The Environment and Resource Management Unit 2 – Human-Environment

Interaction: The Consequences (CGR4M)

By: Claire McCamus Elizabeth Sandoval-Castro

Jillian Spink Steph Fisher

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Table of Contents Page

Statement of Beliefs 3

Rationale for Inclusion of Unit 3

Learning Expectations 4

Assessment Statement and Rationale 6

Learning and Instructional Strategies

Culminating Activity 8

Lesson 1.1: Unit and Culminating Activity Introduction 16

Lesson 1.2: An Introduction to Human- Environment Interactions and Growth

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Lesson 1.3: Distribution and Use of Natural Resources 29

Lesson 1.4: Environment and Resource Management Issues in the News

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Lesson 1.5: Interaction Between Humans and Natural Systems With A Focus on Positive and Negative Impacts due to Various Stakeholders

49

Bibliography 61

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Statement of Beliefs Geography looks at the spatial connection between people, places, and the

earth. It is an important subject because it is an all-encompassing discipline that

seeks to understand the world - its human and physical features - through an

understanding of place and location. The ultimate goal is a future generation

better informed to make wise decisions, and able to face the mounting

challenges of living in harmony with the natural environment.

Rationale for Inclusion of Unit Students enrolled in the Environment and Resource Management course will

explore the information in this unit in order to better understand how humans and

the environment interact. Understanding the interactions of the environment with

human activity will help students examine the consequences that follow these

interactions. It is vital that students complete this unit of study in order to

recognize the impact that they are having on the world around them and make

changes to improve the current situation.

Throughout the unit students will explore the distribution and use of resources,

how these resources are managed, and the positive and negative impacts of

humans interacting with the environment. Students will be expected to

demonstrate their knowledge of the material of the unit through various activities

and assignments including but not limited to; research, mapping, presentations,

class discussion, and media analysis. In the culminating activity students will put

all their knowledge and skills together to create their own news article concerning

an environmental or resource management issue and present their information to

the class in a fun and creative fashion.

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Learning Expectations

Overall Expectations HEV.01 – explain significant short-term and long-term effects of human-activity on the natural environment. HEV.02 - analyze and evaluate interrelationships among the environment, the economy, and society. HEV.03 – analyse patterns of resource availability and use.

GCV.02 – explain how population growth affects the sustainability of global ecosystems. GCV.03 – evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues. GIV.01 – use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns. GIV.02 – analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies. GIV.03 – communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques. MCV.01 – evaluate the impact of economical, social, political, and technological change on natural and human systems. MCV.03 – evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale.

Specific Expectations

HE1.04 – explain the effects on human health and the environment of the use and proliferation of selected chemicals. HE2.01 – explain how human well-being and survival depend on complex linkages with other. HE2.02 – explain the impact of selected land use practices (e.g., irrigation, pesticide use, urban sprawl, wetland alteration) on human and natural systems). HE2.04 – explain how various factors and processes determine the spatial distribution and short-term and long-term availability of a selected resource. HE3.04 – predict the social, economic, and environmental effects of the extraction and depletion of selected sources (e.g., overfishing/fish stocks; logging/ rainforests; mining/various minerals; pollution of water sources/water supply; urban sprawl/supply of arable land).

HE3.05 – explain personal and class “ecological footprints” (e.g., based on consumption of resources, production of wastes). GC1.01 – explain how growth in population and economic activity around the world increases pressure on natural resources and natural systems (e.g., the effects of urbanization and loss of agricultural land on food production).

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GC2.01 – analyse how global resource consumption is related to environmental degradation. GC2.05 – analyse and assess selected viewpoints regarding a sustainability or resource management issue. GI1.03 – gather geographic information, using a variety of geographic tools and technologies. GI1.04 – evaluate the credibility of sources (e.g., authority, impartiality, expertise) and the reliability and usefulness of information (e.g., accuracy and relevance, arguments, substantiated by evidence). GI2.01 – distinguish among opinion, argument, and fact in research sources. GI2.03 – use a variety of geographic tools and geotechnologies to interpret, analyse, and synthesize information related to environmental and resource management topics and issues.

GI2.07 – explain the different points of view on an environmental or resource management issue that are, or might be, held by various stakeholders. GI2.08 – produce a variety of maps, sketches, photographs, diagrams, and charts, following appropriate conventions, to illustrate the results of inquiries on environmental and resource management topics and issues. GI3.01 – communicate the results of geographic inquiries, for different audiences and purposes, using a variety of forms and including geographic visual supports, both conventional and geotechnological.

GI3.03 – use an accepted form of academic documentation to acknowledge all information sources, including electronic sources. MC1.03 – describe the rights and responsibilities of individuals with respect to protecting the environment for future generations. MC2.01 – evaluate the environmental implications of developments in selected areas of technology (e.g., renewable energy technologies, biotechnology, forest-harvesting technologies). MC3.01 – produce a plan to reduce personal and class “ecological footprints”. MC3.02 – evaluate the impact on both human and natural systems of a selected environmental or resource management problem (e.g., tropical deforestation, climate change, water scarcity).

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Assessment Statement and Rationale

Task Achievement Chart

Strategies Assessment Tools

Assessor Expectations Rationale

Summative Tasks (Culminating Activity, C.A.) What's in the News? Human-Environment Interactions!

All All All

Review Peer Draft Written Article Oral Presentation

Checklist Rubric Rubric

Peer Teacher Teacher

HEV.01, MCV.03, GIV.01, HE2.01, HE3.04, GC2.01, GC2.05, GI2.07, GI3.01, GI3.03

-To provide students with ensuring skills that reflect the unit content

Formative Tasks

Ecological Footprint

K/U (Check for Prior Knowledge)

Internet Quiz and Follow Up Questions

Check for Completion

Teacher MCV.03, HE3.05, MC3.01

-To check for prior knowledge

Postcard to NRCan with Representative Images

All Postcard (written and visual

Rubric Teacher HEV.01, GCV.02, HE3.04, GC1.01, GC2.05

-To give practice for writing and creating visuals for the C.A.

Drainage Basin Mapping Exercise

All Map and Written Paragraph

Rating Scale Teacher HEV.03, GIV.03, HE2.04, HE3.04, GI2.08

-To provide students with mapping skills

Geotechnology Assignment

All GIS Activity Rubric Teacher HEV.01, HE2.04, GI2.03, GI3.01, HEV.02, HE3.04

-To familiarize students with geotechnologies

Resource Management Issues in the News

All Written Summary and Presentation to Small Group

Checklist and Student Feedback Form

Teacher Peer

GIV.01, GCV.03, GIV.03, GI1.04, GI2.01

-To get students working with news articles and presenting information to prepare for the C.A.

Resources Vs. Stakeholders

All Chart and Presentation in Pairs

Rubric Teacher HE2.01, HE2.04, GIV.04, HEV.02, GIV.04, MCV.01, MC2.01, MC3.02 ,HE3.04, MC1.03

-To discuss relevant issues and give more practice with presentations for the C.A.

