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Lesson Title: Four Sectors of the Atlantic Economy
Time: One class
Teaching Strategy: Lecture
Subject: Social Studies - Grade 9
Topic: The economy in Atlantic Canada
Specific Objectives:
1. Students will learn about
the economy of the four Atlantic provinces. The students will be
introduced to the topic,
how the economy develops, and affects the Atlantic provinces.
2. Students will learn the
two terms goods and services. Students will be asked to identify goods
and services in their classroom
and services in their environment.
3. Students will learn the
meaning of the four sectors of the economy (primary, secondary,
tertiary, and quaternary).
General Objectives:
1. Students will engage in
class participation. Class participation will include students raising
their hands and answering
questions introduced in class.
2. Students will engage in
class discussion. Class discussion is similar to class participation.
Students will provide their
own views and opinions about the Atlantic economy.
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Exercise books
3. Chalk board
4. Chalk
Methods/Procedures:
brief introduction about the Atlantic economy.
what are the four Atlantic provinces?
what are goods and services? Provide examples from the classroom and surrounding
environment.
students will be asked to participate in class discussion by answering
a number of
questions (provided at end of lesson).
description of the four sectors of the Atlantic region (primary, secondary,
tertiary and
quaternary industries).
description of Gross Domestic Product. What is it? What is it used for?
students will be required to identify the seven concepts discussed in this
lesson. Students
should provide a definition of each in their note books.
Key Questions:
1. Identify goods and services in your classroom and surrounding environment..
2. What sorts of goods are produced, processed, and distributed in Atlantic Canada?
3. What sorts of services are produced?
4. How do these goods and services contribute to our economy?
5. How is the economy of the
Atlantic region changing?
Evaluation:
Students will be graded on
their note taking from the section discussed and the
completion of the seven
definitions learned in the lesson.
Lesson Title: Primary Industry in Atlantic Canada
Time: One class
Teaching Strategy: Lecture and Cooperative learning
Subject: Social Studies - Grade 9
Topic: Primary Industry
Specific Objectives:
1. Students will learn the following terms; natural resources, primary industry and competition.
2. Students will learn how
to read a map.
General Objectives:
1. Students will engage in class discussion.
2. Students will learn how
to work in groups of two.
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Chalk board
3. Chalk
4. Map (pp. 160)
5. Exercise book
Methods/Procedures:
brief introduction of primary industry.
students should be encouraged to recognize the changes occurring in the
Atlantic
economy.
open class discussion - “How do these industries contribute to our changing
economy?”
ask students to provide their own definition of the term natural resource
after the section
is read aloud in class.
explain the criteria a resource must undergo before it is classified as
a natural resource.
picture in text (pp. 159). Encourage students to provide their own ideas
about the picture.
Suggested questions; “Identify the type of boat being used” and “Discuss
how such boats
originally formed the backbone of the Atlantic fishing industry?”
students can create a flow chart on the chalk board showing the jobs that
flow from the
primary industry - example potato farming.
students will answer a number of questions related to the map on pp. 160
in the text book. Questions are listed on the page.
students can work in groups of two to help each other read the map (pp.160).
Students
will finish the exercise at home if not completed by the end of the class.
Evaluation:
Students will be graded on
note taking and questions related to the map on page
160.
Lesson Title: Harvesting the Sea
Time: One class
Teaching Strategy: Cooperative learning, Direct learning, and Inquiry learning
Subject: Social Studies - Grade 9
Topic: Fishery
Specific Objectives:
1. Students will learn about
the fishery and how it is considered to be a natural resource and a
primary industry.
2. Students will learn how
to interpret a bar graph. The bar graph demonstrates the value of the
fishery in Atlantic Canada
and changing trends.
3. Students will learn the
concept aquaculture.
General Objectives:
1. Class participation
2. Class discussion
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Exercise books
3. Chalk board
4. Chalk
5. Maps
Methods/Procedures:
brief introduction illustrating the importance of the fishery in Atlantic
Canada.
class participation - students can help construct a table listing the fish
species they like to
eat. Students can provide other examples of other plants and animals from
the sea.
discuss the concept “ideal fish habitat”.
discuss how pollution affects a fish habitat.
group work - students can observe figure 11.4 (pp. 161) in groups of three.
Students will
be given 10 minutes to make jot notes about the figure 11.4 (continental
shelves).
group work - same group, students can observe the bar graph 11.5 (pp.161).
