Sample Critical Challenge
Our most valuable resources
Taken from
Managing Our Natural Wealth
Authors
Tom King, Wendy Amy, Mark Woloshen
Editors
Roland Case, Catriona Misfeldt
Synopsis
In this two-part critical challenge, students study the
wealth of natural resources across Canada. Students
research the resources of an assigned
province/territory. Results of this research are placed on
drawn maps of the various regions, which are pieced
together and posted as one large map of Canada. In the
first critical challenge, students rank the three most
valuable resources in their province/territory,
considering the personal, economic and environmental
effects. In the second critical challenge, each group
prepares an outline and delivers a presentation to the
class justifying its ranking.
The Critical Thinking Consortium
Education Building
University of British Columbia
6365 Biological Sciences Road
Vancouver, BC V6T 1Z4
604.822.9297 (p) 604.822.6603 (f)
[email protected] www.tc2.ca
© 2006 The Critical Thinking Consortium. Permission granted to duplicate the blackline masters (i.e., briefing sheets, data charts, documents,
assessment rubrics) for individual classroom use only. Duplication of the suggested teaching activities or use of the blackline masters for other
purposes are not permitted without prior written permission from The Critical Thinking Consortium.
3
Our most valuable resources
Critical Challenge
Critical
question / task
(A) What are the first, second and third most valuable natural
resources in your province/territory?
(B) Explain your group’s conclusions in a presentation to the class.
Overview
In this two-part critical challenge, students study the wealth of natural
resources across Canada. Students research the resources of an
assigned province/territory. Results of this research are placed on
drawn maps of the various regions, which are pieced together and
posted as one large map of Canada. In the first critical challenge,
students rank the three most valuable resources in their province/
territory, considering the personal, economic and environmental
effects. In the second critical challenge, each group prepares an
outline and delivers a presentation to the class justifying its ranking.
Objectives
Broad
understanding
Requisite
tools
Canada has a rich and diverse supply of natural resources that add
greatly to our national wealth.
Background knowledge
• knowledge of personal, economic and environmental effects
• information about natural resources in regions of Canada
Criteria for judgment
• criteria for most valuable resources (e.g., greatest social, economic
and environmental benefits)
• criteria for an effective presentation (e.g., face audience, strong
voice)
Critical thinking vocabulary
• positive and negative effects
Thinking strategies
• data chart
• using speaking notes
Habits of mind
Managing Our Natural Wealth
17
The Critical Thinking Consortium
Suggested Activities
Pre-planning
Plan for
giant map
➤
In Session Two, each group of students will be asked to trace an
enlarged outline of an assigned province/territory on poster paper
using an overhead transparency made from Blackline Master #6. To
ensure that the individual parts of the map fit together, designate a
place in the classroom (indicated by a mark on the floor) where each
group will position the overhead to trace its map. (If additional
overheads can be borrowed, designate different spots that are equidistant
from the wall, and create additional transparencies of the map.) Use
Quebec as the trial province—its outline should fit on a single sheet of
poster paper. (Two pieces can be pasted together for Nunavut.) Check
the availability of sufficient wall space to accommodate the entire
country—approximately four times the width of Quebec and twice its
height. If need be, reduce the scale of the enlargement. Thirteen sheets
of poster paper will be needed (Nunavut requires two sheets and PEI
can be traced on an unused section of another province). Vary the
colours so that the different provinces/territories will stand out.
Session One
Introduce the
research project
➤
Blackline Masters #12–13
Explain to the class that Canada is known all over the world for its
natural resources—it is a very rich natural resource country. The class
will be asked to take stock of our national resources. This will involve:
•
finding out what natural resources we have in Canada,
•
locating where in Canada (province/territory) they are found,
•
deciding which of these resources are the most “valuable”.
In order to answer these questions, the class will need to carry out
research in the library and, possibly, on the Internet. But before
actually conducting the research, students need to learn more about
the ways in which resources have value in our lives.
