THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
Resource Use – From Sustenance to Sustainability
Lesson Overview
Students 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 Level
Grade 10 – high school
Time Required
120 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 Outcomes
By 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
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
The Lesson
The Lesson
Teacher Activity
Introduction
Brainstorm a list of what
students think natural
resources are.
Student Activity
Students respond to
brainstorming question.
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.
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.
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.
Identify major resources
from the province in the
past on map provided (use
Canadian Atlas Online
map).
Students identify areas on
map where natural
resources exist in the
present.
Identify major resources
from the province at
present on map provided.
Students participate in
discussion.
Discuss how things have
changed with respect to
resource use from past to
present.
Students respond orally to
question.
Introduce the notion of
sustainable development
to the class [Appendix B.
Handout on Sustainable
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THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
Development]
Teacher asks students
what sustainable
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:
Students prepare their
essays. [Teacher may wish
to give students Appendix
C. Essay Assessment as a
template]
-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.
Lesson Extension

Invite speaker from the International Institute of Sustainable Development (IISD) to come and
speak to the class on the topic
6-161 Portage Avenue East
Winnipeg, MB
3
THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
R3B 2L6
204-958-7700

Take a field trip to a local mine, water treatment plant, pulp and paper mill
Assessment of Student Learning

Evaluate essays using tool provided
Further Reading
http://rubistar.4teachers.org/index.php - create your own rubric for assessment
http://www.edu.gov.mb.ca/k12/esd/index.html - education for sustainable development website with
MECY
http://www.edu.gov.mb.ca/k12/cur/socstud/frame_found_sr2/cluster2.pdf - MECY grade 10 Social
Studies curriculum
http://www.gov.mb.ca/conservation/forestry/forest-education/general.html - Manitoba forestry website
http://geology.com/canada/manitoba.shtml - Manitoba lakes, rivers and streams
http://www.gov.mb.ca/stem/mrd/min-ed/minfacts/mbhistory/aroundmb.html - mining in Manitoba
http://www.historicalatlas.ca/website/hacolp/browse.htm - resource development over the ages (not
uploaded yet)
Link to Canadian National Standards for Geography
Essential 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 resources
Geographic Skill #3 – Organizing Geographic Information

Use a variety of media to develop and organize integrated summaries of geographic information
Geographic Skill #4 – Analyzing Geographic Information

Make inferences and draw conclusions from maps and other geographic representations
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THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
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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THE CANADIAN ATLAS ONLINE
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
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
www.canadiangeographic.ca/atlas
MANITOBA – GRADE 10
Appendix C. Essay Assessment
Name: _________________________________ Date: ________________________________
Topic: ____________________________ Assessed by: _______________________________
Criteria:
Rating:
Focus: Demonstrates that topic is understood
5
4
3
2
1
and clearly stated; remains focused
Organization: Follows logical sequence;
5
4
3
2
1
includes introduction, body, and conclusion
Content: Uses appropriate and accurate factual
5
4
3
2
1
5
4
3
2
1
5
4
3
2
1
information, concepts, and ideas
Supporting Evidence: Provides examples, statistics,
proof, and may include appropriate illustrations
Writing skills: Uses appropriate formal language,
spelling, grammar, sentence structure, and punctuation
Additional Criteria:
_________________________________________________________________________
_________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Comments:
__________________________________________________________________________________
__________________________________________________________________________________
_______________________________________________________________________________________
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