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Lesson 2: Land Use Picture Project

Secondary

Description

Using a digital camera to document local landscapes as they are today, students explore how changes in human land use are creating social impacts and impacting local environments.

Five student photographers from the class are asked to take photos between their home and school. Then the class is divided for small group discussions into five - one group for each set of photos taken. The groups are asked to answer questions about the land uses portrayed in the photos, their personal relationship to the local land uses and the social and environmental impacts of each land use classification.

Following the group work, each group is asked to present their photo set to the class, briefly overviewing the answers they came up about the photos. Subsequently, the class as a whole is asked to discuss how different or similar the photo sets are. Substantive questions are provided to guide the class discussion.

In the final activity, students are asked to explore their personal impact on local environments by writing an essay, short story, poem or preparing a presentation.

Interesting small projects are suggested in the supplementary assessment  and extension ideas sections (egs. a photo exhibition with a question and answer period. studying how local geology affects land use).

General Assessment

What skills does this resource explicitly teach?

The application of photography as a landscape impact analysis tool

Strengths

  • The resource revolves around learning opportunities that are locally focused and relevant to the lives of the learners
  • The photography exercises provide authentic experiential activities directly related to the lessons primary goal - understanding the impact of changing landscapes
  • This resource offers a strong interdisciplinary approach 
  • The central purpose is consistently reinforced throughout and the sequence of activities is good
  • Students can act as peer teachers by presenting their photographic landscape case like studies.

Weaknesses

  • The economic dimension needs to be strengthened
  • The resource asks students to consider local impacts without developing empathy for those affected
  • No action experiences are provided and action skills are not taught
  • Background information for students and teachers is only listed among the supplementary internet resources section 
  • There is no active support for teachers.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
    • Step 2Select a grade level
    • Grade 12
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      • Business Studies
        • Step 4Relevant matches
        • Business in the Canadian Economy: Economic Issues Challenging Canadian Business
        • Business in the Canadian Economy: Economic Systems and Strategies
  • British Columbia
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
  • Manitoba
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    • Grade 12
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      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Advanced Environmental Science 120: Earth Systems
        • Introduction to Environmental Science 120: Investigating Environmental Issues
  • Newfoundland & Labrador
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    • Grade 10
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      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Economic Issues in Canadian Geography
    • Grade 11
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      • Business Studies
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        • Consumer Studies 1202:: The Consumer and the Business World
      • Economics
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        • Canadian Economics 2203: Microeconomic Concepts
        • Canadian Economics 2203:Economic Issues
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Land Use & the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Settlement and Urbanization
  • Nova Scotia
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    • Grade 12
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      • Economics
        • Step 4Relevant matches
        • Canadian Economics : Microeconomic Concepts
        • Canadian Economics :Economic Issues
      • Geography
        • Step 4Relevant matches
        • AP Human Geography: Cities and Urban Land - Use Patterns and Processes
  • Ontario
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    • Grade 9
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      • Business Studies
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        • Introduction to Business: Business Fundamentals
      • Geography
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        • Issues in Canadian Geography (Academic): Managing Canada's Resources and Industries
    • Grade 11
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      • Environmental Science
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        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
        • Environmental Science (Workplace Prep.) Natural Resource Science and Management
      • Geography
        • Step 4Relevant matches
        • Forces of Nature: Processes and Disasters (Univ./College Prep.) Geographic Inquiry and Skill Development
        • Introduction to Spacial Technologies (Open): Geographic Inquiry and Skill Development
        • Introduction to Spacial Technologies (Open: Spacial Geography: Concepts and Processes
        • Regional Geography (Univ./College Prep.): Geographic Inquiry and Skill Development
        • Regional Geography (Univ./College Prep.): Sustainability and Stewardship
    • Grade 12
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      • Economics
        • Step 4Relevant matches
        • Making Personal Economic Choices (Workplace Prep.) Developing Financial Literacy
        • Making Personal Economic Choices (Workplace Prep.) Markets, Consumers, and Producers
      • Geography
        • Step 4Relevant matches
        • The Environment & Resource Management (Univ./College Prep.): Methods of Geographic Inquiry and Communication
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Univ/College Prep.) Community Action
  • Prince Edward Island
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Ecological Principles
        • Environmental Science 621A: Natural Resources
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population

Themes Addressed

Citizenship (1)

  • Sustainable Consumption

Ecosystems (1)

  • Interdependence

Land Use & Natural Resources (2)

  • Rural Issues
  • Sustainable Urbanization

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The lesson engenders many different points of view.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The economic dimension can be strengthened.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Good
Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Poor/Not considered
Acting on Learning:

Learning moves from understanding  issues  to working towards positive change — in personal lifestyle, in school, in the community,  or for the planet

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Poor/Not considered
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).
Personal Affinity with Earth Good
Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good
Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

Past and present land uses and their influences are discussed constructively but there the lesson does not provide a vision for the future.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Very Good
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource combines affective elements (photography and the choice of landscapes, composing poetry) with lessons that teach to cognitive abilities by posing questions.

In the lesson extension, accommodations are suggested for special needs students.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

The photography exercises provide authentic experiences related to the primary goals of the lesson.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Satisfactory
Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

Assessment tools are not provided but photography, route mapping and small projects are suggested for students to present to the class in order to be evaluated.

Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.
Peer Teaching Good
Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Students present their photographic research which, in effect, act as case studies enabling the class to examine concepts in an authentic context.

Case Studies:

Relevant case studies are included.  Case studies are thorough descriptions of real events from real situations that students use to explore  concepts in an authentic context.

Locus of Control Satisfactory

There are suggestions in the extension for students to go deeper into how geology affects today's land uses. Otherwise there is not much choice on the program content or the medium students can work with.

Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.

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