Grade 4/5
Science:
Resources
Miss Woelk
Introduction
Topic Statement:
Rationale:
Common Essential Learnings
Understanding to Action: Students will apply their knowledge to make a
difference in their resource consumption practices
Communication: Students will discuss different topics, work together, and
work cooperatively
Numeracy: Students will measure, collect, and organize data
Critical and Creative Thinking: Students will recognize the problems
existing in our environment and come up with practical solutions they can
carry out.
Technological Literacy: Students will look at a waste treatment plant and
learn how it works
Personal and Social Values and Skills: The students will respect their
responsibility as being stewards of God’s creation
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Unit Concepts
Renewable and non-renewable resources
Natural and mineral resources
Pollution
Conservation
Erosion
Unit Objectives
Foundational and Learning Objectives
1. Describe Saskatchewan’s natural resources
1. List resources found in Saskatchewan
2. Classify resources as renewable and non-renewable
3. Distinguish resources used for energy and those used for goods
4. Recognize global concern for air, soil, and water
2. Describe human impact on the environment
1. Importance of proper waste disposal
2. Water cycle
3. Water pollutants and their sources
4. Waste water treatment
5. Air pollutants and their sources
6. Soil pollution
7. Soil erosion and degradation
8. Prevention of soil loss
Instructional Strategies:
Adaptive Dimension
Learning Environment:
Cross-Curricular Components
Content Outline:
Timeline Curriculum Objectives
Sask.
Natural
Resource
s
Unit Content
 List resources found
in Sask.
 Classify resources as
renewable and nonrenewable
 Distinguish those
used for energy and
Lesson Focus
1. Resources – use
map of Sask. to
find them (add
diamonds to
student’s lists).
What is a
resource, natural
Assessment
Tools
goods
 Recognize global
concern for air, soil,
and water
and mineral
resources
2. Renewable and
non-renewable:
definitions,
classify a list of
resources as
renewable and nonrenewable in
groups of 2-3
students and have
each group give
their reason for R.
or N.R. Discuss as
a class
3. Resources used for
energy and goods:
What resources
are used for
energy and what
are used for goods.
How are they
turned into energy
or goods? Where
does energy come
from? What are
our everyday
things made of?
Activity from
WILD pg 335. We
need to be good
steward of the
earth and all that
is in it: Gen 1:26-
4.
Human
impact on
the
environm
ent
 Water cycle
 Water pollutants and
their sources
 Importance of
proper waste
disposal
 Was water
treatment
 Air pollutants and
their sources
 Soil pollution and its
sources
 Soil erosion and
degradation
 Prevention of soil
loss
1.
2.
3.
4.
5.
30
On Going Activity:
“Doing Our Part” –
have students list
ways they can help
to reduce the
amount of
resources they use
and document this
in a journal
To compromise or not to
compromise WILD pg 295
Proper waste disposal: chemicals
leaching into ground water,
different materials need to be
disposed of properly –
electronics, chemicals and paint,
plastic, cardboard, paper, look at
recycling
Water cycle: draw/label
diagrams, how do we benefit
from water, how much drinking
water do we have activity
Water pollutants: what pollutes
our water? How do we get acid
rain and how does it affect the
environment, where do these
pollutants come from, how does
this affect us? (WILD pgs 191
and 231 – info pages)
Waste water treatment: what
happens when we flush activity
(Super Bowl Sunday from WET),
how does a treatment plant work,
label diagram, field trip???
6. Air pollutants and their sources:
what is air pollution, causes, how
to reduce (“Doing our part”),
smog and acid rain, health
problems related, list ways to
reduce, what can we carry out?
What types of pollution are
there? The role trees play in air
purification
7. Soil pollution and sources: what
is soil pollution, Deadly Links pg
299 WILD, how do you know its
there, what causes it? How does
this affect us (land shortage,
leaching into ground water,
spraying, dusting, food quality in
crops is reduced
8. Soil erosion and degradation:
causes – natural (wind, water)
man caused (dirty 30’s, farming
practices), soil types (some more
prone than others) preventions –
riparian areas, leaving stubble
Finish unit with visit to “Doing our
Part” activity
Project Wet
Project Wild
Materials and Resources
Assessment and Evaluation Templates
Lesson Plans
#
Lesson ideas
evaluation