Course:EOSC311/2024/Discovering Vancouver’s Earth Materials, Resources and Sustainability Practices in Primary Education

Summary

This page is dedicated to provide key resources and points that are to be taught in the sciences stream of the BC Elementary Curriculum (Grade 5 specific). This page will do an overview of Vancouver's geological landscape, formation of earth materials, the rock cycle, mining history and practices, along with sustainability practices. There will be teaching resources included such as learning goals, curriculum competencies, online activities and quizzes, as well as potential lesson plan ideas that could be conducted in the Vancouver region.

Statement of Connection and Why I Chose It

Choosing this topic was significant to me as I had received a conditional offer into the Bachelor of Education - Primary and Middle Years program at the University of British Columbia. With the aim to bring together geology and my upcoming degree, I decided to opt for a focus on the geological study that occurs in the Grade 5 BC curriculum that elementary school students learn. This project involved creating a Wiki page that connects geological information and principles towards educational concepts and resources.

While developing this project, I examined the BC curriculum frameworks for educators, allowing me to recognize the materials that educators may use to teach topics, while also learning how to break big topics into smaller science units for give students time to break complex information into simple steps and digestible amounts. My goal was envisioning how I could effectively teach a science unit on the local earth materials in British Columbia (Vancouver specific), the rock cycle, mining practices and sustainable practices regarding British Columbia's natural resources to Grade 5 students aged 10-11 years old.

Apart from the content that these students would learn, I also delved into the learner types that educators need to keep in mind when creating lesson plans for their students. British Columbia has an interdisciplinary form of education in which students are to connect different subjects into the topics that they learn and to apply that knowledge into real-world situations. British Columbia has a significant holistic approach to education that prepares students to critically think and adapt their problems into real scenarios.

Overall, this project is a display of understanding learner types, using a variety of teaching methods to educate students about earth's materials, and a sample long-term lesson plan.

BC Elementary Curriculum - A Focus on Earth Materials

Students are expected to know the following:

The rock cycle
Local types of earth materials
- Including mineral, rock, clay, boulder, gravel, sand and soil
The nature of sustainable practices around BC’s resources

Big Ideas - Elaborations

Earth materials change as they move through the rock cycle and can be used as natural resources.
How do we interact with water, rocks, minerals, soils, and plants?
How can Earth be considered a closed material system?
How can we act as stewards of our environment?

Curriculum Competencies - Elaborations

Questioning and predicting: A system is a set of interacting or interdependent pieces or components that come together to form a whole. A system occupies a physical or a temporal space within a set environment, has a representative form, and possesses a purpose or function. Key questions about systems: — How do the systems of the human body work together? — How can you observe the concept of interconnectedness within ecosystems in your local area?
secondary sources: secondary sources of evidence could include anthropological and contemporary accounts of First Peoples of BC, news media, archives, journals, etc.
place: Place is any environment, locality, or context with which people interact to learn, create memory, reflect on history, connect with culture, and establish identity. The connection between people and place is foundational to First Peoples perspectives of the world. Key questions about place:
- How does place influence your ability to plan and conduct an inquiry?
- How does your understanding of place affect the ways in which you collect evidence and evaluate it?
- How do the place-based experiences and stories of others affect the ways in which you communicate your findings and other information?
- Ways of knowing refers to the various beliefs about the nature of knowledge that people have; they can include, but are not limited to, Aboriginal, gender-related, subject/discipline specific, cultural, embodied and intuitive beliefs about knowledge. What are the connections between ways of knowing and place?

Reference

Ministry of Education. (2016, June). Science 5. Building student success - B.C. curriculum. https://curriculum.gov.bc.ca/curriculum/science/5/core

Lesson Planning & Implementing Curriculum

General Guidelines for Learning Design

BC's Redesigned Curriculum: An Orientation Guide

When creating a lesson plan, be sure that there are 5 steps taken in place when making the plan, as described by Andrea Webber (2018).

