CULMINATING+TASK

Culminating task:

The big question which students are seeking to explore and represent is 'How do global issues effect Canada and how do we respond?'
 * Overview:**

In response students will:

Make a presentation to the World Tourism Organization on Canada's stance on supporting ecotourism to Tsunami affected areas.

Students will have a certain amount of money to allocate and will have to justify their decisions.

So for example, they will have looked at Canada's peacekeeping role, sending aid to different areas (Darfur etc) and the environment of the Tsunami area. There will be information given about the cost of various projects (and some info on pros and cons?) - students should weigh up pros and cons and make decision about where to allocate funds. They must present their decision on where they have allocated funds and therefore the extent to which they will support ecotourism efforts in Tsunami affected areas.

Presentations must have an oral component (to tie to Language curriculum - Oral Language), use of graphs (? yes? "use and construct a variety of graphic organizers and graphs to sort, classify, connect and interpret information" - Social Studies Specific Expectation).

Culminating activity** ||  || **Activities in series to develop skills needed** || **Curriculum links** || - use a variety of primary and secondary sources to locate and process relevant information about Canada's links to the world. - analyse, classify, and interpret information about the US and at least one other country from another region. -use appropriate vocabulary ||  || 1. Divide the class into Disaster Teams.Using National Geographics 'Living Landscapes' have students research the effects of natural disasters on lanscapes and the people effected.
 * **Knowledge and Skills needed to perform
 * Analyse information ||  || Biodiversity studies of Tsunami area || Science and Technology ||
 * Inquiry/Research Communication Skills:

2. Visit the a number or primary and secondary sources including EncyclopediaBritanica and the World Trade Organization Website. In small work groups generate a list of functions which the WTO performs. Discuss why these are important. Use the tribes activity 'Standing on the Line' to argue your opinion of whether or not Canada should participate in this organization. || Social Studies || -identify some important international organizations/ agreements in which Canada participates and describe their purpose ||  || See 2. above || Social Studies || -describe distinguishing characteristics of a country in another region in which Canada has links ||  || Using sources in the classroom and online (e.g., encyclopedias, atlases) generate a placemat with the following headings: vegetation, climate, tourism, interesting facts. Have students work in small groups to generate information for each heading.Students will hang placemat. Using milling to music, students will circulate the room reviewing the information. || Social Studies || - Use speical-purpose maps to find specific geographic information. - Use latitude and longitude coordinates to locate some major cities and countries of the world. ||  || Students will show on a map where all recent earthquakes have taken place - colour coded for strength of earthquake. They will then chart countries/regions, date of occurance, strength of earthquake. Finally, students will calculate averages plot and graph information. Discuss results and suggest reasons as to why some areas are prone to more frequent activity and/or strength of earthquakes. || Mathematics - //Data Management, Measurement, Patterning// || -Describesome connections that Canada has with the rest of the world. (eg. tourism, economic assistance)
 * Knowledge and Understanding:
 * Knowledge and Understanding:
 * Map, Globe, and Graphic Skills
 * Knowledge and Understanding:

Map, Globe and Graphic Skils - use special purpose maps to find specific geographic information. ||  ||    Show the [|"Overview of Asia"] video segment to the class, available on school.discovereducation.com. Consider the following discussion topics: Sri Lanka, a small country? What is likely to happen in the Maldives, a country greatly dependent on tourism? What should a government do when faced with the devastation of a tsunami? How can foreign governments contribute to the relief effort? and Earth's tectonic plates; the other has an overlay that allows you to display the plates as a transparency. Show where the tsunami began and how far it reached. What countries have been affected? Discuss the relevance of the plate boundaries to the location of the epicenter. || Social Studies || -Describe some of the connection Canada shares with the rest of the world.
 * Government. ** How has this major disaster affected India, a large country, and
 * Geography. ** Show students two [|maps]: One shows the earthquake's epicenter
 * Knowledge and Understanding:

Inquiry/Research and Communication Skills: -Use a variety of primary and secondary sources to locate and process relevant information about Canada’s links with the world. -Use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information.

Map, Globe, and Graphic Skills -Use base maps and a variety of information sources to sketch the relative position of places. ||  || Students will research data on Tsunami affected countries/areas. Students will discover the financial cost of damage, number of casualties, and how lives have been affected (i.e., loss of income). Students will compare the data in graph format. Using maps as supporting visuals, students will present their decisions as to which countries Canada should send aid to and how the aid should be distributed. Possible resource: Government of Canada’s [|Tsunami Response Reconstruction Status and Results] || Mathematics -//Data Management// || – create maps using shading/colour to show details of the physical characteristics of regions (e.g., resources, agriculture, climate, elevation); ||  || Using a colour wheel, students will use their primary and secondary colours to create a map, describing physical characteristics with pencil crayons comparing Canada's Vacouver coast, with one of the other coasts hit by the Tsunami. || Art: Visual Arts || – describe some of the connections Canada shares with the rest of the world (e.g., trade, history, geography, tourism, economic assistance, immigration, indigenous peoples, peacekeeping, media, culture); ||  || Students will create a poster warning Canadians of the signs and dangers of a Tsunami. They will relate the links between Canada, and the Tsunami affected areas. They will use whatever materials they would like to get their message across (paints, pastels, pencil crayons, markers, tissue paper etc.) || Art: Visual Arts || – use a variety of primary and secondary sources to locate and process relevant information about Canada’s links with the world (e.g., primary sources: statistics, field trips, interviews, original documents; secondary sources: maps, illustrations, print materials, videos, CD-ROMs, Internet sites); ||  || Students will create a wave shape using printed materials (e.g., magazine clippings, newspaper pieces) having chosen words that describe it's effects on the world, and more specifically Canada. || Art: Visual Arts || – describe distinguishing characteristics of a country in another region with which Canada has links (e.g., climate, physical features, political system, economic activities, international influence, celebrations). ||  || Students will create two 3D models of a Canadian beach, depicting the landscape before and after a Tsunami. Students would have to explain which specific beach they chose and why. They will have to base their choice on a similar geographical area that was hit by the 2004 Tsunami. || Art: Visual Arts || -Use and construct a variety of graphic organizers and graphs to sort, classify, connect, and interpret information.||  ||**Tsunami Problem** A tsunami is a fast moving ocean wave caused by an earthquake. The water first goes down from its normal level and then rises to an equal distance above its normal level, and finally returns to its normal level. In 1964 a deadly tsunami struck Crescent City. The period of the wave was about 30 min. Suppose that the tsunami, which had an amplitude of 6.3 m, approached the boat dock in Crescent City where the normal depth of the water is about 5 m. (a) Assuming that the depth of the water varies sinusoidally with time as the tsunami passes the dock, sketch the graph of the water depth as a function of time. (b) Write an equation of the graph and predict the depth of the water at the following times after the tsunami first reaches the dock: i. 2 min ii. 8 min iii. 24 min (c) According to your model, what will the minimum depth of the water be? How do you interpret this answer in terms of what will happen in the real world? (d) Between what two times is there no water at the dock? (e) The wavelength of a wave is the distance a crest of the wave travels in one period. It is also equal to the distance between two adjacent crests. If the tsunami travels at 600 km/hr, what is its wavelength? -//Data Management and Probability// - //Measurement//  ||
 * Knowledge and Understanding:
 * Knowledge and Understanding:
 * Knowledge and Understanding:
 * Knowledge and Understanding:
 * Inquiry/Research and Communication Skills
 * Mathematics