Discuss
personal effects
➤
Remind students that in an earlier class they assessed the importance
of various resources by looking at the usefulness of the products
developed from each resource. Explain that the class will refer to
these uses as the effects a natural resource has on us personally—the
ways that a resource’s products are used in people’s lives. As illustrated
below, write the following headings on the board and ask students to
recall examples of products that were derived from trees and list how
these products help us personally.
The effects
of natural resources
personal
Managing Our Natural Wealth
•
•
•
•
18
knowledge of
personal effects
Examples
desks to write on
chairs to sit on
firewood to keep warm
houses to live in
The Critical Thinking Consortium
Introduce
economic effects
➤
Explain that natural resources have two other types of effects. Beneath
“personal” write “economic” on the board and ask students if they can
guess what this term means. Explain that economics deals with
“money”—the way individuals and countries make money to pay their
bills and to become wealthy. The economic effects of resources are
largely in terms of the money and the jobs created by obtaining the
resources and by making and selling the products. Ask students to
think of jobs that might be created from the forest industry and how we
might make money from tree-related products. List their suggestions
and offer your own.
economic
Introduce
environmental effects
➤
➤
jobs to cut down trees
jobs to plant new tress
jobs to make furniture
money from selling logs to other countries
Beneath “economic” write “environmental” on the board and ask
students if they can guess what this term means. Explain that the
environment deals with “nature”—with the plants, animals, the ground
and the air. The environmental effects of resources are the way nature
is affected by how we gather the resources and use the products made
from them. Ask students to think of how cutting down and using trees
might affect nature. List their suggestions and offer your own.
environmental
Introduce
positive and negative
effects
•
•
•
•
knowledge of
environmental
effects
• cutting down trees may destroy
animal homes
• cutting trees reduces forest fires
• cutting down trees makes room
for new healthy trees
• burning trees creates smoke which
pollutes the air
If students have not already noticed that some of the effects are
positive and others negative, draw this to their attention. Suggest that
a “positive effect” is a good thing to happen and a “negative effect” is
something that is undesirable. Invite students to think about these
concepts in any of the following ways:
•
Present an effect and ask students to indicate whether it is positive
or negative.
•
Ask students if one type of effect (i.e., personal, economic or
environmental) listed on the board has more negative effects than
the other two.
•
Discuss why the major positive effects are largely personal and
economic and the major negative effects are often environmental.
•
Ask students if they can think of negative personal and economic
effects (e.g., the injuries to loggers while felling trees are negative
personal effects; the money required to build factories is a negative
economic effect).
• Suggest that the various effects influence each other.
Managing Our Natural Wealth
knowledge of
economic effects
19
positive and
negative
For
The Critical Thinking Consortium
example, air pollution caused by burning trees is an environmental
effect; yet pollution can cause people to get sick which would be a
negative personal effect. This, in turn, might have negative economic effects (e.g., if people are sick they cannot work and more
money may be required to pay for doctors).
➤
Nam
The
e:
____
____
____
____
____
____
____
____
____
____
____
____
____
__
ona
l
Unde
rstan
x eff
1. ta
ects
xes fr
ding
of th
om o
e use
2. o
il sale
effec
il is u
of oil
s pro
sed to
:
vide
ts
3. o
keep
mon
il sp
e
o
pers
Confirm that students grasp the concepts of
positive and negative effects by inviting them
to classify six different effects of oil described on Understanding effects
(Blackline Master #12). You may do this
collectively by creating an overhead
transparency or individually by duplicating copies for each student or each
pair of students. Review student answers afterwards.
follo
wing
are si
Black
line
Maste
ills p
y for
ur ho
ollute
the g
4. so
mes
warm
overn
me p
the w
eople
men
ater,
in w
5. fi
t to
inter,
get si
ndin
use,
ck fr
g ne
om p
w su
6. u
ro
p
si
p
d
ng o
lies o
ucts
Deci
il is b
m
f
de if
o
a
de fr
il cost
etter
th
envi
om o
s a lo
for th
ronm ese effe
il,
t of
e air
ct
e
natu
mon
(less
re of ntal. Wri s are po
ey,
pollu
sitive
te th
the e
tion)
o
e nu
Type
ffect
mbe r negati
than
.
