Economic Systems - Queen's University · (705) 472-2770 Nipissing-Parry Sound Catholic District School Board [email protected] [email protected] Based on a unit by: A

E Is for Elements C Is for Characteristics

O Is for Oasis N Is for Name That Industry

O Is for Opportunities M Is for Mapping

I Is for Identifying C Is for Conducting

Including:

August 2001

Written by:

G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project

Economic SystemsGeography

Length of Unit: approximately: 19.3 hours

A Unit for Grade 8

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:00:56 PM

Economic SystemsGeography A Unit for Grade 8

G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project Manager)

G. McParland, B. Walsh, L. Price, P. Mann, D. Overholt (Project Manager)

St. Hubert / Mother St. Bride / St. Joseph / St. Gregory(705) 472-2770

Nipissing-Parry Sound Catholic District School Board

St. Hubert / Mother St. Bride / St. Joseph / St. Gregory(705) 472-2770

Nipissing-Parry Sound Catholic District School Board

[email protected]

[email protected]

Based on a unit by:

A Unit for Grade 8Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

The developers are appreciative of the suggestions and comments from teacher colleagues involvedthrough the internal, external and theological review.

A sincere thank you to Carollynn Desjardins, Executive Director of the NOCCC who assisted the writingteam from Nipissing Parry Sound Catholic District School Board throughout the process.

The following organizations have supported the elementary unit project through team building andleadership:

The Council of Directors of OntarioThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment BranchNorthern Ontario Catholic Curriculum Cooperative (NOCCC)

A Special thank you to The Institute for Catholic Education who provided leadership, direction and supportthrough the Advisory and Curriculum Committees.


Economic Systems Page 1

Geography A Unit for Grade 8

Task ContextThe study of economic systems focuses on the types of economic systems and the factors that influence them.Students analyse Canada's trade associations, employment trends, and economic relationships. They study themanufacturing process and distribution of products, and identify the interrelationships among the three types ofindustry.

Catholic Graduate Expectations:CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human solidarity, and the common good.

CGE 2b - reads, understands, and uses written materials effectively.

CGE 2c - presents information and ideas clearly and honestly and with sensitivity to others.

CGE 2a - listens actively and critically to understand and learn in light of gospel values.

CGE 3b - creates, adapts, evaluates new ideas in light of the common good.

CGE 3f - examines, evaluates, and applies knowledge of interdependent systems (physical, political, ethical,socio-economic, and ecological) for the development of a just and compassionate society.

CGE 5b - thinks critically about the meaning and purpose of work.

CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.

CGE 7f - respects and affirms the diversity and interdependence of the world's peoples and cultures.

CGE 7g - respects and understands the history, cultural heritage, and pluralism of today's contemporary society.

CGE 7i - respects the environment and uses resources wisely.

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful,and compassionate society.

Task SummaryStudents will demonstrate an understanding of economic systems and the factors that influence them. Theywill use a variety of geographic representations, tools, and technologies to gather, process, andcommunicate geographic information to prepare a final report describing the impact of a new industry on theeconomy of a region.

Culminating Task AssessmentStudents will select a product/industry and will use the concepts and skills they have learned through the subtasksof the unit to describe the impact of the product/industry on the economy of a municipality/region. Assuming therole of vice president of marketing, they will conduct research and present data to the CEO and the board ofdirectors as to whether or not the company should invest its resources into development of the product/industry.Students will need to apply effective communication, decision-making, problem-solving, time and resourcemanagement skills.



Unit Overview

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CGE 4f - applies effective communication, decision-making, problem-solving, time and resource management skills.



Links to Prior KnowledgeThe following is a list of the knowledge and skills necessary for students to complete the activities included inthis unit:

- work cooperatively with others in a small group setting to complete assigned tasks;

- use the main steps in the research model to define, organize, locate, record, evaluate, conclude, apply, andcommunicate information from a variety of resources in the classroom and/or library/resource centre (atlas,encyclopedia, textbook, computer software, Internet);

- formulate questions, identify issues, and define problems for research purposes;

- produce graphs, charts, diagrams, maps, and models to organize information;

- use appropriate vocabulary to describe their inquiries and observations;

- know the basic requirements of an effective oral presentation.

Considerations

Notes to TeacherThe following preparations are suggested before teaching this unit:

- Collect a class set of atlases and a class set of one or more textbooks based on current CurriculumGuidelines.

- Arrange resources (school library/librarian/resource centre) for the completion of the research componentof the unit.

- Bookmark applicable Internet sites. Teachers are to follow Board/School guidelines regarding Internet useby students.

- Develop and display a glossary of important terms encountered throughout this unit.

- If feasible, invite a speaker to talk with the class on the impact of establishing a new industry in thecommunity. The local chamber of commerce should be able to provide a speaker. Make arrangements well inadvance.

For students with special needs, here are some suggestions:

- Provide a copy of peer or teacher notes to allow student to focus on listening.

- Provide opportunities to ‘pair - share' or plan activity breaks to assist the student's ability to focus oninstruction.

- Make use of computer technology where possible: provide opportunities for the student to word process


rather than write assignments.

- Go for quality rather than quantity of work as sometimes a reduced work load is required.

- Monitor progress often. Frequent feedback helps keep students on track and lets them know what isexpected of them while building self-esteem.

For specific academic skill areas and assessment accommodations, refer to strategies that are referenced inother exceptionality sections of the Learning Accommodations section of the Teacher Companion guide (e.g.,learning disability, giftedness, developmental disability).



Subtask List Page 1List of Subtasks

E Is for ElementsStudents will improve their communicating skills and present ideas clearly by completing a chartidentifying the fundamental elements of an economic system: the goods that are produced; how thegoods are produced; for whom they are produced; and how they are distributed.

Catholic Graduate Expectations:CGE 2b - reads, understands, and uses written materials effectively.


CGE 4f - applies effective communication, decision-making, problem solving, time and resourcemanagement skills.


1

C Is for CharacteristicsStudents will think critically about the meaning and purpose of work as they sort and classify thecharacteristics of basic economic systems (subsistence, traditional, command, market), as well asunderstand that most countries, like Canada, have a mixed economy, that includes features from morethan one system.

Catholic Graduate Expectations:CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human and compassionate society.

2

O Is for OasisStudents will respect and affirm the diversity and interdependence of the world's peoples and culturesas they examine the economic resources (e.g., land, labour, capital, entrepreneurial ability) thatinfluence the economic success of the region they live in and a region distant from their own.




CGE 4f - applies effective communication, decision-making, problem-solving, time and resourcemanagement skills.

CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the commongood.

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,peaceful, and compassionate society.


3

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N Is for Name That IndustryStudents will examine print/visual materials to identify and give examples of the three major types ofindustries (i.e., primary/ resource, secondary/manufacturing, tertiary/service), and examine thehistorical development of these industries. They will present information and ideas clearly and honestlywith sensitivity to others.

Catholic Graduate Expectations:CGE 2b - reads, understands and uses written materials effectively.




CGE 5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the commongood.


4

O Is for OpportunitiesStudents will think critically about the meaning and purpose of work as they discuss the production ofa product yesterday and today (bread from scratch, bread from a bread maker, bread from a bakery).They will examine the manufacturing system (e.g., input, process, output, feedback) and describe howmechanization and technology have changed the Canadian economy and opportunities for employment.

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human solidarity, and the common good.




5

M Is for MappingStudents will locate areas of sources of raw materials in Canada and map the locations of theindustries that rely on them. From this, they will identify existing patterns. They will develop respect forthe environment and recognize the importance of using resources wisely.






6




I Is for IdentifyingThrough the effective use of the Internet, atlases, news media, or other written media, students willlocate, identify, and graph the top trading countries in the world and then suggest reasons for theirsuccess. In doing so, they should develop respect and understanding of the cultural heritage andpluralism of today's contemporary society.





CGE 7g - respects and understands the history, cultural heritage, and pluralism of today'scontemporary society.

7

C Is for ConductingStudents will select a product/industry and will use the concepts and skills they have learned throughthe subtasks of the unit to describe the impact of the product/industry on the economy of amunicipality/region. Assuming the role of vice president of marketing, they will conduct research andpresent data to the CEO and the board of directors as to whether or not the company should invest itsresources into development of the product/industry. Students will need to apply effectivecommunication, decision-making, problem-solving, time and resource management skills.








8


Economic Systems Subtask 1 E Is for Elements

Geography A Unit for Grade 8 mins120

Expectations8g25 – demonstrate an awareness of the fundamental

elements of an economic system: what goods areproduced; how they are produced; for whom theyare produced; and how they are distributed;

8g32 – locate relevant information from a variety ofsources (e.g., statistics, interviews, published fieldstudies, field trip to a local industry, maps,illustrations, print materials, videos, CD-ROMs,Internet);

8g34 – construct a wide variety of graphs, charts,diagrams, and models to organize information (e.g.,graph the changing types of industry over time);

8g35 – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and reports, drawings,tables, charts, and graphs.

DescriptionStudents will improve their communicating skills and present ideas clearly by completing a chart identifying thefundamental elements of an economic system: the goods that are produced; how the goods are produced; forwhom they are produced; and how they are distributed.



