OBJECTIVES:

1) Knowledge:

• the location and importance of a primary industry in a selected region of Canada
• study the methods of exploiting, transporting and using a selected resource
• the potential environmental impact as a result of developing a primary resource

• write a comprehensive, coherent description of the primary industry and its ecological and economic relationship
• use a variety of maps to determine the location and patterns of distribution of one primary industry

• develop a personal appreciation of the impact of the consumption of natural resources on Canadians

1. An appropriate text on Canada's geography
2. An atlas with Canadian content
3. The facilities of a modern resource library
4. Group evaluation form
5. Co-operative test

1. Pose the question to the students: "What is the meaning of the phrase 'environmental impact'?" eg. the dictionary defines 'impact' as a collison; the forcible contact of a moving body (human activities) with another at rest (environment).
2. Begin the topic by grouping the students informally: ask students to turn to those seated closest and 'put their heads together' to answer the following question: "What are the effects of current natural resource consumption on their lifestyle ?" eg. metal in air marking their car, etc.
3. After a few minutes, ask for ideas on the topic and record them.
4. Explain to the students that Canada is world renowned for its 'primary' industries, then ask them which industries would be included under this 'primary' category? eg. fishery, mining
5. Divide the class into groups of four.
6. Explain to the students that they are going to 'co-operatively' research different types of primary industries in various regions of Canada, then by drawing numbers, have each group pick a topic from the following list:
 
• the Atlantic Fishery
• Mining on the Canadian Shield
• the Pacific Fishery
• Mining in the Arctic
• the Petroleum Industry
• the Inland Waters Fishery
• Mining in the Cordillera
• Mining in the Appalachians
7. Explain to the group that the following group skills will be encouraged and monitored:
 
• students working in positive interdependence
• students accountable both as individuals and as a group
• learning through ample opportunity for purposeful talk
• students learning and practising the co-operative skills of reflecting on the experience
8. Provide students with the sub-headings they will use for each topic:
 
• location and importance
• methods of exploiting, transporting and using the resource
• the environmental effects of resource development in this industry
• the economic impact of resource development in this industry
9. Conduct the research and monitor the group experience.
10. Have a student representative from each group report the group findings to the class.
11. Have groups complete a 'Group Evaluation Form'

Approximately four 55 minute periods, plus homework if required.

EVALUATION:

1. Collect and evaluate the written work.
2. Conduct a co-operative test:

Example- Work in their groups to answer two questions, then have them create a third question that they would like to answer in order to demonstrate their learning. eg. 10 X 3 marks

1. Together We Learn by Clarke, Wideman, and Eadie
2. Dynamic Canada by Fagan & Lloyd
3. Vistas Canada by Molyneux & Mackenzie
4. Canadian Dpt. of Fisheries & Oceans
5. Arctic Mining Issues
6. Mining Association of Canada
7. Canadian Association of Petroleum Producers