Engaging Students in Conservation; Protecting the Endangered Snow Leopard

Question	Response
To enhance this resource the following changes would be beneficial:	Conduct lesson two in the out-of-doors. Try to arrange a visit from a local conservation/wildlife expert in conjunction with lesson four. Ask them to discuss a local wildlife issue such as bears/cougars and humans in conflict,
What skills does this resource explicitly teach?	How to carry out a service-learning action project. How to build consensus.

Principle	Rating	Explanation
Consideration of Alternative Perspectives	Very Good	Presents a conservation/preservation bias consistent with sustainable development.
Multiple Dimensions of Problems & Solutions	Very Good	Students explore the perspectives of many stakeholders.
Respects Complexity	Very Good	Students explore diversity/food web issues and make connections to other endagered species.
Acting on Learning	Very Good
Values Education	Very Good	This is a highlight of the lesson package, but specifically in lessons three and four.
Empathy & Respect for Humans	Very Good	Notes provided to students regarding the stakeholders in lesson three, "It Takes All Kinds of People", are rational, rationalized, and respectful.
Personal Affinity with Earth	Good	Every effort is made to connect students to Snow Leopards through their learning. The activities do not require students to go out of doors to make a connection to nature.
Locally-Focused Learning	Very Good	The learning topic has a global focus. Students draw local connections in all of the lessons.
Past, Present & Future	Good	While the present is the focus in four of the lessons, students are provided opportunity to make a positive impact on the future in lesson five.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	The five lessons use different combinations of inquiry. 'Open-ended results' is an aspect of each lesson.
Integrated Learning	Good	The lessons are grounded in either science or social studies. Aspects of drama, math, language arts and technology come into play.
Inquiry Learning	Good
Differentiated Instruction	Good	All of the lessons include kinesthetic, visual and auditory components. All of the lessons require aspects of co-creativity or group work for success. Specific accomodations for people with learning difficulties are not suggested.
Experiential Learning	Good	Each lesson varies in its authenticity of experience. Two lessons are dependent on simulation.
Cooperative Learning	Satisfactory	The activities carried out by groups are purposeful and they are assessed.
Assessment & Evaluation	Good	For the final action project lesson students develop a rubric to measure and plan for success with the teacher.
Peer Teaching	Very Good	Lesson three and four are designed to be reliant on the students sharing of information.
Case Studies	Very Good	The case studies used are relavant and authentic but are not referenced.
Locus of Control	Very Good

Relevant Curriculum Units

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Alberta
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British Columbia
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    - Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
Manitoba
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Northwest Territories
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    - Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
Nova Scotia
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Engaging Students in Conservation; Protecting the Endangered Snow Leopard

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

ExemplaryClassroom Resources

Reviewed By Teachers For Teachers

Engaging Students in Conservation; Protecting the Endangered Snow Leopard

Print this review

Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Exemplary
Classroom
Resources

Reviewed By Teachers
For Teachers