Course Profile
Geography
of Canada, Grade 9 applied, Catholic
Unit
2
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste and otherwise adapt this material for educational purposes.
Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of this document.
©Queen’s Printer for Ontario
Catholic Curriculum Cooperative Writing Partnership
Lead Board
St. Clair Catholic District School Board
Gord Bristo, Manager
Course Profile Writing Team
Dennis DesRivieres, St. Clair Catholic District School Board
Linda McGlade, Toronto Catholic School Board
Ed Otten, Toronto Catholic School Board
Sandra McAvoy, St. Clair Catholic District School Board
Kelly O’Connor, St. Clair Catholic District School Board
Patricia Willan, St. Clair Catholic District School Board
Deb Urquhart/Debbie Wilmott, Word Processor, St. Clair Catholic District School Board
Western Ontario Catholic Curriculum Cooperative
Institute for Catholic Education
Unit 2: Natural Resources: The Challenge of Sustainability
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Unit Developer(s)
Dennis DesRivieres, St. Clair Catholic District School Board
Kelly O’Connor, St. Clair Catholic District School Board
Development Date: May 19, 1999
Students demonstrate their understanding of how people use resources in Canada and the issue of sustainability by using a variety of informational sources including primary and secondary print media as well as electronic sources like the Internet. Students evaluate environmental issues like megaprojects, energy alternatives, waste reduction and conservation by applying appropriate strategies to locate, read, and understand information. Finally, they present their work through a variety of responses. Their effort reinforces the Catholic value of stewardship and the common good within the framework of environmental awareness.
Ontario Catholic School Graduate Expectations: CGE 1d, 1i, 2c, 3b, 3c, 3d, 3f, 4f, 7g, 7i, 7j.
Strand(s): Human Interactions with the Environment, Understanding and Managing Change, Methods of Geographic Inquiry, Geographic Foundations: Space and Systems
Overall Expectations: CGC 1P, HEV.01P, HEV.02P, HEV.03B, UMV.01B, UMV.02B, MIV.01B, MIV.03P.
Specific Expectations: CGC 1P, HE1.01B, HE1.02.B, HE1.03B, HE1.04B, HE2.01P, HE2.02P, HE3.01P, HE3.02P, UM2.01B, UM2.02B, UM3.02P, MI1.02B, MI2.03P, MI2.07B, MI2.11P, M12.12P, MI2.13B, MI2.14B, MI3.03B, M13.02P.
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Activity 1 |
Resource Concepts |
240 minutes |
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Activity 2 |
A Sustainable City |
150 minutes |
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Activity 3 |
Sustainability and Animal Resources |
180 minutes |
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Activity 4 |
Investigating Agricultural Resources |
150 minutes |
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Activity 5 |
Forest Resources Decision-Making |
180 minutes |
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Activity 6 |
The Non-Renewables: Patterns of the Energy Minerals |
180 minutes |
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Activity 7 |
Energy for the Future: Renewable and Alternative Sources |
240 minutes |
· Arrange access to a computer a lab for Internet, CD-ROM, and software activities.
· Obtain a set of atlases and suitable textbooks.
· All activities can be modified (RE: IEP - Resource Guide 1999, Ministry of Education and Training
Note: The numbering system used in the Assessment/Evaluation section for each activity is tied directly to the numbers in the Teaching/Learning Strategies section.
· Contents and skills required in Unit 1
· Grade 7 Geography - Natural Resources
· Grade 8 Geography - Economic Systems and Migration
Activity 1 - research inventory, student survey, and action plan
Activity 2 - small group poster
Activity 3 - teacher-led debate
Activity 4 - correlation chart and report
Activity 5 - student research and application of decision-making model
Activity 6 - teacher-led instruction, diagram construction, and chart comparison
Activity 7 - small group simulation project
Reflection: probe questions and statements
Observation: formal and informal teacher observation, student observation
Conferencing: student-teacher conferencing, peer conferencing, roving conference
Paper and pencil tests - teacher-made
Performance Assessment: formal written assignments, simulations, presentations
Canada: Exploring New Directions, Revised ed. Fitzhenry & Whitteside, 1999.
Christian Justice. Minnesota: St. Mary’s Press, 1995.
Contact Canada, 3rd Edition. Oxford University Press, 1999.
Geo Canada. McGraw-Hill Ryerson Ltd., 1990.
Canada 21: Imprints: Developing Canada’s Resources. Prentice-Hall Ginn Canada, 1996.
Canada and the World. Scarborough: Prentice-Hall Ginn, 1995.
