Grade 7: Natural Resources

Planning: Term #

Tracking: Ach. Level

Overall Expectations





* describe how humans acquire, manage, and use natural resources, and identify factors that affect the importance of those resources;





* use a variety of resources and tools to gather, process, and communicate geographic information about the distribution, use, and importance of natural resources;





* describe positive and negative ways in which human activity can affect resource sustainability and the health of the environment.





Specific Expectations





Knowledge and Understanding





* describe a variety of ways in which people use and manage renewable, non-renewable, and flow resources to meet their needs;





* identify patterns in the distribution and use of natural resources throughout the world;





* describe ways in which technology has affected our use of natural resources (e.g., with respect to their discovery, management, extraction, processing, and marketing);





* explain the concept of sustainable development and its implications for the health of the environment;





* describe the economic importance of natural resources to a particular country (e.g., fish along Canada's coasts, diamonds in South Africa, oil in the Middle East).





Inquiry/Research and Communication Skills





* formulate questions to guide research into problems and points of view regarding the management and use of natural resources (e.g., How important are Canada's mineral deposits and extraction to the country's economy? What effect would the discovery of a new gold or diamond deposit have on its surrounding area? How can we ensure the sustainability of a resource? How might changes in technology affect natural resource extraction and use?);





* locate and record relevant information from a variety of primary and secondary sources (e.g., primary sources: eyewitness interviews, field studies; secondary sources: maps, illustrations, diagrams, print materials, videos, CD-ROMs, Internet sites);





* communicate the results of inquiries for specific purposes and audiences using computer slide shows, videos, websites, oral presentations, written notes and descriptions, drawings, tables, charts, diagrams, maps, models, and graphs (e.g., create a poster to promote the proper use of a natural resource; stage a debate on a proposal to extract a resource in an environmentally sensitive area such as the tundra or the ocean floor);





* use appropriate vocabulary, including correct geographic terminology (e.g., flow resource, non-renewable, renewable, sustainable development), to describe their inquiries and observations.





Map, Globe and Graphic Skills





* produce maps showing locations of Canada's natural resources;





* use thematic maps to identify patterns of natural resources (e.g., locations of valuable minerals).










* produce a report (e.g., newspaper, television, website) on the factors that affect the future availability of natural resources (e.g., overfishing, clear-cut logging, urban sprawl, accessibility of resource deposits);





* present and defend a point of view on how a resource should be used.





Student Name:





 Expectations: Copyright The Queen's Printer for Ontario, 2004.  Format: Copyright B.Phillips, 1998.