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Canada's Forests: A Fine Balance- Vol. 5

A Fine Balance

Secondary, Elementary, Middle

Description

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.

  • Lesson 1: Acting Out for Species at Risk (Elem) - students research a species at risk from a forested habitat and prepare a public service announcement to make people aware of how the species can be helped.
  • Lesson 2: Surviving Species at Risk (Elem) - students create and gather information from a survey to determine what people already know, and explore ways to increase their knowledge about species at risk.
  • Lesson 3: Shrinking Habitat (Elem) - Sharing the Space - students explore the impacts of decreasing available space on a species.
  • Lesson 4: Predicting: What If? (Gr. 7) - students research the effectiveness of existing protective legislation on the present and future populations of a species at risk.
  • Lesson 5: Recover Me! (Gr. 7, 10) - students collaborate on studying a recovery effort for a species at risk and devise a proposal and budget report to request funds from a charitable organization to continue the recovery.
  • Lesson 6: Live! With SARA (Gr. 10, 12) - students research and present a radio or tv show to discuss and explain Canada's Species at Risk Act (SARA).
  • Lesson 7: Species and Spaces: At Risk, At Home (Gr. 11) - with the focus on Atlantic eco-regions, students explore species at risk within various biomes and ecological landforms.
  • Lesson 8: What's the Big Deal? (Gr. 10, 12) - students explore the significance of inter-species relationships and importance to humans, and prepare a brochure to highlight the value of species at risk.
  • Lesson 9: Balancing the Cost of Protected Areas (Gr. 10, 12) - students examine and research the socioeconomic/environmental benefits and costs in creating a protected area for species at risk.

General Assessment

Strengths

  • This is a very interesting and well-prepared resource, with a strong selection of student-directed activities.
    1. Students are provided with opportunities to develop and prepare PSA's, develop and complete a survey to ascertain the level of awareness that their peers have about species at risk
    2. Students do research on a species and make valid predictions about its future prospects
    3. Students research a recovery effort and develop a proposal for funding to further facilitate the recovery process
    4. Students prepare a TV/Radio talk show
    5. Students analyse the costs and benefits of developing a protected area, and make a proposal
  • A lot of the research and exploration in regard to different species is conducted in the students own province or even within/nearby their own community.
  • There is excellent support for both teachers and students in background information as well as online resources.
  • The resource is very user friendly, with suggestions for assessments, further extension activities and a clear central purpose identified throughout the lessons.
  • The website also provides additional information with a User Guide which subdivides the various activities and categorizes them according to group activities, research, presentation, whole class, partners, and outdoor activities.
  • It is up-to-date as of 2004.

Weaknesses

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.

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

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.

