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- A project of
Students take a close look at the ecology of the Black Bear to demonstrate the interactions that characterize ecosystems. Four highly engaging lessons explore a number of key ecological concepts.
In lesson one students particpate in a game of predator-prey in which they take on the roles of various biotic and abiotic elements in the black bear's environment to explore the concepts of habitat and niche.
In lesson two students participate in the 'web-of-life' simulation to experience first-hand, the significance to all life of the interrconnectedness of biotic and abiotic factors. Concepts of food webs and energy flow are key components of this lesson.
In lesson three students research areas of interest concerning Black Bear ecology to develop a solid understanding of the concepts of life cycle, adaptation and survival.
Lesson four focuses on human-bear interactions and bear safety in the wild.
No skills are explicitly taught.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The resource presents as many different points of view as necessary to fairly address the issue.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource addresses economic, social, and environmental aspects.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
With the exception of performing skits to address bear-human safety, there is little attention paid to action or service learning.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
Students are not asked directly to clarify their own values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
In lessons 3 and 4 there is a definite effort made to connect students with nature. Many of the activities can take place out of doors.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Only addresses the present.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The learning iis often teacher directed.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Includes knowledge and skills from the following subjects: languages, sciences, geography & social studies.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The activities are mainly simulations.
|Experiential Learning: |
Authentic learning experiences are provided
Cooperative learning is specifically taught in some of the activities.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Students are not provided with any self assesment tools.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Incidental only; arises from presentations, discussions or cooperative learning.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Satisfactory|
Students are not presented with many choices of what or how they will learn.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|