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Learning and Instructional Strategies Group work Independent work Overhead/Blackboard use Video clip Group oral questioning Independent written questions and answers Visuals to trigger brainstorming Rapid writing Think/Pair/Share Ecological footprint online quiz Discussions Questions Terminology graphic organizer Scenarios Cartoon Creation of a postcard Environmental Challenge group quiz Map activities Use of GIS technology Use of news articles Creation of a news article Research Group presentations Presentations in pairs Give examples to formulate definitions Jigsaw Written paragraph assignment Completion of charts Peer review of work Summarizing

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Culminating Activity: Human-Environment Interactions in the News

Time: 300 minutes Description Students will identify a global issue related to natural resource management and research it to identify the potential impacts it can have on people and the environment. Students will then create a newspaper article to explain the issue and the possible different views of the stakeholders involved. As a wrap-up to this unit, students will also work together in groups to present a News program skit or video that will incorporate the issues on which they based their newspaper articles as a way to inform their peers regarding the environmental management issues they researched. Strand(s) and Expectations Strand(s): Human-Environment Interactions (p.105), Global Connections (p.106), Understanding and Managing Change (p.107), Methods of Geographic Inquiry and Communication (p.108) Overall Expectations: HEV.01 – explain significant short-term and long-term effects of human-activity on the natural environment. MCV.03 – evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale. GIV.01 – use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns. Specific Expectations: HE2.01 – explain how human well-being and survival depend on complex linkages with other HE3.04 – predict the social, economic, and environmental effects of the extraction and depletions of selected resources. GC2.01 – analyse how global resource consumption is related to environmental degradation. GC2.05 – analyse and assess selected viewpoints regarding a sustainability or resource management issue. GI2.07 – explain the different points of view on an environmental or resource management issue that are, or might be, held by various stakeholders. GI3.01 – communicate the results of geographic inquiries, for different audiences and purposes, using a variety of forms and including geographic visual supports, both conventional and geotechnological.

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GI3.03 – use an accepted form of academic documentation to acknowledge all information sources, including electronic sources Planning Notes • Photocopy assignment handouts and schedule for students. • Provide a possible list of research topics and ideas for students. • Book the TV and VCR/DVD player for students to use if presenting video

skits. Prior Knowledge Required • Students should be familiar with research skills and citing sources used for

research purposes. • Students will have the opportunity to apply the skills and knowledge that they

have acquired throughout the unit. Teaching/Learning Strategies 1. Introduce the culminating activity to students at the start of the unit and

provide the assignment handouts and schedule. The culminating activity includes writing a newspaper article about an environmental resource management issue and presenting a news program skit/video about the issues that students researched for their articles. The handouts and schedule will explain the expected research process that will take place and list the class and library time that the students will have throughout the unit to complete their assignment (Appendix 1.0.1).

2. Students will get their research topics approved by the teacher and begin doing their research on their own time and throughout available work periods in class and at the library.

3. Students will submit to the teacher an appropriate resource list done in the APA referencing style for the teacher to check.

4. Students will have time in class to work on their assignment and to do peer assessment of the draft version of their newspaper articles before submitting their final product (Appendix 1.0.2).

5. Students will be given time in class to work on their presentations which they will present to the class on the last days of the unit.

Assessment/Evaluation Techniques • Formative peer assessment will be done for the draft version of the

newspaper article using a checklist. • Summative teacher assessment using a rubric for the newspaper article

(Appendix 1.0.3). • Summative teacher assessment using a rubric for the student presentations.

Students will be evaluated on their on individual contribution (Appendix 1.0.4).

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Accommodations • The presentation activity is group-oriented, which should accommodate the

ESL and special education students. Teachers can structure the groups to accommodate these students so that those with stronger skills can help students who may experience difficulties.

• Students in the ESL program and exceptional students may benefit from the provision of extra time to complete activities.

Appendices Appendix 1.0.1 – Culminating Activity- Student Instructions Appendix 1.0.2 – Newspaper Article Rough Draft Student Feedback Form Appendix 1.0.3 – Newspaper Article Rubric Appendix 1.0.4 – News Program Presentation Rubric

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Appendix 1.0.1 – Culminating Activity- Student Instructions

Culminating Activity- Student Instructions Part 1: Newspaper Article

1. Identify a global issue that is related to natural resources

management. 2. Conduct research of this issue and create a newspaper

article that identifies the potential impacts that different aspects of this issue could have on people and the natural environment.

3. Ensure that you include the following criteria: • Newspaper format • Include date and author • 400-500 words • Include one photo/image/cartoon with a caption

related to issue • Ensure that you address the who, what, where, when,

why, and how • Take a stand on an issue and support it with reliable

information • Include quotes to support your claims • Consider the different points of views (stakeholders)

in the issue • Make predictions/recommendations for solutions in

the future regarding issue • Separate fact from opinion • Include a reference list with a minimum of 3 resources

(at least one needs to be a non-electronic source) • Use APA style citations/referencing

Part 2: News Program Presentation 1. Chose a group of 2-4 people to present a news broadcast

incorporating the natural resource management issue each student researched for their newspaper article.

2. You are to include the issues from your article in a creative manner.

3. You may choose to present in front of the class or prerecord a video of your skit/presentation.

4. Be creative and try things like: • Costumes • Props • Sound effects/music • Posters/graphics

5. See attached rubrics for marking schemes.

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6. Presentations should be a maximum of 15 minutes per group.

Timeline Get topic approved by teacher: March 1 Complete resource list: March 9 Peer assessment of draft article: March 16 Submit final article: March 21 News Anchor Presentations: March 23-24 Breakdown of Marks Peer Checklist Completion: 20% Written News Article: 40% Presentation: 40%

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Appendix 1.0.2: Newspaper Article Rough Draft Student Feedback Form

Criteria Satisfactory Good Excellent Comments Demonstrated a thorough knowledge of the topic GIV.01

Communicate concepts clearly and effectively GI3.01

Properly use and document resources GIV.03

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Appendix 1.0.3 – Newspaper Article Rubric

Criteria Level 1 Level 2 Level 3 Level 4 Mark

Knowledge/

Understanding (HE2.01, HE3.04,

GC2.01, GC2.05, GI2. 07)

Student displayed limited knowledge and understanding of issue, points of views and/or relationships involved (i.e. stakeholders).

Student displayed some know-ledge and understanding of issue, points of views and/or relationships involved (i.e. stakeholders).

Student displayed considerable knowledge and understanding of issue, points of views and/or relationships involved (i.e. stakeholders).

Student displayed thorough knowledge and understanding of issue, points of views and/or relationships involved (i.e. stakeholders)

/10

Communication (Written)

(GI3.01, GI3.03)

Written work was completed with limited clarity and supporting evidence.

Written work was completed with some clarity and supporting evidence.

Written work was completed with considerable clarity and supporting evidence.

Written work was completed with a high degree of clarity and supporting evidence.

/10

Communication (Visual)

• Images and captions

(GI3.01)

Visual material was employed with limited accuracy and effectiveness

Visual material was employed with some accuracy and effectiveness

Visual material was employed with accuracy and effectiveness

Visual material was highly accurate and extremely effective

/10

Thinking/Inquiry • evidence of re-

search involving resources

(GIV.01, GI3.03)

Very little evi-dence of rese-arch involving resources other than the text

Some evidence of research involving resources other than the text

Research involving resources other than the text is clearly apparent

A great deal of research has been conducted involving resources other than the text

/5

Application of Prior Knowledge and

Skills • evidence of

knowledge application to

suggest solutions/ predict

outcomes (MCV.03, HE3.04)

Prior knowledge and skills were applied to the task with minimal effectiveness

Prior knowledge and skills were applied to the task with moderate effectiveness

Prior knowledge and skills were applied to the task in an effective manner

Prior knowledge and skills were applied to the task in a highly effective manner

/5

Overall achievement level: Total Mark:

/40

Source:

Rubric adapted from http://www.geocities.com/nlister/

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Appendix 1.0.4 – News Program Presentation Rubric

Criteria Level 1 Level 2 Level 3 Level 4 Mark Assigned

Knowledge/ Understanding (HEV.01, UMV.03)

Presentation demonstrated limited knowl- edge of facts, terms, concepts principles, theories and/or relationships

Presentation demonstrated some knowl – edge of facts, terms, concepts, principles, theories and/or relationships

Presentation demonstrated effective knowl – edge of facts, terms, concepts, principles, theories and/or relationships

Presentation demonstrated thorough knowledge of facts terms, concepts, principles, theories and/or relationships

____/15

Communication (Oral) (GI2.07, GI3.01)

Language and/or delivery resulted in information being communicated orally with limited effectiveness

Language and/or delivery resulted in information being communicated orally with some effectiveness

Language and/or delivery resulted in information being communicated orally with considerable effectiveness

Language and/or delivery resulted in information being communicated orally with a great degree of effectiveness

