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Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound Education Kit for High School

Grades 9-12

Secondary

Description

Using Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound as a case study, students will recognize how ecosystems, species, human impact and climate change are interconnected. To restore and maintain the ongoing health of the coastal ocean environment students need to understand its species and habitats, the impact of human activities on this biodiversity, and adaptation actions to succeed despite the effects of climate change. The lessons in this resource will help students to make informed decisions as the future stewards of our planet.

The eight lessons are:

Lesson 1: Sense of Place - Students will locate Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound on a map and recognize the watershed. They will explore the concept of regeneration and reflection to the themes of this lesson

Lesson 2: Species and Habitat - Students will explore the biodiversity of Átl’ka7tsem / Txwnéwu7ts / Howe Sound and how species are interdependent.

Lesson 3: Survival Needs - Students will describe biotic and abiotic factors necessary for life on Earth by comparing kelp ecosystems in Átl’ka7tsem / Txwnéwu7ts /Howe Sound to other kelp forests. They will learn about the Indigenous views of spirituality and their connection to all ecosystems and life itself.

Lesson 4: Stewardship and Governance - Students identify the cultural and economic benefits of Átl’ka7tsem/ Txwnéwu7ts / Howe Sound.

Lesson 5 – Clean Water - Students will investigate the history of water quality in Átl’ka7tsem/ Txwnéwu7ts/Howe Sound. They will recognize non-human species need for clean water and learn the importance of water to Indigenous communities.

Lesson 6: Climate Change and Oceanography - Students will examine direct and indirect impacts of climate change on Átl’ka7tsem/Txwnéwu7ts/ Howe Sound and explore individual and community responses to climate change in this community

Lesson 7: Marine Protected Areas - Students will locate the marine protected areas in Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound, know the purpose of these areas, and think critically about how MPA’s preserve biodiversity and support regeneration.

Lesson 8: The Future of Átl’ka7tsem/Txwnéwu7ts/ Howe Sound – Students will learn about Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound’s Biosphere designation and what it means, culturally, socially, and environmentally, for these areas.

Each lesson follows the same format throughout the kit with Critical Questions and Reflections built into the Activities section. The kit follows the overarching theme of Regeneration, integrating decolonization practices with scientific, conservation, and Indigenous knowledge. The Thought Book component prompts students to journal on regeneration and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and climate action and be encouraged to become changemakers within their community. Finally, each lesson ends with ways to Take Action. 

 

General Assessment

Strengths

  • Each lesson offers background information, links and teaching activities to engage students through a variety of approaches
  • The resource easy to implement and visually appealing 
  • Excellent quantity of resources to watch, visit or read as well as additional resources to support the learning
  • External links are up to date
  • The lesson design is very effective in connecting the learning to the students lives
  • The students workbook is a tool designed for students to accompany lessons from the teacher's guidebook

Weaknesses

  • No strategies are suggested for students with learning difficulties
  • No assessment tools or rubrics are provided

Recommendation of how and where to use it

Teachers can use the resource to address science, social studies and geography classes to emphasize how the link between ecosystems, species, human impact and climate change are interconnected

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.

