ࡱ> 7  <bjbjUU 2t7|7|7dlFFFFFFFZVVV8,ZorLUoWoWoWoWoWoWo$tq sj{oF{oFFoFFUoUozj#9j FFlf ZVzvYl<lo0ol<sslZZFFFFWho We Are To know the characteristics of a population within certain domains Lesson Overview In this lesson students will discover the characteristics of the population of Quebec and compare them to those of Canada. Grade Level Grades 9-12 or 3rd-4th year in Secondary Schools in Quebec Time Required The research project could cover several one-hour periods over one or two weeks. Curriculum Connection Secondary School, Cycle 1, Domain of the Social Universe Geography Competency # 1: Read the organization of a territory Components of the competency: Understand human activities on the territory; Establish links between various geographic scales. Competency # 3: Become aware of being a citizen of the world Components of the competency: Demonstrate the global character of a geographic reality History and Citizenship Education Competency # 1: Question social realities from a historic perspective Components of the competency: Consider social realities from the duration perspective; Refer to social realities in the past; Examine social realities in their complexity. Competency # 2: Interpret social realities, using a historical approach Components of the competency: Put the interpretation of social realities into perspective Competency # 3: Become aware of being a citizen of the world, through history Components of the competency: Establish the contribution of social realities to democracy; Research the roots of ones social identity Link to Canadian National Geography Standards Essential Elements #1 (Grades 9-12) The World in Spatial Terms Map, globe and atlas use Essential Elements #2 (Grades 9-12) - Places and Regions Physical and human processes shape places and regions The importance of places and regions to individual and social identity Changes in places and regions over time Essential Elements #4 (Grades 9-12) - Human Systems Population characteristics by world region, country, and regions within countries Demographic transition Convergence and divergence of cultures Economic development by world region, country, and regions within countries Geographic Skills #1 (Grades 9-12) -Asking geographic questions Plan and organize a geographic research project Geographic Skills #2 (Grades 9-12) - Acquiring geographic information Systematically locate and gather geographic information from a variety of primary and secondary sources Geographic Skills #3 (Grade 9-12) - Organizing geographic information Select and design appropriate forms of graphs, diagrams, tables, and charts to organize geographic information Use a variety of media to develop and organize integrated summaries of geographic information Geography Skills #4 (Grades 9-12) Analyzing geographic information Use quantitative methods of analysis to interpret geographic information Makes inferences and draw conclusions from maps and other geographic representations Use the process of analysis, synthesis, evaluation and explanation to interpret geographic information from a variety of sources Geographic Skills #5 (Grades 9-12) - Answering geographic questions Formulate valid generalizations from the results of various kinds of geographical inquiry Evaluate the answers to geographic questions Apply geographic models, generalizations and theories to the analysis, interpretation and presentation of geographic information The Canadian Atlas The Canadian Atlas, Our Nation, Environment and People, produced by the Royal Canadian Geographical Society, pages 38 and 39, or the corresponding website at  HYPERLINK "http://www.canadiangeographic.ca/atlas/" http://www.canadiangeographic.ca/atlas/. Additional Resources, Materials and Equipment Required Teachers may refer to such websites as Statistics Canada  HYPERLINK "http://www40.statcan.ca/z01/cs0001_e.htm" http://www40.statcan.ca/z01/cs0001_e.htm LInstitut de la statistique du Qubec  HYPERLINK "http://www.stat.gouv.qc.ca/default_an.htm" http://www.stat.gouv.qc.ca/default_an.htm LObservatoire montralais des ingalits sociales et de la sant  HYPERLINK "http://www.omiss.ca/english/statistic/territory/statquebec.html" http://www.omiss.ca/english/statistic/territory/statquebec.html Main Objective The main objective of the lesson is to have students research information in order to describe the population of Quebec of which they are a part. Learning Outcomes By the end of the lesson, students will be able to: describe the social profile of a population on a given territory understand how statistics are used in geography present their interpretation of the information obtained describe a population on a given territory explain the issues facing Quebec in the future The Lesson Teacher ActivityStudent ActivityIntroductionAsk students to draw up an exploratory map based on what they know about Canadians. Have students address the 10 following categories: Births, Languages, Religion, Education, Marriage and Divorce, Family Life, Work and Income, Health, Life Expectancy and Population Patterns. Ask students about the resources available to complete the information given in the previous step. Students participate in drawing up the exploratory map by answering questions. Students add to the discoveries of others by sharing their knowledge. Students suggest resources to verify hypotheses given.Lesson Development Ask students to turn to pages 38 and 39 of the Canadian Atlas and, as a first step, read the information given. Use diagrams and tables to highlight statistics about Canada. Repeat the introduction, this time with reference to Quebec. Introduce the research project activity sheets provided. Inform students that to obtain a general description of a population on a given territory, they must have information about the above-mentioned 10 categories. Invite students to refer to the Internet sites given in the section