Day 1
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Specific: Knowledge – Identify the push and pull factors that influence people to move.
Inquiry – use appropriate vocabulary to describe their inquiries and observations.
Map, Globe and Graphic Skills – use thematic maps to identify patterns in migration.
Application – investigate the migrational roots of the members of the class and relate them to Canada’s cultural development.
Method(s) of Assessment:
- Students will compile a presentation the following day about a fellow classmates families migrational roots.
Teaching Strategies
Introductory: (10 min)
- Tell students they are going to play “Two hints and a lie”
- Students are to come up with two hints to their families ancestry and one lie. They will then go walk around the room and find a fellow classmate. Students will take turns telling their “two hints and a lie” while their fellow classmate must guess which is a lie.
Development: (30 min)
- What is migration?
- Discuss that all families have a pattern of migration on their way to Canada. We can all trace back and find our country’s of origin. On the chalkboard, compile a list of these countries.
- Put up an overhead that outlines the world. Have students identify and label the countries listed on the overhead.
- What patterns do you see?
- Discuss these patterns and why students think these patterns exist.
- Are these patterns common in all of Canada?
Concluding: (20 min)
- Tell students they will be presenting a brief oral presentation on a fellow classmate and their families places of origin.
- Have students pick a partner and begin interviewing one another.
- Questions to ask:
o Where their family came from.
o When they came
o What were the circumstances causing the migration?
o Info about their family and place of origin.
- The presentation is informal and should be creative. Props are encouraged.
- Presentations will be held tomorrow in class.
Topic/Theme:
- Migrational patterns.
Resources:
- Blank map overhead
- Pencils
- Paper
Follow Up Ideas:
- Students will present their oral reports about a fellow classmates places of origin.
Self-Reflection:
Day 2
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Specific: Knowledge – Identify the push and pull factors that influence people to move.
Inquiry – communicate the results of inquiries for specific purposes and audiences using… oral presentation.
Inquiry – use appropriate vocabulary to describe their inquiries and observations.
Application – investigate the migrational roots of the members of the class and relate them to Canada’s cultural development.
Method(s) of Assessment:
- Oral presentation on fellow students migrational roots.
Teaching Strategies
Introductory: (15 min)
- Starter activity
o There are four brothers in this world that were all born together.
There first runs and never ends, the second eats and is never full.
The third drinks and is always thirsty, and the fourth sings a song that is never good.
Who are they?
A: The 4 elements. (Water, fire, earth and wind) (Brainbashers.com)
- Give students 10 minutes to go over their oral presentations.
Development: (45 min)
- Students will present their oral presentations on a fellow classmate.
- Allow students to volunteer to go first and then have remaining pick from a deck of cards their order.
Topic/Theme:
- Migrational roots of students.
Resources:
- Rubric
Follow Up Ideas:
- Students will complete a cause and effect chart
Self-Reflection:
Day 3
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Use a variety of geographic representations, resources, tools, and technologies to gather process and communicate geographic information about migration and its effects on people and communities.
Connect the real experiences of Canadians to information about the causes and effects of migration.
Specific: Knowledge – explain how the components of culture can be affected by migration.
Knowledge – identify the push and pull factors that influence people to move
Knowledge – describe the effects that migration has had on the development of Canada
Map, Globe and Graphic Skills – communicate the results of inquiries for specific purposes and audiences, using a variety of charts, graphs, diagrams, and models to organize information
Application – use a decision making model to select and ideal place to live, and present this decision to other members of the class
Method(s) of Assessment:
- Students will focus on ideas and concepts related to what the causes are that bring people to Canada
- Students will create a cause and effect chart to help them make connections between the expectations from the chapter readings to promote active learning and thinking.
Teaching Strategies
Introductory: (10 min)
- Have students work in their groups and brainstorm push and pull factors for the Windsor area
- Have students record the information on a sheet of paper which will be presented to the class via discussion
Development: (30 min)
- Have the students work in their groups and skim Chapters 11 and 12 to make a list of all the reasons why people move from one place to another. Ask them to focus on current reasons and to pay attention to the visuals as additional sources of information.
- Share the group lists through class discussion
- Repeat the process. This time the students will skim the chapters for ideas that could be considered effects on people and places.
