Unit 5 - Liveable Communities
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Unit 5 - Liveable Communities
Exploring issues relating to the sustainability of human systems in canada.
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Keep your goals to yourself

Keep your goals to yourself | Unit 5 - Liveable Communities | Scoop.it
Freedom from cars, freedom from sprawl, freedom to walk your city! City planner Jeff Speck shares his "general theory of walkability" -- four planning principles to transform sprawling cities of six-lane highways and 600-foot blocks into safe, walkable oases full of bike lanes and tree-lined streets.
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Shenzhen: The Silicon Valley of Hardware (Full Documentary) | Future Cities | WIRED

Future Cities, a full-length documentary strand from WIRED Video, takes us inside the bustling Chinese city of Shenzhen. Subscribe to WIRED►
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1950s newsreel about the building of suburbia in Levittown

To order this clip in high res. follow this link: http://www.clipsandfootage.com/contact_us.html 1950s newsreel about the building of Levittown, Lon
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Census data shows where children live in Ottawa's diverse neighbourhoods | Metro Ottawa

Census data shows where children live in Ottawa's diverse neighbourhoods | Metro Ottawa | Unit 5 - Liveable Communities | Scoop.it
Seniors may outnumber children across Canada, but the same can't be said for Ottawa's suburbs.
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Canada's capital faces biggest urban overhaul in a half century

Canada's capital faces biggest urban overhaul in a half century | Unit 5 - Liveable Communities | Scoop.it
Canadian cities are no strangers to boneheaded urban planning decisions — the Gardiner Expressway blocking access to Toronto's waterfront, Montreal's crumbling Turcot interchange, space-sucking viaducts in Vancouver.
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Global Wealth Inequality - What you never knew you never knew

The extreme truth about how wealth is divided globally. Inspired by the amazing "Wealth Inequality in America" video. Production Company: Grain Media www.gra...
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1992: Newfoundlanders protest cod moratorium

1992: Newfoundlanders protest cod moratorium | Unit 5 - Liveable Communities | Scoop.it
A furious crowd of fishermen meets John Crosbie on the eve of a moratorium.
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A third industrial revolution

A third industrial revolution | Unit 5 - Liveable Communities | Scoop.it
OUTSIDE THE SPRAWLING Frankfurt Messe, home of innumerable German trade fairs, stands the “Hammering Man”, a 21-metre kinetic statue that steadily raises and lowers its arm to bash a piece of metal with a...
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Paul Gilding: The Earth is full

http://www.ted.com Have we used up all our resources? Have we filled up all the livable space on Earth? Paul Gilding suggests we have, and the possibility of...
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Solar Energy Brings Food, Water and Light to West Africa

Solar Energy Brings Food, Water and Light to West Africa | Unit 5 - Liveable Communities | Scoop.it
For two arid villages in Benin, starvation seemed a greater problem than the lack of electricity. Solar drip irrigation tackled both issues at once.
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Ultimate factories Coca Cola.flv

nat geo programme about the coke factory and the manufacturing process of coke...
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Ottawa's population continues to increase, with western suburbs seeing largest growth in 2016

Ottawa's population continues to increase, with western suburbs seeing largest growth in 2016 | Unit 5 - Liveable Communities | Scoop.it
Ottawa continues to welcome new resident as the population steadily climbs and developers build new homes.
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Our Canada: Do our cities still work? - Urban Planning Mini-Documentary

Our Canada: Do our cities still work? Urban Planning Mini-Documentary hosted by Chris Brown Interviews with Charles Montgomery, Brent Toderian and Dr. Kare
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Plan It Green Game | National Geographic Games | City Building Games Online

Plan It Green Game | National Geographic Games | City Building Games Online | Unit 5 - Liveable Communities | Scoop.it
Play the Plan It Green game from National Geographic Games. One of the most robust city building games online today, register now to design and create your own energy-efficient city of the future!
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CBC TV - Episode 4

Two serial entrepreneurs are bringing the farm to the city with economically sustainable rooftop greenhouses, an architectural design firm with a rebellious streak plots a revolution in City Building,
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ElectroCity

ElectroCity | Unit 5 - Liveable Communities | Scoop.it
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Kylie Macdonald-Mcnamara's curator insight, May 20, 2017 1:23 AM
The ElectroCity is a fun activity for Year 7 Geography students to play in order to give an insight into the aspects that make a city livable. It incorporates the uses of ICT's, Bloom's taxonomy and the SAMR model into the classroom under the disguise of an entertaining, informative activity. Students can design their very own city incorporating the factors that determine what makes the city liveable. 

