EDCP 349 110: Pawan Manchanda and Angela Moino
Unit Topic: Natural Resources
Science: Grade 5
(Lessons are from or are adapted from Thomson Nelson BC Science Probe 5 Teacher’s Resource by Susan Doyle, Jean Bowman, Susan
Martin, Heather Stannard, Toronto: Nelson Publishing, 2006, pp. 342-492.)
Big Ideas


What are renewable and nonrenewable resources?
Why is it important to understand why we need to conserve natural resources?
Critical Questions




What are renewable and nonrenewable resources?
Where are they found in everyday items?
How can we preserve non-renewable resources for future generations?
Why is it important to understand why we need to conserve natural resources?
Unit Rationale

Natural Resources are found in our environment and should be used with care.

Create a lap book to document their learning throughout the unit. (See Appendix A) A rubric will be given to the students outlining
the expectations and goals for the lap book



To make students aware of natural resources around them.
To make students familiar with the application of natural resources to our daily life.
To analyze the impacts of overusing various living and nonliving resources.
Final Project
Unit Goals
Unit Prescribed
Learning OutcomesThis unit will satisfy the following
PLOS:
Science - Earth and Space Science: Renewable and Nonrenewable Resources
 Analyze how BC’s living and nonliving resources are used
 Identify methods of extracting or harvesting and processing BC’s resources
 Analyze how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of
resources
 Describe potential environmental impacts of using BC’s living and nonliving resources
Social Studies
 A1, A2, A3, A4, A5, A6, D1, E2, E3
Health and Career
 A1, B1, C6
Music
 C1, D1.D2
Math
 A2, B2, C2, C3, C4, D1, D2
Art
 A4, A5, B3, B4, C1, D3
Language Arts
 A1, A2, A3, A4, A5, A6, A7, A8, A9, A10, A11, B1, B2, B4, B5, B6, B7, B8, B9, B10, B11, C1, C2, C3, C4, C5, C6, C7, C8, C9, C10,
C11
Unit Objectives - Students will be able
to:





Modifications/Adaptations/Extensions








Analyze how BC’s living and nonliving resources are used
Identify methods of extracting or harvesting and processing BC’s resources
Analyze how the Aboriginal concept of interconnectedness of the environment is reflected in responsibility for and caretaking of
resources
Describe potential environmental impacts of using BC’s living and nonliving resources
Create a lap book to document their learning throughout the unit. (See Appendix A)
The Thomson Nelson BC Science Probe 5 Teacher’s Resource by Susan Doyle, Jean Bowman, Susan Martin, Heather Stannard,
Toronto: Nelson Publishing, 2006, pp. 342-492 contains Scaffolding Masters guides thinking in a simple and explicit way.
Information is asked for in visual ways, e.g. charts, diagrams.
Photographs of other natural environments on Earth will be provided, e.g. pictures of ELL students’ homelands.
A field trip to Britannia Mines will be a hands-on experience for learning.
Students can have more or less pages in their lap books.
Have students use the Internet to locate images of natural resources found in BC. Students can classify the images into renewable
and non-renewable resources to create a resources collage.
Students can interview older family member or friends about how the use of plastic has changed since they were young.
Students can investigate the natural resources used to make the motherboards of computers and other digital devices.
Students can write an essay or create a graphic novel to tell the life story of a piece of packaging from the point of view of the
packaging.
Les
son
#
Lesson
Title/Focus
PLOs
explored
Critical
Questions
1
Earth’s
Natural
Resources
PLO:
Analyze how
BC’s living and
nonliving
resources are
used.
1.Where do
we get
resources?
SLO:
Label an object
with natural
resources
used in its’
manufacture.
2.What are
living and
nonliving
resources?
Specific
Objectives
SWBAT:
Hook: Graffiti wall. “What is a Natural Resource?”
-List BC’s living
and nonliving
resources.
Activities: Picture from Text Book p. 160 and ask the following
questions:
-Draw an object
and label the
resources it is
made of.
The Impact
of
Resource
Use
PLO:
Describe
potential
environmental
impacts of
using BC’s
living and
nonliving
resources.
SLO:
Describe the
impact of use
of natural
resources on
ecosystem.
Resources
Assessment
for Learning:
Graffiti wall
(APK): What is
a resource?
This
assessment
for learning
will collect
data on what
they know and
where lessons
for the unit
need to go.
-BC Science Probe 5
(pp.164-167)
Assessment
for Learning:
See-FeelThink (APK)
After seeing
the pictures,
the teacher
will assess
what the
students wrote
down about
how they feel
and think
about
environmental
impacts.
1.Which of earth’s resources were used to make the items in this
picture?
2.How do we use water in our routine life?
Closure: Exit Slip. Write about something you knew about natural
resources before today’s class and something you did not know until
today.
1. How do
the
Aboriginal
peoples
view the
relationship
between
human
beings and
their
environment
?
SWBAT:
-Describe the
impact of use of
natural
resources on
ecosystem.
-Differentiate
the ways of
using natural
resources
between
Aboriginal
people and the
settlers in
Canada by
completing a
Hook: Show two pictures of a before and after picture of clear
cutting ask: What do you notice? What do you “See-Feel-Think”?
Activities: Venn diagram comparing Aboriginal ways of using
natural resources versus modern ways of using natural resources.
(To be included in lap book)
Closure:
Fill out a copy of a classification chart finding 10 examples of things
made from natural resources in a home. The print out the chart will
be added to the lap book.
Assessment
Strategies
and Criteria
-BC Science Probe 5
(pp. 160-163)
Draw an object and label the resources used in its’ making. This will
be included in the lap books.
Explain what a
natural
resource is.
2
Methods/
Activities
Assessment
Venn Diagram.
-Differentiate
the ways of
using natural
resources
between
Aboriginal
people and the
settlers in
Canada.
3
Conserving
Resources
PLO:
Describe
potential
environmental
impacts of
using BC’s
living and
nonliving
resources.
SLO:
Analyze some
of the current
environmental
issues
regarding BC’s
resources.
Comment on
both sides on
an issue.
of Learning:
Collect the
Venn
diagrams and
classification
charts to
check for
student
understanding.
-Classify natural
resources found
in a household.
1. Why is it
crucial to
conserve
our natural
resources?
SWBAT:
Hook: Table clothes on tables.
-BC Science Probe 5
-Analyze some
of the current
environmental
issues regarding
BC’s resources.