____/15

Communication (Visual) (GI3.01)

Inappropriate or ineffective visuals were utilized

Appropriate visuals were utilized in an ineffective manner

Appropriate visuals were utilized in an effective manner

Appropriate visuals were utilized highly effectively

____/5

Application (GI3.01)

• Presentation was not organized in an effective manner

• Presentation did not generate interest by other members of the class

• Presentation was organized in a somewhat effective manner

• Presentation was able to generate some interest by other members of the class

• Presentation was organized in an effective manner

• Presentation was able to generate interest by other member of the class

• Presentation was organized in a highly effective manner

• Presentation generated a great amount of interest by other members of the class

____/3 ____/2

Overall Achievement Level:

Mark: ____/40

Source: Rubric Adapted from http://www.geocities.com/nlister/

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Lesson 1.1: Unit and Culminating Activity Introduction

Time: 75 Minutes

Description This activity will introduce students to the second unit of The Environment and of human-environment interaction. Students will participate in individual, paired and group work in order to increase their comfort level with the topics. Students will explore their own environmental impacts using an on-line ecological footprint exercise. A discussion will follow to discover how students’ consumption compares to each other, to Canada and to other countries. The discussion will continue to explain the culminating activity. Students will have an opportunity to look at the expectations, requirements, timelines and to ask questions. Strands and Expectations

Strands: Understanding and Managing Change (p. 107), Human-Environment Interactions (p.105), Overall Expectations MCV.03 – evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale. Specific Expectations HE3.05 – explain personal and class “ecological footprints” (e.g., based on consumption of resources, production of wastes). MC3.01 – produce a plan to reduce personal and class “ecological footprints”. Planning Notes • The teacher needs to book the computer lab in advance. • Photocopy ecological footprint activity and culminating activity handouts.

Prior Knowledge Required • Basic computer skills • Familiarity with geographic terms Teaching/Learning Strategies 1. Show students images of positive and negative environmental impacts to

trigger thinking. Any images can be used such as those found in the books or magazines such as Canadian Geographic.

2. Students are to do a rapid writing exercise. They are to write down as much as possible about their interactions with the environment and general impacts of human activities.

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3. In groups of four, students will share their ideas that they wrote about in rapid writing. The teacher will listen to each group as they discuss to check for their prior knowledge and understanding.

4. Students will go to the computer lab to assess their own ecological footprints using an online tool. Students will complete an activity sheet and learn about ways to minimize their impacts (Appendix 1.1.1). Students will discuss their impacts in a class discussion.

5. The teacher will show students how Canada compares to other countries’ ecological footprints by using Appendix 1.1.2 as an overhead and discussing it with the class.

6. Introduce the culminating activity by giving students the handouts and discussing what is expected. Students will be given a timeline schedule about due date and in class work periods.

Assessment and Evaluation Techniques • Check for prior knowledge and understanding by circulating throughout the

room during group discussions of rapid writing. • Students will complete and hand in the activity sheet that relates to what

surprised them or what they found interesting about their ecological footprint. This will be marked for completion and will be a good indicator of the students understanding of the topic.

Accommodations • ELS students can work with students with a higher proficiency in the English

language. • Students with special needs will be given more time to complete tasks. • Students with special learning needs can explain their reflection ideas orally

to the teacher instead of writing them down when appropriate. Resources Environmental Images from various Canadian Geographic Magazines.

Ecological Footprint Quiz – http://www.myfootprint.org Ecological Footprint Activity Sheet by Stephanie Fisher Pike & Kelly. (2001). The Global Classroom. Toronto: Pippin Publishing.

Appendices Appendix 1.1.1 – Ecological Footprint Activity Sheet: How Big is Your Footprint? Appendix 1.1.2 – Ecological Footprint Comparison Chart Appendix 1.0.1 – Culminating Activity Handout (See page 11)

How Big is Your Footprint? Note: Write your answers on a separate sheet of paper unless space is provided.

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1. Go to www.myfootprint.org and complete the ecological footprint quiz. Record you answers in the table below for future reference:

1. 9. 2. 10. 3. 11. 4. 12. 5. 13. 6. 14. 7. 15. 8. 16.

a) What is your footprint total? b) How does your total compare with the average ecological footprint for Canada? Provide three

factors that may account for this difference. c) What four categories were considered in calculating your ecological footprint? Which category

had the biggest impact on your total?

2. Go back and change your answers to question #4 by increasing the number of people living in your household. Keep all other answers the same. a) What is your new footprint total? b) How does this total compare to your original results? c) Why would the number of people living in your household affect your ecological footprint?

3. a) Predict how changing the country you live in affect your ecological footprint? Explain you prediction. b) Go back and re-take the quiz. Enter your original answers from your table in question 1, but

pretend you live in Ethiopia. What is your new footprint total? c) Was your prediction correct? How did changing the country affect your results? d) How does the average ecological footprint for Ethiopia compare to the average for Canada? e) What factors might account for this difference? Provide at least 3 reasons.

4. For each category, provide at least 3 ways your ecological footprint could be reduced. See http://www.toronto.ca/eia/footprint/reduction_tips.htm for some helpful hints. Food

Mobility

Shelter

Goods/Services

5. How would the changes you listed in question 4 affect your lifestyle or standard of living? Which changes would be realistic for you to make in your own life? Explain your answer.

6. What was your reaction to your quiz results? Did they surprise you? Explain.

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Appendix 1.1.2 – Ecological Footprint Comparison Chart

Comparison Chart For Ecological Footprints By Country

Country

Population in

1997

Ecological Footprint (hectares/ person)

Availably Ecological Capacity

(ha/p)

Ecological Credit or Deficit (ha/p)

Canada 30 101 000 7.0 8.5 1.5

Chile 14 691 000 3.5 4.9 1.4 China 247 315 000 1.2 1.3 0.1 Ethiopia 58 414 000 1.0 0.9 -0.1 India 970 230 000 0.8 0.8 0.0 Italy 57 247 000 4.5 1.4 -3.1 Japan 125 672 000 6.3 1.7 -4.6 Mexico 97 245 000 2.3 1.4 -0.9 Pakistan 148 686 000 0.8 0.9 0.1 Singapore 2 899 000 5.3 0.5 -4.8 Sweden 8 862 000 5.8 7.8 2.0 USA 268 189 000 8.4 6.2 -2.2 World 5 892 484 000 2.3 1.3 -0.6 ** Source: Pike & Kelly. (2001). The Global Classroom. Toronto: Pippin Publishing.

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Lesson 1.2: An Introduction to Human- Environment Interactions and Growth

Time: 150 Minutes

Description Students will be learning about the effects of human interaction with the environment. Students will look at short-term and long-term effects of the impacts through the exploration of scenarios. The impacts of growth and the hope for sustainability will be addressed. Student will work independently, in groups and as a class in order to examine the topics. Students will have an opportunity to create a postcard to explain their viewpoints. Strands and Expectations Strands: Human-Environment Interactions (p.105), Global Connections (p.106) Overall Expectations HEV.01 – explain significant short-term and long-term effects of human activity on the natural environment. GCV.02 – explain how population growth affects the sustainability of global ecosystems. Specific Expectations HE3.04 – predict the social, economic, and environmental effects of the extraction and depletion of selected sources (e.g., overfishing/fish stocks; logging/ rainforests; mining/various minerals; pollution of water sources/water supply; urban sprawl/supply of arable land) GC1.01 – explain how growth in population and economic activity around the world increases pressure on natural resources and natural systems (e.g., the effects of urbanization and loss of agricultural land on food production) GC2.05 – analyse and assess selected viewpoints regarding a sustainability or resource management issue.

Planning Notes 1. Photocopy scenarios to handout to groups. 2. Prepare an overhead transparency of the cartoon. 3. Photocopy graphic organizer for students. 4. Photocopy instructions and rubric for the postcard activity. 5. Bring resources (construction paper, magazines, scissors, glue, etc.).