Making Connections. Prentice-Hall Ginn Canada, 1999.
‘New Internationalist’. New Internationalist Pub. Ltd.
Perspectives: Canadian Geography. Irwin Publishing, 1999.
‘500 Years After Columbus: Rebuilding the Americas’. Canadian Catholic Organization for Development and Peace.
The State of Canada’s Environment. Government of Canada, 1991.
See individual activities
New Internationalist
http://:www.newint.org/ni/
Time: 240 minutes
The students review ‘ecological footprint’ and examine the connection between this concept and the types and classifications of resources. They then identify the use and management of resources within the local community. Students also construct a survey to identify the attitudes toward and practices of resource conservation within their home and school. Finally, the students create an action plan that addresses environmental issues drawn from their surveys.
Ontario Catholic School Graduate Expectations: CGE 1d, 7i.
Strand(s): Geographic Foundations: Space and Systems, Human - Environment Interactions
Overall Expectations: CGC 1P; HEV.02P.
Specific Expectations: CGC 1P; HE1.01B, HE2.05B, HE3.01P, HE3.02P.
· Obtain telephone books.
· Obtain permission from other teachers to allow the students to administer their surveys
Note: Resources refers to anything a country has that can help it prosper.
Human resources refers to the knowledge and special skills that people possess.
Natural resources refers to things in the natural world that our society finds useful.
Renewable refers to a natural resource that can be replaced by natural means.
Sustainable refers to a renewable resource that is used at a slower rate than the resource can replace itself.
Nonrenewable refers to resources that are not replaced naturally as they are used.
Ecological footprint from Unit 1 - Activity 5
Grade 7 Geography: Natural Resources
1. Review the term ecological footprint and develop a pyramid chart explaining the types of resources and classifications of natural resources in a note. Explain to the students that the unit culminating activity requires that they research and present different energy resource alternatives for Canada’s future.
2. Help the students to understand that stewardship involves responsible resource management on an individual as well as a communal level. Complete the Caring for Creation reflection assignment (Appendix 2.1.1)
3. Organize small groups, then in pairs, research a section of a local phone book to identify the following:
· local resources “harvested”- which? where?
· local manufacturing using resources - which? where?
· resources by community
- electrical energy sources, where?
- water sources - where?
- outdoor recreation-types - where?
- resource disposal–how? where?
4. Demonstrate how to construct a survey. In groups of four, design and administer a survey focusing on attitudes towards and practices of resource management.
5. Independently or in small groups, using Appendix 2.1.2, create a plan to address an environmental concern that arose from the results of their survey.
2-5 Formative Teacher Assessment: Roving Conference by the teacher with the students to monitor progress and comprehension by assisting students and answering questions.
2. Student Self-Assessment: Probe questions for students on Appendix 2.1.1.
See Unit Overview
Canadian Communities Atlas
http.//cgdi.gc.ca/ccatlas/
In this activity, as in all others, each student’s strengths are recognized and reinforced to foster a positive attitude among all students. Monitor progress on survey, reflection assignment, and action plan and use mixed ability grouping to allow for peer support.
Appendix 2.1.1 - Caring for Creation
Appendix 2.1.2 - Action Plan
Time: 150 minutes
Students apply the knowledge gained from the first activity with their research of forms of environmentally safe energy and waste reduction systems to create a ‘sustainable city’.
Ontario Catholic School Graduate Expectations: CGE 3c, 4f.
Strand(s): Geographic Foundations: Space and Systems, Human - Environment Interactions, Understanding and Managing Change.
Overall Expectations: CGC 1P; SSV.03B, HEV.03B.
Specific Expectations: CGC 1P; UM3.02P.
· Obtain Bristol board, glue, and markers
Prior practice in working co-operatively in small groups
Knowledge of appropriate Internet protocol
Experience in design concepts and techniques to make an attractive display
1. Review vocabulary from Activity 1. Divide students into mixed ability groups of four. Supply each group with a copy of Appendix 2.2.1 and lead a class discussion to link the diagram with concepts from Activity 1. Using examples from the Appendix:
a) identify the best ways for communities to use
i) water ii) air iii) energy iv) wastes
b) identify good examples of the following
i) reduce ii) recycle iii) reuse
c) why is Appendix 2.2.1 entitled A Sustainable City?
2. Use Internet, CD-ROM and encyclopedia to research the following information from Appendix 2.2.1:
· solar panels;
· greenery as an air purifier;
· wind farms;
· wave generators;
· electric powered vehicles;
· recycling plants;
· sewage treatment;
· smokestack scrubbers.
