Search for Resources
Description
This inter-disciplinary resource is one of four teacher's guides based on David Suzuki's film, "Force of Nature". It's focus is on the challenges resulting from the rapid growth of the human population and the corresponding increase in consumption of the world’s resources. The lesson plans make a number of links between the film that is based on Suzuki's" Legacy Lecture 2010" and the high school curriculum
Within the context of sustainable development, students explore the topics of population growth, carrying capacity, overconsumption, resource depletion, waste production, trade globalization, and ecological footprints. They develop strategies that will lead to a sustainable future taking into consideration global trade development, consumption patterns, persistence of world hunger and the depletion of earth’s resources.
This comprehensive 5-unit resource allows teachers to select excerpts from the documentary to support the teaching of a range of issues and concepts in the high school curriculum and provides links to useful websites.
Unit One: Population Growth
Activity One: Snowshoe Hare and Lynx Population in Canada- A Case Study (2 X 60min) Students graph real population data and analyze the cyclical pattern of boom and bust of the horseshoe hare and lynx in Canada. They then compare these patterns to the current trends in the world’s population.
Activity Two: The Lesson of Kaibab Deer (1 X60 min) Students analyze Kaibab deer population data to investigate the causes and consequences of exponential growth. Students use their findings to explore the implications of a human population graph.
Activity Three: World Population Video (2 x60min) Students views a powerful 7-minute video that simulates the exponential growth of the human population growth from 1 AD to the present. Follow up exercises focus on future growth and trends.
Activity Four: Population Circle: (1X60min) This simulation provides a concrete demonstration of the rate of population growth over the past 510 years. It illustrates the concept of exponential growth as it applies to the human population.
Activity Five: Human Population and Dr. Suzuki’s Test Tubes (1x60min) After viewing a video showing exponential growth of bacteria in a test tube, students relate these principles to efforts to the human population and carrying capacity of the planet.
Activity Six: Power of Pyramids (1x60min) Students construct population pyramids and discuss differences in population growth rates among different countries, with an emphasis on reasons and consequences for uneven growth.
Activity Seven: Lessons from the Past (1x60min) After reading a case study on the collapse of an early civilization on Easter Island students explore the consequences of unchecked population growth and compare these events to the current trend of resource depletion in Canada today.
Activity Eight: Consequence Chart (1x60min) Students hypothesize as to the possible consequences of a growing population, greater demand on natural resources, an increased demand on fossil fuels, greater waste, and a shrinking living space.
Unit Two: Globalization of the Economy
Activity One: Causes of Trade Globalization (4X60min) Students research and report on the trends that have contributed to trade globalization in a jigsaw format.
Activity Two: The Story of Stuff 3X60min) Students watch view “the Story of Stuff”, complete an information organizer, and discuss the life cycle of the products that we consume and the cost of each stage of the process.
Activity Three: Full Cost Accounting (3x60min) Students select a product that they consume and using a “Full Cost Accounting” approach, analyze and record the environmental cost at each stage of the life cycle of the product.
Activity Four: Effects of Trade Globalization (4x60min) Students read case studies on the agriculture and the garment industry before discussing the effects of trade globalization. Fair trade issues, trends in consumption, agricultural subsidies, unequal sharing of wealth, and working conditions issues are addressed.
Unit Three- Overpopulation, Technology, and A Global Economy
Activity One: The Blue fin Tuna Auction (2x60min) Students examine the reasons for a possible collapse of the blue-fin tuna stocks and its effect on the ocean food chain. Discussion questions compare the fate of the bison and northern cod to the bluefin tuna, and ask students to consider measures to avoid a similar fate.
Activity Two: Ecological Footprint (3x60min) The combined effect of overpopulation, technology and the global economy is examined by students using an on-line tool to calculate their individual ecological footprints as well as the per capita ecological footprints of a number of selected countries.
Unit Four- Identifying solutions
Activity One: Sustainable Development: A Framework for Analysis (4x60min) This peer teaching activity introduces the concept of sustainable development by having students recognize the interplay of economic, social, and environmental forces in developing strategies that should guide sustainable development policies. The class is divided into three groups to research and report on the rapid growth of the world’s population and its distribution (social), the persistence of world poverty,(economic), and the growing pressure put on the world’s resources.(environmental)
Activity Two: Trade Globalization and Sustainable Development (4x60min) The students examine recent global trade developments and, using diagrams, identify the social, economic, and environmental consequences and changes that may result from these developments.