Activity: Table Meeting
Students will work in 5-6 groups. Each group will be choosing one
BC resource, and coming up with different ideas for why and how to
conserve that resource.
When students are prepared, they will be mixed so that on each
table they should be discussing 5-6 resources.
(Pp. 168-171)
Closure: Exit Ticket- Ask students to write down one potential test
question from today's lesson. Collect them as your students leave
the room. The questions can be used on a future quiz or unit exam.
(The question is to be entered in lap book after teacher has read
them.)
Assessment
for learning:
Assess how
students work
in groups
discussing
potential
impacts of
using BC’s
living and
nonliving
resources.
Assessment
of Learning:
Collect exit
ticket with
potential test
question from
today’s lesson.
4
BC’s Living
and
Nonliving
Renewable
resources
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
1. What is a
renewable
resource?
2. What is a
renewable
resource?
3. In my own
practice do I
use
renewable
resources
and how do I
extend the
life of a
resource?
4. Why are
water, wind,
air, and the
Sun
considered
renewable
resources,
even though
-Explain why
they are
we harvest and non-living?
process
renewable
5. Where is
resources to
my
meet our
community
needs.
recycling
station
-Locate a
located?
recycling
centre in the
community.
-Explain why
water, wind,
air, and the
SWBAT:
-Identify
methods of
extracting or
harvesting and
processing BC’s
resources.
Hook: Hold up a variety of objects that are renewable and
nonrenewable. As a class, students will decide where to place the
object, in the renewable side of the table or the nonrenewable side.
Activities Think-Pair-Share about ways, in our own practice, that we
use renewable resources and extend the life of a resource; e.g.
renewable library loans, DVD rentals, rechargeable batteries.
Compare with another group.
Each student will answer 5 questions on p. 179 in BC Science Probe
5 using creative ways to add each answer to the questions to the lap
book. They will answer the following questions: 1. List 3 renewable
resources in your community. 2. Write 1 or 2 sentences to explain
why each resource is renewable.
(These 2 questions can be answered in the form of a chart.) 3. What
makes a resource renewable? 4. List 5 different renewable
-List ways, in
resources. Give an example of each resource, and describe how
our own
humans use it. 5. Why are water, wind, air, and the Sun considered
practice, that we renewable resources, even though they are non-living? 6. In our
use renewable
community, how can we recycle things? Is there a recycling center
resources and
near the school? What services does it provide?
extend the life of
a resource; e.g. Closure: What would you write as the definition for the term
renewable resource if you were the editor of the schools’ dictionary?
renewable
Write up to look like a definition in a dictionary. It is then to be added
library loans,
to the lap book.
DVD rentals,
rechargeable
batteries.
-Explain why we
harvest and
process
renewable
resources to
meet our needs.
-List renewable
resources.
-Give an
example of each
resource, and
describe how
humans use it.
-Explain why
water, wind, air,
and the Sun
-BC Science Probe 5
(Pp. 176-179)
Assessment
for learning:
Assess how
students
classify
renewable and
nonrenewable
objects.
Observe
behaviour
during ThinkPair-Share.
Are the
students on
task?
Assessment
of Learning:
Students will
reflect on how
they use
renewable
resources and
extend the life
of a resource,
and make
adjustments in
their life to be
proactive in
recycling and
using less.
Assessment
of Learning:
The students
will be
assessed in
the quality of
Sun
considered
renewable
resources,
even though
they are nonliving.
considered
renewable
resources, even
though they are
non-living.
their answers
to the 6
questions that
will be
answered in
creative way
for their lap
books.
-Write a
definition for the
term renewable
resource.
-Locate a
recycling centre
in the
community.
-Add to their lap
books.
5.
Salmon
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
-Describe
potential
environmental
impacts of
using BC’s
living and
1. How is
salmon
harvested
and
processed in
BC?
2. Why is
salmon
farming
considered
an
environment
al issue in
BC?
3. How can
we save
salmon
industry in
BC?
SWBAT:
-Describe
methods of
harvesting and
processing of
salmon in BC.
Hook: https://www.youtube.com/watch?v=2NISTIC9_dY (YouTube
on decreasing numbers of King Salmon in Alaska
-BC Science Probe 5
(Pg.180-183)
Assessment
for learning:
Activity: Venn Diagram comparing Aboriginal Methods of fishing
versus Commercial Fishing (to be added to Lap book)
https://www.youtube.co
m/watch?v=2NISTIC9_
dY (YouTube on
decreasing numbers of
King Salmon in Alaska)
-Anecdotal
observations
during
discussion
period.
https://www.google.co
m/url?q=http%3A%2F
%2Fwww.youtube.com
%2Fwatch%3Fv%3DN
Qobr4gGk5o
(YouTube on Salmon
Farming)
-Exit slip will
assess if
students if
students are
aware of the
importance
Of being
responsible
and respectful
to the
environment.
Discussion why methods of harvesting and processing salmon have
changed over time.
-Analyze current
issues regarding Draw a flowchart of canning process from catching the salmon to
farm fishing in
making a salmon sandwich (to be added to Lap book).
BC.
Closure: Exit slip: Describe your individual responsibility in helping
-Identify and
to maintain the health of the salmon habitat.
explain various
strategies to
save the salmon
and forest
industries.
nonliving
resources.
SLO:
-Describe how
salmon is
harvested and
processed in
BC.
-Explain what
the pros and
cons are to fish
farming
(aquaculture)
-Analyze how
the Aboriginal
concept of
interconnected
ness of the
environment is
reflected in
responsibility
for and
caretaking of
resources.
Assessment
of learning:
-Venn
Diagram to
see if students
were able to
analyze
methods of
harvesting
salmon.
-Flowchart will
be collected to
analyze, if
students are
able to
describe how
salmon arrives
at the dinner
table.
6.
Forests
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
Describe
potential
environmental
impacts of
using BC’s
living and
nonliving
resources.
SLO:
-Describe
some
important uses
of trees in our
routine life.
-Describe
some of the
major impacts
of continuous
logging activity
across BC.
-Create 3 mini
booklets
1. How are
trees useful
in our daily
life?
2. How does
logging
affect the
local
environment
?
SWBAT:
-Describe some
important uses
of trees in our
routine life.
-Describe some
of the major
impacts of
continuous
logging activity
across BC.
-Create 3 mini
booklets
addressing how
forests are
logged in BC,
the impact
logging has on
the
environment,
and products
made from raw
materials.