3. Print out or draw a diagram to show how each of the systems researched works and compose a 50- to 100-word caption to accompany each diagram or drawing explaining the benefit to the environment.
4. Produce a poster entitled ‘A Sustainable City’ locating a selection of these systems within a city.
2-5. Formative Assessment: roving conference to ensure student learning and progress on assignment
2-3. Summative Assessment: teacher-designed paper and pencil test ensure the students can identify and label forms of energy and waste management.
4. Formative Peer Assessment using the rubric for ‘A Sustainable City’ poster. (Appendix 2.2.2)
See Unit Overview
Christian Justice. Minnesota: St. Mary’s Press, 1995, p264-265
dir.yahoo.com/science/energy
dir.yahoo.com/society-and-culture/environment-and-nature/waste-management
http.//ccrs-gad1.cgdi.gc.ca/resources/engnratlas.html
Use mixed ability grouping to allow for peer support.
Allow students to apply drawing talents to ‘A Sustainable City’ diagram.
Appendix 2.2.1 - Student Handout ‘A Sustainable City’
Appendix 2.2.2 - Peer Assessment: ‘A Sustainable City’
Time: 180 minutes
Students continue to examine resource management by focussing on animal resources. Some fundamental tenants of aboriginal spirituality pertaining to human relationships and the natural world are compared to the Christian concept of stewardship. Finally, the students research and formally debate the issue of fur trapping in Canada.
Ontario Catholic School Graduate Expectations: CGE 2c, 3c, 4f, 7g, 7i.
Strand(s): Human - Environment Interactions, Methods of Geography Inquiry
Overall Expectations: CGC 1P; HEV.02P, HEV.03B, MIV.03P, UMV.01B.
Specific Expectations: CGC 1P; HE1.03B, MI2.02P, MI2.09P.
· Obtain dice or pennies as markers.
· Obtain access to Internet or Library/Resource Centre.
· Groupings for aboriginal distribution are Coastal, Plains, Woodlands, and Lower Lakes.
· The web site www-nais is an excellent source for profiles of all Canadian endangered species.
Grade 8 - Natural Resources
Internet protocol
1. Introduce the topic by having pairs of students play the Fish and Wildlife game (Appendix 2.3.1). The game is played the same as ‘Snakes and Ladders’. If die are not available, the students can flip 2 pennies, with Heads = 1 each and Tails = 2 each (e.g., 2 Heads = 2, Head & Tail = 3).
2. Work in pairs and use the Internet, CD-ROM, and/or encyclopaedia to research a pair of events opposite each other on the game board (#2 ‘up’ and #12 ‘down’) and prepare a half-page report on each topic.
3. Give students a reflection assignment (Appendix 2.3.2) which compares resource management from the perspective of Aboriginal spirituality to the Catholic concept of stewardship. Reinforce the notion of Aboriginal resource management by having the students examine the relationship between the location of Aboriginal peoples and the resource they used in the past and present.
4. Work independently or in pairs to research and prepare a position on the issue of fur trapping from the following perspectives:
a) First Nations; b) non-First Nations fur trappers;
c) the fur industry d) environmental groups.
5. Facilitate a formal debate concerning the issue of fur trapping, using Appendix 2.3.3 as a guide. Use the resolution “Fur Trapping Must Be Ended”.
3. Formative Assessment: Teacher observation of student discussion using the reflection questions from Appendix 2.3.2.
4. Summative Assessment: Teacher evaluates each student’s report based on its organization and expression.
5. Summative Assessment: Teacher uses Appendix 2.3.4 to assess each student’s contribution to the debate about trapping.
See Unit Overview
www.acs.vcalgary.ca/
www.alphaweb.com/andriana/furred/
www.peta/com
www.nais.ccrs.nrcan.gc.ca/schoolnet/issues/risk/ewldfrsk.html
If group process is used, students should be placed in mixed ability groups for research. An oral presentation could also be made instead of a written one. The groupings for the debate should mix students with good verbal skills with those who have good research skills.
Appendix 2.3.1 - Fish and Wildlife game
Appendix 2.3.2 - Aboriginal People - The First Ecologists
Appendix 2.3.3 - Debate format
Appendix 2.3.4 - Debate assignment
Time: 150 minutes
Students use distribution maps to identify the general soil, heat, and moisture requirements of different types of agriculture in Canada. From this, they rank the relative insurance risk of various types of farming, based on the natural conditions affecting each. Then, students select one type of agriculture in Canada and prepare a brief report outlining its distribution, as well as the natural and human factors that affect it. A field trip to visit a local area farm is optional.
