Understanding and Managing Change Unit Map
Overall Focus
•explain the relationship between sustainability, stewardship, and an “ecological footprint”
•identify current or anticipated physical, social, or economic changes and explain how they could affect
the lives of Canadians
•apply the concepts of stewardship and sustainability to analyse a current national or international
issue.
Assessment for grades
Grade Weight
Quiz
K/U is evaluated
2
Summative Task: What should our future Canada look like?
Thinking, Application, and Communication are evaluated
Student Copy / Teacher Copy
5
Unit Test
K/U, Thinking and Application are evaluated
5
Useful resources to remember:
Type the following words into Google
- StatPlanet - Interactive Maps of World Stats
- StatPlanet – World Bank
Date
Key Concepts and Skills
KEY CONCEPT 1
☐describe the calculations and criteria used to determine their “ecological footprint”
Resources
- Ecological footprint calculator http://www.footprintnetwork.org/en/index.php/GFN/page/calculators/
- Video: The Story of Stuff
- Statplanet website http://www.sacmeq.org/statplanet/StatPlanet.html
1. We will begin by watching a video called “The Story of Stuff”. Once you have finished watching the
video, go to the Ecological Footprint Calculator link above. You can type in “Ecological Footprint
Calculator Footprint Network” into Google and choose the first hit. Run the Basic/Kids version of the
calculator.
2. How many global hectares does the footprint calculator say that you require to survive?
3. Draw the diagram that Mr. Bausch has shown you on the whiteboard. Then explain below it what you
think “ecological footprint” means”
Ecological footprint means
4. Search through the dropdown menu on the Statplanet website and choose FIVE ways that you think we
could determine a country’s ecological footprint. For instance, the amount of carbon dioxide that they
release is a one way that we can determine this.
Complete the chart below by finding the value for each country AND putting a ranking number for each
one.
In the final column, you will add up all of the ranking numbers for each country. The country with the
lowest number will be an overall ranking of #1 and the country with the highest number will get an
overall ranking of #5 in the final column.
Country
Ecological
Footprint
Criteria #1
Ecological
Footprint
Criteria #2
Ecological
Footprint
Criteria #3
Ecological
Footprint
Criteria #4
Ecological
Footprint
Criteria #5
Rank the
countries
overall from
best (#1) to
worst (#5)
ecological
footprint
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Carbon
dioxide
emissions
(Millions of
tons of CO2)
Canada
639
5. Explain five ways that you think that you could measure your own ecological footprint.
KEY CONCEPT 2
☐explain the relationship between stewardship, sustainability, and change in Canada’s
consumption of energy (e.g.,use of conventional versus alternative sources) and other resource-use
practices (e.g.,“consume and discard versus “reduce, reuse, recycle”)
Resources
- Video: Story of bottled water (consume and discard vs reduce, reuse, recycle)
- Video: Story of cosmetics and electronics if the students seem interested in the first two
1. Alternative Energy Sources for a newly designed Canada
Complete the table below for each of the alternative energy sources that we may choose to use
in our new Canada.
ENERGY SOURCE PRO
CON
PICTURE
Hydro Electric
Nuclear
Solar
Wind
ENERGY SOURCE
PRO
CON
PICTURE
Geothermal
Nuclear Fusion
Ethanol
2. Final Answer
Use the following words to complete the sentence below: sustainably, stewards, reducing,
recycling, reusing, and alternative
We can be good _____________ by using our resources ____________ and by using
______________ energy sources such as: ___________________________________________
and by controlling the amount of waste that we produce by _________, _________, and
___________.
KEY CONCEPT 3
☐describe how regional disparities (e.g.in resource accessibility) affect the economic sustainability of
communities.
Resources
1. The table below shows three rich provinces and three poor provinces and the natural resources
that they have. Use the maps on the next page, as well as internet searches, to complete the table.
Richer Provinces (eg. British
Columbia, Ontario, Alberta,
Quebec)
1.
Natural Resources that they have
2.
3.
Poorer Provinces
Natural Resources that they have
(Newfoundland and Labrador,
Saskatchewan, Prince Edward
Island, New Brunswick,
Nunavut, Northwest
Territories, Yukon)
1.
2.
3.
Freshwater Resources in Canada
Crop growing areas in Canada
Major mines in Canada
Areas being logged in Canada
(Green areas are those that have trees, Orange
areas are those that are being logged)
Areas with the greatest population in Canada
(the darker the area, the greater the population
density)
2. If you were able to decide on where communities should be built in Canada based on how
close they are to natural resources, where would you build communities? You will mark the
communities on the map of Canada below. You must use a legend; use circles to identify where
our communities are going to be built. Then use different colour for each of the following
reasons for choosing a location for a community:
Freshwater / Energy sources (oil and gas, solar power, wind power, hydroelectric power)
Food Production / Natural Resources (eg. Fishery, Forestry, Mining)
3. How do you think that placing cities and towns in these areas will help to make Canada
stronger economically?
