grade 7 unit plan

1
Subject: Grade 7 Geography
Unit 3: Natural Resources
Specific Expectations
A1.1 describe various ways in which people have responded to challenges and opportunities
presented by the physical environment and analyse short- and long-term effects of some of these
responses (e.g., water pollution from industry and agriculture; loss of animal habitat and wilderness
areas as human settlement expands; deforestation and its consequences; the development of
provincial or national parks to protect wilderness areas)
A1.4 assess ways in which different peoples living in similar physical environments have responded
to challenges and opportunities presented by these environments, and assess the sustainability of
these responses
A2.1 formulate questions to guide investigations into the impact of natural events and/or human
activities that change the physical environment (e.g., the economic and environmental impact of
industrial pollution on a river system), ensuring that their questions reflect a geographic perspective
Overall Expectations
A1. Application: analyse some challenges and opportunities presented by the physical environment
and ways in which people have responded to them
A2. Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or
human activities that change the physical environment, exploring the impact from a geographic
perspective
A3. Understanding Geographic Context: demonstrate an understanding of significant patterns in
Earth’s physical features and of some natural processes and human activities that create and change
those features
B1. Application: analyse aspects of the extraction/harvesting and use of natural resources in different
regions of the world, and assess ways of preserving these resources
B2. Inquiry: use the geographic inquiry process to investigate issues related to the impact of the
extraction/harvesting and/or use of natural resources around the world from a geographic perspective
B3. Understanding Geographic Context: demonstrate an understanding of the sources and use of
different types of natural resources and of some of the effects of the extraction/harvesting and use of
these resources

2
Specific Expectations Cont'd
A2.2 gather and organize data and information from a variety of sources, and using various
technologies, on the impact of natural events and/or human activities that change the physical
environment, ensuring that their sources reflect more than one perspective
A2.3 analyse and construct maps as part of their investigations into the impact of natural events
and/or human activities that change the physical environment, with a focus on investigating the
spatial boundaries of the impact
A2.4 Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or
human activities that change the physical environment, exploring the impact from a geographic
perspective
A2.5 evaluate evidence and draw conclusions about the impact of natural events and/or human
activities that change the physical environment
A2.6 communicate the results of their inquiries, using appropriate vocabulary
A3.1 identify the location and describe the physical characteristics of various landforms
A3.2 describe some key natural processes and human activities that create and change landforms
A3.5 describe some key natural processes and human activities
A3.7 describe some key natural processes and other factors, including human activities
B1.1 analyse interrelationships between the location/accessibility, mode of extraction/ harvesting, and
use of various natural resources
B1.2 analyse natural resource extraction/harvesting and use in some specific regions of the world ,
including the sustainability of these practices
B1.3 assess the efforts of some groups, agencies, and/or organizations in helping to preserve natural
resources
B1.4 create a personal plan of action outlining how they can contribute to more sustainable natural
resource extraction/harvesting and/or use
B2.1 formulate questions to guide investigations into issues related to the impact of the extraction/
harvesting and/or use of natural resources around the world from a geographic perspective
B2.2 gather and organize data and information from a variety of sources on the impact of resource
extraction/harvesting and/or use, ensuring that their sources reflect more than one perspective
B2.3 analyse and construct maps as part of their investigations, with a particular focus on exploring
the spatial boundaries of and, where applicable, patterns relating to their topics

