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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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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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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