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Teacher's Resource

Heritage & Culture- Teacher Resource

Objective: For students to explore the current environmental issues in Ontario, Canada and around the world.


Materials Needed:

  • Student activity sheets (provided below)

  • Computers, phones, tablets, etc.

  • Teacher resource (provided)


Time Needed:

  • Approximately 1 class period



  • Complete one of the following lessons:

    • ​Geography: A. Physical Patterns in a Changing World

    • Geography: B. Natural Resources around the World: Use and Sustainability

    • Science: A. Understanding Structures and Mechanisms

    • Science: B. Understanding Matter and Energy

  • Book computer lab, computer carts, etc.

  • Print off student activity sheets (1 per person)


Guiding Questions:

  • Why do different people have different responses to the environment and the opportunities and challenges it presents?

  • Why do we need to consider various perspectives when determining the impact of human activities?

  • Why would people continue to use methods that contribute to destroying our environment when there are more environmentally safer ways?

  • Why is it important for companies to find out what consumers want now and what they might want and/or need in the future?

  • What would be the impact on depleted fisheries in a developing nation versus Canada?



  • Organize students into groups of 3 to 4

  • Hand out student activity sheets

  • Have students use the provided websites to access the information

  • Once students are complete the activity sheet, discuss it as a class, or have them hand it in (answers are provided for you in the teacher resource, please note, students do not have to  answer word for word, as long as they have the general idea)


Integrated Expectations across subject matters:


Language: Reading

  • Read and demonstrate an understanding of informational texts using a range of strategies to construct meaning.


Language: Media Literacy

  • Use overt and implied messages to draw inferences and construct meaning in media texts;

  • Identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used.



  • Analyze the effects of human activities on habitats and communities.


Resources used:



H. (2020, October 21). Along the Winisk River. Retrieved January 04, 2021, from

I. (2019, October 11). The Inuit and their Indigenous Foods. Retrieved January 04, 2021, from


Cbcnews, C. (2019, May 21). Food insecurity rising in Nunavut since subsidy launch. Retrieved January 04, 2021, from


Cbcnews, C. (2019, March 29). Price check: Why are grocery prices in Canada's North so high? (Marketplace). Retrieved January 04, 2021, from


Newspaper/ Articles


Bell, J. (n.d.). Environmental Challenges. Retrieved November 25, 2020, from

Porter, J. (2020, October 27). 'Apartheid system' of clean water access evident in Neskantaga First Nation, NDP MPP says |


CBC News. Retrieved November 25, 2020, from


Joseph, B. (2019). 8 Key Issues For Indigenous Peoples In Canada. Retrieved November 25, 2020, from


Government Sources


Canada, I. (2020, October 20). Government of Canada. Retrieved November 25, 2020, from


Teacher's Resources

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