The world’s fjords are limited but scattered throughout the world: Alaska (U.S.A.) and British Columbia (Canada), Scotland (United Kingdom where they are called firths), Greenland, New Zealand, Chile, and Norway. All of these locations are in high latitudes and have had glaciers that carved the fjords. What are the similarities and differences in the adaptation and use of this land region or environment in the various parts of the world? Students will research these regions, then compare and contrast the human environment interaction.

This activity is designed for use in a Geography, World Cultures or Social Studies class.

Teaching Level: Grades 7-9

State Goal 17: Understand world geography and the effects of geography on society, with an emphasis on the United States.

Learning Standard C: Understanding relationships between geographic factors and society.

17.C.3a: Explain how human activity is affected by geographic factors.

Applications of Learning:

1. Solving problems: Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
2. Communicating: Express and interpret information and ideas.
3. Using technology: Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
4. Working on teams: Learn and contribute productively as individuals and as members of groups.

Objective #1: Students will use a variety of sources to investigate how people interact with the fjord environments in different parts of the world.

Essential Element: Environment and Society

Standard # 15: How physical systems affect human systems.

Knowledge Statement # 2: How the characteristics of different physical environments provide opportunities for or place constraints on human activities.

Skill Set #1: Ask geographic questions.

Skill #1: Identify geographic issues, define geographic problems, and pose geographic questions

Skill #2: Plan how to answer geographic questions.

Skill Set #2: Acquiring geographic information

Skill #1: Use a variety of research skills to locate and collect geographic data.

 

Objective #2: Students will compare and contrast the different regions to determine which regions are the most economically successful, why, and if they can make recommendations to other regions from their research without greatly harming the environment.

Standard # 18: How to apply geography to interpret the present and plan for the future.

Knowledge Statement #1: How the interaction of physical and human systems may shape present and future conditions on Earth.

Skill Set #5: Answer Geographic Questions

Skill #2: Make generalizations and assess their validity.

Materials (for the student)

1. Chart paper or posters
2. Library materials
3. Optional: computer lab with Internet access
4. Atlases

Opening the Lesson

1. Show pictures of fjords in Alaska, Norway and Chile and other locations you can find.
2. Discuss what a fjord is, how it is formed and where on Earth they are found.
3. Have students speculate on how humans would use this environment. Do some regions of the world make better use of this environment than others? Are some regions more economically successful in this environment than others?
4. Next discuss, " What do we need to research?" How will we compare these various locations? During the discussion develop a chart form that the students can use when researching. For each chart the students may want to consider: climate, population density, occupation of the people, resource base and economic viability and whether they are dependent on resources from other parts of the country or world. Students might also include cultural factors and how they affect the human-environment interaction. This includes things such as ethnic groups, house types, religion, historical events and the like. Once the class has decided on the topics for research, divide them into groups by different fjord regions.

Developing the Lesson

Note: Students will need to understand that in most cases they are not researching an entire country, but a region within a country. This makes research more difficult.

1. Students might begin by writing letters to different country governments to ask questions about the fjord regions. They will need plenty of lead-time to do this and receive responses.
2. Each group should gather the information from all the sources they can about the fjord region of their assigned country. Students may need several days to do this research depending on how many resources are provided by the teacher.

1. Detailed books about the different countries that separate the fjord region into a separate entity are necessary. Not only school library materials, but also books from the adult collections of public libraries should be utilized. Teachers can often borrow collections of books for use in the classroom from local public libraries.
2. If you have a computer lab with Internet access, this is another source of information.
3. Parents and other community adults that have traveled to these regions would also be helpful. Students will benefit from looking at pictures taken of the region and analyzing those pictures as well as interviewing the people who have been there.

1. Each group needs to report their research to the class. Class members should be taking notes on the similarities and differences in the human-environment interaction in the different fjord regions.

Concluding the Lesson

1. Regroup the students in jigsaw fashion: one student from each fjord region in each new group. Have these students review the similarities and differences in human-environment interaction and prepare a report with a chart or other visual. These reports should look at similarities in the use of this environment and why they are similar. They should look at differences. Which region is the most economically successful? Why? Would it be possible for other regions to improve economies? How? How much environmental damage has been done? How can environmental damage be minimized? Is there a limit to the amount of population that can be sustained in this environment? Give the students at least 1 class period to work on this report.
2. Groups report their findings. Given time and computer access, student groups can present their findings using a Microsoft PowerPoint or similar technology presentation.

Students may want to look at differences in human-environment interaction in these regions over history. Has there been a change in the use of resources? Has changing technology had an effect? Have historical events (such as wars or migrations) had a greater effect in changing the way humans interact with the landscape in some areas?

Students may wish to research other environmental regions such as mid-latitude deserts or tropical rainforests in the same manner.

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