of e
r of
ffect
using
each ve and th
coal.
effect
en
in th if they a
e bo
Posi
x tha re perso
tive
nal,
t best
eco
desc
ribes nomic o
r
the ty
pe a
n
Neg
ativ
r #12
d
e
Explain to the class, because Canada
is such a large country, students
will be divided into groups of
approximately three students to
research a different part of
Canada. (Depending on the precise size of the class, more students could be assigned to the
larger provinces.) Because of the lack
of information on the three territories and the small
size of Prince Edward Island, it may be best to create ten groups
focussed on the following regions:
envir
onm
enta
l
Assign regions
of the courntry
➤
econ
omic
Confirm
understanding
of concepts
Man
agin
g Our
Natu
ral W
ealth
77
The
Criti
cal Th
inking
Coop
erativ
e
• Newfoundland;
• Prince Edward Island and Nova Scotia;
• New Brunswick;
• Quebec;
• Ontario;
• Manitoba;
• Saskatchewan;
• Alberta;
• British Columbia;
• Nunavut, Northwest Territories and Yukon.
Begin the research
➤
Managing Our Natural Wealth
Enlarge both sheets of the chart, Effects of natural resources (Blackline
Masters #13A–B) to legal (81/2 x 14) or ledger (11 x 17) size and
distribute a copy to each group. Explain that students are to research
all the types of natural resources (i.e., water, trees, minerals/fossil
fuels, soil, fish, fur and other) and list specific examples of each (e.g.,
under minerals, students might list gold, zinc and coal) found in their
assigned province/territory. Their main task to is to look for information about the personal, economic and environmental effects, both
20
information
about resources in
Canada
data chart
The Critical Thinking Consortium
r #13A
Maste
ral re
____
sour
____
__
ces
Econ
omic
(effec
effe
ts on
cts
mon
ey an
d jo
bs)
e
natu
erativ
ince
Envi
ronm
enta
(effec
l effe
cts
ts on
natu
re)
Coop
ts of
Prov
/ Terr
itory
Pers
of
onal
effe
(effec
cts
ts on
peo
ple)
__
The
Criti
cal Th
inking
line
Black
Effec
Plan
ts
Tree
s
Spec
if
from ic prod
uct
you
r area s
____
____
____
____
____
____
____
____
____
Min
eral
s
____
positive and negative, arising from development and
use of these natural resources. The following
sources (full references
are at the end of this challenge) may be useful to
students in gathering
the needed information:
78
Oil
Man
agin
g Our
Natu
ral W
ealth
Nam
es:
____
____
____
• The Canadian
Encyclopedia
(on-line). Go to
the subject index, click on
“Provinces & Territories” and
then access a specific province or territory.
Within each jurisdiction most of the relevant information is to be found under “Economy,” but also under “Land and
Resources” or “Natural Resources”;
• Statistics Canada (on-line). Although students may need help finding and interpreting relevant data, two links on this stie are especially helpful:
~ Census link: click on “1996 Census” and then “Nation series”
and select “Occupation, Industry and Class of Workers” for
employment figures by industry for each province;
~ Canadian Statistics link: explore “The Economy” (Primary Industries), “The Land” (Geography and Environment) and “The
People” (Labour, employment and unemployment);
• Encarta Encyclopedia;
• Hello Canada series;
• Journey Across Canada series;
• any grade-level textbook (e.g., Exploring Canada);
• World Book Encyclopedia
Teach information
locating strategies
➤
Managing Our Natural Wealth
If students have been introduced to the use of the table of contents,
index, key words and skimming strategies, remind them to use these in
locating relevant information. If students are unfamiliar with these
strategies, work with the teacher librarian or use a standard resource
book on library research to introduce them. This introduction may be
as simple as selecting one or two sources recommended for this
assignment that all students might have at their disposal and asking
students how they might look for information about natural resources
in their assigned region.
