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- A project of LSF
With these activities the students discover their own special wild spaces, where they can explore their relationship with the outdoors and develop an appreciation for the natural world.
In Activity #1, the students take a field trip to find their own special place. Once there they observe their surroundings and record their observations, thoughts and feelings on a chart.
In Activity #2, the students read and discuss a story with two conflicting perspectives on how to treat a special wild place. They will discuss the dilemma, brainstorm resolutions and create their own ending to the story.
In Activity #3, the students participate in a role-playing game in which they work as an animal to find the four necessities that are key to their habitat needs.
In Activity #4, the students complete web-based research and then a quiz that involves matching the descriptions of protected areas in Canada with the province/territory in which they are found.
In Activity #5, the students research an adventure trip to one of Canada's protected areas.
This resource teaches the following skills:
The strengths of the resource are:
The weaknesses of the resource are:
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
The activities help the students to see the issues from a variety of perspectives.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The interactions between the social, environmental and economic aspects are presented. The resource only briefly touches on the need for development as our population grows and the consequences.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
The extension activity provides a valuable opportunity for the students to work towards bettering their community.
|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
In Activities #2 and #3 the students are given the opportunity to develop their own ideas with the questions given.
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans
The students in Activity #2 are shown two different perspectives on what a person may find beautiful in nature.
|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
This is definitely a strength of this resource.
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
Activity #1, the extension for Activity #4 and the culminating event provide students with an opportunity to work in their local community.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
A strong sense of the present along with a positive view of the future is inherent in the resource.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
The discussion questions and activities allow the students to come to their own conclusions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Learning brings together content and skills from more than one subject area
Learning is directed by questions, problems, or challenges that students work to address.
Activities address a range of student learning styles, abilities and readiness.
Authentic learning experiences are provided
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
Although there are no "tools" given within the document, the resource does include a section on evaluation with each activity that indicates what the skills the students should be able to demonstrate.
|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.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
In Activities #4 and #5 the students examines protected spaces from around Canada.
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
Activity #5 is the only activity that offers choice to the students. They can create an adventure to one of Canada's protected places based on their interests.
|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.