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