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Prior Knowledge Required Students should have basic literacy skills and are required to perform critical analysis. Students are also required to express their ideas orally, visually and in written form. Teaching/Learning Strategies 1. Provide students with a scenario about nuclear energy. Ask probing

questions to generate a discussion. 2. Students are divided into groups of 3-4 people using by numbering off

students. Each group will be given their own scenario. Students will read over the scenario and discuss their ideas. Each group will share their scenario and their analysis with the class. This will lead to a class debate/discussion about the various scenarios.

3. Students will view a cartoon depicting population growth on an overhead transparency. Students will think about their interpretations individually, in pairs and then share with the class (Think/Pair/Share). The teacher will bring up the idea of population growth and use the example of going to cottages help describe this concept. This will introduce population growth.

4. Teacher will instruct student about population growth by asking questions, facilitating a discussion and writing down key points on the blackboard.

5. As a class, population pyramids will be analysed. There will be a comparison between Canada and various other countries.

6. Students will create a postcard to NRCan, which depicts a human-environment interaction topic and explains and supports ideas with evidence. Students are given instruction sheets, a rubric and resources to create a postcard (See Appendix 1.2.4).

7. Once students complete their postcard, they will spend the remainder of the class completing a terminology graphic organizer.

Assessment and Evaluation Techniques

• Check for understanding during each strategy • Rubric for NRCan postcard assignment (see Appendix 1.2.5) • Completion of terminology

Accommodations • Students will walk through a scenario as class to ensure an adequate

understanding of how to perform an analysis. Small groups will be established with students of varying abilities in each group to analyse the remaining scenarios.

• All students will receive written and verbal instructions with visuals for the postcard assignment to meet the various learning styles. Students will be given the criteria that they will be marked on prior to starting the exercise.

• Students in the ESL program and exceptional students will be provided with extra time for exercises and notes for discussions as required.

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Resources Baldwin, Mike. (2007). Population Growth Cartoon. Catalogue Reference:

mban424. http://www.cartoonstock.com/search.asp?Boolean=Or&Category=Not+Selected&Artist=Not+Selected&x=a&keyword=population+growth

Appendices Appendix 1.2.1 – Scenarios Appendix 1.2.2 – Cartoon Appendix 1.2.3 – Terminology Graphic Organizer Appendix 1.2.4 – Postcard Instructions Appendix 1.2.5 – Postcard Rubric

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Appendix 1.2.1 – Scenarios Class Scenario: The Minister of Energy in Ontario is focussing on producing

nuclear energy to support the energy demand of its citizens and businesses. Additional nuclear plants will be built and other energy plants will be closed.

o Who are the stakeholders involved? o What would each stakeholder think about this issue? o What are the costs associated with this change? o What are the environmental impacts of producing nuclear

energy? o What by-products are produced? o What are alternative ways to generate energy and what are

their impacts? o How can we reduce energy consumption to reduce the

impacts? o What is the best solution?

Group Scenario #1

You got a new job in Burlington but you currently live in Scarborough. It is your dream job and you will be making fairly good money. You are debating about how to get to and from work. You have decided to commute and drive your ten-year-old car.

o Who are the stakeholders involved? o What would each stakeholder think about this issue? o What are your other options for transportation? o Should you move? o What are the costs associated with this change? o What are the environmental impacts of moving and the various

forms of commuting? o What are the social implications? o What is the best solution?

Group Scenario #2

Your parents have been complaining about their water bills. They say that you and your brother have been wasting too much water. You think about your water usage and about your brother’s. You conclude that he is that problem and you have done a great job conserving water.

o Who are the stakeholders involved? o What would each stakeholder think about this issue? o What are the costs associated with this problem?

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o What are the environmental impacts occur with the overuse of water?

o What are the social implications? o What should you tell your brother to do in order to conserve

water? o What is the best solution (the most effective way to conserve)?

Group Scenario #3

Your Aunt works on a small fishing boat. She has been a fishing for the last twenty years. She complains that it’s hard to make a living fishing nowadays. She complains that there are so many large commercial fishing boats in the deep water, that there are fewer fish to catch now. She is worried she may have to get a new job in another industry.

o Who are the stakeholders involved? o What would each stakeholder think about this issue? o What environmental problems could exist? o What does this mean for the local economy? o What are the social implications? o What are the potential solutions to the problems that arise? o What is the best solution?

Group Scenario #4

Your brother is working in a gold mine. He works long hours and seems to be sick all of the time. A mining town has formed around the mine, which means that people live their only because they are or a family member is employed by the mine. The mine is very good at extracting the gold and there is some uncertainty about how much gold is left in the mine.

o Who are the stakeholders involved? o What would each stakeholder think about the issues? o What are the costs associated with the issues? o What are the environmental impacts of the mine? o What are the social implications? o What does this mean for the local economy? o What are some possible solutions? o What is the best solution?

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Appendix 1.2.2 – Cartoon

http://www.cartoonstock.com/search.asp?Boolean=Or&Category=Not+Selected&Artist=Not+Selected &x=a&keyword=population+growth

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Appendix 1.2.3 – Terminology Graphic Organizer

Term:___________________________ Definition:______________________________________________________________________________________________________________________________________________________ Example:_______________________________________________________________________________________________________________________

Term:____________________________ Definition:_____________________________________________________________________________________________________________________________________________________________ Example:_____________________________________________________________________________________________________________________________

Term:__________________________ Definition:_________________________________________________________________________________________________________________________________________________________ Example:___________________________________________________________________________________________________________________________________________________________

Term:______________________________ Definition:_______________________________________________________________________________________________________________________________________________________________________ Example:_____________________________________________________________________________________________________________________________________

Term:___________________________ Definition:_______________________________________________________________________________________________________________________________________________________ Example:_________________________________________________________________________________________________________________________________________________________

Term:________________________ Definition:____________________________________________________________________________________________________________________________________ Example:_________________________________________________________________________________________________________

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Appendix 1.2.4 – Postcard Instructions

It is your task to create a postcard about a natural resource issue that interests you. Tell Natural Resources Canada

about the problem and persuade them to take action! What to do now?

1. Pick a natural resource. 2. Decide what issue or problem exists around this

resource. 3. Determine who the stakeholders are and write a

convincing message from their point of view to NRCan. 4. Explains why they need to take action (short-term and

long-term effects. 5. Propose actions that NRCan should take (Solutions to

the problem). 6. Design the front of the postcard using magazine or

newspaper clippings, drawings, colour and word messages.

Be sure that your postcard includes these components:

A relevant resource issue. A description of the problem. Describe short-term and long-term effects. Explain how population growth affects the problem. Write from the perspective of a stakeholder. Include images that are relevant to the

stakeholder. Explain short-term and long-term effects of the

problem. Predict the social, economic and environmental

impacts of your issue. Don’t forget to address your postcard, provide a

stamp and the return address of the stakeholder. Be clear, concise and creative!

