Principle |
Rating |
Explanation |
Consideration of Alternative Perspectives
- Satisfactory: absence of bias towards any one point of view
- Good: students consider different points of view regarding issues, problems discussed
- Very good: based on the consideration of different views, students form opinions and take an informed position
| Satisfactory |
- Resource adequately addresses the issue of invasive species and their impact on the ecosystem.
|
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Multiple Dimensions of Problems & Solutions Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
- Satisfactory: resource supports the examination of these dimensions
- Good: resource explicitly examines the interplay of these dimensions
- Very Good: a systems-thinking approach is encouraged to examine these three dimensions
| Good | |
---|
Respects Complexity The complexity of the problems/issues being discussed is respected. | Satisfactory |
- Students are given some opportunity to discuss preventative measures to prevent spreading of invasive species.
|
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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
- Satisfactory: action opportunities are included as extensions
- Good: action opportunities are core components of the resource
- Very Good: action opportunities for students are well supported and intended to result in observable, positive change
| Satisfactory |
- Students create posters to educate people about proper aquarium creature/water disposal.
- Students are not given the opportunity to further develop action experiences.
|
---|
Values Education Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
| Satisfactory |
- Students are provided with much information about the negative impact surrounding invasive species.
- Students participate in a variety of lessons and simulation activities that will strengthen their understanding of the impact of invasive species.
- Students are not exposed to a large amount of different perspectives.
|
---|
Empathy & Respect for Humans Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | Good | |
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Personal Affinity with Earth Encourages a personal affinity with -the natural world.
- Satisfactory: connection is made to the natural world
- Good: fosters appreciation/concern for the natural world
- Very Good: fosters stewardship though practical and respectful experiences out-of-doors
| Good |
- Some of the ecosystem simulation activities take place out of doors through outdoor games.
- Focus of the lessons are related to appreciation of non-humans and their ecosystems.
|
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Locally-Focused Learning Includes learning experiences that take advantage of issues/elements within the local community.
- Satisfactory: learning is made relevant to the lives of the learners
- Good: learning is made relevant and has a local focus
- Very Good: learning is made relevant, local and takes place ‘outside’ , in the community
| Very Good | |
---|
Past, Present & Future Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | Satisfactory |
- Students discuss the impact of invasive species to ecosystems in the future, and how invasive species originated in the water ways in Ontario.
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