Goals:

Have long-term learning goals in place and individual lesson objectives along with key words and concepts

Curriculum:

Ensure you have the big ideas and the curriculum match the lessons you are creating

Lessons:

When creating your short-term lesson plans (daily lesson plans), ensure that you have a description and how it will impact the overall lesson

Assessment:

Be sure to have a summative assessment to ensure that students are retaining the information learned

Resources:

Have a variety of teaching and learning resources for the teacher and students.

BC's Redesigned Curriculum: From Theory to Practice

This is a 6-hour workshop by the Ministry of Education for educators to understand the redesigned curriculum within BC and how it is to be implemented. https://www.openschool.bc.ca/theorytopractice/index.html

Open School (2020). BC's Redesigned Curriculum: From Theory to Practice.https://www.openschool.bc.ca/theorytopractice/index.html

Learner Types

Lydia Schapiro. (February 2022). How to Identify Your Learning Style. My Private Professor. https://myprivateprofessor.com/identify-your-learning-style/

It is important to reach all learner styles of our students in order to encourage the most amount of retention and learning.

Kinesthetic learners: Learners that prefer doing and feeling

Example: Students who like going into nature, selecting their own rocks, then using a magnifying glass to further analyze the rock

Visual learners: Learners that prefer to see

Example: Students who like watching videos, seeing demonstrations of the rock cycle and earth processes

Auditory learners: Learners that prefer to hear

Example: Students who like listening to lectures and verbal descriptions of how the earth materials form

Reading and Writing: Learners that prefer through reading and writing

Example: Students who like reading information, answering worksheets, or writing about their experiences when coming into contact with local areas with interesting rock formations

Below is a video on the different learner types and understanding how they function in educational settings:

Youtube External Link: https://youtu.be/qcCtPgzlGTs?si=VksTBZ9rTrdOdNWD

Teaching Methods

Teaching Grade 5 students requires interactive and engaging teaching methods in order to reach the curriculum standard. Students are going through a development stage where they are curious of the things around them. Through understanding the learner styles, we can better cater our teaching methods to build a strong lesson.


Teaching Methods	Materials	Learner Types	Approach
Presentation and Visual Aids	Powerpoint slides, geological maps of Vancouver's geological features and mining site Images of local area Images and videos of sustainable practices	Visual and Auditory Learners	Overview slideshow of key topics: The rock cycle, local geological features, mining history and sustainability Show maps of Vancouver's geological features Highlight important geological features Teach key vocabulary and concepts Use images and videos Encourage discussion and questions after each visual presentation
Videos and Short Clips	Selected educational videos Projector and video streaming device	Visual and Auditory Learners	Through the use of videos and short slips, this will allow students to access the world that they cannot physically explore in the moment Educational videos is another form of education in which students are encouraged to learn from
Demonstrations	Samples of different types of rocks (igneous, sedimentary, and metamorphic) Clear container Sand, rocks, water Models or diagrams of processes like sedimentation, metamorphism, and erosion Magnifying glasses to take a close look at the rock samples	Kinesthetic and Visual Learners	Set up a demonstration where students can observe how sedimentary rocks form by using layers of sediments using sand and water in a clear container Allow students to handle the different types of rocks, observing their textures Discuss the significance of each rock type, where they would be able to find such rocks in the local Vancouver area, and mining practices
Interactive Games and Activities	Computer access - Online quizzes or simulations of the rock cycle and mining processes Educational games Printed worksheets	Visual, Auditory, Reading and Writing, and Kinesthetic Learnes	Through the use of online platforms and educational websites, students can learn online about the rock cycle and sustainability concepts Teach students about the rock cycle and sustainability first, then play educational games to reinforce their learning This will enhance engagement to students
Group Work and Projects	Computer - Allow students to find secondary sources to get their information Poster boards, markers, paper, pens, or online presentation applications to create a presentation to the class about local geographical areas - either individual or group projects	Visual learners, Reading and Writing, Kinesthetic Learners	Divide students into small groups and give them specific research topics Provide resources to students and run a session on finding secondary sources Have each small group create a poster or online presentation to summarize their findings and they key points Organize peer presentations so students will share their project to the class or to the community (i.e science day)
Field trips and Outdoor Learning	Field trip forms completed and parents signed off Notebooks for students to record observations Field guides for students Safety equipments such as outdoor gear	Kinesthetic, Visual, and Auditory Learners	Plan a field trip to local geological site or museum Provide students with a field guide and a map to get them to identify different types of rocks, minerals and geological formations Allow exploration into the area for them to note down observations Hold discussions with the class throughout the trip
Question, Answer and Discussion	List of key questions to ask the class Visual aids like diagrams, maps and images for discussion	Visual, Auditory, and Reading and Writing Learners	Start with open-ended questions like "Are rocks all the same?" or "How do you think rocks form?" Allow students to respond with their own ideas Discuss and build on their responses
Brainstorms	Whiteboard or flipchart Brainstorm prompts such as different types of rocks, the rock cycle, sustainability solutions, etc. Markers or sticky notes for students to share and note their ideas	Reading and Writing, Visual, Auditory, and Kinesthetic Learners	Introduce a brainstorm topic Encourage students to contribute ideas and sure they are grouped in the right sections of the brainstorm Conclude by discussing the completed brainstorm
Real-World Application through Case Studies	Case studies and articles on geological news Discussion guides for students when reading case studies	Reading and Writing, Visual, Auditory, and Kinesthetic Learners	Go through one example with the class of a case study that shows a real-world example in the Vancouver region Print out a few case studies and articles for the class and assign them in small groups, pairs, or individual. Have students read and analyse the case study and have a guide for them to note down any key information Have students complete a worksheet on the news article that they had read

