Grade 7 : Social

Studies
Unit on:

Resources
Topic Statement:
This Unit is designed for Grade seven students in the process of the
examination of resources, and their impact on the human and natural world.

Concept Map:
After a process of generating ideas and elimination, a few major concepts
were decided on to support the Resource Unit. Resources depend on
societies need and want for them. As well, other topics such as Availability
and Management of them allows for them to be suitable, affordable, and
factors in on how much we count on others to supply what we cannot for
ourselves. This allows us to study how, geographically, other parts of the
world, as well as taking a closer look at Saskatchewan, fit in to this economic
battle.

Concepts Used:
• Needs/Wants: This is an introductory idea for students to see what
they actually need, or what in today’s society we ‘need’. As well, to
examine the human impact on the world is necessary when talking
about resources so as to think by looking through the lens of a
sustainable person and analyzing the rest of information provided in
this unit.
• Availability/Management: Allows us to examine the political end of
resource management, as well as making connections between
countries that need and have, and some of the current events that are
occurring in the world right now, especially those that deal with
‘power’. Techniques of extraction and dealing with the problem of
what happens when they ‘run out’ are issues that may be touched
upon to discuss the responsibilities which we have for humanity and
our earth.
• SK Resources: Since this unit can easily take a turn to study global
issues, it is also important to study local topics dealing with resources.
Saskatchewan’s natural resources make up most of the provinces
dependability for income and jobs (farming, forestry, oil, etc), and so it
 is in the students best interests to learn about where they are from and
how it effects them.

Rationale:
In today’s world, resources are what allow us as humans to live as we do,
and therefore, is the reason for the most conflict between nations. These
conflicts, such as the war over oil in the middle east, effect everyone, and so
why not teach about them? Too many people have wrong ideas, because of
what the governments want people to think, and the way that the media
may swing a story. So, for students to be educated on this, they will be given
facts, and taught to think critically about the power that comes with
resources and having them, and what countries do to get them, peacefully or
not.

Learning about how our society has turned itself into the materialistic world
we are, can help us determine the difference between survival needs and
wants, and our perceived needs and desires. We can begin to see the effect
that we ourselves have had on the earth by studying our geographical
footprint, and learning how to become more sustainable in the way we
consume, and how we tolerate our government to act on the same issues.
Just as all students have the right to learn about the issues they hear on the
news, they also have the responsibility, as the curriculum suggests, to learn
about resources in Saskatchewan, and how everyone is effected by what we
have or don’t have, and how we use it.

To suit the needs of all students, a variety of resources, activities for different
learning styles and teaching styles have been incorporated into this unit.
This unit also starts off on a fairly basic level so that all students are placed
on an equal playing field, regardless of their previous knowledge.

It is my goal for this unit for students to familiarize themselves with not only
the basic ideas of resources (location, useage, etc) but also how their lives
are effectedby them. Human life is reliant on resources, and because of our
irresponsible treatment of them as a whole, it is essential for our future that
the general public is knowledgeable about the issues going on, and to stand
up to those in power and use their democratic voice to hold them
accountable for their future.

Organizational Strategy:
The two strands that describe best the organization of the unit are Regional
or Area Studies and Social Roles.

• Regional or Area Studies: The world is much to complex to

examine small parts and assume that the rest of the world follows suit.
However, we can look at how certain areas of the world affect each
other. For example, in this unit, we will study how Saskatchewan is
how it is because of it’s resources, as well as how we are effected by
certain areas of the world, and therefore we can study how we or
others impact them.
• Social Roles: This strand is implemented into this unit for studying
how people are impacted by, and impact resources. Resources would
not be as such if there is not a need for them. In this unit studying
students own impact on resources, as well as the roles of their social
groups, consumers,workers and citizens will be looked at. The social
groups create a society of which our values are built, consumers create
the demand, workers process the resources and citizens have the
responsibility to use responsibly and hold those in power as such as
well. Students will learn about the various ways people and resources
are connected, and what needs to be and how to effect change.

These two strands promote for the purposes of citizenship

education as such for social reformation and a combination of both
academic understanding and personal development.

Unit Objectives:
Knowledge: Skills/Abilities: Attitudes/Values:
-Students will know and -Students will be able to -Students will
explain the analyze the effects that appreciate the impact of
reciprocating themselves and their Saskatchewan’s natural
relationship between society has on the earth resources
humans and the earth in and make a plan to
-Students will recognize
the form of resources reduce that footprint
the vulnerability of the
and become more
-Students will discuss environment, and the
sustainable
the physical processes value of preserving
of the development and -Students will be able to what little resources we
processing of resources. critique current events still have
and their link to
-Students will know the -Students will develop
resources
difference between true the view points of
needs and wants -Students will be able to various roles in society,
link together common and learn to do what
-Students will look at
patterns of land and their role is.
the politics behind
human settlement
certain decisions based
on resources -Students will work both
individually and in a
-Students will analyze
group to think critically
the relationships
and develop ideas
between different
nations and their
policies for trade.

