Social Studies Grade Five

Module One - Canadian Resources and Industries

• interdependence, resources, industry, technology, conservation

Students will know that:

• industries use resources in order to meet human needs and wants.
• resources may be renewable or nonrenewable.
• conservation is an important consideration.

Students will:

• access, organize, and share information and opinions.
• identify various resources and industries.
• make connections among resources, industries, products, the environment, and human needs and wants.

Students will:

• appreciate the complexity of some interdependent relationships.

Students may:

• plan and participate in a drama in context.

• Review the meaning of natural resources and ask students to suggest some local and national examples.
• Divide the class into 12 groups - one to represent each of the provinces and the territories*. Give each student an outline map of Canada to identify, locate, and record resources in their assigned province/territory. Mark these, using the appropriate symbols on the maps. Determine and record possible uses of resources. Identify them as renewable or nonrenewable.
• Make a transparency of an outline map of Canada for the overhead projector. Have students record their information on the map and identify uses for the resources (e.g., in a song, rap, or web) Keep the maps for future reference.
• Use drama in context* to explore the production of a resource. Students could represent farmers, business people, people who transport and distribute goods, consumers, and so on, or record information on charts.
• Look at labels in the school and home and make a list of products made in Canada. Write away for information about goods produced in Canada. Record findings on a map or chart.
• Students may investigate*:
  • materials used in the production of goods;
  • markets;
  • number of people employed;
  • technologies involved;
  • pollution controls; and
  • services such as transportation that facilitate the production.
• Some industries the teacher may want to explore are:
  • fishing industry (processing plant, fish nets, lobster traps, fishing boats);
  • service industry (e.g., water, parks, communication, transportation);
  • a manufacturing industry (e.g., automobiles, snowmobiles, farm machinery);
  • the publishing industry; and
  • the pulp and paper industry.
• Investigate the economic and social impacts of industries closing, the implications of unemployment, and connections with technological changes.
• The teacher may choose to have the students study the publication of a book. This could include the making of the paper and ink.

Module 1: Activity Guide

Teacher Background

Minerals
Minerals include:

• metallic minerals include iron ore, zinc, copper, nickel;
• non-metallic resources include gem stones, asbestos, potash, gypsum;
• fossil fuels include oil, natural gas, and coal
• structural materials such as sand, gravel, clay, and stone.

• in the 1800's gold rushes attracted people;
• people came to Yellowknife to look for gold and developed a previously undeveloped area with the need for transportation routes, workers and facilities;

The government may build power projects, port facilities, transportation links, and communities to promote the mining of minerals.

Water

Lakes, rivers, ponds, and streams form Canada's water resources. Water drains from Canada in five directions, to the Pacific, Arctic, Hudson Bay, Atlantic, and Gulf of Mexico.
Water is used for:

• drinking, bathing, cleaning
• agricultural purposes for the raising of both plants and animals;
• to produce energy in hydro, thermal, and nuclear power plants;
• in many different commercial activities from manufacturing to mining; and
• in tourism for boating, swimming, and fishing.

Fish

Fish and other water animals are an important resource and include cod, herring, halibut, salmon, lobster, crab, and scallops. They are found in the oceans on each coast and in inland lakes and rivers. Fish provide food as well as raw materials for fertilizer, vitamins, and paints. Fish are the resource that first brought Europeans to Canada. They brought Europeans to the east coast in the 1500's. Soon there were permanent settlements. The Grand Banks are excellent feeding grounds for fish because the water is warmed by the Gulf Stream and the shallow waters are excellent for the growth of plankton that become food for the fish.

Wildlife

Indian peoples have used wildlife resource for centuries to provide their food, clothing, and shelter. Europeans were drawn by whales in the Arctic, fish on the east coast, and fur bearing animals in the interior.

Fur traders explored and established early settlements. Some people hunt and trap for a living today. Wildlife is important to recreation, tourism, and people who depend on it for a way of life and income.

Wildlife is important for its role in ecotourism. Hunting is supportive to rural communities that provide hunters with meals, food, gas, hotels, and campgrounds.

Habitat restorations employ engineers and construction workers and lead to international conservation and political cooperation.

