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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
Resource Use – From Sustenance to Sustainability
Lesson OverviewStudents will research how societies’ use of natural resources has changed over time with the past being focussed on sustenance/survival to the present being centred on sustainability and survival.
Grade LevelGrade 10 – high school
Time Required120 Minutes (2 x 60 minute periods)
Curriculum Connection (Province and course)Manitoba Grade 10 – Cluster 2 (Natural Resources)
Link to Canadian Atlas Online www.canadiangeographic.ca/atlas/
Additional Resources, Materials and Equipment Required Computers with Internet access LCD projector Microsoft Word Map of Natural Resources in Manitoba – attached Sustainable Development – attached Essay Assessment – attached
Main Objective To have students learn what natural resources are located in the province of Manitoba To have students do a historical comparison of natural resource use in the province over the
years To have students realize why they should care about natural resource consumption
Learning OutcomesBy the end of the lesson, students will:
Be able to access and navigate websites needed to undertake research Be more familiar with Manitoba’s use of natural resources over the years Know where natural resources in the province of Manitoba are primarily located Be able to justify why it is important for natural resource consumers to care about their use
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
The Lesson
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
The LessonTeacher Activity Student Activity
Introduction Brainstorm a list of what students think natural resources are.Write their suggestions on the board.Note: it is common for students to think of minerals when referring to natural resources, but they should be aware that resources include a variety of other things including soils, water, flora and fauna.
Students respond to brainstorming question.
Lesson Development Distribute two copies of Manitoba maps to each student [Appendix A. Map of Manitoba].Advise students they are going to complete research on natural resources in the province of Manitoba, from the present and in the past in order to make comparisons on use.Identify major resources from the province in the past on map provided (use Canadian Atlas Online map).Identify major resources from the province at present on map provided.Discuss how things have changed with respect to resource use from past to present.Introduce the notion of sustainable development to the class [Appendix B. Handout on Sustainable Development]Teacher asks students what sustainable
Students use map handouts and indicate major resources from the past on first one and from the present on the second one using sites provided.
Students identify areas on map where natural resources existed in the past.
Students identify areas on map where natural resources exist in the present.
Students participate in discussion.
Students respond orally to question.
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
development means to them.
Conclusion Teacher advises students they are going to write an essay on sustainable development and what it means to them, describing the following:
-What is sustainable development,
-what it means to you, personally,
-why it is important to consider sustainable development,
-what is currently being done in Manitoba to ensure it, and
-possible personal solutions.
Teacher uses handout to assess essay.
Students prepare their essays. [Teacher may wish to give students Appendix C. Essay Assessment as a template]
Lesson Extension Invite speaker from the International Institute of Sustainable Development (IISD) to come and
speak to the class on the topic6-161 Portage Avenue EastWinnipeg, MBR3B 2L6204-958-7700
Take a field trip to a local mine, water treatment plant, pulp and paper millAssessment of Student Learning
Evaluate essays using tool provided
Further Readinghttp://rubistar.4teachers.org/index.php - create your own rubric for assessmenthttp://www.edu.gov.mb.ca/k12/esd/index.html - education for sustainable development website with MECYhttp://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/cluster2.pdf - MECY grade 10 Social Studies curriculum
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
http://www.gov.mb.ca/conservation/forestry/forest-education/general.html - Manitoba forestry websitehttp://geology.com/canada/manitoba.shtml - Manitoba lakes, rivers and streamshttp://www.gov.mb.ca/stem/mrd/min-ed/minfacts/mbhistory/aroundmb.html - mining in Manitobahttp://www.historicalatlas.ca/website/hacolp/browse.htm - resource development over the ages (not uploaded yet)
Link to Canadian National Standards for GeographyEssential Element #2 – Places and Regions
Changes in places and regions over time Critical issues and problems of places and regions
Essential Element #5 – Environment and Society Global effects of human modification of the physical environment World patterns of resource distribution and utilization Use and sustainability of resources
Geographic Skill #1 – Asking Geographic Information Plan and organize a geographic research project (eg. Specify a problem, pose a research
question or hypothesis and identify data sources)Geographic Skill #2 – Acquiring Geographic Information
Locate and gather geographic information from a variety of primary and secondary resourcesGeographic Skill #3 – Organizing Geographic Information
Use a variety of media to develop and organize integrated summaries of geographic informationGeographic Skill #4 – Analyzing Geographic Information
Make inferences and draw conclusions from maps and other geographic representations
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
Appendix A. Map of Manitoba
Retrieved from: http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/g_blms/g-30.doc
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
Appendix B. Handout on Sustainable Development
Sustainability refers to the conservation, protection and regeneration of resources over an indefinite
period of time. Central to sustainability is the idea that today’s decisions affect the future of human
health and well-being, the environment, and the economy. Sustainability requires knowledge and
understanding of past events as well as the ability to make informed predictions of future events. From
an Aboriginal perspective, the concept of sustainability has historical roots and has traditionally guided
Aboriginal decision-making. Decisions must be sustainable now and in the future, for seven generations
to come. The aim of sustainability is to make equitable decisions and to conduct activities so that
human health and well-being, the environment and the economy can be improved and maintained for
future generations. Sustainability is a complex idea. It requires understanding not just of social,
environmental, and economic issues but also of their ongoing interrelationship and interdependence.
The process of sustainable decision making involves a critical examination of our priorities, habits,
beliefs, and values. The challenge of sustainability is that it must be a collaborative process — citizens
need to agree upon a vision as well as an action plan for the future. This requires collective and
conscious decision making, and is the heart of Education for a Sustainable Future.
“Sustainable development is development that meets the needs of
the present without compromising the ability of future generations
to meet their own needs.”
(World Commission on Environment and Development, 1987)
Taken from: http://www.edu.gov.mb.ca/k12/docs/support/future/sustaineducation.pdf
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THE CANADIAN ATLAS ONLINE MANITOBA – GRADE 10 www.canadiangeographic.ca/atlas
Appendix C. Essay Assessment
Name: _________________________________ Date: ________________________________
Topic: ____________________________ Assessed by: _______________________________
Criteria: Rating:
Focus: Demonstrates that topic is understood 5 4 3 2 1and clearly stated; remains focused
Organization: Follows logical sequence; 5 4 3 2 1includes introduction, body, and conclusion
Content: Uses appropriate and accurate factual 5 4 3 2 1information, concepts, and ideas
Supporting Evidence: Provides examples, statistics, 5 4 3 2 1proof, and may include appropriate illustrations
Writing skills: Uses appropriate formal language, 5 4 3 2 1spelling, grammar, sentence structure, and punctuation
Additional Criteria:
______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Comments:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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