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The goal of this activity is to have students consider the importance of biodiversity. Students do this by becoming acquainted with the concepts of native, introduced and invasive species and then playing a game to demonstrate how one BC species of Stickleback became extinct.
The lesson is divided into 5 steps.
Step 1 – Student Assignment
Students are given a week to find and document one example of each of the following: Native Species, Introduced Species and Invasive Species.
Step 2 – Classroom Discussion
A specialist is invited to visit the class and speak about introduced and invasive species.
Students present their examples from the earlier assignment and discuss them with the speaker. Students are then directed to the 'Backgrounder' on Stickleback pairs in BC. Students form 3 groups to investigate the following topics and prepare a short presentation on their findings.
Step 3 – Game
Using the playing field or gymnasium, students participate in a game about Sticklebacks (native) and catfish. (non-native).
Step 4: - Debrief
Students reflect on how and why sticklebacks so quickly became extinct both in the game and in real time. (ie. decades vs evolutionary time)
Step 5: - Assessment
A test is provided with the resource materials.
The following skills are explicitly taught:
Analytical skills for studying the functional inter-relationships of organisms within an ecosystem.
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|
This unit presents different points of view concerning invasive species. It would benefit from more attention to how invasive species invade habitats as part of the main lesson.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The environmental and economic points of view are very well covered. Less attention is paid to social impacts.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of problems is respected.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Opportunities for action are not effectively developed.
|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 given limited opportunity to explicity 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||Good|
Empathy and respect are fostered for humans.
|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|
The unit actively encourages a personal affinity with non-humans and with Earth.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The fate of Sticklebacks in B.C. is not immediately made important for all students.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The unit does address the time before catfish were introduced, what is happening now and a possible positive outcome.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are not steered toward one 'right' answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The unit deals mostly with scientific concepts with a bit of math included.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are provided with intriguing questions, materials to use & some direction on how to find answers.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
Accommodations are not suggested for students with learning difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The resource provides effective simulations.
|Experiential Learning: |
Authentic learning experiences are provided
Students work in groups.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Very Good|
Evaluations tools are 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.|
Opportunities are limited to incidental teaching that arises from presentations.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Data from a game is used to simulate real population numbers.
|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|
No opportunities are provided for students to choose elements of program content.
|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.|