4. Final Answer
Use the following words to complete the sentence below: natural resources, rich, poor
Provinces in Canada that have a large amount of ____________________ such as: __________
_____________________________________________________________________________
are usually _______________ and those that don’t are usually _________________________.
KEY CONCEPT 4
☐evaluate different perspectives on a geographic issue (e.g.,clear-cutting, waste disposal, urban sprawl)
and present arguments supporting a point of view
Resources
- Clear cutting design activity
- internet search
Complete the activity below by cutting and pasting all of the structures provided onto the
forest map.
There are a few rules that you need to follow during the construction of your map.
i) You must place all of the houses, the oil and gas wells, the resort, the farm on the map.
ii) You will use as many roads, train tracks, and pipelines as you need.
iii) All of your buildings must have a road or train track leading to them
iv) Your oil and gas wells must have pipelines that run to the houses (for home energy use) and
the resort
When you have completed the activity, answer the following questions.
1. Why is intact forest so important for animals such as birds and deer?
2. What does “forest fragmentation” mean?
3. Name three reasons that humans might cause forest fragmentation.
4. Name three negative effects of forest fragmentation on animals.
5. Name two ways that humans can reduce forest fragmentation.
Complete the chart below by providing reasons to support your argument.
Circle the argument that you
would like to support:
i) Humans should use the
land in any way that they
choose even if it causes large
amounts of forest
fragmentation
ii) Humans should use the
land sustainably on try to
reduce the amount of forest
fragmentation that is
produced
Conclusion
I think that
because
Provide reasons to support your argument.
KEY CONCEPT 5
☐assess Canada’s environmental stewardship and sustainability based on the average
Canadian’s “ecological footprint”.
Resources
Read the article below which talks about Canada’s ecological footprint compared to other
countries around the world.
1. According to the article, do you think that Canada is doing a good job of using the earth’s
resources sustainably? Explain.
2. Why is Canada’s ecological footprint so large?
3. What could Canadians do to reduce the impact that we are having on the earth?
KEY CONCEPT 6
☐report on how current national or international trends or events (e.g.,immigration,rural/urban
migration, changing demographics, natural or human disasters) affect the sustainability of Canada’s
human systems
Resources
Immigration Canada: The Points System
DO THEY HAVE ENOUGH POINTS TO IMMIGRATE TO CANADA?
NOTE: None of these applicants are refugees. If they were to claim refugee status, they would
not use the points system.
Use the point system on the next page to complete the chart below and determine if any of these
individuals would be allowed to enter Canada. You will fill in the number of points that they
will receive for each category and then total their points. They must have at least 65 points to
immigrate.
Person
ALEM
TRICIA
ZEYNAB
KRYSTYN
LOUIS
Age
Education
Language
Experience
HRDC?
Adaptability
TOTAL
PTS
Can they
immigrate
Requirements For Immigration to Canada
You must have a minimum of 65 points to qualify for immigration to Canada
Maximum
10 points
Age
10 points if your age is between 21-44 years.
10
For every year over 44 and less than 21 deduct 2 points. So if you are 49 years old you scored 0
points.
Maximum 25
points
Education
Doctorate & master’s degrees and total of 17 years of full-time study
25
Bachelor’s degree requiring 3 years full-time studies and total of 15 years of full-time study OR
20
Diploma, trade certificate or apprenticeship requiring 3 years full-time studies and total of
15 years of full-time study/training
Diploma, trade certificate or apprenticeship requiring 2 years full-time studies and total of 14
years of full-time study/training
15
Diploma, trade certificate or apprenticeship requiring 1 year full-time studies and total of 13
years of study/training
10
High school and a total of 12 years of full-time study
5
Language Ability (English & French)
1st language
2nd language
High proficiency
16
4
Moderate proficiency
8
0
Basic proficiency or no abilities
0
0
Work Experience
Maximum 25
points
One year of recent skilled work experience
10
Two years of recent skilled work experience
15
Three years of recent skilled work experience
20
Four years of recent skilled work experience
25
Arranged Employment in Canada approved by HRDC
Adaptability
10 points
Maximum 10
points
Spouse’s or common-law partner’s education
- Masters or Ph.D.