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Appendix 1.2.5

Postcard Rubric

Criteria Level 4 Level 3 Level 2 Level 1 Mark Knowledge and Understanding

- explain short-term and long-term effects of your issue

HEV.01

-includes all necessary information and shows extra effort

-includes all necessary information

-missing one key point of information

-missing some key points of information

/4

Thinking and Inquiry

-explain how population growth affects the sustainability of a resource. -provide evidence of thought and creativity

GCV.02

-thoroughly explained how growth impacts sustainability - exceptional evidence of thought and creativity

- explained how growth impacts sustainability - good evidence of thought and creativity

- adequately explained how growth impacts sustainability - some evidence of thought and creativity

- little or no explanation of how growth impacts sustainability - little or no evidence of thought and creativity

/4

Communication - write from the perspective of a stakeholder and provide images to support their views

GC2.05

- communicates various viewpoints with outstanding clarity and with excellent supporting images

- communicates one or two viewpoints clearly with appropriate images

- communicates one viewpoint with somewhat appropriate images

- communicates one viewpoint with limited clarity and some images

/4

Application - predict the social, economic and environmental impacts of your issue

HE3.04

- several rational social, economic and environmental predictions

- two rational predictions (either social, economic, environmental)

- one rational prediction (either social, economic, environmental)

-predictions are irrational or non-existent

/4

Total / 16

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Lesson 1.3: Distribution and Use of Natural Resources

Time: 225 minutes Description This activity will introduce students to patterns of resource use and distribution both in Canada and the World and it prepares them to analyse the impacts of resource use by humans in the environment. In this lesson, students will learn about water, one of Canada’s most important renewable resources and they will use an atlas to complete a fact finder exercise about Canada’s water supply. Students will also map Canada’s ocean drainage basins and make connections between water supply, physical geography, industry and population. Through a GIS activity, students will compare the availability, production and consumption of oil as it is geographically distributed. Strands and Expectations Strands: Human-Environment Interactions (p.105), Methods of Geographic Inquiry and Communication (p.108). Overall Expectations: HEV.03 – analyse patterns of resource availability and use. GIV.02 – analyse and interpret data gathered through research and investigation, using a variety of methods and geotechnologies. GIV.03 – communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques. Specific Expectations: HE2.04 – explain how various factors and processes determine the spatial distribution and short-term and long-term availability of a selected resource HE3.04 – predict the social, economic, and environmental effects of the extraction and depletions of selected resources GI1.03 – gather geographic information, using a variety of geographic tools and technologies. GI2.03 – use a variety of geographic tools and geotechnologies to interpret, analyse, and synthesize information related to environmental and resource management topics and issues GI2.08 – produce a variety of maps, sketches, photographs, diagrams, and charts, following appropriate conventions, to illustrate the results of inquiries on environmental and resource management topics and issues Planning Notes • Download the free Global Trends Quiz file from the Teacher’s Domain

website and book a computer projector to show it.

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• Prepare overhead transparencies for the overhead projector to discuss terminology.

• Photocopy student worksheets and instructions. • Collect enough copies of The Canadian Atlas for students to use or book

computers for using the on-line Canadian Atlas. • Book a computer lab with access to ArcView 3.2 for the GIS activity and

download the appropriate data files from the USGS internet site. Prior Knowledge Required Students should have previous experience using an atlas and creating a map. Students should already be familiar with using GIS software such as ArcView and they would have already learned to complete GIS activities in other lessons. Teaching/Learning Strategies 1. Show the “Environmental Challenge” section of the Global Trends Quiz to

students using a computer projector and choose different students to answer the questions. The quiz tests students’ knowledge of human impacts on the world’s natural resources and can be used as a hook to introduce the lesson.

2. Conduct a class discussion on the meaning of the term resource and lead students to further discuss the terms human resource, natural resource, permanent resource, renewable resource, and non-renewable resource. The students should come to a consensus on the definitions for the terms and have students write them in their notebooks.

3. On a chalkboard or using an overhead projector, the teacher will post the following questions:

• What do you consider the single most important natural resource? Why?

• Is your daily life directly affected by the location of this resource? If so, how?

• Do you think the resource has similar significance to others? Why or why not?

• Has the resource always been important to you? Why or why not? • Is it finite? If so, how will your life be changed if and when it runs out?

Have students think about these questions and discuss them in groups of four. On the chalkboard or overhead sheet, the teacher will record the students' responses to determine if there is class consensus on what the most important resources are. Discuss the students' answers to the other questions. Explain that they will be learning about how resources are used and distributed in a global and regional context by focussing on water resources in Canada and oil and natural gas resources in the world.

4. Introduce the “Water, a Precious Resource” activity (Appendix 1.3.1) to students and explain its focus on water resources in Canada. Students will use The Canadian Atlas to answer questions and complete a table in the student worksheets. Students will also construct a map of Canada’s Ocean

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drainage basins which they will submit to the teacher along with an opinion paragraph from the last question on the worksheet.

5. The teacher will introduce the “World Oil Consumption, Production, and Reserves” GIS activity to students and provide the instructions and worksheets needed (see Appendix 1.3.2). Students will work in pairs to complete the activity using the Ministry-licensed software ArcView 3.2 in the computer lab. Students will submit individual assignments to the teacher that will consist of a printed map and answers to the questions in the activity.

Assessment/Evaluation Techniques • Formative teacher assessment of the drainage basin map and paragraph

using a rating scale. • Formative teacher assessment of the geotechnology activity using a rubric. Accommodations • Accommodate students who have difficulty following instructions and

recording and/or synthesizing information by organizing students to work in pairs so that those with stronger skills can help students who may experience difficulties.

• Students in the ESL program and exceptional students may benefit from the provision of extra time to complete activities.

Resources “Blank base map of Canada” from Natural Resources Canada

(http://atlas.gc.ca/site/english/maps/reference/outlinecanada/canada02) “Global Trends Quiz” from Teachers’ Domain Website –

http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/globalqz/index.html

The Canadian Atlas On-line -

http://www.canadiangeographic.ca/atlas/intro.aspx?lang=En# The Canadian Atlas: Our Nation, Environment and People. (2004).The Royal

Canadian Geographical Society. p. 12-13. “World Oil Consumption, Production, and Reserves Lesson” from USGS Rocky Mountain Mapping Center- http://rockyweb.cr.usgs.gov/outreach/oil.html Appendices Appendix 1.3.1 – Water: A Precious Resource Student Activity Sheets Appendix 1.3.2 – World Oil Consumption, Production, and Reserves GIS Activity Appendix 1.3.3 – Drainage Basin Map and Paragraph Rating Scale Appendix 1.3.4 – GIS Activity Rubric

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Appendix 1.3.1 – Water: A Precious Resource Student Activity Sheets Source: Adapted from “The On-line Canadian Atlas” http://www.canadiangeographic.ca/atlas/LessonPlan_Html/NT9-12_Water.htm

Student Activity Sheets Water: A precious resource

By completing this activity you will understand how our economy and lifestyles are interconnected with the supply of fresh water in Canada.

Part A – Fact Finder Gather information from pages 12-13 of The Canadian Atlas – Our Nation, Environment and People to find out the facts about water in Canada. (You may use the print or on-line version.)

1. How has an abundant water supply contributed to Canada’s development in the past and in the present?

Past: _________________________________________________________________________

_________________________________________________________________________

Present: _________________________________________________________________________

_________________________________________________________________________

2. Name some of the potential threats to Canada’s water supply:

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

3. Fill in the blanks with the correct fact:

a) What percentage of the world’s water supply is:

salt water __________ fresh water __________

b) What percentage of the world’s fresh water is:

ice __________ surface water __________ ground water ________

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4. a) Rank the top five ways of withdrawing surface water from the least to the greatest amount.

1. _____________________________________________________________________

2. _____________________________________________________________________

3. _____________________________________________________________________

4. _____________________________________________________________________

5. _____________________________________________________________________

b) Which one returns the least amount of water to natural sources?

_____________________________________________________________________

5. a) How many ocean drainage basins do we have in Canada?

_____________________________________________________________________

b) List the ocean drainage basins below.

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

_____________________________________________________________________

6. Create your own map of Canada’s ocean drainage basins using the blank base map of Canada.

• Shade each drainage basin a different colour.

• Label the drainage basins and major rivers on the map.

• Include a title, legend, direction (north arrow), author and date.

34

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Part B – Making Connections In point form, complete the table organizer using The Canadian Atlas – Our Nation, Environment and People. (You may use the print or on-line version.) Some of the information can be found in the section “Water-Rich Land”. You may have to use other thematic sections of the atlas to complete some columns of the organizer. Drainage Basin Location

(e.g. coastal, north/south)

Physical features (e.g. prairie,

mountainous, lowland)

Climate (e.g. high/low precipitation)

Use of water in Industry (e.g. irrigation,

hydroelectric power, etc.)

Population (e.g. high/low

population density)

Hudson

Pacific

Arctic

Atlantic

Gulf of Mexico

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Making Connections (cont’d) In your opinion, which region faces the most social and economic challenges to their fresh water supply in the future? Write your response in paragraph format in the space provided below. Use facts from your organizer to support your opinion.