Additional Resources, Materials and Equipment Required so that they have the necessary information as they begin their research. Students read the information on the characteristics of Canadians in the texts and draw on the information provided by the tables and diagrams. Students listen to the teachers instructions in order to successfully complete their research project. Students complete the research project activity sheet, making good use of a variety of sources of information and extrapolating based on their answers.Conclusion Draw up a list of characteristics pertaining to the population of Quebec, based on the students responses. Collect the students projects for assessment.Students share the information found about the population of Quebec. Students hand in their research projects.Lesson Extension Since this lesson encourages the use of ICTs, students could present their research work in the form of a web page or a PowerPoint document. Using a program such as Excel could constitute another step toward reaching the interdisciplinary objective of the new program of Quebec schools. Assessment of Student Learning Teachers evaluate the students research project as a whole. It is important to emphasize the list of resources used by the students in order to find their answers since this constitutes the basis on which they justify their findings. To facilitate the evaluation process, teachers may use the following evaluation grid with its criteria. Evaluation GridCriteriaGradeStudent provides the sources of information used to complete project.ABCDEStudent applies statistics to answer geographic questions.ABCDEStudent presents a project with an abundance of accurate and detailed information.ABCDEStudent is able to explain in his/her own words what was retained from the findings.ABCDEStudent is able to extrapolate on the issues facing Quebec in the future.ABCDE Research Project Who We Are as Quebecers Name: _________________________________________ Date: _______________ 1. Describe in general what you know about the population of Quebec, prior to beginning your research. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 2. List the sources of information used to carry out your research. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 3. What did you learn about births? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 4. What did you learn about languages? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 5. What did you learn about religions? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 6. What did you learn about education? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 7. What did you learn about marriages and divorces? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 8. What did you learn about family life? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 9. What did you learn about work and income? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 10. What did you learn about life expectancy? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 11. What did you learn about population patterns? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 12. Tell, in your own words, what you learned from doing your research project. ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 13. Based on what you have learned, what will the population of Quebec be like in the future? What will the issues of the future be, in your opinion? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ 14. How is the population of Quebec similar to or different from the population of Canada? ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ THE CANADIAN ATLAS ONLINE QUEBEC GRADE 9 Canadian Council For Geographic Education  PAGE 8  O!.*CQ7E' C    6 [  9 $ H B c Uy+PjUmH sH jUmH sH 0JjU jU 5mH sH  6mH sH  >*mH sH  H*mH sH mH sH  CJmH sH  CJmH sH B O_!/!C7'  & F hL^h`L & F hL^h`L<dh;<  6 o  H $ d B  & F hL^h`L & F hL^h`L & F hL<^h`L & F hL<^h`L & F hL^h`L< U8WQy & F hL^h`L & F hL<^h`L & F hL^h`L & F hL<^h`L< & F hL^h`L & F hL<^h`LMNOxy{   LMN\9:FWgiv t"z"""빱멹멹婢뛑56CJmH sH  CJmH sH  CJmH sH 5CJmH sH 6CJmH sH  CJmH sH  PJmH sH  5mH sH jUmH sH jUmH sH  6mH sH mH sH jUmH sH  0JmH sH 8y{N]5v :EFWh$If (($If (($If & F hL^h`L & F hL<^h`L< & F hL^h`L & F hL<^h`LhivhH `GGG9(($If^ & F L(($If^`L $$If$$IflF$ 0V%    4 la=?bXX? & F L(($If^`L (($If$$IflF$0V%    4 la & F ^(($If^`^?~[S & F 8^(($If^`^ & F L(($If^`Ler`hhOO6 & F 8^(($If^`^ & F 8L(($If^`L (($If$$IflF$0V%    2:2s4 la6U YWUQMG$If$$IflF$0V%    2:2s4 la & F 8^(($If^`^ @ $(($Ifa$ (($Ifg$$Ifl4,","  064 lal !!!!!!~Dtttttt (($If$$Ifl40," 064 lal!!V!X!Z!\!^!A77777 (($If$$Iflֈ ,"~~}064 lal^!`!a!!!!!7x$$Iflֈ ,"~~}064 lal (($If!!!!"""7$$Iflֈ ,"~~}064 lal (($If"""""i"k"7T$$Iflֈ ,"~~}064 lal (($Ifk"m"o"q"s"t"7$$Iflֈ ,"~~}064 lal (($Ift"u"v"w"x"y""""Q###&$m$$$@%%%&\&&&' h^hh^h h^h`$a$$a$dh""""O#Q#####%$&$l$m$$$$$%%%%&&[&\&&&''U'V'''''R(S(((((')+)))))#*$*j*n***+ +f+g+++(,),o,p,,,,-m-n-----B.G.....E/F///00H0I00000O1P1 5mH sH mH sH 56CJ mH sH ]'V''' (S(((()O)))$*k*** +g+++),p,,,'-n--h h^hh^h--C.q...F///0I000 1P111%2u223J3334f44 h^hh^hP11111$2(22233I3J3333344e4f44444555566`6a666665767|7}777 8 8Q8R88888&9'9m9s9::W:X:::::,;-;s;t;;;;;<<<<<<<<<0J6]mHnHu 0J6]j0J6U] 6mH sH CJ6CJmH sH  5mH sH mH sH O4E5556a66667}77 8R888'9n99:X:::-;t;; >^`> h^hh^h B^`B;;;<<< <h^h !$$dN !$&dP< <mH sH 01h/ =!"#8$% DyK (http://www.canadiangeographic.ca/atlas/yK Phttp://www.canadiangeographic.ca/atlas/DyK yK Rhttp://www40.statcan.ca/z01/cs0001_e.htmDyK yK Thttp://www.stat.gouv.qc.ca/default_an.htmDyK yK http://www.omiss.ca/english/statistic/territory/statquebec.html iB@B Normal dxOJQJ_HmH sH tH <@< Heading 1 $@& 5CJ KH N@N Heading 2$<@&5CJOJQJmH sH uB@B Heading 3$$((@&a$5CJ<@< Heading 4$((@&5CJ^@^ Heading 7$$dx@&a$!56CJOJPJQJmH sH u^@^ Heading 8$$d((@&a$5CJOJPJQJmH sH uX @X Heading 9 $d((@&5CJOJPJQJmH sH u<A@< Default Paragraph Font.U@. 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