Geography
Grade 8: Patterns in Human Geography |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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identify the main patterns of human settlement and identify the factors that
influence population distribution and land use; |
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use a variety of geographic representations, resources, tools, and
technologies to gather, process, and communicate geographic information about
patterns in human geography; |
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compare living and working conditions in countries with different patterns of
settlement, and examine how demographic factors could affect their own lives
in the future. |
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Specific Expectations |
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Knowledge and Understanding |
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identify the three main patterns of human settlement – linear, scattered, and
clustered; |
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identify and explain the factors affecting population distribution (e.g.,
history, natural environment, technological development, immigration
trends/patterns); |
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compare the characteristics of places with high and low population densities; |
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explain how site and situation influence settlement patterns; |
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identify and describe the types of land use (e.g., residential, recreational,
institutional, commercial, industrial, agricultural; for transportation,
communication, utilities; public space); |
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summarize the factors that affect patterns of urbanization,
industrialization, and transportation. |
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Inquiry/Research and Communication Skills |
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formulate questions to guide and synthesize research on the study of
population characteristics and patterns (e.g., What conditions are needed to
maintain a high quality of life? What is the relationship between literacy
rate and GNP? What action can students take to aid a developing nation?); |
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locate relevant information from a variety of primary and secondary sources
(e.g., primary sources: interviews, field studies, surveys; secondary
sources: statistics, maps, diagrams, illustrations, print materials, videos,
CD-ROMs, Internet sites); |
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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 (e.g.,
create graphs to compare factors affecting quality of life; create an
illustrated brochure outlining positive features of a developing nation; map
the ten highest and lowest countries on the Human Development Index;
interpret population pyramids to predict population trends in other
countries); |
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use appropriate vocabulary (e.g., site, situation, rural, developed,
developing, urbanization, population density, population distribution, gross
domestic product [GDP], gross national product [GNP], correlation, birth and
death rates, literacy rate, life expectancy) to describe their inquiries and
observations. |
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Map, Globe and Graphic Skills
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create and use a variety of maps for specific purposes (e.g., to show land
use, transportation routes, population distribution, popular tourist
destinations); |
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produce and interpret simple scatter graphs to determine the correlation
between population characteristics; |
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construct and examine population pyramids to make predictions about future
trends in population characteristics. |
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Application
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compare key characteristics (e.g., quality of life, level of
industrialization and urbanization) of a number of developed and developing
countries; |
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research job trends and predict the skills that will be needed to meet the
challenges of Canada's changing demographics. |
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Student Name: |
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Expectations: Copyright The Queen's Printer for Ontario, 2004. Format: Copyright B.Phillips, 1998.