CGE 4f - applies effective communication, decision-making, problem solving, time and resource managementskills.


GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesDiscussionBrainstorming

AssessmentFormative assessment by the teacher of thestudents working in groups (BLM 1.2 GroupWork Rating Scale).

Assessment StrategiesPerformance Task

Assessment Recording DevicesRating Scale

Teaching / Learning1. Teacher will explain to the students that in small groups, they will examine a list of 20 items (BLM 1.1 Grouping20 Items) and that they must decide how to separate the items into four groups, then three groups, and then twoequal groups. They will use chart paper (Resources: chart paper and markers) to categorize the items. Teacher willexplain to the students that they will be evaluated during this activity. Use the overhead or the chalkboard todiscuss the group work rating scale (BLM 1.2 Group Work Rating Scale).2. Students will brainstorm a title for each group and provide a rationale for their choices. The charts can beposted around the classroom so that students can compare results.3. A reporter from each group will present the group's findings to the class.4. Teacher will direct a discussion to lead students to understand, if they have not already, that in the two groups,10 of the items can be labeled as goods and 10 labeled as services.5. Using the list of goods from step 5, the teacher will pose the following questions: a) Where does it come from(natural resource)? b) How was it produced? c) For whom is it produced (Who uses it?)? and d) How is itdistributed? Students will complete a visual organizer (BLM 1.3 Elements of an Economic System). Teacher couldcomplete an example with the students (e.g., pencil - tree/forest; made in a factory; students, teachers, artists,etc.; train, truck, ship).6. Students will begin a glossary section in their notebooks to record the important terms and definitions of theunit: goods, services, economic systems (the ways societies make economic decisions about what goods to

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Economic Systems Subtask 1 E Is for Elements


Resources

produce and how to distribute them).7. Students will begin to keep a reflective journal based on global economic issues that affirm the diversity andinterdependence of the world's peoples and cultures. After examining the 20 items in this subtask, students mightconsider the following questions.a) How many of the goods do I have?b) How many do I need?8. Students will complete a title page for this unit that includes the title of the unit, Economic Systems, andcoloured illustrations that depict the theme of the unit. They may be drawn or computer generated. The title pageis to be on plain, three-ringed paper. This page can be assigned once the students have become familiar with theelements of the unit and then placed at the front of their unit notes.9. Students will begin a contents page. The title of the unit, Economic Systems, will be the title. Each topic in theunit will be listed on this page that will be kept at the front of the unit (after the title page).

AdaptationsWhere appropriate, students with special needs may be dispersed among the groups and paired with studentswho can assist them and check their work. Teacher should provide instructions visually and verbally and monitorprogress often.

Grouping 20 Items 1.1 Grouping Twenty Items.cwk

Group Work Rating Scale 1.2 Group Work Rating Scale.cwk

Elements of an Economic System 1.3 Elements of Econ System.cwk

Chart Paper 2

Makers 2

Notes to Teacher

Teacher Reflections


Economic Systems Subtask 2 C Is for Characteristics


Expectations8g26 – demonstrate an awareness of the characteristics

of basic economic systems (e.g., subsistence,traditional, command, market), as well as recognitionthat most countries like Canada have a mixedeconomy that includes features from more than onesystem;

8g30 – use appropriate vocabulary (e.g., economy;subsistence, traditional, command, market, andmixed economies; production; goods; services;consumer; market; distribution; import; exports; land;entrepreneurial; capital; primary, secondary, andtertiary industries; North American Free TradeAgreement) to describe their inquiries andobservations;

8g34 – construct a wide variety of graphs, charts,diagrams, and models to organize information (e.g.,graph the changing types of industry over time);

DescriptionStudents will think critically about the meaning and purpose of work as they sort and classify the characteristicsof basic economic systems (subsistence, traditional, command, market), as well as understand that mostcountries, like Canada, have a mixed economy, that includes features from more than one system.

Catholic Graduate Expectations:CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human and compassionate society.

GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesDiscussionClassifyingNote-making

AssessmentFormative assessment by the teacher of thestudents working in groups.


Assessment Recording DevicesRating Scale

Teaching / Learning1. Review previous subtask regarding different goods.2. Explain to students that various countries produce different goods. Ask students to identify some of theconditions upon which the production of goods is dependent: climate, soil, resources, technology, cash flow,education, and people. Ask students to explain what happens once a good is produced: (i.e. it's sold to people inthe producing country or to another country that may not have that good.)Command: An economic system in which the government owns and controls all facets of the economy, e.g., NorthKorea, Cuba.Market: An economic system in which individual producers own and determine the production, distribution, andconsumption of goods and services, e.g., Canada, USA. (BLM 2.1 Characteristics of Economic Systems -Answers).These should be included in the glossary of the student notebook.4. Divide the class into small groups and distribute the Characteristics of Economic Systems (BLM 2.1), two sheetsof chart paper, and two markers.5. Students are to discuss and sort the information according to the economic system it is characteristic of. Use thechart paper to record the information.6. A reporter from each group will present the findings of the group and post the charts in the classroom.7. If students have not recognized that most countries may have a combination of the four basic types ofeconomic systems, explain the concept of the mixed economy. Most countries, like Canada and the USA have amixed economy: An economic system which uses aspects of more than one of the basic types of economicsystems (subsistence, traditional, command, and market).8. Entries will be checked and edited as required. Students will then add this information to their notes.9. Students will investigate the quality of life in two different areas/localities within the same economic system.


Economic Systems Subtask 2 C Is for Characteristics


Resources

Students will construct a table to display their results. The following categories are suggestions: housing,education, health services, income, historical precedent, economic activities, resources, and technology. Examinethe disparities between the two.10. As an extended activity, students could take the part of a government official and decide what programs canbe or are being implemented to improve the quality of life and narrow the gap between the two. Students couldwrite a proposal to suggest the steps that could be taken. Refer to Canadian Catholic Organization forDevelopment and Peace.11. Place important terms in glossary: subsistence, traditional, command, market, and mixed economies. Recordreflections in journal.12. Record reflections in journal: In a command economy, the government owns and controls all facets of theeconomy. Is this fair?

AdaptationsStudents with special needs will be dispersed among the groups and paired with students who can assist themand check their work. Teacher will provide instructions visually and verbally and monitor progress often.

Characteristics of Economic SystemsAnswers

2.1 Chars of EconSystem Ans.cwk

Characteristics of Economic Systems 2.1 Chars of EconSystem.cwk

Group Work Rating Scale 1.2 Group Work Rating Scale.cwk

Chart Paper 2

Markers 2

Notes to TeacherIn step 7, you may decide to compare Canada's mixed economy to another country where there is only asubsistence economy.

Teacher Reflections


Economic Systems Subtask 3 O Is for Oasis


Expectations8g27 A – demonstrate an understanding of how economic

resources (e.g., land, labour, capital, entrepreneurialability) influence the economic success of a region;

8g31 A – ask questions that synthesize various sources ofinformation and points of view (e.g., on the effect ofmechanization and technology on the Canadianeconomy);

8g32 A – locate relevant information from a variety ofsources (e.g., statistics, interviews, published fieldstudies, field trip to a local industry, maps,illustrations, print materials, videos, CD-ROMs,Internet);

8g35 A – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and reports, drawings,tables, charts, and graphs.

8g30 A – use appropriate vocabulary (e.g., economy;subsistence, traditional, command, market, andmixed economies; production; goods; services;consumer; market; distribution; import; exports; land;entrepreneurial; capital; primary, secondary, andtertiary industries; North American Free TradeAgreement) to describe their inquiries andobservations;

8g34 A – construct a wide variety of graphs, charts,diagrams, and models to organize information (e.g.,graph the changing types of industry over time);

DescriptionStudents will respect and affirm the diversity and interdependence of the world's peoples and cultures as theyexamine the economic resources (e.g., land, labour, capital, entrepreneurial ability) that influence theeconomic success of the region they live in and a region distant from their own.




CGE 4f - applies effective communication, decision-making, problem-solving, time and resource managementskills.

CGE 5d - finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good.

CGE 7e - witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just,peaceful, and compassionate society.


GroupingsStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesThink / Pair / ShareResearch

AssessmentFormative assessment by the teacher ofstudents oral presentations.

Assessment StrategiesPerformance TaskClassroom Presentation

Assessment Recording DevicesRubric

Teaching / Learning


Economic Systems Subtask 3 O Is for Oasis


Resources

1. Use the think, pair, share strategy to introduce/review economic resources (i.e., land, labour, capital,entrepreneurial ability). Ask the students to consider the question "What makes our/any municipality economicallysuccessful?"2. Students add the term "economic resources" (any resources of land, labour, capital, or entrepreneurial ability; afactor necessary for the economic success of a region) and examples to their glossary.3. Examine your own municipality or region and complete a visual organizer (list) of the economic resourcesavailable. Headings such as land, labour, capital, and entrepreneurial ability could be used (BLM 3.2: EconomicResources of Any Town, Ontario).4. In small groups, students will complete a similar study of another municipality or region, identifying the economicresources present.5. Groups will organize and present their findings orally.6. As an extension, students might examine a municipality or region where there has been an economic downturn.7. Place other important terms in glossary: land, labour, capital, entrepreneurial ability.8. Record reflections in journal: What economic resources do we have in our community that we share with anothercommunity?