3
Specific Expectations Cont'd
B2.4 interpret and analyse data and information relevant to their investigations, using various tools
and spatial technologies
B2.5 evaluate evidence and draw conclusions about issues related to the impact of natural resource
extraction/harvesting and/or use around the world
B2.6 communicate the results of their inquiries using appropriate vocabulary (e.g., non-renewable,
renewable, flow resources; extraction; sustainability; deforestation; fossil fuels; aquifer)
B3.1 identify Earth’s renewable, non-renewable, and flow resources
B3.2 describe ways in which people use the natural environment, including specific elements within it,
to meet their needs and wants
B3.3 identify significant short- and long-term effects of natural resource extraction/harvesting and use
on people and the environment (e.g., deforestation, desertification, smog, acid rain, climate change,
soil contamination, habitat destruction, flooding)
B3.4 describe the perspectives of different groups (e.g., a traditional indigenous community, an
environmental organization, a multinational mining or forestry company, the residents of a resource
town) regarding the use of the natural environment to meet human needs
B3.5 describe some responses to social and/or environmental challenges arising from the use of
natural resources (e.g., the increased use of wind, solar, or tidal energy; reduced consumption;
promotion of energy-saving strategies such as the use of energy-efficient appliances; promotion of
fair trade; marketing of “ethical” products such as “ethical oil” or “ethical diamonds”; boycotting less
sustainable products or companies using unsustainable practices)
B3.6 demonstrate the ability to extract information from, analyse, and construct GIS maps relating to
natural resources around the world

4
Lesson #1 – Introduction: What is a Resource?
Teaching Learning Strategies
Class read aloud G138-G142 Pearson Human Geography
Key Questions:
How do people use renewable and flow resources?
What are some examples of renewable, non-renewable and flow
resources?
Key Terms:
tropical rainforest - a large forest in an area with heavy rainfall and
very warm temperatures
resource depletion - the use of a resource until there is none left
resource - something that is useful to people
natural resource - a material in nature that has usefulness or
economic value, such as tree, water, minerals.
technology - the use of scientific knowledge and skills for useful,
practical purposes to meet the needs and goals of people.
renewable resource - a resource that can be replaced fairly quickly,
such as forests and animals
non-renewable resource - a resource that cannot be replenished
once it is used up, such as fossil fuels
flow resource - resource that can be used and replenished at the
same time, such as a river current or solar energy; it must be used
when and where it occurs
B3. Understanding Geographic Context: demonstrate
an understanding of the sources and use of different
types of natural resources and of some of the effects of
the extraction/harvesting and use of these resources
B2.5 evaluate evidence and draw conclusions about
issues related to the impact of natural resource
B2.6 communicate the results of their inquiries using
appropriate vocabulary (e.g., non-renewable,
renewable, flow resources; extraction; sustainability;
deforestation; fossil fuels; aquifer)
B3.1 identify Earth’s renewable, non-renewable, and
flow resources
B3.2 describe ways in which people use the natural
environment, including specific elements within it, to
meet their needs and wants
Student Task:
In class or for homework, create extended version of
web diagram on G141 by providing examples of each
of the three types of natural resources: renewable, non-
renewable and flow. Provide three examples for each.
For homework, find an example of resource depletion
mentioned in an online media source such as a news
article, PSA from a recognized organization, or a filmed
news report. Post to Google Classroom
Resources: Pearson Human Geography G141-G142,
shared Google Document, Google Classroom

5
Lesson #2 – Renewable Resources
Key Questions:
What are ways humans interfere with the water cycle that produces
negative results?
What issues are there with renewable resources such as fresh water,
forests and fish?
Why is it important to protect water sources from pollution?
(99% of fresh water is locked up in glaciers and ice caps; greatest part
of remaining 1% is ground water)
Which method of logging do you think is best? Identify pros and cons for
each method.
Why are many species of whales endangered today?
Key Terms:
natural system- a balanced network of connected parts
water cycle- the natural system that creates a renewable supply of
fresh water through evaporation, condensation, and precipitation.
groundwater - water that is under the surface of the earth and can be
reached only through wells.
continental shelf - the shallow zone of water along the edge of the
continents
Forest Logging Methods:
selective cutting, shelterwood cutting, clear-cutting
B3. Understanding Geographic Context:
demonstrate an understanding of the sources and
use of different types of natural resources and of
some of the effects of the extraction/harvesting and
use of these resources
B2.5 evaluate evidence and draw conclusions about
issues related to the impact of natural resource
appropriate vocabulary (e.g., non-renewable,
renewable, flow resources; extraction; sustainability;
deforestation; fossil fuels; aquifer)
B3.1 identify Earth’s renewable, non-renewable, and
flow resources
environment, including specific elements within it, to
meet their needs and wants
B3.4 describe the perspectives of different groups
(e.g., a traditional indigenous community, an
environmental organization, a multinational mining or
forestry company, the residents of a resource town)
regarding the use of the natural environment to meet
human needs
Student Task:
As a class or for homework, create chart containing
pros and cons for each forest logging method.
Debate which of the logging methods is best.
Analyse and interpret map on G147.
Resources: Pearson Human Geography G146