21
The Critical Thinking Consortium
Session Two
Continue
the research
➤
Allow students time in class and in the library to conduct their research.
Remind each group to record its information on one set of Blackline
Masters #13A–B.
Introduce giant
map project
➤
At some point, while students are gathering information, explain that
the class will be creating a large map showing Canada’s most valuable
natural resources. Each group will prepare the map for their assigned
province/territory. Indicate that during the research gathering session,
each group will trace an enlarged outline of its region according to the
following procedure:
• position the overhead on the designated spot on the floor;
• project the transparency on the wall;
• align the poster paper and the image so the outline of the province/
territory fits within the poster paper and then attach the paper to the
wall with masking tape (the three territories should be done separately);
• using a pencil, trace the outline of the boundary for the assigned
province/territory and any interior lakes; also place a dot on the
location of the capital city (do not trace any of the words or the
circles);
• OPTIONAL: If further work with latitude and longitude is desired
place a mark at the boundary line where each line of latitude and
longitude enters or leaves the province (the full lines will be drawn
afterwards using a meter stick);
• after the outline is traced in pencil, remove the paper from the wall
and carefully go over the outline of the boundary with a thick/dark
felt pen. If latitude and longitude were marked, using a thinner/
lighter felt pen and a straight-edge ruler, join the marks to create a
grid across the province/territory. Print, in large letters, the
province/territory name and, in smaller letters, the capital city.
Session Three
Develop
symbols for a legend
➤
Managing Our Natural Wealth
Blackline Master #14
Explain that each group is expected to indicate on its map the main
types of natural resources found in its region. Provide or invite
students to suggest symbols representing each resource (e.g., computergenerated icons or miniature 3-D representations—crumpled aluminum
foil to represent mining, twig for trees). Because the individual maps
will be placed together, a common set of symbols must be used to
represent each resource. Referring to the list of eight (or more) types
of natural resources on Blackline Masters #13A–B, assign each group
to bring to class 11 copies (one for each of the 10 regions and one for
the legend) of one of the agreed-upon symbols. (If some groups are
without an assigned symbol, ask them to prepare 14 copies of a
symbol for the provincial/territorial capitals and 2 copies of a symbol
for the national capital.)
22
The Critical Thinking Consortium
Add cities
to the map
➤
OPTIONAL: If desired, invite students to add five other cities/towns
to their map. (The symbol for these can be a “smartie” or a simple
dot.) If lines of latitude and longitude were drawn on the maps,
encourage groups to use an atlas to locate the communities and to
position them using the latitude and longitude on their own maps.
Present the first
critical challenge
➤
After students have collected information about their region, present
the following question to each group:
What are the first, second and third most valuable natural
resources in your province/territory?
Nam
Distribute a copy of both sheets of Our top
resources (Blackline Masters #14A–B) to
each group. Explain that there are three
parts to this task:
Base
____
____
____
Our
es:
d on
____
____
____
most
____
____
____
____
valu
____
our re
____
____
____
____
search
____
____
____
able
____
____
____
____
reso
____
____
____
Posi
____
____
of __
__
urce
____
____
____
____
____
____
____
is __
__
tive
____
____
____
____
____
____
____
effe
____
____
____
____
____
____
____
____
____
__
Our
top
____
____
____
____
____
____
____
____
____
____
____
cts
____
____
____
____
____
____
____
____
resou
rces
____
_
• list four or five valuable types of natural resources found in the region;
____
____
_
____
____
____
_
____
____
____
pers
onal
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
____
ativ
_ th
e valu
____
____
____
____
____
____
____
____
e eff
e
____
____
____
____
cts
able
____
____
____
____
line
reso
____
____
____
____
Maste
urce
____
____
____
____
____
____
____
r #14A
s are
___
___
___
____
_
econ
omic
Neg
____
____
____
____
Black
____
envir
onm
enta
l
• choose the first, second and third
most valuable resources and list their
positive effects and any negative
effects;
Our
most
valu
able
reso
urce
is __
__
____
tive
effe
____
____
cts
pers
onal
Posi
• explain why the most valuable
resource is more valuable than
the second and third choices.
