This activity asks students to take on the role of a land manager and consider the needs of multiple stakeholders such as forest and mining companies, ranch operators, a general store, leisure activity groups and a conservation group. It is designed to be given to students to work on individually with minimal instructions. It can be used digitally via google documents or in paper format.
In this activity, the students will fill in a map of a forested area with different colours representing the various stakeholders and their requests for land. On the map, a lake and a river have already been placed. After making their decisions and allotting the land, the students will answer the reflection questions provided.
The focus of this lesson is less on the development of skills and more on the development of awareness of land use and issues related to development.
"A Piece of Land" is a novel, short duration activity that would easily fit into any study of ecosystems and the impact development has on them. The activity could be completed by each student, discussions could be held and then the map could be completed again to demonstrate the student learning that occurred.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | The goal of the activity is for the student to manage the wants of various stakeholders all the while considering the needs of the environment and the wildlife species who inhabit the area in question. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Very Good | In completing the activity, the students need to consider all dimensions of the problem of the use of the land by various stakeholders. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Poor/Not considered | Although an awareness of the issue is developed while completing this activity, there are no opportunities for change on a larger scale to occur. |
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
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Values Education | Very Good | This activity provides ample opportunities for the students to reflect, clarify and express their values via the allotment of territory to each stakeholder. The questions afterwards also provide an opportunity for the students to explain their choices. |
Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
Empathy & Respect for Humans | Poor/Not considered | This is not a focus of this resource. |
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 | Satisfactory | |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Satisfactory | |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | This resource does a good job of giving the students a sense of the present and a positive way to influence the future; however, the teacher will have to supplement the resource to give students an understanding of the past in this context. |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | This activity allows for all student answers to be considered. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Satisfactory |
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Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Very Good | This activity asks students to take on the role of a land manager and consider the needs of multiple stakeholders of our forest landscapes. It is designed to be given to students to work on individually with minimal instructions. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Poor/Not considered | As this is a single activity, a variety of instructional approaches is not possible. However, the activity does allow for independence and it is a different type of pen and paper exercise. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Satisfactory | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | This is an activity to be completed individually but could easily be adapted for group work. |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Poor/Not considered | Reflection questions are provided but there are no tools for the assessment of learning. |
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. | ||
Peer Teaching | Poor/Not considered | This is not a focus of this resource. |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Poor/Not considered | This is not a focus of this resource. |
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 | Poor/Not considered | This is not a focus of this resource. |
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. |