- Review Process
- Take Action
- A project of LSF
This teaching resource was written to help students explore the ways in which modern agriculture is producing renewable alternatives to many current products and energy sources. By completing these lessons, students will gain an understanding of the types of products that Canada's farmers are now producing to help reduce our reliance on non-renewable resources. These three lessons can be completed individually, or together as a project.
In the first lesson, students learn the basic terminology needed to understand how bioproducts are developed.
The second lesson is the research component of the project and is designed to help students understand how specific bioproducts can help reduce our dependency on non-renewable resources.
Finally, during the third lesson, students pull together all the information they have learned about bioproducts and create a presentation for a specific audience, such as a community group.
Although students are expected to work in groups and develop a presentation for a community group, the skills required to accomplish these tasks are not explicitly taught.
A good amount of background information is included for the teacher as well as detailed assessment rubrics for all phases of the project. Templates are included to guide student research. Students construct their own learning through co-operative learning and team work. The topic is extremely relevant to today's communities.
There could be more information about the socio-economic issues that surround bioproducts.
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 resource does not present any point of view as students must do their own research into the issue. Not included in the resource are present-day fossil fuels and the issues & impacts surrounding their use.
|Consideration of Alternative Perspectives:
|Multiple Dimensions of Problems & Solutions
The activities explore environmental impacts explicitly. Throughout the activity, students must also identify two issues or challenges associated with producing the selected bioproduct, but economic and social issues are not addressed directly in the activities. However, it is highly probable that students will explore these issues through their research.
|Multiple Dimensions of Problems & Solutions:
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The complexity of the problems/issues being discussed is respected.
|Acting on Learning
The cumulative activity is to be presented to a mock community group such as the town council (the rest of the class is to act as that group).
|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 explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect 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
|Personal Affinity with Earth:
Encourages a personal affinity with -the natural world.
The third phase of the project includes a presentation to a community group.
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future
The resource definitely promotes a positive vision for the future. Past and present issues in agriculture are not mentioned in the resource although students will undoubtedly uncover some of them through their research and discussion.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.
Students are to do their own research and come up with their own conclusions regarding the topic.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The presentation portion of the project will touch on some of the outcomes from an English Language Arts program. The use of media and technology also incorporates skills taught in technology-based courses.
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.
The third activity offers students a choice as to what medium they will use to present their findings.
Activities address a range of student learning styles, abilities and readiness.
The third phase of the project (presentation to mock community group) allows for an authentic learning experience.
Authentic learning experiences are provided
Co-operative learning and team work is included in the lesson plan; however, the skills required to effectively work in groups is not explicitely taught.
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation
Background information and website resources are provided for both teachers and students. Rubrics are provided for each phase of the project. These can easily be used to give feedback during an activity or in providing a final assessment. Templates are also included for the first two activities to help students identify what is expected.
|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.
Students present their work to a mock community group in order to bring about a deeper understanding of bioproducts.
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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
Students can choose the medium in which they will present to a community group.
|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.