Hook: http://video.nationalgeographic.com/video/vancouverrainforest
-BC Science Probe 5
(Pp.184-187)
Assessment
for Learning:
Activity: Develop 3 mini booklets to attach to their lap books: How
are BC forests logged? What is the impact of logging; What products
are made from the raw material?
http://video.nationalgeo
graphic.com/video/van
couver-rainforest
(2:46)
The gallery
walk will
display the
students
learning to the
teacher as
rounds are
made.
Closure: Gallery walk to view the booklets of other students.
Assessment
as Learning:
Students will
have the
opportunity to
have a sense
of their own
learning during
the gallery
walk.
Assessment
of Learning:
The 3 mini
booklets will
be assessed
for evidence of
understanding
how and why
BC forests are
logged and the
impact logging
has on the
environment.
addressing
how forests
are logged in
BC, the impact
logging has on
the
environment,
and products
made from raw
materials.
7.
Water
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
-Explain uses
of water in our
daily life.
-Identify
various factors
responsible for
water pollution.
1. What is
water cycle?
2. In what
ways do we
use water in
our routine
life?
3. How is
water a
source of
energy?
SWBAT:
Hook: Pictures of water being used in different ways in our life.
-Explain uses of
water in our
daily life.
Activities:
Students will work in 5 groups.
Using a ‘Concept Map’ activity:
G1: Describe various uses of water.
G2: Describe water cycle
G3: Identify various sources of water pollution.
G4: Suggest some strategies to minimize water pollution.
G5: Describe different water resources BC, and how they are used.
-Identify various
factors
responsible for
water pollution.
-Create a
concept map on
a group topic.
Closure: Groups will share their concept map next class.
-BC Science Probe 5
(Pp.190-193)
Assessment
for Learning:
Check to see
how students
are working in
groups.
Assessment
of Learning:
Concept maps
will be
collected to
see how
detailed they
are. The
students will
have received
a rubric, so
they will know
what the
expectations
are.
-Create a
concept map
on a topic
depending on
the group
topic.
8.
Water
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
-Explain uses
of water in our
daily life.
-Describe the
water cycle.
-Identify
various factors
responsible for
water pollution.
-List ways to
minimize water
pollution
1.What is
water cycle?
2. In what
ways do we
use water in
our routine
life?
3.How is
water a
source of
energy?
4. What is
water
pollution?
SWBAT:
-Explain uses of
water in our
daily life.
-Identify various
factors
responsible for
water pollution.
-Listen
attentively to
presentations
-Deliver
presentation to
the class
Hook: Read One Well: The Story of Water on Earth by Rochelle
Strauss, Toronto: Kids Can Press, 2007.
Activities: In groups, students will present their concept maps.
Conclusion: Journal entry. The students write about 2 things they
learned about the uses of water in their daily life, describe water
cycle, identify 3 various sources of water pollution, and list 2 ways to
minimize water pollution.
-BC Science Probe 5
(pp.190-193)
Assessment
for Learning:
-Observe
students
listening
attentively to
presentations
-Observe the
delivery of
presentation to
the class
Assessment
of Learning:
-Presentation
meets
checklist
expectations.
-Collect
journal entry. It
will be added
to their lap
book.
-Listen
attentively to
presentations.
-Deliver
presentation to
the class.
9.
Water
PLO:
(Continued)
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
-Illustrate
various
strategies to
deal with the
problem of
water pollution.
-Write about
how they can
become more
mindful of
keeping our
waters clean.
1. What is
water
pollution?
2.How does
polluted
water affect
living
things?
3.What
preventive
measures
would you
take to
reduce
water
pollution in
your
community?
SWBAT:
-Illustrate
various
strategies to
deal with the
problem of
water pollution.
-Write about
how they can
become more
mindful of
keeping our
waters clean
-Observe water
pollution
samples.
-Present
experiment
findings to the
class.
Hook:
http://news.nationalgeographic.com/news/energy/2013/04/130405arkansas-oil-spill-is-canadian-crude-worse (Bird covered in crude oil)
Discuss this is one of a few ways water is polluted. “We will discover
shortly some more ways.
Activities: Retrieved from:
http://www.safewater.org/PDFS/owp/Lesson2.pdf (Appendix B) The
class will be divided into groups to present their finding of their water
pollution samples. At the end of the experiment, students will have
the opportunity to reflect on how they can become more mindful of
keeping our waters clean.
Conclusion: “Ah-ha moment-to-come. Between now and next class,
think about where the water from your kitchen sink goes? Your
toilet?
-BC Science Probe 5
(Pp.194-196)
Assessment
for Learning:
http://news.nationalgeo
graphic.com/news/ener
gy/2013/04/130405arkansas-oil-spill-iscanadian-crude-worse/
(Bird covered in crude
oil)
Observe
students
during
discussion,
experiment
and
presentation,
and Ah-ha
closure.
http://www.safewater.o
rg/PDFS/owp/Lesson2.
pdf (A lesson plan on
Assessment
pollutants of water)
as Learning:
At the end of
the
experiment,
students will
have the
opportunity to
reflect on how
they can
become more
mindful of
keeping our
waters clean.
Assessment
of Learning:
-Observe
water pollution
samples.
The chart
completed
during the
investigation
will be
assessed for
understanding.
-Present
experiment
findings to the
class.
10.
Water
PLO:
(Continued)
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
--Locate
various
sources of
water on a
topographical
map of
Vancouver and
Fraser Valley.
-Plot and label
a map to mark
Drinking Water
Treatment
Facilities, Solid
1. Where
does the
Vancouver
and Fraser
Valley get
drinking
water come
from?
2. Where
does our
community
get its
drinking
water?
3. What
happens to
our
wastewater?
4. Why are
these water
sites located
where they
are?
SWBAT:
-Locate various
sources of water
on a
topographical
map of
Vancouver and
Fraser Valley.
Hook: A glass of water. Where does it come from? Where does it go
when it leaves our sink’s drain?
Activities: Locate various sources of water on a topographical map
of Vancouver and Fraser Valley. Plot them on their own copies of the
Vancouver and Fraser Valley and make a legend to mark Drinking
Water Treatment Facilities, Solid Waste Facilities, and Dams. (Add
map to lap book.)
-Plot and label a
Closure: “Credit Cards” Activity - Students are given an index card
map to mark
and are asked to state the lesson’s objective, and if they feel that
Drinking Water
objective was met. Why? Why not? Credit is given for participating.
