Energy and Mines 10, 20, 30: Curriculum Guidelines

Energy and Mines 10, 20, 30 Curriculum Guide Main Menu

Module 4: Sustainability (Core)

Suggested time: 10-15 hours

Level: Introductory

Prerequisite: Module 1

Module Overview
Sustainable development focuses on improving the quality of life without increasing the use of natural resources beyond the capacity of the environment to supply them indefinitely. The most frequently quoted definition of sustainable development is from the report Our Common Future (also known as the Brundtland Report) :

"Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs."

In this module, in the light of the knowledge acquired in the first three modules, students will focus more deeply on the nature of resource exploitation, in the context of economic, social and environmental responsibility.

Foundational Objectives

To demonstrate knowledge of the diversity and economic, social and environmental significance of Saskatchewan energy and mining industries.
To become familiar with the technology of the energy and mining industries.
To foster an attitude of environmental responsibility.

Common Essential Learning Foundational Objectives

To develop appropriate research and analytical skills to gather, examine and interpret statistical data. (IL, NUM)
To articulate, examine and debate the ethical and social impact of alternative courses of action. (PSVS, COM, CCT)
To gather and interpret information on complex social and environmental issues, from a variety of primary and secondary sources. (IL, TL)

Learning Objectives	Notes
4.1 To collect and interpret data comparing Canadian energy and resource consumption to the rest of North America and the rest of the world.	To provide a context for subsequent discussions of sustainability, students should try to find data on Saskatchewan’s per capita consumption in comparison to the rest of the world. Detailed and reliable data are not easy to find. Students should be careful to check the reliability of their sources of information, particularly on the World Wide Web. (CCT)
4.2 To collect and interpret data on the economic impact of the energy and mining industries on the local, provincial and national economies.	From provincial and federal government websites, collect, display and interpret numerical data on production, proven and probable reserves, economic value and employment in various sectors of the energy and mines industries. A comparison of data from different sources: government, industry and environmental groups could be a worthwhile exercise for students.
4.3 To assess community views on the social impact of the energy and mining industries on families and local communities.	Design and conduct a survey of community opinion on the benefits and problems associated with local or provincial energy or resource extraction industries.
4.4 To explore the environmental impact, both short-term and long-term, of common methods of mineral resource exploration, extraction, transportation, processing and consumption.	Conduct a web search and prepare flow charts on the technology of extraction and processing for various Saskatchewan minerals, along with assessment of environmental impact and strategies for reclamation.
4.5 To explore the potential environmental impact, both short-term and long-term, of common methods and levels of energy generation, transport and consumption.	Students could prepare visual presentations on the basic technology of various forms of energy production, their advantages and disadvantages.
4.6 To examine the implications of Saskatchewan's current and "sustainable" levels of energy use, in the context of climate change and global warming.	This particular issue is topical enough to deserve a separate learning objective from the more general discussion in L.O. 4.5. There are several Saskatchewan-based action initiatives and sources of resources. Students could try to predict the effects of global warming-induced climate change on their local area and the province as a whole. They could illustrate their predictions with maps or computer animations. Students should explore methods by which they personally might contribute to a reduction in greenhouse gas production either directly or indirectly. They could be encouraged to initiate personal or school-wide projects in this area. Connection can be made with Science 10 Units A-2, B-2.
4.7 To examine the implications of a goal of sustainable development, in the context of selected Saskatchewan energy resources.	Organize a community panel or conduct a debate on the meaning of and strategies for, sustainable development, in selected resource industries.
4.8 To examine the implications of a goal of sustainable development, in the context of selected Saskatchewan mineral resources.