Natural Resources - Queen's University Library · Natural Resources Page 1 An Integrated Unit for...

Vocabulary PuzzleRenewable, Non-renewable, and Flow Resources

Canada's Natural ResourcesLocating Resources

Supply and Demand of ResourcesSustainable Development of Resources

The Town Council's Dilemma

Including:

September 2001

Written by:

Doug Shippey, Kerby Waud, Barbara Tanton, Terry Sheppard

Natural Resources

Length of Unit: approximately: 11.8 hours

An Integrated Unit for Grade 7

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:07:55 AM

Natural Resources An Integrated Unit for Grade 7



Program Services(519)452-2000

Thames Valley District School Board

Program Services(519)452-2000

Thames Valley District School Board

Based on a unit by:

An Integrated Unit for Grade 7Written by:

This unit was written using the Curriculum Unit Planner, 1999-2001, which Planner was developed in the province ofOntario by the Ministry of Education. The Planner provides electronic templates and resources to develop and share unitsto help implement the new Ontario curriculum. This unit reflects the views of the developers of the unit and is notnecessarily those of the Ministry of Education. Permission is given to reproduce this unit for any non-profit educationalpurpose. Teachers are encouraged to copy, edit, and adapt this unit for educational purposes. Any reference in this unitto particular commercial resources, learning materials, equipment, or technology does not reflect any officialendorsements by the Ministry of Education, school boards, or associations that supported the production of this unit.

AcknowledgementsThe developers are appreciative of the suggestions and comments from colleagues involved through theinternal and external review process.

Participating Lead Public School Boards:Mathematics, Grades 1-8Grand Erie District School BoardKawartha Pine Ridge District School BoardRenfrew District School Board

Science and Technology, Grades 1-8Lakehead District School BoardThames Valley District School BoardYork Region District School Board

Social Studies, History and Geography, Grade 1-8Renfrew District School BoardThames Valley District School BoardYork Region District School Board

The following organizations have supported the elementary curriculum unit project through team building andleadership:

The Council of Ontario Directors of EducationThe Ontario Curriculum CentreThe Ministry of Education, Curriculum and Assessment Policy Branch


Natural Resources Page 1


Task ContextThis unit is designed to be used after the students have studied "The Themes of Geographic Inquiry" and"Patterns in Physical Geography" strands. If the classroom teacher is using the unit prior to completion of theother units, then s/he will want to be aware of some expectations that may assume prior knowledge.

This main focus of this unit is the interaction between humans and the environment. By the end of this unit,students will increase their understanding of geography by: knowing the three main types of resources(renewable, non-renewable, and flow), locating key resources, in Canada and globally, on maps,understanding the concept of sustainable development as it relates to the environment, and understandinghow various regions are shaped economically by resources. Students will use specific mapping skills bymapping specific resource locations, identifying patterns in the location of resources, and showing themovement of resources to the marketplace.

The enduring question guiding this unit is, "How does the use of natural resources affect humans, theenvironment, and the future sustainability of resources?"

Task SummaryThis unit is designed to meet the expectations as outlined in the "Natural Resources" strand for Grade 7Geography, Ontario Curriculum Grades 1-8 document. The unit focuses on human use of resources and theimpact of their use on the environment over time (i.e., supply, demand, availability, and technology).

Teachers may also wish to make natural connections with Language Arts, the "Data Management" strand inMathematics, and "The Earth's Crust" strand in Science and Technology. Students arerequired to develop and refine the following skills through the various subtasks: mapping, data analysis andinterpretation, research, writing, sorting, and role playing.

Students are introduced to the unit by developing appropriate vocabulary and definitions. Building upon thesefoundations, students will examine specific natural resources. Using this background, students investigategeneral issues related to sustainable development and identify differing points of view. The culminating taskasks students to present and defend various points of view on how a resource should be used. Thestudents also demonstrate an understanding of alternative points of view through a written article based ona topical resource issue.

Culminating Task AssessmentStudents complete this culminating activity in two parts. In part one, students assume a role in a simulatedactivity and report to a town council regarding a resource-related issue. In part two, students write a featurearticle that examines differing points of view on the issue. This document provides information on aproposed hydroelectric dam, but teachers have the flexibility to examine another resource issue that may bemore applicable to their geographic area (i.e., mining, logging, etc.).

Rubrics are provided for the role-playing and article writing tasks.

Links to Prior KnowledgePrior to study of the unit, students have likely completed "The Themes of Geographic Inquiry", and "Patterns inPhysical Geography". This unit provides the students with opportunities to apply knowledge and skills, suchas: using the five themes of geographic inquiry; producing maps, charts, and graphs; and writing reports.Students could also benefit from understanding river systems and climate and vegetation patterns.

This unit draws on the knowledge and skills presented in the Grade 6 Social Studies unit "Canada and Its

Unit Overview

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Trading Partners", such as describing the ways Canada is linked to the world through trade. Students'understanding of the expectations focusing on minerals, mining, and soils from the Grade 7 Science andTechnology unit "The Earth's Crust" could provide useful background information.

Considerations

Notes to TeacherTeachers need to be aware of the possible sensitive nature of some topics. Broad value judgementssupporting or dismissing any point of view may be distressing to students in families with a personal stake ina specific issue.

All attempts have been made to provide pertinent black-line masters and fact sheets. A classroom set ofatlases and supporting texts would be beneficial.

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Natural ResourcesAn Integrated Unit for Grade 7

Subtask List Page 1List of Subtasks

Vocabulary PuzzleThis sub-task requires the students to brainstorm a list of items they use everyday. They then identifythe main component, or ingredient, of that item. Through discussion, the terms natural and refinedresources are defined. Students are asked to complete BLM #1 and to list 10 to 12 examples of naturaland refined resources on their black line master page.

As an optional activity, teachers are provided with an acrostic puzzle (BLM #3) containing severaldefinitions from vocabulary words learned in prior units in geography, science, and social studiesunits. There is one main concept (namely 'resources') which links all of the other vocabulary words.Through discussion, students complete the puzzle and discuss the relationship between thevocabulary words.

1

Renewable, Non-renewable, and Flow ResourcesStudents are provided with a list of words that have been categorized and a list of uncategorizedwords (BLM #5). Their task is to place the new words in the existing categories and to rationalize theirchoices (BLM #7). Through classroom discussion, the teacher and students generate definitions ofrenewable, non-renewable, and flow resources.

2

Canada's Natural ResourcesTeachers need to be aware of the possible sensitive nature of some topics. Broad valuejudgements supporting or dismissing any point of view may be distressing to students infamilies with a personal stake in a specific issue.

1. Students begin by mapping the location of seven selected Canadian resources ( fishing, fur,farming, forest, fossil fuels, falling water, ferrous metals) that have contributed to the economicdevelopment of Canada. Teachers provide one map of Canada indicating the major resource regionsfor the above listed natural resources.

2. Students complete a research activity using the jigsaw method. Students are divided into homegroups. Each member will be assigned one resource. In their resource groups, they research theirselected resources, investigate the influence of natural resources on the development of Canada, andinvestigate the extraction methods for their resource. Students then go back, share the information,and record the information in their notes.

3. Students return to their "expert" resource group to prepare and present a series of diagrams on theproduction, refinement, and distribution of their resource.

3

Locating Resources Locating Resources1. Teachers elicit students' prior knowledge of the location of resources in the world throughdiscussion (e.g., where we get our oil). Two renewable, two non-renewable, and one flow resourceare highlighted. Teachers provide world maps and students locate the major resource producing/exporting and importing nations of the world.

2. Students discuss natural resource distribution patterns and answer related questions.

3. Students make a graph showing the production levels of a selected resource.

4

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Subtask List Page 2List of Subtasks

Supply and Demand of ResourcesStudents are provided with a variety of future resource scenarios. Students, in pairs, decide whethereach scenario initially suggests a supply increase, a supply decrease, a demand increase or a demanddecrease*. Students place each scenario on a chart under the correct headings. During a classdiscussion, students compare their responses and justify their decisions. A summary of the factorsaffecting the availability of natural resources should be generated (e.g.,technology, local laws,environmental constraints, transportation).

Data on the extraction of a particular resource (forestry statistics) over a time period is provided.Students graph these results, and extrapolate (the graph) to predict future trends in harvesting thisresource. They then write a report to identify and explain the factors that may affect the supply of thisresource, and estimate the future production levels and availability of this resource.

*For example, a new technology that allows for more recycling of a resource would lead to a supplyincrease.

5

Sustainable Development of ResourcesTeacher leads a discussion on the implications of the overuse of a resource (e.g. deforestation, thecod fishing industry). From this discussion, a student note is generated. This note includes a definitionof sustainable development and lists various methods to achieve sustainability. Students examine acase study involving deforestation in Nepal to better acquaint themselves with sustainability issues.They look at different perspectives involved in this issue. Finally, students analyse an articleconcerning a resource development issue and examine it from various perspectives.

6

The Town Council's Dilemma Students complete this culminating activity in two parts. In part one, students assume a role in asimulated activity and report to a town council regarding a resource-related issue. In part two,students write a feature article that examines differing points of view on the issue. This documentprovides information on a proposed hydroelectric dam, but teachers have the flexibility to examineanother resource issue that may be more applicable to their geographic area (i.e., mining, logging, etc.).


7

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Natural Resources Subtask 1Vocabulary Puzzle

An Integrated Unit for Grade 7 mins35

Expectations7g55 A – use appropriate vocabulary, including correct

geographic terminology (e.g., flow resource,sustainable development), to describe their inquiriesand observations;

7g59 – construct a wide variety of graphs, charts,diagrams, maps, and models to organize information(e.g., create a graph to demonstrate the concept ofsupply and demand);

7g60 – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and reports, drawings,tables, charts, and graphs.

DescriptionThis sub-task requires the students to brainstorm a list of items they use everyday. They then identify themain component, or ingredient, of that item. Through discussion, the terms natural and refined resources aredefined. Students are asked to complete BLM #1 and to list 10 to 12 examples of natural and refinedresources on their black line master page.

As an optional activity, teachers are provided with an acrostic puzzle (BLM #3) containing several definitionsfrom vocabulary words learned in prior units in geography, science, and social studies units. There is onemain concept (namely 'resources') which links all of the other vocabulary words. Through discussion, studentscomplete the puzzle and discuss the relationship between the vocabulary words.

GroupingsStudents Working IndividuallyStudents Working As A Whole ClassStudents Working In Small Groups

Teaching / Learning StrategiesClassifyingDiscussionBrainstorming

AssessmentCheck for completion of BLM # 1 and 3 toensure students understand the concept ofresources.

Assessment StrategiesSelect Response

Assessment Recording Devices

Teaching / Learning1. Students will brainstorm a list of 10-12 different items they could find in the classroom. Ask the students toidentify the main ingredient(s) of each item (e.g. pencil-graphite and wood) and where each ingredient originates(e.g. graphite-rock, wood-trees). Record the responses on a chart with three columns: Item, Main Ingredient, andOrigin.

2. Discuss with students that each of the items and all of the ingredients (in fact, everything that we use) areresources. Provide a definition of the term "resource" for the students to copy into their notes (BLM #1).

3. Refer to the "Origin" column from Step One. Ask students to identify what these have in common (i.e., theseoccur naturally in the environment) and point out to the students that they are called "natural resources" (asopposed to "refined resources" e.g., a hair dryer) .

4. Students generate a definition for each of the two terms on BLM #2. They will also list 10-12 examples ofnatural and refined resources on their sheets.

5. Optional: have the students recall vocabulary from other related units (notably: "The Earth's Crust," "Patterns inPhysical Geography," "The Themes of Geographic Inquiry," and the Grade 6 Social Studies unit "Canada and ItsTrading Partners") by providing an acrostic vocabulary puzzle containing definitions from pertinent vocabulary

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Natural Resources Subtask 1Vocabulary Puzzle


Resources

words (BLM #3). The answers to the puzzle words are provided on BLM #4).

AdaptationsTeachers may choose to have students work with partners to complete vocabulary puzzles.ESL and some exceptional students may need to have a word list generated for them to classify on their charts.

BLM 1 BLM 1 What is a resource.cwk

BLM 2 BLM 2 WhatIsARresourceTchr.cwk

BLM 3 BLM 3 Vocab Acrostic Puzzle.cwk

BLM 4 BLM 4 Vocab AcrosticAns.cwk

Notes to TeacherTeachers may need to provide more guidance in the completion of the acrostic puzzle. Students could work inpartners to complete the vocabulary puzzle.

General definitions of 'resource,' 'natural resources,' and 'refined resources' have been provided on a teacher'scopy of the black line masters. More information on this topic is available in most geography texts.

The teacher should inform the students about the culminating activity for this unit. The students complete thisculminating activity in two parts. In part one, the students assume a role in a simulated activity and report to atown council regarding a resource-related issue. In part two, students write a feature article that examinesdiffering points of view on the issue. This document provides information on a proposed hydroelectric dam, butteachers have the flexibility to examine another resource issue that may be more applicable to their geographicarea (i.e. mining, logging, etc.).

Teacher Reflections


Natural Resources Subtask 2Renewable, Non-renewable, and Flow Resources


Expectations7g50 A – demonstrate an understanding that people use

renewable, non-renewable, and flow resources in avariety of ways to meet their needs;

7g55 A – use appropriate vocabulary, including correctgeographic terminology (e.g., flow resource,sustainable development), to describe their inquiriesand observations;

7g59 – construct a wide variety of graphs, charts,diagrams, maps, and models to organize information(e.g., create a graph to demonstrate the concept ofsupply and demand);

DescriptionStudents are provided with a list of words that have been categorized and a list of uncategorized words (BLM#5). Their task is to place the new words in the existing categories and to rationalize their choices (BLM #7).Through classroom discussion, the teacher and students generate definitions of renewable, non-renewable,and flow resources.

GroupingsStudents Working IndividuallyStudents Working As A Whole Class

Teaching / Learning StrategiesClassifyingWord Sort (sorting And Predicting)Direct Teaching

AssessmentThe teacher could use a checklist to ensurestudents have completed and understandthe concepts on BLM #5 and BLM #7.

Assessment StrategiesSelect Response

Assessment Recording DevicesChecklist

Teaching / Learning1. Review the terms "resource," "natural resources," and "refined resources" from the last lesson. Students shouldprovide several examples of each type of resource.

2. Tell students that they are to specifically categorize the term natural resources. Provide BLM #5 and BLM #7(teacher answer pages are on BLM #6 and #8). Students classify the list of resources following the patternestablished in the examples provided.

3. After students have classified the resources, they should name each category and provide reasons for theirclassifications.

4. Discuss how students classified their resources and their justifications. Ensure a general consensus is reachedand have students complete their charts accordingly.

5. Provide a definition of the terms "renewable," "non-renewable," and "flow" resources for students to copy intotheir notes. (Provided on BLM #6 and #8).

6. An optional activity would be to show a video looking at some types of natural resources.

Adaptations


Natural Resources Subtask 2Renewable, Non-renewable, and Flow Resources


Resources

BLM 5 BLM 5 Resources.cwk

BLM 6 BLM 6 Resources - Ans.cwk

BLM 7 BLM 7 Resources 2.cwk

BLM 8 BLM 8 Resources 2.cwk

"Windmills" Magic Lantern Communications Limited

"Energy Sources" MediCinema Limited

Notes to TeacherThe teacher may choose to have students work together to complete the classification chart. The definitionpage could be assigned as homework.

