Category Archives: Socials

This category is organizing content that may be traditionally used in Social Studies classes.

Impact of personal energy consumption

Learning Outcome

Students relate electrical energy to power consumption.

CONNECT

Goal: Students will examine the impact of their personal energy consumption on the environment.

Task: Create an action plan for personal power usage and reflect on the impact on global populations.

Activate Prior Knowledge:

A) Brainstorm – With a partner, students generate as many items as they can that use power in their homes. What happens when the power goes out? How are people’s lives affected?

Key vocabulary to discuss: arteries, energy, dams, turbine, generator, transmission line, transformer, reservoir, hydroelectricity. (Definitions)

B) Key word review – write vocab words on the board. Partners discuss vocabulary and categorize words into three areas: Words they know/Words they have heard/Unknown words.

C) Discussion – Ask students to predict where energy comes from. What questions do the students have about power generation and energy consumption?

PROCESS

Please view the following two websites to see how hydroelectric electricity is generated.

1) How Hydropower Plants Work

2) Hydroelectric power: How it works

Video: Students watch the following video on how the demands for hydroelectric power impact local environments.

Videos

Screen Shot 2015-05-04 at 2.39.33 PM

(Video Length: 1 min)

 

Students predict items in their homes that use electricity between the hours of 5pm and 10pm. Students record their items on the Power Observation Sheet. When the students take the activity for homework, they will identify the actual items that consume power during a chosen one hour period. Specific instructions for the homework activity are included on the Power Observation Sheet.

Students at home or at school, use the BC Hydro Power Smart Calculator to calculate the cost of power consumption for each item.

TRANSFORM

Create an action plan for personal power usage and reflect on the impact on global populations. This final project can take various forms like a daily journal, multimedia presentation/slide show, letters to local government authorities, written essay, etc.

REFLECT

Survey students to ask if they would choose to use power differently based on their new understanding. One survey method could be for students to write their responses on a piece of paper and submit them anonymously to the teacher.

Extend learning or next lesson

Visit the BC Hydro Website Education Page to explore further lessons on energy and power consumption.

Species distribution in aquatic environments

Teacher Note: Depending on the length of class time available, this lesson may take 2-3 sessions to complete.

Learning Outcome
Students will describe factors that affect productivity and species distribution in aquatic environments.

Steps to the Lesson

  1. Discuss key vocabulary.
  2. Watch a video on how human activity and government policy has impacted a river system in British Columbia.
  3. Complete a Graphic Organizer while viewing the video.
  4. Conduct an investigation on how to save endangered rivers in British Columbia.
  5. Reflect on the process.

CONNECT

Goals:

  • Students will analyze how federal policies and human activity have affected aquatic systems in British Columbia.
  • Students will identify and analyze alternatives to issues affecting endangered rivers in British Columbia.

Task:
Students will conduct an investigation on endangered rivers in British Columbia and write proposals for alternative solutions on how to save the respective rivers.

Activate Prior Knowledge:
Students complete a mind map activity entitled ‘The Many Ways People Use Water’ found in the McGraw-Hill Ryerson textbook BC Science 8 (page 359). While completing the activity, students should focus specifically on what human activities impact river and lake systems.

Predict and Question:
In Canada, there is a plentiful supply of water and we rarely pay attention to how much water we use in our daily lives or how our actions impact local aquatic areas like rivers and lakes.

What are the students wondering about how human activity has impacted their local rivers, lakes and oceans?

PROCESS

Video Guidelines:

Before viewing the video, students need to understand the meaning of the following terms.

Key vocabulary to discuss: anadromous, confluence, extinction, fathom, mitigate, resident (Definitions)

Students watch the following video and track their thinking using the Graphic Organizer. Students should try to identify some key effects and implications of federal policy on the Sinixt Nation.

Reminder: It is important to stop throughout the story and give students (A/B partners) opportunity to talk or respond to the story.

Videos

Screen Shot 2015-05-04 at 1.46.11 PM

Video Length (4 mins)

 

Having viewed the video above, students need to share their ideas from the video Graphic Organizer (A/B partner recommended). Teachers ask student pairs to share their main ideas and generate a list of ideas and evidence on the board or overhead. Teachers lead class discussion on the significance of the ideas generated (and those not generated) and how federal policies have impacted the environment and Aboriginal people on the Columbia River system.

TRANSFORM

Now that students have learned how federal policies and human activity have impacted a regional river system (Columbia River), students will now conduct an investigation on how to save other endangered rivers in British Columbia. Working in A-B partners or groups of four, students conduct an investigation activity found in the McGraw-Hill Ryerson textbook BC Science 8 (pages 444-445). Using the chart provided on page 445 in the textbook, students will choose a local river (or river of their choice) to research and write a proposal to save an endangered river. Student groups report out their proposals to the class in the form of an oral presentation, using either poster boards, written reports, or Powerpoint presentations.