Rubric for an Oral Presentation

Economic Resources of Any Town 3.1 Econ Res of AnyTown Ont.cwk

Notes to Teacher

Teacher Reflections


Economic Systems Subtask 4 N Is for Name That Industry


Expectations8g28 A – identify and give examples of the three major

types of industries (i.e., primary/ resource,secondary/manufacturing, tertiary/service), anddescribe how the distribution of these industries haschanged;


8g33 – analyse, synthesize, and evaluate data (e.g.,about Canada’s trading partners);




DescriptionStudents will examine print/visual materials to identify and give examples of the three major types of industries(i.e., primary/ resource, secondary/manufacturing, tertiary/service), and examine the historical development ofthese industries. They will present information and ideas clearly and honestly with sensitivity to others.





CGE 5d - finds meaning, dignity, fulfillment and vocation in work which contributes to the common good.


GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesDiscussionGraphing

AssessmentSummative assessment by the teacher ofstudents' bar graphs of the percentage ofwork force employed in each of the threeindustries.



Teaching / Learning1. Display a variety of labeled pictures and/or actual products of goods for the students to examine (wood, chair,tomatoes, cans of fruit or vegetables, etc.).2. With the students, trace the origin of these products (i.e., wood is from a tree in the forest; the chair is from aretailer, who got it from a factory, that made it from the wood they got from the saw mill, that obtained it from the


Economic Systems Subtask 4 N Is for Name That Industry


Resources

forestry company, that got it from a tree in the forest.)3. Introduce the three main types of industries (primary/resource, secondary/manufacturing, and tertiary/service)and place them as headings on chart paper/chalk board/overhead. Students can do the same in their notebooks.4. Students will be asked to place the labels from the pictures or products from step 1 under the appropriateindustry heading.5. Students complete a visual organizer (BLM 4.1 The Three Types of Industries) to display the three types ofindustries: primary, secondary, and tertiary. Students will decide where to place each of the given industries (BLM4.2 The Three Types of Industries - Answers) on the chart.6. Using available statistics (current textbooks which have been developed to meet Ontario Curriculum standards,atlas), students will investigate the percentage of the working people employed in each of the three types ofindustry and construct a bar graph (BLM 4.3 Grid for Graphing) to display their findings.7. Using Appendix 4.4 from "Implementation Support Material for the Ontario Curriculum: History and Geography,Grades 7 and 8, 1998: Sample Unit, Economic Systems, Grade 8 - Geography, Unit 2," students will examinethe historical development of industries (farming, forestry, transportation, etc.).8. Place important terms in glossary: primary/resource, secondary/manufacturing, and tertiary/service industries.9. Record reflections in journal: Why do people work?

AdaptationsWhere appropriate, students with special needs may be paired with students who can assist them and check theirwork. Teacher should provide instructions visually and verbally and monitor progress often.

Rubric For a Bar Graph

Grid For Graphing 4.3 Grid for Graphing.cwk

The ThreeTypes of Industries - Answers 4.2 3 Types Industries Ans.cwk

The Three Types of Industries 4.1 3 Types Industries.cwk

Notes to Teacher

Teacher Reflections


Economic Systems Subtask 5 O Is for Opportunities


Expectations8g29 A – demonstrate an understanding of the

manufacturing system (e.g., input, process, output,feedback), and describe how mechanization andtechnology have changed the Canadian economy.


8g31 – ask questions that synthesize various sources ofinformation and points of view (e.g., on the effect ofmechanization and technology on the Canadianeconomy);

8g33 – analyse, synthesize, and evaluate data (e.g.,about Canada’s trading partners);




DescriptionStudents will think critically about the meaning and purpose of work as they discuss the production of aproduct yesterday and today (bread from scratch, bread from a bread maker, bread from a bakery).They will examine the manufacturing system (e.g., input, process, output, feedback) and describe howmechanization and technology have changed the Canadian economy and opportunities for employment.

CGE 1d - develops attitudes and values founded on Catholic social teaching and acts to promote socialresponsibility, human solidarity, and the common good.




GroupingsStudents Working As A Whole ClassStudents Working In Pairs

Teaching / Learning StrategiesDiscussionResearch

AssessmentFormative assessment by the teacher of thestudents' presentations to the class.

Assessment StrategiesPerformance TaskConference


Teaching / Learning1. Ask students to name products made historically and still made today (e.g., steel, bread, bricks, etc.). Constructa web to display the products (BLM 5.1 Products of Yesterday and Today). Students view the video from theNational Film Board of Canada, Making Steel, to outline the manufacturing process of steel over the past century.The video explores the Cape Breton experience at the Sydney steel plant in three parts: technology, history, andculture of work including the job status of religion and ethnicity.


Economic Systems Subtask 5 O Is for Opportunities


Resources

2. Define the terms input, process, output, and feedback as part of the manufacturing system. Discuss these inrelation to the video.3. Complete the BLM for Making French Fries (BLM 5.2) with the students: input, process, output, and feedback.4. Choose one product from the web and discuss its manufacturing system "yesterday and today." In pairs,students will select a different product and research its manufacturing system. They will outline the manufacturingsystem (input, process, output, and feedback) for this product and present their findings to the class in an oralpresentation.5. Teacher should conference with groups of students to check on their progress and provide feedback. This willbe done in preparation for the culminating task.6. Place important terms in glossary: input, process, output, feedback.7. Record reflections in journal: You might hear some people talk about "the good old days." What do you thinkthey mean?

AdaptationsWhere appropriate, students with special needs may be paired with students who can assist them and check theirwork. Teacher should provide instructions visually and verbally and monitor progress often.


Products of Yesterday and Today 5.1 ProductsYesterdayToday.cwk

Making French Fries 5.2 Making French Fries.cwk

Making Steel National Film Board of Canada

Notes to Teacher

Teacher Reflections


Economic Systems Subtask 6 M Is for Mapping


Expectations8g36 A – identify patterns in the area of economics, using

thematic maps (e.g., location of industries in relationto sources of raw materials).




8g27 A – demonstrate an understanding of how economicresources (e.g., land, labour, capital, entrepreneurialability) influence the economic success of a region;

8g28 A – identify and give examples of the three majortypes of industries (i.e., primary/ resource,secondary/manufacturing, tertiary/service), anddescribe how the distribution of these industries haschanged;

DescriptionStudents will locate areas of sources of raw materials in Canada and map the locations of the industries thatrely on them. From this, they will identify existing patterns. They will develop respect for the environment andrecognize the importance of using resources wisely.






GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDiscussionMap Making

AssessmentSummative assessment by the teacher ofthe map of "Canada's raw materials andrelated industries."



Teaching / Learning1. Introduce/review the meaning of the term "raw materials". Create a web of Canadian raw materials (BLM 6.1).2. Discuss the industries associated with various raw materials (e.g., wood - forestry, lumber, manufacturing,transport, retail, repair).3. Using available statistics (student text, atlas), students will map (BLM 6.2 Map of Canada) the locations of rawmaterials in Canada and the locations of the industries that rely on them. From this, they will identify existingpatterns.4. Place important term in glossary: raw materials.5. Record reflections in journal: Which raw material extraction process do you think causes the most environmentaldamage? Why? What is being done in the industry to lessen the impact of the removal of the raw material?


Economic Systems Subtask 6 M Is for Mapping


Resources

AdaptationsStudents with special needs will be paired with students who can assist them and check their work. Teacher willprovide instructions visually and verbally and monitor progress often.

Rubric for a Map

Canadian Raw Materials 6.1 Web Canadian Raw Matrls.cwk

Map of Canada 6.2 Map of Canada.pdf

National Atlas of Canada

Notes to Teacher

Teacher ReflectionsMake sure that students are given guidelines for use of the Internet.


Economic Systems Subtask 7 I Is for Identifying


Expectations8g34 A – construct a wide variety of graphs, charts,

diagrams, and models to organize information (e.g.,graph the changing types of industry over time);


8g30 – use appropriate vocabulary (e.g., economy;subsistence, traditional, command, market, andmixed economies; production; goods; services;consumer; market; distribution; import; exports; land;entrepreneurial; capital; primary, secondary, andtertiary industries; North American Free TradeAgreement) to describe their inquiries andobservations;


8g37 A – identify the top trading countries in the world andthe reasons for their success;

DescriptionThrough the effective use of the Internet, atlases, news media, or other written media, students will locate,identify, and graph the top trading countries in the world and then suggest reasons for their success. In doingso, they should develop respect and understanding of the cultural heritage and pluralism of today'scontemporary society.





CGE 7g - respects and understands the history, cultural heritage, and pluralism of today's contemporarysociety.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesDiscussionGraphingNote-making

AssessmentSummative assessment by the teacher ofstudents' bar and circle graphs on toptrading countries in the world.

Assessment StrategiesPerformance TaskQuestions And Answers (oral)


Teaching / Learning1. Ask students to recall some of the conditions upon which the production of goods depends: climate, soil,resources, technology, cash flow, education, and people (Subtask 2). Discuss the reasons that products arebought and sold among countries: because a country does not have the products; they are cheaper to purchasethan produce; or because conditions do not allow for the production of the products.2. Have students set up a chart in their notebooks. The title of the chart could be "Origin of Products" and itshould have two headings, "Product" and "Manufacturing Country." In pairs, have students look around theclassroom and compile a list of 15 to 20 products (i.e., articles of clothing, jewelry, classroom equipment andfurnishings, shoes, textbooks, etc.) and the country where the product was manufactured.3. With the class, make a chart on the overhead/chalk board/chart paper and have students complete the charts




Resources

in their notebooks. Ask a student to name a country and the products manufactured in it. Use the name of thecountry as a chart heading and list the products it manufactures. Ask other students to name other products theyfound manufactured in this country and place them on the list. Ask another student for the name of anothercountry and its products. Make a second heading and list the products. Continue this procedure to get the namesof the producing countries and their products.4. Total the number of products from each country and rank them. Construct a bar graph (BLM 4.3 for Graphing)to display the information of the "Top Trading Countries in the Grade 8 Classroom."5. Have the students write the answers to the following questions in their notebooks:a) Which country we disscussed manufactured the most products?b) When you go shopping, which countries' products do you most often see?c) Which countries do you think are included in the top trading countries worldwide?6. Have students use current textbooks that have been developed to meet Ontario Curriculum standards, atlas,Internet (www.intracen.org), or other sources to locate and rank the top trading countries of the world (USA,Germany, Japan, France, United Kingdom, Netherlands, Italy, Canada, Hong Kong, China, South Korea,Belgium/Luxembourg, Taiwan, Spain, Singapore, Mexico) regarding the $ value of imports and exports. Explain tothe students (or ask them to explain) that we have to consider more than just the grade 8 classroom data to getaccurate information.7. Discuss with students why these countries are successful in trading (Step 1) and have them record the followingpoints in their notebooks:-The more resources a country has available, the more it can manufacture.-The more a country manufactures, the less it needs to import, therefore, the more money it saves.-Countries that have more money to invest in their own manufacturing can produce more and therefore sell moreto other countries.-Access to technology increases production which increases the number of products available for sale.8. Using the information about the top trading countries in the world from Step 6, students will construct a circlegraph (BLM 7.1 Circle Graph in Percentage) to display "Top Trading Countries of the World."9. Place important term in glossary: manufacture.10. Record reflections in journal: Some countries have child labour. What is it? Do you think it is a good thing?

AdaptationsWhere appropriate, students with special needs may be dispersed among the groups and paired with students toassist them and check their work. Teacher should provide instructions visually and verbally and monitor progressoften.

Rubric for a Bar Graph

Rubric for a Circle Graph

Grid for Graphing 4.3 Grid for Graphing.cwk

Circle Graph in Percentage 7.1 Circle Graph % Tmplt.cwk

Atlas

International Trade Centre




Notes to Teacher

Teacher Reflections


Economic Systems Subtask 8 C Is for Conducting


Expectations8g30 A – use appropriate vocabulary (e.g., economy;

subsistence, traditional, command, market, andmixed economies; production; goods; services;consumer; market; distribution; import; exports; land;entrepreneurial; capital; primary, secondary, andtertiary industries; North American Free TradeAgreement) to describe their inquiries andobservations;




8g31 – ask questions that synthesize various sources ofinformation and points of view (e.g., on the effect ofmechanization and technology on the Canadianeconomy);

8g33 A – analyse, synthesize, and evaluate data (e.g.,about Canada’s trading partners);

8g39 A – describe the impact of a new industry on theeconomy of a region.

8g27 A – demonstrate an understanding of how economic

DescriptionStudents will select a product/industry and will use the concepts and skills they have learned through thesubtasks of the unit to describe the impact of the product/industry on the economy of a municipality/region.Assuming the role of vice president of marketing, they will conduct research and present data to the CEO andthe board of directors as to whether or not the company should invest its resources into development of theproduct/industry. Students will need to apply effective communication, decision-making, problem-solving, timeand resource management skills.








GroupingsStudents Working In Small Groups

Teaching / Learning StrategiesResearchMap MakingGraphing

AssessmentSummative assessment by the teacher ofthe oral presentations by the "vicepresident(s) of marketing." See notes inNotes to Teacher Subtask 8.

Assessment StrategiesConferenceClassroom PresentationPerformance Task





resources (e.g., land, labour, capital, entrepreneurialability) influence the economic success of a region;

Resources

Teaching / Learning1. Provide the students with a copy of the culminating activity outline (BLM 8.1 Activity Outline). Discuss theassignment step by step and be sure students are aware of what is required of them regarding their preliminaryreport, bibliography, and presentation. The students will select a product or industry and describe the impact of theproduct/industry on the economy of a municipality/region. Assuming the role of vice president(s) of marketing,students will conduct research and present data to the CEO and the board of directors as to whether or not thecompany should invest its resources into the development of the product/industry. Provide details of the activity(i.e., small groups, due dates, etc.):i) Choose a product or industry.ii) Carefully choose a location or region where you think the company you work for could introduce the aboveproduct or industry. (Note that your research is to see if this is a good idea and you may determine after researchthat it is not.)iii) Use the Internet, books, magazines, brochures, etc. to research the product/industry and the location to see ifthey are in fact a good match. Your research should include the impact on the environment, available resources,available work force, available markets, transportation services and routes, and any other information you mightthink is important (e.g., public opinion).iv) The project should include: written research about the product and the location; visual aids such as illustrations,maps, charts, and graphs; a bibliography; and an oral presentation of your conclusions.2. Allow class time for students to organize and work on their projects.Conference with each group or individual (according to BLM 8.1 Activity Outline, it is student's choice) to check ontheir progress and provide assistance or recommendations.3. Students present their projects to the class who will act as the board of directors of the company.4. Students should take notes and evaluate the presentation given by their fellow students (Rubric: OralPresentation Rating Guide). Teacher will do the same.5. Record reflections in journal: What do you think it would be like to volunteer to go to a developing country andhelp set up a new industry?



Rubric for Written Component

Culminating Activity Outline 8.1 CulminateActivity Outln.cwk




Notes to TeacherAs this is a culminating activity, it is essential that the work of individual students be assessed.Two ways to do this are suggested:- assign this as an individual (not group) project- if assigned as a group project, supply students with a tracking sheet on which to identify their individualcontribution to the project. Their individual work should form the basis of assessment and evaluation.

Remind students that all previous activities will assist them in this activity and that they should refer to their noteswhen completing it.

Caution students that when using the Internet, they should avoid inappropriate materials and be sure thematerial is valid.

The classroom might be set up in an oval configuration to simulate a boardroom during the presentations.Students might also "dress-up" to be more dramatic when presenting.

Teacher Reflections


Black Line Masters:


Appendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:



Resource List

A Unit for Grade 8

Page 1

Rubric

Rubric For a Bar Graph

A rubric to assist in the assessment of student BarGraphs.

3ST 4

Rubric for a Bar Graph

A rubric to assist in the assessment of student BarGraphs.

3ST 7

Rubric for a Circle Graph

A rubric to assist in the assessment of student CircleGraphs.

3ST 7

Rubric for a Map

A rubric to assist in the assessment of student maps.3

ST 6


A rubric to assist in the assessment of the student OralPresentations.

2ST 3



2ST 5



2ST 8

Rubric for Written Component

A rubric to assist in the assessment of the studentWritten Component.

2ST 8

Blackline Master / File

Canadian Raw Materials6.1 Web Canadian Raw Matrls.cwkEconomic Systems Subtask 6.1: Web template toidentify Canadian Raw Materials

ST 6

Characteristics of Economic Systems2.1 Chars of EconSystem.cwkEconomic Systems Subtask 2: Characteristics ofEconomic Systems.

ST 2

Characteristics of Economic Systems Answers2.1 Chars of EconSystem Ans.cwkEconomic Systems Subtask 2: Characteristics ofEconomic Systems Answers.

ST 2

Circle Graph in Percentage7.1 Circle Graph % Tmplt.cwkA circle pattern in % that can be used for Circle Graphs.

ST 7

Culminating Activity Outline8.1 CulminateActivity Outln.cwkEconomic Systems: Subtask 8.1 Culminating ActivityOutline.

ST 8

Economic Resources of Any Town3.1 Econ Res of AnyTown Ont.cwkEconomic Systems Subtask 3.2: Example of visualorganizer for Economic Resources of ....

ST 3

Elements of an Economic System1.3 Elements of Econ System.cwkEconomic Systems: Subtask 1.3 Elements of anEconomic System.

ST 1

Grid For Graphing4.3 Grid for Graphing.cwkA grid pattern that can be used for bar graphs or linegraphs.

ST 4

Grid for Graphing4.3 Grid for Graphing.cwkA grid pattern that can be used for bar graphs or linegraphs.

ST 7

Group Work Rating Scale1.2 Group Work Rating Scale.cwkA rating scale that can be used to assess studentsworking in groups.

ST 1

Group Work Rating Scale1.2 Group Work Rating Scale.cwkA rating scale that can be used to assess studentsworking in groups.

ST 2

Grouping 20 Items1.1 Grouping Twenty Items.cwkEconomic Systems: Subtask 1.1 Grouping Twenty ItemsBLM.