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 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Trees and Forests
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Commitment to Action
        • Environment and Outdoor Education: Environmental Investigations
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Environmental Chemistry
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Cycling of Matter in Living Systems
      • Technological Education
        • Step 4Relevant matches
        • FOR1020:Forest Ecology in Regions of Canada
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Technological Education
        • Step 4Relevant matches
        • FOR2030: Regulating Alberta Forests
        • Wildlife - WLD2020: Diversity of Wildlife Values
        • Wildlife - WLD2040:Wildlife Spaces & Species
        • Wildlife - WLD2090:Issues in Wildlife
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
      • Technological Education
        • Step 4Relevant matches
        • Forestry - FOR3010: Issues and Trends in Forestry
        • WLD3020: Wildlife Protection & Stewardship
        • WLD3090: Analyzing Issues in Wildlife 2
  • British Columbia
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Life Science: Habitats & Communities
        • Processes & Skills of Science
      • Social Studies
        • Step 4Relevant matches
        • Aboriginal Cultures, Exploration, and Contact: Human & Physical Environment
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth & Space Science: Renewable & Non-Renewable Resources
        • Processes & Skills of Science
      • Social Studies
        • Step 4Relevant matches
        • Canada – From Colony to Country: Human & Physical Environment
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
      • Social Studies
        • Step 4Relevant matches
        • Canada and the World: Economy and Technology
        • Canada and the World: Human and Physical Environment
        • Canada and the World: Skills and Processes of Social Studies
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Ecosystems
        • Processes and Skills of Science
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Ecology
      • Science
        • Step 4Relevant matches
        • Sustainable Resources 11: Forestry
      • Science & Technology
        • Step 4Relevant matches
        • Science and Technology 11:Science Module: Natural Resources and the Environment
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 12: Biomes
        • Geography 12:Resources and Environmental Sustainability
      • Science
        • Step 4Relevant matches
        • Sustainable Resources: Forestry: Forest Ecology
        • Sustainable Resources: Forestry: Forest Resources and Society
        • Sustainable Resources: Forestry: Sustainable Forestry Opportunities and Challenges
  • Manitoba
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Habitat and Communities
    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Diversity of Living Things
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      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
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      • Social Studies
        • Step 4Relevant matches
        • Canada in the Contemporary World:Diversity and Pluralism in Canada
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      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geographic Issues of the 21st Century: Natural Resources
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
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      • Science
        • Step 4Relevant matches
        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
      • Social Studies
        • Step 4Relevant matches
        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Social Studies: Exploring our World
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      • Science
        • Step 4Relevant matches
        • Diversity of Life
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 122/121: Evolution, Change and Diversity
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 120: Sustainable Development
      • Social Studies
        • Step 4Relevant matches
        • World Issues 120: Issues Facing the Global Village
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring Our World
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth's Crust
        • Interaction of Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Canadian Geography 1202: Natural and Human Systems
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Interactions among Living Things
        • Biology 2201: Biodiversity
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Biology
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        • Biology 3201: Evolution, Change and Diversity
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Land Use & the Environment
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Ecosystems
  • Northwest Territories
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    • Grade 4
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      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Regions of Canada
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Cycling of Matter in Living Systems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
      • Science
        • Step 4Relevant matches
        • Science 30: Living Systems Respond to their Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of LIfe
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 7: Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 12: Evolution, Change and Diversity
  • Nunavut
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    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Habitats & Communities
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Systems: Diversity of Living Things
      • Social Studies
        • Step 4Relevant matches
        • Our Place in the Nation: The Regions of Canada
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions in Our Environment
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Cycling of Matter in Living Systems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
      • Science
        • Step 4Relevant matches
        • Science 30: Living Systems Respond to their Environment
        • Science 30: Population and Community Dynamics
  • Ontario
    • Step 2Select a grade level
    • Grade 4
    • Grade 6
    • Grade 7
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Natural Resources around the World: Use and Sustainability
      • Science & Technology
        • Step 4Relevant matches
        • Interactions in the Environment
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
      • Science
        • Step 4Relevant matches
        • Science (Academic):Biology: Sustainable Ecosystems
        • Science (Applied): Biology: Sustainable Ecosystems and Human Activity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(Univer.Prep.) Diversity of Living Things
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Univ/College Prep.) Sustainable Agriculture and Forestry
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
        • Environmental Science (Workplace Prep.) Natural Resource Science and Management
      • Geography
        • Step 4Relevant matches
        • Physical Geography: Patterns, Processes, and Interactions(Univ./College Prep.) Human-Environment Interactions
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 12 (Univ. Prep.): Population Dynamics
      • Geography
        • Step 4Relevant matches
        • Canada & World Issues: A Geographic Analysis (Univ. Prep.): Human-Environment Interactions
        • Geomatics :Geotechnologies in Action (Univ./College Prep.) Human-Environment Interactions
        • The Environment & Resource Management (Univ./College Prep.):Human-Environment Interactions
        • The Environment & Resource Management (Univ/College Prep.) Understanding and Managing Change
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
      • Science
        • Step 4Relevant matches
        • Science (Univ./College Prep.) Science and Public Health Issues
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Habitats
      • Social Studies
        • Step 4Relevant matches
        • Exploring Our World
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions Within Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 421A: Sustainability of Ecosystems
        • Science 431A: Ecosystems
      • Social Studies
        • Step 4Relevant matches
        • Canadian Studies 401A: Canada Work & Worth
        • Canadian Studies 401A: Canada's Global Connections
        • Practical Social Studies
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
      • Social Studies
        • Step 4Relevant matches
        • Practical Social Studies pt. 2
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 621: Change in Populations, Communities, and Species
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Natural Resources
      • Geography
        • Step 4Relevant matches
        • Geography 621A Global Issues : Inquiry- What are the issues?
      • Social Studies
        • Step 4Relevant matches
        • Practical Social Studies pt. 1
  • Quebec
  • Saskatchewan
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    • Grade 5
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      • Social Studies
        • Step 4Relevant matches
        • Canada: Resources and Wealth
    • Grade 6
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      • Science
        • Step 4Relevant matches
        • Science 6: Life Science: Diversity of Living Things
    • Grade 7
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      • Science
        • Step 4Relevant matches
        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: The Diversity of Life
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Evolution
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 4
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science: Habitats & Communities
        • Processes & Skills of Science
      • Social Studies
        • Step 4Relevant matches
        • Aboriginal Cultures, Exploration, and Contact: Human & Physical Environment
    • Grade 5
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Earth & Space Science: Renewable & Non-Renewable Resources
        • Processes & Skills of Science
      • Social Studies
        • Step 4Relevant matches
        • Canada – From Colony to Country: Human & Physical Environment
    • Grade 6
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Diversity of Life
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Ecosystems
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Life Science: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Ecology
      • Science & Technology
        • Step 4Relevant matches
        • Science Module: Natural Resources and the Environment
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 12: Biomes
        • Geography 12: Resources and Environmental Sustainability

