Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Grade 11 Regional Geography

No description

Katharine Rogers

on 3 September 2015

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Grade 11 Regional Geography

7. Developing Mastery
Upon the completion of all mandatory unit assignments and quizzes, students will be asked to revisit their preferred topics of study in order to explore them in greater detail. After selecting their topics of focus, students will meet with Ms. Rogers to arrange a culminating activity in this area. This 20% assignment will take the form of a significant independent research project, designed by the student, focusing on a topic of personal interest from the strand identified.

The purpose of providing this level of autonomy is to ensure high levels of student engagement and achievement in the final stages of the program. Regular meetings with the teacher will ensure that students are progressing through the final projects at an appropriate pace and in a manner that is reflective of both their learning throughout the course and their unique interests in the topics chosen.
1. Educating Within Place
While in Kyuquot, students will acquire context for later research and build a sense of connection to place and people.
Assessment of learning will be conducted using the following:
field journals
presentations on student-identified topics of interest

group and individual conversations
daily reflections (in journals)
2. Building Relationships
6. Bringing it all Together
As the term progresses, it is important to remember that this course is based in hands-on field work. As such, many of the assignments will combine elements of research with reflections on field experience. Student assignment choices and autonomy over research topics will help ensure continued engagement in the program. There may also be an opportunity to stay in contact with our counterparts in Kyuquot in order to continue the dialogue about the four strands. Brief weekly meetings will make it possible for the group to stay connected, and share ideas and reflections about course materials.
4. Making Connections
Upon our return to the city, the students will write a series of short quizzes in order to demonstrate their understanding of the content covered while on trip. From there, they will move into a culminating project that asks them to consider the connections (and differences) betwen the lifestyles of the residents of Kyuquot and the students' own ways of life in Toronto. Students will be permitted to select their own topics of focus (culture, education, industry, physical environment, etc.) and methods of delivery for this project.
Upon the completion of the final project for the field work portion of the course, students will be required to complete a series of online modules containing information from the four strands. These modules will introduce core materials not covered on trip, and will require students to complete readings and conduct research on a variety of topics. The modules can be completed in any order, and are self-paced. At the end of each module, students will complete one of a series of possible assignments in order to demonstrate their learning.

Grade 11 Regional Geography
5. Conducting Research
Regional Geography, Grade 11

This course explores interactions
between the land and people in a selected region and its
interconnections with other
regions of the world. Students will
explore geographic issues related
to the region’s environmental, economic, and social/cultural characteristics, including resource sustainability, import/export interrelationships, and living
conditions. Students will apply
the concepts of geographic thinking
and the geographic inquiry process,
including spatial technologies, to
investigate current regional patterns
and trends and to predict future directions for the region and its partnerships.

The View from the Beach
Exploring the Intertidal Zone
Our Primary Method of Transportation
Key Skills:
Throughout the course of the regional geography program, students will work to develop skills in the following areas:
digital mapping
critical thinking
conducting research
independent learning
making connections
reflecting on experience
Historical, Physical, Human, Economic Geographies
Field Experience (47.5 hrs)

2014 Dates:
Sept. 4-11
Kyuquot, BC
Base Camp:
Spring Island
West Coast Expeditions
Kat Rogers
history, climate, logging, fishing, local and First Nations' cultures, coastal ecology, access,
landforms, sustainability
Spring Island, Kyuquot
Students will spend the first half of their course immersed in the physical environment of Kyuquot. Daily hikes and sea kayak trips from the base camp on Spring Island will take us to various outdoor classrooms. Visits with local students, fisherman, business owners, and residents will provide the opportunity for meaningful connection and relationship building.
3. Reflecting on Experience
Four Strands
While on trip, students will be engaged in both a traditional outdoor education program in the form of hiking, kayaking, meal preparation, and navigation, and in their studies for the regional geography credit. All four strands will be addressed during the field work portion of the course. Topics of study are outlined in the chart below.
Historical Geography
Settlement of the Kyuquot region
History of trade and commerce
The historical over-hunting of sea otter populations
Government treaties and land ownership
Significant local events
Spring Island's LORAN station
Physical Geography
Oceanic composition
Coastal ecology and the intertidal zone
Weather and climate patterns
Forces shaping the land (erosion and weathering, logging, etc.)
Impacts of climate change
Natural disasters
Cultural Geography
First Nations culture
Impacts of physical isolation
Local education systems
Spirituality and cultural connections to the land
Relationships with the broader region of Vancouver Island
Demographic trends
Economic Geography
The logging industry
Hunting and fishing
Impacts of natural resource development
Sustainable resource management
Economic history
Students will experience a greater sense of
through their connections with local residents. Who better to explain the cultural history of the region than local First Nations people? How better to learn about the fishing industry than through an open-ocean discussion with local fishermen? Students will have opportunities to share stories and meals with local residents, and will meet with the students of Kyuquot's school in order to compare learning and life experiences.
Students will be required to keep field journals for the duration of the trip. Notes on daily lessons will be kept in these journals, along with written reflections to be completed at the end of each day. Students will also be encouraged to use the journals for creative writing, drawing, and brainstorming. As a significant component of the trip, they will be submitted for assessment upon our return to the school.
Independent Learning
(62.5 hrs)

2014 Dates:
Sept. 15-Dec. 19
GCS / Home
Kat Rogers

independent study, weekly group meetings, bi-weekly one-to-one check ins
Project based learning

By the end of the course, successful students will have developed the following:
A high level of understanding of the physical, cultural, economic and historical geographies of Kyuquot, British Columbia, and the connections between them
An improved facility with the use of geographic technologies including GIS mapping
The ability to present a wide range of information in a variety of ways
Strong independent learning and research skills
A critical, inquiring, and reflective approach to learning
A deeper understanding understanding of the interconnectedness of humans and their environments
The End Goal
Assessing Student Learning
Stage 1
Core readings, note taking, relevant research, small group discussions, biweekly check-ins with the teacher
Stage 2
Completion of online quizzes related to core materials, reviewing of quiz results, reflection on practice, revisiting of core materials (if necessary), attending extra-sessions as needed
Stage 3
Researching a topic of personal interest, making connections between strands, evaluating the quality of research found, organizing and analyzing findings
Stage 4
Applying research findings to one of a selection of assignments, presenting information in a variety of forms (including GIS maps), sharing findings with classmates through the course Groodle page, reflecting on findings
“We know enough of our history by now to be aware that people exploit what they have merely concluded to be of value, but they defend what they love” (Wendell Berry, 2000)
Student learning in the online/independent portion of the course will be assessed using the following tools:
Regular quizzes throughout each module
Reflective journaling
Formal group discussions (round table and debate)
Informal conversations (student-teacher bi-weekly check ins)
Small regular assignments based on student interest
Written forms: essays, labs, creative writing, etc.
Digital forms: slideshows, mapping, Popplets, photography, etc.
Final culminating research project
Full transcript