Example of a Resource-Based Unit

Several grade six classes at Winston Churchill Public School in Kingston, Ontario have used a resource-based unit for several years entitled Kingston Waterfront Walkway Study. Over a span of two months, students complete a study on various topics that relate to a two-mile walk along the shore of Lake Ontario in the city of Kingston. The aim, selected objectives, and activities of this unit follow and are adapted from a report by Susan Menard, teacher librarian at the school in 1990.

Unit: Kingston Waterfront Walkway Study

Selected Subject Objectives

Students will:

1. Develop an appreciation of the environmental concerns related to the waterfront.
2. Gain an awareness of the mechanisms of government which effect the development of the Kingston waterfront.
3. Gain a historical knowledge of the waterfront.
4. Identify land use along the waterfront.

Selected Information Literacy Objectives

Students will:

1. Find current and historic information on the Kingston waterfront using print resources, pictures, newspaper clippings, interviews, and photographs.
2. Read and construct maps of the waterfront area.
3. Use maps and graphs to record information.
4. Prepare notes from maps and graphs.
5. Conduct an interview to answer specific questions.
6. Take notes from an oral presentation.
7. Express their own ideas using references to substantiate points.
8. Create a display to convey a message.
9. Present and discuss findings in their classroom.

Selected Activities:

Students will:

1. Identify structures along a three-block portion of the walkway using a classification chart; graph the information; draw and research a specific structure; analyze their findings in terms of patterns or trends; present results to the class.
2. Identify and classify land use along the entire waterfront through examination of maps and viewing sites along the walkway; a map will be colour-coded, percentages of land use will be estimated and graphed, and a written summary of findings will be prepared.
3. Research the history of waterfront developments along the waterfront using diverse resources; prepare questions for a Kingston city planner (guest speaker) and record notes during the presentation.
4. Use brainstorming and thinking skills as they work in groups to create a plan that redesigns the waterfront area; the must take into account current uses, city planner recommendations, history of the area, their individual wishes , and the ideas of their group; they will produce a new map of the area to illustrate their ideas and defend their choices in a class presentation.