Meat obtained as a result of hunting is an important source of food. For example, Barren Ground Caribou can supply several million dollars worth of food resources per year.

Hunting and trapping of fur bearing animals is a source of income.

Raising wild animals on game farms can be efficient as they reproduce more efficiently and are able to use grass on marginal lands. People raising bison have found they have lower veterinarian bills, they don't need as much hay in winter as cattle, and they can survive the winter better.

Soil

Of Canada's 922 000 000 Hectares, 11% can be used for agriculture. Some consider soil as one of Canada's precious natural resources. Canada's agricultural land is found near the southern edge of Canada, in south west and interior British Columbia, the prairie provinces, the St. Lawrence lowlands, and in the Maritimes.

Extensive agriculture is carried on on most Canadian farms. These large farms are worked by machines and need only a few labourers. Extensive agriculture produces grain, seeds, and raises animals. Intensive agriculture is carried on small farms where the land is excellent but in small supply. Intensive agriculture needs many labourers. Intensive agriculture produces foods such as fruits and vegetables and is carried on in the Okanagan in British Columbia, the Annapolis Valley in Nova Scotia, and Holland Marsh area in Ontario.

In the past many immigrants were drawn to Canada by the prospect of good farm land. The establishment of farms meant the need for transportation routes such as railways and roads for transporting the agricultural products.

Shopkeepers and trades people arrived to meet the needs of the farmers and soon settlements grew.

Although agricultural activities are dependent on factors such as soil, water, and climate, research and development have increased food and fibre production and quality. Science and technology have changed agriculture and its associated industries. Consumer tastes and preferences require research and development to produce new agricultural products and processes. Future agricultural production depends on continued research and development. Agriculture in Canada is a business. Many Canadians rely on agriculture directly and indirectly for their income. Sustainable development and sustainable agriculture are critical to continued agricultural productivity.

Water

Discuss the importance of water resources. Use maps to explore Canada's wealth of water.

Using the Nelson Canadian Atlas (p. 20, 21), discuss the meaning of "drainage basin" and have student groups complete the following:

• Identify lakes and rivers in the Arctic Ocean, Hudson Bay, Atlantic, Pacific, and Gulf of Mexico drainage basins,
• besides fresh water, what other things can our lakes and rivers provide?

Wildlife

Investigate issues related to wildlife today. These issues may include the hunting and trapping of fur bearing animals and the exploitation of animals for their exotic parts. (The poaching of animals for exotic parts such as antlers, claws, and gall bladders is putting wildlife in danger). Use a resource such as Breakthroughs: Strategies for Thinking: Ivory: Is It Worth the Cost?

Explore ways hunting and trapping provide a livelihood for some Canadians. Differentiate between hunting and angling legally and poaching, as well as hunting and angling for a living and as a sport.

Invite a Wildlife Conservation Officer to talk to the class about topics related to poaching including: the dangers of poaching, how to identify poaching activity, and responsible citizen behaviour related to poaching.

Have students write letters, fax, telephone, interview, or use a computer data base to access information. Relate information about looking after the wildlife and hunting and trapping practices in different regions of Canada.

Fish

Using Nelson Canadian Atlas, p. 17, identify territorial boundary for fishing.

• Why is this necessary?
• Besides helping fishermen in different countries, how can territorial boundaries help the fish and the ocean food chain in general?

Choose a fish discussed in the Nelson Canadian Atlas p. 32 and 33. Research how it is caught and the steps involved in processing it. Identify jobs and technology involved, where the fish is found, and how the finished product is distributed.

Research a fish farm and/or aquaculture.

Research various types of inland fish and their importance to employment, tourism and recreation, and so on.

Look at a map showing fishing in Canada and ocean depth. Make a connection between the depth of water and fishing activities.

Make a list of fish caught on Canada's fishing grounds. Check off the ones they have tasted. Watch for evidence of the others. For example, they could look for Canadian fish in the grocery store or on the menu in restaurants.

Follow events in Canada's fishing industry in current events. Investigate issues related to depletion of fishing grounds and the effect on the industry. Discuss the impact on people and the environment.