Treatment
Facilities, Solid
Waste Facilities,
and Dams
located in the
area of
Vancouver and
the Fraser
Valley.
-Write a “Credit
Card” slip
Map of Metro
Vancouver, BC,
Canada (2011)
www.metrovancouver.
org
Assessment
for Learning:
“Credit Cards”
Activity Students are
given an index
card and are
asked to state
the lesson’s
objective, and
if they feel that
objective was
met.
Assessment
as Learning:
Have I been
paying
attention to the
lesson to be
able to state
the lesson’s
objective?
How can I
improve my
learning?
Assessment
of Learning:
Waste
Facilities, and
Dams located
in the area of
Vancouver and
the Fraser
Valley.
11.
NonRenewable
Resources
in BC
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
SLO:
Assess
students
learning by
looking at the
maps they
have made.
1.What are
nonrenewable
resources?
2.Which
nonrenewable
resources
are found in
BC?
-Understand
the need of
managing non- 3.Why is it of
renewable
utmost
resources
importance
to manage
-Describe BC’s our nonvarious nonrenewable
renewable
resources?
resources
SWBAT:
-Understand the
need of
managing nonrenewable
resources
-Describe BC’s
various nonrenewable
resources
-Pass around a
bag of
resources and
extract
resources from
the bag
-Draw pictures
of nonrenewable
resources and
renewable
resources
-Answer
questions on
non-renewable
resources
Hook: Pass out a paper bag full of a “resource.” Students who are
sitting in a circle will take as much or as little of the resource they
want. Stop passing the bag once it is empty. Did everyone get some
of the resource? Why or why not? How do you think this is like
Earth’s non-renewable resources? Students will have a small paper
bag to add to their lap book. Pictures of non-renewable resources
will be drawn on. Another bag will have renewable resources.
Activities: Complete Blackline And Scaffolding Master 10.1 from
Science Probe 5 to answer the question “What are non-renewable
resources? In addition, to complete a similarity and differences chart
on renewable and non-renewable resources.
Closure: Element of Surprise-Students receive an envelope
containing a card with a word or phrase selected by the teacher.
Students discuss the concept and list the content-specific vocabulary
necessary to discuss it. Today the phrase will be wise choices when
using mineral and fossil fuels.
-BC Science Probe 5
(Pp.204-207)
Assessment
for Learning:
-Blackline And
Scaffolding Master 10.1 from Science
Probe 5 Teacher
Resource Book, p.
476.
-Observations
of discussions
during the
passing out of
“resources”
and “element
of surprise”
-Placement of
resources in
paper bags for
lap book
Assessment
of Learning:
-How students
complete and
answer
questions on
Master 10.1.
-Complete a
chart listing
similarities and
differences
between
renewable and
non-renewable
resources
-List contentspecific
vocabulary
12.
Mining
Minerals
PLO:
1. What
minerals
were
extracted
from
Britannia
Mines?
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
2. How are
extracting or
minerals
harvesting and extracted?
processing
BC’s resources
SLO:
List the
minerals
extracted from
Britannia
Mines.
Explain how
the different
minerals were
extracted and
were
processed.
SWBAT:
-List the
minerals
extracted from
Britannia Mines.
Hook: Britannia Mines Website and the big yellow school bus that
will transport students to the Museum.
Activities: Students will have a field trip to Britannia Mines in
Squamish.
-Explain how
Closure: Students will create a postcard to send to their
the different
parents/guardians to explain to them what they saw and learned at
minerals were
the Museum.
extracted and
were processed.
-Write a
postcard
explaining what
they saw, heard,
and thought
about at the
Museum.
-BC Science Probe 5
(Pp. 208-211)
http://www.mineralsed.
ca/
http://www.mineralsed.
ca/i/pdf/UsesofMineral
sinSports_ME.pdf
http://www.britanniami
nemuseum.ca
Assessment
for learning:
Observe
behaviour on
fieldtrip; listen
to student
responses
during
question/answ
er period at
end of
museum tour.
Assessment
of learning:
Postcard
describing
points/ideas/v
ocabulary they
learned during
the fieldtrip.
Participate in
hands-on
learning
activities at a
field site.
13.
Mining
Minerals
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
1. How do
different
minerals
occur in
nature?
2. How are
minerals
extracted?
3. What if no
minerals are
left on the
earth?
SLO:
PLO:
-Identify
methods of
-List what would
happen if there
were no
minerals left on
Earth.
Activities: Students in pairs will be conducting an experiment of 3
different brands of chocolate cookies by graphing to find out what
mine will make the most profitable.
Closure: Depending on food allergies, students will enjoy an
untouched cookie while discussing their observations and
conclusions with another pair of students (Think-pair-share).
- Science Probe 5
Teacher Resource
Book, p. 485-6.
(Blackline And
Scaffolding Master,
10.5)
Assessment
for Learning:
Students will
be observed
on their
behaviour
during the
chocolate chip
investigation.
Assessment
of Learning:
Students will
be assessed
on the
completion of
Scaffolding
Master, 10.5).
-Graph findings
of investigation.
-State
conclusion of
investigation
-List what
would happen
if there were
no minerals left
on Earth.
Processing
ore to find
minerals
-Explain how
different
minerals occur
in nature and
how they are
extracted.
Hook: Chocolate chip cookies. What do chocolate chip cookies have BC Science Probe 5
to do with mining?
(Pp. 219-221)
-Conduct an
investigation on
3 brands of
chocolate chip
cookies.
-Explain how
different
minerals occur
in nature and
how they are
extracted.
14.
SWBAT:
1. How do
open-pit
mining and
underground
SWBAT:
-Find as many
metallicspeckled rocks
Hook: “Find a Resource in a Pile of Rubble” activity. Give each
group a 4 L bucket of pea gravel and a metallic making pen.
Students are to divide the gravel evenly into 10 piles on a table.
Mark metallic speckles on the gravel in one of the piles. Mix all 10
-BC Science Probe 5
(Pp. 214-217)
http://www.mineralsed.
ca/
Assessment
As Learning:
Immediate
feedback on
extracting or
harvesting and
processing
BC’s
resources.
mining
differ?
Which one is
less
invasive?
mixed in with
regular rocks to
illustrate how
difficult it is to
find minerals.
SLO:
2. What is a
mineral?
-Fill out a PEOP
for the hook
activity.
-Explain why
the task to find
resources is
difficult.
