Dynamic Relationships 7.2
DR7.2 Appraise the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern
circumpolar countries.
I can analyze the impact of human habitation on the natural environment in Canada, and in a selection of Pacific Rim and northern
circumpolar countries.
The Big Idea: How do people impact the natural environment? How does the natural environment influence people? What is our responsibility as
humans to the environment? What happens when we don’t take responsibility for our environmental actions (stewardship)? (Look to examples both
locally and to countries in the Pacific Rim.)
National Geographic http://www.nationalgeographic.com/xpeditions/lessons/14/g912/whom.html
Indicators
Lesson Plan that gives a good outline for setting up a research project, could be used as PBL. Most of
the sites that are linked to this page have either been shut down or contain very dated information but
it still has a good basis in the lesson plan to get students started on assignment but requires some
research to find more up to date sites for this topic.
Print Resources
a. Identify the influence of physical
features such as water bodies,
 Culture Quest - Environment and Culture pp. 68-72 - Jigsaw Activity
topography, and natural resources on the
http://www.oupcanada.com/school/companion/9780195423662.html
location of people in Pacific and northern
Canada (including the traditional
 Geography (Pearson text) Chapter 4
homelands of indigenous peoples) and in
a selection of Pacific Rim and circumpolar
 The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social
countries.
Studies)
o
I can identify how physical features such as
water bodies, topography, and natural
resources influence where people in
Pacific and northern Canada (including
the traditional homelands of indigenous
peoples) choose to live.
I can explore these issues in a selection of
Pacific Rim and circumpolar countries.
Video Resource:
Interactive Resource Eekoworld http://pbskids.org/eekoworld/
Websites:
 Exploring the Environment: An Overview of Biome, Terrestrial Eco-zones of Canada, Eco
climates of Canada online quiz
 Interactive Mapping: This unique interactive website works with maps and globes to transform
pupils’ understanding of the world. Mapping Our World allows pupils to flatten a globe, turn a
map into a globe, and merge different map projections.
http://www.oxfam.org.uk/education/resources/mapping_our_world/?13
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This NASA Classroom of the Future site provides an easy-to-understand summary of Earth’s
biomes.
http://www.cotf.edu/ete/modules/k4/biomes/Boverview1.html
Canadian Council for Geographic Education: Map Maker A tool that makes it easy for you to
make maps of Canada today.
http://ccge.org/resources/learning_centre/classroom_activities/default.asp
 The Kids’ Site of Canadian Settlement: Mi’kmaq. Information, interactive games and art
activities about the history and culture of the Mi’kmaq.
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http://www.collectionscanada.gc.ca/settlement/kids/021013-1607-e.html
A Magical Journey to Visit Angulalik
This site provides a visit with an Inuit fur trader named Angulalik. Learn about life in the far north
of Canada in the past. Words in red can be heard in Inuktitut. Flashplayer required.
http://www.kitikmeotheritage.ca/magicaljourney/English.htm
United Nations Convention to Combat Desertification
http://www.unccd.int/knowledge/menu.php This UN site discusses land degradation in arid,
semi-arid and dry sub-humid areas resulting from various factors, including climatic variations
and human activities. The science of desertification is discussed as well as the social and
human consequences. An action programme section is also included. Teachers can go to the
Education Kit section to find useful information to be used in a classroom.
Ideas for the Classroom:
b. Examine the effects of humans and their
technology on the natural environment in
Canada, and in a selection of Pacific Rim
and circumpolar countries, including the
consequences for indigenous peoples who
inhabit those regions (e.g., over harvesting
of salmon fishery, increased incidence of
severe weather, influence of logging
industry on the natural world and
ecosystems, effects of deforestation and
coral removal, and efforts to reclaim
shorelines and restore the natural barriers).
Print Resources
Culture Quest - Chapter on Culture and The Environment pp. 78-93
http://www.oupcanada.com/school/companion/9780195423662.html
Geography (Pearson text) Chapter 2
The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social Studies)
I can examine the effects of humans and
their technology on the natural
environment in Canada.
Video Resource:
National Geographic: Global Warming 101 - 3 mins (may be available online)
- short video with good basic facts
I can explore the consequences for
indigenous peoples who inhabit those
regions (e.g., over harvesting of salmon
fishery, influence of logging industry on the
natural world and ecosystems, effects of
deforestation and coral removal, and
efforts to reclaim shorelines and restore the
natural barriers).
Websites:
 Welcome to the Rainforest
This site, while run by a company who sell nutritional products, is a source of information on
many rainforest issues, including the wealth of the rainforest, its plants, and its animals. It also
has links to help you with projects on the rainforest. http://www.rain-tree.com/index.html
Saskatchewan Education Old Curriculum Document
Location Unit - Topic 9 – Human Environment Interaction and Relationships pp. 45-46 and How to
Conduct a Debate (p. 351)
Location Unit - Topic 11 – Relating Current events to map Locations p. 49
Global Teacher: Global Learner print resource: Unit 10 Simulations (timber) Role Play/Simulation – 75
paper cups representing rainforest (page 205-212)
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Exploring the Environment: Tropical Poison
Read through this site and the links on the left to gather information about the destruction that
is taking place in our forests throughout the world. ** This site has teacher modules and
activities.