The beauty of a game like this is that it is flexible and incorporated into whole modules that can be designed around the environment, growth, energy and tourism; to name a few. Students, parents and teachers can repeatedly return back to the game and assess how learners have evolved each week. This advances their critical thinking along with their gaming skills. Once the city is finished students can type in some information about what they intended to achieve. From there it can be published and viewed globally. Emails can automatically be sent to parents and friends inviting them to view and rate the city. This is also an opportunity for students to visit other cities designed by other schools students. They can read and rate each others cities and provide valuable feedback. Parents can see what their children are doing in the classroom. The teacher can simply send parents an email to view students work and once parent and child come together they can discuss relevant strategies and content. This keeps communication and feedback flowing through reflection. The game is scored on objective and subjective factors that students are required to learn through Australian Curriculum. Learning is supported through the "how to play" and feedback sections which is also supported by teacher, parents and peers. 

Safety and Ethics 

Teachers have to register in order to be assigned a teachers code. This is to ensure students are safe and the teacher has control. Anyone using offensive language will not able to finish their city or score on the finished cities list. 

Learning Objectives

Clarify the meaning of 'liveability' Recognize the factors that influence the liveability of places Appraise the relative liveability of familiar places Collude with other students by collecting, recording and analyzing data to arbitrate the quality of an area.

Understanding and Context 

The Australian Curriculum requires students to design a city focusing on the livability factors that have been covered in previous weeks. Such factors include climate, infrastructure (entertainment, recreational, educational, historical, religious and cultural facilities), environmental quality (noise, water and air pollution, environmental aesthetics and cleanliness), safety and stability (security and traffic safety) and access to health, education and employment. Social interactions such as neighborliness, community identity and pride are all included in the liveability of a place. 

The Australian Curriculum geography content descriptors are: 

The factors that influence the decisions people make about where to live and their perceptions of the liveability of places (ACHGK043) 

The influence of accessibility to services and facilities on the liveability of places (ACHGK044) 

The influence of environmental quality on the liveability of places (ACHGK045) 

The influence of social connectedness and community identity on the liveability of place (ACHGK046) 

Strategies used to enhance the liveability of places, especially for young people, including examples from Australia and Europe (ACHGK047)

Science Inquiry Skills

Interpreting, analyzing and concluding Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships (ACHGS051) 

Thinking Apply geographical concepts to draw conclusions based on the analysis of the data and information collected (ACHGS052) 

Communicating Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053) 

Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal (ACHGS054) 

The inclusion of this fun, interactive game is a welcome addition to classroom learning also incorporating Bloom's Taxonomy and the SAMR model. Students can advance through the different levels in an enjoyable and easy way that consolidates low end and high end pedagogy. Students are motivated to brainstorm in order to achieve the required task of building their own liveable city. Middle school learners would find this challenging and fun while exercising learner centered skills. Students go through the enhancement levels of substitution by remembering key terminology involved in the liveability of the place such as climate, environmental quality, safety and stability as well as objective and subjective factors. This can flow onto the augmentation level of understanding and then applying what they feel will make a city liveable. Transformation will then take place through analyzing, evaluating and creating the best possible design; a liveable city which was previously inconceivable ! 

Educators have an exciting and powerful networking tool to inspire and encourage learners to work from home and interact with fellow students on a global scale. 

Source: Australian Curriculum, Assessment and Reporting Authority (ACARA).

Hanim Dogan's comment, May 24, 2017 10:01 PM
Kylie, you have completed a very thorough analysis of this game and how it will cover the content in the curriculum and enhance your pedagogy. This is authentic problem based learning to its core and is one that all students will learn from while being fully engaged.
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Podcast: Toronto city council's plastic bag debacle | Posted Toronto | National Post

Podcast: Toronto city council's plastic bag debacle | Posted Toronto | National Post | Unit 5 - Liveable Communities | Scoop.it
June 8, 2012 — Our panel calmly discusses city council’s decision to ban plastic shopping bags by 2013, while the rest of the city goes all OMG crazy about it. [audio=http://podcasts.nationalpost.com/wp-content/uploads/2012/06/0608-Toronto.mp3] .
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Cross-border shopping a $20B economic drain - Business - CBC News

Cross-border shopping a $20B economic drain - Business - CBC News | Unit 5 - Liveable Communities | Scoop.it
Cross-border shopping is costing the Canadian economy much more than believed and new rules raising duty-free limits will only make matters worse, says a new report by the Bank of Montreal.
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Making Levi's® WaterLess Jeans

Levi Strauss & Co. believes that water is a precious resource and everyone should do their part to lead a more WaterLess lifestyle. Find out more about our w...
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Energy Ecology TV | Ecology Global Network

Energy Ecology TV | Ecology Global Network | Unit 5 - Liveable Communities | Scoop.it
Energy Ecology TV are educational and entertaining videos exploring the latest innovations in renewable, sustainable energy sources.
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