Lakeshore Collegiate Institute Mr. Brech's Class Site



CGC1P1 Culminating: Canadian Geography Board Game

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Task: Your task is to create and design a board game that demonstrates key concepts and ideas covered in Canadian geography this year. You MAY work with ONE partner. The board game must cover content of at least eleven units covered throughout the year. DUE: Monday May 29 (C) or Tuesday May 30 (H) depending upon your block ______________________________________________________________________________

Units Covered:

1. Canada provinces/territories, capitols, major waterways (rivers, lakes, oceans)

2. Mapping Skills, direction, latitude and longitude (Seasons, Time Zones), topography, , and Map Essentials

3. Physical Geography: landform regions and water features; Plate tectonics, volcanoes geologic history, ecozones, rock cycle

4. Weather and Climate: LOWER near water; climate graphs, weather maps

5. Population: Employment; Demographics/generations; pyramids; life expectancy; settlement patterns

6. Immigration: Push/Pull factors; where people settle and why; Census; becoming a citizen; ethnic enclaves

7. Indigenous issues: Treaties; residential schools; living conditions

8. Types of Industry, Employment and Resources – renewable and non-renewable

9. Energy: Fossil fuels and renewable forms – alternative forms

10. Urban Land Use and Planning

11. Ecological Footprint

Sources: You may use your notes, my website mrbrechsclass. , and the text “Making Connections” to help you with this activity.

Methodology:

1. Brainstorm – Use the brainstorming template (included) to brainstorm key ideas and concepts covered in the various units in geography this year.

2. Write Questions and Answers - Your game must consist of a MINIMUM of 33 to 55 questions in total (at least 3-5 questions from 11 units of Canadian geography covered this year.) A general breakdown of our units is listed above. Your questions and answers should be complex and cover a wide range of each topic. You may also use diagrams and pictures combined with text to make it more interesting.

For example:

Question: Name three mapping essentials and explain why mapping essentials are important to reading a map.

Answer (must cover all possibilities)– Compass Rose tells the reader direction, a legend tells the reader what symbols mean, and a title tells what the map is about; a border let’s the reader know where the map ends; a scale allows you to calculate distance and how long it would take to get from one place to another; a date of publication let’s you know if the map is up to date or if it is old and perhaps things have changed. Labels can also be included since they tell us important things on the map, though some maps don’t have labels.

3. DEVELOP A PLAN - The game will be played in class and should be at an appropriate level. Your plan will need to consider: number of players, style of game (drawing, charades, trivia questions, or explaining questions), the best way to relay the gathered information, and of course, make it fun! The game will be played in class to help you and your peers prepare for the final exam.

4. CREATE YOUR BOARD - Include the following with your game:

θ Game board (Theme to tie into Canadian Geography)

θ A catchy title for the game

θ Instructions

θ Game pieces (dice, “men”)

θ Questions and answer key

θ Storage of game and pieces (box, bag, etc.)

5. PRESENTATION: You explain your game to the class, how it works, general rules. Max. 5-7 min Friday May 26 (H) and Monday June 1 (C)

6. Reflection – Using proper sentence structure and writing conventions explain the following: This is in Print form neatly typed out on the computer.

✓ A few sentences on what you liked or disliked about this activity

✓ One idea or concept you found most interesting in geography this year and why

✓ One or two reasons you think your game is a good tool for learning about Canadian geography

✓ A concluding sentence

Brainstorming Template – Use this template to help review various ideas and concepts covered. This will help in the formation and answers to your questions.

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Rough Notes:

CGC1P1 Geography Culminating Rubric HAND IN WITH GAME Period: C H (Circle yours) NAME(s):

|Categories |Below Level 1 |Level 1 |Level 2 |Level 3 |Level 4 |

| |< 50% |50% -59% |60%-69% |70% -79% |80%-100% |

|Design and Creativity |Minimum thought was put into |Limited thought was put into |Some thought was put into making |Good thought was put into making |A lot of thought into making the |

| |making the game interesting. Many|making the game interesting and |the game interesting and fun to |the game interesting and fun to |game interesting and fun to play |

| |questions are too basic. The game|fun to play. Questions show |play. Some questions show |play. Questions show good |as shown by creative questions. |

|/15 |board and pieces have no |limited creativity. The game |creativity. Parts of the game |creativity. Parts of the game |The game board and pieces tie |

| |connection to Canadian geography.|board and pieces are present but |board and pieces are present but |board and pieces tie into the |into the theme of Canadian |

| | |do not tie into the theme of |do not tie into the theme of |theme of Canadian geography. |geography. |

| | |Canadian geography. |Canadian geography. | | |

|Questions and Answers |Most questions and answers are |Few questions and answers do not |Some questions and answers |Many questions and answers |Most questions and answers |

| |not reflective of the issues and |provide an adequate challenge to |somewhat challenge the |challenge the participants to |challenge the participants to |

|/25 |concepts covered throughout the |participants and reflect on very |participants to think about the |think about many of the concepts |really think about the concepts |

| |year. |few concepts and issues covered |concepts and issues covered |and issues covered throughout the|and issues covered throughout the|

| | |throughout the year. |throughout the year. |year. |year. |

|Knowledge of content |The game demonstrates a very |The game demonstrates limited |The game demonstrates some |The game demonstrates good |The game demonstrates exceptional|

| |limited knowledge of the units |knowledge of the units you chose |knowledge of the units you chose |knowledge of most of the 11 units|knowledge of the 11 units you |

|/15 |you chose to focus on. A good |to focus on. Many units not |to focus on. Some units not |you chose to focus on. The |chose to focus on. The content is|

| |portion of the content is covered|covered well. The content has |covered well. The content more |content has a few mistakes but |accurate and clear. |

| |poorly. More than half of the |many mistakes and |than a few mistakes. |mostly accurate. | |

| |content is not accurate and lots |misunderstandings. | | | |

| |of misunderstandings. | | | | |

|Rules |The rules of play are extremely |The rules of play are show |The rules of play are somewhat |The rules of play are organized, |The rules of play are well |

| |difficult to follow. |limited clarity and difficult to |organized, some clarity issues, |mostly clear, and easy to follow.|organized, clear, and easy to |

|/10 | |follow. |and a little difficult to follow.| |follow. |

|Attractiveness |Not able to incorporate colour, |Able to incorporate a few colour,|Able to incorporate some colour, |Ability to incorporate colour, |Ability to incorporate thoughtful|

|/15 |images, graphs and diagrams. |images, graphs and diagrams into|images, graphs and diagrams into |images, graphs and diagrams into |colour, images, graphs and |

| | |the game and presentation. |the game and presentation. |the game and presentation. |diagrams into the game and |

| | | | | |presentation. |

|Presentation |Little or no explanation Very |Poor and confusing explanation. |Explanation gave the class a good|Explained the game and general |Explained the game and concepts |

|/10 |poor. Students did not understand|Not well thought out. Some ideas |idea of the game however it left |ideas clearly to the class. |to the class in a clear and |

| |the game. |came across to the class. |some students confused |Everyone had a good |concise manner. Very well |

| | | | |understanding. |received. |

|Reflection |Reflection is extremely difficult|Reflection is difficult to |Reflection somewhat clear and |Reflection is clear and shows |Reflection is clear and |

|/10 |to follow. Not much evidence of |follow. Limited use of proper |shows some thought. Some use of |thought. Good use of proper |thoughtful. Excellent use of |

| |proper sentence structure or |sentence structure and writing |proper sentence structure and |sentence structure and writing |proper sentence structure and |

| |writing conventions. |conventions. |writing conventions. |conventions. |writing conventions. |

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Name: _________________________

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