoSouthAfrica.TheywereintroducedtoAustralia
to
controlthenativegreybacked
canebeetle
and
Frenchibeetle
becausethosebeetlesaredetrimentaltosugarcanecrops,which
areamajorsourceofincomeforAustralia.Thetoadsmultiplied
wildlyandactuallyendedbeingmoreofaharmthananygood,
spreadingdiseaseandcausingenvironmentaldetriment.Could
showCaneToaddocumentary:CaneToads:AnUnnatural
History(46min51sec.)
https://www.youtube.com/watch?v=4mvV8OTmmE
Humaninterventionsometimescreatesmoreharmthangood.

LESSON10:

Subject:WorkingtoSaveEndangeredSpecies
Time:70min
Resource:
www.sciencenetlinks.com/lessons/endangeredspecies2/
Highlighttotheclasswaysinwhichwecanlessenourimpacton
theenvironmentinordertopreserveallspecies.(Wecancall
easilycutbackonthingsthatcausepollution,dontsupport
companiesthatoverfishorarefactoryfarms,etc.)
Talkaboutthe
typesofeffortsthatareunderwaytotrytoprotect
ourvitalglobalecosystemsandthekindsofpeople,groups,and
institutionsthatareconductingthem.
Askstudents:Whatkindsofpeople,groups,orinstitutionsdo
youknowofthatarehelpingtoprotectendangeredspecies
today?Howdoyouthinkthesekindsofeffortsarefunded?Do
9

Grade12AcademicGeography

EndangeredLandscapesUnit

youthinkthatprotectingendangeredspeciesisworthdoing?
Whyorwhynot?Towhatextent?Haveyouevertriedtohelpin
thiseffort?Whyorwhynot?What,ifanything,haveyoudone
tohelpprotecttheenvironment?

Assessment&Evaluation

Letter:DearPrimeMinister(30%)

Description:
Inthisassignment,studentswillbegivenachancetosendaletterofconcernto
StephenHarperhimself.Workingindependently,studentswillresearchaconcerntheyhavewith
theCanadianlandscapeorwildlifeandproceedtowritealettertoParliamentabouttheir
concern.Theywillbegintheletterbyinformingthegovernmentoftheissueathandand,if
possible,detailwaysinwhichthegovernmentcanfixtheproblem.Thisprojectismeanttogive
thestudentsachancetobeinvolvedintheircivicdutiesandraisetheirawarenessofissuesin
theirowncountry.Afterallofthelettersarecomplete,theteacherwillsendthemtoparliament,
givingthestudentsachancetofeelasiftheyaremakingadifferenceandshowingthemhow
easyitistobecomeanactivecitizen.

Research(10%):
Studentsmustshowtheirresearchthroughanyteacherapprovedmethod.
Theycancreategraphicorganizers,writtenparagraphs,pointform,oravideodiarythatdisplays
alloftheinformationtheyneedinordertowriteaninformedletter.Studentsshouldfindout
what,where,andhowlongtheissuehasbeenevidentandwhattheyand/orthegovernmentcan
doaboutit.Thestudentsshouldbeencouragedtolookatothercountrieswhohavehadsimilar
issuesandwhatthosecountrieshavedonetosolvethem.

DraftandFinalCopy(10%&10%):
Studentsmustprovidearoughdraftoftheirlettertobe
editedbyapeerandtheteacherbeforecreatingtheirfinalcopy.Theirfinalcopyshouldbe
submittedwithproperformattingandwithoutgrammatical,spelling,orfacterrors.Allwork
shouldbeproperlycited.

Debate:(15%)

Description:
StudentswillhavethechancetovoteonwhicheverEndangeredLandscapestopic
wasofmostinteresttothem.Theywillbeseparatedbothevenlyandrandomlyintothreegroups
foraninclassdebate.Theywillhavetoarguewhicheversidetheyaregiveneveniftheydonot
agreewithit.Thisgivesthestudentsachancetoseetheargumentfrommultipleviewpoints.
10

Grade12AcademicGeography

EndangeredLandscapesUnit

TheParties

TheLabourers:
Thisgrouparguesfromthepointofthosewhoworkintheindustriesthatcan
endangerthelandscape.(ie.forestry,mining,oil,etc.)Itistheirjobtoconvincetheopposing
partiesoftheireconomicvalueandthatitoutweighsthenegativesthatcomewithit.)

TheGovernment:
Thisgrouparguesfromthepointofthegovernmentwhocreatethe
policies/lawsthatthecitizens/industriesmustfollow.Itistheirjobtoconvincetheopposing
partiesoftheirchoicestocreatethosepoliciesandwhytheyshouldbekeptinplace.