Activity Three: Incentives/ Disincentives (1x60min) This brainstorming activity asks students to identify incentives for promoting sustainable consumption of common products and materials. (fast food, paper products, clothing, transportation, waste disposal, and energy use)
Activity Four: Gross Domestic product (GDP) as a Measure of Well-Being (1x60min) Students explore the merits of using GDP as a measure of a country’s well-being and how some developments which increase the GDP have negative environmental and societal impacts.
Activity Five: Alternates to GDP (2x60min) In pairs students devise a set of indicators that serve as a better measure of a nation’s well- being than the GDP. Groups share their suggestions and a set of criteria is created by the class.
Activity Six: Round table on Population and Consumption (2x60min) A round table simulation is organized which focuses on the issues and competing perspectives of population growth and consumption in the developed and developing world. Profiles are provided for assigned roles, and post simulation discussions focus on the challenges created by an increasing world population, and the impacts of increasing consumption on the carrying capacity of the Earth.
Unit Five: Taking Action
Activity One: Goal Mountain (1x60min) Students complete a “goal mountain” (action plan organizer) which helps to identify global, local, and individual actions required to meet the challenges created by unlimited demands on finite resources.
Activity Two: Support an Organization of Your Choice (3x60min) Students are asked to evaluate and support an organization or organizations which promote sustainable development.
Activity Three: Students research the reasons for the popularity of bottled water. consumption patterns and the effect on the environment. They outline possible actions that could draw attention to the issue via powerpoint, video or letter to the editor.
General Assessment
What skills does this resource explicitly teach?
- Working cooperatively with team members to develop and carry out a plan
- Problem solving and decision making strategies
- Critical and creative thinking strategies
- Analyzing and interpreting information for research
- Identifying further problems and issues to be investigated
- Analyzing one's ecological footprint
- Using appropriate tools and materials to design an action plan
- Listening critically to others ideas, thoughts and points of view
Strengths
- Examines various global issues within the context of sustainable development
- Has links to a wide range of curriculum outcomes
- Helps students form concepts, beliefs and attitudes
- Has a multi-disciplinary approach
- Good video links
- Open-ended solutions
- Promotes environmental stewardship
- Students will enjoy the simulation role play activity
- Action plan template is provided (goal mountain)
- Group work allows for incidental peer teaching and dialogue
- Demonstrates the complexity that characterizes environmental issues
- A variety of authentic case studies
- A wide range of learning activities
Weaknesses
- Assessment tools must be developed by the teacher
- No accomodations suggested for struggling students
- No "hands-on" learning opportunities
- No lessons designed for out of doors experience
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in Living Systems
- Social Studies
- Step 4Relevant matches
- Social Studies 10-1 (Perspectives on Globalization) Globalization & Identity
- Social Studies 10-1(Perspectives on Globalization) CitizensResponse to Globalization
- Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
- Social Studies 10-4 (Living in a Globalizing World) Globalisation and Identity?
- Social Studies 10-4 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Social Studies 10-4 (Living in a Globalizing World) Personal Response to Globalization
- Grade 11
- Grade 12
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 30: Population and Community Dynamics
- Geography
- Step 4Relevant matches
- World Geography 30: World Patterns of Humankind's Use of the Earth
- World Geography 30: World Patterns of Population and Settlement
- Science
- Step 4Relevant matches
- Science 30: : Energy and the Environment
- British Columbia
- Step 2Select a grade level
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Science
- Step 4Relevant matches
- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
- Social Studies
- Step 4Relevant matches
- Economic Theory 12: The implementation of economic theories has profound effects on social and political decision making and movements
- Human Geography 12: Human activities alter landscapes in a variety of ways.