Ontario Catholic School Graduate Expectations: CGE 3f.
Strand(s): Human - Environment Interactions, Methods of Geography Inquiry, Understanding and Managing Change
Overall Expectations: CGC 1P; HEV.01P, HEV.02P, MIV.01B, UMV.02B.
Specific Expectations: CGC 1P; SS2.01P, SS3.07P, UM2.02B, MI2.12B.
· This activity requires an electronic atlas (Geographic Information Systems) or textbook maps of Canada at the same scale, which show: types of agriculture, soil types, annual precipitation, and “degree days”.
Note: “degree days” is the measure of heat or temperature. Growing degree days affect the planting and harvesting of various crops.
Insurance risk: The more risk there is of crop or livestock loss, the higher the cost to purchase insurance.
· Some understanding of climate and soil from Unit 1.
· Some experience at comparing two thematic maps of an area at the same scale to establish correlations.
· A basic understanding of crop and livestock insurance rates. This could be done by parallelling to car insurance rates for young drivers.
1. Assist the students in developing concepts and notes about the general natural requirements for plants to grow, for example: soil conditions, moisture, temperature, and clean air. Develop concepts and brief notes regarding the general human factors connected with business (and agricultural) success, for example: market, competition, investment, machinery, and labour.
2. Supply the students with a map of Canada showing heat distribution “degree days”. to compare to an atlas map of Canadian Agriculture.
3. Compare maps of agriculture to “degree days”, soil and precipitation to complete the chart in Appendix 2.4.1 to determine natural factors affecting farming. Compare maps of agriculture and population distribution to see if a nearby market affects certain types of farming in Canada and add it to the chart.
4. Use Appendix 2.4.1 to rank the insurance risk of each type of agriculture from highest to lowest:
a) which type of Canadian Farming seems most risky? Explain your reasons.
b) which is least affected by natural factors? Why?
5. Prepare a 350 word summary on one type of Canadian agriculture, based on the distribution of this type of farming, and the general natural and human factors affecting it. Organize the report under the chart headings.
6. Organize and conduct a local field trip to examine farm operation and use of the land. (Optional)
3. Summative Assessment: The teacher marks student answers to Appendix 2.4.1 according to the criteria found on the lower portion of the Appendix.
4. Summative Assessment: Summary report. The teacher evaluates each student’s ability to correctly organize information under the headings provided.
See Unit Overview
Agriculture Canada
aceis.agr.ca
A photocopied enlargement of the southern Canadian portions of the “degree days” map will make it easier to read.
Students may find it easier to work with horticultural catalogues (tree nursery, garden centre), which divide Canada into different climatic zones. They can then use the catalogue to select plants and trees suitable for the region in which they live. Try selecting plants able to withstand conditions of planting for the two environments.
Appendix 2.4.1 - Correlation Chart: Canadian Agriculture
Time: 180 minutes
Students first review the variety of purposes served by trees, then develop concepts about the ecological significance of forests. Then, students use a decision-making model to evaluate five forest sites for potential development for logging and/or park land uses. They conclude the activity by writing a justification for their choices that reflects the principles of resource sustainability.
Ontario Catholic School Graduate Expectations: CGE 3c, 3f.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: CGC 1P; SSV.03B, HEV.02P, UMV.02B, MIV.02B.
Specific Expectations: CGC 1P; SS1.02B, SS3.07P, HEI.02B, HE3.03P, UM2.02B, MI2.12B, MI3.03B.
This activity practices a decision-making model that is important in the culminating activity for the unit.
Students may or may not have prior experience with interpreting elevation using simple contour line patterns. Review and practise this concept for showing mountains by working with 3-dimensional shapes, such as cones. Elevation shading of relief in Unit 1, Activity 2 comes close to this concept. Students must also recognize that trees can serve many important purposes: aesthetic, ecological, economic, and recreational.
1. Introduce the six-step decision-making model in Appendix 2.5.1 as a means to make wise choices about the use of resources. Apply the model to a local issue as an example.
2. Introduce the topographic map in Appendix 2.5.2 and assist students in comparing the surface features in the five different forest tracts indicated.
3. Have small groups of students read the five forest tract descriptions (Appendix 2.5.3) and study their map locations (Appendix 2.5.2). Follow the decision-making model to determine which, if any, of the five forest tracts should be opened up for:
a) logging; b) recreation (a natural or provincial park).
Note: some areas must be reserved for wilderness.
