Download Lesson Plan - Canadian Geographic

A Grizzly End: A casualty of urbanization and clashing worldviews?
Lesson Overview:
This lesson plan offers students the opportunity to investigate the differences between two different cultures and their
worldviews (for example: First Nations and European); focusing on the changes in people, economy, size, population and
development. (This lesson may easily be adapted for different worldviews/cultures.) What belief system did each culture have
with regards to nature? What type of economic system was in place? What was the population? What natural resources did
people rely on? How has society changed over the years? What similarities exist between a European belief system and the First
Nations? What predictions can be made as to the further impact that urbanization will have on nature, in particular the grizzly
bear?
Students will participate in a teacher-guided brainstorming session to complete a Venn diagram that illustrates the
differences and similarities in culture and their worldviews. Students will develop an appreciation for different cultures and
examine how different perspectives affect nature and its inhabitants over time with a particular focus on grizzly bears.
Grade Level:
Grade 7
Time Required:
Two classes required to allow for effective brainstorming and writing time.
Curriculum Connection for Alberta Social Studies Grade 7:
Alberta Social Studies Grade 7
7.1.2 appreciate the challenges of co-existence among peoples
7.2.3 appreciate the challenges that individuals and communities face when confronted with rapid change
7.2.7 assess, critically, the impact of urbanization and of technology on individual and collective identities in Canada by
exploring and reflecting upon this question:
 What impact has increased urbanization had on rural communities in Canada?
Link to the Return of the Wild Virtual Exhibition: http://www.canadiangeographic.ca/wildlife-nature/
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Additional Resources, Materials, and Equipment Required:
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Voices and Visions: A Story of Canada or Our Canada: Origins, Peoples, Perspectives (assigned textbook for Gr. 7 Social
Studies)
Venn diagram
Large chart paper (optional)
Markers (optional)
Additional Resources that may be used to guide students or to extend the lesson:
Canadian Atlas Online
www.canadiangeographic.ca/atlas/
CBC Online
http://www.cbc.ca/
Calgary Herald Online
http://www.calgaryherald.com
Statistics Canada
http://www.statcan.gc.ca/start-debut-eng.html
Main Objective:
Students will demonstrate an understanding and appreciation of how different worldviews/perspectives affect nature and its
inhabitants (in particular the grizzly bear).
Learning Outcomes:
By the end of the lesson, students will be able to:
 Explain the economic, social and cultural dimensions of two different co-existing cultures in the past.
 Explain the economic, social, and cultural dimensions of two different co-existing cultures now.
 Evaluate the information presented and come to conclusions that explain the differences and similarities between these
two cultures.
 Use a variety of sources to draw connections between a culture’s worldview and its development.
 Using learned knowledge, make predictions about the future of nature and its inhabitants, in particular, the grizzly bear.
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The Lesson
The Lesson
Introduction
Lesson Development
Conclusion
Teacher Activity
Teacher introduces topic
by providing and reviewing
chapters in assigned
textbook with students.
Teacher directs class
brainstorm then guides
and prompts students with
questions. Teacher
instructs how to complete
the Venn Diagram and jot
a few points on the class
Venn Diagram.
Teacher gives a summary
of finished diagram,
reviewing key concepts
and subjects covered.
Student Activity
Students engage in
reading of assigned
chapters and respond to
questions.
Students participate in
class brainstorm and
record answers on Venn
Diagrams. Students
review sources given
them; then work in groups
to complete Venn
Diagram.
Students present their
Venn Diagram.
Lesson Extension
This lesson may be extended by having students write a paragraph on the impact of urbanization on nature, in
particular, the grizzly bear. There could also be a cross-curricular connection with Science (Interactions and Ecosystems) and
the study of other species.
This lesson may be extended by examining more than two worldviews/perspectives of a particular group or culture. This
lesson may be modified by adding different sources for the students to use to come to different conclusions, bringing in
different literature and articles. It is possible to challenge the more academic students by having them draw more complex
conclusions between worldviews as they have adapted or changed over time. These may include connections to economic
activity, city planning, evolving populations and cultural values and beliefs
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Assessment of Student Learning
Student diagrams may be evaluated using a rubric that outlines the criteria (relation to different cultures and
perspectives, accurate data, etc.). Students may also complete a journal response explaining their understanding of how
urbanization and economic development impacts us all. This will allow students to internalize the content in relation to
themselves and their community.
Link to Canadian National Standards for Geography
The Six Essential Elements of Geography
1. The World in Spatial Terms: It would be interesting to see how the expansion and growth of cities have impacted nature
and wildlife, in particular the grizzly bear.
2. Places and Regions: Urbanization has brought many changes to what used to be the natural habitat of the grizzly bear.
Different cultural perspectives will have different approaches to conservation.
3. Physical Systems: The desire of cities to develop and urbanize has affected patterns of migration as well as the natural
habitat of the grizzly bear.
4. Human Systems: As cities continue to grow and expand their boundaries, the natural habitat of the grizzly bear becomes
smaller. The thrust for economic development raises concern for conservation.
5. Environment and Society: The expansion of cities and the growth of their population increase the risk of contact and
confrontation between man and the grizzly bear.
6. The Uses of Geography: Different cultures’ perspectives on nature help balance the desire for urbanization and
conservation.
The Five Sets of Geographic Skills:
1. Asking geographic questions: Students inquire into how the habitat of the grizzly bear has decreased over time as cities
have continued to expand.
2. Acquiring geographic information: Students learn to assimilate geographic as well as historical information derived from
various sources (books, thematic maps and online resources).
3. Organizing geographic information: Students organize and present information they have gathered by preparing a
diagram or chart (in small groups or as part of a whole class discussion).
4. Analyzing geographic information: Students interpret and synthesize information they have researched (from statistical
data, maps, charts, tables, articles and books) and make predictions on the plight of the grizzly bear.
5. Answering geographic questions: Students will formulate valid generalizations with regards to a particular cultural
perspective and its impact on conservation.
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Name:_________________
Culture: ____________
Date:________________
Similarities
Culture: ____________
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