REFLECT

Upon completion of the investigation activity, students complete a Reflection Sheet to reflect on what they liked/disliked about the investigation process and how their thinking towards how Canadian Federal Government policy impacts the environment and Aboriginal people has changed.

Extend learning or next lesson

One of the key ideas from the video is the impact that Canadian federal government policies have had on an Aboriginal population in British Columbia (Sinixt nation). There are many other examples of how government policies have affected the environment and populations in Canada. Some of these include:

  • Governments adopting (or not adopting) Kyoto Protocol emission targets.
  • The Canadian federal government imposing a moratorium on seabed oil and gas exploration off the coast of British Columbia.
  • The Canadian federal government policies regarding pollution standards in the Alberta northern Oil Tar Sands.
  • The Kashechewan Reserve water crisis in Northern Ontario.

Students can complete a research report on these and other issues affecting the environment and Aboriginal populations in Canada.

The Impact of Highways and Vehicle Traffic

Teacher Note: Depending on the length of class time available, this lesson may take 2-3 sessions to complete.

Learning Outcome

Students evaluate the human impacts on local ecosystems.

CONNECT

Goal: Students will discuss and evaluate the effects that highway construction and vehicle traffic have on local animal populations.

Activate Prior Knowledge: With a partner, students complete a T-chart comparing the pros and cons of highway construction. Conduct a class discussion on how the construction of highways affects local animal population and migration patterns.

Key vocabulary to discuss: air pollution, noise pollution, displacement, traffic, traverse, confused, vibrations, strewn, society.(Definitions)

Predict and Question: Ask the students what questions they may still have regarding the construction of highways and the impact on local ecosystems. Predict the most significant effect of local highway construction.

Task: Students will demonstrate their understanding of the impact of highway construction on local ecosystems through independent projects.

PROCESS

Reminder: It is important to stop throughout the video and give students (A/B partners) the opportunity to talk or respond to the video. Students can track ideas on the T-chart during the video.

Video

Screen Shot 2015-04-30 at 1.18.10 PM


(Video Length: 2 mins)

A/B Partners – Students complete their T-chart sheets and share their ideas with both their partners and class.

TRANSFORM

Students then complete one of the following options to demonstrate their understanding and extend their thinking of how highways and traffic affect local animal populations.

  • Write a letter to the regional government authority detailing the effect of highway construction on local wildlife.
  • Create a poster which takes a position either for or against a proposed new highway being built near the community.
  • Create a television/radio commercial promoting a side for or against a proposed new highway being built near the community.
  • Write a play/dramatization of how a new highway will affect local animal populations from the animals point of view. (ie. Writing in role of a deer/bear etc…)
  • Write a newspaper article which covers the construction of a new highway being built in the community.

(Consider allowing 2-3 classes to complete these activities.)

REFLECT

On the back of their T-chart sheets, students write two new ideas they learned in the discussion around the human impact of highway construction on local animal populations.

Extend learning or next lesson

Students contact their local governmental authority and access an aerial map of their community to select the best location for a new highway corridor.

Organisms as Part of Interconnected Food Webs

Teacher Note: Depending on the length of class time available, this lesson may take 2-3 sessions to complete.

Learning Outcomes

Students will:

  • analyse the roles of organisms as part of interconnected food webs, populations, communities, and ecosystems.

CONNECT

Goals:

  • The students will gain an awareness of environmental stewardship from a West Coast Aboriginal perspective.
  • The students will understand the concepts of ecological pyramids and interconnected food chains.

Task:

Students will select one animal from a local ecosystem and create a presentation that represents their understanding of food chains and food webs.

Process:

  1. Discuss key vocabulary.
  2. Discuss the difference between a food chain and food web and complete a food chain exercise of a local ecosystem.
  3. Play a game that highlights the process of how a food chain works.
  4. Complete a graphic organizer while viewing the video.
  5. Students complete a demonstration assignment of their understanding of food chains and food webs.

Activate Prior Knowledge:

Discuss the following vocabulary and brainstorm ideas of the respective definitions on the board.

Key vocabulary to discuss: Stewardship, indigenous, perspective, assets, potlatch, elders, traditional territory, hereditary chief, floodplain, fry, riparian, watershed, producer, consumer, primary, secondary, tertiary, quaternary. (Definitions)

Predict: Discuss the difference between food chains and food webs and predict what would happen to a local ecosystem food chain if one element was removed.(A/B partner talk suggested)

Question: Teachers distribute a food chain diagram and students, in A/B partners, complete a food chain of local ecosystem. Reference Enchanted Learning for explanations of food chains.

Distribute the Krill Grill Record Sheet and play the game Dining at the Krill Grill. Students record results of the game on their record sheets. Discuss the questions at the end of the activity to reinforce understanding of food chains.

PROCESS

Video: Students watch the following video and use a What’s Important and Why sheet to highlight five keys points that focus on land stewardship.