TheActivists:
Thisgrouparguesfromthepointofthosewhoareagainsteverythingthataffects
theenvironmentnegatively.Itistheirjobtopointouttheflawsinthegovernmentspoliciesand
thelabourersmethodsofharvestingresourcesfromtheland.

Participation(7.5%):
Halfofthemarkforthedebatewillbebasedonthestudentsparticipation
intheactivity.Theymustshowtheirinvolvementwiththerestofthegroupbygivingideas,
askingquestions,andrespondingtothequestionsoftheirpeers.

Accommodations:
Forstudentswhofeelsocialanxietyandarenotcomfortablespeakinginthe
debateenvironment,theycanwriteoutthegeneralpointsdiscussedbyallgroupsthroughoutthe
debateandsubmitthatforparticipationmarks.

Response(7.5%):
Attheendofthedebate,studentswillbeaskedtosubmitawrittenresponse
tothedebatefromthepointofviewtheypersonallyagreemostwith.Thisgivesthestudentsa
chancetoshowtheknowledgetheyhavelearnedonthesubject/sidetheypreferasopposedto
arguingasidetheymaynotbeinterestedin.

11

Grade12AcademicGeography

Quiz:(15%)

EndangeredLandscapesUnit

EndangeredLandscapesQuiz
Name:_______________________Date:_______________

1.
WhereintheworldhastheCoralReefsufferedthemostdepletionandwhy?(2points)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2.
Inpointform,list3actionswecandoinordertosaveorrebuildCoralReefsaroundthe
world.(3points)
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

3.
AccordingtoCanadasMinistryofNaturalResources,whyarelinesoftreesbeingremoved
fromforestsinWesternprovinces?(1point)
______________________________________________________________________________
______________________________________________________________________________

4.
WhatdoesCSRstandforandwhyisitimportantwhenitcomestoCanadasminingindustry?
(2points)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

5.
Listtwonegativesandtwopositivestohavingahydroelectricdaminstalledinaflowingriver.
(4points)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

6.
WhatiscurrentlybeingthreatenedintheArcticregionofCanadaandbywhat?(2point)
______________________________________________________________________________
______________________________________________________________________________

7.
Weknowwhyminingofpreciousmetalsinrainforestsnegativelyaffectsthelocalfloraand
faunabuthowcanitnegativelyaffectthepeoplelivingnearby?(1points)
______________________________________________________________________________
______________________________________________________________________________
12

Grade12AcademicGeography

EndangeredLandscapesUnit

CulminatingActivity:EndangeredSpeciesPSA(40%)

Description:
Studentswillbeworkingindependentlyonapublicserviceannouncementonan
endangeredspeciesfromanywhereintheworld.Therationaleforthisprojectistogivethe
studentsachancetoresearchaspecificendangeredspeciesandraiseawarenessofitspossible
extinctionthrougheitheradrawnordigitalposter,video,oronlineblogpost*.

Research(10%):
Studentsmustshowtheirresearchoftheendangeredspeciesthroughany
methodtheychoose.Theycancreategraphicorganizers,writtenparagraphs,pointform,ora
videodiarythatdisplaysalloftheinformationtheywillneedinordertomakeaninformedPSA.
Studentsshouldthinkaboutfactorssuchaswhythesespeciesareendangered,where,andhow
wecanstopit.

PSA(20%):
Throughanyteacherapprovedmedium,studentswillcreateapublicservice
announcementthataddressestheinformationfoundintheirresearch.ThePSAsshouldbeboth
informativeandengaging,encouragingthosewhoseethemtoreacttowhattheyareshownina
positivemanner.

Presentation(5%+5%):
AfterthecompletionofboththeresearchandthePSA,studentswill
givea5minuteinclasspresentationontheirtopic.TheywilldisplaytheirPSAanddiscusswith
theclasstheresearchtheyhavecompleted.5%ofthepresentationwillbeteacherassessedand
theother5%willbepeerassessedwithclassroomfeedbackafterthepresentation.

Bonus(+2%):
StudentswhoputtheirPSAinlocalgrocerystoresorcafesgetanextra2%on
theirassignment.Alternatively,theycouldpostitonsocialmediafortheextra2%.

Accommodations:
Forstudentswhofeelsocialanxietyandarenotcomfortablepresentingfrom
theclass,theycancomeinatlunchtopresenttotheteacheralone.

*Studentsmusthavetheirownexistingblogtheteachercanaccessinordertoreadthepost

13