4. Develop a chart of benefits and problems for development of each forest tract in order to come to a decision about whether logging or recreation or wilderness use is best for the area. Complete step 6 of the decision-making model to explain the best solution arrived at for each of the five forest tracts. Compare these decisions to those made by other groups of students.
3. Formative Assessment: Roving conference by the teacher to answer questions and assist students, particularly with reading the map and using the decision-making model.
3-4 Formative Assessment: Student assessment of forest planning decision using Appendix 2.5.4.
See Unit Overview
Parks Canada’s 12 world heritage sites
//parkscanada.pch.gc.ca/unesco/CANMAP/CANMAPE.HTML
Students may find the topographic map easier to read if they first colour it using relief shading similar to that used on relief maps in atlases or on wall maps. Mixed ability groups help students of different types learn from one another or shared tasks.
Appendix 2.5.1 - Six-Step Decision-making Model
Appendix 2.5.2 - Forest Tracts Map
Appendix 2.5.3 - Forest Tract Descriptions
Appendix 2.5.4 - Rating Scale for Peer Assessment of Forest Planning Decision
Time: 180 minutes
Students learn that energy minerals are obtained by three methods: open - pit or strip mining, drilling and shaft mining. In groups of three or four, they prepare distribution maps and operations diagrams to show how energy minerals are distributed and used. After completing these visuals, the students use them to develop similarities and differences charts for coal and uranium, petroleum, and natural gas resources.
Ontario Catholic School Graduate Expectations: 2c, 5a.
Strand(s): Geographic Foundations: Space and Systems, Human-Environment Interactions
Overall Expectations: CGC 1P; SSV.01B, HEV.02P.
Specific Expectations: CGC 1P; SS1.04B, HEI.004B.
· Base maps of Canada are needed.
· This activity requires electronic atlas (Geographic Information Systems) or textbook maps of Canada at the same scale which show:
i) resource locations;
ii) the networks used to move/transport resources;
iii) locations of energy or petrochemical facilities which use the resources.
In constructing maps, students require some skill at making a legend to show the meaning of colours, symbols, and lines.
1. Have students match four energy minerals: coal, uranium, petroleum and natural gas to three principal mining methods: open-pit/strip mining, drilling, and shaft-mining. Discuss the reasons for each type of mining, its hazards, and ways to rehabilitate the area when the resource deposit is depleted. Record notes.
2. Organize students into groups of three or four and supply them with atlas and textbook sources as well as electronic atlas sources, such as PC Globe/MacGlobe and GIS programs. Each student develops the following for either coal, uranium, natural gas, or petroleum:
a) a map of Canada showing: resource locations, networks used to move the resource and locations of energy or petrochemical facilities which use the resource;
b) a graph showing statistics for the production and consumption of the energy resource in Canada (comparing different years if available);
c) a diagram to show how energy is produced using the resource: thermal (coal or natural gas), nuclear (uranium) or how gasoline and other fuels are produced by fractional distillation (petroleum).
3. Students compare their work to one another and identify similarities and differences in the geographic patterns shown on their maps. List the information on a group chart.
2. Formative Assessment: Roving conference by the teacher to assist students with strategy 2, parts a, b, c.
3. Summative Assessment: Teacher marks student map using map-making rubric (see Unit 1, Appendix 2-1).
See Unit Overview
Explorer CD-ROM
ArcVoyager CD-ROM
ArcView CD-ROM
PC Globe or MacGlobe
Coal Association of Canada
www.coal.ca
Trans Canada Pipelines
www.transcanada.com
Atomic Energy Control Board
www.aecl.ca
The GIS Gateway
www.census,gov/geo/www/gis_gateway.html
Uranium and nuclear energy is least widely used in Canada, so would prove to be the least difficult mapping assignment of the four. It could be a good assignment for a less able student, or combined with coal as a more complex assignment for a student of above-average capability. Reorganization of the duties (mapping, statistical investigation, and drawing) can be done to capitalize on the individual strengths and interest of the students.
Appendix 2.6.1 - Student Self Assessment of Group Work Skills
Time: 240 minutes
National Energy Board officials are concerned with graphs that show the depletion rates of Canada’s non-renewable energy resources. They have called upon expert groups, representing the various renewable and alternative energy sources and energy conservationists to present briefs aimed at establishing a direction toward a sustainable energy future. Students follow a decision-making model and do some political ‘lobbying’ in order to promote the benefits of the particular energy resource that they have researched.
Ontario Catholic School Graduate Expectations: 2c, 3c, 4f, 5a, 1f.
