1. Date: 27/10/2015

2.  assess the availability of non- renewable resources.  recognize that viewpoints related to non-renewable resources are often controversial and complex  conserve resources for future generations.

3.  Hand out one pencil (or any other tangible item that students need) to each member of the class. Ensure that teacher must have a few pencils left after distribution.  Hand out something else that students will want (an item that will cause students to be dissatisfied if they don’t receive it). However, this time, don’t hand out the item to every person in the class. Leave some students without this item. 

4.  Ask: What is the difference between the two scenarios?  In scenario 1, since the teacher had more than enough pencils for everybody, there was no dissatisfaction or conflict.  In scenario 2, the class wanted more of a resource than the teacher provided and some students were dissatisfied.  Ask: How do we make everyone happy? Students may suggest providing enough for everyone. Have students consider the following: What if that is not possible? Do we just avoid using the item in scenario 2, or hand out the items until there are none left?

5.  Text book Chapter 7 pg. 143  R/P ratio  reserves  production

6.  Brainstorm some examples of non-renewable resources

7.  non-renewable resources such as oil, or flow resources such as wind turbines.

9.  An important place to start in wisely managing any non-renewable resource is to know how big the resource is, or how much of it exists.  The ratio of the reserves and the annual production of a resource measures how long the resource will last at the current rate of use (if no new reserves are found). 

10.  In groups of 2, have students consider the viewpoints on pages144–145,  which compare thinking about the needs of future generations in terms of non-renewable resources to letting future generations worry about themselves

11.  Viewpoint 1:  We must think about the needs of future generations  Reserve/production ratios are very low;  the world population is growing;  opportunities are reduced in the future;  it is easy to use resources more sustainably.   Viewpoint 2:  Future generations will be able to look after themselves  We don’t know if the same resources will be needed;  new reserves will be found;  new technologies will be developed; there could be resources under the oceans.

12.  The end

13. The characteristics and issues of Canadian energy, with a focus on fracking and renewable energy sources. Date: 28/10/15

14.  recognize that, although profitable, fossil fuel usage and extraction can have serious environmental consequences and that renewable energy sources may be a viable alternative.  conserve resources for future generations.  identify different types of mines across Canada and analyze environmental impacts.

15.  oil sands/tar sands  fracking  bioenergy

16.  Canada has large reserves of fossil fuels: oil, natural gas, and coal. The Alberta oil sands/tar sands reserves are huge.

18. Industry and transportation account for about 3/4 of energy use in Canada, and these uses are expected to increase by 2035.

19.  Watch a video on fracking and complete the quiz.

20.  Fracking can increase the reserves of oil and gas, but there are serious concerns about pollution and other problems connected with this process.  Renewable energy will reduce the use of fossil fuels, but most of these forms (wind, solar, bioenergy) are currently very expensive.

21.  Canada is a leading mining nation, ranking second to Australia in the total export of minerals. The industry is heavily supported by the government because of its economic importance. Minerals are recovered using  strip-mining (sand, gravel, coal, oil sands)  open-pit mining (some diamonds, iron ore, oil sands)  underground mining (potash and valuable metallic minerals)

22.  Have students consider all three types of mining and prepare the three most important questions they would have as concerned citizens for Canada’s Minister of the Environment.  Referring to the diagrams on pages 156–157, explain the three types of mineral extraction.

23.  For example, if the topic is on the use of coal, questions may be: what is the cost of coal vs. alternative means of energy? is the use of coal worth the environmental impact? how do we continue to keep coal mining jobs without affecting the environment in a negative way?  Two minute commercial posing four questions about the topic.