History & Geography · Grade 7 · Global Settlements: Patterns and Sustainability · Term 3

Human Modification of Environments

Analyze how humans modify their environment to suit their needs (e.g., draining wetlands, building dams) and the consequences of these changes.

• Ontario Curriculum Expectations
• ON: Global Settlement: Patterns and Sustainability - Grade 7

About This Topic

Migration is a fundamental part of the human story and a key driver of global settlement patterns. This topic explores the 'push' factors (reasons why people leave a place, like war or poverty) and 'pull' factors (reasons why people are attracted to a new place, like jobs or freedom) that lead to migration. Students will analyze both international migration and internal migration (e.g., moving from rural areas to cities).

The curriculum focuses on the diverse experiences of migrants, including refugees, economic immigrants, and international students. Students will examine how migration changes the culture, economy, and physical landscape of both the 'sending' and 'receiving' settlements. This topic is best taught through 'migration story' investigations and simulations of the challenges faced by newcomers in a new country.

Key Questions

1. Analyze the environmental consequences of human modifications like draining wetlands or building dams.
2. Explain how humans adapt to living in challenging environments like the Arctic.
3. Evaluate whether technological solutions can fully mitigate environmental problems caused by settlement.

Learning Objectives

• Analyze the environmental impacts of human modifications such as wetland drainage and dam construction on local ecosystems.
• Explain how human settlements in challenging environments, like the Canadian Arctic, are adapted to extreme conditions.
• Evaluate the effectiveness of technological solutions in fully mitigating environmental problems caused by human settlement and modification.
• Compare the sustainability of different human settlement patterns in relation to environmental impact.

Before You Start

Introduction to Ecosystems

Why: Students need a foundational understanding of how living organisms interact with their environment to analyze the impact of human modifications.

Canada's Physical Geography

Why: Knowledge of Canada's diverse physical regions, including wetlands and the Arctic, is necessary to understand the context of human modifications and adaptations.

Key Vocabulary

Environmental Modification	The process by which humans alter the natural landscape and ecosystems to meet their needs, such as building infrastructure or changing land use.
Wetland Drainage	The removal of water from a wetland area, often for agricultural or urban development, which significantly changes the ecosystem and its functions.
Dam Construction	The building of barriers across rivers to control water flow, generate electricity, or create reservoirs, impacting river ecosystems and downstream communities.
Permafrost	Ground that remains frozen for two or more consecutive years, a defining characteristic of Arctic environments that is sensitive to climate change and human activity.
Sustainability	Meeting the needs of the present without compromising the ability of future generations to meet their own needs, often involving balancing environmental, social, and economic considerations.

Watch Out for These Misconceptions

Common Misconception

Most migrants move because they 'want' to, not because they 'have' to.

What to Teach Instead

Many people are forced to move due to conflict or environmental disasters. A 'refugee vs. immigrant' sorting activity can help students understand the different legal and personal reasons for moving.

Common Misconception

Migration only happens between countries.

What to Teach Instead

Internal migration (like moving from a farm to a city) is actually much more common globally. Mapping 'urbanization' trends can help students see this massive internal shift.

Active Learning Ideas

Inquiry Circle: Push and Pull Factors

Groups are given a set of 'migrant profiles' from around the world. They must identify the specific push and pull factors for each person and present their findings on a global map.

45 min·Small Groups

Simulation Game: The Newcomer's First Week

Students work in pairs to navigate a series of 'challenges' a newcomer might face (e.g., finding a job, enrolling in school, learning a new language). They must brainstorm solutions and identify where they can find help.

50 min·Pairs

Think-Pair-Share: How Migration Changes a City

Students discuss how their own city or town has been changed by migration (e.g., new restaurants, festivals, languages). They share their thoughts on the benefits of a multicultural community.

25 min·Pairs

Real-World Connections

• The construction of the St. Lawrence Seaway involved significant environmental modifications, including dredging and the creation of canals, to improve navigation and hydroelectric power generation, impacting aquatic habitats and water flow.
• Engineers and environmental scientists work together to assess the long-term effects of large infrastructure projects like the Muskrat Falls hydroelectric dam in Labrador, considering impacts on fish populations, Indigenous land use, and water quality.
• Communities in the Canadian Arctic, such as Iqaluit, Nunavut, face unique challenges in settlement due to permafrost and extreme cold, requiring specialized building techniques and infrastructure adapted to these conditions.

Assessment Ideas

Quick Check

Present students with images of different human modifications (e.g., a drained wetland, a large dam, a city built on permafrost). Ask them to write one sentence identifying the modification and one sentence describing a potential environmental consequence or adaptation required.

Discussion Prompt

Pose the question: 'Can technology completely solve the environmental problems caused by human settlement?' Facilitate a class discussion where students use examples from the lesson to support their arguments, considering both benefits and limitations of technological solutions.

Exit Ticket

Ask students to choose one human modification discussed (e.g., draining wetlands, building dams). On their exit ticket, they should list one positive outcome for humans and one negative environmental consequence, and suggest one way to mitigate the negative impact.

Frequently Asked Questions

What is the difference between a 'push' and a 'pull' factor?

A push factor is something negative that makes you want to leave your current home (like a lack of jobs). A pull factor is something positive that attracts you to a new location (like better schools).

Who is a refugee?

A refugee is someone who has been forced to flee their country because of war, violence, or persecution. They have a legal right to protection in other countries under international law.

How does migration affect the economy of a country?

Migration can provide a country with new workers, skills, and ideas, which can help the economy grow. However, it can also put pressure on services like housing and healthcare if not managed well.

How can active learning help students understand global migration patterns?

By investigating personal stories and simulating the newcomer experience, students develop empathy and a deeper understanding of the human side of geography. Active learning moves the topic away from dry statistics and toward an appreciation for the courage and resilience of migrants.