Design A National Park Brochure: A Template To Assist Students

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1 Design A National Park Brochure: A Template To Assist Students Produced By: Susan Staple, Outreach Education Coordinator, Parks Canada Permission to revise the original activity was received from: Randy Wilkie, Department of Social Sciences, Sir Winston Churchill CVI, Lakehead District School Board Objectives: To research and evaluate one of Canada s national parks (students to choose which park) To relate the chosen national park to the Canadian ecozone in which the park is located To work on an independent study project which supports curriculum expectations To use and apply various forms of research Curriculum Expectations: For a listing of specific curriculum expectations, see Appendix A (page 10) To assist you with researching these various topics, visit the Parks Canada website at: Updated: July, 2005

2 NATIONAL PARKS OF CANADA NATIONAL PARK NAME FILE SAVED: DESIGN A LOGO FOR THE PARK PHOTO/DRAWING THAT REPRESENTS THE PARK

3 LOCATION LATITUDE: LONGITUDE: LOCATE THE NATIONAL PARK AND THE ECOZONE BOUNDARIES ON THE MAP OF CANADA Size of the National Park (km 2 ): LOCATE THE PARK ON ITS PROVINCIAL/TERRITORIAL MAP DRAW A MAP OF THE NATIONAL PARK

4 NAME OF THE ECOZONE WHERE THE PARK IS LOCATED: The following information should reflect the ecozone where your park is located. LANDFORM DESCRIPTION CLIMATE VEGETATION TYPE SOIL TYPE UNIQUE/IMPORTANT LANDFORM EXAMPLES OF FLORA EXAMPLES OF FAUNA RARE OR ENDANGERED SPECIES (PLANT OR ANIMAL) FOUND IN THE PARK

5 SPECIFIC INFORMATION ABOUT THE NATIONAL PARK IMPORTANCE OF THE NATIONAL PARK : HISTORY OF THE AREA PRIOR TO THE PARK BEING ESTABLISHED: ROLE OF THE PARK TODAY IN ENSURING LONG TERM PROTECTION: SERVICES AND PROGRAMS PROVIDED BY PARKS CANADA: THREATS TO THE PARK (INTERNAL/EXTERNAL, ACTUAL/POTENTIAL):

6 GEOGRAPHIC PROCESSES National Parks and protected areas contain numerous dynamic and changing systems. Describe below the key geographic processes - physical and human - that are, or have, been present in the park. Examples of such processes may include: weathering, erosion, glaciation, climate change, pollution, urban expansion, etc.). Discuss how these processes are inter-related.

7 Design a National Park Brochure: Rubric for Evaluation (Teacher Version) By: Michele Reid, Durham District School Board Category Level 1 (50 59%) Level 2 (60 69%) Level 3 (70 79%) Level 4 (80 100%) Knowledge and Understanding -demonstrates a knowledge of the between natural and human systems within individual ecozones - demonstrates a limited knowledge of nature/human - demonstrates some knowledge of nature/human - demonstrates a considerable knowledge of nature/human - demonstrates a thorough knowledge of nature/human - demonstrates an understanding of national park management considerations within individual parks (such as ecosystem health, visitor activities, etc.) - demonstrates an understanding of the underlying processes responsible for the development of each geographically distinct ecozone - demonstrates a limited understanding of national park management considerations - demonstrates a limited understanding of physical processes responsible for the development of the ecozone being investigated - demonstrates some understanding of national park management considerations - demonstrates some understanding of physical processes responsible for the development of the ecozone being investigated - demonstrates a considerable under-standing of national park management considerations - demonstrates a considerable under-standing of physical processes responsible for the development of the ecozone being investigated - demonstrates a thorough understanding of national park management considerations - demonstrates a thorough under-standing of physical processes responsible for the development of the ecozone being investigated Thinking and Inquiry - uses critical thinking to predict the outcomes of nature/ human - uses inquiry skills to analyse, interpret and evaluate information relating to the topic - uses critical thinking skills with limited effectiveness to predict the outcomes of nature/human - applies few of the skills involved in the inquiry process - uses critical thinking skills with some effectiveness to predict the outcomes of nature/human - applies some of the skills involved in the inquiry process - uses critical thinking skills with considerable effectiveness to predict the outcomes of nature/ human - applies many of the skills involved in the inquiry process - uses critical thinking skills with a high degree of effective-ness to predict the outcomes of nature/ human - applies all or almost all of the skills involved in the inquiry process

