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The Kit aims to help teachers engage First Nations students in learning about the role of biodiversity, threats to and loss of species at risk, and the importance of healthy habitats.The Kit also allows students and teachers to explore means for protecting and recovering species at risk and habitat within First Nations territories using tools such as the Species at Risk Act (SARA) and other systems such as First Nations’ own natural laws
The Teaching Kit is comprised of three components
. Introduction to Concepts
. Lesson Plans
. Other Resources (Games and Activities)
The combination of lesson plans helps students develop a number of skills
The strengths teaching kit include the following
The teaching kit uses basic and extended activities to reach a wide audience (elementary-secondary). It would have particular relevance for those curricular units that deal with habitats, biodiversity, ecosystems, and 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.
|Consideration of Alternative Perspectives||Good|
The larger goal of the series of lesson plans is to raise student awareness of the concept of species at risk, to provide examples of at-risk species, to identify the threats to those species, and to explore what actions may be undertaken to meet the challenges presented by species at risk. The assumption is that there is a problem and something should be done.
The opportunity to explore competing perspectives exists in lesson 7 where students represent different organizations in debating whether a particular species should be covered by the Species at Risk Act.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The students exploration of species at risk is largely approached through the lens of Indigenous Traditional Knowledge (IDK). This is fundamental to the lessons since the intended audience is aboriginal youth. The resource, however, references a number of resources and organizations that may articulate other perspectives and that may be consulted as part of the study
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
The lesson plans recognize the complex factors that contribute to and result from the problem of species at risk (habitat loss, natural and human obstacles, loss of biodiversity within an ecosystem)) and by so doing suggest something of the possible response. However, the challenges faced in taking remedial action are not explored. Students are encouraged to take action and to educate others as to the need for action but the difficulties inherent in any larger strategy are not examined.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students are required to develop a "Save a Species at Risk" (Lesson 4), campaign to motivate others to protect and recover local species at risk; to monitor a selected habitat; to join a monitoring network; to create their own "Who's Who video, and to develop and present a management plan to their community.
|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
While not directly addressed, the lessons provide opportunities for students to consider the importance they attach to the natural world and their obligations with respect to protecting animals and their habitat.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|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|
Many of the lesson plans require that students be in the field observing and recording nature. This includes using digital photography to collect information about habitats (Lesson 1), mapping species at risk (Lesson 5), and collecting information about species over time (Lesson 6)
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Lesson plans encourage students to research local examples of species at risk, to invite local resource persons to speak to class, and to undertake action aimed at raising the awareness of the local community with respect to species at risk.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Poor/Not considered|
The study of selected species at risk requires students to investigate the past reasons for the decline in the species, the current status of the species and the future programs and policies that may help preserve the species.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The lesson plans are structured to have students investigate and analyze selected issues and to arrive at and present their conclusions based on their findings. Since many of the lesson plans include extensions aimed at secondary grades, the degree of direction and complexity varies depending on the intended audience.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
The resource is both muti-disciplinary and cross-disciplinary. Students are given the opportunity to practice Art ( creation of habitats), Language Arts ( debating, presenting), Media Studies (analyzing and creating videos), Science (field studies), Social Studies (cultural perspectives), Aboriginal Traditional Knowledge ( presentation by elders, use of native language)
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Many of the lesson plans reflect the principles of discovery learning or learning by doing. Students play games in which they represent a particular species and discover through experience, the difficulties of survival. They create booklets about species at risk, undertake a species at risk campaign, map species at risk and role play representatives of various organization with an interest in the Species at Risk Act.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
Each of the nine lesson plans is organized around one or more student activities. The result is a variety of activities that reflect a spectrum of student interest and talents. Activities include field studies, art work, media presentations, community education and research. The many tasks involved in carrying out these activities may be assigned in accordance with particular student learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
The lesson plans represent an effective mixture of authentic learning strategies. Students conduct field studies; participate in a simulation to understand the challenges to species at risk during the migration period; create story books about local plants and animals; organize a species at risk campaign; map areas in the community that provide important habitat for species at risk; and role play individuals attending a Species at Risk Act conference.
|Experiential Learning: |
Authentic learning experiences are provided
The variety of activities provide numerous opportunities for students to work in groups and share the tasks involved in realizing the goals of the activities. Students cooperate to develop a management plan for local species at risk; create story books; produce a campaign posters; and create their own Who's Who videos. While specific direction is not provided as to to the skills involved, students will have an occasion to develop and practice the associated skills.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
Most of the activities contained in the lesson plan result in student generated products- a management plan, a video, artwork, a map, a log book, a role play - each of which provides material for formative or summative evaluation.
|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.|
Students may be expected to learn from one another as a consequence of the many cooperative group activities. Although peer teaching is not a deliberate goal, the student to student interaction in these activities represents a covert if not an overt form of peer teaching.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
Students examine specific examples of species at risk in order to understand the larger issues involved and the reference section directs student to Internet sites and organizations that provide information on particular species. (Burrowing Owl, Monarch Butterfly, Polar Bear, Woodland Caribou , etc.). Students are also encouraged to focus on their own locale in studying the issue of species at risk.
|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|
Each of the lesson plans is teacher directed but the variety of activities attached to each lesson is such that students have an opportunity to contribute in a way that reflects their particular interests and strengths.
|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.|