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I can explore these issues in a selection of
Pacific Rim and circumpolar countries.
http://www.cotf.edu/ete/modules/troppois/tpslashburn.html
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Protecting Forests Clearcutting and Logging: The War of the Woods
This series of videos by CBC television shows some of the concerns and issues dealing with the
logging industry in Canada, and the growing concern over the cutting down of our forests.
http://archives.cbc.ca/environment/environmental_protection/topics/679/
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National Geographic’s Human Impact
Flash and video examples and information about how deforestation is affecting life on our
planet. http://www.nationalgeographic.com/eye/impact.html
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A Student Guide to Tropical Forest Conservation
Information about the value of rainforests and what people can do to stop deforestation.
http://www.fs.fed.us/global/lzone/student/tropical.htm
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Fished Out: The Rise and Fall of the Cod Fishery
A multimedia presentation including the history of the Atlantic cod fishery and the effects of
the fishery’s collapse on the people
http://archives.cbc.ca/economy_business/natural_resources/topics/1595/
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Lifelines: Canada’s East Coast Fisheries
Click on the headings to read about the history of the East Coast fisheries, including Aboriginal
fishing, the cod fishery, the sea mammal harvest, and the lobster fishery
http://www.civilization.ca/cmc/exhibitions/hist/lifelines/lifea01e.shtml
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Archaeology Channel: Two Worlds Touch video:
http://www.archaeologychannel.org/content/video/twoworlds.html
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Topic Six: Technology and Change –
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74topics.html#t6
This topic illustrates the range of technological and industrial inventiveness that began around
1700 and has continued until today.
Students examine both the positive and negative consequences of changes brought about by
industrialization.
United Nations Convention to Combat Desertification
http://www.unccd.int/knowledge/menu.php
Appraise the impact of human habitation on the natural environment in Canada, and in a
selection of Pacific rim and northern circumpolar countries.
This UN site discusses land degradation in arid, semi-arid and dry sub-humid areas resulting from
various factors, including climatic variations and human activities. The science of
desertification is discussed as well as the social and human consequences. An action
programme section is also included.
Teachers can go to the Education Kit section to find useful information to be used in a
Sun West Grade 7 Social Studies Collaboration Project with the Ministry of Education – June 20, 2011 draft
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classroom.
Indian and Northern Affairs Canada: www.ainc-inac.gc.ca Environment and natural resources
link, follow climate change link, and adapting to climate change link (right hand side). Also,
Canada`s Northern Strategy link on right side of screen. Provides basic information on changes
in the Canadian north and the adaptations. Useful as teacher background information.
Ideas for the Classroom:
c. Explore situations where changes in the
environment, induced naturally or by
humans, have resulted in the relocation of
peoples in Canada, and in a selection of
Pacific Rim and circumpolar countries,
including indigenous peoples who inhabit
those regions. Explain the reasons for the
relocation and its consequences.
I can explore situations in Canada where
changes in the environment, (by natural or
human causes) have resulted in the
relocation of people, including indigenous
peoples who inhabit those regions.
I can explain the reasons for the relocation
and its consequences.
I can explore these issues in a selection of
Pacific Rim and circumpolar countries.
Print Resources
Culture Ques Online Support http://www.oupcanada.com/school/companion/9780195423662.html
Culture Quest ‘The Connections Between Culture and the Environment’ pp.78-80
Culture Quest ‘Snapshots: Brazil and Chile’
Culture Quest Make Comparisons/ Chart Information/ Analyze the Information/ Communicate Your
Feelings p .83
Culture Quest ‘People of the Amazon Rainforest’ pp. 83-93
Culture Quest Culture Quest Website p.93
The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social Studies)
SCIC: (Sask. Council for International Cooperation) Graphic Novels: Goal #1: Eradicate Extreme
Poverty & Hunger http://ebeat.sasktelwebhosting.com/publications/comics.php#
Global Teacher: Global Learner print resource
Saskatchewan Education Old Curriculum Document
Location Unit - Topic 10 – Movement and Communication pp. 47-48 with Cause and Effect Graphic
Organizer p. 397
Video Resource:
‘Two World’s Touch’ National Geographic Human Impact – Floods and Dams: Deforestation’ website
video
Websites:
 Climate Change North is an educational website created for northerners by northerners. It's
about understanding how climate change affects us, and what we can do about it. On the
Climate Change North website, you'll find Backgrounders, Lesson Plans, Curriculum Links,
Resources, Glossary, and a Student Exchange where students can post their work and see
what others have done. Materials cover all subject areas for learners K-12. Developed for
Yukon, NWT and Nunavut.
