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Black Bear Ecology-Growth and Changes in Animals

Life Systems - Growth and Changes in Animals, a Guide for Grade 2 teachers

Elementary

Description

Black Bear Ecology focuses on educating students about the fascinating world of black bears. This resource aims to generate awareness about black bears – their biological needs; their behaviour and how human action influence bears. The resource provides a basis for acquiring fundamental knowledge about black bears and their environment. Students will:

  • describe ways in which animals respond and adapt to their environment
  • create a poster depicting the annual cycle of black bears
  • play a bear walk survival game
  • create a picture demonstrating an understanding of changes of the environment between summer and winter and how that affects the behaviour of a black bear
  • highlight similarities and differences between humans and bears in how they care for their young
  • brainstorm methods for preventing bear encounters around the house, schoolyard and cottage

The resource includes background information for teachers, lesson plans, suggested activities, a glossary, list of books, web sites and information sheets about black bears.

General Assessment

Strengths

  • The resource and activities are age-appropriate
  • Lesson plans are easy-to-use
  • Blackline masters are clear, appropriate, and easily accessible.
  • Glossary, appendices, and supplementary resources provide support to the resource.
  • The content is Canadian based and current.

Weaknesses

  • No opportunities for students to share what they have learned with their parents or peers.
  • No assessment mechanisms/rubrics are provided
  • The resource lacks a significant action component.
  • No outdoor activities are suggested.

What important ideas are implied by the resource, but not taught explicitly?

  • People can change. Bears cannot. Therefore, it is people who must take responsible action to make sure that unnatural food sources are not accessible to bears. The safety of people and the lives of bears depend on it.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Needs of Animals and Plants
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Art
  • British Columbia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Sciences: Needs of Living Things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Visual Arts
      • Science
        • Step 4Relevant matches
        • Life Science: Animal Growth & Changes
  • Manitoba
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Characteristics and Needs of Living Things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • Science
        • Step 4Relevant matches
        • Growth and Changes in Animals
  • New Brunswick
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • You and Your World: Our Environment
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • You and Your World: Growth and Development
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 2 : Visual Art
      • Science
        • Step 4Relevant matches
        • Life Science: Growth and Changes in Animals
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
  • Nunavut
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Art
      • Science
        • Step 4Relevant matches
        • Earth and Space Systems: Air and Water in the Environment
        • Life Science: Growth and Changes in Animals
  • Ontario
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts: Visual Arts
      • Science & Technology
        • Step 4Relevant matches
        • Growth & Changes in Animals
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Needs and Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Animal Growth and Changes:Investigating the Needs and Life Cycles of an Organism
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Needs & Characteristics of Living Things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education 2: Visual Art
      • Science
        • Step 4Relevant matches
        • Air and Water in the Environment
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats and Communities
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 1
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Sciences: Needs of Living Things
    • Grade 2
      • Step 3Select a subject
      • Arts
        • Step 4Relevant matches
        • Arts Education: Visual Arts
      • Science
        • Step 4Relevant matches
        • Life Science: Animal Growth & Changes

Themes Addressed

  • Ecosystems (2)

    • Appreciating the Natural World
    • Wildlife Protection

Sustainability Education Principles

Principle Rating Explanation
Bias Minimization Good
  • The background information provided will help teachers to prepare for and deliver the lessons of the Black Bear Ecology education program. No bias are evident in this resource.
Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).
Multiple Dimensions of Problems & Solutions Satisfactory
  • environmental
  • social
Multiple Dimensions of Problems & Solutions:

The resource effectively addresses multiple dimensions of problems and solutions. These should include the environmental, economic and social dimensions of the issue(s) being explored.

Respects Complexity Satisfactory
  • The resource contains one section which focuses on what can be done in the schoolyard and around the house to prevent black bear encounters. Within this information the problems and solutions with black bears are addressed.

