- What is ESD?
- Review Process
- Take Action
- Professional Development
- A project of
"Connections: The Basics of Biodiversity Module 2" is part of a larger resource entitled Backyard Biodiversity and Beyond. Module 2 is an interesting and engaging action project resource which contains messages and activities about the nature and value of biodiversity in British Columbia. The students have an opportunity to brainstorm, research, discuss and experiment with the motivating activities provided. The module contains an "Outcomes" chart to help identify the important Knowledge, Attitude and Process outcomes. "A Word to the Teacher" and background information to be used by both teacher and student, introduces the module. Both can be incorporated into a learning centre.
A detective biodiversity game engages the students in solving a mystery. Masters of an activity entitled Your Turn are provided to develop concepts from different subject areas and appeal to a variety of learning styles in creative ways thus integrating the core area subjects as well as art and creative writing.
The entire publication of 32 activities is available for purchase at $22.00 and workshops are offered in BC and can be viewed on their website.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
|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: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Good|
An activity called Genetic Diversity and Us in the module transfers the knowledge gained through the earlier activity to looking at characteristics and differences in humans by using a genetic wheel.
|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: |
Encourages a personal affinity with -the natural world.
|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.|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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||Good|
|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.|