http://www.climatechangenorth.ca/
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Climate change Information Centre: Mapping the Effects of climate change on Human
Migration http://www.careclimatechange.org/personal-stories
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Overpopulations trends, Population Growth: TED talk
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http://www.ted.com/talks/hans_rosling_on_global_population_growth.html
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Links from Culture Quest Online Student Resource:
UN World Refugee Day Focuses on Youth An article describing some of the situations in which
the United Nations High Commissioner for Refugees tries to help out.
http://news.nationalgeographic.com/news/2003/06/0620_030620_refugeeposters.html
What’s Going On? Child Refugees in Tanzania Several stories of refugees and how UNHCR is
working to help them. http://www.un.org/works/goingon/refugees/goingon_refugees.html
The Refugee Story in Statistics A table summary of information about the number of refugees
listed by the United Nations.
Life as a refugee Oxfam describes life in some of the refugee situations around the world,
including a story from a young person of his life as a refugee.
http://www.oxfam.org.uk/coolplanet/kidsweb/refugee/index.htm
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Refugees – forced migration: Refugee Game Against All Odds Simulation Game - United
Nations Cyberschoolbus
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Human Created and Natural Disasters – Chernobyl, Beaupol, India, etc.
Residential schools (loss of traditional ways of life)
Indigenous populations in non-Canadian settings
Maps of Canada: Source: Human Activity and the Environment: Annual Statistics. Find links to
all editions through http://www.statcan.gc.ca/kits-trousses/edu01f_0000-eng.htm. Each edition
includes a feature article plus updated maps, charts and tables.
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Topic Six: Technology and Change –
http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/74topics.html#t6
This topic illustrates the range of technological and industrial inventiveness that began around
1700 and has continued until today.
Students examine both the positive and negative consequences of changes brought about by
industrialization.
Ideas for the Classroom:
Connects to Health – empathy
Ecology and Biomes connect to Science
Doing Our Part for Planet Earth – ELA
Committing Oneself – Grade 7 Health (when conflict arises)
Grade 7 AFL practice reading relates to smallpox (2009) The Stranger (need to relocate)
Cyberschoolbus: World Refugee Day – focus on the youth – video contest, refugee story and statistics
Print Resources
d. Trace examples of current effects of
climate change on the movement of
Geography (Pearson text) Chapter 5
peoples (e.g., melting of the polar icecap
The Northern Circumpolar World http://www.ece.gov.nt.ca (K-12, Curriculum Services, Social Studies)
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and greater accessibility to the North-West
Passage and the oil underneath) and
hypothesize about the potential effects of
climate change on the movement of
peoples in the future.
I can trace examples of current effects of
climate change on the movement of
peoples (e.g., melting of the polar icecap
and greater accessibility to the North-West
Passage and the oil underneath). I can
make an educated guess about possible
effects of climate change on the
movement of peoples in the future.
e. Explore the Treaty relationship and the
values and beliefs associated with sharing
the land.
I can explore the Treaty relationship and
the values and beliefs associated with
sharing the land.
Websites:
Inconvenient Truth – every school has a copy of this video
Flood Simulation Map: http://flood.firetree.net/ This site has an interactive map that gives a
visualization of how a rise in sea levels will affect places around the world.
Oxford University Press
http://www.oupcanada.com/school/companion/9780195423662/students/unit02.html
Climate Change Basics - Student Resource
Ideas for the Classroom:
Print Resources
‘The Following Articles all come from the Treaty Resource Kit, available in every School:
 What is a Treaty?’
 ‘We’re All Treaty People’
 Benefits of a Treaty’
 ‘Treaty Rights’
 ‘Chronology of the Indian Act’
From Treaty Kit: Understanding Our People Sask. School Boards Assoc.
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Video Resource:
YouTube:
 CBC Broadcast: Stolen Children
 Canadian Residential School Propaganda Video 1955
http://www.youtube.com/watch?v=s_V4d7sXoqU
 Residential schools apology, National Day of Action
http://www.youtube.com/watch?v=u79Qw3sFnRE
Guest Speaker Option:
Beechy: Speaker Sandy Lougheed – highly recommended by Lisa Grande (pay mileage only)
Websites:
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Indian and Northern Affairs Canada: Kids Stop www.ainc-inac.gc.ca (right of home page):
Under `People and History` Section there is information in nice concise form on Treaties in kid
friendly language
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Treaty territories on a map of Canada
http://www.ainc-inac.gc.ca/al/hts/tgu/mps/htoc-eng.pdf
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Ideas for the Classroom:
Comments:
We are encouraged to explore a traditional Indigenous perspective to the natural environment. We can also compare to those who have similar
views on protecting the environment.
Indicators c and d can be taught together.
http://www.guardian.co.uk/environment/series/satelliteeye These are satellite images to support this outcome.
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