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  • Alberta
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    • Grade 9
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        • Environment and Outdoor Education: Environmental Investigations
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        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
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        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Social Studies 10-2 (Living in a Globalizing World) Globalisation and Sustainable Prosperity
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        • Aboriginal Studies 30: Aboriginal Peoples in Canadian Society
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        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
      • Social Studies
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        • 1750 to 1919: The physical environment influences the nature of political, social, and economic change.
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        • Energy is conserved and its transformation can affect living things and the environment
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        • Social Studies 10 - Canada and the World: 1914 to the Present: Worldviews lead to different perspectives and ideas about developments in Canadian society
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        • Chemistry 11: Solubility within a solution is determined by the nature of the solute and the solvent
        • Chemistry 11:Matter and energy are conserved in chemical reactions.
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        • Environmental Science 11: Complex roles and relationships contribute to diversity of ecosystems
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
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        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Earth Science 11:The distribution of water has a major influence on weather and climate.
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        • Science for Citizens 11: Scientific knowledge can be used to develop procedures, techniques, and technologies that have implications for places of employment
        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
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        • Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
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        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
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        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
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        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
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        • Senior 2 Science: Dynamics of Ecosystems
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        • Chemical Reactions
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        • Current Topics in the Sciences 30S: Science, Technology, Society & the Environment
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        • Current Topics in First Nations, Métis and Inuit Studies: Indigenous Peoples of the World
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
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        • Introduction to Environmental Science 120: An Overview of Environmental Science
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        • Science 1206: Sustainability of Ecosystems
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        • Environmental Science 3205: Introduction to Environmental Science
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        • Experiential Science 20, Marine Systems: Introduction to Oceanography
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        • Science 30: Chemistry and the Environment
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        • Science 10: Sustainability of Ecosystems
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        • AP Environmental Science: The Living World: Biodiversity
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  • Nunavut
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        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
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        • Experiential Science 10, Terrestial Systems: Ecology of the Land
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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        • Social Studies 10-1(Perspectives on Globalization) Globalization & Sustainable Prosperity
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        • :Biology: Sustainable Ecosystems
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        • Science 431A: Life Science, Sustainability of Ecosystems
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        • Chemistry 521A: Organic Chemistry
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        • Environmental Science 621A: Ecological Principles
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        • The Contemporary World: Environment
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        • Applied Science & Technology:The Living World
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        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
      • Social Studies
        • Step 4Relevant matches
        • 1750 to 1919: The physical environment influences the nature of political, social, and economic change.
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment
      • Social Studies
        • Step 4Relevant matches
        • Social Studies 10 - Canada and the World: 1914 to the Present: Worldviews lead to different perspectives and ideas about developments in Canadian society
    • Grade 11
      • Step 3Select a subject
      • Chemistry
        • Step 4Relevant matches
        • Chemistry 11: Solubility within a solution is determined by the nature of the solute and the solvent
        • Chemistry 11:Matter and energy are conserved in chemical reactions.
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 11: Human practices affect the sustainability of ecosystems
        • Environmental Science 11:Humans can play a role in stewardship and restoration of ecosystems
      • Science
        • Step 4Relevant matches
        • Earth Science 11: The transfer of energy through the atmosphere creates weather and is affected by climate change
        • Earth Science 11:The distribution of water has a major influence on weather and climate.
        • Life Science 11: Life. Life is a result of interactions at the molecular and cellular levels
        • Science for Citizens 11: Scientific knowledge can be used to develop procedures, techniques, and technologies that have implications for places of employment
        • Science for Citizens 11:Scientific processes and knowledge inform our decisions and impact our daily lives
        • Science for Citizenship 11: Scientific understanding enables humans to respond and adapt to changes locally and globally
      • Social Studies
        • Step 4Relevant matches
        • Explorations in Social Studies 11: Indigenous peoples are reclaiming mental, emotional, physical, and spiritual well-being despite the continuing effects of colonialism
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Human actions affect the quality of water and its ability to sustain life.
        • Environmental Science 12: Human activities cause changes in the global climate system
        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Wildlife Protection

Indigenous Knowledge (2)

  • Rituals, Spirituality and Worldviews
  • TEK -- Traditional Ecological Knowledge

Water (1)

  • Marine Environments

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

The resource provides critical questions with engaging activities informed by Western Science and Traditional Knowledge. The resource follows the overarching theme of regeneration, integrating decolonization practices with scientific, conservation and Indigenous knowledge. Following colonization and years of destructive human activity, such as industrial and coastal development, efforts are currently underway by government, industry groups, and local communities to transition the Sound’s marine ecosystem from crisis to recovery. Indigenous communities, in particular, are working hard to restore life and traditional practices for generations to come. The thought book component prompts students to journal on regeneration and consider its connection to each lesson’s focus.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

