Transportation in Canada

Downloadable versions of this lesson are available in the following formats:

(Text (rtf), 841 Kb, PDF, 55 Kb)

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Overview

Students investigate Canadian transportation trends and explore the impact on the environment of our reliance on cars, using the free online version of Human Activity and the Environment 2006.

Contributor: Frances Ross, Queen's University

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Objectives

• Use geographic inquiry methods and technologies to gather, analyse, and synthesize ideas and information
• Use a variety of methods and technologies to communicate the results of geographic inquiry and analysis effectively
• Demonstrate an understanding of the effects of human activities (e.g., urban expansion, resource exploitation) on various aspects of the environment
• Use print and electronic sources to locate information related to physical geography
• Use written, oral, and visual communication skills to present the results of geographic inquiry and analysis effectively

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Suggested grade level and subject areas

Secondary Geography

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Duration

One 60 to 70 minute period.

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Vocabulary

Greenhouse gases (GHGs) – The name given to a group of gases released into the atmosphere by human activities that contribute to the greenhouse effect. Some of these gases are produced by both human and natural processes, while others are entirely human-made. A large proportion of human-made GHGs are produced by activities that require combustion of fossil fuels, such as driving cars or producing electricity.

Fuel efficiency – The ratio of the useful output energy which results when a fuel is burned, to the theoretical input energy content of the fuel.

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Materials

• From the print or PDF (2.8 Mb) version of Human Activity and the Environment: Annual Statistics 2006, a copy of relevant sections of the article "Transportation in Canada"
• Computer with Internet access
• Student worksheet 1: Getting oriented!   Answers
• Student worksheet 2: *Cough, cough* It sure is smoggy over Highway 401   Answers
• Student worksheet 3: Who's driving what and going where?   Answers
• Assignment 1: 'Car culture'
• Assignment 2: Making choices

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Classroom instruction

Hand out the student worksheets and briefly run through the questions. The worksheets are very thorough, so students should be able to work through them relatively easily. Students will need a computer or print copies of the relevant text. They can respond directly on the worksheets except for their reflective response to Worksheet 3 which they can write separately, preferably using a word processing program.

If on task, students will be able to comfortably complete the three worksheets in class. The two assignments require more substantive reflection in paragraph form; students can either complete them in class or as homework.

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Evaluation

The discussion questions may be taken up in class by the teacher using the answer sheets.

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