Teaching Resources - Quick Links

BCTF: Rocks 'R' Resources

https://www.bctf.ca/classroom-resources/details/rocks-'r'-resources

This link provides activities and lesson plans and worksheet activities on the rocks and minerals science unit within British Columbia. This is a comprehensive look at the study of rocks through an elementary school perspective.

Great Bear Rainforest

https://greatbearrainforesttrust.org/learn/

https://greatbearrainforesttrust.org/wp-content/uploads/2023/09/4-6-5-What-do-we-know-about-rocks.pdf

In the Grade 4-6 section, the pdf documents connected to the topics, "What do we know about rocks?", "How can we protect and preserve our planet?", and "How can we live in harmony and relationship with the natural world?" are helpful in learning about the rock cycle and sustainability practices in BC. These pdf documents have lesson plans included in them in which educators may gain inspiration from.

Vancouver Geology

https://gac-cs.ca/publications/JohnArmstrong_VancouverGeology.pdf

This resource is for educators to learn more about the geological landscape of Vancouver to prepare themselves to teach students about the topic of the local earth materials within British Columbia. While the read is quite long, it is very straightforward and easy to navigate through the table of contents.

Pacific Museum of Earth - Minerals

https://pme.ubc.ca/exhibits/magnificent-minerals/

This link sources the Pacific Museum of Earth's website, in which the museum is located on UBC grounds. It talks about the minerals in the local Vancouver area, while also including links to activities and worksheets.

Geotour of Vancouver

https://mineralsed.ca/site/assets/files/3451/vancouvergeotourguide2009_me.pdf

This link provides a well planned geological tour of the Vancouver area that encourages students to look at their everyday surrounding.

BC Field Trips

https://www.bcfieldtrips.ca/city/vancouver

This link offers field trips within the Vancouver region that reflect the BC Curriculum! Educational field trips to learn about the rock process and local minerals is a great, hands-on experience for students who prefer to explore.

The Geology of British Columbia (Youtube)

https://www.youtube.com/watch?time_continue=1&v=hAW2-OaJ4Nc&embeds_referring_euri=https%3A%2F%2Fpme.ubc.ca%2F&source_ve_path=MzY4NDIsMjM4NTE&feature=emb_title:

The Pacific Museum of Earth's youtube video on the Geology of British Columbia.