- Manitoba
- Step 2Select a grade level
- Grade 10
- Grade 11
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
- Grade 12
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology: Conservation of Biodiversity
- Geography
- Step 4Relevant matches
- World Geography: A Human Perspective - World Food Supply: Production and Distribution
- World Geography: A Human Perspective - World Population: Characteristics, Distribution, and Growth
- World Geography: A Human Perspective - Industrialization and Urbanization
- World Geography: A Human Perspective - World Resources, Energy, and Environment
- Science
- Step 4Relevant matches
- Interdisciplinary Topics in Science 40S: Science, Technology, Society and the Environment
- Social Studies
- Step 4Relevant matches
- Citizenship and Sustainability: Area of Inquiry: Consumerism
- Citizenship and Sustainability: Area of Inquiry: Environment
- Citizenship and Sustainability: Area of Inquiry: Poverty, Wealth and Power
- Citizenship and Sustainability: Area of Inquiry: Social Justice and Human Rights
- Global Issues
- Global Issues
- Global Issues
- Global Issues
- New Brunswick
- Step 2Select a grade level
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 111/2: Study of Life
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Introduction to Environmental Science 120: An Overview of Environmental Science
- Introduction to Environmental Science 120: Investigating Environmental Issues
- Introduction to Environmental Science 120: Sustainable Development
- Geography
- Step 4Relevant matches
- Canadian Geography 120: Patterns and Systems in the Human and Natural World
- Social Studies
- Step 4Relevant matches
- World Issues 120: Geopolitics
- World Issues 120: Humanity
- World Issues 120:Interdependence
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 10
- Grade 11
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 3205: Introduction to Environmental Science
- Environmental Science 3205: Land Use & the Environment
- Geography
- Step 4Relevant matches
- World Geography 3200/3202: Population Distribution and Growth
- World Geography 3200/3202: Ecosystems
- World Geography 3200/3202: Primary Resource Activities
- Northwest Territories
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14:Investigating Matter and Energy in the Environment
- Social Studies
- Step 4Relevant matches
- Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Personal Response to Globalization
- Social Studies 10-4(Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 20: Ecosystems and Population Change
- Biology 20:Energy and Matter Exchange in the Biosphere
- Civic Studies
- Step 4Relevant matches
- Challenges in the Global Environment
- Science
- Step 4Relevant matches
- Science 20: Changes in Living Systems
- Grade 12
- Nova Scotia
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Sustainability of Ecosystems
- Grade 11
- Grade 12
- Step 3Select a subject
- Economics
- Step 4Relevant matches
- Canadian Economics :Global Economic Concepts
- Geography
- Step 4Relevant matches
- AP Human Geography: Industrial and Economic Development Patterns and Processes
- AP Human Geography: Population and Migration Patterns and Processes
- Global Geography: Planet Earth
- Global Geography: Population
- Global Geography: The Global Geographer
- Global Geography:Resources and Commodities
- Nunavut
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4( Knowledge and Employability Science): Investigating Matter and Energy in Living Systems
- Science 14: Investigating Matter and Energy in the Environment
- Social Studies
- Step 4Relevant matches
- Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
- Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
- Grade 11
- Grade 12
- Ontario
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Civic Studies
- Step 4Relevant matches
- Civics and Citizenship (Open): Political Inquiry and Skill Development
- Science
- Step 4Relevant matches
- Science (Academic):Earth and Space Science: Climate Change
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 11(Univer.Prep.) Diversity of Living Things
- Environmental Science
- Step 4Relevant matches
- Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
- Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
- Environmental Science (Workplace Prep.) Human Impact on the Environment
- Environmental Science (Workplace Prep.) Natural Resource Science and Management
- Geography
- Step 4Relevant matches
- Forces of Nature: Physical Processes and Disasters (Univ./College Prep.): The Physical Environment: Sustainability and Stewardship
- Introduction to Spacial Technologies (open): Spacial Technologies, Society and Interdependence
- Introduction to Spacial Technologies: (Open):Using Spacial technologies to Support Sustainability and Stewardship
- Grade 12
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 12 (Univ. Prep.): Population Dynamics
- Economics
- Step 4Relevant matches
- Analysing Current Economic Issues Univ. Prep.) Global Interdependence and Inequalitites
- Making Personal Economic Choices (Workplace Prep.) Developing Financial Literacy
- Geography
- Step 4Relevant matches
- Global Connections
- The Environment & Resource Management (Univ./College Prep.): Spacial Organizationties
- The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
- The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
- The Environment & Resource Management (Workplace Prfeparation)
- World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
- World Issues: A Geographic Analysis(Univ. Prep.): Interactions and Interdependence: Globalization
- Prince Edward Island
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 431A: Life Science, Sustainability of Ecosystems
- Grade 11
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 521A: Biodiversity
- Grade 12
- Step 3Select a subject
- Biology
- Step 4Relevant matches
- Biology 621A: Change and Diversity
- Geography
- Step 4Relevant matches
- What can I do?
