The identification, extraction, diffusion, and utilization of natural resources, renewable and non-renewable, represent a core geographic concept; access to, and development of, resources drive economic trends that, in turn, influence demographic, governmental, and military policies. Interestingly, the value of natural resources varies across time and geographic location - what is a vital resource today may not be a vital resource in the future. In addition, non-renewable resources that are in high demand may drive national and international policies that have significant impacts on the global community. Finally, access to and availability of resources represents a major driver of social development.
In this unit, learners will work in small teams to solve a problem related to resource development, including resource extraction and use. With the support of the instructor, learners will generate a wiki that contains information related to understanding the problem in greater depth as well as potential solutions to the problem. Resources for this instructional unit will be available through the Web and should take approximately six hours to complete.
Please note that this instructional unit is designed for mixed-mode or traditional face-to-face instruction.
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Objectives
Terminal Objective:
By the end of the 8th grade, the student should be able to describe worldwide distribution and use of resources and identify reasons why people have different viewpoints regarding resource use.
Enabling Objectives:
Describe and analyze world patterns of resource distribution and utilization
Describe the consequences of the use of resources in the contemporary world.
Evaluate different points of view regarding resource use.
Identify the role of technology in resource acquisition and use
Explain the critical importance of energy resources to the development of human societies
Instructional Unit - Geography Standard 16
Overview xxxxxxxObjectives xxxxxxx Resources xxxxxxx Events xxxxxxxReferences xxxxxxx Activities
Overview
The identification, extraction, diffusion, and utilization of natural resources, renewable and non-renewable, represent a core geographic concept; access to, and development of, resources drive economic trends that, in turn, influence demographic, governmental, and military policies. Interestingly, the value of natural resources varies across time and geographic location - what is a vital resource today may not be a vital resource in the future. In addition, non-renewable resources that are in high demand may drive national and international policies that have significant impacts on the global community. Finally, access to and availability of resources represents a major driver of social development.
In this unit, learners will work in small teams to solve a problem related to resource development, including resource extraction and use. With the support of the instructor, learners will generate a wiki that contains information related to understanding the problem in greater depth as well as potential solutions to the problem. Resources for this instructional unit will be available through the Web and should take approximately six hours to complete.
Please note that this instructional unit is designed for mixed-mode or traditional face-to-face instruction.
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Objectives
Terminal Objective:
By the end of the 8th grade, the student should be able to describe worldwide distribution and use of resources and identify reasons why people have different viewpoints regarding resource use.
Enabling Objectives:
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Resources
Instructor's Guide
Web-based resources
Handouts
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Recommended Instructional Events
1. Introduce issue of fossil fuels and Big Oil and present problem to learners.
2. Provide related cases
3. Learners engage in group activities related to solving presented problem
4. Learners post results of activities in assignment wiki
5. Review results of problem solving activities and summarize solutions
6. Utilize rubric to evaluate wiki
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