Anticipated Resources:
Student Activities:

Student Handouts. Grade 7: Social Studies, Resources. SaskEdCurriculum.

http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/index.html

Ecological Footprint. Royal Saskatchewan Museum, 2005.

http://www.royalsaskmuseum.ca/gallery/life_sciences/footprint_mx_2005.swf

Supply and Demand: Lemonade Stand. CoolMath4Kids, 2008.

http://www.coolmath-games.com/lemonade/

Print Resources:

Green Book 1, 2 & 3. Green Ribbon Committee. City of Regina. 2005.

A Framework for Environmental Learning and Sustainability in Canada.

Government of Canada.

Bougen, John and Irving, James. My Dream, Listen to the Children. A

Penguin Original.

Websites:

Primer on Fresh Water: Questions and Answers. Environment Canada. 2006.

http://www.ec.gc.ca/water/en/info/pubs/primer/e_contnt.htm
Sustainable Technology Environmental Project.
http://www.stepin.org/?id=home

Fair Trade Game. Reading International Solidarity Centre.

http://www.globalfootprints.org/pdf/fairtradenum56.PDF

Saskatchewan Resources. Greater Saskatoon Catholic Schools.

http://www.gscs.sk.ca/vol/grades/gr7/renewable_resources.htm

Sustainable Agriculture Resources and Programs for K-12 Youth. Sustainable

Agriculture Research and Education, 2006.
http://www.sare.org/publications/edguide.htm
Alternative Energy in Saskatchewan. Saskatchewan Eco Network.
http://www.econet.sk.ca/eco-ed/alt_energy.html

General Resources for Environmental Education in Saskatchewan.

Saskatchewan Eco Network. http://www.econet.sk.ca/eco-
ed/gen_resources.html

Loggers Invaded Butterfly Haven. New York Times, March 7, 2008.

http://www.nytimes.com/2008/03/07/science/earth/07butterfly.html?_r=1&ref
=environment&oref=slogin

TIME for Kids. Time, 2008.

http://www.timeforkids.com/TFK/teachers/search/1,28225,,00.html?keyword=
oil&searchsection=&collection=&last_result=-1&this_page=1

NR Cat. Natural Resources Canada. 2008.

http://www.nrcan.gc.ca/kids/index_e.html

Where do your possessions come from? National Geographic, 2008.

http://www.nationalgeographic.com/xpeditions/lessons/16/g68/possess.html

WebQuests:

Energy Quest. Stephanie Brook. 2002.

http://www.geocities.com/brookwebquest1/

Videos:

Ecoregions of Saskatchewan: Exploring Ecological Wonders (CD-ROM).

(Encyclopedia of Saskatchewan Series). Canadian Plains Research Centre
(LRDC), 1998.
Bad Case of the Humans. YouTube. 2008.
http://www.youtube.com/watch?v=yZvLoaKMBrI

The Story of Stuff. YouTube. 2008.

http://www.youtube.com/watch?v=OqZMTY4V7Ts

Guest Speakers:

Contact to speak with an Elder-306-790-5950 extension 3129

PetaWhite. 585-4541

Launch Lesson:
Lesson Description: Students will consider their wants and needs, and the
complexity that different situations, locations and society imposes on them.
The concept of Resources will be introduced.

Objectives:
Knowledge: Students will Assessment/Evaluation
deconstruct the idea of resources as
-exit slips
being needs and wants
Skills: Students will work within a -group work, checklist
group to discuss and form concept of
needs and wants
Affective: Students will value -participation, attentiveness in
different life situations/cultures as listening to story, questioning it
having different needs/wants.

Materials: My Dream book, various packets of photos, chart paper,

markers, activity sheets.

CEL’s: COM, PSVS, CCT

Set: Hand out packages of pictures, ask

the students in groups of 4-5 to
organize them into groups that they
think are suitable. Play a piece of
music in the background. When this
song is done, they know their work
time is up.
Development: Go over the groups,ask them how
they organized them. Now ask
students to organize in terms of what
they believe resources to be. Finally,
in concepts of needs and wants, and
ask them to record their results on
chart paper in any kind of graphic
organizer. Again, go over categories
and justification.

Read various pages of My Dream,

and ask students if the dreams would
be consider a basic need, or a
privilege and ‘want’. Discuss if these
change based on the society or
community you live in…ex: cars? Air
conditioning, etc.

Hand out activity sheet. Students

stay in their groups and must all
 agree to the decisions.

Activity: There are 17people that

survived a nuclear bomb that wiped
out the rest of the world. However,
they have only enough space and
supplies to keep 20 items, and
oxygen for 10 people to survive in
the shelter for 15 years until it is safe
to leave the shelter.

Students must decide who they will

keep, and what resources are
necessary to survive.
Closure: Students will present their decisions
to the rest of the class, discussions
may ensue.