8 Design a National Park Brochure: Rubric for Evaluation (Teacher Version) By: Michele Reid, Durham District School Board Category Level 1 (50 59%) Level 2 (60 69%) Level 3 (70 79%) Level 4 (80 100%) Communication and ideas with clarity of thought and purpose with limited clarity with some clarity with considerable clarity with a high degree of clarity - communicates ideas and content with creativity, innovation and in a variety of methods - communicates ideas with limited innovation, creativity or variety - communicates ideas with some innovation, creativity and variety - communicates ideas with considerable innovation, creativity and variety - communicates ideas with a high degree of innovation, creativity and variety - uses visual elements to compliment and enhance the written content - uses few visual elements or uses unrelated visual elements - uses some visual elements or uses loosely related visual elements - uses many visual elements and these elements are mostly related to the topic - uses many visual elements which extend the understanding of the topic Application appropriate technology appropriate technology with limited effectiveness appropriate technology with some effectiveness appropriate technology with considerable effectiveness appropriate technology with a high degree of effectiveness - transfers primary and secondary research concepts into the context of the park brochure - transfers research concepts to appropriate context with limited effectiveness - transfers research concepts to appropriate context with some effectiveness - transfers research concepts to appropriate context with considerable effectiveness - transfers research concepts to appropriate context with a high degree of effectiveness

9 Appendix A - List Of Curriculum Expectations Alberta Grade 5 Social Studies (2003) (.1.1) Value Canada s physical geography and natural environment: appreciate the diversity of geographic phenomena in Canada appreciate the environmental significance of national parks and protected areas in Canada (.1.2) Critically examine the physical geography of Canada by exploring and reflecting upon the following questions and issues: What are the major geographical regions, landforms and bodies of water in Canada? How are Canada s national parks and protected areas important to the sustainability of Canada s natural environment? What are the differences and similarities between the regions of Canada? How is the geographical region they live in different from other regions of Canada? Alberta Grade 7 Science Unit A: Interactions and Ecosystems Investigate and describe relationships between humans and their environments, and identify related issues and scientific questions Manitoba - Senior 2: Geographic Issues in the 21 st Century (S2-KL-014) Students will explain the concept of global environmental types as physical geographic regions that are composites of climate, vegetation, and soils. Examples: savannah, temperate, tropical rain forests, deserts... Ontario - Grade 9 Geography of Canada (2005) describe the characteristics (e.g. complex, interconnected) of natural systems (e.g. climate, biomes) describe the characteristics (e.g. complex, interconnected, affecting natural systems) of human systems outline the criteria used to define selected Canadian ecozones and describe the processes and that shape those ecozones analyse the ways in which natural systems interact with human systems and make predictions about the outcomes of these explain how human activities (e.g. parks development) affect, or are affected by, the environment identify the role of government in managing resources and protecting the environment explain how selected factors cause change in human and natural systems communicate the results of geographic inquires, for different audiences and purposes, using a variety of forms, and including geographical visual supports, both conventional and geotechnological gather geographic information from primary sources and secondary sources to research a geographic issue provide appropriate and sufficient geographic evidence and well-reasoned arguments, to support opinions and conclusions Quebec Secondary Cycle 1 - Social Sciences - Geography Subject-specific Competencies 1 and 2 - understands the organization of a territory - interprets a territorial issue Content: Protected Territory - A natural park in Quebec or Canada Concepts: Planning and development, conservation, environment, natural heritage and regulations Cultural references: natural attractions, fauna, flora Quebec Secondary Cycle 1 - Science and Technology Subject-specific Competency 2: Makes the most of his/her knowledge of science and technology Content: The Living World: Diversity of life forms Concepts: Habitat, species Cultural References: - Community resources: wildlife and plant life in Quebec - Environment: Protected areas, biogeographic regions of Quebec Saskatchewan - Grade 9 Science (1991) Unit: Saskatchewan and the Environment Students will recognize the diversity of the ecological regions of Saskatchewan Saskatchewan - Grade 11 Biology (1991) Unit: Ecological Organizations Students will examine populations and ecosystems, and they will see how Saskatchewan is part of the larger global ecosystem.

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