____
____
____
____
____
____
____
____
____
____
ativ
____
____
____
e eff
ect
____
s
____
____
____
_
onm
enta
l
econ
omic
Neg
envir
Students should begin to address
the critical challenge by
reviewing the results of their
research and selecting the four or five
natural resources that seem to be the most valuable.
In deciding on the most valuable, students should look to see
which resource has the most positive effects and the least negative
effects. Groups must then decide upon and rank order the three most
valuable resources in their region. Suggest that each group provide
five positive effects for their top three choices and be sure to mention
two negative effects of each resource. Finally, each group should give
two reasons why it ranked its first choice higher than each of the other
two top resources.
Man
agin
g Our
Natu
ral W
ealth
80
The
Criti
cal Th
inking
Coop
erativ
e
criteria for
valuable resource
Session Four
Assemble
the giant map
➤
Managing Our Natural Wealth
When every group has decided on its four or five valuable resources, it
should select the appropriate symbols from the collection that each
group has supplied and paste the relevant symbols on its map. Each
group should cut out its map. Regions with offshore islands should
leave a “bridge” between the mainland and the island(s) so that all
parts of the region remain connected on poster paper. Arrange for
some students to assemble the legend identifying every symbol on the
map; others can attach the individual maps to the wall/board or create
23
The Critical Thinking Consortium
a title for the map (Natural Resources of Canada) and, if need be, cards
to label the lines of latitude and longitude.
Present the first
critical challenge
➤
When each group has completed Blackline Masters #14A–B, announce
the follow-up critical task:
Explain your group’s conclusions in a presentation to the
class.
Discuss the following aspects of this task:
•
Present
to the audience
Plan for the
presentation
➤
➤
Use of an outline. Each group is to use Blackline Masters
#14A–B as the outline for its presentation—using an outline
means that students can refer to it as notes when making their
presentation but they cannot simply read the sheet.
•
Shared participation. Every member of the group is expected to
contribute to the presentation, which suggests that the outline be
divided into parts with each member getting his/her own section.
•
Refer to the map. Students should refer to the giant map during
their presentation to help the rest of the class understand where
and what is being discussed.
Students should speak to the audience which means facing the audience
(not the map), looking at the class (which is the reason for not reading
a speech) and speaking in a strong voice.
speaking
from notes
criteria for
effective
presentation
Direct each group to decide who in their group will be responsible for
presenting which parts of Blackline Masters #14A–B. Group members
may want to rewrite their sections in their own words using note form.
Suggest that as homework, members of each group listen to each other
present their part and watch for the following:
• not reading, but using sheet as notes;
• referring to map when appropriate;
• facing the audience;
• looking at people;
• speaking in a strong voice.
Managing Our Natural Wealth
24
The Critical Thinking Consortium
Session Five
Deliver
presentations
to the class
➤
Blackline Master #15
On the day (or days) set aside for the presentations, remind students of
the expectations for the presenters and explain the listeners’
responsibilities. The latter includes respectful listening, but also
recording the top three resources for each region. To assist in this
task, distribute to each student copies of Canada’s natural resources
(Blackline Master #15).
Nam
Debrief the
presentations
➤
After all the presentations, briefly discuss
any observations about resources in
Canada:
•
•
New
Prin
Nov
What did students learn about
Canada’s natural resources that they
did not previously know?
New
Que
Ontar
Are the top resources the same in
all parts of the country? What
factors might explain why or
why not?
Man
Sask
Alber
•
•
Are any resources common
across the country?
