The FocusThe Focus

SchoolSchool:: Centennial Academy Private High School)Centennial Academy Private High School)

SubjectSubject : : GeographyGeography

Grade:Grade: 77

Course FrequencyCourse Frequency:: 3 times a week 3 times a week

Class DurationClass Duration:: 1 hour 1 hour

Class Size:Class Size: 15 students15 students

Learning and Evaluation SituationLearning and Evaluation Situation

LES TopicLES Topic:: Natural Resources Natural Resources

TimeframeTimeframe:: 5-6 weeks 5-6 weeks

Broad Area of LearningBroad Area of Learning:: Environmental Awareness and Consumer Rights and Environmental Awareness and Consumer Rights and Responsibilities.Responsibilities.

Cross-Curricular CompetencyCross-Curricular Competency:: Solves problems Solves problems

Subject Specific CompetencySubject Specific Competency:: Constructs his consciousness of global citizenship.Constructs his consciousness of global citizenship.

Environmental Awareness and Environmental Awareness and Consumer Rights and ResponsibilityConsumer Rights and Responsibility

During this LES I will focus on:During this LES I will focus on:

Identifying what our wants are versus what our needs are.Identifying what our wants are versus what our needs are.

Showing the relationship concerning how our lifestyles Showing the relationship concerning how our lifestyles choices effect our environment through the use of natural choices effect our environment through the use of natural resources.resources.

Bringing to the forefront the concept of sustainable Bringing to the forefront the concept of sustainable development.development.

Identify the global nature of natural resource issues.Identify the global nature of natural resource issues.

Solves ProblemsSolves ProblemsDuring the LES I will focus on:During the LES I will focus on:

Analyzing what natural resources are and why there are Analyzing what natural resources are and why there are problems associated with them (KF #1).problems associated with them (KF #1).

Analyzing global and local natural resource issues (KF #1).Analyzing global and local natural resource issues (KF #1).

Identifying solutions to natural resource issues on a global Identifying solutions to natural resource issues on a global and local scale (KF #2).and local scale (KF #2).

Weighing the pros and cons of solutions to natural resource Weighing the pros and cons of solutions to natural resource issues (KF #2).issues (KF #2).

Realizing what strategies where successful and which Realizing what strategies where successful and which encountered difficulties. (KF #3)encountered difficulties. (KF #3)

Constructs his consciousness of Constructs his consciousness of global citizenshipglobal citizenship

During the LES I will focus on:During the LES I will focus on:

Developing a sense of responsible management of a Developing a sense of responsible management of a natural resource from a sustainable development natural resource from a sustainable development perspective.perspective.

Identify what it means to be a global citizen.Identify what it means to be a global citizen.

Develop a global understanding of resource depletion Develop a global understanding of resource depletion issues.issues.

Develop an understanding of the concept concerning Develop an understanding of the concept concerning sustainable development and a person’s ecological sustainable development and a person’s ecological footprint.footprint.

Identify solution to natural resource issues through the use Identify solution to natural resource issues through the use of the cross-curricular competency.of the cross-curricular competency.

Big QuestionBig Question

What Impact do I have on the What Impact do I have on the

depletion of natural resources and depletion of natural resources and the environment?the environment?

Learning Intentions for the LESLearning Intentions for the LESLesson 1Lesson 1

Lesson objectives:Lesson objectives: Providing criteria for developing solving problems CCC.Providing criteria for developing solving problems CCC.

Providing criteria for developing consciousness of global Providing criteria for developing consciousness of global citizenship SSC.citizenship SSC.

Means:Means: Interactive group activity & ice breaker involving problem Interactive group activity & ice breaker involving problem

solving CCC as well as a group discussion involving natural solving CCC as well as a group discussion involving natural resource ( activate prior knowledge).resource ( activate prior knowledge).

Evaluation Tools:Evaluation Tools:NoneNone

Discovering our Natural ResourcesDiscovering our Natural ResourcesLesson 2Lesson 2

Learning Objectives:Learning Objectives:-Develop an understanding concerning what constitutes a Natural -Develop an understanding concerning what constitutes a Natural

Resources (humanistic view).Resources (humanistic view).-Understand that there are renewable and non-renewable resources.-Understand that there are renewable and non-renewable resources.-Understand that we use resources to produce energy.-Understand that we use resources to produce energy.-Develop an understanding of how natural resources are extracted -Develop an understanding of how natural resources are extracted

and the impact it has on our environment.and the impact it has on our environment.

