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The resource consists of a student workbook and an accompanying teacher's guide. The unit is divided into six lessons, each made up of short readings, classroom activities and questions relating to the three major concepts of evolution, diversity, and the sustainability of ecosystems.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
The snow goose case study does a good job addressing this criteria.
|Bias Minimization: Presents as many different points of view as necessary to fairly address the issue(s).|
|Multiple Dimensions of Problems & Solutions||Satisfactory|
This resource explores social and some political aspects of environment. Opportunities exist for the teacher to bring moral, ethical and economic issues forward.
|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: The complexity of problems is respected. A systems-thinking approach is encouraged.|
|Action Experience||Poor/Not considered|
|Action Experience: Provides opportunities for authentic action experiences in which students can work to make positive change in their communities.
Students can learn skills to deepen their understanding of responsible citizenship through debate and field study.
|Action Skills: Explicitly teaches the skills needed for students to take effective action (e.g. letter-writing, consensus-building, etc.).|
|Empathy & Respect for Humans||Satisfactory|
|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||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: Encourages learning that is locally-focused/made concrete in some way and is relevant to the lives of the learners.|
|Past, Present & Future||Good|
Lesson 1 connects past, present and future.
|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.
|Interdisciplinary and Multidisciplinary Learning||Satisfactory|
|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: |
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.
Except for the referendum aspect to lesson 1, there is not much further exploration of values.
|Values Clarification: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
The resource includes a field trip, a creative "create-an-alien" exercise, a film screening, as well as reading and graphing activities.
|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.|
Only the field trip in lesson 7 achieves this. The other lessons do not inlcude experiential learning activities.
|Experiential Learning: Direct, authentic experiences are used.
|Cooperative Learning: Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Through the lesson summaries, presentations and discussions, students can demonstrate their learning. No formal assessment tools are 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: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Lesson 1- the snow goose activity is based on a well developed case study.
|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||Satisfactory|
Alien activity only.
|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.|