Comparing Canada and other countries

Use Global Atlas p. 16-19 for information about resources in Canada compared to the rest of the world. The section at the beginning suggests ideas for "Organizing Your Investigations". Students could be given the following challenge:

• Given the fact that the world must use resources more wisely in the future, what information on pages 16 to 18 has particular relevance and what present patterns need to be addressed?

Use Global Atlas, p. 74- 75. Have students choose a province or territory and write a paragraph about industry in this province or territory based on the information on these pages, or have students make a booklet, called Industries in and feature each industry on one page of the booklet. Sketch pictures to accompany the statements. Students could also make a web, putting Industries in in the middle. Each industry would go on one leg of the web. Supporting details could be added.

Explore the relationship between available resources and the production of goods. Use Living Atlas p. 47, 48, 49, and the Nelson Canadian Atlas p. 26-37.

• List resources in provinces and territories.
• What goods/services may be produced from these resources?
• Compile the results of the research.
  • Make a class graph or chart.
  • Examine the most common resources and the most common goods that can be produced from these resources.
  • Discuss how the diversity of goods in Canada allows us to maintain a high standard of living.
  • Discuss how goods and resources may be connected to location (sea food from coastal areas; timber from the mountains).

• What provinces are leaders in the production of manufactured goods?
• Besides manufactured goods, what do the prairie provinces produce?
• Compare the production of goods in the Atlantic provinces to other provinces. Besides manufactured goods, what other things could the Atlantic provinces produce?
• Which province employs the most people in manufacturing?
• Which province employs the fewest people in manufacturing?
• According to the photographs, what are some of the things Canadians manufacture?

• What manufactured products do the prairie provinces have in common?
• What area of Canada produces the most goods?
• What two products does Manitoba produce that Saskatchewan does not?
• Why is B.C. a leader in producing wood and wood products?

Use the Nelson Canadian Atlas (p. 40). Assign groups of students one photograph each. Determine from the photograph technology involved in producing the items.

• Have each group report to the class.
• List the most common forms of technology.
• Develop the understanding that many forms of technology serve a variety of purposes.

Develop understandings about the importance of a parks service.

• Why do we need parks?
• How do people benefit from parks?
• How do plants and animals benefit from parks?
• Why is it important to maintain a good parks system?

• the first people to occupy the area (Nelson Canadian Atlas, Native Peoples and Language Groups, p. 56, 57);
• on a map, indicate where the park is located;
• major species of wildlife and plants and the most prominent geographical features (mountains, ocean, tundra).

Invite an R.C.M.P. officer to tell about police work. Visit a detachment or historic site.

Discuss the involvement of the R.C.M.P. in your community.

• Why is it necessary to have a police force?
• What seems to be the main role of the R.C.M.P. in your community?
• What services does the R.C.M.P. offer to school-aged children.

• the history of the R.C.M.P.;
• a report on services offered by the R.C.M.P.

Communication

Brainstorm communication. Ideas may include talking, radio, phone, TV, satellite, non-verbal forms of communication such as art and body gestures.

Have groups copy the communication list and add to it. Rate these forms of communication on a scale of 1-10 to determine which the students use most often. Compile classroom results and make a bar graph. Which do we depend on most? Which could we do without? Which have been made possible through technology? Identify technology involved in communication.

• Suggest needs/wants each form of communication helps them to meet.
• Suggest ways each form of communication promotes interdependence. Web ideas.

Use Heritage Post: Communication, Number 8, 1992/93.

Using current events explore communication in Canada and between Canada and the rest of the world. Some methods of communication you may want to learn about include:

• use of satellites in news and sports casting media including CBC, cable service, and the role of the CRTC;
• use of satellites in weather forecasting; and
• use of satellites in events such as the Canadian climb of Mount Everest or the Olympics.

Develop understandings about non-verbal communication. How would we communicate if we couldn't see or talk?

• What would be some of the major challenges?
• What difficulties would be involved in completing normal daily tasks?

• The participants are blindfolded, given a number, and asked to line up in proper order. After whispering the number to the blindfolded students, pin the number on their back.
• The other students provide a protective circle around the blindfolded participants. If blindfolded participants wander too close to the edge of the circle, the "protectors" gently guide them back toward the centre.
• Blindfolded students use any form of communication, except sight and talking, in order to line up in proper sequence (1- 8).
• Have other students watch for cooperation and interdependence - the teamwork - involved in completing the task.