Reminder: It is important to stop throughout the video and give students (A/B partners) opportunity to talk or respond to the video.

Videos

Screen Shot 2015-04-28 at 3.11.07 PM

(Video Length: 6 mins)

TRANSFORM

Students will select one animal from a local ecosystem and create a presentation that represents their understanding of food chains and food webs. For example, a poster could be created with a food chain on one side and a food web on the other. Other possibilities include a Powerpoint presentation, drama presentation, modifying the Krill Grill game to one’s local ecosystem.

REFLECT

Students discuss what stewardship initiatives are in place in their local region/province/country and write, on the back of their video sheet, three ideas of how they can assist these initiatives.

Extend learning or next lesson

  • The National Geographic web site describes a ‘real world’ example of food chain disruption that may be occurring with Antarctic krill. Study more about the Krill at National Geographic and write a research report on the factors affecting global krill populations.
  • Create playing cards of animals in a local ecosystem (ie. bear, cougar, mouse, birds) and have students play a version of the ‘war’ card game to reinforce the levels of a food chain.

Fish Farming and Local Environments

Learning Outcome

Students evaluate the human impacts on local ecosystems.

Steps to the Lesson

  1. Complete a video Anticipation Guide.
  2. Watch a video on Salmon Gills Analysis.
  3. Research the issues surrounding fish farming and local salmon populations.
  4. Create promotional brochures supporting or refuting the benefits of salmon farming.
  5. Reflect and review the information presented.

CONNECT

Goal:

Students will gain an understanding of the impact salmon farming has on local wild salmon populations.

Task:

Students will create promotional brochures advocating the position of a society either for or against salmon farming.

Activate Prior Knowledge:

Students complete an Anticipation Guide prior to viewing a video on how salmon are affected by environmental and human factors. Students answer the questions on the sheet prior to video viewing and then reflect on whether their answers agreed with the information presented in the video.

Predict and Question:

Ask the students what questions they may still have on how environmental and human factors effect salmon popluations. What are they wondering about?

PROCESS

Video

Reminder: It is important to stop throughout the video and give students (A/B partners) opportunity to talk or respond to the video.

Videos

Screen Shot 2015-04-27 at 1.41.13 PM

(Video Length: 5 mins)

 

Break students into groups of five. Teachers print out and distribute information from the following links.

Why BC Lifted The Moratorium on Fish Farms

Fish Farms and Sea Lice

Lice From Fish Farms Killing Wild Salmon

Salmon Farms Teeming With Lice Threaten Wild Fish

Give each group one article and do a Jigsaw activity.

TRANSFORM

Students will create promotional brochures advocating the position of an organization that either supports or refutes the benefits of salmon farming in British Columbia. Using the above links or other research, students create a standard tri-fold brochure with images and text that advocates their chosen position. Once completed, the students will present their brochures to the class and defend their positions.

REFLECT

Teacher prints and enlarges a review activity commonly known as a ‘cootie catcher’. Students cut out the image and fold into the ‘cootie catcher’ shape. In A/B partners, students write their own review questions and answers on the lesson material. (Note: these questions and answers should attempt to balance both the Pro and Con sides of the fish farming issue.) For an example, print and enlarge a sample ‘cootie catcher’ with practice questions already prepared.

Extend learning or next lesson

Students complete an in depth research report on BC Fish Farming; considering perspectives from both the Fish Farming industry and the anti-fish farm movement.

Aboriginal Issues Round Table

Frances Kelsey Secondary developed a model to meet Learning outcome in a meaningful way for students:

demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to:

  • residential schools
  • reserves
  • self-government
  • treaty negotiations
Screen Shot 2015-03-02 at 11.45.10 AM Round Table

The reasons why the Social Studies Department chose to host a round table discussion was to try to meet the following Learning outcome in a meaningful way for students:

demonstrate knowledge of the challenges faced by Aboriginal people in Canada during the 20th century and their responses, with reference to:

  • residential schools
  • reserves
  • self-government
  • treaty negotiations

As department head, I felt we skimmed over this topic in our learning guides and wanted to engage the students in a more interactive way. It is interesting to note that the Executive Summary on the Social Studies Curriculum (Grades 8 to 12) Needs Assessment noted that “Many students find Social Studies boring and do not see the relevance of course material in their own lives” and that “Teacher, parents and students all want Social Studies to be more interesting, relevant and engaging for students”. (BC Ministry of Education, 2007)

We wanted the onus on the students to ask questions or “interview” our guests rather than have our speakers present to the students. By doing this, we hoped the students would become active participants in the discussion rather than passive learners.

A second reason was to try to create a sense of empathy towards the plight of First Nations Peoples in Canada. We live in a bicultural community but there is little interaction and understanding between these two cultural groups. Many students are oblivious to the reserve systems, residential schools, and the Indian Act. What better way to learn this than to engage students in a meaningful discussion with First Nations Peoples?