Concluding: (20 min)
- Provide each student with a copy of the handout “Migration Cause and Effect Chart”. Have the students complete the organizer by adding the factors they consider to be most important or most interesting.
Topic/Theme:
- Migration: Cause and Effect
Resources:
- Migration Cause and Effect Chart overhead
- Overhead projector
- Textbook – pg. 206-241
Follow Up Ideas:
- Have students consider some barriers to migration and how that might impact push and pull factors
- Have students reflect on their own family history and discuss in their personal journals whether or not they have been affected by push and pull factors.
Self-Reflection:
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Specific: Knowledge – Identify barriers to migration (e.g., physical, financial, legal, political, emotional)
Inquiry – formulate questions to guide and analyse barriers to migration.
Inquiry – use appropriate vocabulary to describe their inquiries and observations.
Application – investigate the migrational roots of the members of the class and relate them to Canada’s cultural development.
Method(s) of Assessment:
- In class assignment and group work participation.
Teaching Strategies
Introductory: (15 min)
- Divide the class into groups of 8 and assign the following barriers to migration to individual groups; physical barriers, financial barriers, legal barriers, emotional barriers, education barriers, health barriers, political barriers, immigration quotas.
- Have the students work in their groups to come up with possible answers/reasons based on these barriers which will be presented to the class orally.
Development: (15 min)
- Provide students with a copy of “Barriers to Migration” handout
- Use “spirit reading” as a way to include each student in the reading process (students can read as little or as much as they want and it also provides students with the right to pass if they choose)
- Answer any questions that may arise from the reading and clarify any issues.
Conclusion: (30 min)
- Divide the class into groups of 8 and assign one “family” to individual groups.
- Distribute copies of “Barriers to Migration-Eight Vignettes” to the groups
- Distribute copies of “Barriers to Migration-Eight Vignettes Chart” to student groups.
- Students will read the family number they are assigned and answer the following questions based on the worksheet:
“What are the barriers to migration for family #__”, “How can this barrier be overcome”, and “Is this barrier fair”
Topic/Theme:
- Migration Barriers
Resources:
- Barriers to Migration handout
- Barriers to Migration: Eight Vignettes
- Barriers to Migration: Eight Vignettes Chart
Follow Up Ideas:
- Have the students write a scenario about the future.
Self-Reflection:
Day 5
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Specific: Knowledge – Identify the push and pull factors that influence people to move (e.g., push: drought/flood; pull: climate)
Inquiry – communicate the results of inquiries for specific purposes and audiences.
Map, Globe and Graphic Skills – use thematic maps to identify patterns in migration.
Method(s) of Assessment:
- Students will create and compare two maps of Canada. One showing where most people live. The other showing the areas at greater risk of flooding, as global warming causes sea levels to rise. They will identify the patterns on the map and determine what decisions might be made by people forced to move. They will write a future scenario that outlines what might happen in their own community, as sea levels rise forcing many Canadians who live in low-lying coastal areas to move to higher, settled parts of the country.
Teaching Strategies
Introductory: (10 min)
- Have students brainstorm a list of things that could force Canadians to migrate. (Ice storm, tornado, serious chemical spill, etc.)
- Have students read an article on Environmental Migration: A Problem n the Making.
Development: (30 min)
- Provide two Canada outline maps for each pair of students. One student, using an atlas, will create a map showing population distribution by shading in all densely populated areas. The other student will create a map of “Areas at Risk of Flooding Due to Sea Level Rise”, shading in areas that are 200 m above sea level and lower.
- Student’s will then compare their map with their partner’s and look for similarities and differences in the patterns.
- Students should focus on and identifying which parts of Canada that have high population densities and low sea levels. Students will write down their observations of the patterns and correlations between the two maps.
Concluding: (20 min)
- Have students write a scenario of the future, around 2025, that describes what would happen id sea levels rose, forcing many Canadians to move from their homes and communities. Students may predict how likely they think this scenario is and how it might be prevented.
- The scenario should be at least two paragraphs long. The first paragraph should include a description of the changes that would occur and peoples’ reactions (the decisions they would make). The second paragraph should include their suggestions for preventing the scenario, and their predictions and conclusions.
Topic/Theme:
- Migrational patterns.