ST 1

Making French Fries5.2 Making French Fries.cwkEconomic Systems Subtask 5.2: Making French Frieschart to identify Inputs, Process, Outputs, andFeedback as parts of an Economic System.

ST 5

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:40 PM Page D-1


Resource List

A Unit for Grade 8

Page 2

Map of Canada6.2 Map of Canada.pdfA Map of Canada available at www.atlas.gc.ca

ST 6

Products of Yesterday and Today5.1 ProductsYesterdayToday.cwkEconomic Systems Subtask 5.1 Web Template forProducts of Yesterday and Today.

ST 5

The Three Types of Industries4.1 3 Types Industries.cwkTemplate for a chart for the Three Types of Industries.

ST 4

The ThreeTypes of Industries - Answers4.2 3 Types Industries Ans.cwkEconomic Systems Subtask 4.2 The Three Types ofIndustries instructions and answers.

ST 4

Print

AtlasAtlas containing World Trade Statistics for Imports andExports

ST 7

Discovering the Human WorldChritine Hannell, Stewart DunlopISBN 0-19-541344-X

Unit

Discovering the Human WorldChristine Hannel, Stewart DunlopISBN 0-19-541344-X

Unit

Discovering the Human WorldGary Birchall, Neil hammond

Teacher's ResourceISBN 0-19-541345-8

Unit

Human GeographyGraham Draper, Lew french, Andrea CraigISBN 0-7715-8226-9

Unit

Human GeographyPatricia Healy

Teacher's Reaource Package.ISBN 0-7715-8227-7

Unit

Human Geography: Discovering Global Systemsand Patterns

Graham Drape, Lew French, Andrea Craig

Covers Human Patterns, Economic Systems, andMigration

ISBN 0771582269

Unit

The Ontario Curriclum: History and Geography,Grades 7 and 8, 1998

"Implementation Support Material for The OntarioCurriclum: History and Geography, Grades 7 and 8,1998"

Unit

Media

Making SteelNational Film Board of CanadaExplores the Cape Breton Experience at the SydneySteel Plant in three parts - Technology, History, andCulture of Work.

ST 5

Website

Agview

AgView is a search and index tool to help navigate theInternet for data, information, and resources related toAgriculture.

http://agview.comUnit

Canadian Catholic Organization for Developmentand Peace

The Canadian Catholic Organization for DEVELOPMENTAND PEACE is one of Canada's leading internationaldevelopment agencies. Since 1967 it has helpedimprove living and working conditions in 70 countriesaround the globe, providing $375 million for humanrights, community development and humanitarian aid inAfrica, the Middle East, Asia, Latin America and theCaribbean.

http://www.devp.org

Unit

Free The Children

Learn about child labour, education, children in war,children's rights, child poverty, and child abuse.

http://freethechildren.orgUnit

International Trade Centre

Statistics available for world tradehttp://www.intracen.org/tdc/welcome.htm

ST 7

MapQuest

Enter an address and get a map!http://www.mapquest.com

Unit


Provides various maps of Canada.

http://www.atlas.gc.ca/english/quick_maps/index.htm

Unit


Provides various maps of Canada.

http://www.atlas.gc.ca/english/quick_maps/index.htm

ST 6

Say it Right

Information about the UN Convention on the Rights ofthe Child, an international agreement that applies to thelives of young people all over the world. Informationabout rights, as well as about the realities that youthare living in Canada and around the world.

http://cfc-efc.ca/ccrc/sirUnit



Resource List

A Unit for Grade 8

Page 3

Statitics Canada

Statistics Canada is the country's national statisticalagency, with programs organized into three broadsubject matter areas: demographic and social,socio-economic, and economic.

http://www.statcan.caUnit

World Trade Organization

Provides information in promoting globalization.http://www.wto.org

Unit

WorldAtlas.Com

Contains a variety of world and other maps.

http://www.worldatlas.com/webimage/testmaps/maps.htm

Unit

Material

Chart Paper2

Use the chart paper to list and title their groups of thetwenty items.

per group

ST 1

Chart Paper2per group

ST 2

Makers2

Use to record information on the chart paper.per group

ST 1

Markers2per group

ST 2


1.1 Grouping 20 Items date name

Questions1. The chart below is reserved for a special grouping of the items. In the mean time,

don’t write on it. Read the following instructions carefully.

2. With your group, carefully examine the items listed below. Decide how the 20 items could be divided into 4 groups. You will have to choose a criterion to do this. Use the large chart paper to list these groups and title each according to the criterion you used to make it.

3. See if you can group the items into 3 groups and give each a title.

4. See if you can make 2 groups and give each a title.

5. Now comes a big challenge! Examine the list carefully and see if you can divide the items into 2 equal groups. Title each group.

car hospital school police station boatpen dentist doctor piano dirt bikecheese egg hairdresser tanning salon optometristfire hall clock chair auto mechanic computer

Title: Title:

1 1

2 2

3 3

4 4

5 5

6 6

7 7

8 8

9 9

10 10

1.2 Group Work Rating Scale date name

Needs Improvement Excellent

Working in the Group 1 2 3 4- showed respect for othergroup members

- contributed in a positive 1 2 3 4way to the group

- showed respect for other groups 1 2 3 4- worked quietly

- shared tasks 1 2 3 4

date name

1.3 Elements of an Economic System

Good Where Does it ComeFrom? (raw material)

How is it Produced? For Whom is itProduced? (who uses it)

How is it distributed?

2.1 Characteristics of Economic System- Answers

Subsistence Traditional Command Market

-gathering ofown food forsurvival (i.e.

hunting,gathering)

- all decisionsare based on

how they weredone in thepast. They

followtraditions.

- all decisionsare approved

by anauthoritative

system

- societydecides

whether or notthis meets its

needs

decide for yourself, by your-self

decisions basedon what was donein the past

decisions madeby a dictator orcentral authority

decisions agreedupon by society

no marketexchange

little marketexchange

some marketexchange

extended marketexchange

no roads limited number ofroads

some roads extensivetransportationsystem

rural farming constructionneeds approvalby elders

building a roadbeneficial togovernment

companiesprovide itemsbased on profit/demand

grow own crops grow crops forself and others

grow crops forgovernment

grow crops forinternational trade

choices affectonly self

choices made byelders

personal choicesare few

opportunities forentrepreneurs

2.1 Characteristics of Economic Systems date name

Set up your chart as illustrated below. Continue the left column to include Transportation, Operation, Crops, and Choices. Place the characteristics listed under the appropriate economic system they describe.

Type Subsistence Traditional Command MarketDescription -gathering of

own food forsurvival (i.e.hunting,gathering)

- all decisionsare based onhow they weredone in the past.They followtraditions.

- all decisionsare approved byan authoritativesystem.

- societydecides whetheror not this meetsits needs.

Decisions

Markets

- decisions agreed upon by society- decisions based on what was done in the past- decide for yourself, by yourself- decisions made by a dictator or central authority

- some market exchange- little market exchange- extended market exchange- no market exchange

- some roads- no roads- extensive transportation system- limited roads

- rural farming- building a road beneficial to government- construction needs approval by elders- companies provide items based on profit/demand

- grow crops for international trade- grow crops for the government- grow crops for yourself and others- grow own crops

- personal choices are few- opportunities for entrepreneurs- choices affect only self- choices made by elders

3.1 Economic Resources of Any Town, Ontario

Using these and/or other headings, list the resources (land, labour, capital, entrepreneurial ability)that exist in the selected community that help to make it economically successful. The Internet isa good place to start.

Economic Resources of Any Town, Ontario

Land land available for development in east and north parts of city, severallakes, rivers, forested areas, highways in your area, local railway lines,airport, etc.

Labour hospitals, university, college, arenas, malls, parks, beaches, serviceindustry, transportation, education, mining, forest, auto dealers, marinesales and outfitters, snow machine sales and outfitters,

Capital money that is used to invest in machinery and buildings: banks, headoffices, investment firms, etc.

EntrepreneurialAbility

Include names of companies/firms in your area/municipality.

Examine your own municipality or region and complete a visual organizer of the economicresources available. Headings such as Land Use and Availability; Labour or Types of Jobs orOccupations; Transportation; Services and Facilities; Industries, Businesses and Companies; etc.could be used.Complete a similar study for another municipality or region.

4.1 The Three Types of Industries date name

Place each of the following in the correct section of the chart.

mining automobile makers communications forestryhospitals food processing transportation hotelsconstruction fish canneries boat builders farminggovernment agencies sports teams dentists retail storessteel makers fishing doctors theatresschools jewellers banks

The Three Types of Industries

Primary Industry(Resource)

Secondary(Manufacturing)

Tertiary (Service)

4.1 The Three Types of Industries date name

4.2 The Three Types of Industries - Answers

Place each of the following in the correct section of the chart.