What seem to be the most
common (worst) negative
effects?
Britis
itob
atch
Brun
____
foun
ce Ed
a Sc
e:
dlan
war
otia
swic
____
____
____
____
____
____
____
____
____
____
____
____
Cana
d
d Isla
Mos
t va
__
da’s
luab
information about
resources in
Canada
le re
natu
sour
ral re
ce
Seco
nd m
sour
ost va
luab
nd
Black
ces
line
Maste
r #15
le
Thir
dm
ost va
luab
le
k
bec
io
a
ewan
ta
h Co
lum
bia
Nun
avut
North
wes
Yuk
Man
agin
on
g Our
Natu
t Terr
ral W
itorie
s
ealth
82
The
Evaluation
Assess the research
➤
Criti
cal Th
inking
erativ
e
Blackline Masters #16–18
Assess each group’s research as recorded on
Effects of natural resources (Blackline
Masters #13A–B) using the rubric found in
Comparing resources (Blackline Master
#16). According to this rubric the
assignment is worth 15 marks and is
assessed on three criteria:
• amount of information;
• correct classification of type of effect;
Nam
es:
____
____
____
____
____
____
____
____
____
____
____
____
____
Use
__
th
answ is rubric
to
ers fa
lling assess ea
betw
ch gr
een
the de oup’s re
se
scrip
arch
Amou
tors.
on th
e reso
info nt of
Black
Und
urce
rmat
line
erde
s in its
ion
Maste
velo
Almos
assig
ped
r #16
ned
are lis t no prod
region
ucts
ted fo
. Aw
or ef
r any
ard in
fects
Com
reso
te
rm
urce
pete
edia
App
s.
nt
te m
roxim
ar
ately
and
ks fo
Corr
tw
two
r
ec
each o effect
prod
effe t type
Wel
ucts
s
of
ct
of
l deve
region the re are liste
Al le
sour
lope
1
.
Virtua
as
ces in d for
d
four t four pr
the
are co lly none
effect
oduc
of th
rr
of
ts
s
ec
ar
an
th
e effe
pers
tly cl
e liste
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d
on
as
d
urce
envi al, econ sified as cts
s in th for each
3
Half
ronm
omic
e regi
of
enta
or
correc the effe
on.
l.
Accur
ct
pers tly classif s are
info ate
onal
rmat
, econ ied as
en
vi
5
ion
Ever
ronm
omic
1
Muc
y
enta
or
h
classif effect is
l.
inco of the in
co
rrect.
form
econ ied as pe rrectly
ation
omic
rs
is
or en onal,
vironm
3
Seve
ra
enta
are in l pieces
l.
Com
of in
correc
1
men
form
ts:
t.
ation
5
All of
correc the inform
3
t.
ation
Nam
Nam
es:es__: ___
is
ComC
poamrpina
rinrg
g
esro
esuoru
crecses
__________
____ ___
____ ______
____ ___
____ ___
__________
____ ___
____ ___
__________
____ ___
____ ___
5
Tota
__________
l
____
Use
th
/15
answ is rubric
to
ers fa
lling assess ea
betw
ch gr
een
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ral W
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5
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/15
83
The
Managing Our Natural Wealth
Coop
25
Criti
cal Th
inking
Coop
erativ
e
The Critical Thinking Consortium
Assess the rankings
➤
Assess each group’s rankings of its top three resources as recorded on
Our top resources (Blackline Masters #14A–B) using the rubric found
in Justifying the ranking (Blackline Master #17). According to this
rubric the assignment is worth 15 marks and is assessed on three
criteria:
•
•
•
Assess
the presentation
➤
plausible reasons for ranking.
