Ideas+for+activities

A resource for activities - Health notice issued by the Ontario government for travellers going to tsunami-affected areas (Jan 6 2005) - could use as a resource in an activity. http://www.health.gov.on.ca/english/providers/program/emu/health_notices/ihn_010605.pdf

ACTIVITY FOUR: SMALL GROUP “Hot Air Balloons” The a of this activity is for the students to work together in small groups to identify challenges and develop solutions. Materials required include large sheets of paper, tape, markers. Using a large sheet of paper or blackboard, draw a hot air balloon. Make it large enough to write on and include the balloon, basket and ropes tethering it to the ground. 1. In the basket, put the people who need to be on board working together to help affected children and families. e.g. international organizations (like Save the Children Canada), governments, each other 2. On the tethering ropes, write the restrictions that are keeping the balloon from flying (what are the challenges faced, and what might new challenges be?). e.g. further floods, lack of resources, disease, destroyed schools 3. Within the balloon, write what needs must be in place for the balloon to really FLY and the situation to improve for children and their families. e.g. clean water, food for victims, new shelters, money to rebuild

Biodiversity: How much? Have students look at organisms found in mangrove and coral reef environments. Each has a price tag, students given certain amount of money to spend. Go over popular and unpopular choices, then give more information e.g. low ranked organism proInduces something that when eaten makes people's I.Qs raise by 50 points...or bring into Tsunami geography more - organism is found to be so densly rich in protein that each one could provide nutrients for 5 people - does this information change the way you look at the organism? Why/why not?

Geography of area in terms of mangroves and coral reefs - conservation vs use by locals (blast fishing = food for locals but damaging to reef - low tourism, less protection of land from waves etc).

that support SE** || **Curriculum links** || Communication Skills** use a variety of primary and secondary sources to locate and process relevant information about Canada's links with the world. || Aid to Tsunami area || Biodiversity (S&T) ||
 * **Social Studies SE** || **Activities in series
 * **Inquiry/Research and