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This resource provides 8 lessons (primary to grade 12) on topics related to the Boreal Forest including the role of forests in sheltering and supporting wildlife species in Canada. The lessons follow the Pan-Canadian curriculum and are designed to focus on the grade units which include these issues. All lessons include a "hook" to capture interest, a summary, activity information, learning outcomes, teacher background, lesson descriptions and extensions.
Making summary statements
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||Very Good|
The resource has presented a well-rounded selection of perspectives.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
Excellent presentation of the inter-connectedness between the environment, economic aspects, social and cultural aspects.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The resource covers many dimensions of the importance and significance of the Boreal region and a systems approach is presented.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
The 8 lessons serve more as introductions to the various aspects of the Boreal Forest region, but there are no direct action opportunities presented.
Several of the extension suggestions could involve authentic experiences which could be shared with other students/community members.
|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
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Satisfactory|
Students may come to appreciate the different cultural views of the role of the Boreal forest and how native people used the forest for food, shelter, and for various medicinal plants.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students learn how other species have adapted to their environment, which is probably very different than their own geographical location in Canada.
The importance of the Boreal forest to all of Canada is stressed however, and hopefully students will recognize it as an important biome and natural resource to be protected.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The role of the Boreal forest in Canadian history is addressed through the application of UNESCO criteria - in playing a part of the Aboriginal peoples and early settlers. The present and future are discussed, although teachers may want to spend more time on the future of the Boreal forest as a resource provider (wood) and discuss the possible impacts of human activities such as mining and climate change.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are guided in several brainstorming sessions to come up with different responses, depending on the lesson they are doing. The level of independent choices varies according to the grade level of the lesson - at the senior high level there is more latitude for multiple/complex answers.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Although it depends on the specific lesson, there is a multidisciplinary approach used and most lessons include aspects of science, math, arts, language and 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.
While accommodations for students with various learning needs are not specifically addressed, the organization and suggestions that accompany the lessons allow for students to participate in many ways and with this open format, different learning needs can be met quite easily.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
The lessons are structured with the expectation that students already know how to work in groups and/or with a partner cooperatively.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Throughout the lessons, there are activity worksheets provided, mapping exercises, calculations to do, reflection questions - with answer sheets included. However, there are no tests or formal evaluations provided.
|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.|
The students work together in completing the various lessons and activities, so peer learning will probably occur, but there is not much in the way of directly presenting findings to the class with the explicit outcome of peer teaching.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
|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|
|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.|