Nam
e:
____
____
____
____
____
____
____
____
____
____
____
____
Asse
Use
of no
tes
Spea
audi king to
ence
the
Stro
ng vo
Und
part
in th
e pres
the p
enta
rese
tion
erde
1
The
st
direct udent w
and ed away as compl
ha
audi rdly lo from th etely
oked
ence
e
.
at th class
e
ice
1
Almos
said t nothin
co
audi uld be g the st
ud
ence
hear
.
d by ent
the
1
__
ssing
Notes
velo
ped
thro were a
ug
relie hout thproblem
d up
on al e talk or
l the
w
time. ere
Com
men
ts:
effective use of notes;
____
Use
th
betw is rubric
to
een
the de assess
ea
scrip
tors. ch studen
t’s
to th
ntat
e clas
ion
s. A
war
d inte
rmed
Com
pete
The
nt
st
distra udent w
read cted by as partly
too m the no
uch
from tes or
them
.
3
speaking to the audience;
marks
line
for an
Maste
swer
s falli
r #18
ng
Wel
l deve
The
lope
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d
the noudent ef
fe
tes w
hile ctively us
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.
3
Durin
pres g half of
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th
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ed at
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ent
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iate
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th
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.
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Tota
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5
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erals
/15
use of strong voice.
agin
Wate
r
Man
g Our
Natu
ral W
Anim
als
ealth
84
Fish
After the groups have made their
presentations, assess the listeners’ notes recorded on the data
chart Canada’s natural resources (Blackline Master
#15). This assignment may
be awarded up to 10 marks;
deduct one mark for each incorrectly
recorded resource.
Oil
➤
number of relevant negative effects;
Assess each group’s presentation on its
region’s most important resources using
the rubric found in Assessing the
presentation (Blackline Master #18).
According to this rubric the assignment
is worth 15 marks and is assessed on
three criteria:
•
•
•
Assess
audience notes
number of relevant positive effects;
The
Criti
cal Th
inking
Coop
erativ
e
References
Beckett, Harry. (1997). Journey Across Canada. (Series)
Vero Beach, FL: Rourke Book.
Bowers, Vivien. (1995). Hello Canada. (Series)
Minneapolis: Lerner Publications.
Encarta Encyclopedia 2000. (1999).
Statistics Canada (on-line).
http://www.statcan.ca
The Canadian Encyclopedia (on-line) subject index
http://thecanadianencyclopedia.com/index.cfm?PgNm
=TCESubjects&TCE_Version=A
World Book Millennium 2000 Edition. (2000). Chicago: World
Book.
Managing Our Natural Wealth
26
The Critical Thinking Consortium
Name:
Blackline Master #12
______________________________________________________
Understanding effects
The following are six effects of the use of oil:
1. taxes from oil sales provide money for the government to use,
2. oil is used to keep our homes warm in winter,
3. oil spills pollute the water,
4. some people get sick from products made from oil,
5. finding new supplies of oil costs a lot of money,
6. using oil is better for the air (less pollution) than using coal.
Decide if these effects are positive or negative and then if they are personal, economic or
environmental. Write the number of each effect in the box that best describes the type and
nature of the effect.
