Grade Level

High School (Grades 10 to 12); can be modified for Grade 9 Science, Earth, Space and Time Strand (Forces that Shape our Earth)

Time Required

Two 60 minute periods, dependent on number of extension activities attempted

Curriculum Connection

Nunavut – Inuuqatigiit Curriculum integrated with the following:

• Grade 10, Science 15, Ecology
• Grade 11, Science 25, Environmental Issues (non-renewable resources and Renewable Resources and Chemistry in our Lives)
• Grade 11, Biology 20, Units 1, 2 and 3

Related learning outcomes:

• students will understand that air composition is influenced by the activities of organisms by describing how human activities can have a disrupting influence on the balance in the biosphere
• students will understand that the biosphere and all its ecosystems are influenced by both biotic and abiotic factors (wind, water currents and pollutants)
• students will understand the interrelationship among science, technology and society by predicting future outcomes of ecosystems within the context of evaluating the impact that human activity has had on the ecosystem
• students will be able to predict and analyze the effect of the introducing of heavy metals (pollutants and contaminants) into the environment

Link to Canadian National Geography Standards

Essential Element #5 – Environment and Society

Grades 9 to 12 – World Patterns, Issues, Problems and Interdependence

• environmental issues (for example, global warming, loss of biodiversity, deforestation, ozone depletion, air pollution, water pollution, acid precipitation and disposal of solid waste)

Geographic Skill #4 – Analyzing Geographic Information

Grades 9 to 12

• make inferences and draw conclusions from maps and other geographic representations
• use the processes of analysis, synthesis, evaluation and explanation to interpret geographic information from a variety of sources

Atlas of Canada Resources

The Atlas of Canada resources used may be accessed directly by students at atlas.gc.ca or beforehand by the teacher, depending on computer availability in the school. The following maps will be accessed:

• Explore Our Maps

People & Society » Nunavut » Our Land » Drainage Basins (Nunavut) Map

People & Society » Nunavut » The Nunavut Mining Industry, 1999 » Active and Closed Mines in Nunavut Map

Environment » Ecology » Threats to Ecosystem » Industrial Discharge Sites Map

Environment » Ecology » Threats to Ecosystem » Sewage Treatment Map

Environment » Ecology » Threats to Ecosystem » Species at Risk Map

Environment » Ecology » Human Activities in Ecosystems » Mining Sites Map

Freshwater » Distribution of Freshwater » Drainage Patterns Map

Reference Maps » International » North America Map

Reference Maps » International » North Circumpolar Region Map

Reference Maps » International » The World – Continents Map

Reference Maps » Provincial and Territorial Outline » Nunavut Map

Reference Maps » International Outline » North Circumpolar Region with Names Map

Reference Maps » International Outline » The World with Names Map

Additional Resources, Materials and Equipment

• computer lab with Internet access for Web research, printer
• acetates of the various maps downloaded from the Atlas of Canada Web site
• globe, print map(s) of the World, atlases
• access to a variety of library books
• student worksheet (provided)
• overhead projector

Main Objective

To establish what contaminants are produced in Nunavut which come from other areas of the World.

Learning Outcomes

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

• navigate and use the Atlas of Canada Web site
• analyze various maps to determine the pathways of movement of contaminants and other pollutants
• understand that Nunavut produces its own pollutants, yet most contaminants come to the area from other locations
• understand that Nunavut is part of a world ecosystem

Introduction

Teacher Activity

• Guided Discussion: Is there pollution created in the north? A lot? A little? What sources? Do pollutants and contaminants come to the north from other areas? Where?

Student Activity

• Participate in discussion.

Lesson Development

Teacher Activity

• Refer to a large print map of the world, as well as a globe to orient students. Zoom in towards Nunavut on both. Also refer to the Atlas of Canada North America Map (Reference Maps » International » North America Map)
• Provide students with the following Atlas of Canada Outline Maps (Explore Our Maps » Reference Maps » Provincial and Territorial Outline and International Outline)

– Nunavut Map
– North Circumpolar Region with Names Map
– The World with Names Map

• Guide students as they find each of each of the following maps (identified in the Atlas of Canada Resources section in this document) from the Atlas of Canada Web site:

– Industrial Discharge Sites Map
– Sewage Treatment Map
– Mining Sites Map
– Active and Closed Mines in Nunavut Map
– Drainage Basins (Nunavut) Map
– Drainage Patterns Map

• Have students work in small groups for about 30 minutes, and then report back to the class. Teacher places acetates of the various maps on the overhead projector as student groups report to the class.
• Give students the Pollution and Contaminants in the Northern Environment – Student Worksheet

Student Activity

• Ask questions as required.
• Students use Atlas of Canada, Web site, library, or text resources to locate the major ocean currents and prevailing winds and place them on their maps.
• Students transfer the specific ocean currents and prevailing winds that enter these regions from other parts of the world to their outline maps of Nunavut, the North Circumpolar Region and the World.
• Students interpret maps to determine the level of pollution created both within and outside of Nunavut.
• Students share and discuss their ideas.
• Students collaborate with each other to use Atlas of Canada and other resources to answer questions on the worksheet.

Conclusion

Teacher Activity

• Review the student worksheet and discuss what was learned.

Student Activity

• Answer questions as required and participate in discussion.

The student worksheet is printed separately for distribution to students.

• Student Worksheet – Pollution and Contaminants in the Northern Environment

• Determine the difference between pollution and contaminants.
• Explore the chemistry of contaminants. What are the differences between organochlorines, metals and radionuclides?
• How do contaminants enter the food chain? What is the difference between bioaccumulation and biomagnification?
• How do contaminants affect wildlife and people?

• Monitor student participation in class activities and discussions.
• Evaluate the neatness and detail of the maps generated.
• Have students hand in the completed worksheet after they add information to their answers following the class wrap up.

Contaminants in Northern Canada. 1995. Yukon Territory: Northwest Territories Education, Culture and Employment.

• PDF version (Adobe Acrobat Reader required)