PARAGRAPH

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

__________________________________________________________________________

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Appendix 1.3.2 - World Oil Consumption, Production, and Reserves GIS Activity

World Oil Consumption, Production, and Reserves

Project Creators:

Heather Beck - Geography and Sociology Teacher - Green Mountain High School Joseph Kerski- Geographer - USGS

Source: http://rockyweb.cr.usgs.gov/outreach/oil.html

Introduction

Natural resources found on the earth are not evenly distributed among the various countries. Oil and gas are two natural resources which exhibit an unusual geographic distribution on a worldwide basis. In this activity, you will compare the reserves, the production, and the consumption of oil as it is geographically distributed. You will analyze the data to draw some conclusions about geopolitical issues also.

GIS Directions:

1. Sign onto your computer under your name so you can save things to your file.

2. Engage ArcView and get a new, blank view. Click on “add themes” which is the box with the + sign. Under the C: drive, find world themes again and get the “country94” theme. Pick a dark color for the countries so you can see them as you lay other bits of data on top of the countries. You only need this theme to see where all the countries are. Data on every country is not available as this data is from British Petroleum sources.

3. Now pull up the oil reserves data as a new theme. It's in the C: drive titled “oilres6.shp”. Go through the esri directory and get to the world data again. You want the end 1997 data. These numbers are in thousand million barrels (tmb). Double click on the rectangle of color so that you can manipulate the data in the legend editor. Have the computer break these numbers into as many categories as necessary to be able to differentiate between the countries that have lots of oil reserved and the ones that don't. Experiment with the classification field and classify choices. List the top 5 countries with reserves. You can tell how much are in reserves by identifying the countries that are darkest and getting the data that comes up.

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4. Now take reserves and compare the 1997 data to 1977 data. After you bring in the 1977 data, break down those numbers on countries with the largest reserves and compare them to the countries in the 1996 data. Which countries have more on reserve now than they did in 1977 and which have less?

More:

Less:

5. Make three hypotheses about why you think certain countries have more oil on reserve today than 20 years ago. Cite countries specifically in your hypotheses.

6. Each barrel of oil has 42 gallons. Remember that each number above is thousand million barrels, so convert that to gallons. How many gallons of oil do the following countries have on reserve?

United States has ___________ gallons of oil on reserve.

Saudi Arabia has ___________ gallons of oil on reserve.

Venezuela has _____________ gallons of oil on reserve.

Iran has __________ gallons of oil on reserve.

Iraq has __________ gallons of oil on reserve.

7. Now let's turn off the reserves theme and add production to the world scene. Go to the choice of themes again and find “oilprod.shp”. Add the production of oil in each country during 1997 (Z997). These numbers are thousands of barrels daily. Set your color graduation scheme so that you can see the obvious big producers. Who are the top 5 oil producing countries and how much are they producing?

a. b. c. d. e.

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8. Look at the production in 1987 (Z987). Which countries were producing more then than they do now? Name 5 of them. Why do you think they are producing less now than in 1987?

9. Pull up a table to review. Let's retrieve the oil production database. Highlight the tables and click on add. Get “oilprod.dbf”. Read the chart for the following information. How much oil did Iraq produce in 1987? __________ How much oil did Iraq produce in 1997? _____ In which year did Iraq's production change the most drastically? _______ What was the cause of this change in their production? ______________________________________________________________

10. During the year of greatest change named above in question #9, did Saudi Arabia's and United States' production of oil increase or decrease from 1990-1991?

11. Turn off the production theme and let's look at consumption. This is the amount of oil a country uses measured in thousand barrels daily. Retrieve the data for consumption under “oilcons.shp.” Set up a map to show you the usage as clearly as you can see the differences for 1997. What are your observations? Record 3 below.

a.

b.

c.

12. Pull up the database on consumption too. “oilcons.dbf.” Remember to add it as a table. The data will tell some stories in itself. Look through the data and see if you can find some interesting results. What are they?

13. Look at the numbers for Iceland's consumption of oil. What do you find unusual?

14. Now let's try to plot all three of these .shp files on your world map. Try using shades instead of colors too. See what happens as you experiment. Also print out the maps in shades since we do not have a color printer for you to print from. What happens when you do this?

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15. Let's reflect on what you have learned from this GIS activity. In which region is the greatest concentration of proved oil reserves in the world?

16. How is the rest of the world affected when oil reserves are in one area?

17. Which countries consume more than 1 million barrels of oil per day and are able to produce enough to meet that demand?

18. If a country were able to produce more oil than it needs, what does it do with the extra?

19. List 3 countries and one geographic region that use the most oil. Why do these places require so much oil?

20. Which of the countries listed above is the most dependent upon imported oil?

21. If the United States has “x” amount of reserves and consumes “x” amount daily, how long would the United States be able to run on the oil we have reserved?

22. How is oil transported from one country to another? List 3 ways. Circle the method of transportation which concerns you the most.

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23. With petroleum prices being their lowest in many years, how does this impact our environment?

24. The Exxon Valdez oil spill in March 1989 was a huge oil spill. The spill was estimated to be approximately 11 million gallons. How does that compare to the daily usage or consumption in the United States? Remember 1 barrel = 42 gallons.

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Appendix 1.3.3 – Drainage Basin Map and Paragraph Rating Scale Rating Scale for Drainage Basin Map and Paragraph MAP MARKS Includes a title, legend, direction (north arrow), author and date.

0 1 2 3 4 5

Labels the map appropriately and correctly (i.e. drainage basins, major rivers)

0 1 2 3

The map has a neat presentation and is coloured appropriately (drainage basins are a different colour).

0 1 2

PARAGRAPH Communicates their opinion clearly.

0 1 2

Supports their ideas with facts from their table organizer.

0 1 2 3

Demonstrates understanding of social and economic challenges to the fresh water supply in the future for the region chosen.

0 1 2 3

Total (out of 18) Feedback:

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Appendix 1.3.4 – GIS Activity Rubric

Criteria Level 1 (50-59%)

Level 2 (60-69%)

Level 3 (70-79%)

Level 4 (80-100%)

Knowledge/ Understanding Demonstrates knowledge of the various factors and processes that determine the spatial distribution and availability of a selected resource HEV.01, HE2.04

- little understanding of relationships between key concepts was evident

- some understandings of relationships between key concepts was evident

- considerable understanding of relationships between key concepts was evident

- thorough understanding of relationships between key concepts was evident

Communication Map design and conventions used to demonstrate concepts GI2.03, GI3.01

- a few map essentials are present in the layout

- some of the map essentials are used in the layout

- most of the essentials are present in the layout

- all map essentials are present in the layout

Thinking/Inquiry Demonstrates an effective and appropriate use of GIS software to perform simple analytical operation GI2.03,

- few of the specific operations necessary to perform an analysis have been accomplished

- some of the specific operations necessary to perform an analysis have been accomplished

- most of the specific operations necessary to perform an analysis have been accomplished

- all of the specific operations necessary to perform an analysis have been accomplished

Application Synthesis or Conclusion drawn from data HEV.02, HE3.04

- conclusions, predictions and/or connections were made with limited clarity and logic

- conclusions, predictions and/or connections were made with some clarity and logic

- conclusions, predictions and/or connections were made with considerable clarity and logic

- conclusions, predictions and/or connections were made with a high degree of clarity and logic

Source: Rubric Adapted from The Environment Resource Management (CGR4M) Course Profile, Appendix 3.3.4 http://www.curriculum.org/csc/library/profiles/12/pdf/CGR4MP.pdf

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Lesson 1.4: Environment and Resource Management Issues in the News