Mining automobile makers communications Forestryhospitals food processing transportation hotelsconstruction fish canneries boat builders Farminggovernment agencies sports teams dentists retail storessteel makers Fishing doctors theatresschools jewellers banks

The Three Types of Industries Answers

Primary Industry(Resource)

Secondary(Manufacturing)

Tertiary (Service)

mining

fishingforestryfarming

automobile makers, steelmakers, jewellers,boat builders, fishcanneries,construction,food processing

retail stores, schools,banks, hospitals,dentists,communications, sportsteams, hotels,government agencies,doctors, transportation,theatres

Reid

Reid

Yesterday and Still Today

5.1 Products of Yesterday and Today date name

5.2 Making French Fries date name

Inputs Process Outputs Feedback

-goods, services, andnatural forces such asrain, soil, and sunthat are needed tomanufacture an item

-the step-by-stepprocedures that areneeded tomanufacture an item

-the products for saleand the wasteproducts createdduring manufacturing

-part of the output isreturned to the input-people submit ideasfor productimprovement

potatoes heat oil to boiling french fries oil can be reused (toa point)

oil slice potatoes withautomatic slicer

potato peels consumer comments

heat place sliced potatoesin hot oil until goldenbrown

used oil

French fry basket remove from oil dirty dishes

salt drain

vinegar place on plate

ketchup add condiment toflavour

plate

fork

Canadian Raw

Materials

6.1 Canadian Raw Materials date name

Steve Moretti

Steve Moretti

7.1 Circle graph in Percentage date name

8.1 Culminating Activity Outline date name

Work alone or in a group of 2-3 students. Select a product or industry and describe the impact ofthe product/industry on the economy of a municipality/region. Assuming the role of vicepresident(s) of marketing, you will conduct research and present data to the CEO and the boardof directors as to whether or not the company should invest its resources into the development ofthe product/industry.

Procedure

1. Preliminary Report

a) Carefully choose a product or industry.b) Carefully choose a location or region where you think the company (make up a name) youwork for could introduce the above product or industry. (Note that your research is to see if thisis a good idea. You may determine after research that it is not.)

The Preliminary Report is due:

2. Research

a) Use the Internet, books, magazines, brochures, etc. to research the product/industry and the location to see if they are in fact a good match. Your research should include:

- the impact on the environment- available resourcesavailable workforce - available markets - transportation services and routes, and any other information you might

think is important (e.g., public opinion) b) The project should include:

- written research about the product and the location- visual aids such as illustrations, maps, charts, and graphs- a bibliography, and an oral presentation of your conclusions

The oral presentation is actually your presentation, as vice president(s) of marketing, of yourfindings to the CEO (chief executive officer) and the board of directors of the company youwork for. Your presentation will be the result of your investigation and should answer thequestion of whether or not your company should locate in this area and attempt to marketyour chosen product or industry. You may work with a partner.

3. Presentation

a) Presentations begin on

Expectations for this Subtask to Assess with this Rubric:

Understanding ofConcepts– shows understanding ofhow economic resourcesinfluence the economicsuccess of a region

DevelopingInquiry/Research andCommunication Skills – applies -the skills and strategies required to locaterelevant information about how economic resourcesinfluence the economic success of a region withlimited sussess– uses appropriate terminology and vocabulary

Developing Map and GlobeSkills– applies required conventions forcompleting a map: title, date, and name;compass rose; legend; neatly andaccurately printed labels; neatlycoloured and displayed

Applying Concepts andSkills in Various Contexts– gives complete explanations abouthow economic resources influence theeconomic success of a region

– shows limitedunderstanding of howeconomic resourcesinfluence the economicsuccess of a region

– applies a limited number ofthe required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– demonstrates limited abilityto give completeexplanations about howeconomic resourcesinfluence the economicsuccess of a region

– shows some understandingof how economic resourcesinfluence the economicsuccess of a region

– applies some of the skills andstrategies required to locate relevantinformation about how economicresources influence the economicsuccess of a region– makes some use of appropriateterminology and vocabulary

– applies some of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– demonstrates some abilityto give completeexplanations about howeconomic resourcesinfluence the economicsuccess of a region

– shows considerableunderstanding of howeconomic resourcesinfluence the economicsuccess of a region

– applies a considerable number of theskills and strategies required to locaterelevant information about howeconomic resources influence theeconomic success of a region– makes considerable use of appropriateterminology and vocabulary

– applies most of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– demonstraites considerableability to give complete ornearly complete explanationsabout how economicresources influence theeconomic success of aregion

– shows completeunderstanding of howeconomic resourcesinfluence the economicsuccess of a region

– applies all (or almost all) of theskills and strategies required tolocate relevant information abouthow economic resourcesinfluence the economic successof a region– consistently uses appropriateterminology and vocabulary

– applies all (or almost all) ofthe required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– consistently gives completeexplanations about howeconomic resourcesinfluence the economicsuccess of a region

Level 1 Level 2 Level 3 Level 4

Rubric for an Oral Presentationfor use with Subtask 3 : O Is for Oasis

from the Grade 8 Unit: Economic SystemsStudent Name:Date:

– applies few of the skills and strategiesrequired to locate relevant informationabout how economic resourcesinfluence the economic success of aregion with limited success– makes limited use of appropriateterminology and vocabulary

8g27 – demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence the economic success of a region;

8g30 – use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production; goods; services; consumer; market;distribution; import; exports; land; entrepreneurial; capital; primary, secondary, and tertiary industries; North American Free Trade Agreement) to describe theirinquiries and observations;

8g32 – locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a local industry, maps, illustrations, printmaterials, videos, CD-ROMs, Internet);

8g34 – construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types of industry over time);

Category/Criteria

Written using the Ontario Curriculum Unit Planner 2.5 PLNR_01 March, 2001 Open Printed on Oct 30, 2001 at 2:53:22 PM Page E-1


Understanding ofConcepts– shows understanding ofthe manufacturing system

Developing Inquiry/Research andCommunication Skills– applies the skills and strategiesrequired to locate relevant informationabout the manufacturing system– uses appropriate terminology andvocabulary

Developing Map and Globe Skills– applies required conventions forcompleting a map: title, date, and name;compass rose; legend; neatly andaccurately printed labels; neatlycoloured and displayed

Applying Concepts andSkills in VariousContexts– gives completeexplanations about themanufacturing system

– shows limitedunderstanding of themanufacturing system

– applies a limited number ofthe required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– demonstrates limited abilityto give completeexplanations about themanufacturing system

– shows some understandingof the manufacturing system

– applies the skills andstrategies required to locaterelevant information about themanufacturing system with somesuccess– sometimes uses appropriateterminology and vocabulary

– applies some of the requiredconventions for completing amap: title, date, and name;compass rose; legend; neatlyand accurately printed labels;neatly coloured and displayed

– demonstrates some abilityto give completeexplanations about themanufacturing system

– shows considerableunderstanding of themanufacturing system

– applies the skills andstrategies required to locaterelevant information about themanufacturing system withconsiderable success– usually uses appropriateterminology and vocabulary

– applies a considerable numberof the required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– demonstrates considerableability to give complete ornearly complete explanationsabout the manufacturingsystem

– shows thoroughunderstanding of themanufacturing system

– applies all (or almost all) of the skillsand strategies required to locate relevantinformation about the manufacturingsystem with a high degree of success– consistently uses appropriateterminology and vocabulary

– applies all (or almost all) of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– demonstrates a highdegree of ability to givecomplete explanations aboutthe manufacturing system


Rubric for an Oral Presentationfor use with Subtask 5 : O Is for Opportunities


– applies a limited number of the skillsand strategies required to locate relevantinformation about the manufacturingsystem with limited success– makes limited use of appropriateterminology and vocabulary

8g29 – demonstrate an understanding of the manufacturing system (e.g., input, process, output, feedback), and describe how mechanization and technology havechanged the Canadian economy.




Category/Criteria



Understanding ofConcepts– shows understanding ofthe impact of a newindustry on the economy ofa region

Developing Inquiry/Research andCommunication Skills– applies the skills and strategiesrequired to locate relevant informationabout the impact of a new industry on theeconomy of a region– uses appropriate terminology andvocabulary

Developing Map and Globe Skills– applies the required conventions forcompleting a map: title, date, and name;compass rose; legend; neatly andaccurately printed labels; neatlycoloured and displayed

Applying Concepts andSkills in Various Contexts– gives completeexplanations about theimpact of a new industry onthe economy of a region

– shows limitedunderstanding of the impactof a new industry on theeconomy of a region

– applies a limited number of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– demonstrates limited abilityto give completeexplanations about theimpact of a new industry onthe economy of a region

– shows some understandingof the impact of a newindustry on the economy of aregion

– applies some of the skills andstrategies required to locate relevantinformation about the impact of a newindustry on the economy of a region– makes some use of appropriateterminology and vocabulary

– applies some of the requiredconventions for completing amap: title, date, and name;compass rose; legend; neatlyand accurately printed labels;neatly coloured and displayed

– demonstrates some abilityto give completeexplanations about theimpact of a new industry onthe economy of a region

– shows considerableunderstanding of the impactof a new industry on theeconomy of a region

– applies a considerable number of theskills and strategies required to locaterelevant information about the impact ofa new industry on the economy of aregion– makes considerable use of appropriateterminology and vocabulary

– applies a considerable numberof the required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– demonstrates considerableability to give complete ornearly complete explanationsabout the impact of a newindustry on the economy of aregion

– shows thoroughunderstanding of the impactof a new industry on theeconomy of a region

– applies all (or almost all) of the skillsand strategies required to locate relevantinformation about the impact of a newindustry on the economy of a region– consistently uses appropriateterminology and vocabulary

