Environment and Resources

Module 5: Resource Management and Environmental Planning

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

identify resources used in B.C. and the costs and benefits of their use
describe the technological advances in the use and management of resources over the past 100 years
describe the changes in the skills required by the workforce involved in resource use and management (e.g., global positioning system, geographical information system)
demonstrate an awareness of the challenges faced by resource management and predict how technology might address these concerns
describe the role of current scientific research in improving resource use and management
analyse the effects of economics and politics, and the environmental impact on resource use and management
relate energy use to resource use and management
apply decision-making models to the management and use of resources
identify the variety of energy uses in relationship to resources and the environment
describe how supply and demand create stress on particular resources
analyse the economic significance of our resources in the context of political and ecological concerns
identify, compare, or analyse techniques used to extract resources from their natural location

Suggested Instructional Strategies

Provide a definition of natural resource. Brainstorm a list of B.C.'s natural resources. Encourage students to make connections between natural resources and finished products, identifying the technology used.
Ask students to research the use and management of a resource and then present results.
Have teams of students debate the concepts of renewable and non-renewable.
Have small groups of students investigate the costs and benefits of resource use and create a poster-size chart of their conclusions. Ask them to gather data (from government and/or company publications) to use in calculating costs or benefits. Then have them discuss which of these costs and benefits are considered by businesses involved in resource extraction.
Have students discuss perspectives and implications of past and current resource practices in B.C. Students might broaden their understanding by contacting others who are online in resource industry communities.
Have students use recommended resources to explore the impact of environmental changes on specific communities and ecosystems.
Have students compare and contrast resource industry practices in B.C. with those in countries other than Canada. Students might set up an electronic forum on resource issues.
Have students examine the international factors relating to and the global impact of resource management in B.C.
Have students create an accurate job ad for a resource industry job, detailing the expertise and technology skills required either in private enterprise or government service.
Invite guest speakers from a resource industry or ministry to present information on the impact of automation on employment and skills in a resource industry.
Organize field trips to a resource site (forest industry sites are usually accessible) and arrange for students to discuss issues with the professionals and workers.
Have students examine the use of satellites and infrared imaging to locate or monitor resources.

Suggested Assessment Strategies

Use a rating scale to assess students' reports for accuracy and the construction of the argument.
Assess students' group work on comparing the costs and benefits of resource use. Criteria may include the depth of analysis, the number of points made, and the organization of the chart.
Assess students' on-line communication for etiquette, relevance, and frequency of contacts.
Use a rating scale to assess students' reports for accuracy and the construction of the argument and for scientific method (hypothesis, observations, data reporting, and conclusions).
Assess students' graphs for clarity, labels etc.
Students can assess their own performances in using computer simulations of environmental impacts and record their progress in their logs.
Prepare and give a short-answer summative quiz about resource use, and assess students' answers for accuracy.
Assess students' debates using a scale developed with the class. Criteria may include the number of points made, supportive details, and reference to scientific studies.
Have students assess each other's presentations. It is important that students agree on assessment criteria before the presentations are designed so that they agree on expectations.
Link students' assessment of each other's presentations to a quiz based on the content of the presentations. In this way, students learn about topics other than their own and are encouraged to pay attention to one another. Students may suggest quiz questions based on what they learned from the presentations.
Assess posters using a rating scale. Criteria may include creativity, presentation, and use of unique materials.
Rate debating teams for predetermined qualities (e.g., accuracy, clarity, number of points made).
Observe students' participation in group work and discussions for relevance, number of contributions, and enthusiasm.
Check students' answers to questions about videos on the environment, resources, or issues.
Create a short quiz about forest practices and assess students' answers for accuracy.

Recommended Learning Resources

Video

Videodisc / Laserdisc

Print

Multimedia

Table of Contents

Maintained by: Science and Technology Coordinator

Revised: January 27, 1999

Ministry of Education Home Page