Pressure from population growth, tourism, and development is impacting the marine environment throughout the Sound. Increased collaborative efforts to protect and restore this area, with a focus on species, habitats, and cultural and traditional areas is necessary. Furthermore, climate change has impacted every environment in Átl’ka7tsem / Txwnéwu7ts /Howe Sound, and coordinated actions by communities, industry groups, and government, are needed to decrease greenhouse gas emissions.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound is a coastal fjord ecosystem in the Salish Sea. It is a vital area to First Nation communities, providing natural resources that allowed Indigenous peoples to thrive for generations before colonization. Following colonization and years of destructive human activity, such as industrial and coastal development, efforts are currently underway by government, industry groups, and local communities to transition the Sound’s marine ecosystem from crisis to recovery. Indigenous communities, in particular, are workinghard to restore life and traditional practices for generations to come.To restore and maintain the ongoing health of the coastal ocean environment we need to understand its species and habitats, the impact of human activities on this biodiversity, and adaptation actions to succeed despite the effects of climate change.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Good

Each lesson ends with ways to Take Action. Educators and students are invited to create their own actions, acknowledging that those provided may not be accessible or applicable to all. The publisher recognizes that individual action should be coupled with systemic change but aims to engage students through active approaches and creative problem solving.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

The Thought Book component prompts students to journal on regeneration and consider its connection to each lesson’s focus. Through reflection, students will consider their role in decolonization and climate action and be encouraged to become changemakers within their community. Students will also write a report, preparing a thoughtful and evidence-based case for why Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound, or a region near you, should be designated a UNESCO Biosphere Reserve and organize a debate

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The resource emphasizes that years of destructive human activity, such as industrial and coastal development, harm First Nations communities and infiltrate the natural ecosystems that sustain their traditional way of life. Indigenous communities, in particular, are working hard to restore life and traditional practices in this ecosystem for future generations.

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

The resource invites students to take part in outdoor experiences such as participating in a shoreline cleanup.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

Students are encouraged to become change makers within their community. Some of the suggested activities take place outside in the community such as a shoreline clean up and marking storm drains.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Very 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 Good

The resource aims to empower students through active approaches and creative problem solving. Students are encouraged to share their opinions during discussions, reflections in their journal entries, and during Take Action projects. They voice their opinions during a debate and participate in a conversation with their peers about the environmental impact of protecting green space.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The curriculum connections, outline Big Ideas in both Science and Social Studies courses, detailing which lessons connect to which Ideas. Please note that although this resource is developed with a focus on aligning to the BC curriculum, there exists a lot of overlap across provincial curricula making this kit applicable throughout Canada.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Students are provided with critical questions to ponder at the beginning of the lessons.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Good

The resource includes a variety of instructional approaches. They invite students to assist in a citizen science group and share their sightings, organize a debate, prepare a report with evidence on a marine species, brainstorm how to protect green spaces, write a summative comparison of the two environments, focusing on the ecosystems’ ability to sustain life, reflect in their thought book, calculate their ecological footprint and more.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

Authentic learning experiences are suggested if the teacher chooses to do so.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Good

Some group work is suggested such as: 

As a class, students will brainstorm the importance of water. Then, break into small groups (of four or five) and assign each group a ‘top reason’ that water is the most important resource on earth. Students will create an argument supporting why their assigned reason is the most important.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

There are no explicit tools for assessment provided.  Teachers could use the reflective journal pieces for assessing student learning as well as posters/ reports/presentations students completed in some of the other activities.

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 Good

Students will start a conversation with their peers about the environmental impact of their actions and how to protect green space.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Very Good

Using Átl’ka7tsem/ Txwnéwu7ts/ Howe Sound as a case study, students can recognize how ecosystems, species, human impact, and climate change are interconnected.

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 Satisfactory
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.

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