Resources:
- Atlases
- Physical relief map
- Brief video clip on global warming
- Overhead of World Map
Follow Up Ideas:
- Have students complete a study organizer on immigration
Self-Reflection:
Day 6
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Connect the real experiences of Canadians to information about the causes and effects of migration.
Specific: Knowledge – explain how the components of culture can be affected by migration.
Knowledge - describe the effects that migration has had on the development of Canada (e.g., its multicultural character)
Inquiry – communicate the results of inquiries for specific purposes and audiences.
Inquiry - use appropriate vocabulary to describe their inquiries and observations.
Application – investigate the migrational roots of the members of the class and relate them to Canada’s cultural development.
Method(s) of Assessment:
- After the class discussion and once the group reading is finished, students will complete a study organizer on Canada’s Immigration history.
Teaching Strategies
Introductory: (10 min)
Canada: A Cultural Mosaic
- Ask students to share their different cultures with the class and any related stories of immigration to Canada. Class discussion about the different cultures within Canada and within Windsor/Essex region.
- Ask students what they think Canadian culture is and how it is different from other cultures.
Development: (30 min)
Canada’s Immigration History
- Class discussion on who they believe the first settlers of Canada were. Ask students who the first settlers of Canada were and how they got to Canada. (Inuit/native people…temporary land bridge…)
- Have students read aloud the Immigration handouts, stopping for discussion after each stage has been read.
Concluding: (20 min)
Study Organizer Activity
- Hand out the Study Organizer for students to complete. Students are to fill out the study organizer using accurate information and the proper terminology regarding migration and the six stages of Canada’s Immigration History.
Topic/Theme:
- Migrational patterns.
Resources:
- Canadian Immigration History handouts
- Study Organizer handout
- Overhead projector
- Pen/pencil
- Rubric
Follow Up Ideas:
- Students will complete a culture wheel.
Self-Reflection:
Day 7
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Use a variety of geographic representations, resources, tools, and technologies to gather, process and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge – explain how the components of culture can be affected by migration.
Knowledge – describe the effects that migration has had on the development of Canada.
Map, Globe and Graphic Skills – use thematic maps to identify patterns in migration.
Application – investigate the migrational roots of the members of the class and relate them to Canada’s cultural development.
Method(s) of Assessment:
- Students will participate in class discussions identifying global distribution patterns of cultural realms.
- Students will create a culture wheel based on components of their own culture.
Teaching Strategies
Introductory: (10 min)
- The teacher will initiate the lesson by showing the students a medicine wheel on the overhead.
- Ask the students a series of questions about the medicine wheel:
- What is the significance of the circular symbol?
- Discuss that the circular wheel is an ancient symbol used by many aboriginal cultures around the world. It is used to express a number of ideas and themes such as the four winds, four cardinal directions, cyclical nature of earth and life etc.
Development: (30 min)
- Have the students study the maps in Figure 13.2 and 13.3
- Have each student identify the cultural realm and language family that represents their own culture.
- List the main realms on the board.
- Have students list their names under the appropriate realm.
- Using the think-pair share strategy, have the students create a list of things that make up a culture: language, religion, customs, social practices, food, art etc.
- As a class share and discuss the lists that they have created.
- The teacher will explain the idea of cultural identity: we belong to a cultural group or realm and each individual has a unique cultural identity.
- As a class have the students brainstorm some of the characteristics that make up our personal culture that blends with our general culture to help make us who we are.
- What are some of the characteristics that make you unique?
- Students should mention ideas such as groups we are members of (social structures), the music we prefer, hobbies, where we are born in a family (first-born, second-born).
- Discuss how these characteristics develop the components of culture.
- Have the students select at least six components of their culture (e.g. – language, religion, race, music, family structure, groups etc.)
- Have the students draw a large circle on a blank piece of paper and divide the circle into the appropriate number of sectors.
- The students will then fill each sector with one of their chosen cultural components.
- Have the students use words, pictures and/or symbols to describe each component.
- Refer the students back to page 246-248. The students can use these pages to help them identify any aspect of their culture that have been caused or affected by migration or connection with other cultures.
- Have the students identify on their wheel any aspects of their own culture that are related to migration.
- They should colour/shade the aspects identified and write a one-sentence explanation of how the cultural component was influenced by migration.
Concluding: (20 min)
- Divide the class into small groups (4-6 students).
