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As Canadians we know winter is tough, but imagine what our native wildlife must go through! This lesson uses appealing activities to develop an understanding of winter survival mechanisms in animals. An active outdoor component also engages students in the exploration of the dynamic natural world that surrounds us in winter. This resource enables students to:
This resource complements science units with the theme of habitats and communities. The snowshoeing content also means the lesson could be used in a physical education class as an innovative way to introduce students to this winter sport.
The outdoor exploration is an especially valuable feature of the unit and it supports many of the the winter topics and themes found in the "Step Outside" Nature Guides featured on this website.
A class could also become involved in a unique action project by creating an area of winter wildlife habitat on school grounds. With the assistance of local community organizations, shelter trees such as white spruce and food trees such as staghorn sumac could be planted. Students could also create brush piles for shelter and manage a winter bird feeding station.
Migration is defined in this resource as the movement of animals from one location and climate to another location and climate. As students explore an area of winter habitat they should also begin to recognize that the reason some animals leave is because the area no longer provides an essential habitat component such as food.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
The comprehensive approach of this lesson engages students in exploring their natural world which supports new learning about the value of wildlife habitats.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Good|
Students develop a closer connection with nature thereby fostering an understanding of the environmental and social consequences of habitat loss. The economic impacts of habitat degradation could be easily addressed through a class discussion about the value of wildlife to industries such as eco-tourism, outfitters and Canada's fur trade.
|Multiple Dimensions of Problems & Solutions: |
The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.
Students are able to explore the concept of interdependence through hands-on activities that support evidence-based learning.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Poor/Not considered|
Although an action project is not included in this resource the lesson could easily be extended to include a stewardship activity that focuses on habitat conservation.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
Students learn valuable wildlife observation skills that could be used in projects that support habitat conservation programs in their community.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|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||Very Good|
This lesson actively engages students in experiencing a natural habitat. This connection could be developed even further with explorations of the same habitat throughout the year providing the opportunity to observe and describe the seasonal changes of a natural ecosystem.
|Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.|
The understanding of the dynamics of a winter environment is very relevant and meaningful to Canadian students. The lesson also fosters dialogue about local wildlife species and their habitats.
|Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Satisfactory|
Although the past is not considered in this lesson, the uniqueness of the snowshoeing activity offers the possibility for a local trapper or First Nations elder to accompany the class and relate their wilderness experiences.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lesson activities such as "Keep Your Creature Warm" deliver a learning experience that emphasizes experimentation and exploration with minimal teacher direction.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Satisfactory|
Although this lesson has been developed to meet specific science outcomes the outdoor component focuses on snowshoeing and thus complements core physical education objectives.
|Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.|
The activities in this resource emphasize the active investigation of a natural area and students will make many exciting discoveries as they explore and engage with the outdoor environment.
|Discovery Learning: |
Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.
A learning log is used to explore individual student reflections about their experience. The outdoor activities also develop a sense of stewardship towards animals and their habitats.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
There are no specific differentiation strategies included with this resource but the outdoor learning experience will appeal to most students. One key consideration is the inclusion of students with limited mobility in the scavenger hunt on snowshoes. Provisions for accommodation could include simple changes such as using a sled.
|Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.|
|Experiential Learning||Very Good|
This lesson is highly oriented towards discovery and exploration and provides an authentic learning experience.
|Experiential Learning: Direct, authentic experiences are used.
In the "Keep Your Creature Warm" activity pairs of students work together to design and test their wildlife "shelter". Small group work also occurs during the scavenger hunt as students become "wildlife detectives" to explore a natural site.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The student learning log offers an excellent, formative assessment tool. The lesson does not include any summative assessment tools but a teacher could have students complete a final lab report for the "Keep Your Creature Warm" experiment.
|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.|
If students from older grade levels are recruited to assist with the snowshoeing activity this would enhance peer to peer interactions and discussions.
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The most interesting aspect of this resource is the focus on winter exploration of local habitat. Since students are probably more familiar with natural areas during warmer times of the year, this lesson deepens their awareness of the seasonal cycles in nature.
|Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.|
|Locus of Control||Good|
Students are able to direct their own learning in the design and testing of insulation materials in the "Keep Your Creature Warm" experiment. The "Wildlife Scavenger Hunt" also provides many opportunities for individual exploration and the development of new learning.
|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.|