- Review Process
- Take Action
- A project of
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).
The application of photography as a landscape impact analysis tool
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The lesson engenders many different points of view.
|Consideration of Alternative Perspectives: |
|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.
|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
|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.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local 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.|
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
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
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.
|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
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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.|