5
- Bachelor degree or three year diploma
4
- one or two year post-secondary education
3
Minimum one-year full-time authorized work in Canada*
5
Minimum two years full time post-secondary study in Canada*
5
Informal offer of employment in Canada in keeping with past experience or education
5
Family relationship in Canada. Brother, sister, mother, father, grandparent, aunt, uncle, niece
or nephew who is a resident of Canada and is either a Canadian citizen or a permanent
resident.
5
ALEM
Alem lives in Addis Ababa the capital city of Ethiopia. He is 41 years old, is married, and has a
family of three girls and two boys. He has completed 12 years of schooling, followed by three
years studying to be an engineer at a university in Ethiopia (bachelor degree). For the last eight
years he has worked as a civil engineer planning projects to bring water to rural villages in his
country. His wife, Alia, also has a bachelor degree in engineering. Alem has basic skills in English,
and he does not speak a word of French.
TRICIA
Tricia lives in Wellington, New Zealand. She is 54 years old, and has not completed high school.
English is her first language. She has worked as a clerk in a law office for 15 years, and has a
certificate in business studies. She wants to move to Winnipeg to join her sister and family.
ZEYNAB
Zeynab is 38 and lives in Jakarta, Indonesia. She has a Ph. D. in computer science (she finished 12
years of schooling, and 8 more years of university to get it). She has been working for the last ten
years for an electronics company designing microchips. Although it is her second language, she
speaks English like a native speaker. She is no longer married, but has two girls. She also has
several cousins who live in Toronto.
KRYSTYN
Krystyn is 19 years old, and lives in Bucharest, Romania. She has just finished high school, and
took French and English classes throughout. She speaks English quite well, and speaks French
very well (Romanian and French are much more similar than Romanian and English). She is not
married, but has an aunt and uncle who live in Vancouver.
LOUIS
Louis is 34 years old, and is a skilled radiological technician (he has worked in a hospital in Sao
Paulo, Brazil for 3 years). He finished 12 years of school, and then earned a diploma in radiology
requiring three years of study. He speaks Portuguese, his first language, and enough English to
get by. He is not married, and has no children, but has already found a job in Edmonton that has
been approved by HRDC Canada.
ENOUGH
POINTS?
Now complete the chart below.
Pros of immigration for
Canada
Cons of immigration for
Canada
Do you think that Canada
should allow more or less
immigration? Provide
reasons to support your
opinion.
KEY CONCEPT 7
☐predict the impact of selected technological changes (e.g.,in communications and
information technology, renewable energy technology) on the future quality of life
for Canadians (e. g . ,working conditions, air and water quality, education ,transportation )
Resources
- online sim city game http://www.elite-games.net/games/3534/sim-city-online.html
- http://www.onlinegameslobby.com/Games/20277/sim-city
- http://www.electrocity.co.nz/Game/game.aspx
We will play two video games in this section.
The first is called
The second game is called Electrocity.
1. After playing each of the above games you will complete the chart below.
What do you think the air
quality was like in the first
city that you built?
What do you think the air
quality was like in the second
city that you built?
What do you think the water
quality was like in the first
city?
What do you think that water
quality was like in the second
city?
Do you think that the quality
of life was better in one city
compared to the other?
Explain.
Which of the two cities
would you choose to live in?
Explain?
2. Make a prediction about what it will be like to live in Canada in 50 years from now. Explain
how renewable energy resources will affect our air quality and our water quality.
KEY CONCEPT 8
☐identify the costs and benefits (e.g., income, resource protection, cultural self-determination) to
selected groups in Canada of recent Aboriginal land claims
Resources
- Website: Atlas of Canada Historical Aboriginal Treaties
Type the above words in Google and select the first website that is presented
In general, there are two types of Aboriginal claims in Canada that are commonly referred to as
“land claims” - comprehensive claims and specific claims. Comprehensive claims always
involve land, but specific claims are not necessarily land-related.
Comprehensive Claims
These claims arise in areas of Canada where Aboriginal land rights have not been dealt with by
past treaties or through other legal means.
Specific Claims
Specific claims deal with past grievances of First Nations related to Canada's obligations under
historic treaties or the way it managed First Nations' funds or other assets.
Use the online map that is provided in the “Resources” section above to complete the following
sections.
1. Create a properly labeled map of all of the historical land treaties that have been made in Canada.
2. Complete the chart below by describing your thoughts on two different land claims in Canada.
Name of the treaty
Which province is the
treaty located in?
What do you think
some of the benefits to
First Nations people
might have been by
signing this treaty?
What do you think
some of the negative
aspects to First
Nations people might
have been by signing
this treaty?