Where in the
World eh?
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Where in theWorld eh? |
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Congratulations, you have been selected to go on an student exchange trip! You get to visit a country of your choice and live there for a year.
You will need to decide on a country that you would like to live in. Because you may not get your first choice, you will need to choose three countries and rank them in the order of first to third choice. The world is open to you so be creative on your choice of countries. You will need to also research these countries to help you make your choice.
Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home
Your task is to create a poster using maps, graphs and tables to show why you chose your country to live in. You will write three paragraphs explaining why your country is the best of the three that you researched and you will present this to the class. In order to complete your task you will need to use the Internet to do research and print out maps, Microsoft Works to create Spreadsheets and Graphs and to write up your final presentation.
1. Choose three countries that you would like to research as possible places to live. Click here to go to National Geographic Expeditions maps-you can look at the maps at this site to help you choose your countries. Remember, you will also be researching Canada.
2. When you decide on three countries to research, print out a basic map of each at National Geographic Expeditions. Don't forget to also print out a map of Canada.
Use an Atlas and/or visit World Factbook to complete the next section:
1. Click to get a worksheet to use when completing the next step:
Adobe Acrobat
Microsoft Word2. On the sheet, fill out the following information for each country, including Canada:
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Location (continent,
hemisphere) |
3. Click here to print out a map of the world (or use the one given to you by your teacher). Colour and label your three countries and Canada.
4. Draw the flag for each country and colour it.
5. On the map of each country draw and/or label the following features:
Important physical features
Capital City
Surrounding countries
Major cities
Compass Rose
Shade in your country and surrounding countries
Shade the water blue
1. Click to get the Development Data Chart to be used for this section: Adobe Acrobat
Microsoft Word2. Fill out the names of your three countries underneath Canada.
3. Use the World Factbook to fill out the first three sections of the chart (Life Expectancy, Literacy Rate, Infant Mortality Rate).
4. Click here to find the statistics for Doctors and Nurses.
5. Click here to find the information about Access to Drinking Water and Access to Proper Sanitation.
6. Click here to find information about Adequate Food Supply.
7. Click here to find information about Pollution (this section may be optional).
1. In Microsoft Works create a spreadsheet and graph for each of the following:
Life Expectancy
Literacy Rate
Infant MortalityClick here if you would like instructions for creating graphs and spreadsheets in Microsoft Works. 2. Print out these graphs and mount them to be displayed on your poster.
1. You will now need to look at the information that you have collected and decide which of the three countries would be the best for you to live in. Use Canada as your guide. You may wish to answer some of the following questions:
Where would I live the longest?
Which country has the best health care (doctors and nurses)?
Which country has the most food?
Do I like any of the physical features of one of the countries (oceans, nice climate, mountains)?
Is there very much water available?2. Now rate these countries making 1 your first choice and 3 your last.
3. After making your decision you will write three paragraphs to explain why you chose this particular country. Follow these guidelines:
Each paragraph must have a topic sentence.
You need to tell three reasons why the country that you have chosen is best and tell why your third choice was the worste. Back up your decision with facts from your graphs and the tables that you filled out.
Check that all the words are spelled correctly, periods at the end of every sentence and the names of the countries must have a capitol letter.
1. Now it's time to put this all together and create a poster to present to the committee that selected you. You will need to include the following on your poster:
2. You will now present this project to your class. Make sure that you refer to the poster, read your paragraphs (that have all the reasons for your choice backed up with facts), and don't forget to read loud enough and smile!
- Your world map showing Canada and the three countries that you researched.
- The maps of each of the four countries with all the information required on them (see Section 2).
- Information sheets from Section 2.
- Three graphs.
- As a bonus you could include some of the information from Section 3.
- Make it colourful and organize it so it looks good.
Introduction
| Task | Process | Resources
| Evaluation | Conclusion | Teachers
| Home
For this project students can use the following web sites:
National Geographic Expeditions
Students can also use Atlases in class.
All the resources for the facts from the United Nations Human Development Report are in the Process section of this lesson (Section 3).
Click here for a rubric for marking.
Students can use this rubric for self evaluation and teachers can use this for evaluating the projects. You may decide to come up with your own marking criteria as a class project.
Introduction | Task | Process | Resources | Evaluation | Conclusion | Teachers | Home
Now that you have decided which country you would like to visit, you can feel free to gather more information about it. Maybe you would like to find a pen pal in this country. Hope you get your choice. Congratulations on finishing the project!
These lessons have been divided into sections and you can feel free to leave parts out or add more in. You may decide to have students work on this independently or add more in-class instruction. We suggested that students study Canada and three other countries-you may wish to change these amounts too. The lessons is designed so that students can complete all the sections on their own.
Following is a suggested time line for this project:
SECTION 1: Choosing the countries to study:
Two 45 minutes computer sessions.
OPTION: You may wish to have students use an Atlas in class to draw the maps themselves.
SECTION 2: Mapping (4 maps):
Three 45 minute computer sessions and time in class to colour.
OPTION: A lot of this section could be done using Atlases in class. Tell students not to spend too much time perfecting the the colouring parts as this is only a small section of the overall project.
SECTION 3: Graphing:
One or two 45 minute computer sessions. (This will depend on how skilled your students are at creating graphs in MS Works.)
SECTION 4: Statistics:
One or two 45 minute computer sessions.
OPTION: If your computer time is limited, feel free to print out these documents and have them available for students to use in the classroom.
SECTION 5: Where and Why:
Two 45 minute computer sessions.
You may decide to give more detailed instructions for the paragraph writing and may choose to do some whole class lessons on how they should be written as a Language Arts class. You may also wish to develop criteria for the paragraphs as a class project.
SECTION 6: Putting it together.
The amount of time spent on creating the posters and doing the presentations will have to be up to the classroom teacher.
It is expected that students will:
It is expected that students will: