Socials Resources Unit Plan

A template based on Understanding by Design

Title of Unit

Grade

Canadas Natural Resources

Level
Subject

Socials Studies

Time

11 Lessons

Frame
Developed By

Haley Twaites
Using the Connections Canada textbook

Stage 1 Desired Results

Thinking
Communication

Personal and
Social

Big Idea:
What is this unit about? Why are you teaching it?
Natural resources continue to shape the economy and identity of different regions of Canada

Essential Question:
What questions might spark student interest / engagement in the topic?

What are natural resources?

What natural resources are most important to our local community?
Where can we find natural resources in Canada?
What students will be able to DO
What students will KNOW
Curricular competency learning standards: Content learning standards:
Resources and economic development in different regions

Use Socials Studies inquiry processes and skills ask

questions, gather information, interpret, and analyze
ideas; and communicate findings and decisions

of Canada

Develop a plan of action to address a selected problem

or issue summative assessment

The development and evolution of Canadian Identity over

time

First Peoples land use

Differentiate between intended and unintended

consequences of events, decisions, and developments,
and speculate about alternative outcomes (cause and
consequence)

Stage 2 Assessment Evidence

Formative Assessments
Check for understandings
Discussions
Engagement/Participation

Summative Assessments

Self-Assessment / Peer
Assessment

Final Project
Self-assessment rubric at the
end of the unit

Stage 3 Learning Plan

Should be Differentiated
Potential Barriers to Success / Areas to Differentiate:
Might include: engagement, motivation, organization, language ability, exceptionalities, reading level, etc.
Language ability: (3 ELL learners) if they cannot understand what I am saying or asking of them, they may have a
difficult time completing the tasks
Motivation: They are pretty strong willed and if they dont want to do something they are not going to do it
Distraction: They are often up and out of their desks, or talking with the person next to them

Giving students voice and choice: how you will adjust for differentiation needs
Giving them lots of different opportunities for learning
Many different styles and types of activities
Hands on and written work
Giving them choice of how they would like to present some of their findings
Just making sure that I am encouraging them, and giving them a brain break if they seem like they
need one

Integrating Aboriginal worldviews and perspectives:

Learning involves patience and time
Learning is embedded in memory, history and story
Learning recognizes the role of indigenous knowledge

Sequence of Lessons: The basics of what you plan to do in each lesson of the unit. The first one will be how
will you engage students at the beginning of the unit? (motivational set your hook it could be accessing their
background knowledge in some way)
#

Lesson
Title

1
What is a
Natural
Resource
?

Lesson Activities (Learning Experiences)

Introduction:
Hook: Look around the classroom. How many objects in here are made of
paper? That paper comes from trees. The legs on the desks are made of
metal that comes from mines, and the water coming out of the tap comes
from reservoirs that hold rain and melted snow. All of these things are
natural resources.
What makes them natural resources?
- Come from nature
- Useful to humans
What other natural resources can you think of?
- Gas and oil
- Plants
- Minerals
- Fish
- Water
- Furs
Tie in the science resources that we learned about previously.
Who can remember what resources we learned about in science earlier in
the week?
- Name a few
- How do you think socials and science can work together to utilize the
resources that we have here in Canada?

Assessment
and Core
competenc
y
Core:
Critical
Thinking
Using their
best
judgement
Communica
tion
Of their
findings,
collaboration
with peers

Resourc
es

2
Imports
and
Exports

3
Where
are the
resource
s
located?

Imports: are goods that are produced in other countries and brought into
Canada for use here
Exports: are goods that are produced in Canada and sold to other countries
- we build power plants to create energy from running water
- we use wind
- Trees into lumber for building things
Exports:
- around the world
- coal is exported to japan to make steel
- lumber to the US and other countries
Look at the map on page 135. Study the symbols and look at where they
are located in Canada.
On a piece of paper write out the ten provinces and beside them make a
list of the resources that are located in each province.
In what provinces is fishing important?
Which provinces produce oil and gas?
Which provinces are known for mining?
Where are forests present?

Core:
Critical
Thinking
Using their
best
judgement
Communica
tion
Of their
findings,
collaboration
with peers
Core:
Critical
Thinking
Using their
best
judgement
Communica
tion
Of their
findings,

Textboo
k:
Connecti
on
Canada

Make a chart of the resources and their uses.

Do this individually and then compare with a partner.

Our
What resources are present in our community?
Communi Based on our field trip of Burns Bog.
ty
Discussion about the types of resources we saw.
- Plants
- Water
- Wildlife
Have the students write a letter to a friend about what kinds of resources
they saw in the Bog.

Who is
Responsi
ble for
Import
and
Export?

Computer day
Look up some companies that are responsible for the import and export of
resources.
- Where is the company located?
- What resource are they focused on?
- Is it an import or export business?
- Who do they sell to?
- Who do they receive from?
- How is the resource used in everyday life?
- Should people use more, less or the same amount of this resource?
Choose how you would like to report your findings.
- Poster
- Skit
- Mural
- Oral presentation
6
The
The changing of resources and the ways in which these changes are
Changing affecting Canada.
of
Coal used to be used to heat homes. Then it was oil, natural gas, and

collaboration
with peers

Core:
Critical
Thinking
Using their
best
judgement
Communica
tion
Of their
findings,
collaboration
with peers
Personal
and Social
Responsibil
ity
Core:
Critical
Thinking
Creative
thinking
Communica
tioncommun
icate their
findings

Core:
Critical
Thinking

Comput
er

Resource electricity, and coal was slowly phased out and no longer needed.
s
**possibly connect with the electric car debate in one lesson
7

The
Electric
Car
Debate

Electric car case study

What are the advantages of using electricity as fuel for a car instead of
gasoline?
Can you think of any disadvantages? Make a list of pros and cons.
Compare with a partner.
Can you come up with other things that could fuel a car other than
electricity or gasoline?
Draw a picture and explain.

8 Fur trade One of the first resources that attracted European settlers to Canada and
British Columbia in particular was otter furs. Furs became a hot commodity,
because they were used to make hats, coats, and other clothing items that
were desired by people in China, the United States and Europe.
Sea Otters:
Why their fur was wanted.
How they became endangered. How they were integrated back into
Canada and the Coast of BC.
Computers?

Fur
trade:
Bartering
and
making a
deal

Bartering and making a trade/deal.

When you want to buy something you just go to the store and you pay with
cash, or your parents pay with their credit cards. Many years ago these
systems were not in place
When the European settlers came to Canada they were used to trading
items to get what they needed. It was the only way they knew how to do
business. The Aboriginal communities however where not used to this style

Core:
Creative
thinking
Critical
thinking
Using their
best
judgement
Communica
tion
Of their
findings,
collaboration
with peers
Core:
Critical
Thinking
Using their
best
judgement
Communica
tion
Of their
findings,
collaboration
with peers
Core:
Critical
Thinking

of business, but they were interested in the things the Europeans had to
offer. The Aboriginal people wanted the new items because they were
stronger and would last longer than the goods that they made for
themselves.
Bartered items:
- Guns
- Blankets
- Tobacco
- Kettles
- Knives
- Copper bracelets
Why do you think that the Aboriginal peoples wanted each of these items?
What did each item replace (the original things that Aboriginal people used
to make themselves)?
Chart:
Trade item, used for, replaced.
Paper clip trade**
1 Fur Trade Fort St. James:
0 Capital
Was built in 1806 by a group of traders led by Simon Fraser. (Does anyone
know about a place named after this man?)
It was located off the shores of Lake Stuart in Dakelh (Dah-KELH), and it
was a location full of fish and furs.
There were two companies
Video?
1 The End
1

Putting it all together:

A big page (like a big 4)
Have a different resource or topic in each section (8).
Have the students write a paragraph about the section and then draw a
picture.

Core:
Critical
Thinking

Core:
Critical
Thinking
Personal
and Social
Responsibil
ity

11x17
paper