Time: 150 minutes Description: Students will be introduced to the kinds of impacts humans can have on a place and on resources. The teacher will lead the class in a discussion about how government and international organizations are dealing with resource management issues around the country and around the world. The teacher will also discuss with students how the media may present a bias on issues in the news and the validity of the information presented. Following the discussion students will search for a newspaper or magazine article about an issue in resource management and human activity. Students will examine the article and identify how the issue is being dealt with across different community and governmental organizations. Each student will write a brief summary/reflection about the article and their opinion about how the issue is being dealt with and the students will also discuss how valid or biased they believe the article is. Finally the students will present their information to groups of students in the class in a short presentation. This lesson supports the culminating activity because it gets students to practice researching and analysing news articles as well as familiarizing them with the format used to write them. It will also give students practice presenting their findings to the class and referencing using the APA style. Strands and Expectations: Strands: Global Connections (p.106), Methods of Geographic Inquiry and Communication (p. 108). Overall Expectation: GCV.03 – evaluate the effectiveness of the efforts of the international community to deal with environmental and resource management issues. GIV.01 – use methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns. GIV.03 – communicate the results of inquiries, using appropriate terms and concepts and a variety of forms and techniques. Specific Expectations: GI1.04 – evaluate the credibility of sources (e.g., authority, impartiality, expertise) and the reliability and usefulness of information (e.g., accuracy and relevance, arguments, substantiated by evidence). GI2.01 – distinguish among opinion, argument, and fact in research sources.

45

Planning Notes: • The teacher should collect newspapers and news magazines for 2-3 weeks

prior to the activity to give students enough material to use in class • The teacher could also ask students to bring in their own newspaper if they

have one at home • Scissors will be necessary for clipping the articles • Students should bring their style guide if they have one to assist when

referencing their article in APA format

Prior Knowledge Required: • Basic research skills and the ability to reference properly using APA • Comfortable/familiar presenting material to the class Teaching/Learning Strategies: 1. HOOK

The following two statements will be put on the board or overhead: • “More than 900 people attended the event” • “Fewer than 1000 people attended the event”

Students will then be asked to discuss how the media can alter our opinions and attitudes about facts and information. In pairs they will be asked to come up with an idea themselves and share it with the rest of the class

The teacher will then lead the discussion about bias in the media and how to filter fact from opinion when reading and examining news articles

2. The teacher will lead a discussion about bias and opinion in the media when reporting issues about the environment and distribute handout How to Detect Bias in the News (Appendix 1.4.1)

3. The teacher will discuss with the class how they feel the global community is addressing environmental and resource management issues.

What are some common resource management issues in the media currently? How are they being dealt with?

Is it effective? Is there bias in the reporting of information in the media? How can we improve the information the media sends to the public? How can we filter the media?

4. Following the discussion the teacher will review the format used when writing news articles with students to see examples of how the news article they write for their culminating activity should look. The teacher will also review APA referencing and have them refer to their style guide they received from the library.

5. The teacher will explain the news article research activity and the assessment for the activity– see Appendix 1.4.2.

Assessment/Evaluation Techniques:

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• Students will be formatively evaluated on their written summary with a checklist based on completion of the activity

• The presentation part of the activity will be assessed by the other group members with the help of a feedback form to give each other constructive feedback for when the students are evaluated on their presentation to the class of their culminating activity

Accommodations: • Students will be allowed to work together to find appropriate articles and give

each other assistance. • ESL students will be given extra time and will be paired with a student with

strong English skills • If students require extra time or assistance help will be available after school

and at lunch for those who request it

Resources: Newspapers and news magazines Course profiles Curriculum Profiles: www.curriculum.org Media Awareness Network: www.media-awareness.ca

Appendices: 1.4.1: Student Handout 1.4.2: Student Feedback Form 1.4.3: Marking Checklist for News Article Summary

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Appendix 1.4.1: Student Handout Resource Management Issues in the News - Activity

• In class you will research newspapers and magazines to find an article related to an environmental or resource management issue.

• Once you have found an appropriate article do the following:

Read the article Write a brief summary of the article and be sure to answer

the following questions in your summary: • What is the issue? • Where is the issue happening? • Who is the problem/issue affecting? • When did the issue start/finish? How did it

start/finish? • Why is this problem/issue happening?

Include a statement explaining why or why not there is bias in your article

Include an APA style reference for your article at the end of your summary page

• Prepare to present your findings about the article to a group of students in

the class, maximum 2 minutes. Each group will have 5-6 students. • Your article summary will be assessed with the following checklist:

Appropriate article found (2 marks), GIV.01 Complete summary answering all of the above questions (10

marks), GCV.03, GIV.03 Explanation about bias or opinion in the article (5 marks),

GI1.04, GI2.01 Proper APA reference (3 marks) TOTAL = 20 marks

• Once each group member has presented their information the other group

members will give them constructive feedback on their presentation skills and tips for their presentation of their culminating activity to the class

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Appendix 1.4.2: Student Feedback Form

Criteria Satisfactory Good Excellent Comments Demonstrated a thorough knowledge of the topic GIV.01

Explained concepts clearly and effectively GIV.01

Communication – oral skills, ex: clear voice GIV.03

Appendix 1.4.3: Marking Checklist for News Article Summary Requirement Mark Appropriate Article found, GIV.01

/2 Complete Summary, GCV.03 & GIV.03

/10 Explanation of bias/opinion, GI1.04 & GI2.01

/5 Proper APA Reference /3

Total: /20

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Lesson 1.5: Interaction Between Humans and Natural Systems With A Focus on Positive and Negative Impacts due to Various Stakeholders

Time: 225 minutes Description This lesson will focus on the ways humans affect the world around them. Students will look at the impact of urban and rural land practices and threats to spaces and species conversation. Positive and negative impacts of economic, social, political, and technological changes will be considered for each issue to get a better understanding of various stakeholders’ values. The research and presentation parts of this lesson will better prepare the students for the culminating activity. Strands and Expectations Strands: Human-Environment Interactions (p.105), Understanding and Managing Change (p.107), Methods of Geographic Inquiry and Communication (p.108). Overall Expectations: HEV.01 – explain significant short-term and long-term effects of human activity on the natural environment. HEV.02 - analyze and evaluate interrelationships among the environment, the economy, and society. MCV.01 – evaluate the impact of economical, social, political, and technological change on natural and human systems. MCV.03 – evaluate a variety of approaches to resolving environmental and resource management concerns on a local, regional, and national scale. GIV.01 – use the methods and tools of geographic inquiry to locate, gather, evaluate, and organize information about environmental and resource management issues and concerns. Specific Expectations: HE1.04 – explain the effects on human health and the environment of the use and proliferation of selected chemicals. HE2.01 – analyse ways in which selected human activities alter the natural environment (e.g., clear-cutting, pipeline construction, reforestation, wetland restoration). HE2.02 – explain the impact of selected land use practices (e.g., irrigation, pesticide use, urban sprawl, wetland alteration) on human and natural systems).

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HE2.04 – explain how various factors and processes determine the spatial distribution and short-term and long-term availability of a selected resource. HE3.04 – predict the social, economic, and environmental effects of the extraction and depletion of selected resources (e.g., overfishing/fishstocks; logging/rainforests; mining/various minerals; pollution of water sources/water supply; urban sprawl/supply of arable land). MC1.03 – describe the rights and responsibilities of individuals with respect to protecting the environment for future generations. MC2.01 – evaluate the environmental implications of developments in selected areas of technology (e.g., renewable energy technologies, biotechnology, forest-harvesting technologies). MC3.02 – evaluate the impact on both human and natural systems of a selected environmental or resource management problem (e.g., tropical deforestation, climate change, water scarcity). GI1.04 – evaluate the credibility of sources and the reliability and usefulness of information. GI2.07 – explain the different points of view on an environmental or resource management issue that are, or might be, held by various stakeholders (e.g., individuals, developers, industrial firms, governments, special interest group). Planning notes: • Book library time and computers • Make photocopies of handouts, case studies, and assignment details • Ensure that a TV and DVD player are accessible Prior Knowledge Required Students will have prior knowledge about choosing appropriate sources and reading critically to insure credibility. Students will also be familiar with APA citation and course material (appropriate terminology, concepts, etc.) to date. Teaching/ Learning Strategies 1. Introduce students to the fact that there are always different perspectives in

regards to resource management by showing a video clip from “The Great Outdoors” in which John Candy and Dan Aykryod discuss how they would change the environment around them.

