Beaver, Moose, and Freshwater Turtle: The Dependence of Canada's Iconic Species on Freshwater Habitats

Question	Response
What skills does this resource explicitly teach?	Completion of cause and effect organizers. Creating food chains and webs. Creating informational brochures.
What important, related ideas/issues are not addressed in this resource?	Nature strives for balance in its chaos – it is pretty resilient.
What important ideas are implied by the resource, but not taught explicitly?	Students have limited knowledge of iconic species needs. Energy transfer ends in a food chain. Cause ends with an effect.
To enhance this resource the following changes would be beneficial:	It would be worthwhile to help students evaluate the full spectrum of values at play in the development scenario in lesson two. Looking into environmental protection laws that are in place in their own backyards would also be pertinent.

Principle	Rating	Explanation
Bias Minimization	Good	WWF clearly states their beliefs and mandate on their website. Lesson two does not justly represent the values of all involved in the scenario.
Multiple Dimensions of Problems & Solutions	Mediocre	The resource looks at the issue from an ethical point of view.
Respects Complexity	Mediocre	The cause and effect lesson needs a solution-storming session attached to it. The scenario, without resolution, may leave students feeling helpless.
Action Experience	Good	Authenticity, in the eyes of students, may depend on their location in Canada. It may be more meaningful to rural students who have access to freshwater habitat.
Action Skills	Very Good	Students are taught how to complete a cause and effect graphic organizer and how to present information in a brochure. Other actions are identified as extension activities.
Empathy & Respect for Humans	Mediocre	Different social groups are vaguely introduced to the lessons through the lesson two scenario. As a result, their values need to be fairly represented.
Personal Affinity with Earth	Good	The resource is intended to get students thinking about the needs of other species. A field-trip is suggested but all lessons take place inside.
Locally-Focused	Good	While beavers, moose and bears are well known to most Canadian students, many/most urban students will never have seen one in the wild.
Past, Present & Future	Good	The comprehension of past and present ecological issues may depend on the research students complete on their own. The idea of the lesson is to prepare students to be wilderness/habitat stewards.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	The lessons utilize guided inquiry. Students are required to research beyond the information provided to them. The provided action tips also encourage more student study.
Interdisciplinary and Multidisciplinary Learning	Good	The lessons have an ecological focus. It would be worthwhile to look into the values at play in the development scenario in lesson two to examine the broader scope of the issue.
Discovery Learning	Poor/Not considered
Values Clarification	Mediocre	The resource leads students to WWF values. While this may ultimately be desirable, it does not necessarily help students develop the critical thinking skills necessary for them to become informed, media literate systems-thinkers of the future.
Differentiated Instruction	Good	The instructional strategies used in the lessons allow students with varying strengths to be successful. That said, there is a heavy emphasis on reading and writing that will need to be adapted for some students.
Experiential Learning	Good	A field-trip to a local freshwater ecosystem is suggested so that students can conduct scientific investigations in the field.
Cooperative Learning	Good	A shared learning process works up to the final task.
Assessment & Evaluation	Very Good	The lesson sequence builds nicely from opportunities to formally and informally assess formative learning and formal summative assessments based on criteria that students help develop.
Peer Teaching	Good	Students share their learning throughout.
Case Studies	Very Good	The beaver, moose and bear are the presented species and are all Canadian icons. While they may not necessarily be the most commonly found species in all locales any more, their increasing rarity is relevant to the issues studied in the resource.
Locus of Control	Good	The first three lessons are broad enough to accommodate some choice and group work. The final task could easily be tweaked to allow students to choose how they will present their learning.

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Beaver, Moose, and Freshwater Turtle: The Dependence of Canada's Iconic Species on Freshwater Habitats

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from

Beaver, Moose, and Freshwater Turtle: The Dependence of Canada's Iconic Species on Freshwater Habitats

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

A project of

with support from