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Description
This resource examines the biodiversity and the complexity of the various life forms that make up Canadian forests. The emphasis is on helping students appreciate the relationships and interdependence of all species in this ecosystem. Students learn how they can affect forests and understand ways to preserve and maintain their diversity. Themes include biotechnology, natural and introduced pests, species at risk, habitat loss and fragmentation, protected areas, climate change and traditional indigenous knowledge. Lessons can be summarized as follows:
Lesson One- It's What Inside That Counts ( 1x90min)
Students learn the basics of biodiversity by studying the arrangements of fauna and flora in a field investigation of the schoolyard. Teams will visit three assigned "habitat" sites and record living and non-living components. After discussing results, students are asked to create a poem or story about living in one of the habitat sites.
Lesson Two- Too Hot, Too Cold,...Just Right ( 2x45min)
This lesson focuses on how climate change impacts population numbers. After a discussion on how climate changes are driven by human activity, students are guided through a role play simulating the effects of rising temperatures on Arctic, Mid-latitude and Tropical biomes. After a wrap-up with discussion questions, students are asked to write a short story on an assigned topic.
Lesson Three- What Our Elders Say (1x60min, 1x90min)
After looking at how a Canadian Aboriginal legend relates to biodiversity, the students read and perform a play based on the "Legend of The Sky Sisters". Students then write their own legend incorporating an environmental message.
Lesson Four- Barrier To Biodiversity (2x60min)
After reviewing as a class how human activity can lead to habitat loss and fragmentation, students have to write and present stories in the form of a power point presentation, poster, public service announcement or skit describing how individual plants or animals are subject to, and respond to, stress in their habitat.
Lesson Five- Off Limits (4x45min)
Students investigate officially protected areas and create a class newspaper that contains articles which focus on the role of protected areas in helping maintain diversity. In this exercise they explore the social, economic, and environmental impacts of protected areas.
Lesson Six- To Be Or Not To Be (2x60min)
Students work in groups to produce a "species at risk" game board which focuses on the habitat impacts of: change/modification, over-exploitation of resources, poorly regulated commercial harvest, disruption of migration routes/breeding behaviors, contamination, and the introduction of exotic species.
Lesson Seven- Unwelcome Guests (2 x 60min)
Students develop a "Futures Wheel"(a graphic description of the inter-relationships and impacts of a single decision or event) focusing on exotic and invasive species in Canada.
Lesson Eight- Timberland ( 1x90min)
A role playing activity is used to show how biotechnology can be used as a tool to help maintain forest biodiversity. Using a timber-theft crime story students will complete a report (including a CSI sheet and victim profile) to assist them in understanding techniques used in biotechnology.
General Assessment
What skills does this resource explicitly teach?
- Making predictions based on previous life experiences
- Following experimental procedures
- Recording and interpreting data
- Researching topics on-line
- Inferring and explaining relationships
- Presenting information in different ways
- Working cooperatively with a team to develop and carry out a plan
Strengths
- Great links to case studies and background information
- Resource is a compilation with support from many different environmentally-focused groups
- Extensions offer great ideas for enrichment and opportunities to be part of surveys and data collection with wildlife and environmental groups
- The lessons are well-presented and easy to follow
- The learning outcomes are clearly written
- There are a variety of learning activities which engage students with different learning styles
- The lessons are locally focused and address the past, present, and future outlook for issues discussed
- The resource provides issue-related information that teachers can share
- Group work allows for shared dialogue
- Resource is written for a Canadian audience
Weaknesses
- No modifications or accommodations for struggling learners are suggested
- Should have more out-of-doors experiences
- No authentic action plans are provided
- Assessment tools will need to be developed by the teacher
- Lessons are lengthy and there may have to be some re-organization of class times to accommodate this
- Skills necessary for taking action are not 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
- British Columbia
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Canadian Issues and Governance: Natural resources continue to shape the economy and identity of different regions of Canada.
- Manitoba
- Newfoundland & Labrador
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Environment and Culture
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interaction of Ecosystems
- Northwest Territories
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Canadian Issues and Governance: Natural resources continue to shape the economy and identity of different regions of Canada.
- Grade 6
- Step 3Select a subject
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Interactions and Ecosystems
- Nova Scotia
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 6: Diversity of Life
- Social Studies
- Step 4Relevant matches
- Social Studies 6: Environment and Culture
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Environmental Action
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 6
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Life Systems: Biodiversity
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Natural Resources around the World: Use and Sustainability
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Structures and Mechanisms: Systems in Action
- Prince Edward Island
- Quebec
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 5
- Step 3Select a subject
- Social Studies
- Step 4Relevant matches
- Canadian Issues and Governance: Natural resources continue to shape the economy and identity of different regions of Canada.
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Economics (1)
- Corporate Social Responsibility
Ecosystems (6)
- Appreciating the Natural World
- Biodiversity
- Endangered Species
- Habitat Loss
- Interdependence
- Invasive Species
Indigenous Knowledge (1)
- TEK -- Traditional Ecological Knowledge
Land Use & Natural Resources (2)
- Forests
- Habitat Restoration
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | Biodiversity is a very complex topic, yet the resource seems to focus on seven themes that touch on the most important parts of this issue with regards to preserving forests. Perhaps the points of view from private companies who harvest wood products and government regulations effecting these companies could be better represented. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The environmental issues in maintaining diversity in ecosystems and the role that humans play in conserving these are addressed. Economic implications with regards to life style choices in reducing greenhouse gas emissions and the financial burden in monitoring and establishing protected areas are also important themes in the resource. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Satisfactory | The importance of biodiversity is well-addressed, touching on those issues which threaten it with the greatest intensity. While these issues are complex. the far-reaching effect of each one is difficult to give full attention to. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | There are no action experiences contained within the resource itself. There are some suggested in extensions, but it would be up to the individual teacher to develop them. |
| 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
| ||
| Values Education | Satisfactory | |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Empathy is fostered especially in the lesson on endangered species and species at risk. |
| 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 | Satisfactory | There is only one out-of-doors experience in 8 lessons. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Many of the links are locally focused. Because habitats come in many forms, finding ecosystems to study and relate to in the student's own community would not be difficult. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | |
| 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 | Satisfactory | Although the lessons are teacher directed, the students do have opportunities to discuss and develop potential ideas and present them in various ways. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although the resource is science-based, activities require students to cross over into areas of social studies, language arts, and visual and performing arts. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | Activities are varied and teach to both the cognitive and affective domains. There are no accommodations suggested for students with learning or reading difficulties . |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Good | There is one authentic experience (field investigation in Lesson 1) and one simulation activity (game in Lesson 2) in the resource. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Poor. There are reflection questions, but no other suggestions, rubrics or hand-outs to help with either summative or formative 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. | ||
| Peer Teaching | Satisfactory | |
| 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 | Many links to current and relevant case studies are provided. |
| 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 | Very Good | Students are given many choices on assigned work. Extension suggestions provide opportunities to go deeper into chosen issues with different environmental organizations. |
| 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. | ||