Students
must consider the following question, “ Why have lobsters, scallops, and
mussels
contributed more to the value of the fishery in Atlantic Canada over the
past few years?”
journal entry
Journal Entry:
Students will be asked to
use the map on page 160 and the four maps in the appendices of the
text to hypothesize on the
relationship between fish species and water depth.
Evaluation:
Students will be graded on
their note taking, interpretation of figures from the text
and journal entry #1.
Lesson Title: Using Our Forests
Time: One class
Teaching Strategy: Lecture and Cooperative Learning
Subject: Social Studies - Grade 9
Topic: Forestry
Specific Objectives:
1. Students will learn about the natural resource; forestry.
2. Students will learn the concept allowable annual cut and how the government determines the AAC in any given region.
3. Students will learn the benefits the forest brings to society.
4. Students will learn the
dangers the forestry are experiencing today.
General Objectives:
1. Group work
2. Class participation
3. Class discussion
4. Note taking
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Exercise books
3. Chalk board
4. Chalk
Methods/Procedures:
brief introduction illustrating the importance of the forests to the Atlantic
Economy.
students can brainstorm, as a group, the employment opportunities the forests
provide. A
chart can be constructed on the board.
students can list in their exercise book the variety of species found in
the Atlantic region,
the various uses of these species, and the resulting jobs that are created
at the primary,
secondary, and tertiary levels.
explanation of the term allowable annual cut (AAC).
list the factors the government must consider to set AAC.
discuss areas of the forests that are protected - ask the students to name
them.
analyze Table 11.4 (pp.162).
discuss Figure 11.6 (pp. 162). Students should be made aware of the benefits
of the forest besides providing jobs (oxygen, shade, protection, or aesthetics).
group work - groups of four, students should discuss whether they think
areas of the
forest should be left in its natural state. Why or why not? Students will
have to write up a
response and pass it in at the end of class with the names of all group
members.
Evaluation:
Students will be graded on
exercise books, class participation and group work.
Lesson Title: Mining: Treasures From the Earth and Farming in Atlantic Canada
Time: One class
Teaching Strategy: Direct Learning
Subject: Social Studies - Grade 9
Topic: Mining and Farming
pacific Objectives:
1. Students will learn about two natural resources; mining and farming.
2. Students will learn the terms metallic and non-metallic minerals.
3. Students will learn about two types of farming; open-pit and shaft methods.
4. Students will learn about
the three components of farming.
General Objectives:
1. Class participation
2. Class discussion
3. Research skills
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Text book - Resource Lines
Methods/Procedures:
brief introduction of mining and how it is important to Atlantic Canada.
define the terms metallic and non-metallic minerals. Provide examples of
each.
discuss the two methods of extracting minerals from the ground; open-pit
and shaft
method.
discuss the danger associated with deep earth mining. Provide examples
of some disasters that have occurred in Atlantic Canada.
brief introduction of farming and how it is important to Atlantic Canada.
explanation of the three components of farming; inputs, process and outputs
(provide
examples of each).
discuss how farming is important to Atlantic Canada but its contribution
to the Atlantic
economy is small except in Prince Edward Island.
Research Activity:
Students will be given the
next class to collect information in the
Resource Centre on potato
farming in Atlantic Canada. Students can take the rest of the
class to read the case study,
“ Potato Farming in Prince Edward Island” on page 166-168
in the text book. This would
be a good starting point for the research activity.
Key Questions:
1. Provide a brief explanation of the two natural resources, mining and farming.
2. How are mining and farming important to Atlantic Canada?
3. Define the following terms; metallic and non-metallic minerals.
4. Name and explain the two methods of mining.
5. Name the three components
of farming and explain each.
Evaluation:
Students will be graded on
the research activities and exercise books.
Lesson Title: Potato Farming in Atlantic Canada
Time: One class
Teaching Strategy: Cooperative learning and Inquiry learning
Subject: Social studies - Grade 9
Topic: Research
Objectives:
1. Students will learn how to conduct an effective Internet search
2. Students will learn how to research a topic
3. Students will learn about potato farming
4. Students will learn about
the process of farming.
Materials:
1. Computers
2. Internet
3. Text book - Atlantic Canada in the Global Community
4. Books in the Resource Centre
5. Exercise books
6. Pencils
Methods/Procedures:
brief introduction of the rules of the Resource Centre will help students
begin. Books the Resource Centre are placed on one table
for all students to use.
end of class, students must pass in the following items: a brief outline
describing what
they want to discuss, what books and web sites they used and their partners
name.
