Social Studies 5
Environment

Prescribed Learning Outcomes

It is expected that students will:

• use latitude and longitude to locate major political features of Canada, including provinces and territories and their capitals
• locate and describe major physical features of Canada using topographic and thematic maps
• describe the diverse distribution of natural resources within Canada
• demonstrate understanding of sustainability, stewardship, and renewable versus non-renewable natural resources
• assess effects of lifestyles and industries on local and global environments

To view the prescribed learning outcomes for Environment in other grades click on an icon below.

• Ask students in small groups to research the distribution of resources for a particular province or territory, using atlases, CD-ROMs, and landsat maps. Groups present their research through models or maps that use a variety of grids (e.g., latitude and longitude) and scales to show location and distance.
• Invite students to work in groups to generate examples of renewable resources (e.g., plants, animals, air, water) and non-renewable resources (e.g., fossil fuels, minerals). Have them debate the statement: "Trees are a renewable resource."
• Invite a guest speaker to class to explain sustainability and stewardship. Following the discussion, have students create charts identifying examples of what they think are sustainable resources.
• Ask students to keep daily records of resources used by their families, including renewable and non-renewable resources. Compile the class data and represent the results in graph form.
• Have students each write or give an oral present
• ation on how to reduce resource consumption within their families.
• Introduce a case study in which a community must consider the benefits and disadvantages of allowing a resource-based industry to operate within its jurisdiction. Have students role-play various interest groups (e.g., environmentalists, town councillors, storekeepers, industry representatives, workers, Aboriginal people, parents) and make representations during a simulated council meeting.
• Have students role-play industry representatives and make presentations to convince the United Nations that the industry will not damage the global environment.

Suggested Assessment Strategies

• When students research natural resources in a particular province or territory and present their findings through models or maps, look for evidence that they are able to:
  • locate relevant information
  • use map reading and other skills to accurately interpret the information they find
  • use appropriate grids and scales to accurately show location and distance
  • clearly and accurately represent distribution of the resource
• Develop a list of major physical and political features of Canada. Ask each student to locate and display these features on a blank map of Canada. Look for evidence that the maps are complete, with the required features correctly located and labelled.
• Look for evidence that students' records of resource use:
  • identify a wide variety of resources
  • record reasonable estimates, based on observations, of how much of each resource is used
  • correctly distinguish between renewable and non-renewable resources
• When students prepare presentations on reducing resource consumption within their families, work with them to develop criteria for their presentations. Criteria might include:
  • states a variety of ways that resource consumption could be reduced
  • explains the effect that reductions might have on the environment
  • presents solutions to problems that are realistic for a family
  • includes ideas that students could implement on their own
  • relates suggestions to data collected on consumption