- Have the students share and discuss their cultural wheels with their group members.
- As a class, share and discuss the similarities and differences amongst the cultural wheels.
Topic/Theme:
- Components of Culture.
Resources:
- Medicine wheel overhead
- Overhead projector
- Blank paper for creating individual wheels
- Textbook – pg. 246-253
Follow Up Ideas:
- Have students complete handout on components of culture.
Self-Reflection:
Day 8
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Identify factors that affect migration and mobility, describe patterns and trends of migration in Canada, and identify the effects of migration on Canadian society.
Use a variety of geographic representations, resources, tools, and technologies to gather process and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge – explain how the components of culture can be affected by migration.
Knowledge – describe the effects that migration has had on the development of Canada.
Inquiry/Research and Communication Skills – locate relevant information from a variety of primary and secondary sources.
Inquiry/Research and Communication Skills – communicate the results of inquiries for specific purposes and audiences, using written notes.
Method(s) of Assessment:
- Students will complete and hand in a worksheet on migration and the components of culture.
Teaching Strategies
Introductory: (15 min)
- The teacher will initiate the lesson by showing the students pictures of various cultural neighbourhoods.
- Ask the students a series of questions about the pictures:
- What type of people live in this neighbourhood?
- Can you attach a cultural label to this neighbourhood?
- What aspects of the neighbourhood reflect this culture?
- What components of culture are evident in the pictures?
- Discuss that people have a natural tendency to live in neighbourhoods with people of the same culture. Familiar settings can make the settlement process easier for new immigrants. Within these neighbourhoods they may receive additional support and ease their transition.
Development: (15 min)
- As a group, have the students read Components of Culture Affected by Migration (pg. 18-19). Have the students pause and discuss at appropriate points in the text.
- Have the students read to the end of paragraph three:
- Why do you think immigrants would like to feel at home when arriving in a new place?
- What are some cultural labels/names given to neighbourhoods? For example, “Chinatown” in Toronto.
- Have the students read to the end of paragraph eight:
- Do you think it is important for immigrants to become part of their new community? Why or why not?
- Have the students read to the end of paragraph thirteen:
- How many religions are represented in your community?
- Have the students read to the end of paragraph sixteen:
- Why is it important to respect the traditions and beliefs of other cultures?
Concluding: (30 min)
- Have the students complete the Components of Culture Affected by Migration Study Organizer independently.
Topic/Theme:
- Components of Culture Affected By Migration.
Resources:
- Pictures of cultural neighbourhoods - overheads
- Overhead projector
- Components of Culture Affected by Migration (pg. 18-19)
- Components of Culture Affected by Migration Study Organizer
Follow Up Ideas:
- Students will begin Final unit project, a brochure or presentation convincing an immigrant to migrate to Canada.
Self-Reflection:
Day 9
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Use a variety of geographic representations, resources, tools and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge and Understanding
Identify the push and pull factors that influence people to move.
Inquiry/Research and Communication Skills
Locate relevant information from a variety of primary and secondary resources.
Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models and graphs.
Method(s) of Assessment:
- Students will complete a brochure or presentation which depicts Canada as the best destination to migrate to. Marked by Rubric.
- Students will hand in their initial investigation sheets. Marked for completion.
- Peer evaluation will be completed by each student. Handed in for evaluation by teacher.
Teaching Strategies
Introductory: (10 min)
- Tell students to get into groups of 4.
- Pass out chart paper and marker to each group.
- Tell students we will be reviewing push and pull factors in regards to migration.
- As a group, students are to come up with as many push and pull factors they can think of in 3 minutes.
- Groups will then take turns announcing the factors they came up with.
Development: (30 min)
- Review: What is migration?
- Why do people migrate?
- What is the definition of push and pull factors?
- Have students get into partners.
- Pass out “Migration Project” Booklet.
- Go over entire booklet with students
- Tell students that one work period will be spent on the initial investigation and another two days will be spent working on the brochure or presentation. Brochures will be handed in the last day, with presentations to follow.
- Tell students they will have the option of completing a brochure or presentation with their partners, depending on their preference.
- Peer Evaluation should be done on the last day.
- Allow time for any questions to be asked.
Concluding: (10 min)
- Give students until the end of class to think about pull factors for Canada.