• How did the students feel - confused, intimidated, frustrated, embarrassed?
• How did the group of "protectors" feel - hoping the group would succeed, feeling their frustration, realizing the important role talking and seeing play in communication?
• Reinforce the idea that we often take communication for granted, and if one form is taken away we can draw on our strengths and cooperation to solve problems. Communication requires interdependence.

Identify methods in and around your own community.

• Why is transportation important?
• How does it make our lives easier?
• Why must we depend on each other in order to maintain good transportation systems?
• How would an absence of transportation make it difficult for us to meet our needs?
• Which forms of transportation are absolutely necessary to our day-to-day life, our daily needs?
• Which ones could we do without if necessary?

• air travel in Canada and between Canada and other countries;
• shipping in Canada and between Canada and other countries;
• trans-Canada highway;
• VIA rail;
• subways; and
• air transport in the north.

• What are some of the things we might find on each form of transportation?
• Why would the prairie provinces have many communities close to the railways?
• Use the scale and a piece of string to calculate the approximate length of the Trans-Canada highway.
• What is the most northerly city connected to a major road? What is the most northerly city with an airport?
• Why are most transportation facilities located in southern Canada (hint: see pages 54, 55)?

• What major resource would be transported from Saskatchewan?
• What two resources would be transported from Alberta?

• from Windsor to Thunder Bay;
• from Sarnia to Sault Ste. Marie.

Conservation

While learning about interdependence consider conservation.

Use scenarios such as a decision to close commercial fishing grounds to explore implications to the environment, economy, and well-being of society or the individuals in society. Explore various points of view related to the use of resources. For example, manufacturing employs people and creates economic stability for Canada therefore contributing positively to social well-being. On the other hand, manufacturing depletes resources and pollutes the environment. A polluted environment will have a negative effect on social well-being.

Learn about the four Rs, recycle, reduce, repair, and reuse. As a class list actions from each of the four Rs that contribute to conservation in the home and community, for example, encouraging the use of public transportation and sharing infrequently used equipment. Find examples in current events.

Practice the four Rs in the classroom. Identify resource people who may provide suggestions. Interview parents or older students for ideas. Make a mural, poster, or song to share ideas with others.

Have students pick one action on which to work. Make a template to assess progress.

Emphasize that each small action contributes to the solution and that their actions are important. Learn about other `Rs'. Help students understand that it is necessary for us to Rethink our actions. Sometimes we need to Refuse. We need to refuse to smoke or refuse to buy certain products.

Practice the Rs in class. Use sales flyers to make booklets or cover a bulletin board. Collect used paper and place in recycling bins. Use the chalkboard or the overhead projector rather than pages for each student. Save paper printed on one side for scrap paper to be used in class.

Use stories and other resources to learn that people all over the world and throughout time have valued the importance of maintaining the balance of nature and that we can use their wisdom to plan for the future.

Compile a portfolio of materials about conservation and resource management. Include some or all of the following:

• personal writing such as a letter, journal entry, personal notes, diary entry, story, and/or letter to the editor;
• found writing such as newspaper or magazine articles, editorials, and descriptive notes;
• graphic materials such as a poster, picture, editorial cartoon, advertisement, chart, graph, photo, or map; and
• other categories suggested by teacher or students.

Suggested Resources
(listed in other bibliographies and catalogues)

Global Atlas (Gr 6 SS)

Resources - Forests

Forest Floor: Everyone Out Please (MHP, V6728)
Forests (MHP, V5047)
Merv's Forest (MHP, V8394)
Plant A Tree (MHP, V8476)
Tree Plan Canada is one of the programs that is funded under Canada's Green Plan. This is a national tree planting and tree care program to offset the problem of global warming. It provides technical advice and financial assistance to qualifying partners for certain planting costs and for buying trees. Partners are expected to contribute cash and/or in-kind services. For information about Tree Plan Canada projects contact Forestry Canada regional offices, the National Community Tree Foundation or call 1-800- 563-0202.

