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This resource gives Manitoba students the opportunity to deepen their understanding about water systems and concepts related to sustainable development. Through an inquiry into Lake Winnipeg and its watershed, the activities are designed to increase student awareness of the importance of water stewardship. This is a student-driven resource in which the teacher takes the role of a facilitator, allowing for students to design and answer their own research questions. In a collaborative environment teachers model and teach skills of reflection, goal-setting and self assessment. These skills help students gain an awareness of the consequences of human action on the environment, a sense of personal responsibility and a willingness to contribute to a sustainable future.
The resource examines the following topics.
1. The Importance of Lake Winnipeg- this is explored from different perspectives- economic, natural, domestic use, and a spiritual/cultural role
2. Shoreline Erosion- this helps the student connect the concepts of erosion, human activity and the health of Lake Winnipeg
3. Flooding- this lesson allows the student to reflect on the effects of flooding on water quality in Lake Winnipeg (erosion, accumulation of shoreline sediment, washing in soluble compounds like fertilizers, herbicides and pesticides, contaminants from human activities like industrial and human waste)
4. Lake Winnipeg Ecosystems- this examines some parts of the Lake Winnipeg ecosystem and the effects of overloading or removing components of the ecosystem. It also looks at eutrophication and who is involved in water protection.
5. Lake Winnipeg Water Quality- this extends student understanding about water quality in the lake and allows reflection on further problems with pollution.
6. Lake Winnipeg and Climate- this lesson highlights the role that Lake Winnipeg has on the climate around it.
7. Lake Winnipeg Watershed- this builds an understanding of the Lake Winnipeg watershed and the impact on water quality as a result of human activity.
8. Look at the Big Picture: the Global Water Cycle- this lesson establishes the connection between the water cycle and Lake Winnipeg. Attention is paid to the finite amount of water on the earth and how water pollution impacts the water cycle.
Activities include research assignments, group brainstorming, poster projects, journal entries and reflections, map reading, building models, interpreting climate data, hands-on water testing, interpreting demos and simulations on waves and climate, writing stories, creating demos, Power Points,and computer animation, sorting and predicting activities, and creating concept maps.
Lessons are not sequential and the teacher can choose to do all or some of them. The resource includes many excellent resource links and a reference section which provides a bibliography, webography, videography, a glossary and 48 black line masters to assist facilitation.
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||Satisfactory|
Students select their own research topics and questions. Many resource suggestions are provided. The Aboriginal perspective on the care and protection of lake Winnipeg and its watershed is not included in reflection questions.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource emphasizes that society has a responsibility in protecting the environment as well as responding to environmental problems.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Focus is on teaching inquiry methodology. Thought-provoking questions and activities encourage discussions and activities.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Poor-action activities are poorly developed
|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||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|
Out-of-doors experiences include water tests and class trips to a beach and erosion zone on Lake Winnipeg. Care for the Lake Winnipeg ecosystem is emphasized throughout the resource.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
After showcasing the results of their inquiry, students make recommendations for the present and future of Lake Winnipeg and it watershed.
|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|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource is primarily a science resource, but learning opportunities are provided in language arts, art, technology and geography.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Both the cognitive and affective domains are discussed. A variety of instructional strategies (modelling, explicit instruction, guided practice, descriptive feedback) and student groupings (whole class, cooperative groupings, individual) are used. No accommodations are suggested for struggling learners.
|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||Satisfactory|
Some reflection questions are provided. There are some descriptive assessment suggestions given but no rubrics or checklists are provided. Educators are asked to gather information through observation, conversation, exit slips, and student projects about what their students know. Descriptive teacher feedback is used to enhance the inquiry process. Peer and self- assessment is encouraged with students deciding on what is assessed and how it is assessed.
|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||Very 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.|