Nunavut: Land of Beauty and Wealth

CANADIAN NORTH – LIFE AND LAND NOVA SCOTIA - MIDDLE

Nunavut: Land of Beauty and Wealth

Lesson Overview:

The lesson is structured to give students an opportunity to gain more geographic literacy about Northern Canada. Students will then be asked to focus on one of the North’s primary resources, mining. They will consider the potential of this industry for the economy of Nunavut, which will lead to discussions on the environmental concerns relevant to Northern Canada, and the overall importance and fragility of Canada’s “Polar Region”.

Students will use the Canadian Atlas Online to investigate the new concept of Canada’s Polar Region, and to use the web as a research application. Through completion students should gain a deeper understanding of the value of the Polar Regions. By constructing a map of Nunavut showing both the relative location and absolute location of various human and physical features, they well they will investigate and identify the mineral wealth that lies beneath the surface. Nunavut, with its large area and the wealth of its geological provinces, has major potential for mining. Traces of base metals (such as copper, iron, nickel, silver, lead, zinc) precious materials (for example, gold, and diamonds), hydrocarbons (oil and gas) and radioactive elements (uranium) have been detected in various locations of the territory in recent years. At present there are two operational mines in Nunavut, with zinc having the highest value of all the metals produced.” (Atlas of Canada) From their investigation they will write an essay on ‘mining in Nunavut’.

Grade Level: Grades 6 to 8, and Grade 9

Time Required: Two to three 60-minute classes

Curriculum Connection:

Atlantic Province Education Foundation Curriculum for Social Studies General Curriculum Outcomes

People, Places and Environment Students will be expected to demonstrate an understanding of the interactions among people, place and environment

Interdependence Students will be expected to demonstrate an understanding of the interdependent relationships among individuals, societies, and the environment – locally, nationally and globally – and the implications for a sustainable future.

Nova Scotia grade 9: Grade 9 Social Studies: “Atlantic Canada in the Global Community”

“Atlantic Canada in the Global Community” is also common curriculum in Grade Nine in Newfoundland and Labrador and Prince Edward Island, and Grade Eight in New Brunswick

1.1.1 Define the terms relative location, absolute location, physical features, and cultural features

1.1.3 Use a physical features map to identify each of the major landforms and water forms for a selected region.

1.1.4 Identify the primary industries (mining) that are most significant to the Nunavut region (Atlantic) of Canada.

Can be modified for use in Canadian Geography courses, Grades 10-12.

Links to Canadian National Standards for Geography:

Essential Element #1: The World in Spatial Terms

· Distribution of major human and physical features at country and global scales.

Essential Element #5: Environment and Society

· Effects of human modification of the physical environment (e.g. global warming, deforestation, desertification, urbanization)

· Impact of natural and technological hazards/disasters on the human and physical environment

· World patterns of resource distribution and utilization

· Environmental issues (e.g. air pollution, water pollution, and solid waste, including hazardous and toxic materials)

Geographic Skill #1: Asking Geographic Questions

· Identify geographic issues, define geographic problems and pose geographic questions.

Geographic Skill #2: Acquiring Geographic Information

· Use a variety of research skills to locate and collect geographic data.

Geographic Skill #3: Organizing Geographic Information

· Prepare various forms of maps as a means of organizing geographic information.

Link to the Canadian Atlas Online (CAOL)

www.canadiangeographic.ca/atlas

Additional Resources, Materials, and Equipment Required:

· Students will need access to atlases, computers, the Internet and the library.

· Blank map of Northern Canada (attached)

· Assessment rubric (attached)

· Student worksheet (attached)

Main Objective:

By locating and mapping physical features and cultural features on a map of Nunavut, especially mining sites and their potential, students will be encouraged to critically reflect upon the environmental and sustainability issues regarding resource development in the Canadian North.

Learning Outcomes: By the end of the lesson, students will be able to:

· Locate human and physical features on a map of Nunavut.

· To use research skills to locate and collect geographic data regarding mining.

· To understand some of the effects of human modification of the physical environment (e.g. mining) and the impact of mining on the physical environment of Nunavut.

The Lesson:

Teacher Activity / Student Activity
Introduction / Display a map of Nunavut.
Ask the class to suggest words that come to mind when they think of Nunavut. (e.g. open area, snow, beautiful, fragile ecosystem)
Write these words on the board and have a brief discussion about them. / Respond to questions and participate in discussion
Lesson Development / Hand out ‘Student Directions” and instruct students to complete the following:
1) Locate and label the following: Nunavut, Northwest Territories, Quebec, Manitoba, Southhampton Island, Baffin Island, Arviat, Prince of Wales Island, Foxe Basin, Hudson Strait, Iqualuit, Resolute, Rankin Inlet, Hudson Bay, Baffin Bay, Baker Lake, Arctic Ocean, Davis Strait, Sirmilik National Park, Ukkusiksalik National Park, Tuktusiuqvialuk National Park.
2) Go to the following website (and other suggested links) and write an essay on mining in Nunavut and possible environmental concerns.
Ø www.atlas.nrcan.gc.ca/site/english/maps/peopleandsociety/nunavut/mining
Ø Click on “Read “The Nunavut Mining Industry, 1999.”
Ø Click on the maps of “Nunavut Mining”
Ø Write essay “Mining, Mineral Potential and the Environment of Northern Canada.” / Use ‘The Canadian Atlas Our Nation, Environment and People’, page 41 & page 42, or another atlas showing Nunavut. (Or Canadian Atlas Online: www.canadiangeographic.ca/atlas/) and label the places indicated.
Do online research about the mineral potential and mining industry of Nunavut.
Write an essay on mining in Nunavut and possible environmental concerns.
(Pictures may be added to the end of the essay.)
Conclusion / Ask students to volunteer to read their essays. From response, pose the question: “If Canada’s northern regions including Nunavut have great potential for mining and mineral exploration how do we protect the fragile ecosystems of the North?” / Several read their essays
Participate in teacher-led discussion.

Lesson Extension:

· Do a project on a mine in Northern Canada.

· Research current mining practices that keep the environment safe.

· Do a case study on a mining or resource disaster such as the Exxon Valdez.

· Have the teacher display and discuss the “Mining Process in Nunavut Schematic Diagram”: www.edt.gov.nu.ca/english/divisions/min_pet_resources.htm

Assessment of Student Learning:

Rubric for grading essay on mining in Nunavut- (attached)

Assessment Rubric for the Student Essay

4
Strong / 3 Satisfactory / 2
Developing / 1
Below Expectations
Ideas / Concepts / Clear and focused appropriate details enhanced the main idea. / Evident main idea with some support; may be somewhat mundane. / Some attempt at support or expansion, but main theme may be too general or confused by irrelevant detail. / Writing may lack a central idea; development is minimal or non-existent.
Organization / Order or structure moves the reader smoothly through the text; inviting introduction and satisfying closure. / Organization is appropriate but conventional; obvious attempt at lead and conclusion. / Some evidence of organizational plan; may be a list of events: introduction and/or conclusion are not well developed. / Writing lacks clear sense of direction: ideas are loosely strung together.
Word Choice / Broad range of vocabulary: uses colourful language, but it may be overdone. / Words are adequate and correct, but lack flair and originality. / Limited vocabulary range. / Very limited vocabulary range.
Sentence Fluency / Writing flows easily, with good variety of sentence length and construction. / Flow acceptable and occasional effort at variety and fluency. / Flow acceptable but sentences are mostly short and simple in structure or rambling. / Choppy sentences; most are short and simple in structure or rambling.

Canadian Council for Geographic Education www.ccge.org 1

Canadian Polar Commission www.polarcom.gc.ca