- Tell students to be ready tomorrow to enter the computer lab and find information on the factors that influence migration to Canada.
Topic/Theme:
- Migration Brochure/Presentation
Resources:
- Chart paper
- Marker
- Worksheets
o Creating a Brochure in Microsoft Publisher (Adapted from Microsoft.com)
o Websites for brochure
§ General Migration Information www.migrationinformation.org
§ International Organization for Migration www.iom.ch
§ The World Factbook www.cia.gov/library/publications/the-world-factbook
§ Demographics by Country www.overpopulation.org/culture.html
§ Information by Country www.secondarydata.com/secdata/demo.asp
§ Information for those moving to another country http://www.justlanded.com/
o Brochure Rubric (Adapted from Rubistar.com)
o Presentation Rubric
o Peer Evaluation sheet
o Instruction sheet
Follow Up Ideas:
- Tomorrows class will have the students find pull factors for Canada.
Self-Reflection:
Day 10
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Use a variety of geographic representations, resources, tools and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge and Understanding
Identify the push and pull factors that influence people to move.
Inquiry/Research and Communication Skills
Locate relevant information from a variety of primary and secondary resources.
Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models and graphs.
Method(s) of Assessment:
- Students will complete a brochure or presentation which depicts Canada as the best destination to migrate to. Marked by Rubric.
- Students will hand in their initial investigation sheets. Marked for completion.
- Peer evaluation will be completed by each student. Handed in for evaluation by teacher.
Teaching Strategies
Introductory: (5 min)
- Review with students what we will be doing today. (Going to the computer lab and looking up pull factors for Canada)
- Read over the instructions for “Initial Investigation”.
- Allow students to ask any questions.
Development: (40 min)
- Go to the computer lab.
- Students will work on their initial investigation.
Concluding: (5 min)
- Log off computers.
- Go over any questions and/or problems anyone had with the assignment.
Topic/Theme:
- Migration Brochure/Presentation
Resources:
- Computer
- Internet
- Pens/Pencils
- Worksheets
o Creating a Brochure in Microsoft Publisher (Adapted from Microsoft.com)
o Websites for brochure
§ General Migration Information www.migrationinformation.org
§ International Organization for Migration www.iom.ch
§ The World Factbook www.cia.gov/library/publications/the-world-factbook
§ Demographics by Country www.overpopulation.org/culture.html
§ Information by Country www.secondarydata.com/secdata/demo.asp
§ Information for those moving to another country http://www.justlanded.com/
o Brochure Rubric (Adapted from Rubistar.com)
o Presentation Rubric
o Peer Evaluation sheet
o Instruction sheet
Follow Up Ideas:
- Tomorrows class will have students begin working on their brochures/presentation
Self-Reflection:
Day 11
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Use a variety of geographic representations, resources, tools and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge and Understanding
Identify the push and pull factors that influence people to move.
Inquiry/Research and Communication Skills
Locate relevant information from a variety of primary and secondary resources.
Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models and graphs.
Method(s) of Assessment:
- Students will complete a brochure or presentation which depicts Canada as the best destination to migrate to. Marked by Rubric.
- Students will hand in their initial investigation sheets. Marked for completion.
- Peer evaluation will be completed by each student. Handed in for evaluation by teacher.
Teaching Strategies
Introductory: (10 min)
- Review with students what we will be doing today. (Going to the computer lab and working on brochures/or working on presentations)
- Go over the instructions for making a brochure on Microsoft Publisher.
- Talk about the important details of brochures and presentations
- Allow students time to ask any questions.
Development: (40 min)
- Go to the computer lab.
- Inform students that lots of colour, designs and pictures are imperative to brochures. Show them the sample brochure created. It should be eye-catching and to the point. Clipart is useful (Show them where clipart is in Microsoft Publisher)
- Presentations should be interactive, have props and have lots of colour and interesting facts for people migrating to Canada.
- Students will work on their brochures or presentations.
Concluding: (5 min)
- Log off computers.
- Go over any questions and/or problems anyone had with the assignment.
- Remind students that tomorrow will be their last day to work on their assignment.