Means:Means:Students will get into groups and after the completion of a webquestStudents will get into groups and after the completion of a webquest

NaturalNatural Resource Resource WebquestWebquest, they will do a small presentation , they will do a small presentation concerning one natural resource they have chosen. concerning one natural resource they have chosen.

Evaluation Tools and Focus:Evaluation Tools and Focus:The Webquest and introducing the SSC of examining human actions The Webquest and introducing the SSC of examining human actions

on territories. A question will be posed for students to reflect on.on territories. A question will be posed for students to reflect on.Should we be worried about running out of natural resources?Should we be worried about running out of natural resources?

Defining Natural Resources and Defining Natural Resources and Becoming Aware of a Problem.Becoming Aware of a Problem.

Lesson 3Lesson 3Lesson Objectives:Lesson Objectives: Create global and local awareness of natural resource issuesCreate global and local awareness of natural resource issues

Create awareness of natural resourceCreate awareness of natural resourceproblems.problems.

Means:Means: With a large world map as a visual, students we will plot news articles With a large world map as a visual, students we will plot news articles

(using string and push pins) found on the internet or newspaper concerning (using string and push pins) found on the internet or newspaper concerning resource issues in Canada and around the world. Students will have to find resource issues in Canada and around the world. Students will have to find one of each. Students will have to write a reflection concerning the one of each. Students will have to write a reflection concerning the resource issue.resource issue.

Evaluation tools and focus:Evaluation tools and focus: Learning Log (newspaper articles) and developing problem solving CCC as well Learning Log (newspaper articles) and developing problem solving CCC as well

as introducing students to the global and local nature of a geographic as introducing students to the global and local nature of a geographic phenomenon (SSC).phenomenon (SSC).

What is your Ecological Footprint?What is your Ecological Footprint?Lesson 4Lesson 4

Learning ObjectivesLearning Objectives: : -Students will understand the concept of ecological footprint.-Students will understand the concept of ecological footprint.-Students will discover their ecological footprint.-Students will discover their ecological footprint.-Identify resources students use in their own lives.-Identify resources students use in their own lives.-Identify and present realistic ways to modify their ecological footprint.-Identify and present realistic ways to modify their ecological footprint.

Means:Means: During this lesson, students will create their ecological footprint. They will go to the During this lesson, students will create their ecological footprint. They will go to the

following website to get an idea as to what I mean by ecological footprint. following website to get an idea as to what I mean by ecological footprint. Ecological FootprintEcological Footprint. They will then Once a list is created, students will compare with . They will then Once a list is created, students will compare with other students. With the use of the ecological footprint table, students can figure out other students. With the use of the ecological footprint table, students can figure out their ecological footprint. Since most will be exceeding an acceptable amount due to their ecological footprint. Since most will be exceeding an acceptable amount due to our over-consumptive lifestyles, students will have to solve a problem and that will our over-consumptive lifestyles, students will have to solve a problem and that will be to modify their ecological footprint to a sustainable level.be to modify their ecological footprint to a sustainable level.

Evaluation Tools and Focus:Evaluation Tools and Focus:Ecological Footprint product as well as “What’s the problem” focus activity sheet. Ecological Footprint product as well as “What’s the problem” focus activity sheet.

Students will be developing their problem solving skills as well as providing an Students will be developing their problem solving skills as well as providing an introduction to the concept of sustainable development.introduction to the concept of sustainable development.

Learning Log Question: What do you think sustainable development means? Learning Log Question: What do you think sustainable development means?

Evaluation ToolsEvaluation Tools

Learning Log (20%)Learning Log (20%)

Webquest (5%)Webquest (5%)

Ecological Footprint Activity (10%)Ecological Footprint Activity (10%)

Culminating Task (25%):Culminating Task (25%):-Brochure rubric: 40%-Brochure rubric: 40%

-Development of Competencies Rubric: 40%-Development of Competencies Rubric: 40%

-Peer Evaluation Rubric: 20%-Peer Evaluation Rubric: 20%

Culminating TaskCulminating TaskGlobal Energy Crisis:Global Energy Crisis:The Canadian Government needs our help. North Americans use a The Canadian Government needs our help. North Americans use a highly disproportionate amount of the worlds resources. For highly disproportionate amount of the worlds resources. For example, the United States contains just 4% of the worlds example, the United States contains just 4% of the worlds population, but gobbles up 25 per cent of its oil. population, but gobbles up 25 per cent of its oil. Canada is a country with the largest energy use per capita and we Canada is a country with the largest energy use per capita and we are falling behind with the idea of sustainable development and are falling behind with the idea of sustainable development and responsible management of resources. To this day, we do not have responsible management of resources. To this day, we do not have a definite environmental plan to follow. a definite environmental plan to follow. As part of an urban territory, it will be your job to create a sense of As part of an urban territory, it will be your job to create a sense of global awareness towards citizens involving this unsustainable way global awareness towards citizens involving this unsustainable way of life. An “awareness campaign” in so many words. Your job is to of life. An “awareness campaign” in so many words. Your job is to focus on our consumption of a non-renewable resource ; OIL and focus on our consumption of a non-renewable resource ; OIL and provide the provide the important information concerning its effects on our important information concerning its effects on our environmentenvironment, , our consumption patternsour consumption patterns, , what it is used forwhat it is used for, , how is how is it extractedit extracted and and possible solutions to problems that arise from this possible solutions to problems that arise from this natural resourcenatural resource..

TaskTask In groups of 3, present this information in the In groups of 3, present this information in the

form of an environmental brochure (perhaps a form of an environmental brochure (perhaps a video commercial, or power point presentation).video commercial, or power point presentation).

You will have 3 in class days (1 week) to work on You will have 3 in class days (1 week) to work on this and the rest will be take home work this and the rest will be take home work

Use information on the internet, in the library and Use information on the internet, in the library and teacher resources and provide a bibliography of teacher resources and provide a bibliography of what sources you have use.what sources you have use.

Use visual such as graphs, tables or charts to Use visual such as graphs, tables or charts to convey consumption patterns and environmental convey consumption patterns and environmental effects and come up with conclusions.effects and come up with conclusions.

Task (Continued)Task (Continued)

Incorporate how the idea of sustainable Incorporate how the idea of sustainable development is not working concerning our development is not working concerning our consumption patterns and beneficial concerning consumption patterns and beneficial concerning solutions to the problem.solutions to the problem.

Provide a diagram which illustrate how the Provide a diagram which illustrate how the resource is extracted from the earth and ends up resource is extracted from the earth and ends up in our urban territoriesin our urban territories

Indirectly, incorporate problem solving steps Indirectly, incorporate problem solving steps (analysis, possible solutions and flexible (analysis, possible solutions and flexible approach) when trying to find solutions to this approach) when trying to find solutions to this resource problem.resource problem.

EvaluationEvaluation

Is the information students are retrieving shedding light on the global Is the information students are retrieving shedding light on the global and local need for a solution to the resource issue.and local need for a solution to the resource issue.

Are the students providing several solutions to the resource issue that Are the students providing several solutions to the resource issue that have been analyzed for its pros and cons.have been analyzed for its pros and cons.

Has a stance been taken on one or two of the solutions and has their Has a stance been taken on one or two of the solutions and has their opinion altered the solution to increase its effectiveness.opinion altered the solution to increase its effectiveness.

Are the environmental effects of the resource issue providing a Are the environmental effects of the resource issue providing a glimpse of the global nature of the problem.glimpse of the global nature of the problem.

Sustainable development is a concept that is explain through the Sustainable development is a concept that is explain through the human-consumption of resources and the solutions to the resource human-consumption of resources and the solutions to the resource issue.issue.

Diagrams, charts and tables are used appropriately to back up your Diagrams, charts and tables are used appropriately to back up your opinion or pointopinion or point

What will I be evaluatingWhat will I be evaluating(this could be a checklist for students):(this could be a checklist for students):

EvaluationEvaluation

CriteriaCriteria Level 4Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1

Sustainable Sustainable developmentdevelopment

Connection Connection between between human actions human actions (consumption (consumption patterns) and patterns) and sustainable sustainable development development are clear. The are clear. The concept of concept of sustainable sustainable development is development is well illustrated well illustrated in the in the proposed proposed solutions and solutions and opinions opinions related to related to resource resource problems.problems.

Connection Connection between human between human actions actions (consumption (consumption patterns) and patterns) and sustainable sustainable development development are visible but are visible but lack clarity. lack clarity. The concept of The concept of sustainable sustainable development is development is visible but visible but again lacks again lacks clarity in the clarity in the proposed proposed solutions and solutions and opinions related opinions related to resource to resource

problems.problems.

There is a slight There is a slight connection connection between human between human action action (consumption (consumption patterns) and patterns) and the idea of the idea of sustainable sustainable development. development. The concept of The concept of sustainable sustainable development development not used not used appropriately in appropriately in the proposed the proposed solutions and solutions and opinions related opinions related to resource to resource

problems.problems.

There is no There is no connection connection between human between human action action (consumption (consumption pattern) and pattern) and the idea of the idea of sustainable sustainable development. development. The concept of The concept of sustainable sustainable development is development is not not implemented in implemented in the proposed the proposed solutions and solutions and opinions related opinions related to resource to resource

problems.problems.

EvaluationEvaluationCriteriaCriteria Level 4Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1

Solutions Solutions to to

ProblemsProblems

A variety of A variety of solutions are solutions are provided from provided from a global to a global to local scale local scale concerning concerning the resource the resource problem. problem. Analysis is Analysis is thorough and thorough and group has group has added their added their opinion in opinion in order to order to increase increase effectiveness effectiveness to already to already existingexisting

solutions.solutions.

A variety of A variety of solutions are solutions are explained but explained but a focus is put a focus is put on either the on either the global or local global or local scale. scale. Personal Personal opinion is opinion is included in included in order to order to better the better the effectiveness effectiveness of already of already existing existing

solutions.solutions.

A solution is A solution is provided provided regarding a regarding a resource resource problem. problem. Improper Improper analysis is analysis is provided and provided and opinions are opinions are not included not included in order to in order to increase the increase the effectiveness effectiveness of already of already existing existing

solutions.solutions.

A solution is A solution is provided to provided to the resource the resource problem but problem but lacks clarity lacks clarity and analysis. and analysis. No opinion is No opinion is provided provided regarding the regarding the effectiveness effectiveness of the of the

solution.solution.

EvaluationEvaluationCriteriaCriteria Level 4Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1

LayoutLayout Diagrams, Diagrams, charts, or charts, or tables are tables are effectively laid effectively laid out. out. Information in Information in brochure brochure shows an shows an appropriate appropriate sequence for sequence for the reader to the reader to follow follow (information (information on resource, on resource, effects of our effects of our consumption, consumption, solutions to solutions to the problem). the problem). Good use of Good use of font size and font size and

colors.colors.

Diagrams, Diagrams, charts and charts and tables are tables are nicely laid nicely laid out out throughout throughout the brochure. the brochure. Information Information in the in the brochure is a brochure is a bit confusing bit confusing for the for the reader cause reader cause it does not it does not follow a follow a sequential sequential pattern. pattern. Good use of Good use of font size and font size and color.color.

There is a There is a lack of lack of diagrams, diagrams, tables or tables or charts to charts to support support information. information. Sequence of Sequence of information is information is not in a not in a logical logical manner. manner. Colors and Colors and font size are font size are not used to not used to capture the capture the reader’s reader’s interest and interest and will probably will probably result in a result in a quick glance quick glance then garbage then garbage bound.bound.

Mostly text is Mostly text is present in the present in the brochure. A brochure. A person will person will probably probably throw it away throw it away before reading before reading because font because font and colors are and colors are inappropriatelinappropriately usedy used

EvaluationEvaluation

CriteriaCriteria Level 4 Level 4 Level 3Level 3 Level 2Level 2 Level 1Level 1

Working Working with with

othersothers

Almost always Almost always listens to, listens to, shares with, shares with, and supports and supports the efforts of the efforts of others. Tries others. Tries to keep to keep people people working well working well

together.together.

Usually listens Usually listens to, shares, to, shares, with, and with, and supports the supports the efforts of efforts of

others.others.

Often listens Often listens to, shares to, shares with, and with, and supports the supports the efforts of efforts of others, but others, but sometimes is sometimes is not a good not a good team team

member.member.

Rarely listens Rarely listens to, shares to, shares with, and with, and supports the supports the efforts of efforts of others. Often others. Often is not a good is not a good

team player.team player.