General definitions of 'renewable', 'non-renewable,' and 'flow resources' have been provided on a teacher's copyof the black line masters. More information on this topic would be available in most geography texts.

Teacher Reflections


Natural Resources Subtask 3Canada's Natural Resources


Expectations7g47 A • demonstrate an understanding of how Canada’s

natural resources have contributed to its economicdevelopment;

7g54 A – describe the influence of natural resources on anycountry (e.g., the development of the fishingindustry along Canada’s coasts).

7g61 – map locations of Canada’s natural resources;7g52 A – demonstrate an understanding of how technology

has affected natural resources (e.g., with respect totheir discovery, extraction, processing, andmarketing);

7g59 A – construct a wide variety of graphs, charts,diagrams, maps, and models to organize information(e.g., create a graph to demonstrate the concept ofsupply and demand);


DescriptionTeachers need to be aware of the possible sensitive nature of some topics. Broad valuejudgements supporting or dismissing any point of view may be distressing to students infamilies with a personal stake in a specific issue.

1. Students begin by mapping the location of seven selected Canadian resources ( fishing, fur, farming,forest, fossil fuels, falling water, ferrous metals) that have contributed to the economic development ofCanada. Teachers provide one map of Canada indicating the major resource regions for the above listednatural resources.

2. Students complete a research activity using the jigsaw method. Students are divided into homegroups. Each member will be assigned one resource. In their resource groups, they research theirselected resources, investigate the influence of natural resources on the development of Canada, andinvestigate the extraction methods for their resource. Students then go back, share the information, andrecord the information in their notes.

3. Students return to their "expert" resource group to prepare and present a series of diagrams on theproduction, refinement, and distribution of their resource.

GroupingsStudents Working As A Whole ClassStudents Working In Small GroupsStudents Working Individually

Teaching / Learning StrategiesBrainstormingJigsawMap MakingOral Explanation

Assessment- check notes for a properly completed chart- observe students' contributions to eachgroup

Assessment StrategiesQuestions And Answers (oral)Classroom PresentationObservation

Assessment Recording DevicesChecklistRubricAnecdotal Record

Teaching / Learning1. Make an overhead of BLM #9. Ask students to list Canada's natural resources. Record the student responseson the top portion of BLM #9 (ensure the lower portion of the overhead is concealed while the list is generated).




Resources

Reveal the bottom portion of BLM #9 to allow students to compare their responses to the seven resourcesselected for this activity: Canada's Seven F's-fish, fur, forestry, farming (agriculture), fossil fuels (oil, etc.), ferrousmetals (iron ore, etc.), flowing water (hydro-electricity). (These resources are listed on the bottom of BLM #9.)

2. Students draw the appropriate symbol on the map to indicate where these resources are located (BLM #10).The answer sheet is BLM #11. * (See Subtask Notes.)

3. For the next activity, the jigsaw method is used. **(See subtask notes for instructions. The ElectronicCurriculum Planner provides descriptions for a variety of teaching/learning strategies). Place students into homegroups of seven students. There should be approximately four groups. Each group member is assigned to one of"Canada's Seven" resources.

4. Re-group students into their "Canada's Seven" expert resource groups to investigate the influence of naturalresources on the development of Canada. Students obtain information from a variety of sources (textbooks,encyclopaedia, Internet, etc.) to complete BLM #12.

5. Students return to their home groups as the resident "expert" of that resource. The other group memberscomplete their charts (BLM #13 and #14 photocopied onto 11" x 17" paper) using information provided by the"experts". Students should be concise with their answers as there is limited space.

6. Students check and compare their answers to the completed reference charts (BLM #15 and #16).

7. "Canada's Seven" resource groups reconvene. Each of the "Canada's Seven" resource groups creates threedetailed labelled diagrams: one diagram to illustrate how their resource is extracted or harvested, one diagram toillustrate how the resource is processed or refined, and one diagram to illustrate the distribution to market. Wherepossible, students should explore how the development of technologies has affected one of the following: thediscovery, the extraction, and the processing of the resource. ****(See subtask notes.) Students may obtain someof this information from sources similar to those mentioned in Step Four. Each group makes a one to three minutevisual and oral presentation to the class. Students may reference BLM #17 (assignment outline) and BLM #18(rubric) to assist in planning.

8. Teachers share the assessment rubric BLM #18 with students. The teacher may wish to have the studentsrewrite the rubric using student-generated criteria and language.

Adaptations

Oral Presentation on Resources

BLM 10 BLM 10 NatRes - map.pdf

BLM 9 BLM 9 Canadas 7Intro.cwk

BLM 11 BLM 11 NatRes - map Ans.pdf

BLM 12 BLM 12 Canadas 7Fact Finder.cwk

BLM 13 BLM 13 Canadas 7Table 1.cwk

BLM 14 BLM 14 Canadas 7Table 2.cwk




BLM 15 BLM 15 Canadas 7Table 1 Ans.cwk

BLM 16 BLM 16 Canadas 7Table 2 Ans.cwk

BLM 17 BLM 17 Canada SelResource.cwk

BLM 18 BLM 18 Canada NatResOP.cwk

Notes to TeacherTeachers need to be aware of the sensitive nature of the issues related to extraction and use ofnatural resources.

* Students should use an atlas to find the town/city or feature near where the selected natural resourcesare located. Teachers may choose to make an overhead transparency of the master map (BLM #11). Asan extension, teachers may ask students to analyse the resource patterns on the map, and compare themto Canada's physical regions.

**Jigsaw Method

The purpose of this co-operative learning strategy is to provide opportunities for students to gain a varietyof perspectives and insights by participating in a specialized group and then by sharing and integratingwhat they learned in a home group.

Home groups are formed, then students number off and reform themselves into groups by number (all #1'stogether, all # 2's together, etc.). In this second "expert" group, they are assigned a particular topic or issueto explore. At the end of a period of time, students return to their home group, and they bring back andshare the new understandings, expertise, or perspectives from the learning which took place in the‘numbered’ group.

****Flowing water or tidal action for the purposes of hydroelectricity are unique cases. While diverted togenerate electricity, it is returned to the environment in essentially the same state. Use the following twocategories when analysing flowing water or tidal action for hydroelectricity: power generation and powerdistribution.

Teacher Reflections


Natural Resources Subtask 4Locating Resources


Expectations7g51 – identify the pattern that exists in the distribution

and use of natural resources throughout the world;7g55 – use appropriate vocabulary, including correct

geographic terminology (e.g., flow resource,sustainable development), to describe their inquiriesand observations;

7g58 – analyse, synthesize, and evaluate data (e.g.,relating to the patterns of distribution and use ofnatural resources);


7g62 A – identify patterns of natural resources, usingthematic maps (e.g., locations of valuable minerals).

7g57 A – locate and record relevant information from avariety of primary sources (e.g., eyewitnessinterviews, field studies) and secondary sources(e.g., maps, illustrations, diagrams, print materials,videos, CD-ROMs, Internet);

DescriptionLocating Resources1. Teachers elicit students' prior knowledge of the location of resources in the world through discussion (e.g.,where we get our oil). Two renewable, two non-renewable, and one flow resource are highlighted. Teachersprovide world maps and students locate the major resource producing/ exporting and importing nations of theworld.

2. Students discuss natural resource distribution patterns and answer related questions.

3. Students make a graph showing the production levels of a selected resource.

GroupingsStudents Working As A Whole ClassStudents Working Individually

Teaching / Learning StrategiesDiscussionAdvance OrganizerClassifyingDirect TeachingMap MakingInquiry

AssessmentAssessment:- check notes for a properly completed mapand question and answer page.- check graph for presentation, accuracy,quality of information, and quality of theinformation source

Assessment StrategiesQuestions And Answers (oral)Quizzes, Tests, Examinations


Teaching / Learning1. Review the concepts of renewable, non-renewable, and flow resources. Ask the students questions about thelocation of resources (e.g., "In what parts of the world do we find oil?", "In what parts of the world are the majorfishing regions?").

2. Show the resource, resource type, and the locations of these resources on a table, on the chalkboard, or onchart paper. Use the following three headings:

Resource Resource Type Location(s)

3. Provide world maps (BLM #19, 20, 21) for the students. On the world maps, students label and colour the majorproducing and exporting countries for the five selected resources (two non-renewable: iron ore and oil, two


Natural Resources Subtask 4Locating Resources


Resources

renewable: wheat and coffee, and one flow resource: hydro-electricity). Students use atlases to locate thecountries.

4. As a class, discuss the patterns observed for each resource and discuss the possible methods to get theresource to market. Students then answer the questions on BLM #22. (Answers are provided on BLM #23).

5. Students select a natural resource and construct a bar graph comparing resource production levels for at leastthree different countries. If time does not permit, teachers may provide the coffee production information on BLM#24.

6. Once the graphs have been completed, students should provide an analysis of the graphs by answering thequestions, "Why are the production levels higher in some countries?", and "How might these levels be affected?","If the production increases, how will this affect the distribution of the resource?"

Adaptations

BLM 19 BLM 19 NatRes CoffeeWheat.pdf

BLM 20 BLM 20 NatRes Oil_Iron.pdf

BLM 21 BLM 21 NatRes Hydroelectric.pdf

BLM 22 BLM 22 Locating ResourceQs.cwk

BLM 23 BLM 23 Locating ResourceAs.cwk

BLM 24 BLM 24 Locating ResGraph.cwk

Notes to Teacher* Populous nations such as India and China may produce and consume a high volume of natural resources.However, these nations often use their natural resources domestically. For this reason, these nations are notalways considered major exporters.

Teacher Reflections


Natural Resources Subtask 5Supply and Demand of Resources


Expectations7g48 A • identify factors that affect the use and value of

natural resources (e.g., supply and demand,technology);

7g52 A – demonstrate an understanding of how technologyhas affected natural resources (e.g., with respect totheir discovery, extraction, processing, andmarketing);

7g55 – use appropriate vocabulary, including correctgeographic terminology (e.g., flow resource,sustainable development), to describe their inquiriesand observations;

7g56 – formulate comparative and speculative questionsto identify issues and define problems regardingstudy topics (e.g., the effect of technology onnatural resources);


7g60 – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and reports, drawings,tables, charts, and graphs.

7g63 – produce a report on the factors that affect theavailability of natural resources in the future;

DescriptionStudents are provided with a variety of future resource scenarios. Students, in pairs, decide whether eachscenario initially suggests a supply increase, a supply decrease, a demand increase or a demand decrease*.Students place each scenario on a chart under the correct headings. During a class discussion, studentscompare their responses and justify their decisions. A summary of the factors affecting the availability ofnatural resources should be generated (e.g.,technology, local laws, environmental constraints, transportation).

Data on the extraction of a particular resource (forestry statistics) over a time period is provided. Studentsgraph these results, and extrapolate (the graph) to predict future trends in harvesting this resource. They thenwrite a report to identify and explain the factors that may affect the supply of this resource, and estimate thefuture production levels and availability of this resource.

*For example, a new technology that allows for more recycling of a resource would lead to a supply increase.

GroupingsStudents Working As A Whole ClassStudents Working In PairsStudents Working Individually

Teaching / Learning StrategiesOral ExplanationThink / Pair / Share

Assessment

Assessment StrategiesQuestions And Answers (oral)Response Journal


Teaching / LearningSupply And Demand of Resources

1. Discuss the terms supply and demand with the students. Supply refers to the availability of a resource, whiledemand refers to the amount desired.

2. Provide a simple example of supply and demand in order to get students thinking about the concept. Asuggested example is an ice-cream bar seller on a beach.

How is supply affected if:

• there is only a small cooler to put the bars in (supply decrease);




Resources

• the seller has access to a large freezer on the beach (supply increase);• another seller starts to sell ice-cream bars (supply increase);• the delivery truck that brings the ice-cream breaks down (supply decrease);• a beach does not allow people to sell ice-cream bars without an expensive permit (supply decrease);• a new technology slows the melting time for ice-cream bars (supply increase).

How is demand affected if:

• it is a hot sunny day (demand increase);• it is cold and rainy (demand decrease);• it is the day after payday for most workers on the beach (demand increase);• a slushie stand opens up near the beach (demand decrease).

Some of these questions have more than one acceptable answer. Teachers may find that putting each scenarioon a chart with the following headings may help to focus the students:

Supply Increase, Supply Decrease, Demand Increase, Demand Decrease

3. Students use similar thinking skills to complete the natural resources chart on supply and demand. This couldbe done individually or in small groups. Students will also answer questions about the relationship between supplyand demand (BLM #25, 26). Teacher asks students to find or recall specific, real-life examples for some of thesupply and demand scenarios e.g., selling of bottled water, video sales and rentals, selling a clothing line, etc.See BLM #27 and #28 for answers.

4. Teacher reviews with students the factors outlined on BLM #25 that affect the future supply and demand ofnatural resources. Students are asked to create a line graph showing the total forest land harvested for Canadafrom 1993 to 1997. Students extrapolate the graph to predict the total hectares harvested in 2002 to 2007 (BLM#29).

5. Students write a report (two to five paragraphs) to identify several factors that may affect the supply of thisresource and to explain how these factors would affect the future availability of the resource (i.e., supply, demand,technology, etc.). The report is outlined at the bottom of BLM #29.

Adaptations

BLM 25 BLM 25 SupplyDemand 1.cwk

BLM 26 BLM 26 SupplyDemand 1 Ans.cwk

BLM 27 BLM 27 SupplyDemand 2 Qs.cwk

BLM 28 BLM 28 SupplyDemand 2 Ans.cwk

BLM 29 BLM 29 SupplyDemand Future.cwk




Notes to TeacherThese activities could be adapted as independent research assignments where time and appropriate resourcespermit. For instance, instead of relying on the provided fact sheet, students could locate data in atlases,encyclopaedia, CD Roms, the Internet etc.

Examples should be provided if the activities that ask for specific examples of supply and demand are toochallenging for some students.

Teacher Reflections


Natural Resources Subtask 6Sustainable Development of Resources


Expectations7g49 A • demonstrate an understanding of how human

activity (e.g., canal building) affects people and theenvironment.

7g53 A – demonstrate an understanding of the concept ofsustainable development and its implications for theenvironment;

7g64 A – present and defend a point of view on how aresource should be used.

DescriptionTeacher leads a discussion on the implications of the overuse of a resource (e.g. deforestation, the codfishing industry). From this discussion, a student note is generated. This note includes a definition ofsustainable development and lists various methods to achieve sustainability. Students examine a case studyinvolving deforestation in Nepal to better acquaint themselves with sustainability issues. They look at differentperspectives involved in this issue. Finally, students analyse an article concerning a resource developmentissue and examine it from various perspectives.

GroupingsStudents Working IndividuallyStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesCase StudyIssue-based AnalysisDiscussionDirect TeachingExpressing Another Point Of ViewOpen-ended Questions

Assessment

Assessment StrategiesClassroom PresentationQuestions And Answers (oral)Performance TaskExhibition/demonstration

Assessment Recording DevicesRating ScaleRubric

Teaching / LearningPart A: Discussion

1. To link the concepts of sustainable development and supply and demand, students predict the futureconsequences of demand exceeding supply for a particular resource (for example, trees, fish, water).

2. Students brainstorm all possible consequences of demand exceeding supply as a whole class discussion.Teachers should encourage students to explore short and long-term effects of overuse of a resource on both localand global scales. The discussion should include environmental impacts of overuse of natural resources, forexample overfishing and deforestation. The teacher records student responses on the board under theheadings: Advantages and Disadvantages. Students explain the rationale for the decisions.

3. The teacher asks the students to notice the different perspectives surrounding the use of natural materials (theAdvantages list focuses on the advantages to people mostly in economic terms and the Disadvantages listexpresses concerns about impacts on the environment). The teacher should introduce the concept of sustainabledevelopment by having students recognize that on one hand, we want to preserve the natural resources, but onthe other hand, we want to continue using them. For example: point out that we want to preserve trees but ask




Resources

how many students would be willing to give up using bathroom tissue, a tree product?

4. Ask: "If both environmental and economic goals are desirable, what can we do to achieve both goals?"Students will generate suggestions regarding how to manage resources so that there will be sufficient resourcesand a healthy environment in the future (conserve, develop new alternatives, reduce, renew, recycle, etc.).

5. Have students record a definition of sustainable development and strategies to achieve it. (See teacherinformation page BLM #30 and 31).

6. There are several videos on the theme of sustainable development of resources that could be shown at thistime, as an optional activity. A list of possible resources is included in the "resource" section of the planner.

Part B: Case Study

1. Divide students into groups of approximately four to six. Each group is provided with a case study about theresults of using a natural resource (BLM #32).

2. Students define the main issue from the case study. Each group examines the various point of view on theissue (i.e. tourists, environmentalists, farmers, local community, business interests) by answering the guidingquestions provided on BLM #34. Advantages and disadvantages of each point of view should be discussed, andpossible solutions generated. Each group proposes a "best" possible solution and defends their choice, keepingin mind future resource availability and a healthy environment. Each group records its answers and suggestions onchart paper.

3. Each group presents its ideas to the class so that students have a broader understanding of the issuesinvolved.

4. Teachers share the assessment rating scale BLM #38 with students. The teacher may wish to have thestudents rewrite the rubric using student-generated criteria and language.

Part C: Article Analysis

1. Discuss what an issue is (a problem with conflicting points of view). Students select an article from anewspaper, magazine, or website about a resource use issue (for example, land use on the Niagara Escarpment,cutting down local wood lots, oil pipelines, bulk water export, overfishing).

2. Students analyse the issue using the guiding questions provided in a student outline which correspond tothose used in Part B #2, Case Study (BLM #36).

3. Students display their information in an organizational web. A sample is provided on BLM #37.

4. The article analysis can be assessed using a rubric (BLM #38).

Adaptations

BLM 30 BLM 30 Tchr Background.cwk

BLM 31 BLM 31 Tchr Bkgrnd Con't.cwk




BLM 33 BLM 33 Case Study Con't.cwk

BLM 32 BLM 32 Case Study.cwk

BLM 34 BLM 34 Case Study Questions.cwk

BLM 35 BLM 35 Present Chklist.cwk

BLM 36 BLM 36 Article Assignment.cwk

BLM 37 BLM 37.pdf

BLM 38 BLM 38 Rubric.cwk

"Taking Stock" National Film Board of Canada

"Battle for the Trees" National Film Board of Canada

"Humans in the Forest" The Video Project

"Decisions for the Future" The Video Project

"Forests, A Renewable Resource" Marlin Motion Pictures Limited

"Shaping Tomorrow's Forest" Ontario Ministry of Natural Resources

Notes to Teacher* An alternative assignment would be to have students produce an illustration showing the implications ofoveruse of a particular resource and a contrasting illustration where the same resource is developed sustainably.Students provide a written explanation of their contrasting drawings.

Teachers may need to provide students with articles to analyse.

Teacher Reflections


Natural Resources Subtask 7 The Town Council's Dilemma


Expectations7g63 A – produce a report on the factors that affect the

availability of natural resources in the future;7g49 A • demonstrate an understanding of how human

activity (e.g., canal building) affects people and theenvironment.

7g56 A – formulate comparative and speculative questionsto identify issues and define problems regardingstudy topics (e.g., the effect of technology onnatural resources);

7g60 A – communicate the results of inquiries for specificpurposes and audiences, using media works, oralpresentations, written notes and reports, drawings,tables, charts, and graphs.

7g64 A – present and defend a point of view on how aresource should be used.

7g57 A – locate and record relevant information from avariety of primary sources (e.g., eyewitnessinterviews, field studies) and secondary sources(e.g., maps, illustrations, diagrams, print materials,videos, CD-ROMs, Internet);


DescriptionStudents complete this culminating activity in two parts. In part one, students assume a role in a simulatedactivity and report to a town council regarding a resource-related issue. In part two, students write a featurearticle that examines differing points of view on the issue. This document provides information on a proposedhydroelectric dam, but teachers have the flexibility to examine another resource issue that may be moreapplicable to their geographic area (i.e., mining, logging, etc.).


GroupingsStudents Working IndividuallyStudents Working In Small GroupsStudents Working As A Whole Class

Teaching / Learning StrategiesDecision-making ModelsRole PlayingWriting To LearnDiscussionDebating

Assessment1. Rubrics are provided for therole-playing and article writing activities.An additional role play evaluation checklistis suggested from the Grade 7 HistoryTeacher's Resource book, Canada:The Story of Our Heritage, page 308.(See resource section for further details.)

Assessment StrategiesClassroom PresentationResponse Journal

Assessment Recording DevicesRubricRating Scale

Teaching / LearningCumulative Task: The Town Council's Dilemma

* Prior to this culminating activity, teachers may choose to show a video about the James Bay Hydroelectric Projectwhich illustrates some of the issues involved. A list of suggested videos is detailed under the "resources" sectionof the planner.

1. Discuss the general idea of the cumulative task. Students develop and role play a part in a "town hall meeting"about a proposed hydroelectric dam. Students write a feature article for the town newspaper about the issuesraised in the meeting. The assignment is outlined for the students on BLM #39 and BLM #40.

2. Group students in nine different role groups. Each group develops its assigned role and presents a convincing




argument supporting the group's point of view. Students in the same role group work together collecting facts andpreparing their presentation. Students share speaking roles in their presentations to the town council. Aproposed list of roles is provided. There should be approximately two to four people in each role group.

Hydroelectric Company SpokespersonCottage Owners Association MemberEnvironmental Protection Association Volunteer/WorkerChamber of Commerce MemberFirst Nations SpokespersonProvincial Government OfficialLocal Historical Society PresidentSkilled Trades Association MemberConcerned CitizenTown Council Member

3. Students examine their roles on the role cards provided (BLM #41-46) and answer questions on the role reviewsheets (BLM #47). This helps students better understand their role in relation to other stakeholders.

4. Students research additional information not listed on the role card by examining the web sites, newsletters orarticles of related organizations. This information could be used to support their points of view during theirpresentations at the town hall meeting.

5. Students in each group prepare, in written form, what they will say or ask in the town hall meeting. Studentspredict three to five questions that they may be asked during their presentation. Students are encouraged to usecreative presentation methods such as computer-generated presentations, maps, graphs, and/or placards.Students may want to dress according to their particular role for their presentation to the council.

6. Councillors are randomly selected by the teacher from each role card group after they have prepared theirpresentation but before the actual presentation. The teacher instructs the town councillors to attempt to remainimpartial in their new role.

7. The room is organized in the form of a town council chamber. To begin the town hall meeting, the teacher orappointed "Mayor of Muskrat Lake," briefly describes the issue and then calls upon each group to present theirposition on the proposed dam. At the end of each presentation, town councillors ask related questions.

8. At the conclusion of the meeting, town councillors meet to discuss what type of dam development they supportand recommend to the provincial government. They can choose to support no dam at all, a small dam, a mediumdam or a large dam.

9. As the town council is discussing the presentations and their decision, the remaining constituents are to switchroles to that of newspaper reporters. All students write a feature article on the issue of the dam and should begintaking notes. Following the decision of the Town Council, the "Councillors" also are required to change roles andbecome newspaper reporters. The newspaper article should examine the major points of view presented and thereasons for the final decision by town council. The article could be approximately 150-200 words. Students shouldinterview two students from two different role groups to obtain their reactions to the town council'srecommendations.

10. Assess students using two rubrics. One rubric will assess student presentations and the other rubric willassess the feature newspaper article (BLM #48 and 49).

AdaptationsTeachers may accommodate special needs by having the students demonstrate their understanding of theculminating task in the form of visual presentations (i.e., models, radio broadcasts). Students could also constructa model of a dam using various materials. Students may also give their presentation in the form of a rap.




Resources

Role Play Presentation To Town Council

Newspaper Article on the Proposed DamProjectBLM 39 BLM 39 MuskratLakeDamOutine.cwk

BLM 40 BLM 40 Muskrat Lake Dam Map.pdf

BLM 41 BLM 41 Dam Role Card 1.cwk

BLM 42 BLM 42 Role Card 2.cwk




BLM 46 BLM 46 role card 6.cwk

BLM 47 BLM 47 MuskratLakeDamRole.cwk

Canada: The Story of Our HeritageTeacher's Resource

M. Cairo, J. Fielding, L. Soncin

"James Bay: The Wind that Keeps On" CBC Educational Sales

"Power: One River Two Nations" National Film Board of Canada

"Large Dam, False Promises" McNabb and Connolly60 Griarwood AvenuePort Credit Ontario

Notes to Teacher1. Teachers may wish to extend this activity by visiting a council chamber at the local city hall.

2. Teachers may want to review the writing style and format of a newspaper. Students should be encouragedto use software to create a town newspaper to examine the issues of the hydroelectric dam.

Teacher Reflections


Black Line Masters:

Natural ResourcesAppendices

Rubrics:

Resource List:

Unit Expectation List and Expectation Summary:


Natural ResourcesResource List


Page 1

Rubric

Newspaper Article on the Proposed Dam Project

Rubric to assess the article writing activiy2

ST 7

Oral Presentation on Resources

Students are to create a series of three labelleddiagrams illustrating the extraction or harvest of theirresource, the processing or refining methods used fortheir resource, and the distribution of the resource.

2ST 3

Role Play Presentation To Town Council

Rubric to assess the role-playing activity3

ST 7

Blackline Master / File

BLM 1BLM 1 What is a resource.cwk

ST 1

BLM 10BLM 10 NatRes - map.pdf

ST 3

BLM 11BLM 11 NatRes - map Ans.pdf

ST 3

BLM 12BLM 12 Canadas 7Fact Finder.cwk

ST 3

BLM 13BLM 13 Canadas 7Table 1.cwk

ST 3

BLM 14BLM 14 Canadas 7Table 2.cwk

ST 3

BLM 15BLM 15 Canadas 7Table 1 Ans.cwk

ST 3

BLM 16BLM 16 Canadas 7Table 2 Ans.cwk

ST 3

BLM 17BLM 17 Canada SelResource.cwk

ST 3

BLM 18BLM 18 Canada NatResOP.cwk

ST 3

BLM 19BLM 19 NatRes CoffeeWheat.pdf

ST 4

BLM 2BLM 2 WhatIsARresourceTchr.cwk

ST 1

BLM 20BLM 20 NatRes Oil_Iron.pdf

ST 4

BLM 21BLM 21 NatRes Hydroelectric.pdf

ST 4

BLM 22BLM 22 Locating ResourceQs.cwk

ST 4

BLM 23BLM 23 Locating ResourceAs.cwk

ST 4

BLM 24BLM 24 Locating ResGraph.cwk

ST 4

BLM 25BLM 25 SupplyDemand 1.cwk

ST 5

BLM 26BLM 26 SupplyDemand 1 Ans.cwk

ST 5

BLM 27BLM 27 SupplyDemand 2 Qs.cwk

ST 5

BLM 28BLM 28 SupplyDemand 2 Ans.cwk

ST 5

BLM 29BLM 29 SupplyDemand Future.cwk

ST 5

BLM 3BLM 3 Vocab Acrostic Puzzle.cwk

ST 1

BLM 30BLM 30 Tchr Background.cwk

ST 6

BLM 31BLM 31 Tchr Bkgrnd Con't.cwk

ST 6

BLM 32BLM 32 Case Study.cwk

ST 6

BLM 33BLM 33 Case Study Con't.cwk

ST 6

BLM 34BLM 34 Case Study Questions.cwk

ST 6

BLM 35BLM 35 Present Chklist.cwk

ST 6

BLM 36BLM 36 Article Assignment.cwk

ST 6

BLM 37BLM 37.pdf

ST 6

BLM 38BLM 38 Rubric.cwk

ST 6

BLM 39BLM 39 MuskratLakeDamOutine.cwk

ST 7

BLM 4BLM 4 Vocab AcrosticAns.cwk

ST 1

BLM 40BLM 40 Muskrat Lake Dam Map.pdf

ST 7

BLM 41BLM 41 Dam Role Card 1.cwk

ST 7

BLM 42BLM 42 Role Card 2.cwk

ST 7


ST 7


ST 7


ST 7

BLM 46BLM 46 role card 6.cwk

ST 7

BLM 47BLM 47 MuskratLakeDamRole.cwk

ST 7

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:08:24 AM Page D-1



Page 2

BLM 5BLM 5 Resources.cwk

ST 2

BLM 6BLM 6 Resources - Ans.cwk

ST 2

BLM 7BLM 7 Resources 2.cwk

ST 2

BLM 8BLM 8 Resources 2.cwk

ST 2

BLM 9BLM 9 Canadas 7Intro.cwk

ST 3

Licensed Software

1998 Canadian and World Enclyclopedia Unit

Adventure Canada Unit

Cross Country Canada Unit

E-STAT CD-ROM (Statistics Canada) Unit

MacGlobe (English) Unit

PC Globe (English) Unit

WordPerfect Presentations 2.0 Unit

Print

Canada: The Story of Our Heritage Teacher'sResource

M. Cairo, J. Fielding, L. Soncin

Role Play Evaluation on page 308.Cairo, M., Fielding, J., Soncin, L. Canada: The Storyof Our Heritage Teacher's Resource. Toronto:McGraw-Hill Ryerson Limited. 2000.

ISBN 0-07-560736-0

ST 7

Canadian Oxford School AtlasQ. Stanford

Grade 7 Geography TextStanford, Q., Canadian Oxford School Atlas. Don Mills:Oxford University Press, 7th Edition, 1998.ISBN 0-19-541309-1

ISBN 0-19-541309-1

Unit

Connections 7, Exploring Physical GeographyP. Aves, D. DesRivieres, F. Fohr

Grade 7 Geography TextAves, P., DesRivieres, D., Fohr, F., Connections 7:Exploring Physical Geography. Toronto: PearsonEducation Canada, Inc., 2000.ISBN 0-13-088939

ISBN 0-13-088939-3

Unit

Discovering the Physical WorldHannell, Dunlop

Grade 7 Geography TextHannell, C., Dunlop, S., Discovering the Physical World.Don Mills: OxfordUniversity Press. 2000.ISBN 0-19-541313-x

ISBN 0-19-541313-x

Unit

Physical Geography: Discovering GlobalSystems and Patterns

G. Draper, L. French, A. Craig

Grade 7 Geogaphy TextDraper, G., French, L., Craig, A., Physical Geography:Discovering Global Systems and Patterns. Toronto:Gage Educational Publishing Company, 2000.ISBN 0-7715-8224-2

ISBN 0-7715-8224-2

Unit

Media

"Battle for the Trees"National Film Board of Canada"Battle for the Trees." Toronto: National Film Board ofCanada, 1993. 57 minutes.This video examines the battle strategies of thecorporate side and environmental side as they duel forthe last stands of old growth coastal forest in B.C. Itoffers some solutions that balance economic needs withforest preservation.

Unit

"Battle for the Trees"National Film Board of Canada"Battle for the Trees." Toronto: National Film Board ofCanada, 1993. 57 minutes.

ST 6

"CBC News in Review, April 2000"CBC Educational Sales"CBC News in Review, April 2000." Toronto: CBCEducational Sales, 1997. 60 minutes.Includes: #1. Rising oil prices: The New Energy Crisis(11 min.) #2. Ujjal Dosanjh: B.C.'s Indian-born Premier(15 min.) #3. Government Mismanagement: MinisterBesieged (13 min.) #4. Jorg Haider: Austria veers right(17 min.)

Unit

"Decisions for the Future"The Video Project"Decisions for the Future." California, U.S.A.: The VideoProject, 1994. 21 minutes.This program examines a wide variety of promisingmethods for creating jobs that balance human activitieswith preservation of the natural forest. It includesselective logging, habitat restoration, and growing otherproducts in the forest.

Unit

"Decisions for the Future"The Video Project"Decisions for the Future." California, U.S.A.: The VideoProject, 1994. 21 minutes.

ST 6




Page 3

"Energy and Our Environment"Idera Films"Energy and Our Environment." Vancouver: Idera Films,1990. 30 minutes.Six video clips explore the links between environmentaland development issues through a global focus on thechoices involved in the generation and use of energy.

Unit

"Energy Choices"MediCinema"Energy Choices." Toronto: MediCinema Limited, 1995.43 minutes.This program looks at the history of energy, and theconsequences of our escalating consumption of oil, coaland natural gas, hydro and nuclear power. It looks atsome solutions to these problems and renewablesources of energy such as wind or tidal power.

Unit

"Energy Sources"MediCinema Limited"Energy Sources." Toronto: MediCinema Limited, 1995.43 minutes.

ST 2

"Forests, A Renewable Resource"Marlin Motion Pictures Limited"Forests, A Renewable Resource." Mississauga: MarlinMotion Pictures Limited, 1992. 20 minutes.Students discover why seasons vary, how forests aremanaged in northern climates, how rural isolation affectsfamily life and how technological development has madeforest management more scientific.

Unit

"Forests, A Renewable Resource"Marlin Motion Pictures Limited"Forests, A Renewable Resource." Mississauga: MarlinMotion Pictures Limited, 1992. 20 minutes.

ST 6

"Humans in the Forest"The Video Project"Humans in the Forest." California, U.S.A.: The VideoProject, 1994. 27 minutes.Scientists look at the human impact on old-growth forestecosystems. It shows what happens to the ecology ofa natural forest when large sections are logged orclearcut and how a replanted area differs biologicallyfrom ancient forest ecosystems.

Unit

"Humans in the Forest"The Video Project"Humans in the Forest." California, U.S.A.: The VideoProject, 1994. 27 minutes.

ST 6

"James Bay: The Wind That Keeps On"CBC Educational Sales"James Bay: The Wind That Keeps On." Toronto: CBCEducational Sales, 1991. 96 minutes.This video looks at the environmental and socialimplications of impending hydoelectric development innorthern Quebec. Major rivers will have to be diverted,and inlands will be flooded altering natural habitats.

Unit

"James Bay: The Wind that Keeps On"CBC Educational Sales"James Bay: The Wind that Keeps On." Toronto: CBCEducational Sales, 1991. 96 minutes.

ST 7

"Large Dam, False Promises"McNabb and Connolly60 Griarwood AvenuePort Credit Ontario

ST 7

"Power: One River Two Nations"National Film Board of Canada"Power: One River Two Nations." Toronto: NationalFilm Board of Canada, 1996. 77 minutes.Hydro-Quebec plans to proceed with the James Bay IIHydroelectric project. This is the behind-the-scenesstory of the Cree's five year battle to save the GreatWhale River and their traditional way of life.

Unit

"Power: One River Two Nations"National Film Board of Canada"Power: One River Two Nations." Toronto: National FilmBoard of Canada, 1996. 77 minutes.

ST 7

"Shaping Tomorrow's Forest"Ontario Ministry of Natural Resources"Shaping Tomorrow's Forest." Toronto: Ontario Ministryof Natural Resources, 1991. 13 minutes.This documentary examines the Ontario Ministry ofNatural Resources integrated approach to resourcemanagement in Temagami. Team work with privateindustry and the public is showcased.

Unit

"Shaping Tomorrow's Forest"Ontario Ministry of Natural Resources"Shaping Tomorrow's Forest." Toronto: Ontario Ministryof Natural Resources, 1991. 13 minutes.

ST 6

"Taking Stock"National Film Board of Canada"Taking Stock." Toronto: National Film Board ofCanada, 1994. 48 minutes.This video traces the history leading up to the collapseof the cod fishery off the east coast of Newfoundland.

Unit

"Taking Stock"National Film Board of Canada"Taking Stock." Toronto: National Film Board of Canada,1994. 48 minutes.

ST 6

"Windmills"Magic Lantern"Windmills." Toronto: Magic Lantern CommunicationsLimited, 1994. 9 minutes.Harnessing the wind to generate electricity seemsefficient, but it is still a novelty. W5 looks at whatcaused the Canadian Wind Energy Program to losemomentum.

Unit

"Windmills"Magic Lantern Communications Limited"Windmills." Toronto: Magic Lantern CommunicationsLimited, 1994. 9 minutes.

ST 2


BLM 1

WHAT IS A RESOURCE?

1. Write a definition for the word RESOURCE and give two examples.

A RESOURCE is:

2. Write a definition for NATURAL RESOURCE:

3. Write a definition for REFINED RESOURCE:

4. Complete the chart with 10 - 12 examples of natural and refined resources.

NATURAL RESOURCESNATURAL RESOURCES REFINED RESOURCESREFINED RESOURCES

BLM 2

WHAT IS A RESOURCE?Teacher’s Copy

1. Write a definition for the word RESOURCE and give two examples.

A RESOURCE is:Anything that people find useful.

2. Write a definition for NATURAL RESOURCE:

Something found in nature that people find useful.

3. Write a definition for REFINED RESOURCE:

Something modified in order to better meet our needs.

4. Complete the chart with 10 - 12 examples of natural and refined resources.

NATURAL RESOURCESNATURAL RESOURCES REFINED RESOURCESREFINED RESOURCES

BLM 3

VOCABULARY ACROSTIC PUZZLEVOCABULARY ACROSTIC PUZZLE

exchange of commodities for money or other commodities

ability to do work

preservation of the natural environment

world-wide

worth

obtained by mining

organized system of managing resources and distribution of wealth

application of science

user of a good

BLM 4

VOCABULARY ACROSTIC PUZZLEVOCABULARY ACROSTIC PUZZLE

ANSWER SHEETANSWER SHEET

T R A D E exchange of commodities for money or other commodities

E N E R G Y ability to do work

C O N S E R V A T I O N preservation of the natural environment

G L O B A L world-wide

V A L U E worth

M I N E R A L S obtained by mining

E C O N O M Y organized system of managing resources and distribution of wealth

T E C H N O L O G Y application of science

C O N S U M E R user of a good

BLM 5

RESOURCESRESOURCES

1. Classify the following words on the chart below. The first few have been done for you. Look for similarities among the words to help you classify them.

2. When you have finished classifying the words, give each column a title. Explain the reasons for your choices on the back of the page.

oil trees ocean currents

coal fish oxygen

WORD LIST: cattle, rivers, granite, natural gas, bauxite, corn, apples, solar energy, copper, wheat, salmon, gold, flax, amethyst, chickens, iron ore, sunflowers, tobacco, nickel, wind, cranberries, aluminum, tides, fur, opal, rice, millet, geothermal energy, amber, oil.

BLM 6

RESOURCESRESOURCESTeacher’s Answer SheetTeacher’s Answer Sheet

1. Classify the following words on the chart below. The first few have been done for you. Look for similarities between the words to help you classify them.

2. When you have finished classifying the words, give each column a title. Explain the reasons for your choices on the back of the page.

(Non-renewable Resources)

(Renewable Resources)

(Flow Resources)

oil trees ocean currents

coal fish oxygen

granite cattle geothermal energy

natural gas corn rivers

bauxite apples solar energy

copper wheat wind

gold salmon tides

amethyst flax

iron ore sunflowers

aluminum tobacco

nickel cranberries

opal fur

amber millet

oil rice

chickens

WORD LIST: cattle, rivers, granite, natural gas, bauxite, corn, apples, solar energy, copper, wheat, salmon, gold, flax, amethyst, chickens, iron ore, sunflowers, tobacco, nickel, wind, cranberries, aluminum, tides, fur, opal, rice, millet, geothermal energy, amber, oil.

BLM 7

RESOURCESPage 2

3. Provide an explanation for your classification of the words on the previous page.

DEFINITIONS:

1. Resources:

2. Resources:

3. Resources:

BLM 8

RESOURCESPage 2 - ANSWER SHEET

3. Provide an explanation for your classification of the words on the previous page.

Words could be classified by whether they can be renewed or not. For example,

natural gas takes so long to renew itself, it would not happen for millions of

years, therefore it is considered non-renewable.

Trees can be replanted and grow to maturity in our lifetimes, so they are considered renewable. The wind renews itself whether or not it is used to produce energy,

so it is considered to be a flow resource.

DEFINITIONS:

1. Non-Renewable Resources:

Resources that can not be replaced after they have been used, e.g., oil, nickel,

gold.

2. Renewable Resources:

Resources that can be replaced even if they have been used, e.g., crops,

lumber, fish.

3. Flow Resources:

Resources that are replaced naturally whether they are used or not, e.g., wind,

solar energy, streams.

BLM 9

NATURAL RESOURCESIN CANADA

Canada’s Seven “F’s” - Natural Resources

Fish (Cod, Salmon...)

Fur

Farming - Agriculture (Wheat...)

Forestry

Fossil Fuels (Oil...)

Ferrous Metals (Iron Ore...)

Flowing Water (for Hydroelectricity...)

Legend

Note :

Note # 2

This map is simplified but it doesrepresent a basic resource distribution.

- The listed locations on the left-hand side are simply located near the resources mentioned. In some cases, there may be little relationship between the resource and the listed location other than proximity.

Draw the appropriate symbols at the following cities/towns/physical features

Grand Banks, off Sable Island, Lake Erie, Queen Charlotte Sound

Kapuskasing, Pickle Lake, Matagami, Peace River

Labrador City, Schefferville

Niagara Falls, La Grande Riviere, Revelstoke, Churchill Falls

Calgary, Edmonton, North Battleford, Atlantic Ocean off St. John’s

Prince George, Port Alberni, Bella Coola, Kirkland Lake, Rouyn - Noranda

Brandon, Moose Jaw, Saskatoon, Lethbridge

Fish

Fur

Iron Ore

Hydroelectric Power

Oil

Forestry

Wheat

BLM 10

Draw the appropriate symbols at the following cities/towns/physical features

Grand Banks, off Sable Island, Lake Erie, Queen Charlotte Sound

Kapuskasing, Pickle Lake, Matagami, Peace River

Labrador City, Schefferville

Niagara Falls, La Grande Riviere, Revelstoke, Churchill Falls

Calgary, Edmonton, North Battleford, Atlantic Ocean off St. John’s

Prince George, Port Alberni, Bella Coola, Kirkland Lake, Rouyn - Noranda

Brandon, Moose Jaw, Saskatoon, Lethbridge

Fish

Fur

Iron Ore

Hydroelectric Power

Oil

Forestry

Wheat

Note :

Note # 2

This map is simplified but it doesrepresent a basic resource distribution.

- The listed locations on the left-hand side are simply located near the resources mentioned. In some cases, there may be little relationship between the resource and the listed location other than proximity.

Answer Sheet

BLM 11

BLM 12

SELECTED RESOURCE – ITS HISTORY AND SELECTED RESOURCE – ITS HISTORY AND

CONTRIBUTION TO CANADA - FACT GATHERING SHEETCONTRIBUTION TO CANADA - FACT GATHERING SHEET

NAME:

SELECTED RESOURCE:

POTENTIAL RESOURCES (book, page number, exact web address)

INFORMATION:

What resource?

Where was this resource developed? (Provinces/ Regions)

When was this resource heavily developed?

Why do people / why did people develop this resource? (Uses)

How is this resource extracted or harvested? (Name a couple methods)

What are the lasting effects of this resource on Canada? (Cities, regions, related industries developed, problems/ issues)

u Please note that your information must be in concise form when it is transferred to the main table.

BLM 13

SELECTED RESOURCES – THEIR HISTORY AND CONTRIBUTION TO CANADA – PAGE 1

NAME:

What Resource? Fish – cod, salmon… Fur – beaver, fox, harp seals…

Forestry –softwoods, hardwoods pulp and paper….

Farming – agriculture – wheat…

Where was this resource developed?


Why do people / why did people develop this resource? (uses)

How is this resource extracted or harvested? (name a couple methods)

What are the lasting effects of this resource on Canada? (Cities, regions, related industries developed, problems/issues)

BLM 14

SELECTED RESOURCES – THEIR HISTORY ANDCONTRIBUTION TO CANADA – PAGE 2

NAME:

What Resource? Fossil Fuels – oil (petroleum) Ferrous Metals – iron ore… Flowing Water - hydroelectricity

Your Choice:






BLM 15

SELECTED RESOURCES – THEIR HISTORY AND CONTRIBUTION TO CANADA POSSIBLE ANSWERS

NAME:

What Resource? Fish - cod, salmon ... Fur -beaver, fox, harp, seals.... Forestry -softwoods, hardwoods pulp and paper

Farming - agriculture - wheat ...


Coastal Communities (Atlantic – Grand Banks…, Pacific, Great Lakes…)

historically, spreading Northward and Westward from Quebec, now in N. Ontario, N. Quebec, N. Alberta…-

mainly British Columbia (softwoods), Ontario, Quebec… (pulp and paper)

mainly Saskatchewan, also Alberta, Manitoba…


Catches have been increasing since the 1500’s

of greater relative importance from the 1600’s to the mid 1800’s

development increased significantly during the 1900’s

since the late 1800’s, when the Western Provinces were settled


food, money from exporting the resource

clothing, fashionable felt hats, money from exporting the resource,

lumber for construction, newsprint, Christmas trees…, money from exporting the resource

flour, breads, pastas, cereals…, money from exporting the resource


longlines, seines or nets, “Factory Ships”

foot snares, box traps, fur farms

chainsaws, feller-bunchers, combine harvesters


many coastal communities were developed, many fishing communities have a distinct culture (songs, words…), some overfishing / unemployment problems

provides employment to some Canadians in remote regions, many remote settlements were originally fur trading post, anti-fur groups often protest

employs many people in smaller communities, environmentalists often oppose the forest industry over issues like clear cutting

responsible for the settlement patterns in Southern Canada, values like co-operation planning and perseverance are reinforced thanks to the experience of Canadian farmers

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SELECTED RESOURCES – THEIR HISTORY AND CONTRIBUTION TO CANADA – PAGE 2POSSIBLE ANSWERS

NAME: What Resource? Fossil Fuels – oil (petroleum)

…Ferrous Metals – iron ore… Flowing Water -

hydroelectricityYour Choice:


historically, S.W. Ontario (in the 1850’s…), Alberta more recently

historically, the Lake Superior Region, Quebec… presently Labrador

Niagara Falls , Northern Quebec, Labrador , British Columbia…


since the late 1940’s since the early/mid 1900’s, in Labrador since the 1950’s

since the early 1900’s (1910 in Niagara Falls)


heating oil, gasoline, plastics , asphalt

iron and steel for construction, tools, transportation… (skyscrapers, bridges, stoves, cars, trains... money from exporting the resource

to produce electricity for lighting, electrical appliances, industrial needs, heating... money from exporting the resource to the U.S


though drilled wells, pumping, waterflooding

through open pit mines blasting crushing separation using gravity, or magnets…

hydroelectricity is a flow resource so it is not “extracted” flowing water turns a turbine that drives a generator


Alberta has become a wealthy province. Canadians enjoy relatively cheap gasoline and natural gas prices. Oil supports Canada’s industrial economy

Western Labrador has been developed iron ore and steel production supports. Canada’s industrial economy. Plants in cites like Hamilton and Sault Ste. Marie helped to refine Canada’s iron ore

Canadians enjoy plentiful, and relatively cheap electricity from hydro-electric power plants Northern Quebec (James Bay) has been developed Sometimes, large areas are flooded with the creation of the dam, some people lose their land

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SELECTED RESOURCEDetailed, Labelled Diagrams – Rough Work Sheet

NAME:

Your “expert” resource group is to create three detailed, labelled diagrams. One diagram will show how your selected resource is extracted. One diagram will show how the resource is processed or refined and/or packaged into a product of your choosing. One diagram will show how your resource is distributed.t

Each student is expected to complete his/her own rough work sheet, although students in each group should work together and share ideas.

Your group will be responsible for creating larger, good-copy versions of each diagram. Your group will present the good-copy diagrams to the class and your group will explain what each diagram shows.

t The resource group that is responsible for hydroelectricity will make two diagrams. The title of one diagram will be Power Generation and the title of the other diagram will be Power Distribution.

SELECTED RESOURCE:

EXTRACTION

REFINEMENT DISTRIBUTION

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CANADA’S NATURAL RESOURCES ORAL PRESENTATIONCANADA’S NATURAL RESOURCES ORAL PRESENTATION

STUDENT NAME: DATE:

Expectations for this subtask to assess with this rubric:

7g52 - demonstrate an understanding of how technology has affected natural resources (e.g., with respect to their discovery, extraction, processing, and marketing);

7g55 - use appropriate vocabulary, including correct geographic terminology (e.g., flow resource, sustainable development), to describe their inquiries and observations;

7g59 - construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g., create a graph to demonstrate the concept of supply and demand);

7g60 - communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables, charts, and graphs.

CATEGORY/CRITERIACATEGORY/CRITERIA LEVEL 1LEVEL 1 LEVEL 2LEVEL 2 LEVEL 3LEVEL 3 LEVEL 4LEVEL 4Understanding of concepts 7g52 - shows how technology has affected natural resources

shows understanding of the concepts to a limited extent

shows understanding of some of the concepts

shows understanding of most of the concepts

shows understanding of all (or almost all) of the concepts

Communication of required knowledge 7g55 - uses appropriate vocabulary, including correct geographic terminology

rarely uses appropriate terminology, vocabulary, and symbols

sometimes uses appropriate terminology, vocabulary, and symbols

usually uses appropriate terminology, vocabulary, and symbols

consistently uses appropriate terminology, vocabulary, and symbols

Communication of required knowledge 7g60 - communicates the results of inquiries orally, supported by drawings, tables, charts, graphs, etc.

rarely communicates with clarity and precision

sometimes communicates with clarity and precision

usually communicates with clarity and precision

consistently communicates with clarity and precision

Inquiry/research skills and map and global skills 7g59 - demonstrates application of skills in creating a wide variety of formats to organize information

applies few of the required skills and strategies, and applies these skills and strategies correctly only with assistance

applies some of the required skills and strategies, and applies these skills and strategies correctly only with frequent assistance

applies most of the required skills and strategies, and applies these skills and strategies correctly only with occasional assistance

applies all (or almost all) of the required skills and strategies, and applies these skills and strategies correctly only with little or no assistance

Written using the Ontario Curriculum Unit Planner (September 1999)

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NATURAL RESOURCES - GLOBAL DISTRIBTUIONOF SELECTED RESOURCES

Major Producers/Exporters

1. Brazil 4, Vietnam2. Columbia 5. Mexico3. Indonesia 6. Ivory Coast

Major Importers1. U.S.A.2. Germany3. France4. Japan

Major Producers/ExportersMajor Importers

Coffee

Wheat


Major Importer

1. China* 5. France2. U.S.A. 6. Canada3. Russia* 7. Australia4. India*

Major Importers1. Egypt 4. Japan2. Italy 5. South Korea3. Brazil

* A major producer but not a major exporter


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NATURAL RESOURCES - GLOBAL DISTRIBUTION OF SELECTED RESOURCES

Major Producers/Exporters1. Russia 4. U.S.A.*2. Brazil 5. India3. Australia 6. Canada

Major Importers1. U.K. 4. Japan2. Germany 5. Taiwan3. France* A major producer but not a major

exporterNOTE: Reliable statistics were not

available for China

Major Producer/Exporter

Major Importer

Iron Ore

Major Producers/Exporters1. Saudia Arabia2. Russia* 6. Mexico3. U.S.A.* 7. Norway4. Iran 8. Venezuela5. China* 9. U.A.E.

Major Importers1. U.S.A.// 4. Italy2. Germany 5. Japan3. France* A major producer but not a major

exporter// should be graded in alternating strips

using both the producer and importercolours.


Major Importer

Oil

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NATURAL RESOURCES - GLOBAL DISTRIBUTION OF SELECTED RESOURCES

Major Producers/Exporters1. Canada 4. Brazil2.U.S.A. 5. Russia3. China

Major Importers1. U.S.A.//

// should be shaded in alternatingstrips using both the producer andimporter colours.

NOTE: Most hydroelectricity isconsumed domestically but theU.S.A. does import somehydroelectricity from Canada.


Major Importer


Major Importer

Major Producers/Exporters:

Major Importers:

Selected Resource

Hydroelectricity

LOCATING RESOURCES - WORLD MAPS -QUESTION SHEET

The Countries - Which countries are listed more than once as producers/exportersfor the selected resources?

What do these countries that produce and export a lot of natural resources have in common?

Which countries are listed more than once as importers of the selected resources?

What do many of these countries that import a lot of natural resources have in common? Suggest two commonalties.

The Regions - Which regions of the world seem to be most involved in the global trading of natural resources? Name two or three regions. List the regions as continents or sections of continents.

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Which regions of the world seem to be least involved in the global trading of natural resources? Name two or three regions. List the regions as continents or sections of continents.

Trade Routes – Suggest four or five different ways to transport a natural resource across land.

Suggest two or three different ways to transport a resource across an ocean.

Consider This Point - The United States and Canada have roughly the same amount of land area but the value of the U.S. mining industry is almost three times that of Canada.

Why does the U.S. extract more natural resources from the ground than Canada? Suggest two or three reasons.

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Locating Resources - World Maps - Question SheetAnswers

THE COUNTRIES - Which countries are listed more than once as exporters for the selected resources?

- Brazil, U.S.A., Canada, Australia, Russia(India and China are producers but not major resource

exporters)

What do these countries that produce and export a lot of natural resources have in common?

- large

Which countries are listed more than once as importers of the selected resources?

- U.S.A., Germany, France, Japan, Italy

What do many of these countries that import a lot of natural resources have in common? Suggest two commonalties.

- wealthy, populated, most are smaller countries

THE REGIONS - Which regions of the world seem to be most involved in the global trading of natural resources? Name two or three regions. List the regions as continents or sections of continents.

- North America, Europe, East Asia, Australia

Which regions of the world seem to be least involved in the global trading of natural resources? Name two or three regions. List the regions as continents or sections of continents.

- Central Africa, Central America, and the northwestern part of S. America, India, and Central Asia…

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Trade Routes – Suggest four or five different ways to transport a natural resource across land.

- rail, truck, pipeline, air, wires (electricity)

Suggest two or three different ways to transport a resource across an ocean.

- ship, air, underwater cable (electricity)

Consider This Point - The United States and Canada have roughly the same amount of land area but the value of the U.S. mining industry is almost three times that of Canada.

Why does the U.S. extract more natural resouces from the ground than Canada? Suggest two or three reasons.

- the U.S. has more people who need the resources so they may develop their natural resources at a faster rate

- the U.S. is less remote and, therefore, mines are easier to develop- U.S. mineral potential has been more closely examined- the U.S. may simply have more useful minerals underground

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LOCATING GLOBAL RESOURCES – GRAPHING – LOCATING GLOBAL RESOURCES – GRAPHING – COFFEE PRODUCTION 1999COFFEE PRODUCTION 1999

Country Production (millions of kg)

Brazil 2100

Columbia 660

Indonesia 400

Vietnam 350

Mexico 340

Ivory Coast 250

SUPPLY AND DEMAND OF RESOURCESSUPPLY AND DEMAND OF RESOURCES

NAME:

Put the following resource phrases in one of the four boxes on the next page.

FACTORFACTOR DESCRIPTIONDESCRIPTION ESTIMATEESTIMATE

D EFFECTD EFFECTmore recycling a new technology allows for better recycling of a

resource

becomes fashionable

this resource is a key “ingredient” for something new and fashionable (popular)

more people there is a large population increase

better product people find that a competing resource fills a need better

reserves discovered

a previously undiscovered reserve is found

hazardous people become aware that a natural resource, or products made from that natural resource, may cause a health or safety risk

demand decrease

reserves exhausted

it is becoming harder and harder to find a resource in the ground

more wealth people are becoming wealthier

better extraction method

a new technology allows a resource to be extracted or harvested faster and easier

more restrictions a government puts extra restrictions on how much of a resource can be extracted or harvested

climate change significant climate changes affect the “harnessing” of a flow resource

bad weather bad weather leads to a small harvest for a renewable resource

accident a large accident highlights the dangers in extracting or transporting the resource and temporarily slows production or distribution

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FACTORFACTOR DESCRIPTIONDESCRIPTION ESTIMATEESTIMATE

D EFFECTD EFFECTbetter marketing people are made more aware of the uses and benefits

of a resource through news releases or through advertising

better transportation

new technology means that a better, faster and/ or cheaper way is found to move the resource to market

conflict a war breaks out and certain regions cannot extract or harvest a resource during the conflict

embargo a country chooses not to trade with an enemy country that supplies a certain resource

illegal a resource is declared illegal

costly a resource becomes more expensive

SPECIFIC EXAMPLES:

From the examples above, describe three specific examples of a supply and demand issue suggested above. A sample is provided. One example must deal with technology. A good place to find such information is the “history” or “development” section of a selected resource description (in an encyclopedia…)

FACTORFACTOR SPECIFIC EXAMPLESPECIFIC EXAMPLEhazardous Asbestos was discovered to cause health problems. It was used as a

building material that would resist fire. The demand for asbestos in buildings decreased after it was found to be hazardous.

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SUPPLY AND DEMAND OF RESOURCESSUPPLY AND DEMAND OF RESOURCESAnswers (suggested answers, answers may vary)

Put the following resource phrases in one of the four boxes on the next page.

FACTOR DESCRIPTION ESTIMATED EFFECT

more recycling a new technology allows for better recycling of a resource

supply increase

becomes fashionable

this resource is a key “ingredient” for something new and fashionable (popular)

demand increase

more people there is a large population increase demand increase

better product people find that a competing resource fills a need better demand decrease

reserves discovered

a previously undiscovered reserve is found supply increase

hazardous people become aware that a natural resource, or products made from that natural resource, may cause a health or safety risk

demand decrease

reserves exhausted

it is becoming harder and harder to find a resource in the ground

supply decrease

more wealth people are becoming wealthier demand increase


a new technology allows a resource to be extracted or harvested faster and easier

supply increase

more restrictions a government puts extra restrictions on how much of a resource can be extracted or harvested

supply decrease

climate change significant climate changes affect the “harnessing” of a flow resource

supply decrease

bad weather bad weather leads to a small harvest for a renewable resource

supply decrease

accident a large accident highlights the dangers in extracting or transporting the resource and temporarily slows production or distribution

supply decrease

1

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FACTOR DESCRIPTION ESTIMATED EFFECT

better marketing people are made more aware of the uses and benefits of a resource through news releases or through advertising

demand increase

better transportation

new technology means that a better, faster and/ or cheaper way is found to move the resource to market

supply increase

conflict a war breaks out and certain regions cannot extract or harvest a resource during the conflict

supply decrease

embargo a country chooses not to trade with an enemy country that supplies a certain resource

supply decrease

illegal a resource is declared illegal supply decrease

costly a resource becomes more expensive demand decrease

SPECIFIC EXAMPLES:

Describe three specific examples of a supply and demand issue suggested above. A sample is provided. One example must deal with technology. A good place to find such information is the “history” or “development” section of a selected resource description (in an encyclopedia...)

PHRASE SPECIFIC EXAMPLE

hazardous Asbestos was discovered to cause health problems. It was used as a building material that would resist fire. The demand for asbestos in buildings decreased after it was found to be hazardous.

embargo The United States does not trade with Cuba due to political differences. Since the embargo, Cuba does not supply bananas to the U.S.

wealth As Japan’s economy improved post 1960, the demand for iron ore and steel increased, so that more products, like cars and skyscrapers, could be made.


As the technology for extracting oil from the ocean floor improved, the supply of oil increased.

2

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SUPPLY AND DEMAND OF RESOURCESSUPPLY AND DEMAND OF RESOURCES

Put the resource phrases from the previous page in one of the four boxes below:

SUPPLY DEMAND

INCREASE

DECREASE

QUESTIONS:

If nothing else changes, what happens almost immediately after a:

supply increase:

demand increase:

supply decrease:

demand decrease

When would the cost of a resource increase?

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SUPPLY AND DEMAND OF RESOURCESSUPPLY AND DEMAND OF RESOURCESANSWERS (suggested answers may vary)

t Put the resource phrases from the previous page in one of the four boxes below:

SUPPLY DEMAND

INCREASE more recycling reserves discovered better extraction method better transportation

becomes fashionable more people more wealth better marketing

DECREASE reserves exhausted more restrictions climate change bad weather accident conflict embargo illegal

hazardous better product costly

QUESTIONS:

If nothing else changes, what happens almost immediately after a:

supply increase - (relative) demand decrease

demand increase – supply decrease

supply decrease – (relative) demand increase

demand decrease - supply increase

When would the cost of a resource increase?

- when the demand increases or the supply decreases

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FOREST LAND HARVESTED AND CLEARCUT- hectares

1993 1994 1995 1996 1997

Canada 959 524 977 403 1 011 328 1 043 000 1 022 539

Source: www.statcan.ca

Graph: Construct a line graph to display the information from the chart above. Extrapolate the trend shown in the graph by drawing a dotted line up to the year 2002 and then 2007. The future availability of forest products in Canada would depend, in part, on this trend.

Report: Often predictions are not accurate. The actual amount of forested land harvested and clearcut in 2002 and 2007 could be different than predicted. The forest land harvested could increase more or less than predicted. In paragraph form, describe, in detail, some factors that would cause the forest land harvested to increase more than predicted or less than predicted. Refer to the supply and demand resources sheet for ideas.

SUSTAINABLE DEVELOPMENT:TEACHER BACKGROUND

Does the Earth have enough natural resources to adequately support the eleven billion people eventually expected to live here? Continuing population growth brings into question the Earth’s capacity to provide the necessary food, energy, and industrial raw materials. Already, signs of strain exist. The results of cutting and clearing vast tracts of tropical forest for agriculture include loss of soil fertility, increased erosion, and climate change. Over-consumption of resources and industrialization also exert pressures upon both renewable and non-renewable resources. Some species of fish have been harvested to near-extinction and the wastes created by industrial production processes which are dumped into our air, water and land, affect the health of people, plants and animals--integral parts of our ecosystem. Since life on Earth depends on natural resources, concern about their use and future availability is warranted.

Assessment of future prospects for natural resources and the types of changes that might be required is complicated by two apparently conflicting perspectives on how natural resources ought to be viewed. Even “experts” disagree. Some people believe that the key to our future well-being lies in change produced by continued economic growth and prosperity. They suggest that large populations and high growth are not a problem--that the Earth is capable of supporting many, as long as scientific and technological advances continue. In this essentially economist view, genetically-modified food and the application of fertilizers and chemicals are viable solutions for food shortages. Market mechanisms are believed to control amounts of resources. If a resource becomes scarce, its price rises and the quantity consumed drops. The price increase stimulates an increase in supply and a search for alternative products. Many believe that market-driven substitution is an answer to the depletion or exhaustion of renewable or non-renewable resources. Some argue that market solutions are available for all ecological and social problems. Economists tend to focus on short-term economic goals.

Environmentalists contend that both the economy and human society are subsets of the global ecosystem and must obviously be subject to constraints based on ecological limits. From this point of view, the Earth has a fixed upper carrying capacity of population it can support and of resources it can supply. They believe that continued economic and population growth will cause breakdowns in ecological support systems and exceed the carrying capacity of the biosphere, which in some cases has already happened. Environmentalists stress that non-renewable resources are finite, that renewable resources can be (and often are) over-exploited and that losses of biodiversity are irreversible. Suggested solutions to limited resources include the elimination of wasteful consumption habits, limitations on industrial output and conservation. The environmentalist view is long-term.

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Sustainable development is the term used to mean meeting the needs of the present generation without damaging Earth’s resources in such a way that would prevent future generations from meeting their needs. It also emphasizes equitable development, as bridging the gap between rich and poor countries. It is seen as an important way of ensuring that present and future generations can meet their needs. Sustainability refers to a condition that exists in the middleground--between the economist and environmentalist views. The challenge is to consider social and environmental aspects as inextricably linked. Sustainable development seeks to integrate and address environmental, social, and economic concerns.

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Suggested Changes for Sustainable Development for Citizens and Governments

1. Recognize the link between environmental and development issues.

2. Understand that many resources are finite.

3. Use energy more efficiently and develop renewable energy sources (e.g. wind, water).

4. Value future costs and benefits more than current.

5. Provide farmers with environmental education.

6. Plant new forests and replant damaged ones.

7. Limit population growth in developing countries.

8. Eliminate poverty by helping the poor earn a living in a way that doesn’t damage the environment.

9. Redistribute land to the poor and decrease crowding.

10. Impose fines on people and industries that pollute the air and water.

11. Prepare national plans for waste management.

12. Require industry to adopt safer and cleaner production methods.

13. Redistribute wealth more to less developed countries. Allow for debt forgiveness for conservation of resources.

14. Change wasteful consumption patterns. Stop over-consuming.

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CASE STUDY: NEPALCASE STUDY: NEPAL

Pasang Phuti hooted with laughter as her baby brother landed once again in the dust. Just learning to walk, he was hauling himself to his little bare feet and taking only a few unsteady steps before plomping unceremoniously on the path. Hearing her laughter, Gyurmé turned and smiled widely for his big sister. He had been at this for awhile and seemed pleased with himself. Pasang knew that soon enough, Gyurmé would be chasing after his older brothers and sisters, eager to play. But for now, he was still a baby and Pasang would carry him “piggy-back” style to the centre of their tiny village in the mountainous region of northeastern Nepal.

It was not necessary to keep such a sharp eye on the older ones. They usually knew enough to watch Pasang and to move their play along as she walked. Besides, it was practically impossible to lose the little ones in such open countryside. They would often try to startle their sister by hiding, and jumping out from behind the low stone walls separating each family’s small plot of potatoes and other vegetables which had been terraced into the steep slopes. If Pasang had not been able to see them, their giggles gave them away every time. Pasang always jumped and acted surprised, to their obvious delight.

“Namaste! Namaste!” Pasang Phuti could hear the children calling to trekkers farther down the trail. Their shouts broke the stillness of the early morning and brought troubling thoughts to Pasang. She would have to remind her little brothers and sisters not to pester the trekkers by asking for candy or a pen. While the foreign visitors did not seem to mind the children’s attention, Pasang knew her father was trying very hard to discourage his children from begging. It was not easy. She worried her father would not be pleased to discover that Pasang had allowed the children to beg while in her charge. Looking hard, she could see that the trekkers had already crossed the swinging bridge which was suspended across the narrow, V-shaped gorge. The Dudh Kosi river raged beneath, on its way from the glaciers and snowy peaks of the high Himalayas, to the larger rivers of India and eventually the sea. Pasang gave a small sigh of relief. She would not have to catch up with and admonish her little brothers and sisters, for now anyway. There would be more trekkers passing through today, she was sure.

Still contemplating the trekkers, Pasang Phuti almost neglected to greet her aunt as she passed on the trail going in the opposite direction. Her aunt laughed and teased her for “walking in the clouds”. It was no secret to Pasang’s family that she spent a great deal of time thinking about things and was often so deep in thought that she forgot simple manners. She had certainly forgotten her manners the previous evening when she had listened to a conversation between her father and uncle. While she knew she should probably not have listened in, she had been most curious about the reason behind her father’s cautious tone. Seeing her aunt this morning, brought back that discussion.

CASE STUDY continued

Pasang’s uncle had come to her father with an idea. He was interested in building a small lodge where the mountain climbers and other foreign visitors could eat and sleep as they traveled to and from the high peaks. In order to construct the lodge, he would need to cut the trees above, and use part of Pasang Phuti’s family garden plot in addition to his own land. Pasang’s father did not seem to favour his brother’s idea. He pointed out that he was having a hard enough time feeding his growing family on such a small piece of land as it was. Just recently word had been received that several more members of their extended family would soon be arriving from Tibet. These people would need to be fed as well. All available land in the area was already divided into farming plots and used by other families. Rock slides and steep slopes prevented the villagers from expanding their farms. Pasang’s father asked what would prevent the monsoon rains from washing away the thin layer of fertile soil they needed to grow their potatoes and cabbages, if the trees above his farm were removed.

Pasang’s uncle had explained that the money paid by trekkers to stay and eat at the lodge would mean their families would be able to buy food in the market. With so much money, it would not matter that the trees were cut down causing the soils to wash into the Dudh Kosi. Pasang’s father was quiet after that. She could tell he was considering his brother’s proposal carefully. The idea of making money might seem attractive to him, but he also might be concerned about the effects of many more trekkers on his family and village.

As Pasang walked along the trail toward the village, she wondered what her life would be like if the new lodge were to be built. With all the money from the rich foreigners, perhaps their family would be able to have two meals a day throughout the long winter months. Maybe she would get a pair of sandals! What would she do to help with the lodge? No longer a child but not yet a woman, Pasang could not imagine what other tasks she might be assigned besides those she already did--looking after the children and collecting dried yak dung for fuel. Although perhaps with the construction of the lodge, she would need to spend a more time collecting dung. She knew that the two other lodges located in the village consumed tremendous amounts of fuel in cooking meals, in heating water to provide hot showers and in heating their main rooms, all for their guests’ comfort. Trekkers seemed to want these things. She also knew that the lodge’s owners did not always burn yak dung in their stoves to conserve wood, as her family did. Often, they had been seen cutting the scarce wood from outside their village for fuel. Villagers knew they were not supposed to cut these trees for fuel.

CASE STUDY continued

The government had designated the region as a conservation area in an effort to preserve what remained of the forests. They had planted several hundred seedlings on the steep slope above the village and surrounded it with an enclosure to prevent animals from trampling and eating the young trees. Perhaps the government was worried that already too much of their country was sliding into the Dudh Kosi. Perhaps the trekkers had complained to the government about the damage to the landscape once the trees had been cut. This seemed a confusing idea to Pasang. Why would trekkers complain when they were the ones who demanded and paid a lot of money for the food, hot showers, and heat?

It will not matter if the trees are cut down...Pasang’s uncle’s words echoed in her ears.

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Reid

Reid

Not Available

CASE STUDY: GUIDING QUESTIONSCASE STUDY: GUIDING QUESTIONS

BACKGROUND INFORMATION:

The kingdom of Nepal is located in Asia. It lies draped along the highest mountain range in the world--the Himalayas. Shaped like a long rectangle, the country is only 900 km long and 150-200 km wide yet is home to over 22 million people. Because it is one of the least developed countries in the world, poverty is a feature of life for many Nepali people. The country’s main economic activity is subsistence agriculture, where most crops are grown and most livestock is raised to support farmers and their families. Since the 1950's, tourism has become an important source of income for the country. Over 300 000 tourists visit Nepal each year and engage in such activities as hill-walking, mountain-touring, wildlife-viewing, and white-water canoeing.

YOUR TASK:

1. Read the case study. The story is written from the perspective of a young Nepali person who lives with her mother, father, five brothers and sisters in a small village.

2. Discuss and answer the following questions as a group. Record your work in point form on chart paper.

a) What is the main issue or problem related to natural resources?

b) Who is involved in the controversy? Controversy arises when two or more people or groups of people have conflicting ideas about the same issue. List all the people or groups of people who have a different opinion on the issue.

c) What are the arguments? Briefly describe each person or group’s point of view.

d) What are the benefits or advantages to each group’s point of view? Briefly explain.

e) What are the drawbacks or problems for each point of view? Briefly explain.

f) What are some other possible solutions, or ways of dealing with this issue?

1

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g) In your group’s opinion, what is the best solution to this problem? Keep in mind both future availability of this resource and the importance of a healthy environment. Remember to give support for your answer.

3. Present your analysis to the class. Be prepared for questions from the audience. Be sure to defend opinions with reference to the case study or prior knowledge.

2

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GROUP PRESENTATION EVALUATION FORMGROUP PRESENTATION EVALUATION FORM

TOPIC: GROUP MEMBERS:

Rating (use desending scale)Rating (use desending scale)Rating (use desending scale)

INTRODUCTION:catches attention of listeners 4 3 2 1presents an overview of the topic 4 3 2 1

CONTENT: emphasizes important points clearly and concisely

4 3 2 1

shows evidence of thorough research 4 3 2 1meets basic aims of assignment 4 3 2 1uses suitable poster/audio-visual material

4 3 2 1

CONCLUSION: summarizes major findings 4 3 2 1asks for questions from the class 4 3 2 1has questions ready to ask class to stimulate discussion

4 3 2 1

1

OVERALL PRESENTATION:creative presentation method, suitable to topic

4 3 2 1

audible--students speak to class; not reading entire time

4 3 2 1

pace--not too fast or slow; students can take notes

4 3 2 1

timing--suitable length 4 3 2 1enthusiasm and confidence displayed (posture, location in class, voice)

4 3 2 1

group demonstrates ability to answer questions, stimulate discussion, leads discussion

4 3 2 1

COMMENTS:

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ARTICLE ANALYSIS ASSIGNMENTARTICLE ANALYSIS ASSIGNMENT

We have looked at the various ways that people use the Earth’s natural materials. We have also discovered that using natural resources may have positive and/or negative effects on both people and the environment. Because of this, people may have different opinions on how resources might best be used. They want to ensure that future generations will be able to meet their needs and live in a healthy environment. Sometimes, people or groups of people hold conflicting points of view or disagree on how natural resources should be used. Your task will be to examine a controversy related to the use of natural resources. You will look at the various points of view You will then propose your most reasonable solution to the problem.

YOUR TASK

1. Locate an article from the newspaper, a magazine or the Internet. Your article must be about an issue related to the use of natural resources. Have your article checked by your teacher to ensure it is appropriate before you begin. Some sample topics are:

a) the use of pesticides or fertilizers to help crops grow fasterb) the use of genetically modified foodc) selling Canada’s fresh water to other countriesd) logging old growth forestse) clear-cuttingf) cattle ranching in Africa.

2. Read your article and answer the following questions:

a) What is the main issue or problem related to natural resources?b) Who is involved in the controversy? Controversy arises when two or more

people or groups of people have conflicting ideas about the same issue. List all the people or groups of people who have a different opinion on the issue.

c) What are the arguments? Briefly describe each person or group’s point of view.

d) What are the benefits or advantages to each group’s point of view? Briefly explain.

e) What are the drawbacks or problems for each point of view? Briefly explain.

f) What are some other possible solutions, or ways of dealing with this issue?

g) In your opinion, what is the best solution to this problem? Keep in mind both future availability of this resource and the importance of a healthy environment. Remember to give support for your answer.

BLM 37

3. On a world map, locate the relevant areas discussed in your article.

4. Present your analysis and opinion neatly and attractively on poster board. Use the followintg general format to help organize your information.

The IssueWhat is the main problem?

Point of View #1What is the point of view?Who holds this view?What are the advantages?What are the disadvantages?


World MapIndicate relevant location(s).



SolutionsWhat are the other possible solutions or ways of dealingwith the issue?What is the best solution to this problem?Why is this the best solution?

5. Attach your article to the back of the poster board.

DATE DUE:

BLM 38

NATURAL RESOURCE ISSUE ANALYSIS RUBRICNATURAL RESOURCE ISSUE ANALYSIS RUBRIC

EXPECTATIONS7g49 A - demonstrate an understanding of how human activity (e.g., canal building) affects people and the environment.7g53 A - demonstrate an understanding of the concept of sustainable development and its implications for the environment.7g64 A - present and defend a point of view on how a resource should be used.

CATEGORY/CRITERIA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4Demonstrates an understanding of how human activity affects people and the environment.

Shows limited understanding of how human activity affects people and the environment

Shows some understanding of how human activity affects people and the environment

Shows considerable understanding of how human activity affects people and the environment

Shows thorough understanding of how human activity affects people and the environment

Demonstrates an understanding of the concept of sustainable development and its implications for the environment.

Shows limited understanding of the concepts of sustainable development and its implications for the environment

Shows some understanding of the concepts of sustainable development and its implications for the environment

Shows considerable understanding of the concepts of sustainable development and its implications for the environment

Shows thorough understanding of the concepts of sustainable development and its implications for the environment

Constructs a map to organize information.

Applies few of the required skills to construct a map to organize information

Applies some of the required skills to construct a map to organize information

Applies most of the required skills to construct a map to organize information

Applies all or almost all of the required skills to construct a map to organize information

Communicates results of inquiries.

Shows limited clarity and precision in communicating results of inquiries

Shows some clarity and precision in communicating results of inquiries

Clear and precise communication of results of inquiries

Consistently clear and precise communication of results of inquiries

Presents and defends a point of view on how a resource should be used.

Shows little understanding of how to present and defend a point of view on how a resource should be used

Shows some understanding of how to present and defend a point of view on how a resource should be used

Shows considerable understanding of how to present and defend a point of view on how a resource should be used

Shows thorough understanding of how to present and defend a point of view on how a resource should be used

MUSKRAT LAKE HYDROELECTRIC DAM PROPOSALA Town Council Meeting - Assignment Outline

Each student is to play a part in a town council meeting about a proposed hydroelectric dam on Muskrat Lake

After receiving the role and the role card from the teacher, students discuss their role in small groups. There are ten different roles.

Each group is responsible for developing a role and delivering a well thought out presentation at the town council meeting. Each group presents the basic points raised on its role card and expands upon some of these points in a manner consistent with its role. Group members may also have to answer questions a manner consistent with their role.

Each group may want to add some “colour” to the presentation by preparing a computer presentation, making exhibits such as maps and graphs, finding relevant quotations or making placards.

Each group prepares its presentation in written form. After the presentation is prepared, one group member is chosen by the teacher, to be a town councillor. Each remaining group member delivers part of the group's presentation to council.

After all the presentations have been given, the town councilors discuss the presentations and vote on a recommendation to support one of the following possibilities: no dam, a small dam, a medium dam, or a large dam. Councillors may have to debate and “wheel and deal” in order to come up with a recommendation that has the support of a majority.

Once the town council’s recommendation is made, all students switch roles and become newspaper reporters. Each student writes a feature article on the Muskrat Lake Hydroelectric dam issue. The article should examine the major points of view presented and the reasons for the final decision by council. The article should be about 150 - 200 words. The students may interview other students in their old roles to get a reaction to council’s recommendation.

1

YOUR ROLE:

BLM 39

GROUP MEMBERS NAMES:

DUE DATES: Role Review Sheet:

Presentation Notes:

Town Hall Meeting Date:

Article:

2

BLM 39

M a p o f M uskra t La ke

C o re A re ao f To w n

M USKRAT RIVER

M USKRAT LA KE

C O N SERVATIO N A REA

Q UA RRY

DAM

LA RG E D A M SH O RELIN E

FARM

LANDM ED IUM D A M SH O RELIN E

SMA LL D

AM SHO

RELIN

E

M AIN RO A D S

REPRESEN TS 10 RURA LC O TTA G ES, H O USESO R BUILD IN G S

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1 KM .

- Muskrat Lake Rapids, at the west end of Muskrat Lake has been selected by “Hydro North” as a site with “excellent hydroelectric potential”- The Town of Muskrat Lake, has a population of 2000. There are approximately 100 cottages on Muskrat Lake and another 100 cottages on the Muskrat Lake System- The main industries in Muskrat lake include a granite quarry and tourist-related businesses. The town is the largest in the region and is the home to many regional institutions like a court house, a high schooland government offices.

Dam Proposal - General Facts

Small Dam - 150 houses flooded (mostly cottages)- 100 construction jobs created for two years- 10 permanent jobs created- an extra $100 000 of tax revenue expected from the hydroelectric company- approximately 5 square kilometres would be flooded (500ha)

Medium Dam- 250 houses flooded (about half would be cottages, one third would be in the core area)- 300 construction jobs created for two years- 20 permanent jobs created- an extra $250 000 of tax revenue expected from the hydroelectric company- approximately 20 square kilometres would be flooded (2000 ha)

Large Dam- 400 houses flooded (about 200 would be core area houses, some houses in the neighbouring First Nations community would also be flooded)- 500 construction jobs created for four years- 100 permanent jobs created- an extra $1 500 000 of tax revenue expected from the hydroelectric company- approximately 100 square kilometres would be flooded (10000 ha)

Please refer to the map and each role player card for more information.

* TH E TO W N O F M USKRATLA KE C O VERS TH E EN TIRE M A P

BLM 40

BLM 41

ROLE CARD

Cottage Owners Association Members

• You own cottages on Muskrat Lake.

• Your association is strongly opposed to any type of dam development.

• Most cottage properties would be completely flooded if any size dam was built.

• Even if cottage owners were given money to relocate, there is a strong social,

historical, and sentimental attachment to the area so most cottagers do not

want to relocate.

• Cottagers contribute a lot to the economy, in the form of property taxes and the

support of local businesses. The dam workers may not support local

businesses as much after the dam is built.

ROLE CARD

Hydroelectric Company Spokespersons

• You work for Hydro North and you are in charge of finding new places for

hydroelectric power plants.

• You need to build a dam so that hydroelectric power can be created.

• You are strongly in favour of building as large a dam as possible. If a town is

going to build a hydroelectric dam, then they might as well gain the most

benefit from it.

• You realize that hydro power if a clean source of energy, and it is also a cheap

source of energy.

• A large dam would bring new jobs to the town, the town would grow and

homeowners would see the value of their houses rise.

• Your company can gladly pay a fair price for any property that will be flooded.

• The extra tax money that the town would collect could really help to provide new

facilities like hockey arenas and parks.

BLM 42

ROLE CARD

ENVIRONMENTAL PROTECTION ASSOCIATION VOLUNTEERS/ WORKERS

• You live in the core area, in houses that would be flooded by the large size dam only. You have full-time jobs during the day (teachers, nurses, clerks).

• You are strongly opposed to any size of dam. • A dam would destroy the wetlands, marshes, and beaches in the

conservation area on the south side of the lake. • A rare species of hawk, the Coopers Hawk, breeds and nests in the

conservation area. The hawk’s habitat would be destroyed by the dam development.

• The quality of the water would be negatively affected by all the silt and mud that will collect at the dam and some fish species may die.

• The town’s water system may not work properly. • The land around the lake would not seem as beautiful or natural. • If people simply conserved energy, there would be no need for a dam. • You agree that the town would receive more tax money from the

development but they would also have more responsibilities. For example, there would be more roads to repair and a larger, more expensive sewer system would have to be installed to handle the increased number of people.

ROLE CARD

CHAMBER OF COMMERCE MEMBERS

• The Chamber of Commerce is an association of business people. • You own small businesses in the core area (printing / desktop publishing

shop, doughnut shop, hardware store). • You are in favour of some type of dam. • The dam will bring hundreds of workers to your businesses year-round for a

few years. • The hydro company will invest a lot of money in the town and pay for many

improvements to such things as highways. • There will actually be a larger lake and a larger shoreline, with room for

even more cottages, once the dam is built. • Having the hydro company in town will keep taxes low and that means more

money in everyone’s pocket. • With more workers in town, there will be even more services in town, like more

restaurants and stores, so that citizens have more choices.

BLM 43

ROLE CARD

FIRST NATIONS SPOKESPERSONS

• You are opposed to the dam. • You fear that most of the new jobs will be filled by workers from outside

of the community. • Your reserve may be partially flooded if a large dam is built. Forty of the

two hundred fifty houses on the reserve would be flooded. Approximately one third of the area of the reserve would be flooded. • The flooded area would cover part of a traditional hunting ground. • Any new facilities would probably benefit the core area of the town, not

where you live. • You are worried about the environmental damage. • You believe the offer of replacement land is not adequate compensation.

ROLE CARD

PROVINCIAL GOVERNMENT OFFICIALS

• You hold management positions with a government ministry involved in economic development.

• You also, by coincidence, own cottages on Muskrat Lake. • You know that you will get good prices for your cottages from Hydro

North and you could build even larger cottages. You would be sorry to lose your cottages but “that’s the price of progress.”

• You are in favour of building a large dam. In your opinion, the town willalso benefit the most if a large dam is built.

• Your government ministry would prefer to see a hydroelectric power generation plant built, instead of a nuclear power plant. You have been informed that hydroelectric energy is generally considered cleaner and safer than most other ways of generating power.

• A large dam would go a long way towards developing the region and it would make the town look and feel like a newer, larger and more

exciting place. • People from all over the province would appreciate the cheap and clean

power from Muskrat Lake. • If a large dam is built, you will offer the First Nations group some

government land, next to the reserve. The land offered will be roughly the same size as the area flooded. The land offer would also include part of the traditional hunting ground.

BLM 44

ROLE CARD

LOCAL HISTORICAL SOCIETY MEMBERS

• Your membership has a high percentage of retirees (teachers, newspaper reporters/writers, labourers etc.). Some of your members live in the area to be flooded.

• Your society is responsible for helping citizens understand and celebrate the Muskrat Lake region’s interesting history.

• You are opposed to the dam. • Many old historical buildings along the water’s edge, like the high

school and the court house, would be flooded and a part of the region’s sense of history would be lost.

• New buildings will be constructed but they will not have the same historical significance and charm as the older buildings.

• Muskrat Lake’s only vegetable and chicken farms may be flooded. Muskrat Lake will have no local food source.

• The beautiful, small-town atmosphere would be lost. A bigger town is not always a better town.

ROLE CARD

SKILLED TRADES ASSOCIATION MEMBERS

• Your group is mostly comprised of electricians, construction workers, and heavy machine operators who work in the quarry.

• Your group would like to see the dam built because it would increase employment opportunities for your members • The quarry will run out of usable sand and gravel in approximately ten

years. It may be flooded in five or six years but, if the quarry company hires more people, most of the sand and gravel can be extracted

before the flood. In fact, the sand and gravel could be used to build the dam. • With an increased demand for skilled trades people, wages should go

up. • You think that the dam is the “boost” that this town needs.

BLM 45

ROLE CARD

CONCERNED CITIZENS

• You are parents with young children. • You moved from a large city to Muskrat Lake in order to raise your

children in a small-town atmosphere. • You are undecided as to whether you should support the dam

proposal. • You worry about the job situation as many people you know work in

the quarry, or with the tourists in the summer. • Your homes will not be flooded. • You are concerned about possible property tax increases. • You worry about the increased traffic flow, and the safety of children. • You’re concerned about your family's futures in Muskrat Lake. • On the other hand, you worry about the town and the region

becoming “stagnant” without this resource development. Your children may have no job opportunities in the region if the town does

not grow. You know that the quarry will be shut down in approximately ten years. • You feel it is your job to ask the other groups important and tough

questions that will help you to decide what to do. You will ask one or two questions after each presentation and then you will make your presentation last. In your presentation, you will explain your hopes and concerns.

BLM 46

ROLE CARD

TOWN COUNCIL

• The town councillor’s job is part time. Councillors will be selected by the teacher after their role group has prepared their presentation but before the actual presentation. One councillor will be selected from each role card group.

• Each town councillor will receive a “blended” grade, based on both the quality of their former group’s presentation notes and their own performance as a town councillor.

• Town councillors must listen to each presentation. Town councillors will attempt to remain impartial in their new role.

• Town councillors should ask questions after each presentation. • Following the last presentation, the councillors will meet and discuss

which proposal is best for the town as a whole. Councillors will make every attempt to keep the discussion fair, reasonable, and on

track. • The council’s discussion will be conducted in front of other class

members. The discussion must last at least five minutes before a vote.

• Each councillor is encouraged to ask questions of the other councillors for clarification.

• Councillors must balance how they feel about the dam with the wishes of others. That’s politics! • Councillors can adjust their opinion if someone presents a good

argument. • Councillors must try to find common ground with the other council

members. They should suggest ideas that might help to get most people to agree. Some “wheeling and dealing” (within reason) may need to be done!

• Before each councillor votes, they must justify their decision to the group.

• A majority of council (over 50% of council) must agree to one of the following four recommendations:

- No dam at all- A small dam- A medium dam- A large dam

BLM 47

ROLE REVIEW SHEETROLE REVIEW SHEET(this sheet may be done in point form)

YOUR ROLE:

GROUP MEMBERS’ NAMES:

Describe how your group feels about the dam:

List some important facts that you want the town council to know:

Which roles would share a similar point of view?

Which roles would have a different point of view?

1

BLM 47

What might these opposing groups say to undermine your point of view? What could you offer in reply?

Apart from the role card, list two to four other specific resources that may help to explain your point of view (websites, books, articles)

2

Expectations for this Subtask to Assess with this Rubric:

Understanding of concepts7g47 - understanding of how Canada'snatural resources have contributed to itseconomic development7g52 - understanding of how technologyhas affected natural resources

Inquiry/research skills andmap and globe skills7g59 - provides variety ofgraphs, charts, diagrams,maps and modelsdemonstrating organizationof information

Communication of requiredknowledge7g55 - use of appropriatevocabulary, including correctgeographic terminology todescribe inquiries andobservations

Application of concepts andskills7g54 - describes influence ofnatural resources on anycountry

– shows understanding offew of the concepts– rarely gives completeexplanations

– rarely communicates withclarity and precision– rarely uses appropriateterminology, vocabulary, andsymbols

– rarely applies concepts andskills in a variety of contexts– shows little understandingof connections betweenaspects of social studies/history/geography and theworld outside the school

– shows understanding ofsome of the concepts– sometimes gives completeexplanations

–– applies some of therequired skills and strategies,and applies these skills andstrategies correctly withfrequent assistance

– sometimes communicateswith clarity and precision– sometimes usesappropriate terminology,vocabulary, and symbols

– sometimes applies conceptsand skills in a variety ofcontexts– shows some understanding ofconnections between aspects ofsocial studies/history/geographyand the world outside the school

– shows understanding ofmost of the concepts– usually gives complete ornearly complete explanations

–– applies most of therequired skills and strategies,and applies these skills andstrategies correctly with onlyoccasional assistance

– usually communicates withclarity and precision– usually uses appropriateterminology, vocabulary, andsymbols

– usually applies conceptsand skills in a variety ofcontexts– shows a goodunderstanding ofconnections betweenaspects of socialstudies/history/geographyand the world outside the

– shows understanding of all(or almost all) of the concepts– consistently gives completeexplanations

– applies all (or almost all) ofthe required skills andstrategies, and applies theseskills and strategies correctlywith little or no assistance

– consistently communicateswith clarity and precision– consistently usesappropriate terminology,vocabulary, and symbols

– consistently applies conceptsand skills in a variety ofcontexts– shows thorough understandingof connections between aspectsof socialstudies/history/geography andthe world outside the school

Level 1 Level 2 Level 3 Level 4

Oral Presentation on Resourcesfor use with Subtask 3 : Canada's Natural Resources

from the Grade 7 Unit: Natural ResourcesStudent Name:Date:

–– applies few of therequired skills and strategies,and applies these skills andstrategies correctly only withassistance

7g47 • demonstrate an understanding of how Canada’s natural resources have contributed to its economic development;

7g52 – demonstrate an understanding of how technology has affected natural resources (e.g., with respect to their discovery, extraction, processing, and marketing);

7g55 – use appropriate vocabulary, including correct geographic terminology (e.g., flow resource, sustainable development), to describe their inquiries and observations;

7g59 – construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g., create a graph to demonstrate the concept of supply anddemand);

7g54 – describe the influence of natural resources on any country (e.g., the development of the fishing industry along Canada’s coasts).