On an exit slip(scrap piece of paper),

get students to write out their needs
and wants as a baby, at this point in
their lives, and as they think they will
be when they are 50.
Lesson Description: The concept of supply and demand is brought up,
from both the view of the consumer, and as the producer/economist. The
business as well as the environmental views are brought up through a short
video and online game.

Objectives:

Knowledge: Students will learn Assessment/Evaluation

about the cycle of resources and how
-Drawing of cycle, exit slip
they are processed for our uses
depending on the demand.
Skills: Students will manage a -reflection, exit slip
business, and attempt to get ahead
by manipulating resources, profit and
demand.
Affective: Students will begin to -critical thinking from each point of
value resources from the point of view, participation
view as a consumer, an
environmentalist and those who
profit from the economy.

Materials: Supply and Demand Game: Lemonade Stand, computers for

students, LCD projector

CEL’s: COM, CCT, IL, TL, NUM, PSVS

Set: Watch video- The Story of Stuff

Development: Ask students to record any words, or
ideas that they did not know, or that
they wanted to learn more about.
After watching video, go over these,
and dissect the video. Some
discussion questions may be: Did
anything surprise you? How does

-Students need to budget, make
assumptions about
variables(changing prices, weather,
etc), and make as much profit as
they can while taking into
consideration there customers.
Closure:
this make you feel? Is there any
thing you can do to help stop the
cycle?
-Get students to draw a poster about
the cycle of production, using the
resources as the main feature. What
happens to them? Afterwards get
them to hang them up around the
school. somequestions: Is this a
problem? What do you think will
happen in the future? Who has a
responsibility to change what is going
on? What happens if they don’t?
-Draw a concept map of what will
happen when we run out of a
resource. Ex: Oil. Students will have
a class to do some research, and
then map it out. Some guiding
questions may be: who suffers?
How? What will need to happen
because of this? So does this mean
that the oil companies are doing the
right thing by raising the prices?
Would you do the same?
-Take students to the computer lab to
play the Supply and Demand Game:
Lemonade Stand.
-Debrief Game. Did you win the
game? What did you have to be
thinking about in order to get ahead?
Is this like real life? How?
-Exit Slip: What did you enjoy most,
the video or the game? Why? What
people did each activity represent,
whose interests were served?
 Watching the video, what were you
worried about? The game?

Lesson #3: (impact on earth—geographical footprint)

Lesson Description: Students will further examine the impact that society
has on earth in the search for resources. They will do this by figuring out
what is in ‘their stuff’, and then researching and sharing the process with the
class. Then students will figure out their own geological footprint, and see
how it can be changed to be smaller.

Objectives:

Knowledge: Students will examine Assessment/Evaluation

their own materialistic belongings,
-Research/group assignment
and the process of getting the
resources it requires, and how it
effectsthe earth.
Skills: Students will reproduce their -Participation
own geological footprint, and what
they can do to reduce it.

-Do independent research

Affective: Students will become -Handout.
more contentious about
environmental issues and their own
consumeristic actions.

Materials: computers, LCD projector, handout.

CEL’s: COM, CCT, PSVS, TL, IL

Set: Ask students individually to brainstorm some of their

possessions that are important to them. Ask them if they know
how they are made, and if they know what it is made up of.

-list brainstormed items on the board.

-choose one and list major resources it uses

Ex: Clothes= cotton, silk, hemp, dye, etc.

Stereo=steel, plastic(petroleum)

-choose items so that major resources are named: gold, silver,

wood, plastic, rubber, glass, aluminum and steel.

--enforce that to get these resources, it requires a lot of effort

and work, and has many side effects.

Developm -break students up into groups of all these resources. Figure

ent: out how each resource is gotten(ex: wood, cutting down trees),
and then: Give 5 minutes to brainstorm environmental impacts
to extracting these resources, 5 minutes for brainstorming
impacts to the people extracting the resource, and to people
who live in the area.

-Have students research the material they have circled to find

out about its extraction or production process and about the
potential environmental and human impacts of this process. As
they conduct their research, they should take notes to answer
the questions below. They may need to use library as well as
Internet resources.
 • In what parts of the Earth is this resource most commonly
found or produced? Name at least three specific places.
• How is this material taken from the Earth? Describe the
process.
• How might extracting this material affect the
environment?
• How might extracting this material affect the people who
live where the material occurs and the people who work
to extract it?
• What products are made with this resource?
Then as a group, get students to give a presentation to the
class about their resource, and use a visual(powerpoint, poster,
etc) to help with the presentation.

-Get Students to individually draw a diagram of one of their

personal valued possession, and list what it is made out of, and
if it supports good or bad effects to the environment and
humans who work with/near it. Get students to answer question
on paper: do you feel different about this item since you
learned about what goes into it? Will you continue to buy
things like it? Why?

-What are some effects that within our normal actions that we
have on the environment?

-Get students to go onto the Geological Footprint website:

http://www.royalsaskmuseum.ca/gallery/life_sciences/footprint_
mx_2005.swf

-Get them to fill out the handout included

Closure: Go over the sheets, and see what the kids plan for action is
going to be.