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Natural
Resources: Great Lakes
Program
Area
This activity
should be placed near the end of the section on water resources
of the Grade 9 Self and Society Program.
Learning
Outcomes
Teaching,
learning and evaluation will focus on the student’s ability
to:
- Respect,
maintain, and enhance the environment;
- Become
aware of the reasons why Canadians should conserve natural resources;
- Use
reference sources such as films, videotapes, and printed material;
- Take
responsibility for a fair share of the work.
Classroom
Development
- Use
jigsawing for small group work. The jigsaw technique involves
a two-step process of group work. The home group is one in which
information is shared and discussed. In this group, summative
evaluation activities take place. The other group is the study
group. This is the place in which information is gathered and
discussed. In the study group, students are directed to become
experts on a single topic (here a body of water). The entire
study group should work together to learn as much as possible
about their assigned topic. It is the duty of all members of
the group to ensure that everyone has equal knowledge and information.
This is a forum for cooperation not competition.
- After
students have worked through a topic, each member of the study
group will return to the home group to share what he or she
has learned. This home group is now a group of experts; one
from each study group. Each student has information which is
required by the other members of the group. Each student must
now become a resource person for the other members of their
group.
- In this
case, there should be five home groups and five lake study groups
(one for each Great Lake) if you have 25 students in your class.
If you have 36 students, then form 6 home groups and six lake
study groups. If the class is larger, and more groups are needed
the following bodies of water can be added: St. Clair River,
Lake St. Clair and Detroit River, St. Lawrence River and Waterway,
Georgian Bay.
a) Assign the home groups first. This is where each student
will share what has been learned in the lake study group.
b) Subdivide each home group so that one member is assigned
to each of the study groups. Remind all members of each group
that they must become experts on the assigned body of water,
and that they will be reporting to their home group.
c) Each study group should research its body of water for the
following information: size, location, uses, state of water
quality, problems, possible solutions, actions that individuals
can take to help improve the quality of the lake, who has already
instigated actions to improve water quality, what effects these
actions have had, any provincial, national or international
plans regarding that particular body of water.
Resources
The
Nature of Things, and The Great Lakes: Troubled Waters are
available from the CBC. CBC Educational Sales Video #WOF-84-08,
(416) 205-6384.
The
Rise and Fall of the Great Lakes, 1968. National Film Board,
150 John Street, Toronto, Ontario M5V 3C3, (416) 973-9110
Clark,
Bruce W. and John K. Wallace. Canada: Land of Diversity.
Toronto: Prentice-Hall. 1989. p.285-288.
Swatridge,
Leonard & Ian Wright ed. Canada: Exploring New Directions.
Toronto: Fitzhenry. 1990. p.242-243.
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