Web Sites:
Evaluation:
Students will be graded on
the outline they pass in at the end of class.
Lesson Title: Potato Farming in Atlantic Canada
Time: One class
Teaching Strategy: Cooperative learning and Inquiry Learning
Subject: Social Studies - Grade 9
Topic: Research
Objectives:
1. Students will learn how to conduct an effective Internet search
2. Students will learn how to write a research paper.
3. Students will learn about
potato farming
Materials:
1. Computers
2. Internet
3. Library books
4. Exercise books
5. Pencils
Methods/Procedures:
students will continue with their research activity.
at the end of class students will have to pass in the first draft of their
assignment.
Evaluation:
Students will be graded on
their submission of their first draft.
Lesson Title: Potato Farming in Prince Edward Island
Time: One class
Teaching Strategy: Direct and Inquire learning
Subject: Social Studies - Grade 9
Topic: Potato Farming
Specific Objectives:
1. Students will learn about the business aspect of farming.
2. Students will review the following concepts: scarcity, opportunity costs, laws of supply and demand, and budgeting.
3. Students will learn about the production of potatoes.
4. Students will learn about
the farming cycle.
General Objectives:
1. Class participation
2. Class discussion
3. Group work
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Exercise books
3. Chalk board
4. Chalk
Methods/Procedures:
introduction to the business aspect of farming.
review of the terms from Chapter 10; scarcity, opportunity costs, laws
of supply and
demand, and budgeting.
discuss how all these terms affects the production of potatoes.
discuss yearly farm cycle and threats to a successful farming operation.
define the concept, crop rotation and how it is important to farming.
students will be asked to examine Figure 11.10 (pp.166), Table 11.8 (pp.
167), Figure
11.11 (pp. 167), and Table 11.9 (pp.167) in groups of two.
open discussion - students can discuss how technology has changed in the
farming
business.
journal entry
Journal Entry:
Students will write a journal
entry comparing and contrasting the annual round of
traditional activities of
people at Makkovik, Labrador (pp. 30) with the list of the cycle of work
on the Sobey’s farm.
Key Questions:
1. Briefly describe the business aspect of farming
2. Define the following terms: scarcity, opportunity costs, laws of supply and demand, and budgeting.
3. Discuss how technology has changed in the farming business.
4. Explain the farming cycle.
Evaluation:
Students will be graded on
their exercise books and journal entry.
Lesson Title: Secondary Industry in Atlantic Canada
Time: One class
Teaching Strategy: Direct and Inquiry learning
Subject: Social Studies - Grade 9
Topic: Secondary Industry
Specific Objectives:
1. Students will learn about the concept, secondary industry.
2. Students will learn about the concept manufacturing and its two components.
3. Students will learn about
McCain Foods and how it is an example of a secondary industry.
General Objectives:
1. Class participation
2. Class discussion
3. Independent learning
Materials:
1. Text book - Atlantic Canada in the Global Community
2. Chalk board
3. Chalk
4. Exercise books
5. Journal notebook
Methods/Procedures:
brief introduction of the term secondary industry. Provide examples from
the surrounding
environment to help students understand the concept.
define manufacturing. Explain how manufacturing can be divided into two
types; first-
stage manufacturing and second-stage manufacturing.
students should engage in open discussion about Figure 11.3 (pp. 169).
Suggested
question; “Why do industries locate where they do?”
Introduction of the Case Study, “Processing Potatoes: Have a French Fry!”
explain how the development of McCain Foods is an example of a secondary
industry.
while reading the Case Study, have students identify the following principles;
innovation,
use of technology, marketing, diversification and consumer awareness.
examine Figure 11.14 (pp. 170). Suggested question; “What evidence can
you find to
show why McCain might have located her?”
discuss with the students about advertisement and how it affects the selling
of a product.
examine Figure 11.5 (pp. 170) and Table 11.11 (pp. 170).
journal entry
Journal Entry:
Students will take the last
twenty minutes of class and analyse Figure 11.16 on
page 171 in their text book.
Students will be required to brainstorm with a partner how pictures
and phrases affects advertisement.
Students should ask themselves, “Do the advertisement serve
its purpose?”
Key Questions:
1. Define the following terms; secondary industry and manufacturing.
2. Why do industries pick a particular location? Explain.
3. Discuss advertisement and
how it affects the selling of a product?
Evaluation:
Exercise books and journal
entry.
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