- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
This resource provides 9 distinct lessons (gr. 4 to 12 levels) on topics related to Species at Risk and the role of forests in sheltering and supporting wildlife species in Canada. The lessons follow the Pan-Canadian curriculum and are designed to focus on the grade units which include these issues (specifically gr. 4,6,7,10-12). All lessons include a summary, activity information, learning outcomes, teacher background, lesson descriptions and extensions.
An updated statistics sheet would be helpful on the species at risk, indicating the status of each, along with more recent success case studies and areas of concern.
This is a very thorough resource in covering the major, inter-related ideas and concepts dealing with Species at Risk. The only important idea that is implied but not explicitly developed is the footprint of our own species.
While the resource does explore the ways in which we impact the environment through use of pesticides, land development and infrastructure, and ways that we can reduce our impact on the environment. It could also include a more detailed look at the wide-reaching implications of human use of resources and growth.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Bias Minimization||Very Good|
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Very Good|
|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||Very Good|
As stated above, there are many factors to be aware of and to consider - the complexity of ecological systems and relative species and how we affect them.
|Respects Complexity: The complexity of problems is respected. A systems-thinking approach is encouraged.|
These can be made even more relevant to the students if they take their information out of the classroom and make presentations to the community at large - as suggested in the extension activities.
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
Students are taught how to
|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|
Depending on the biome or regional area researched, students may or may not encounter situations that involve cultural/ethnic perspectives on wildlife issues.
Otherwise this is not specifically addressed or applicable.
|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||Very Good|
|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.|
A lot of the research and exploration in regard to different species is conducted in the student's own province or even within/nearby their own community.
|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||Very Good|
The historical view of the species is explored as well as human impacts on its habitat. Consideration is given to the present while looking into/predicting the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
There are many appropriate open-ended situations presented here. Students are encouraged to consider and develop their own thoughts and opinions throughout the lessons.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Interdisciplinary and Multidisciplinary Learning||Very Good|
With the language and communication skills used in the talk show/TV show, the research and analysis techniques of the surveying and tabulating results, the looking at the geographical and biological nature of the various biomes, and the study of the inter-relationships of the ecosystem, many subjects are covered.
|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.|
Students can choose their area of research. Through their own research, surveys and analysis they come to their own conclusions on which they will make decisions and offer suggestions.
|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.
|Values Clarification||Very Good|
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
While accommodating students who struggle is not specifically addressed, the organization and suggested implementation of the lessons allow for students to participate in many ways and with this open format different learning needs can be met quite easily.
|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.|
If the extension activities are implemented, this would be considered a strength.
|Experiential Learning: Direct, authentic experiences are used.
It is assumed that students already know how to work in groups and/or with a partner cooperatively.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
Throughout the lessons, according to their described outcomes, there are questions and suggested formats to follow for assessment.
|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.|
I would rank this as very good if teachers provide opportunities for the students to complete the extension activities.
|Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Very Good|
Case studies and examples are current, authentic and relevant to the concepts studied.
|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||Very Good|
Many of the lessons involve the students choosing their own area/species to research along with the topics they would like to address.
|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.|