Geology Worksheets

https://kidskonnect.com/places/vancouver/

This source provides worksheets that students can work on to further explore and assess their learning on geology in Vancouver, BC.

Government of British Columbia: Mineral Exploration

https://www2.gov.bc.ca/gov/content/industry/mineral-exploration-mining/british-columbia-geological-survey

This source is from the Government of British Columbia and provides many resources, news articles, publications, geoscience data, and geological maps to learn more about the minerals within BC.

Sample Long-Term Lesson Plan

Here is a sample long-term lesson plan that educators may what to break the science unit into. This is a 8-week unit that I have planned for, including the "Big Ideas" and summary questions/learning outcomes that students should be able to know by the end of each week.

Sample 8-Week Lesson Plan on Earth's Materials, the Rock Cycle, Mining practices, and Sustainability Practices in British Columbia
Week	Lesson Plan Topics, Big Ideas, and Summary Questions
Weeks 1-2	Importance of Earth’s Materials in Vancouver	Examples
	Big Ideas: How do we interact with water, rocks, minerals, soils, and plants?	Van, Kathryn. (2015, August). Mt Albert Edward Approach, Strathcona Provincial Park, Vancouver Island, BC. Retrieved from Wiki Media Commons: https://commons.wikimedia.org/wiki/File:Mt_Albert_Edward_Approach,_Strathcona_Provincial_Park,_Vancouver_Island,_BC.jpg
	Summary Questions Why is it important to learn about the different materials found on Earth? How does mining affect the environment in Vancouver and why should we care? What can we do to make sure we use Earth's materials responsibly in Vancouver?
	Exploring Vancouver’s Earth Materials Overview of the Geological Landscape of Vancouver Region The Rock Cycle Formation and Use of Earth Materials	Frantz, Carie. (2023, August 1). Rock Cycle Illustration. Retrieved from Wiki Media Commons: https://commons.wikimedia.org/wiki/File:Rock_Cycle_Illustration.png
	Big Ideas: How do we interact with water, rocks, minerals, soils, and plants? Earth materials change as they move through the rock cycle and can be used as natural resources. How can Earth be considered a closed material system?
	Summary Questions How does the rock cycle help us understand how rocks and materials are made in Vancouver? How are rocks and materials made in Vancouver? How do people use them?
Weeks 3-4	Mining and Resource Uses Mining History in BC and Economy Common Resources Extracted in Vancouver	Vancouver Public Library Historical Photographs (2011, May 3). Mining History in British Columbia. Retrieved from Flikr and Wiki Media Commons: https://commons.wikimedia.org/wiki/File:Mining_History_in_British_Columbia_(26770334091).jpg
	Big Ideas: How do we interact with water, rocks, minerals, soils, and plants? Earth materials change as they move through the rock cycle and can be used as natural resources.
	Summary Questions How did mining impact British Columbia's economy in the past? What are some resources that are mined in Vancouver? How are they important for our daily lives? Define extraction. What forms of extraction is used in British Columbia?
Week 5-6	Sustainability and Uses Sustainability in Resource Extraction and Mining Sustainable Mining Practices How Do We Keep Our Earth Safe?	Walters, N. (2016, August 2). A view into the coastal old growth rainforest of Vancouver Island, British Columbia at Cathedral Grove inside MacMillan Provincial Park. Retrieved on Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Vancouver_Island_Old_Growth_Rainforest.jpg
	Big Ideas: How can we act as stewards of our environment?
	Summary Questions: What are some mining practices in British Columbia? How are these mining practices sustainable and safe?
Weeks 7-8	Conclusion Rocks, Minerals, and Mining Exploring More Around Vancouver Evaluation of Connections and Personal Appreciation	Brummer, Benoit. (2018, July 5). Golden hour sunset over Tower Beach in Pacific Spirit Regional Park (University Endowment Lands, BC). Retrieved on Wikimedia Commons: https://commons.wikimedia.org/wiki/File:Sunset_in_Pacific_Spirit_Regional_Park_(DSCF0706).jpg
	Big Ideas: Earth materials change as they move through the rock cycle and can be used as natural resources? How do we interact with water, rocks, minerals, soils, and plants? How can Earth be considered a closed material system? How can we act as stewards of our environment?
	Ideas to Keep Thinking About What was your most favourite thing you learned about rocks, minerals and mining in Vancouver? How might we explore these topics more in and around Vancouver? Why is it important that we understand the connections to these topics and our daily lives? What would you want to learn more about in the future?