– applies all (or almost all) of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly and accuratelyprinted labels; neatly colouredand displayed

– consistently gives completeexplanations about theimpact of a new industry onthe economy of a region


Rubric for an Oral Presentationfor use with Subtask 8 : C Is for Conducting


– applies a limited number of the skillsand strategies required to locate relevantinformation about the impact of a newindustry on the economy of a region– makes limited use of appropriateterminology and vocabulary





Category/Criteria



Complexity of Ideas– develops ideas to creategreater understanding oftopic

Connecting Ideas to theTopic– connects ideas to thetopic; the impact of a newindustry on the economy ofa region

Application of LanguageConventions– uses the conventionsrequired for writing a report

– makes limited use ofappropriate terminology andvocabulary

– uses a limited number ofthe conventions required forwriting a report

– makes some use ofappropriate terminology andvocabulary

– connects some ideas tothe topic; the impact of anew industry on the economyof a region

– uses some of theconventions required forwriting a report

– makes considerable use ofappropriate terminology andvocabulary

– connects a considerablenumber of ideas to the topic,the impact of a new industryon the economy of a region

– uses a considerablenumber of the conventionsrequired for writing a report

– consistently usesappropriate terminology andvocabulary

– connects all (or almost all)ideas meaningfully andconsistently to the topic; theimpact of a new industry onthe economy of a region

– uses all the conventionsrequired for writing a report


Rubric for Written Componentfor use with Subtask 8 : C Is for Conducting


– connects a limited numberof ideas to the topic; theimpact of a new industry onthe economy of a region




8g35 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,charts, and graphs.

Category/Criteria


Expectationsfor this Subtask to Assess with this Rubric:

Understanding ofConcepts– shows understanding ofthe three major types ofindustries

DevelopingInquiry/Research andCommunication Skills– applies the skills and strategiesrequired to locate relevant informationabout the three major types of industries– uses appropriate terminology andvocabulary

Developing Map andGlobe Skills– applies the requiredconventions for completinga bar graph: title, date, andname; neatly and accuratelyprinted axes labels; neatlycoloured and displayed

– shows limitedunderstanding of the threemajor types of industries

– applies a limited number ofthe required conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed

– shows some understandingof the three major types ofindustries

– applies some of the skillsand strategies required tolocate relevant informationabout the three major typesof industries– makes some use ofappropriate terminology andvocabulary

– applies some of therequired conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed

– shows considerableunderstanding of the threemajor types of industries

– applies a considerablenumber of the skills andstrategies required to locaterelevant information aboutthe three major types ofindustries– makes considerable use ofappropriate terminology andvocabulary

– applies a considerablenumber of the requiredconventions for completing abar graph: title, date, andname; neatly and accuratelyprinted axes labels; neatlycoloured and displayed

– shows completeunderstanding of the threemajor types of industries

– applies all (or almost all) ofthe skills and strategiesrequired to locate relevantinformation about the threemajor types of industries– consistently usesappropriate terminology andvocabulary

– applies all (or almost all) ofthe required conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed


Rubric For a Bar Graphfor use with Subtask 4 : N Is for Name That Industry


– applies a limited number ofthe skills and strategiesrequired to locate relevantinformation about the threemajor types of industries– makes limited use ofappropriate terminology andvocabulary

8g28 – identify and give examples of the three major types of industries (i.e., primary/ resource, secondary/manufacturing, tertiary/service), and describe how thedistribution of these industries has changed;




Category/Criteria



Understanding ofConcepts– shows understanding ofhow the location ofindustries is related tosources of raw materials

Developing Inquiry/Research andCommunication Skills– applies the skills and strategiesrequired to locate relevant informationabout how the location of industries isrelated to sources of raw materials– uses appropriate terminology andvocabulary

Developing Map and GlobeSkills– applies the requiredconventions for completing amap: title, date, and name;compass rose; legend; neatlyand accurately printed labels;neatly coloured anddisplayed

– shows limitedunderstanding of how thelocation of industries isrelated to sources of rawmaterials

– applies a limited number ofthe required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– shows some understandingof how the location ofindustries is related tosources of raw materials

– applies the skills andstrategies required to locaterelevant information about thehow the location of industries isrelated to sources of rawmaterials with some success– makes some use ofappropriate terminology andvocabulary

– applies some of therequired conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed

– shows considerableunderstanding of how thelocation of industries isrelated to sources of rawmaterials

– applies the skills andstrategies required to locaterelevant information about howthe location of industries isrelated to sources of rawmaterials with considerablesuccess– makes considerable use ofappropriate terminology andvocabulary

– applies a considerablenumber of the requiredconventions for completing amap: title, date, and name;compass rose; legend; neatlyand accurately printed labels;neatly coloured anddisplayed

– shows thoroughunderstanding of how thelocation of industries isrelated to sources of rawmaterials

– applies the skills andstrategies required to locaterelevant information about howthe location of industries isrelated to sources of rawmaterials with complete success– makes thorough use ofappropriate terminology andvocabulary

– applies all (or almost all) ofthe required conventions forcompleting a map: title, date,and name; compass rose;legend; neatly andaccurately printed labels;neatly coloured anddisplayed


Rubric for a Mapfor use with Subtask 6 : M Is for Mapping


– applies a limited number of theskills and strategies required tolocate relevant information abouthow the location of industries isrelated to sources of rawmaterials with limited success– makes limited use ofappropriate terminology andvocabulary




8g35 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts,and graphs.

Category/Criteria



Understanding ofConcepts– shows understanding ofthe top trading countries inthe world

DevelopingInquiry/Research andCommunication Skills– applies the skills andstrategies required to locaterelevant information aboutthe top trading countries inthe world– uses appropriateterminology and vocabulary

Developing Map andGlobe Skills– applies the requiredconventions for completinga bar graph: title, date, andname; neatly and accuratelyprinted axes labels; neatlycoloured and displayed

– shows limitedunderstanding of the toptrading countries in the worldand the reasons for theirsuccess

– applies a limited number ofthe required conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed

– shows some understandingof the top trading countries inthe world

– applies some of the skillsand strategies required tolocate relevant informationabout the top tradingcountries in the world– makes some use ofappropriate terminology andvocabulary

– applies some of therequired conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed

– shows considerableunderstanding of the toptrading countries in the world

– applies a considerablenumber of the skills andstrategies required to locaterelevant information aboutthe top trading countries inthe world– makes considerable use ofappropriate terminology andvocabulary

– applies a considerablenumber of the requiredconventions for completing abar graph: title, date, andname; neatly and accuratelyprinted axes labels; neatlycoloured and displayed

– shows thoroughunderstanding of the toptrading countries in the world

– applies all (or almost all) ofthe skills and strategiesrequired to locate relevantinformation about the toptrading countries in the world– consistently usesappropriate terminology andvocabulary

– applies all (or almost all) ofthe required conventions forcompleting a bar graph: title,date, and name; neatly andaccurately printed axeslabels; neatly coloured anddisplayed


Rubric for a Bar Graphfor use with Subtask 7 : I Is for Identifying


– applies a limited number of theskills and strategies required tolocate relevant information aboutthe top trading countries in theworld and the reasons for theirsuccess– makes limited use ofappropriate terminology andvocabulary




8g37 – identify the top trading countries in the world and the reasons for their success;

Category/Criteria



Understanding ofConcepts– shows understanding ofthe top trading countries inthe world and the reasonsfor their success

Developing Inquiry/Researchand Communication Skills– applies the skills andstrategies required to locaterelevant information about thetop trading countries in the worldand the reasons for theirsuccess– uses appropriate terminologyand vocabulary

Developing Map and GlobeSkills– applies the requiredconventions for completing acircle graph: title, date, andname; neatly and accuratelyprinted labels; neatlycoloured and displayed

– shows limitedunderstanding of the toptrading countries in the worldand the reasons for theirsuccess

– applies a limited number ofthe required conventions forcompleting a circle graph:title, date, and name; neatlyand accurately printed labels;neatly coloured anddisplayed

– shows some understandingof the top trading countries inthe world and the reasons fortheir success

– applies some of the skillsand strategies required tolocate relevant informationabout the top tradingcountries in the world andthe reasons for their success– sometimes usesappropriate terminology andvocabulary

– applies some of therequired conventions forcompleting a circle graph:title, date, and name; neatlyand accurately printed labels;neatly coloured anddisplayed

– shows considerableunderstanding of the toptrading countries in the worldand the reasons for theirsuccess

– applies a considerable numberof the skills and strategiesrequired to locate informationabout the top trading countriesin the world and the reasons fortheir success– makes considerable use ofappropriate terminology andvocabulary

– applies a considerablenumberof the requiredconventions for completing acircle graph: title, date, andname; neatly and accuratelyprinted labels; neatlycoloured and displayed

– shows completeunderstanding of the toptrading countries in the worldand the reasons for theirsuccess

– applies all (or almost all) of theskills and strategies required tolocate information about the toptrading countries in the worldand the reasons for theirsuccess– consistently uses appropriateterminology and vocabulary

– applies all (or almost all) ofthe required conventions forcompleting a circle graph:title, date, and name; neatlyand accurately printed labels;neatly coloured anddisplayed


Rubric for a Circle Graphfor use with Subtask 7 : I Is for Identifying


– applies a limited number of theskills and strategies required tolocate relevant information aboutthe top trading countries in theworld and the reasons for theirsuccess– makes limited use ofappropriate terminology andvocabulary




8g37 – identify the top trading countries in the world and the reasons for their success;

Category/Criteria


Expectation List

Selected


Page 1

Assessed

Geography---Economic Systems– demonstrate an awareness of the fundamental elements of an economic system: what goods are produced; how they are

produced; for whom they are produced; and how they are distributed;18g25

– demonstrate an awareness of the characteristics of basic economic systems (e.g., subsistence, traditional, command,market), as well as recognition that most countries like Canada have a mixed economy that includes features from morethan one system;

18g26

– demonstrate an understanding of how economic resources (e.g., land, labour, capital, entrepreneurial ability) influence theeconomic success of a region;

38g27

– identify and give examples of the three major types of industries (i.e., primary/ resource, secondary/manufacturing,tertiary/service), and describe how the distribution of these industries has changed;

28g28

– demonstrate an understanding of the manufacturing system (e.g., input, process, output, feedback), and describe howmechanization and technology have changed the Canadian economy.