- Illustrate how
minerals are
extracted from
open-pit
mining and
from
underground
mining.
-List
advantages
and
disadvantages
of open-pit
mining and
underground
mining.
3. Why do
we need
minerals?
-Draw a
diagram
illustrating how
minerals are
extracted from
open-pit mining
and from
underground
mining.
-Complete a
table with the
advantages and
disadvantages
of open-pit
mining and
underground
mining.
piles back together again. Find as many metallic-speckled rocks as
possible in 2 minutes.
Complete a PEOP for this hook.
Activities: Pictures of Open-Pit mining and pictures of Underground
mining will be shown, as the teacher will lecture about open-pit
mining and underground mining. Students will check their
understanding by drawing a diagram to show how a mineral is
extracted from an open-pit mine and an underground mine. Then,
the students will complete a table with the advantages and
disadvantages of both.
Closure: “I Care Why?” Students explain relevancy of the concept to
their life or how they might use it.
-PEOP chart
their diagrams
as the teacher
circulates the
room.
“I Care Why?”
Students will
reflect on
relevancy of
the concept to
their life or
how they
might use it.
Assessment
for Learning:
Observe
students
during the
hook. Can
they follow
directions?
Assess a
completed
PEOP to
check for
understanding.
Assessment
of Learning:
The diagrams
of the types of
mining and the
table
comparing the
2 will be
collected then
added to their
lap books.
15.
The Pros
and Cons
of a New
Copper
Mine and
the
openingclosing of a
mine
PLO:
Identify
methods of
extracting or
harvesting and
processing
BC’s resources
1. What
factors
contribute
towards
opening and
closing of a
mine?
SLO:
2. How is
mining of
certain
minerals
hazardous
for
environment
?
-Debate about
the pros or
cons of a
Copper Mine
-Discuss why it
is important to
consider
different
viewpoints on
as issue
-Understand
what
reclamation is
16.
Fossil
Fuels
(Petroleum
and Diesel)
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
SWBAT:
-Discuss why it
is important to
consider
different
viewpoints on
as issue
-Debate about
the pros or cons
of a Copper
Mine
Hook: Show before and after pictures of a closed mine on pg. 218.
Discuss what reclamation is.
Activities: Present the issue- A mining company has found copper
ore in your area.
Divide the class into pro and con camps. Those 2 groups will be
divided into smaller work groups and then come together to collect
and organize their thoughts and points for the upcoming debate.
Students will have Scaffolding Master 10.6 as a guide.
-BC Science Probe 5
(Pp. 222-223)
http://www.mineralsed.
ca/
-Scaffolding Master
10.6, p. 486 in BC
Science Probe 5
Teacher’s Resource
Closure: After the debate, students will create a “timeline “ of how to
open a mine. (Added to lap book)
Participation in
the debate will
be observed
as well as oral
skills.
Assessment
of Learning:
Scaffolding
Master 10.6.
will be
assessed for
depth of
reasoning.
-Organize
thought and
ideas to create
a stance backed
up by research
Timeline of
how to open a
mine will be
assessed for
understanding.
-Use the word
reclamation in a
sentence that
makes sense
1. How does SWBAT
oil come into
-Describe what
existence?
crude oil
2. How do
consists of.
we obtain
-Address some
petroleum
the major
and diesel
environmental
from crude
impacts of using
oil?
petroleum and
3. What are diesel.
the uses of
petroleum
Assessment
for Learning:
Hook: https://www.youtube.com/watch?v=xZ1HIBIIJU0 (YouTube
Video of how Petroleum and oil are formed, extracted from the
ground, and refined.)
-BC Science Probe 5
(Pp. 224-226)
http://www.mineralsed.
ca/
Activities: Oil spill Activity: Provide students with water, vegetable
oil, container to make a mock oil spill. Students must find ways to
contain the spill and soak up with cotton balls. How much oil was
spilt? Were you successful in extracting it from the water?
Understanding effects of using petroleum and diesel using a T-Chart
activity to compare the negative and positives of these resources.
Assessment
for Learning:
Observe the
students
during the oil
https://www.youtube.co spill activity
m/watch?v=vSvzuwwG and fish bowl
ZtE (YouTube Video
activity.
of how Petroleum and
oil are formed,
Assessment
extracted from the
of Learning:
ground, and refined.)
resources.
and diesel?
Closure: Students will do a Fish Bowl activity by forming an inner
and an outer circle. A student will write a question from the topic. It
could be a question the student knows the answer OR wonders.
SLO:
4. What are
the
-Describe what environment
crude oil
al impacts of
consists of.
using
petroleum?
-Address some
the major
5. What is
environmental bio diesel,
impacts of
and how is it
using
different
petroleum and from regular
diesel.
diesel?
17.
Fossil
Fuels
(Natural
Gas)
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used.
-Identify
methods of
extracting or
harvesting and
processing
BC’s
resources.
SLO:
-Describe
various uses of
natural gas.
-List
advantages of
1. How do
we obtain
natural gas?
SWBAT:
2. What are
the uses of
natural gas?
Activities: Students will design a brochure. The student must
choose a name for their natural gas company. Explain what natural
-List advantages gas is, how it is formed, how it is found and extracted, the uses of
of using natural natural gas. The brochure must also include advantages and
gas over other
disadvantages to its’ use.
fossil fuels.
Closure: “Be the Teacher” Students present three key ideas they think everyone should have
learned. Could be done with a group or individually –responses can
be either oral or written.
3. List some
strategies to
save
petroleum
and natural
gas for our
future
generations.
-Describe
various uses of
natural gas.
Hook: https://www.youtube.com/watch?v=zac17sGB2uo (2:04) A
(YouTube video on natural gas.)
Collect the
data page
from the oil
spill and the Tchart.
https://www.youtube.co
m/watch?v=zac17sGB
2uo (2:04) A YouTube
video of the formation
of natural gas, how it is
extracted, and how it
ends up in our gas
tanks.
Assessment
for Learning:
The teacher
will circulate
the class to
assist, to
clarify points
on the
http://www.fplsafetywor brochure, and
ld.com/?ver=kkblue&ut to check
ilid=fplforkids&id=1619 student’s
7
understanding.
A helpful link to
“Be the
understanding natural
Teacher” will
gas. It is a hands-on
assess
site for children.
students’
learning.
Assessment
of Learning:
using natural
gas over other
fossil fuels.
18.