     

Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.
Action Experience Poor/Not considered
  • No action activities are suggested.
Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
  • Poor = action activities poorly developed
  • Satisfactory = action opportunities are extensions instead of being integral to the main part of the activity
Action Skills Poor/Not considered
  • No action skills are integrated into the lesson plans or suggested.
Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).
Empathy & Respect for Humans Poor/Not considered
  • Not considered in this resource.
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 Poor/Not considered
  • One outdoor game activity is suggested.
Personal Affinity with Earth: Actively encourages a personal affinity with non-humans and with Earth. For example, this may involve practical and respectful experiences out-of-doors.
Locally-Focused Good
  • Students take the information presented or brainstormed in class and reflect about how this applies to their life and how they can prevent bear encounters.
Locally-Focused: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.
Past, Present & Future Poor/Not considered
  • Not considered in this resource.
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 Good
  • Brainstorming, questioning, discussion, and reflection activities are included in the lesson plans. Students are encouraged to find as many answers as possible.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Interdisciplinary and Multidisciplinary Learning Good
  • Science
  • Art
  • Language Arts
Interdisciplinary and Multidisciplinary Learning: Multidisciplinary= addresses a number of different subjects Interdisciplinary= integrated approach that blurs subject lines Good: The resource provides opportunities for learning in a number of traditional 'subject' areas (eg. Language Arts, Science, Math, Art, etc.). Very Good: The resource takes an integrated approach to teaching that blurs the lines between subject boundaries.
Discovery Learning Satisfactory
  • The resource provides opportunities for students to gather, synthesize, and demonstrate understanding. Students are provided with intriguing questions, materials to use & some direction on how to find answers. The learning activities are age-appropriate.
Discovery Learning:

Learning activities are constructed so that students discover and build knowledge for themselves and develop largely on their own an understanding of concepts, principles and relationships. They often do this by wrestling with questions, and/or solving problems by exploring their environment, and/or physically manipulating objects and/or performing experiments.

  • Satisfactory = Students are provided with intriguing questions, materials to use & some direction on how to find answers. The learning involves unique experience & provides some opportunity for an 'ah-hah' event
  • Good = Students are provided with intriguing questions, materials to use, & make their own decisions on how to find answers. The learning involves unique experience & provides definite opportunity for an 'ah-hah' event.
  • Very Good = Students choose what questions to investigate as well as the materials/strategies to use to answer them.
Values Clarification Poor/Not considered
  • Students are not explicitly given an opportunity to clarify their own values.
Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
  • Poor = Students are not explicitly given an opportunity to clarify their own values.
  • Satisfactory = Students are given a formal opportunity to clarify their own values. The range of perspectives in the resource is limited, therefore, students do not have an appropriate amount of information to clarify their own values.
Differentiated Instruction Good
  • The resource addresses different instructional strategies that take into consideration various learning styles. These strategies include teacher-directed and some independent learning opportunities. No suggestions are made for students with learning difficulties.
Differentiated Instruction: Activities address a range of learning styles/different intelligences. They teach to both cognitive and affective domains. Accommodations are suggested for people with learning difficulties.
Experiential Learning Poor/Not considered
  • No direct, authentic experiences are suggested.
Experiential Learning: Direct, authentic experiences are used.
  • Satisfactory = simulation
  • Good = authentic experience
  • Very Good = authentic experience related to the primary goal of the lesson
Cooperative Learning Satisfactory
  • Students participate in some group activities.
Cooperative Learning: Group and cooperative learning strategies are a priority.
  • Satisfactory = students work in groups
  • Good = cooperative learning skills are explicitly taught and practiced
  • Very Good = cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory
  • Some suggestions regarding assessment strategies are provided. The resource does not include examples of assessment tools or rubrics.
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 Poor/Not considered
  • No opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors are suggested.
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
  • Satisfactory = incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good = an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Poor/Not considered
  • No case studies are presented.
Case Studies: Relevant case studies are used. Case studies are thorough descriptions of real events in real situations that can be used to examine concepts in an authentic context.
Locus of Control Poor/Not considered
  • One art activity allows the students to choose the medium of their choice.
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.