Topic/Theme:
- Migration Brochure/Presentation
Resources:
- Computer
- Internet
- Pens/Pencils
- Worksheets
o Creating a Brochure in Microsoft Publisher (Adapted from Microsoft.com)
o Websites for brochure
§ General Migration Information www.migrationinformation.org
§ International Organization for Migration www.iom.ch
§ The World Factbook www.cia.gov/library/publications/the-world-factbook
§ Demographics by Country www.overpopulation.org/culture.html
§ Information by Country www.secondarydata.com/secdata/demo.asp
§ Information for those moving to another country http://www.justlanded.com/
o Brochure Rubric (Adapted from Rubistar.com)
o Presentation Rubric
o Peer Evaluation sheet
o Instruction sheet
Follow Up Ideas:
- Tomorrows class have students completing their assignments.
Self-Reflection:
Day 12
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Use a variety of geographic representations, resources, tools and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge and Understanding
Identify the push and pull factors that influence people to move.
Inquiry/Research and Communication Skills
Locate relevant information from a variety of primary and secondary resources.
Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models and graphs.
Method(s) of Assessment:
- Students will complete a brochure or presentation which depicts Canada as the best destination to migrate to. Marked by Rubric.
- Students will hand in their initial investigation sheets. Marked for completion.
- Peer evaluation will be completed by each student. Handed in for evaluation by teacher.
Teaching Strategies
Introductory: (5 min)
- Review with students what we will be doing today. (Going to the computer lab and finishing up brochures or presentations)
- Go over any questions students may have had from the previous day.
- Let students know that today will be the last day to work on this assignment.
- Remind students to check for spelling errors. Use spell check and grammar check.
Development: (40 min)
- Go to the computer lab.
- Students will work on their brochures or presentations
Concluding: (5 min)
- Log off computers.
- Allow time for questions.
Topic/Theme:
- Migration Brochure/Presentation
Resources:
- Computer
- Internet
- Pens/Pencils
- Worksheets
o Creating a Brochure in Microsoft Publisher (Adapted from Microsoft.com)
o Websites for brochure
§ General Migration Information www.migrationinformation.org
§ International Organization for Migration www.iom.ch
§ The World Factbook www.cia.gov/library/publications/the-world-factbook
§ Demographics by Country www.overpopulation.org/culture.html
§ Information by Country www.secondarydata.com/secdata/demo.asp
§ Information for those moving to another country http://www.justlanded.com/
o Brochure Rubric (Adapted from Rubistar.com)
o Presentation Rubric
o Peer Evaluation sheet
o Instruction sheet
Follow Up Ideas:
- New Unit
Self-Reflection:
Day 13
Course: Geography – Grade 8
Strand: Migration
Expectation(s)
Overall: Use a variety of geographic representations, resources, tools and technologies to gather, process, and communicate geographic information about migration and its effects on people and communities.
Specific: Knowledge and Understanding
Identify the push and pull factors that influence people to move.
Inquiry/Research and Communication Skills
Locate relevant information from a variety of primary and secondary resources.
Communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and reports, illustrations, tables, charts, maps, models and graphs.
Method(s) of Assessment:
- Students will complete a brochure or presentation which depicts Canada as the best destination to migrate to. Marked by Rubric.
- Students will hand in their initial investigation sheets. Marked for completion.
- Peer evaluation will be completed by each student. Handed in for evaluation by teacher.
Teaching Strategies
Introductory: (5 min)
- Allow time to hand in brochures.
Development: (40 min)
- Those students doing presentations will present.
Concluding: (5 min)
- Students will complete peer evaluation forms.
Topic/Theme:
- Migration Brochure/Presentation
Resources:
- Computer
- Internet
- Pens/Pencils
- Worksheets
o Creating a Brochure in Microsoft Publisher (Adapted from Microsoft.com)
o Websites for brochure
§ General Migration Information www.migrationinformation.org
§ International Organization for Migration www.iom.ch
§ The World Factbook www.cia.gov/library/publications/the-world-factbook
§ Demographics by Country www.overpopulation.org/culture.html
§ Information by Country www.secondarydata.com/secdata/demo.asp
§ Information for those moving to another country http://www.justlanded.com/
o Brochure Rubric (Adapted from Rubistar.com)
o Presentation Rubric
o Peer Evaluation sheet
o Instruction sheet
Follow Up Ideas:
- New Unit
Self-Reflection:
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