Fossil
Fuels
(Coal)
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing
BC’s resources
SLO:
-Identify some
environmental
impacts of
using coal.
-Describe how
coal is formed.
-List some
items made
with coal
The brochure
will be used as
an
assessment of
the students
learning.
Students will
have a rubric
that outlines
the
expectations.
1. How does
coal come
into
existence?
2. How is
coal useful
in our life?
3. How do
using coal
and/or
burning it
affect our
environment
?
SWBAT:
-Identify some
environmental
impacts of using
coal.
Hook: Golf balls, insulation, plastic, rubber bands, shingles, and even
some sugar substitutes have these items on hand to ask the students
what resources do these items have in common.
Activities: Students will watch video on how coal is formed.
https://www.youtube.com/watch?v=QEa36qNo86E Discuss with
students the environmental impacts of using coal. Students will use
-List some items plasticine to build a model of how coal is formed. Use
made with coal
http://www.eschooltoday.com/energy/non-renewable-energy/what-isnon-renewable-energy.html as an example to build. It will be labeled
-Build a model
as well and displayed with lap books.
how coal is
formed.
Closure: The 5 W’s -Students explain the who, what, where, when,
why and how of the lesson. Depending on class time, they can write
-Explain how
it down to add to lap books, or respond verbally.
coal is formed.
https://www.youtube.co
m/watch?v=QEa36qNo
86E (A YouTube video
explaining the
formation of coal.)
Assessment
for Learning:
How are the
students
answering the
http://www.eschooltoda questions
y.com/energy/nonduring the
renewablelesson? How
energy/what-is-nonare they
renewable-energy.html working during
(A side view showing
the model
the layers of earth
building? Can
helping to form coal.)
they answer
the 5 W’s?
Assessment
of Learning:
Is the model
labeled? Can
they explain
the formation
of coal?
-Build a model
how coal is
formed.
-Explain how
coal is formed.
19.
Presentatio
n of Natural
Resources
Lap books
PLO:
-Analyze how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing
BC’s resources
-Analyze how
the Aboriginal
concept of
interconnected
ness of the
environment is
reflected in
responsibility
for and
caretaking of
resources
-Describe
potential
environmental
impacts of
using BC’s
living and
nonliving
1. What are
renewable
and
nonrenewabl
e
resources?
2. Where
are they
found in
everyday
items?
3. How can
we preserve
nonrenewable
resources
for future
generations
?
4. Why is it
important to
understand
why we
need to
conserve
natural
resources?
SWBAT:
-Discuss how
BC’s living and
nonliving
resources are
used
-Identify
methods of
extracting or
harvesting and
processing BC’s
resources
-Converse
about how the
Aboriginal
concept of
interconnectedn
ess of the
environment is
reflected in
responsibility for
and caretaking
of resources
-Describe
potential
environmental
impacts of using
BC’s living and
nonliving
resource
Hook: Go over list of chores that need to be done before the guests
arrive
Activity: Presentation of Lap books to Reading Buddies
Closure:
Reflection on learning illustrated in Lap book.
1. What did you learn?
2. What will you do again? Why? (What are you most proud of?)
3. What will you change next time? Why?
4. How did you feel sharing what you learned?
-BC Science Probe 5
(pp. 158-232)
Assessment
for Learning:
Circulate room
as students
present to
their Reading
Buddies
observing the
conversations.
Assessment
as Learning:
Students will
reflect on their
learning
journey during
the Natural
Resources
Unit.
Assessment
of Learning:
Collect Lap
books and
assess with
rubric.
resources
SLO:
-Classify
natural
resources
around them.
-List the
application of
natural
resources to
our daily life.
-Discuss the
impacts of
overusing
various living
and nonliving
resources.
- Share their
findings to their
reading
buddies
-Present a lap
book that
documents their
learning
throughout the
unit
Appendix A
NATURAL RESOURCES LAPBOOK (Taken from http://www.onlineschool.ca/rooms/library/resource_kits/pdf/BC_Nat_Resources_Parent_Guide.pdf)
About Lap books and Lap booking
Lap booking is the term for taking a paper file folder and refolding it so that there are two covers on the front. It is held vertically, with the 11-inch long side being held in a vertical
position. It is refolded so that one cover opens to the left and the other cover opens to the right. This lap book is dedicated to one topic of study. The child then makes miniature books
and little folded flaps about content of that subject area. Those little books are glued to the inside of this lap book. Extensions can be made, with cardstock paper or tag board paper, to
make the lap book have more surfaces in which to place books. The cover can be decorated.
About Notebooks and Notebooking
The big difference between notebooks and lap books is that in lap booking the information is made into tiny books, which are glued inside of a file folder. With note booking a child may
make little books but they are glued into pages which are 3 hole punched and put inside of a 3 ring binder notebook. Also some people use notebooks like scrapbooks and can add in
things like pressed flowers, real dried leaves, photographs your family took, et cetera. Note booking can cover a whole subject such as Provinces and Territories of Canada and may
hold an inch thick stack of papers, while lap booking is smaller/thinner and holds less information. Subjects for lap booking may cover smaller topics such as British Columbia or
Provincial Birds of Canada.
Below some sites about lap booking and note booking are listed for your reference.
Homeschoolshare has many free resources!
http://www.homeschoolshare.com/lapbooking_resources.php
www.knowledgeboxcentral.com
Lap booking 101
http://lapbooking.wordpress.com
Lap book lessons
http://www.lapbooklessons.com
Flipbooks
http://www.unitstudies.com/books/index.aspx
**For other lap book/notebook, ideas and templates visit Kathy’s blog:
http://homeschoolheart2heart.wordpress.com/
Appendix B
Lesson - Types of Water Pollution
Grade 5-8 (Science and Social studies) Grade 9-12 (Science and Social studies)
Topic: The different types of water pollution
Time: 60 minutes
Space Requirement: Regular classroom
Methodology: Jigsaw, cooperative learning, group presentations
Materials: small glass jars or doubled-up Ziploc bags for water samples, powdered laundry detergent, hot water, dirt, Tylenol, or aspirin, and completed charts (1/student)
Objectives: The students will determine the different types of water pollution. They will also identify ways water pollution spreads.
Directions/Procedure:
1. Before the lesson, prepare the following water samples:

Add some powdered laundry detergent to water and mix (for nitrates and phosphates)

Warm up some water (for the thermal pollution)

Add some fine sand or soil to water and mix (for sedimentation)

Add two Tylenol or Aspirin to some water and mix (for medicinal pollutants)
2. Explain the activity for the class (5 min)

Students will be divided into groups of at least three. Each group is responsible for learning about that type of water pollution.

