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Description
This resource provides 9 distinct lessons (gr. 4 to 12 levels) on topics related to Species at Risk and 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 (specifically gr. 4,6,7,10-12). All lessons include a summary, activity information, learning outcomes, teacher background, lesson descriptions and extensions.
- Lesson 1: Acting Out for Species at Risk (Elem) - students research a species at risk from a forested habitat and prepare a public service announcement to make people aware of how the species can be helped.
- Lesson 2: Surviving Species at Risk (Elem) - students create and gather information from a survey to determine what people already know, and explore ways to increase their knowledge about species at risk.
- Lesson 3: Shrinking Habitat (Elem) - Sharing the Space - students explore the impacts of decreasing available space on a species.
- Lesson 4: Predicting: What If? (Gr. 7) - students research the effectiveness of existing protective legislation on the present and future populations of a species at risk.
- Lesson 5: Recover Me! (Gr. 7, 10) - students collaborate on studying a recovery effort for a species at risk and devise a proposal and budget report to request funds from a charitable organization to continue the recovery.
- Lesson 6: Live! With SARA (Gr. 10, 12) - students research and present a radio or tv show to discuss and explain Canada's Species at Risk Act (SARA).
- Lesson 7: Species and Spaces: At Risk, At Home (Gr. 11) - with the focus on Atlantic eco-regions, students explore species at risk within various biomes and ecological landforms.
- Lesson 8: What's the Big Deal? (Gr. 10, 12) - students explore the significance of inter-species relationships and importance to humans, and prepare a brochure to highlight the value of species at risk.
- Lesson 9: Balancing the Cost of Protected Areas (Gr. 10, 12) - students examine and research the socioeconomic/environmental benefits and costs in creating a protected area for species at risk.
General Assessment
What skills does this resource explicitly teach?
Students are taught how to
- develop and make a survey
- conduct Internet research
- model a talk or TV show
- develop and produce brochures
- do cost benefit analysis
- make predictions
- make presentations
Strengths
- This is a very interesting and well-prepared resource, with a strong selection of student-directed activities.
- Students are provided with opportunities to develop and prepare PSA's, develop and complete a survey to ascertain the level of awareness that their peers have about species at risk
- Students do research on a species and make valid predictions about its future prospects
- Students research a recovery effort and develop a proposal for funding to further facilitate the recovery process
- Students prepare a TV/Radio talk show
- Students analyse the costs and benefits of developing a protected area, and make a proposal
- A lot of the research and exploration in regard to different species is conducted in the students own province or even within/nearby their own community.
- There is excellent support for both teachers and students in background information as well as online resources.
- The resource is very user friendly, with suggestions for assessments, further extension activities and a clear central purpose identified throughout the lessons.
- The website also provides additional information with a User Guide which subdivides the various activities and categorizes them according to group activities, research, presentation, whole class, partners, and outdoor activities.
- It is up-to-date as of 2004.
Weaknesses
An updated statistics sheet would be helpful on the species at risk, indicating the status of each, along with more recent success case studies and areas of concern.
Relevant Curriculum Units
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Themes Addressed
Ecosystems (6)
- Appreciating the Natural World
- Biodiversity
- Bioregionalism
- Endangered Species
- Habitat Loss
- Wildlife Protection
Governance (1)
- Government Regulations
Land Use & Natural Resources (2)
- Forests
- Habitat Restoration
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good |
|
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | As stated above, there are many factors to be aware of and to consider - the complexity of ecological systems and relative species and how we affect them. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Good |
These can be made even more relevant to the students if they take their information out of the classroom and make presentations to the community at large - as suggested in the extension activities. |
| 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 | |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | Poor Depending on the biome or regional area researched, students may or may not encounter situations that involve cultural/ethnic perspectives on wildlife issues. Otherwise this is not specifically addressed or applicable. |
| 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 | |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | A lot of the research and exploration in regard to different species is conducted in the student's own province or even within/nearby their own community. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Very Good | The historical view of the species is explored as well as human impacts on its habitat. Consideration is given to the present while looking into/predicting 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 | Very Good | There are many appropriate open-ended situations presented here. Students are encouraged to consider and develop their own thoughts and opinions throughout the lessons. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Very Good | With the language and communication skills used in the talk show/TV show, the research and analysis techniques of the surveying and tabulating results, the looking at the geographical and biological nature of the various biomes, and the study of the inter-relationships of the ecosystem, many subjects are covered. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Students can choose their area of research. Through their own research, surveys and analysis they come to their own conclusions on which they will make decisions and offer suggestions. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | While accommodating students who struggle is not specifically addressed, the organization and suggested implementation of 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 | Satisfactory | If the extension activities are implemented, this would be considered a strength. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | It is assumed 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, according to their described outcomes, there are questions and suggested formats to follow for assessment.
|
| 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 | I would rank this as very good if teachers provide opportunities for the students to complete the extension activities. |
| 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 and examples are current, authentic and relevant to the concepts studied. |
| 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 | Very Good | Many of the lessons involve the students choosing their own area/species to research along with the topics they would like to address. |
| 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. | ||