Themes Addressed

  • Ecosystems (6)

    • Appreciating the Natural World
    • Biodiversity
    • Bioregionalism
    • Endangered Species
    • Habitat Loss
    • Wildlife Protection
  • Governance (1)

    • Government Regulations
  • Land Use & Natural Resources (2)

    • Forests
    • Habitat Restoration

Sustainability Education Principles

Principle Rating Explanation
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
  • Students examine the impact and implications of species and species at risk on the environment, economy and society. Examples include - loss of habitat, possible medicinal values, measuring the costs and benefits against many competing interests of society
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.
Action Experience Good
  • Students develop and prepare Public Service Announcements which are shared with the school community
  • Students develop, prepare and complete a survey to ascertain the level of awareness that their peers have about species at risk
  • Students do research on a species and make valid predictions about its future prospects, which leads into the next lesson
  • Students research a recovery effort and develop a proposal for funding to further facilitate the recovery process
  • Students prepare a TV/Radio talk show
  • Students analyse the costs and benefits of developing a protected area and make a proposal.

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.
  • Poor = action activities poorly developed
  • Satisfactory = action opportunities are extensions instead of being integral to the main part of the activity
Action Skills Good

Students are taught how to

  • develop and conduct a survey
  • conduct Internet research
  • build consensus in groups
  • model a talk show
  • prepare brochures
  • do a cost / benefit analysis
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

Poor

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.
Locally-Focused Very Good

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.

Pedagogical Approaches

Principle Rating Explanation
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.

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 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.
Discovery Learning Good

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.

  • 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 Very Good
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

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.
Experiential Learning Satisfactory

If the extension activities are implemented, this would be considered a strength.

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

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.
  • 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 Good

Throughout the lessons, according to their described outcomes, there are questions and suggested formats to follow for assessment.

  • Students pass in brochures, presentation work, graphic representations, research notes and analysis of results. 
  • There are no specific tests or formal evaluations provided
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 Good

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.
  • 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 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.