Each group will make a short presentation to the class and they will pass around a sealed sample of that type of pollution (when applicable)
3. Divide the class into groups and get them working on the materials (20 min)
a. Each group should designate one person to read the information out loud, one person to make important notes and one to gather the sample if there is one and write out the
information into the chart on the board.
b. Each group must present the information they have learned to the class. They can pass around the sample if they have one.
4. Each group makes a short presentation (no more than 5 minutes) on the type of water pollution they looked at (20 min).
5. After the last presentation, when the chart is filled, have the class discuss what they have learned about the types of water pollution by having the students write down on a
separate sheet of paper their first hand experience of water pollution (where it was, what type, probable source). The students have the rest of the class to work on this writing
assignment. Tell the students it will be handed in the next day (15 min).
6. Remind the students to fill in their water bottle charts.
7. Make copies of the completed chart (see Resources) for the students the next day.
Evaluation: The cooperation among the group members and the presentation are useful criteria for evaluating the depth of understanding of the students. The writing assignment is
useful for assessment purposes.
For the Teacher: This activity allows students to investigate the types of water pollution. Each group must have at least one copy of the fact sheet/hand out for that particular type of
water pollution. A blank chart is available to be printed off for students to fill in or a completed chart is also available for students to get the day after the lesson. The effect and source
columns might remain blank for some groups but this will be filled in during the next lesson. In some cases, samples of water pollution will be available but not for hazard wastes or
sewage/manure.
The water samples should be prepared in advance (as much as a day except for the hot water). These samples are designed to give students a visual cue as to what the pollution
looks and feels like. They are not to be consumed under any circumstances.
Extension Activity: The Safe Drinking Water Foundation has other educational programs that can be taught with this set of lessons. Operation Water Drop looks at what chemical
contaminants there are in water and is designed for a science class. Operation Water Flow looks at how water is used and where it comes from and is designed for a Social studies
and Math collaboration. Operation Water Spirit presents a First Nations perspective of water and water issues and is designed for a Native Studies class. Operation Water Health looks
at common health issues surrounding drinking water in Canada and around the world and is designed for a Health, Science, and Social Studies collaboration. To access more
information on these and other educational activities visit the Safe Drinking Water Foundation website at www.safewater.org.
Annotated Bibliography
Textbooks or Books – title, author, year, pages
BC Science Probe 5 by Susan Doyle, Jean Bowman, Susan Martin, Heather Stannard, and Toronto: Nelson Publishing, 2007, pp. 158-232
Students would be using this textbook throughout the unit. It fulfills all the PLOs of the unit. It has great information about BCs living and non-living resources. It also includes a great
variety of pictures/diagrams, which would enhance students’ understanding. It also contains some activities, which would be of utmost importance for inquiry process.
British Columbia: Its Land, Mineral and Water Resources by Sandy Frances Duncan, Gabriola, BC: Pacific Edge Publishing, 2001
This book covers land resources, mineral resources, and water resources of BC. It is a nice addition to the BC Science Probe 5. It also includes short stories.
Connections Canada: Outlooks 5 by Daniel Francis, Don Mills, ON: Oxford, 2000, pp.133-198
A Social Studies textbook addresses issues with natural resources. It complements the Grade 5 curriculum for science.
Thomson Nelson BC Science Probe 5 Teacher’s Resource by Susan Doyle, Jean Bowman, Susan Martin, Heather Stannard, Toronto: Nelson Publishing, 2006, pp. 342-492
Teachers can use this resource in conjunction with the students’ textbook. It has modifications, adaptations, extensions, and cross-curricular activities.
How does a plan become oil? , written by Tagliaferro, Linda (2009)
This book has a lot of good information about how oil occurs. Students can benefit from this book in knowing different processes involved in the formation of oil.
Fossil Fuels written by Morris, Neil (2006)
It gives a very clear idea how different fossil fuels come into existence, their uses, and their environmental impacts. It also talks about future of fossil fuels.
Earth’s Resources written by Parker, Steve (2000)
This is a good book on earth’s resources. It has numerous ‘Fact Files’, ‘Future Files’, ‘History Files’ etc. It would be extremely helpful for students in accomplishing their final project. It
has excellent pictures in it, which will help students in understanding certain processes related to resources.
Everything Rocks and Minerals written by Tomecek, Steve (2011)
This National Geographic book is full of information regarding rocks and minerals in terms of their occurrence, extraction, processing, and uses. Under ‘Explorer’s Corner’, it contains
some information on minerals and rocks, which, in turn, would help students understanding the natural world around them.
Ocean, Tidal, and Wave Energy – Power from the Sea written by Peppas, Lynn (2000)
This is a great book to get good information about water energy. It traces history of water energy. It also highlights drawbacks of generating power from water, and supports this with
some case studies.
Water Power – Water Science written by Webster, Christine (2010)
This is another good book on water energy. It discusses about hydroelectric dams and stored power. In addition, it talks about waterpower around the world. It highlights environmental
issues too because of generating waterpower.
Earth’s Changing Climate written by Christine Petersen (2012)
This book gives information about changing climate patterns across the world. It focuses on the reasons behind those changes in the climate
Websites- URL
http://www.bcarchives.gov.bc.ca/exhibits/timemach/galler09/frames/index.htm
This site about British Columbia's natural resource gives a brief history of use in fishing, mining, and forestry over the last 200 years, including the history of Aboriginals and
Settlers. It also provides photographs.
http://www.nelson.com/bcscienceprobe/0176282807/teacher/weblinks.html
Links to resources can be found at this site
.
http://www.minersmuseum.com/hof_mining_coal_formation.htm
How coal is formed in explained in stages with photos on History of Miners in Cape Breton website.
http://mine-engineer.com/mining/minproc/procindex.htm
It is a good resource for teachers or Grade 9 and up. It has Information and photos on mining and processing copper, gold, and other metals.
http://www.sciencearchive.org.au/nova/061/061key.html
This is a teacher resource on biodegradable plastics made from plants.
http://www.mineralsed.ca/i/pdf/UsesofMineralsinSports_ME.pdf
Find out what natural resources are found in sport equipment.
http://www.mining.bc.ca/mining-facts
Up-to-date mining B.C. mining facts are listed here.