Category/Criteria

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:08:27 AM Page E-1

Expectations for this Subtask to Assess with this Rubric:

Understanding of howhuman activity affectspeople and theenvironment

Inquiry/Research skillsand map and globalskills- formulate comparativeand speculativequestions to identifyissues and defineproblemsCommunication of resultsof inquiries using variousformats- use appropriatevocabulary includingcorrect geographicterminology

Application- produce a newspaperarticle on the factorsaffecting the proposeddam project

- shows limitedunderstanding of how humanactivity affects people andthe environment

– rarely uses appropriateterminology, vocabulary, andsymbols

- shows little ability toproduce a newspaper articleon the factors affecting theproposed dam project

- shows some understandingof how human activityaffects people and theenvironment

- applies some of therequired skills and strategies,to formulate comparative andspeculative questions toidentify issues and defineproblems

– sometimes usesappropriate terminology,vocabulary, and symbols

- shows some ability toproduce a newspaper articleon the factors affecting theproposed dam project

- shows considerableunderstanding of how humanactivity affects people andthe environment

- applies most of the requiredskills and strategies, toformulate comparative andspeculative questions toidentify issues and defineproblems

– usually uses appropriateterminology, vocabulary, andsymbols

- shows a considerable abilityto produce a newspaperarticle on the factorsaffecting the proposed damproject

- shows thoroughunderstanding of how humanactivity affects people andthe environment

- applies all (or almost all) ofthe required skills andstrategies, to formulatecomparative and speculativequestions to identify issuesand define problems

– consistently usesappropriate terminology,vocabulary, and symbols

- shows thorough ability toproduce a newspaper articleon the factors affecting theproposed dam project


Newspaper Article on the Proposed Dam Projectfor use with Subtask 7 : The Town Council's Dilemma


- applies few of the requiredskills and strategies, toformulate comparative andspeculative questions toidentify issues and defineproblems

7g49 • demonstrate an understanding of how human activity (e.g., canal building) affects people and the environment.

7g55 – use appropriate vocabulary, including correct geographic terminology (e.g., flow resource, sustainable development), to describe their inquiries and observations;

7g56 – formulate comparative and speculative questions to identify issues and define problems regarding study topics (e.g., the effect of technology on natural resources);

7g60 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,charts, and graphs.

7g63 – produce a report on the factors that affect the availability of natural resources in the future;

Category/Criteria


Expectationsfor this Subtask to Assess with this Rubric:

Understanding of howhuman activity affectspeople and theenvironment

Inquiry/Research skills- formulate comparativeand speculative questionsto identify issues anddefine problems- locate and record relevantinformation from a varietyof primary and secondarysources

Communication ofresults of inquiries inrole play usingsupporting evidence- present and defend apoint of view on how aresource should beused

- shows limitedunderstanding of howhuman activity affectspeople and the environment

- rarely uses appropriateterminology, vocabulary, andsymbols- shows little understandingof how to present anddefend a point of view onhow a resource should beused

- shows someunderstanding of howhuman activity affectspeople and the environment

- applies some of the required skills andstrategies, to formulate comparative andspeculative questions to identify issuesand define problems- applies some of the required skills andstrategies, to locate and record relevantinformation from a variety of primaryand secondary sources

- sometimes uses appropriateterminology, vocabulary, andsymbols- shows some understandingof how to present anddefend a point of view onhow a resource should beused

- shows considerableunderstanding of howhuman activity affectspeople and the environment

- applies most of the required skills andstrategies, to formulate comparative andspeculative questions to identify issuesand define problems- applies most of the required skills andstrategies, to locate and record relevantinformation from a variety of primaryand secondary sources

- usually uses appropriateterminology, vocabulary, andsymbols- shows a goodunderstanding of how topresent and defend a pointof view on how a resourceshould be used

- shows thoroughunderstanding of howhuman activity affectspeople and the environment

- applies all (or almost all) of therequired skills and strategies, toformulate comparative and speculativequestions to identify issues and defineproblems- applies all (or almost all) of therequired skills and strategies, to locateand record relevant information from avariety of primary and secondarysources

- consistently usesappropriate terminology,vocabulary, and symbols- shows thoroughunderstanding of how topresent and defend a pointof view on how a resourceshould be used


Role Play Presentation To Town Councilfor use with Subtask 7 : The Town Council's Dilemma


- applies few of the required skills andstrategies, to formulate comparative andspeculative questions to identify issuesand define problems- applies few of the required skills andstrategies, to locate and record relevantinformation from a variety of primaryand secondary sources

7g49 • demonstrate an understanding of how human activity (e.g., canal building) affects people and the environment.

7g56 – formulate comparative and speculative questions to identify issues and define problems regarding study topics (e.g., the effect of technology on natural resources);

7g57 – locate and record relevant information from a variety of primary sources (e.g., eyewitness interviews, field studies) and secondary sources (e.g., maps, illustrations,diagrams, print materials, videos, CD-ROMs, Internet);

7g60 – communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, written notes and reports, drawings, tables,charts, and graphs.

7g64 – present and defend a point of view on how a resource should be used.

Category/Criteria


Expectation List

Selected


Page 1

Assessed

Geography---Natural Resources• demonstrate an understanding of how Canada’s natural resources have contributed to its economic development; 17g47

• identify factors that affect the use and value of natural resources (e.g., supply and demand, technology); 17g48

• demonstrate an understanding of how human activity (e.g., canal building) affects people and the environment. 27g49

– demonstrate an understanding that people use renewable, non-renewable, and flow resources in a variety of ways to meettheir needs;

17g50

– identify the pattern that exists in the distribution and use of natural resources throughout the world; 17g51

– demonstrate an understanding of how technology has affected natural resources (e.g., with respect to their discovery,extraction, processing, and marketing);

27g52

– demonstrate an understanding of the concept of sustainable development and its implications for the environment; 17g53

– describe the influence of natural resources on any country (e.g., the development of the fishing industry along Canada’scoasts).

17g54

– use appropriate vocabulary, including correct geographic terminology (e.g., flow resource, sustainable development), todescribe their inquiries and observations;

2 47g55

– formulate comparative and speculative questions to identify issues and define problems regarding study topics (e.g., theeffect of technology on natural resources);

1 17g56

– locate and record relevant information from a variety of primary sources (e.g., eyewitness interviews, field studies) andsecondary sources (e.g., maps, illustrations, diagrams, print materials, videos, CD-ROMs, Internet);

27g57

– analyse, synthesize, and evaluate data (e.g., relating to the patterns of distribution and use of natural resources); 17g58

– construct a wide variety of graphs, charts, diagrams, maps, and models to organize information (e.g., create a graph todemonstrate the concept of supply and demand);

2 37g59

– communicate the results of inquiries for specific purposes and audiences, using media works, oral presentations, writtennotes and reports, drawings, tables, charts, and graphs.

2 17g60

– map locations of Canada’s natural resources; 17g61

– identify patterns of natural resources, using thematic maps (e.g., locations of valuable minerals). 17g62

– produce a report on the factors that affect the availability of natural resources in the future; 1 17g63

– present and defend a point of view on how a resource should be used. 27g64

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:08:31 AM Page F-1

Natural ResourcesExpectation Summary


Selected Assessed

English Language7e1 7e2 7e3 7e4 7e5 7e6 7e7 7e8 7e9 7e107e11 7e12 7e13 7e14 7e15 7e16 7e17 7e18 7e19 7e207e21 7e22 7e23 7e24 7e25 7e26 7e27 7e28 7e29 7e307e31 7e32 7e33 7e34 7e35 7e36 7e37 7e38 7e39 7e407e41 7e42 7e43 7e44 7e45 7e46 7e47 7e48 7e49 7e507e51 7e52 7e53 7e54 7e55 7e56 7e57 7e58 7e59 7e607e61 7e62 7e63 7e64 7e65 7e66 7e67 7e68 7e69 7e70

French as a Second Language7f1 7f2 7f3 7f4 7f5 7f6 7f7 7f8 7f9 7f107f11 7f12 7f13 7f14 7f15 7f16 7f17

Mathematics7m1 7m2 7m3 7m4 7m5 7m6 7m7 7m8 7m9 7m107m11 7m12 7m13 7m14 7m15 7m16 7m17 7m18 7m19 7m207m21 7m22 7m23 7m24 7m25 7m26 7m27 7m28 7m29 7m307m31 7m32 7m33 7m34 7m35 7m36 7m37 7m38 7m39 7m407m41 7m42 7m43 7m44 7m45 7m46 7m47 7m48 7m49 7m507m51 7m52 7m53 7m54 7m55 7m56 7m57 7m58 7m59 7m607m61 7m62 7m63 7m64 7m65 7m66 7m67 7m68 7m69 7m707m71 7m72 7m73 7m74 7m75 7m76 7m77 7m78 7m79 7m807m81 7m82 7m83 7m84 7m85 7m86 7m87 7m88 7m89 7m907m91 7m92 7m93 7m94 7m95 7m96 7m97 7m98 7m99 7m1007m101 7m102 7m103 7m104 7m105 7m106 7m107 7m108 7m109

Science and Technology7s1 7s2 7s3 7s4 7s5 7s6 7s7 7s8 7s9 7s107s11 7s12 7s13 7s14 7s15 7s16 7s17 7s18 7s19 7s207s21 7s22 7s23 7s24 7s25 7s26 7s27 7s28 7s29 7s307s31 7s32 7s33 7s34 7s35 7s36 7s37 7s38 7s39 7s407s41 7s42 7s43 7s44 7s45 7s46 7s47 7s48 7s49 7s507s51 7s52 7s53 7s54 7s55 7s56 7s57 7s58 7s59 7s607s61 7s62 7s63 7s64 7s65 7s66 7s67 7s68 7s69 7s707s71 7s72 7s73 7s74 7s75 7s76 7s77 7s78 7s79 7s807s81 7s82 7s83 7s84 7s85 7s86 7s87 7s88 7s89 7s907s91 7s92 7s93 7s94 7s95 7s96 7s97 7s98 7s99 7s1007s101 7s102 7s103 7s104 7s105 7s106 7s107 7s108 7s109 7s1107s111 7s112 7s113 7s114 7s115 7s116 7s117 7s118 7s119 7s1207s121 7s122 7s123 7s124 7s125 7s126 7s127 7s128 7s129 7s1307s131

History7h1 7h2 7h3 7h4 7h5 7h6 7h7 7h8 7h9 7h107h11 7h12 7h13 7h14 7h15 7h16 7h17 7h18 7h19 7h207h21 7h22 7h23 7h24 7h25 7h26 7h27 7h28 7h29 7h307h31 7h32 7h33 7h34 7h35 7h36 7h37 7h38 7h39 7h407h41 7h42 7h43 7h44 7h45 7h46 7h47 7h48 7h49 7h507h51 7h52 7h53 7h54 7h55 7h56 7h57

Geography7g1 7g2 7g3 7g4 7g5 7g6 7g7 7g8 7g9 7g107g11 7g12 7g13 7g14 7g15 7g16 7g17 7g18 7g19 7g207g21 7g22 7g23 7g24 7g25 7g26 7g27 7g28 7g29 7g307g31 7g32 7g33 7g34 7g35 7g36 7g37 7g38 7g39 7g407g41 7g42 7g43 7g44 7g45 7g46 7g47 1 7g48 1 7g49 2 7g50 17g51 1 7g52 2 7g53 1 7g54 1 7g55 42 7g56 11 7g57 2 7g58 1 7g59 32 7g60 127g61 1 7g62 1 7g63 11 7g64 2

Health & Physical Education7p1 7p2 7p3 7p4 7p5 7p6 7p7 7p8 7p9 7p107p11 7p12 7p13 7p14 7p15 7p16 7p17 7p18 7p19 7p207p21 7p22 7p23 7p24 7p25 7p26 7p27 7p28 7p29 7p307p31 7p32 7p33 7p34 7p35 7p36 7p37 7p38 7p39 7p407p41 7p42

The Arts7a1 7a2 7a3 7a4 7a5 7a6 7a7 7a8 7a9 7a107a11 7a12 7a13 7a14 7a15 7a16 7a17 7a18 7a19 7a207a21 7a22 7a23 7a24 7a25 7a26 7a27 7a28 7a29 7a307a31 7a32 7a33 7a34 7a35 7a36 7a37 7a38 7a39 7a407a41 7a42 7a43 7a44 7a45 7a46 7a47 7a48 7a49 7a507a51 7a52 7a53 7a54 7a55 7a56 7a57 7a58 7a59 7a607a61 7a62 7a63 7a64 7a65 7a66 7a67 7a68 7a69 7a707a71 7a72 7a73 7a74 7a75 7a76 7a77 7a78

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:08:34 AM Page G-1


Page 1Unit Analysis

Assessment Recording Devices

1 Anecdotal Record4 Checklist2 Rating Scale3 Rubric

Assessment Strategies

3 Classroom Presentation1 Exhibition/demonstration1 Observation1 Performance Task4 Questions And Answers (oral)1 Quizzes, Tests, Examinations2 Response Journal2 Select Response

Groupings

7 Students Working As A Whole Class1 Students Working In Pairs4 Students Working In Small Groups7 Students Working Individually

Teaching / Learning Strategies

1 Advance Organizer2 Brainstorming1 Case Study3 Classifying1 Debating1 Decision-making Models3 Direct Teaching4 Discussion1 Expressing Another Point Of View1 Inquiry1 Issue-based Analysis1 Jigsaw2 Map Making1 Open-ended Questions2 Oral Explanation1 Role Playing1 Think / Pair / Share1 Word Sort (sorting And Predicting)1 Writing To Learn

Analysis Of Unit Components

7 Subtasks 35 Expectations 85 Resources 73 Strategies & Groupings

-- Unique Expectations -- 18 Geography Expectations

Resource Types

3 Rubrics 47 Blackline Masters 7 Licensed Software 5 Print Resources 23 Media Resources 0 Websites 0 Material Resources 0 Equipment / Manipulatives 0 Sample Graphics 0 Other Resources 0 Parent / Community 0 Companion Bookmarks

Written using the Ontario Curriculum Unit Planner 2.51 PLNR_01 March, 2001* Open Printed on Sep 10, 2001 at 9:08:43 AM Page H-1

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