6
Lesson #3 – Flow Resources
Key Questions:
Why is tidal power called a flow resource, not a renewable
resource?
What characteristics are suitable for hydroelectric power
production? (large areas of land, several large rivers flowing into
ocean coasts, rugged areas for constructing dams across rivers,
highly industrial)
Which regions of Canada have the greatest solar energy
potential? (Analyze map G157)
B3. Understanding Geographic Context: demonstrate an
understanding of the sources and use of different types of
natural resources and of some of the effects of the
extraction/harvesting and use of these resources
B2.5 evaluate evidence and draw conclusions about issues
related to the impact of natural resource
appropriate vocabulary (e.g., non-renewable, renewable,
flow resources; extraction; sustainability; deforestation;
fossil fuels; aquifer)
B3.1 identify Earth’s renewable, non-renewable, and flow
resources
environment, including specific elements within it, to meet
their needs and wants

7
Lesson #4 – Distribution Maps
Student Task: Scavenger Hunt
Resources: Pearson Human Geography 7 (G150-151, G147, G157)
http://mapmaker.education.nationalgeographic.com/?ar_a=1&b=1&ls=000000000000#/
http://www.wiley.com/college/strahler/0471480533/animations/ch24_animations/animation1.html
A2. Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that
change the physical environment, exploring the impact from a geographic perspective
A2.2 gather and organize data and information from a variety of sources, and using various technologies, on the impact of
natural events and/or human activities that change the physical environment, ensuring that their sources reflect more than
one perspective
A2.3 analyse and construct maps as part of their investigations into the impact of natural events and/or human activities
that change the physical environment, with a focus on investigating the spatial boundaries of the impact
A2.4 Inquiry: use the geographic inquiry process to investigate the impact of natural events and/or human activities that
change the physical environment, exploring the impact from a geographic perspective
A2.5 evaluate evidence and draw conclusions about the impact of natural events and/or human activities that change the
physical environment
A2.6 communicate the results of their inquiries, using appropriate vocabulary
B2.3 analyse and construct maps as part of their investigations, with a particular focus on exploring the spatial boundaries
of and, where applicable, patterns relating to their topics
B2.4 interpret and analyse data and information relevant to their investigations, using various tools and spatial
technologies
B2.5 evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting
and/or use around the world
B3.6 demonstrate the ability to extract information from, analyse, and construct GIS maps relating to natural resources
around the world

8
Lesson #5 – Non-Renewable Resources
Read aloud G158-G166 Pearson Human Geography
Key Terms:
carbon monoxide - a poisonous gas that comes from
automobile exhausts
volatile organic compounds - chemicals that are emitted as
gases into the air
per capita -per person
sulphur oxide emission - gases from burning fuel;
responsible for acid rain pollution
sustainability - use and conservation of resources in a way
that does not deplete them
fossil fuels - fuels developed by the decay of plant and
animal life over millions of years
anthracite coal - hard coal with a high carbon content; burns
clean
lignite coal - soft coal with a low carbon content; burns dirty
bitumen - a sticky, black substance made mostly from carbon
synthetic crude oil - made artificially by separating bitumen
from sand particles and water and then purifying it
reclamation - putting the land back as close as possible to its
original condition after the natural resources have been
removed
acid rain - pollution in the atmosphere that combines with
water and falls back to the earth as precipitation
photochemical smog - nitrous oxides combined with sunlight
flow resources; extraction; sustainability; deforestation; fossil
fuels; aquifer)
B3.1 identify Earth’s renewable, non-renewable, and flow
resources
Key Questions:
How do fossil fuels form?
How is petroleum formed?
Why is petroleum always found with sedimentary rock?
Why do people buy SUVs? What alternatives are friendlier to
the environment?
Why are the oil sands important to Canada?
What are three methods used to get oil from the earth?
Why does Canada do poorly on its report card?
Identify ways Canada can improve.
Are there ways to reduce waste?
Ways to reuse?
What kind of renewable resources can be recycled?

