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Description
Bioaccumulation: A Case Study of British Columbia's Killer Whales is a series of five related classroom lessons during which students will learn about the natural history of British Columbia's killer whale population and the threats they face. Emphasis is on the threat of the build-up of toxins in food chains (bioaccumulation), connectedness through marine ecosystems and the reduction of threats through the Species at Risk Act (SARA). A further strong focus is on individual empowerment to create positive change. The lessons are:
- Lesson 1: Natural History of British Columbia's Killer Whales. Students will learn about the three types of killer whales, how to tell them apart, their diet, social structure, and the concept of matrilines. Students will answer questions on their learning and discuss it as a class.
- Lesson 2: Killer Whale Food Chains and Food Webs. Students will learn about food chains of resident and transient killer whales and their food webs. Students will answer questions on their learning and discuss as a class. As well, students will play the Food Chain Game as a simulation of what is going on with killer whales in the ocean.
- Lesson 3: SARA and Threats to Killer Whales. Students will learn about the Species at Risk Act and its purpose, how killer whales are classed accord to SARA, and what threats to killer whales exist. They will answer questions and have a class discussion.
- Lesson 4: Bioaccumulation and Killer Whales. Students will learn what bioaccumulation is, what persistent organic pollutants can do to an organism, where POP's come from, how levels of toxins in organisms increase up the food chain. They will answer questions and discuss as a class. As well, students will play the Food Chain Game again, but this time with toxins. Students will then reflect on the activity
- Lesson 5: Ready, Set, Action! Solutions for Killer Whales. Students will discuss what they have thought throughout the lesson; they will reflect on their own lives and think of ten ways that they can make a change to reduce chemicals in the food chain, they will plan to undertake further action to help the whales.
General Assessment
What skills does this resource explicitly teach?
- analyzing data
- creating a food web and a food chain
Strengths
- Each lesson is well planned for teachers
- PowerPoint slides designed to accompany this lesson are available to download
- Additional resources and optional enrichment activities are available through this resource
- A sample of student's assessment is provided
- A glossary of important terms is provided
- A phone number is provided to offer support with this lesson plan
- Clear curriculum links are made throughout the resource
- All student handouts and worksheets with answer key are provided in this lesson
Weaknesses
- Some direct links don't work but are able to be found when searching in the resource (ex. the food chain game in activity 2)
- The lessons are very prescribed and don't give a lot of opportunities to make it personalized for students
Recommendation of how and where to use it
This resource would be excellent to explain the effects of ecosystems and biodiversity in Science classes. As well, this resource lends itself well for any Math course that needs to analyze data as real graphs are provided and have to be analyzed by students.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
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- Alberta
- British Columbia
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- Grade 9
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- Math
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- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Grade 10
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- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
- Grade 11
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- Environmental Science
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- Environmental Science 11: Changing ecosystems are maintained by natural processes.
- Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Grade 12
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- Step 4Relevant matches
- Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
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- Biology 20: Ecosystems and Population Change
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- Mathematics 20-4:Statistics and Probability (Collecting and Analyzing Information)
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- Experiential Science 20, Marine Systems: Habitats, Population Dynamics and Management
- Experiential Science 20, Marine Systems: Ocean Ecology
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- Biologie 30 :Population and Community Dynamics
- Ontario
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- :Biology: Sustainable Ecosystems
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- Yukon Territory
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- Math
- Step 4Relevant matches
- Analyzing the validity, reliability, and representation of data enables us to compare and interpret.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Changing ecosystems are maintained by natural processes.
- Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Grade 12
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
- Science
- Step 4Relevant matches
- Specialized Science 12: Climate change impacts biodiversity and ecosystem health
Themes Addressed
Ecosystems (2)
- Biodiversity
- Endangered Species
Water (1)
- Marine Environments
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Through a case study of killer whales in British Columbia, students review the effects of bioaccumulation in Canada's oceans. Throughout the lessons, students form their own opinions and take informed positions on the problem. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | A wide range of information is provided for students to gain a true understanding of the problem of bioaccumulation in killer whales. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good | The goal of the lessons is to have student's take action to help the killer whale population. The resource has a strong focus on individual empowerment to create positive change. Lesson 5 provides suggestions to undertake further action to help the whales. |
| 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 | Very Good | Throughout the lesson, students are asked to answer reflection questions where they can express their own beliefs and opinions. |
| 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 | Good | Since the lesson is a case study of killer whales in British Columbia, students will gain an appreciation for the marine environment. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | This resource is focused on Canadian information, more specifically killer whales in British Columbia. Therefore, it is made relevant to the lives of the learner. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The resource explains how human's past behaviour is affecting the whales presently and has students come up with an action plan to create positive change for the future . |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Good | Students have the chance to voice their own opinions in the reflection questions provided in every lesson. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good |
|
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | This resource has a variety of activities that meets the needs of visual, auditory, and kinesthetic learners. However there are no strategies included for learners with difficulties. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | This lesson plan is provided through a case study and therefore is mostly an information based lesson. During activity 2 and 4 students will do a simulation in class of food chains in the marine environment. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | For some of the activities, students must work in groups of 2 to 4. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Good | A sample assessment is provided in the form of a written test for students to complete at the end of the lesson. However, teachers could also use the students' final project as an assessment of students 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 | Good | One of the options for a final project is to write a letter to their Minister of Health or Environment or Industry as to their concerns about PBDE's. |
| 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 | This whole lesson plan is based on a case study of British Columbia’s killer whales |
| 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 | Good | In this resource, students get the chance to decide their own action plan at the end of lesson 5. As well, extension activities are provided for each lesson giving the chance to students to go deeper into the issue. |
| 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. | ||
