Bearly Any Ice

Question	Response
How to develop attitudes?	Assists the development of students' attitudes by providing an opportunity for visual and physical interaction with real world information and simulations Takes the situational analysis off of the page and gets students simulating the events
What skills does this resource explicitly teach?	How to play an interactive game that simulates a real situation in nature Recording data on a spreadsheet Analysing data with guiding questions
What important, related ideas/issues are not addressed in this resource?	The effect this trend of depletion of animal stock will have on human communities What students and the general public can do about this issue apart from simply being aware The historical importance of the two animals, seals and polar bears, in the lives of northern people
What important ideas are implied by the resource, but not taught explicitly?	It is implied that climate change is bad Loss of habitat and change in animal behaviour may affect humans
To enhance this resource the following changes would be beneficial:	This information could be further developed into a social action plan As this is a site-specific problem, suggestions could be made as to the past and future effect southern populations have had, and could have, on the lives of organisms in the north Playing the game situates students in one context (in northern communities), but southern communities must take responsibility for the encroaching environmental change in the north

Principle	Rating	Explanation
Bias Minimization	Good	This resource is intended for northern communities and therefore some of the guiding questions may not have the same impact for southern classes. The resource focuses more on making information graphic/concrete for students and less on exploring points of view.
Multiple Dimensions of Problems & Solutions	Satisfactory	These issues are implied through the activity.
Respects Complexity	Poor/Not considered
Action Experience	Poor/Not considered	This activity really does not work towards solutions. Its purpose is to illustrate numerical tendencies and population trends in relation to the impact of climate change on natural resources.
Action Skills	Poor/Not considered
Empathy & Respect for Humans	Good	The human issue is not the key aspect to this lesson. The demonstration is concerned with animal habitat, and later in the activity, analysis. Questions are raised about decreasing seal and polar bear populations and their possible effects on the human hunters.
Personal Affinity with Earth	Good	Students represent polar bears and seals to simulate their relationship in an ever-decreasing habitat due to global warming.
Locally-Focused	Good	The local impact of this phenomena would be most appreciated and be more personal to students of the northern climates. However, it would also serve as a good demonstration to others of the difficulty northern animals are encountering as a result of global warming.
Past, Present & Future	Good	This lesson definitely works towards promoting an understanding of the current climate situation in the north; however, it does not directly address or outline a positive vision for the future.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Satisfactory	Not within the mandate of this particular lesson as it is mostly meant to demonstrate fluctuating numbers within a particular species population.
Interdisciplinary and Multidisciplinary Learning	Satisfactory	This lesson adequately demonstrates how a change in one segment of a population can affect the rest of the populations in the ecosystem.
Discovery Learning	Satisfactory	Students act as seals and polar bears, with ice flows (hula hoops) as their 'safety zones'. As these 'safety zones' begin to disappear, students will gain an appreciation of the effects loss of habitat has on seal and polar bear populations.
Values Clarification	Satisfactory	There is a "Student Web-Exchange" that students can enter online with a password. The "Student Web-Exchange" allows them to converse, discuss and debate with each other about their local situations and the challenges they face.
Differentiated Instruction	Good	Students would integrate lessons learned from playing a physically active game and from discussing real-life statistical data about the natural environment they would have collected and recorded through research. The latter section of the lesson could be fairly complex and compelling in terms of discussions led by the teacher.
Experiential Learning	Satisfactory	This lesson is not authentic in the sense that it does not take place on ice and not necessarily in a northern community. However, as a simulation, it introduces some significant concepts for discussion.
Cooperative Learning	Poor/Not considered	It would take a designated amount of time to instruct the details of the game to the players. There are no specific references to cooperative learning strategies although some are implied.
Assessment & Evaluation	Satisfactory	The latter half of the lesson is dedicated to reflection whereby students discuss the ramifications of climate change on northern ecosystems and communities. Their understanding and analysis of the statistics gathered during the game would be guided by questions from the teacher. This would serve as an assessment to a certain degree; however, there is no specific assessment tool accompanying this lesson.
Peer Teaching	Poor/Not considered
Case Studies	Poor/Not considered	There is information provided (a few paragraphs) about the historical effects of climate change on the ice floes and wildlife however, no sources for these findings is stated.
Locus of Control	Satisfactory	Both the "Student Web-Exchange" link on the Climate Change North website and other suggested web links in the "Enrichment" section provide some suggested extensions and areas for further study.

Relevant Curriculum Units

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Bearly Any Ice

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Bearly Any Ice

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from