1. The Focus  School : Centennial Academy Private High School)  Subject : Geography  Grade: 7  Course Frequency : 3 times a week  Class Duration : 1 hour  Class Size: 15 students

2. Learning and Evaluation Situation  LES Topic: Natural Resources  Timeframe: 5-6 weeks  Broad Area of Learning: Environmental Awareness and Consumer Rights and Responsibilities.  Cross-Curricular Competency: Solves problems  Subject Specific Competency: Constructs his consciousness of global citizenship.

3. Environmental Awareness and Consumer Rights and Responsibility During this LES I will focus on:  Identifying what our wants are versus what our needs are.  Showing the relationship concerning how our lifestyles choices effect our environment through the use of natural resources.  Bringing to the forefront the concept of sustainable development.  Identify the global nature of natural resource issues.

4. Solves Problems During the LES I will focus on:  Analyzing what natural resources are and why there are problems associated with them (KF #1).  Analyzing global and local natural resource issues (KF #1).  Identifying solutions to natural resource issues on a global and local scale (KF #2).  Weighing the pros and cons of solutions to natural resource issues (KF #2).  Realizing what strategies where successful and which encountered difficulties. (KF #3)

5. Constructs his consciousness of global citizenship During the LES I will focus on:  Developing a sense of responsible management of a natural resource from a sustainable development perspective.  Identify what it means to be a global citizen.  Develop a global understanding of resource depletion issues.  Develop an understanding of the concept concerning sustainable development and a person’s ecological footprint.  Identify solution to natural resource issues through the use of the cross-curricular competency.

6. Big Question What Impact do I have on the depletion of natural resources and the environment?

7. Learning Intentions for the LES Lesson 1 Lesson objectives:  Providing criteria for developing solving problems CCC.  Providing criteria for developing consciousness of global citizenship SSC. Means:  Interactive group activity & ice breaker involving problem solving CCC as well as a group discussion involving natural resource ( activate prior knowledge). Evaluation Tools: None

8. Discovering our Natural Resources Lesson 2 Learning Objectives: -Develop an understanding concerning what constitutes a Natural Resources (humanistic view). -Understand that there are renewable and non-renewable resources. -Understand that we use resources to produce energy. -Develop an understanding of how natural resources are extracted and the impact it has on our environment. Means: Students will get into groups and after the completion of a webquestNatural Resource Webquest, they will do a small presentation concerning one natural resource they have chosen. Natural Resource WebquestNatural Resource Webquest Evaluation Tools and Focus: The Webquest and introducing the SSC of examining human actions on territories. A question will be posed for students to reflect on. Should we be worried about running out of natural resources?

9. Defining Natural Resources and Becoming Aware of a Problem. Lesson 3 Lesson Objectives:  Create global and local awareness of natural resource issues  Create awareness of natural resource problems. Means:  With a large world map as a visual, students we will plot news articles (using string and push pins) found on the internet or newspaper concerning resource issues in Canada and around the world. Students will have to find one of each. Students will have to write a reflection concerning the resource issue. Evaluation tools and focus: Learning Log (newspaper articles) and developing problem solving CCC as well as introducing students to the global and local nature of a geographic phenomenon (SSC).

10. What is your Ecological Footprint? Lesson 4 Learning Objectives: -Students will understand the concept of ecological footprint. -Students will discover their ecological footprint. -Identify resources students use in their own lives. -Identify and present realistic ways to modify their ecological footprint. Means: During this lesson, students will create their ecological footprint. They will go to the following website to get an idea as to what I mean by ecological footprint. Ecological Footprint. They will then Once a list is created, students will compare with other students. With the use of the ecological footprint table, students can figure out their ecological footprint. Since most will be exceeding an acceptable amount due to our over-consumptive lifestyles, students will have to solve a problem and that will be to modify their ecological footprint to a sustainable level. During this lesson, students will create their ecological footprint. They will go to the following website to get an idea as to what I mean by ecological footprint. Ecological Footprint. They will then Once a list is created, students will compare with other students. With the use of the ecological footprint table, students can figure out their ecological footprint. Since most will be exceeding an acceptable amount due to our over-consumptive lifestyles, students will have to solve a problem and that will be to modify their ecological footprint to a sustainable level.Ecological FootprintEcological Footprint Evaluation Tools and Focus: Ecological Footprint product as well as “What’s the problem” focus activity sheet. Students will be developing their problem solving skills as well as providing an introduction to the concept of sustainable development. Learning Log Question: What do you think sustainable development means?