Conclusion/Evaluation of the Connections

I found that science unit topics should be presented in a way where students are encourages curiosity and exploration of the environment around them. The BC curriculum does a great job at this as their redesigning of the curriculum for elementary years expands through the core competencies of "Thinking," "Communicating" and "Personal and Social" learning. By also turning the model of the three elements of "Content, "Curricular Competencies" and "Big Ideas," the model allows educators a more flexible education that respects the needs of the students (Ministry of Education, 2016).

Overall, students should be able to achieve this by encouraging students to go out into nature, take a look at the land formations around them, and investigate the earth materials, processes and practices in the Vancouver area.

References

Armstrong, John (1990). Vancouver Geology. Geological Association of Canada. https://gac-cs.ca/publications/JohnArmstrong_VancouverGeology.pdf

British Columbia Geological Survey. (2024, May 23). Mineral Exploration. Retrieved from the Government of British Columbia website: https://www2.gov.bc.ca/gov/content/industry/mineral-exploration-mining/british-columbia-geological-survey

Canadian Geoscience Education Network. (2014-2022).Geoscape - Vancouver. https://www.cgenarchive.org/vancouver-resources.html

Dan Allard et al., (2020, October 23). Rocks 'R' Materials. British Columbia Teacher Federation. https://www.bctf.ca/classroom-resources/details/rocks-'r'-resources

Geology Worksheets. (2014). Kids Konnect. Retrieved June 1, 2024, from https://kidskonnect.com/places/vancouver/

MineralsEd and Geological Survey of Canada. (2009, October). Geotour of Vancouver. https://mineralsed.ca/site/assets/files/3451/vancouvergeotourguide2009_me.pdf

Ministry of Education. (2016, June). Science 5. Building student success - B.C. curriculum. https://curriculum.gov.bc.ca/curriculum/science/5/core

Open School (2020). BC's Redesigned Curriculum: From Theory to Practice.https://www.openschool.bc.ca/theorytopractice/index.html

Pacific Museum of Earth. (n.d.). Geology. University of British Columbia. https://pme.ubc.ca/exhibits/geology-of-british-columbia/

Pacific Museum of Earth. (n.d.) Minerals. University of British Columbia. https://pme.ubc.ca/exhibits/magnificent-minerals/

Pacific Museum of Earth. (2020, June). The Geology of British Columbia. Youtube. https://www.youtube.com/watch?time_continue=1&v=hAW2-OaJ4Nc&embeds_referring_euri=https%3A%2F%2Fpme.ubc.ca%2F&source_ve_path=MzY4NDIsMjM4NTE&feature=emb_title:

Webb, Andrea. (2018). General Guidelines for Learning Design. University of British Columbia. https://guides.library.ubc.ca/c.php?g=676257&p=4765076#s-lg-box-16159693

What kind of learner are you? - The 4 different learning styles. (2018, April 23). Clipboard Classes. https://youtu.be/qcCtPgzlGTs?si=VksTBZ9rTrdOdNWD

What do we know about rocks? (n.d.). The Great Bear Rain Forest Trust. Retrieved June 1, 2024, from https://greatbearrainforesttrust.org/wp-content/uploads/2023/09/4-6-5-What-do-we-know-about-rocks.pdf