Positive
Negative
environmental
economic
personal
Type of effect
Managing Our Natural Wealth
77
The Critical Thinking Consortium
Specific products
from your area
Effects of natural resources
Economic effects
(effects on nature)
Environmental effects
__________
Personal effects
(effects on money and jobs)
Province / Territory of
(effects on people)
The Critical Thinking Consortium
78
Managing Our Natural Wealth
Trees
Plants
Minerals
Oil
Blackline Master #13A
______________________________________________________
Names:
Blackline Master #13B
Specific products
from your area
(effects on people)
Personal effects
(effects on money and jobs)
Economic effects
(effects on nature)
Environmental effects
The Critical Thinking Consortium
79
Managing Our Natural Wealth
Water
Animals
Fish
Names:
Blackline Master #14A
______________________________________________________
Our top resources
Based on our research of _____________________________________________________________ the valuable resources are
_____________________________________________________________
_______________________________________________________
_____________________________________________________________
_______________________________________________________
_____________________________________________________________
_______________________________________________________
Our most valuable resource is _____________________________________________________________________________________
Negative effects
environmental
economic
personal
Positive effects
Our most valuable resource is _____________________________________________________________________________________
Negative effects
environmental
economic
personal
Positive effects
Managing Our Natural Wealth
80
The Critical Thinking Consortium
Blackline Master #14B
Our most valuable resource is _____________________________________________________________________________________
Negative effects
environmental
economic
personal
Positive effects
We rate __________________________ as our most valuable resource. It is more valuable than
our SECOND choice because ____________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Our most valuable resource is more valuable than our THIRD choice because
_____________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Managing Our Natural Wealth
81
The Critical Thinking Consortium
Name:
Blackline Master #15
______________________________________________________
Canada’s natural resources
Most valuable resource
Second most valuable
Third most valuable
Newfoundland
Prince Edward Island
Nova Scotia
New Brunswick
Quebec
Ontario
Manitoba
Saskatchewan
Alberta
British Columbia
Nunavut
Northwest Territories
Yukon
Managing Our Natural Wealth
82
The Critical Thinking Consortium
Names:
Blackline Master #16
______________________________________________________
Comparing resources
Use this rubric to assess each group’s research on the resources in its assigned region. Award intermediate marks for
answers falling between the descriptors.
Underdeveloped
Amount of
information
Almost no products or effects
are listed for any resources.
Competent
Approximately two products
and two effects are listed for
each of the resources in the
region.
Virtually none of the effects
are correctly classified as
personal, economic or
environmental.
Half of the effects are
correctly classified as
personal, economic or
environmental.
Much of the information is
incorrect.
5
Every effect is correctly
classified as personal,
economic or environmental.
5
3
1
Accurate
information
Al least four products and
four effects are listed for each
of the resources in the region.
3
1
Correct type of
effect
Well developed
Several pieces of information
are incorrect.
1
All of the information is
correct.
3
5
Total
/15
Comments:
Blackline
Master
#17
Blackline
Master
#17
______________________________________________________
Names:______________________________________________________
Names:
Justifying
the
ranking
Justifying
the
ranking
Use this rubric to assess each group’s ranking of its most valuable natural resources. Award intermediate marks for
answers falling between the descriptors.
Underdeveloped
Relevant positive
effects
Offers no relevant positive
effects for any of the three
choices.
Competent
Offers two or three relevant
positive effects for each
choice.
1
Relevant negative
effects
Offers no relevant negative
effects for any of the three
choices
Offers no plausible reasons
for ranking the top resource
over each of the other two
choices.
Offers five or more relevant
positive effects for each
choice.
3
Offers only one relevant
negative effect for each
choice.
1
Plausible reasons
for ranking
Well developed
5
Offers two or more relevant
negative effects for each
choice.
3
Offers one plausible reason
for ranking the top resource
over each of the other two
choices.
1
5
Offers two or more plausible
reasons for ranking the top
resource over each of the
other two choices.
3
5
Total
/15
Comments:
Managing Our Natural Wealth
83
The Critical Thinking Consortium
Name:
Blackline Master #18
______________________________________________________
Assessing the presentation
Use this rubric to assess each student’s part in the presentation to the class. Award intermediate marks for answers falling
between the descriptors.
Underdeveloped
Use of notes
Notes were a problem
throughout the talk or were
relied upon all the time.
Competent
The student was partly
distracted by the notes or
read too much from them.
1
Speaking to the
audience
The student was completely
directed away from the class
and hardly looked at the
audience.
Almost nothing the student
said could be heard by the
audience.
The student effectively used
the notes while speaking.
3
During half of the
presentation the student
faced the class and looked at
the audience.
5
Throughout, the student
faced the class and looked
directly at the audience.
3
1
Strong voice
Well developed
Much of what the student
said could be heard by most
people in the audience.
1
5
The student‘s every word
could be heard by the entire
audience.
3
5
Total
/15
Comments:
Managing Our Natural Wealth
84
The Critical Thinking Consortium