9
Lesson #6 – Non-Fuel Minerals
Key Terms:
metallic mineral- a mineral that contains a valuable metal
such as gold, silver, copper, nickel, or zinc, which can be
polished to a bright shine.
igenous intrusive- magma flows that have intruded into
surrounding rock and often contain mineral-rich veins of
gold, silver, copper, and other metals
mine tailings- waste materials produced from mining
Key Questions:
How do metallic minerals form?
What are three different characteristics of open-pit mining
and underground mining?
How well is Canada supplied with non-renewable
resources?
Why is mining very expensive? Consider mining methods.
Which non-renewable resources cause greatest
environmental problems when collected: fossil fuels or
other minerals?
B3.3 identify significant short- and long-term effects of
natural resource extraction/harvesting and use on people
and the environment (e.g., deforestation, desertification,
smog, acid rain, climate change, soil contamination, habitat
destruction, flooding)
Student Task: Geo Skill G170-171 Map Analysis (Fuel ,
Metallic and Non-Metallic Minerals Maps)
Resources: Pearson Human Geography 7

10
Lesson #7 – Sustainable Development
Key Terms:
sustainable development - gathering and processing
resources, then disposing of waste without harming the
earth; and consuming resources at a rate that saves plenty
for future generations to use
dominion - to have control over an area or territory
stewardship - to take care of someone else's property
conservation - saving the earth's natural resources by
protecting them and using them in sustainable ways
aquaculture - raising fish in enclosures set in the edge of
water bodies
forest certification - a process that verifies forests are
managed and harvested in an environmentally and socially
responsible manner; products from certified forests are
labelled and traced all the way to the consumer through
the "chain of custody" certification system
environmentalist - a person who believes that natural
resources will last only if humans practice wise stewardship
habitat destruction- the ruining of places where plants
grow and animals live through humans taking profitable
resources
protected area- a region set aside to protect and preserve
natural resources
Key Questions:
Do you prefer a dominion view or a stewardship view?
How does technology make alternative resources
available?
How does sustainability affect the health of the
environment?
What is the geographic vocabulary related to
sustainability?
How can I form questions to investigate use of resources?
How can I present and defend a point of view about
resource use?
A1. Application: analyse some challenges and opportunities
presented by the physical environment and ways in which
people have responded to them
A1.1 describe various ways in which people have
responded to challenges and opportunities presented by
the physical environment and analyse short- and long-term
effects of some of these responses (e.g., water pollution
from industry and agriculture; loss of animal habitat and
wilderness areas as human settlement expands;
deforestation and its consequences; the development of
provincial or national parks to protect wilderness areas)
A1.4 assess ways in which different peoples living in similar
physical environments have responded to challenges and
opportunities presented by these environments, and assess
the sustainability of these responses
B3.3 identify significant short- and long-term effects of
natural resource extraction/harvesting and use on people
and the environment (e.g., deforestation, desertification,
smog, acid rain, climate change, soil contamination, habitat
destruction, flooding)
B3.4 describe the perspectives of different groups (e.g., a
traditional indigenous community, an environmental
organization, a multinational mining or forestry company,
the residents of a resource town) regarding the use of the
natural environment to meet human needs

grade 7 unit plan

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Viewers also liked

Viewers also liked (9)

Similar to grade 7 unit plan

Similar to grade 7 unit plan (20)

More from Leonora Helen Buskin

More from Leonora Helen Buskin (13)

grade 7 unit plan