Strand(s): Human-Environment Interactions, Understanding and Managing Change, Methods of Geographic Inquiry
Overall Expectations: CGC 1P; HEV.01P, HEV.02P, HEV.03B, UMV.01B, UMV.02B, MIV.01B, MIV.02B, MIV.03P.
Specific Expectations: CGC 1P; HE201P, HE2.02P, UM2.01B, UM2.02B, UM3.01P, UM3.02P, UM3.03P, UM3.04P, UM3.05P.
Students need some familiarity with the techniques of persuasion used in a formal decision-making process: a persuasive presentation of a point of view (Activity 3); informal lobbying to persuade others; and building a consensus of opinion (from Activity 5).
Understand the concepts of renewability and sustainability of resources.
1. Use the charts on the web site “Depletion Rates of Canada’s Conventional Energy Sources” listed in the Resources both to identify renewable alternative forms of energy, and to introduce the National Energy Board scenario of this activity, i.e., to use the decision-making model to establish directions for Canada’s energy future.
2. Organize small groups of students to begin researching the following topics:
a) Hydro-electric “Mega projects”
James Bay
Churchill Falls
b) Alternative energies
Solar Power Hydrogen fuel cells
Wind Power Fusion reactors
Tidal Power (Bay of Fundy) Passive geothermal heating and cooling systems
c) Energy conservation
battery-powered vehicles
home energy-saving devices
3. Develop visuals which help support a persuasive class presentation. Examples: how it works, where it is already being used, energy savings that it creates, and so on.
4. a) Make a persuasive presentation, defending the benefits of their own energy/conservation alternative, while refuting other similar alternatives.
b) Take opportunities to “lobby” other classmates to seek their support for the particular type of future direction being promoted. Consensus-building can be achieved by showing how some of these strategies are complementary, rather than competitive.
c) Develop some means to decide which direction(s) the class favours for sustainable energy future; i.e., voting, a scoring or ranking system.
5. Students assess their own efforts, as well as those of their peers (Appendix 2.7.1).
6. Conduct a closing prayer service (Appendix 2.7.2). Prior to conducting the prayer service, the teacher contrasts the Aboriginal spirituality (nature is the centre) to Christian spirituality (Christ centred).
5. Summative Evaluation: a teacher/peer/self-evaluation of the culminating activity using Appendix 2.7.2.
6. Summative Assessment: teacher observation to assess participation and behaviour during prayer service.
See Unit Overview
Depletion Rates of Canada’s Conventional Energy Sources.
www.st-clair.net/cst/profiles
Mixed ability groups of helping partners would be appropriate. The easier topics are those dealing with energy conservation.
Appendix 2.7.1 - Teacher/Peer/Self-evaluation Rubric
Appendix 2.7.2 - First Nations Prayer for the Four Directions of the Earth
In the Creation story God tells Adam and Eve to fill the earth and subdue it, to “Be masters of the fish of the sea, and birds of heaven and all living animals on earth” (Genesis 1:28). We are called to use our God-given power to care for our natural resources. This does not make us superior to Creation or give us the right to exploit it.
In Unit 1 we discussed ways in which we as individuals could take responsibility for the areas we live in (Genesis Walk). The challenge for all people as stewards is to take responsibility for our natural resources as well. All parts of Creation work together to form a healthy environment. Stewardship calls us to maintain that balance and not put our needs before those of the earth.
1. What makes a sports team successful? How do the players gain those kinds of skills?
2. How can the same idea apply to natural resources?
3. As a society what are some of the things we should consider before we decide to use a natural resource?
Good stewardship grows out of respect
for the integrity of creation
An attitude of respect is important, but
the attitude needs to be made visible in actions.
Christian Justice, p.243
Based on the results of your survey, what are two areas of resource management that could be improved upon in each of the following environments. What can be done to improve these situations?
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What is the
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Who is
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How Long will
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In your home |
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In your school |
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In your community |
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Solar energy would be collected by solar panels placed on homes and other buildings throughout the city. |
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Renewable energy would be gathered by way of wind farms and wave generators. This energy could supplement, and eventually replace, fossil fuel energy. |
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Low-pollution industries would carefully clean and treat wastes, minimizing the impact of industry on the environment (e.g., “smokestack scrubbers”). |
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Greenery in the city, planted in parks and other open spaces, would help clean urban air and provide wildlife habitats. |
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Public transportation, powered by renewable energy sources, would be the dominant form of transit (e.g., electric-powered vehicles). |
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