11. Evaluation Tools Learning Log (20%) Webquest (5%) Ecological Footprint Activity (10%) Culminating Task (25%): -Brochure rubric: 40% -Development of Competencies Rubric: 40% -Peer Evaluation Rubric: 20%

12. Culminating Task Global Energy Crisis: The Canadian Government needs our help. North Americans use a highly disproportionate amount of the worlds resources. For example, the United States contains just 4% of the worlds population, but gobbles up 25 per cent of its oil. Canada is a country with the largest energy use per capita and we are falling behind with the idea of sustainable development and responsible management of resources. To this day, we do not have a definite environmental plan to follow. As part of an urban territory, it will be your job to create a sense of global awareness towards citizens involving this unsustainable way of life. An “awareness campaign” in so many words. Your job is to focus on our consumption of a non-renewable resource ; OIL and provide the important information concerning its effects on our environment, our consumption patterns, what it is used for, how is it extracted and possible solutions to problems that arise from this natural resource.

13. Task  In groups of 3, present this information in the form of an environmental brochure (perhaps a video commercial, or power point presentation).  You will have 3 in class days (1 week) to work on this and the rest will be take home work  Use information on the internet, in the library and teacher resources and provide a bibliography of what sources you have use.  Use visual such as graphs, tables or charts to convey consumption patterns and environmental effects and come up with conclusions.

14. Task (Continued)  Incorporate how the idea of sustainable development is not working concerning our consumption patterns and beneficial concerning solutions to the problem.  Provide a diagram which illustrate how the resource is extracted from the earth and ends up in our urban territories  Indirectly, incorporate problem solving steps (analysis, possible solutions and flexible approach) when trying to find solutions to this resource problem.

15. Evaluation  Is the information students are retrieving shedding light on the global and local need for a solution to the resource issue.  Are the students providing several solutions to the resource issue that have been analyzed for its pros and cons.  Has a stance been taken on one or two of the solutions and has their opinion altered the solution to increase its effectiveness.  Are the environmental effects of the resource issue providing a glimpse of the global nature of the problem.  Sustainable development is a concept that is explain through the human-consumption of resources and the solutions to the resource issue.  Diagrams, charts and tables are used appropriately to back up your opinion or point What will I be evaluating (this could be a checklist for students):

16. EvaluationCriteria Level 4 Level 3 Level 2 Level 1 Sustainable development Connection between human actions (consumption patterns) and sustainable development are clear. The concept of sustainable development is well illustrated in the proposed solutions and opinions related to resource problems. Connection between human actions (consumption patterns) and sustainable development are visible but lack clarity. The concept of sustainable development is visible but again lacks clarity in the proposed solutions and opinions related to resource problems. There is a slight connection between human action (consumption patterns) and the idea of sustainable development. The concept of sustainable development not used appropriately in the proposed solutions and opinions related to resource problems. There is no connection between human action (consumption pattern) and the idea of sustainable development. The concept of sustainable development is not implemented in the proposed solutions and opinions related to resource problems.

17. Evaluation Criteria Level 4 Level 3 Level 2 Level 1 Solutions to Problems A variety of solutions are provided from a global to local scale concerning the resource problem. Analysis is thorough and group has added their opinion in order to increase effectiveness to already existing solutions. A variety of solutions are explained but a focus is put on either the global or local scale. Personal opinion is included in order to better the effectiveness of already existing solutions. A solution is provided regarding a resource problem. Improper analysis is provided and opinions are not included in order to increase the effectiveness of already existing solutions. A solution is provided to the resource problem but lacks clarity and analysis. No opinion is provided regarding the effectiveness of the solution.

18. EvaluationCriteria Level 4 Level 3 Level 2 Level 1 Layout Diagrams, charts, or tables are effectively laid out. Information in brochure shows an appropriate sequence for the reader to follow (information on resource, effects of our consumption, solutions to the problem). Good use of font size and colors. Diagrams, charts and tables are nicely laid out throughout the brochure. Information in the brochure is a bit confusing for the reader cause it does not follow a sequential pattern. Good use of font size and color. There is a lack of diagrams, tables or charts to support information. Sequence of information is not in a logical manner. Colors and font size are not used to capture the reader’s interest and will probably result in a quick glance then garbage bound. Mostly text is present in the brochure. A person will probably throw it away before reading because font and colors are inappropriatel y used

19. Evaluation Criteria Level 4 Level 3 Level 2 Level 1 Working with others Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. Usually listens to, shares, with, and supports the efforts of others. Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.