18g29

– use appropriate vocabulary (e.g., economy; subsistence, traditional, command, market, and mixed economies; production;goods; services; consumer; market; distribution; import; exports; land; entrepreneurial; capital; primary, secondary, andtertiary industries; North American Free Trade Agreement) to describe their inquiries and observations;

2 48g30

– ask questions that synthesize various sources of information and points of view (e.g., on the effect of mechanization andtechnology on the Canadian economy);

2 18g31

– locate relevant information from a variety of sources (e.g., statistics, interviews, published field studies, field trip to a localindustry, maps, illustrations, print materials, videos, CD-ROMs, Internet);

1 68g32

– analyse, synthesize, and evaluate data (e.g., about Canada’s trading partners); 2 18g33

– construct a wide variety of graphs, charts, diagrams, and models to organize information (e.g., graph the changing types ofindustry over time);

2 68g34

– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, writtennotes and reports, drawings, tables, charts, and graphs.

1 68g35

– identify patterns in the area of economics, using thematic maps (e.g., location of industries in relation to sources of rawmaterials).

18g36

– identify the top trading countries in the world and the reasons for their success; 18g37

– describe the impact of a new industry on the economy of a region. 18g39

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Expectation Summary

A Unit for Grade 8

Selected Assessed

English Language8e1 8e2 8e3 8e4 8e5 8e6 8e7 8e8 8e9 8e108e11 8e12 8e13 8e14 8e15 8e16 8e17 8e18 8e19 8e208e21 8e22 8e23 8e24 8e25 8e26 8e27 8e28 8e29 8e308e31 8e32 8e33 8e34 8e35 8e36 8e37 8e38 8e39 8e408e41 8e42 8e43 8e44 8e45 8e46 8e47 8e48 8e49 8e508e51 8e52 8e53 8e54 8e55 8e56 8e57 8e58 8e59 8e608e61 8e62 8e63 8e64 8e65 8e66 8e67

French as a Second Language8f1 8f2 8f3 8f4 8f5 8f6 8f7 8f8 8f9 8f108f11 8f12 8f13 8f14 8f15 8f16 8f17

Mathematics8m1 8m2 8m3 8m4 8m5 8m6 8m7 8m8 8m9 8m108m11 8m12 8m13 8m14 8m15 8m16 8m17 8m18 8m19 8m208m21 8m22 8m23 8m24 8m25 8m26 8m27 8m28 8m29 8m308m31 8m32 8m33 8m34 8m35 8m36 8m37 8m38 8m39 8m408m41 8m42 8m43 8m44 8m45 8m46 8m47 8m48 8m49 8m508m51 8m52 8m53 8m54 8m55 8m56 8m57 8m58 8m59 8m608m61 8m62 8m63 8m64 8m65 8m66 8m67 8m68 8m69 8m708m71 8m72 8m73 8m74 8m75 8m76 8m77 8m78 8m79 8m808m81 8m82 8m83 8m84 8m85 8m86 8m87 8m88 8m89 8m908m91 8m92 8m93 8m94 8m95 8m96 8m97 8m98 8m99 8m1008m101 8m102 8m103 8m104 8m105 8m106 8m107 8m108 8m109 8m1108m111 8m112 8m113 8m114 8m115 8m116 8m117 8m118 8m119 8m1208m121 8m122

Science and Technology8s1 8s2 8s3 8s4 8s5 8s6 8s7 8s8 8s9 8s108s11 8s12 8s13 8s14 8s15 8s16 8s17 8s18 8s19 8s208s21 8s22 8s23 8s24 8s25 8s26 8s27 8s28 8s29 8s308s31 8s32 8s33 8s34 8s35 8s36 8s37 8s38 8s39 8s408s41 8s42 8s43 8s44 8s45 8s46 8s47 8s48 8s49 8s508s51 8s52 8s53 8s54 8s55 8s56 8s57 8s58 8s59 8s608s61 8s62 8s63 8s64 8s65 8s66 8s67 8s68 8s69 8s708s71 8s72 8s73 8s74 8s75 8s76 8s77 8s78 8s79 8s808s81 8s82 8s83 8s84 8s85 8s86 8s87 8s88 8s89 8s908s91 8s92 8s93 8s94 8s95 8s96 8s97 8s98 8s99 8s1008s101 8s102 8s103 8s104 8s105 8s106 8s107 8s108 8s109 8s1108s111 8s112 8s113 8s114 8s115 8s116 8s117 8s118 8s119 8s1208s121 8s122 8s123 8s124 8s125 8s126 8s127 8s128 8s129 8s1308s131 8s132 8s133 8s134 8s135 8s136 8s137 8s138 8s139 8s1408s141 8s142 8s143 8s144 8s145 8s146 8s147 8s148

History8h1 8h2 8h3 8h4 8h5 8h6 8h7 8h8 8h9 8h108h11 8h12 8h13 8h14 8h15 8h16 8h17 8h18 8h19 8h208h21 8h22 8h23 8h24 8h25 8h26 8h27 8h28 8h29 8h308h31 8h32 8h33 8h34 8h35 8h36 8h37 8h38 8h39 8h408h41 8h42 8h43 8h44 8h45 8h46 8h47 8h48 8h49 8h508h51 8h52 8h53 8h54 8h55 8h56 8h57

Geography8g1 8g2 8g3 8g4 8g5 8g6 8g7 8g8 8g9 8g108g11 8g12 8g13 8g14 8g15 8g16 8g17 8g18 8g19 8g208g21 8g22 8g23 8g24 8g25 1 8g26 1 8g27 3 8g28 2 8g29 1 8g30 428g31 12 8g32 61 8g33 12 8g34 62 8g35 61 8g36 1 8g37 1 8g38 8g39 1 8g408g41 8g42 8g43 8g44 8g45 8g46 8g47 8g48 8g49 8g508g51 8g52 8g53 8g54 8g55 8g56 8g57

Health & Physical Education8p1 8p2 8p3 8p4 8p5 8p6 8p7 8p8 8p9 8p108p11 8p12 8p13 8p14 8p15 8p16 8p17 8p18 8p19 8p208p21 8p22 8p23 8p24 8p25 8p26 8p27 8p28 8p29 8p308p31 8p32 8p33 8p34 8p35 8p36 8p37 8p38 8p39 8p408p41

The Arts8a1 8a2 8a3 8a4 8a5 8a6 8a7 8a8 8a9 8a108a11 8a12 8a13 8a14 8a15 8a16 8a17 8a18 8a19 8a208a21 8a22 8a23 8a24 8a25 8a26 8a27 8a28 8a29 8a308a31 8a32 8a33 8a34 8a35 8a36 8a37 8a38 8a39 8a408a41 8a42 8a43 8a44 8a45 8a46 8a47 8a48 8a49 8a508a51 8a52 8a53 8a54 8a55 8a56 8a57 8a58 8a59 8a608a61 8a62 8a63 8a64 8a65 8a66

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:01:55 PM Page G-1


Page 1Unit Analysis

Assessment Recording Devices

2 Rating Scale6 Rubric

Assessment Strategies

2 Classroom Presentation2 Conference8 Performance Task1 Questions And Answers (oral)

Groupings

6 Students Working As A Whole Class3 Students Working In Pairs4 Students Working In Small Groups3 Students Working Individually

Teaching / Learning Strategies

1 Brainstorming1 Classifying6 Discussion3 Graphing2 Map Making2 Note-making3 Research1 Think / Pair / Share

Analysis Of Unit Components

8 Subtasks 45 Expectations 49 Resources 56 Strategies & Groupings

-- Unique Expectations -- 14 Geography Expectations

Resource Types

8 Rubrics 17 Blackline Masters 0 Licensed Software 8 Print Resources 1 Media Resources 11 Websites 4 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Aug 30, 2001 at 11:02:00 PM Page H-1

Documents

Economic Systems - Queen's University · (705) 472-2770 Nipissing-Parry Sound Catholic District School Board [email protected] [email protected] Based on a unit by: A