- Geography 621A Global Issues
- Geography 621A Global Issues : Inquiry- What are the issues?
- Geography 621A Global Issues: Introduction- What is a global issue?
- Geography 631A Global Issues: What are the issues?
- Geography 631A Global Issues: Introduction - What Is a Global Issue
- Geography 631A Global Issues: What Can I Do?
- Quebec
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Environmental Science & Technology: The Living World
- Grade 11
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Contemporary World: Environment
- Contemporary World: Population
- Saskatchewan
- Step 2Select a grade level
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10: Climate and Ecosystem Dynamics
- Social Studies
- Step 4Relevant matches
- Social Studies 10: Economic Decision Making
- Social Studies 10: International Economic Organizations
- Grade 11
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- World Issues - Wealth & Poverty
- Social Studiees 20:World Issues - Environment
- Social Studies 20
- Social Studies 20: World Issues - Population
- Yukon Territory
- Step 2Select a grade level
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
- Science
- Step 4Relevant matches
- Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
- Social Studies
- Step 4Relevant matches
- Economic Theory 12: The implementation of economic theories has profound effects on social and political decision making and movements
- Human Geography 12: Human activities alter landscapes in a variety of ways.
Themes Addressed
Citizenship (5)
- Alternative Globalisation
- Community-Building and Participation
- Ecological Footprint
- General Guide to Taking Action
- Sustainable Consumption
Economics (4)
- Corporate Social Responsibility
- Globalization
- Poverty Reduction
- Trade
Ecosystems (1)
- Endangered Species
Human Health & Environment (1)
- Human Population Dynamics
Human Rights (2)
- Poverty
- Social Justice
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Satisfactory | Students analyze information provided and are are encouraged to come to their own conclusions. This information comes from a variety of sources and is presented in different ways. The primary message is that over consumption from a population growing exponentially is threatening the carrying capacity of the planet. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | Through a wide range of activities students recognize the interplay of economic, social and environmental forces in developing strategies that are needed a sustainable development. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | This very thorough resource promotes dialogue, discussion and action within groups of students. It encourages open-ended solutions, and many activities relate environmental, economic, and social issues. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Good | Case studies examining the demise of Easter Island and the far-reaching effects of the globalization of the economy on local culture fosters empathy for those whose lives are adversely effected by resource depletion, over consumption, and the unequal sharing of wealth. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Satisfactory | Although the resource has no out-of -doors experience, students are encouraged to take both collective and individual action on behalf of the planet. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Students are asked to create an action plan which has local focus. They also examine their own individual consumption and examine their individual and collective footprint. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | Students examine and analyze case studies which explore the consequences of unchecked population growth and over consumption. Present day situations are researched, evaluated and discussed. The future is seen as positive if society chooses to adopt a philosophy and lifestyle which promotes sustainable consumption and development. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Although some guided inquiry is used, students are encouraged to consider and develop their own questions and solutions. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although the primary fit is with social studies and geography, there are also learning activities related to language arts, science, and mathematics. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | This resource has a variety of actvities, including simulations, research projects, cooperative learning opportunities, concept maps, graphic organizers, video analysis, and develping action plans. There are no accommodations suggested for struggling learners. Lessons touch on both the cognitive and affective domains. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | Experiential activities include a video simulation on the growing population of the world and a role play simulation of a round table on current challenges associated with population and consumption. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Poor- although reflection questions are given, there are no rubrics, checklists, or any other assessment tools provided. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Good | |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Very Good | |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Good | There are opportunities for students to delve deeper into chosen issues, with good support from suggested resources. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||
