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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 skills does this resource explicitly teach?

  • No skills are explicitly taught.

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
Consideration of Alternative Perspectives 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.
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

Multiple Dimensions of Problems & Solutions Satisfactory
  • environmental
  • social
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
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 the problems/issues being discussed is respected

Acting on Learning Poor/Not considered
  • No action activities are suggested.
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
Values Education Poor/Not considered
  • Students are not explicitly given an opportunity to clarify their own values.
Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

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:

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 
Locally-Focused Learning 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 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 
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.

Integrated Learning Good
  • Science
  • Art
  • Language Arts
Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  •  Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry 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.
Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  •  Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

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 student learning styles, abilities and readiness.

  •  Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Poor/Not considered
  • No direct, authentic experiences are suggested.
Experiential Learning:

Authentic learning experiences are provided

  •  Satisfactory: learning is made concrete. Working with real objects,  using real sources of information
  • Good: learning takes place in a real-world context. Simulation, mentorship
  • Very good: learning provides experience beyond the classroom.  Addressing real world issues and problems 
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 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 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.