2. Teacher will write various terms on the board and formulate definitions as a class as a review of previous concepts that are applicable to this unit.

Possible terms: • Carrying capacity – number of resources an area can support • Sustainable yield – yield per unit time equal to production per unit

time • Integrated pest management – control pests before outbreaks by

considering biological, ecological, economical, and social aspects • Greenhouse effect – energy absorption by CO2 in the atmosphere

absorbing long wavelengths and reflects heat back to earth

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• Emissions – something put out into the atmosphere (exhaust, radiation, fluid, etc.)

• Natural enemies – species that exist in nature that control pests • Soil erosion – carrying away of soil by wind and water faster than

new soil can form • Stakeholders - person with vested interest or concern in an issue • Etc.

3. Teacher will remind students of what good group work looks and sounds like. Students will then do a jigsaw activity based on three case studies that look at different ways in which humans impact the environment (wildlife restoration and legislation, air pollution and forest decline, and front lawns (Appendices 1.5.1 to 1.5.3)). Students will become an expert on their article in their base group, and then and divide into different groups and teach the concepts, positive aspects, negative aspects, and possible stakeholders to each other. The case studies are very different to get the students thinking about how humans impact all aspects of the environment. Teacher and class will go over the findings when the activity is finished.

4. Students will get into partners and the teacher will introduce the activity (appendix 1.5.4). Teacher will present the class with a list of topics (fishing, hunting, forestry, pesticides, farming practices, urban land practices, genetically altered agriculture and foods, soil use, etc.) for the assignment. They may also come up with their own topic related to resource management. Students will work in pairs and present an issue from differing points of view (one student will focus on the positive and the other on the negative). Students will get library time to research their topic, which must first be cleared with the teacher to ensure there are no overlapping topics. Students will fill out the chart on the handout together to get differing views, but answer the questions individually.

5. Once students have completed the assignment, they will briefly present the issues raised on the handout to the class. Positive/Negative charts on each topic will be made available to each student so that everyone has coverage of all topics.

Assessment/Evaluation Techniques • Teacher will circulate during jigsaw activity and assess student learning. • Formative teacher assessment of activity (written component) using a

checklist to ensure necessary content (appendix 1.5.5). Accommodations • Students in the ESL program or students who have difficulty synthesizing

information could be given one of the shorter case studies during the jigsaw puzzle to insure ease of understanding.

• Students who have difficulty should be paired with students with strong skills. • Students needing accommodation could be given extra time to finish

assignments.

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• ESL students may benefit from an extra hand out or additional mini lesson on vocabulary.

Resources Curriculum Services Canada. (2002). Course Profile: The Environment and

Resource Management CGR4M. Ontario: Public District School Board Writing Partnership. Retrieved January 23, 2007, from: http://www.curriculum.org/csc/library/profiles/12/pdf/CGR4MP.pdf

Smith, R.L., & Smith, T.M. (2000). Elements of Ecology. San Francisco:

Benjamin / Cummings Science Publishing. Appendices Appendix 1.5.1 – Endangered Species- Endangered Legislation (Smith and

Smith, 2000) Appendix 1.5.2 – Air Pollution and Forest Decline (Smith and Smith, 2000) Appendix 1.5.3 – Time to Rethink The Lawn (Smith and Smith, 2000) Appendix 1.5.4 – Resources Vs. Stakeholders worksheet Appendix 1.5.5 – Rubric for “Resources Vs. Stakeholders” Assignment

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Appendix 1.5.1 – Endangered Species- Endangered Legislation (Smith and Smith, 2000)

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Appendix 1.5.2 – Air Pollution and Forest Decline (Smith and Smith, 2000)

55

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Appendix 1.5.3 – Time to Rethink The Lawn (Smith and Smith, 2000)

57

58

59

60

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Appendix 1.5.4:

Resources Vs. Stakeholders Name:_______________________ Topic: _______________________ Who are the stakeholders? (K/U = 2 marks)______________________ _______________________________________________________ Positive Aspects (K/U = 5) Negative Aspects (K/U = 5) (Answer the following on separate piece of paper)

1. Why are there differing points of view on this issue? (T/I = 4 & C = 2) 2. What impact is this having in regards to the economy? Society?

Politics? Technology?(T/I = 4 & C = 2) 3. What laws currents exist? (A = 3 & C = 2) 4. How does this issue impact you? (A = 5 & C = 2)

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Appendix 1.5.5: Rubric for “Resources Vs. Stakeholders” Assignment

Categories Level 1 (50-59%)

Level 2 (60-69%)

Level 3 (70-79%)

Level 4 (80-100%)

Knowledge/ Understanding Quality of Information to Support Opinion HE2.01, HE2.04

- limited information included to support the opinion

- some information included to support the opinion

- considerable information included to support the opinion

- a high level of information included to support the opinion

Knowledge/ Understanding Relevance and Accuracy of Information selected GIV.04, HEV.02

- demonstrates limited knowledge of relevant information

- demonstrates some knowledge of relevant information

- most information was relevant and accurate

- information was relevant to the topic and contained accurate facts

Communication Communication Skills effective use of written work and illustration GI2.07, GI1.04

- written work demonstrated limited clarity

- written work demonstrated some clarity

- written work demonstrated considerable clarity

- written work demonstrated a high degree of clarity

Thinking/Inquiry Critical Thinking Skills to synthesize and focus ideas MCV.01, MC2.01, MC3.02

- critical thinking skills applied with limited effectiveness

- critical thinking skills applied in a moderately effective manner

- critical thinking skills applied in a considerably effective manner

- critical thinking skills applied in a highly effective manner

Application Logic of Opinion based on relationship between the environment, economy and society HEV.02, HE3.04, MC1.03

- answers demonstrates limited logic

- answers showed some logic

- answers showed considerable logic

- answers showed a high degree of logic

** rubric modified from http://www.curriculum.org/csc/library/profiles/12/pdf/CGR4MP.pdf ** Thinking and Inquiry / 8 Knowledge and Understanding / 12 Communication / 8 Application / 8 TOTAL / 36

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Bibliography Baldwin, Mike. (2007). Population Growth Cartoon. Catalogue Reference:

mban424. http://www.cartoonstock.com/search.asp?Boolean=Or&Category=Not+Selected&Artist=Not+Selected&x=a&keyword=population+growth

“Blank base map of Canada” from Natural Resources Canada

(http://atlas.gc.ca/site/english/maps/reference/outlinecanada/canada02) Curriculum Services Canada. (2002). Course Profile: The Environment and

Resource Management CGR4M. Ontario: Public District School Board Writing Partnership. Retrieved January 23, 2007, from: http://www.curriculum.org/csc/library/profiles/12/pdf/CGR4MP.pdf

Ecological Footprint Quiz – http://www.myfootprint.org Environmental Images from various Canadian Geographic Magazines.

“Global Trends Quiz” from Teachers’ Domain Website -

http://www.teachersdomain.org/resources/ess05/sci/ess/earthsys/globalqz/index.html

Media Awareness Network: www.media-awareness.ca Pike & Kelly. (2001). The Global Classroom. Toronto: Pippin Publishing. Smith, R.L., & Smith, T.M. (2000). Elements of Ecology. San Francisco:

Benjamin / Cummings Science Publishing

The Canadian Atlas On-line -

http://www.canadiangeographic.ca/atlas/intro.aspx?lang=En# The Canadian Atlas: Our Nation, Environment and People. (2004).The Royal

Canadian Geographical Society. p. 12-13. “World Oil Consumption, Production, and Reserves Lesson” from USGS Rocky

Mountain Mapping Center- http://rockyweb.cr.usgs.gov/outreach/oil.html