http://www.mineralsed.ca/s/Home.asp
Welcome to a website that has tons of information on mining and mining in B.C. They host workshops and can send resources to schools. It is a great resource for both students
and teachers. MineralsEd is actually a Mineral Resources Education program of BC. It supports earth science, mineral resources, and mining education in schools.
http://www.minersmuseum.com/hof_haulage_1.htm
Here one will find Information on pit ponies. This is a nice addition and resource when reading Pit Pony by Joyce Barkhouse.
http://www.iwla.org/index.php?ht=d/ContentDetails/i/16244
Earth Day Canada official website that has teacher resources and lesson plans. Earth Day is celebrated every April 22.
http://www.vanaqua.org/search-results?q=salmon+life+cycle&submit=%3F
The Vancouver Aquarium lists resources about salmon and their life cycle.
https://www.youtube.com/watch?v=2NISTIC9_dY
This video discusses the impacts of overfishing the King Salmon of Alaska.
http://video.nationalgeographic.com/video/vancouver-rainforest (2:46)
After years of controversy, BC has created a national park, Great Bear Rainforest.
http://www.safewater.org/PDFS/owp/Lesson2.pdf
A lesson plan on pollutants of water can be found here.
http://sciencetimes.ca
Current articles about the impact humans have on natural resources.
http://www.geosociety.org/educate/resources.htm
Free lesson plans and ideas to plan a unit on Natural Resources are here. The downside is some of the pages have moved, so some links do not work.
https://www.youtube.com/watch?v=vSvzuwwGZtE
(YouTube Video of how Petroleum and oil are formed, extracted from the ground, and refined.)
https://www.youtube.com/watch?v=zac17sGB2uo (2:04)
A YouTube video of the formation of natural gas, how it is extracted, and how it ends up in our gas tanks can be seen at this link.
https://www.youtube.com/watch?v=QEa36qNo86E
This YouTube video explains the formation of coal.
http://www.eschooltoday.com/energy/non-renewable-energy/what-is-non-renewable-energy.html
A side view showing the layers of earth helping to form coal is shown.
http://www.fplsafetyworld.com/?ver=kkblue&utilid=fplforkids&id=16197
A helpful link to understanding natural gas. It is a hands-on site for children.
http://www.ec.gc.ca/default.asp?lang=En&n=FD9B0E51-1#
http://www.ec.gc.ca/default.asp?lang=En&n=FD9B0E51-1#
This is another rich resource for this unit. Under the tab ‘Explore the topics’, it includes a variety of topics related to resources and their impact on environment. It also highlights
Canada’s current strategies regarding environment and resources, which would be of great importance for both students and teachers. The second link gives a lot of information
about fossil fuels in Canada. Under ‘Fuel Regulation Policies’, it talks about how to minimize the use of fossil fuel to save our environment.
http://www.nrcan.gc.ca/home
This is an official website of natural resources of Canada. It talks about all natural resources found across Canada. At the same time, it also talks about the environmental
impacts of extensive usage of those resources.
A story, either fiction or memoir segment – title, author, source, year, pages
The Lorax by Dr. Seuss, Random House Original Publication, 1971.
The Lorax is a children's book about Once-ler who takes advantage of the environment and the Lorax who speaks for the trees against the Once-ler.
One Well: The Story of Water on Earth by Rochelle Strauss, Toronto: Kids Can Press, 2007
Imagine if all the water on Earth came from one well. The book discusses the importance of conserving water.
The Pebble in my Pocket: A History of Our Earth by Meredith Hooper, New York: Penguin Books USA Inc., 1996.
A pebble has had its’ own unique journey over thousands of years. This book illustrates a pebble’s travels through geological times until it reaches the pocket of a child.
Imaginations will soar when students think of the travels their own pebble has undertaken.
Pit Pony by Joyce Barkhouse, Halifax: Formac Publishing Company, 2011, 136 pages
Eleven-year-old Willie works in the coal mines of Breton instead of following his dream of riding a horse bareback across the sand dunes on Sable Island.
A poem, music, or music video – title, author/artist, source, year, pages
http://edugreen.teri.res.in/misc/poem/poem.htm
Poems written by students on natural resources.
http://www.iwla.org/index.php?ht=d/ContentDetails/i/16244
Poems written for Earth Day. Poems may create vivid images in the mind of the impact humans have on the Earth.
“Oh, my darling Clementine”
“Leave the World a Little Better” by Charlotte Diamond
“The Forest is Calling” by Charlotte Diamond
“When the Tide Goes Out” by Charlotte Diamond
“Stop and Listen” by Charlotte Diamond
“Listen to the Water” by Charlotte Diamond
Songs are a way of expressing how one feels. In the above songs, are about the environment and how important it is to take care of our Earth.
Data documents (a map, a chart, a graph) – source (text or URL)
Map of Canada and map of BC
Using map of Canada, students will get to know which part/place of Canada is a source of a certain resource. Similarly, they can get the same information for BC from a map of BC. In
addition, map of BC would help them understand BC’s relative position (among other provinces) in Canada in terms of resource supply.
Map of Metro Vancouver, BC, Canada (2011) www.metrovancouver.org
A Vancouver and Fraser Valley map indicating Drinking, Water Treatment Facilities, Solid Waste Facilities, and Dams.
Visuals (a drawing, a painting, a photograph) – source (text or URL)
BC Science Probe 5 by Susan Doyle, Jean Bowman, Susan Martin, Heather Stannard, and Toronto: Nelson Publishing, 2006, pp. 158-232
The textbook has great visuals that can be scanned and presented on a SMART board for visual impact
Video – title, source
Mineral Resources Education Program of BC: Elementary Compilation Video, VHS
-Zinc-The Great Protector
-Search for a Hidden Resource
-A temporary Use of the Land
-Careers in the Mineral Industry
-Rocks and Dirt Just Aren’t my Thing...or Are They?
-Digging for Answers
Common Ground by Caterpillar, VHS
-Common Ground
-Promoting Good Science in the Classroom
-Education Works! Kids Talk About Mining
A fieldtrip – name of place, contact
http://www.britanniaminemuseum.ca
Information about planning a fieldtrip to Britannia Mines in Squamish can be found here. It includes times, directions, events, fieldtrip information and booking, and teacher resource
pages with lesson plans and activities that can be done before you visit the mine museum.
www.vanaqua.org
How about a fieldtrip to the Vancouver Aquarium? Seafood sustainability? Book Outreach Programs? Get the links here for waves of resources.