Resources - Water

Designing Dams (MHP, V8146)
The Lake Book: Actions Can Take to Protect Your Lake
COLA - Congress of Lake Associations
RR 2 Box 391, Bayview Street
Yarmouth, Maine 04096.

Water Fact Sheets:
#2 - Water - Here, There and Everywhere
#3 - Clean Water - a Priceless Asset
#5 - Groundwater - Nature's Hidden Treasure
Environment Canada
Conservation and Protection

Environment Citizenship: Freshwater Series
A-1 Water - Nature's Magician
A-9 Water - Vulnerable to Climate Change
Enquiry Centre
Environment Canada
Ottawa, Ontario
K1A 0H3

Toll Free: 1-800-668-6767
Fax: 819-953-2225

The Stanley Mission Water Unit (Sci)
The Story of Drinking Water (Sci)
Water Ecology (Sci)

Water: A Mainstream Issue for Wildlife
Canadian Wildlife Federation
1673 Carline Avenue
Ottawa, Ontario
K2A 3Z1

Water (MHP, V1007)
Water Conservation (MHP, V8465)

Resources - Wildlife/Fish

All About Bears (MHP, V33411)
Atlantic Fishing (MHP, V3266)
Discovering Saltwater Fish Alwynne Wheeler (Sci) Finest Kind (MHP, V376)
Furever Saskatchewan Environment and Resource Management
Herring (MHP, V237)

N.W.T. Food Guide
Nutrition Section
Community Health and Standard Division
Department of Health
The Centre Square Tower
Box 1320
Yellowknife, N.W.T
X1A 2L9
tel: (403) 873-7062
fax: (403) 873-7706

The Problem With Poaching (MHP, V2434)
Protecting Fish Habitats (MHP, V8145)

Resources - Mining

Cape Breton Coal Mining (MHP, V3263)
Looking For Precious Metals (MHP, V8147)
Metals (MHP, V5049)
Mining in Canada: Facts and Figures. Ottawa: The Mining Association of Canada. Saskatchewan Mining Association,
1740 Avord Tower
2002 Victoria Ave.
Regina, Saskatchewan
S4P 0R7
Tel: 757-9505
This booklet has a number of tables and maps.

Contact The Mining Association of Canada, Suite 1105, 350 Spark St., Ottawa, Ontario, K1R 7S8 for more information.

Steel: The Metal Giant (MHP, 8152)

Resources - service industry

Banff - Dream Streams (MHP, V298)
Jasper And The Yellowhead Route (MHP, V6497)
Park Interpreter (MHP, V2355)
National Parks Systems Plan ISBN No. 0-662-18206-5, and other materials are available free of charge through:
Department Inquiry Centre
Environment Canada
Main Floor
Place Vincent Massey
Hull, Quebec
K1A 0H3

Resources - parks

Banff - Dream Streams (MHP, V298)
Jasper And The Yellowhead Route (MHP, V6497) Park Interpreter (MHP, V2355)
National Parks Systems Plan ISBN No. 0-662-18206-5, and other materials are available free of charge through:
Department Inquiry Centre
Environment Canada
Main Floor
Place Vincent Massey
Hull, Quebec
K1A 0H3

Resources - tourism

Global Atlas (Gr.6 SS, 1992), pp. 38-39.
The Hotel Manager (MHP, V3181)

Resources - communication

Communication Patterns (MHP, V842)
Communications Dan Mackie and Paul Hayes (Sci) Communication (filmstrip in Ethos kit)
Kidzone II - Telephone Line (MHP, V3849)
Kidzone II - Space Show (MHP, V8433)
Three Communication Techniques (MHP, V7893)

Resources - transportation

Astronauts (MHP, V3458)
A Canadian Invention (MHP, V3269)
Delivering the Goods (MHP, V1733)
Flight Dan Mackie (Sci)
Harbour (MHP, V6624)
Hay River, N.W.T. (MHP, V6616)
Those Magnificent People In Their Flying Machines (Sci) (MHP, V 3443)
Modern Transportation Management (MHP, V7976)
Trains, Planes, Boats And Cars (MHP, V3769)
Transportation (MHP, V1199)
Transportation (filmstrip in Ethos kit).
Why Is The World Shrinking (MHP, V2543)