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Canada's Forests - Biodiversity in a Changing World - Vol. 2

Conserving Biodiversity

Secondary, Middle

Description

This teaching kit explores the importance of biodiversity in Canada’s forest and wetland areas, the critical significance of Canada’s habitat to all living things, and the vital connections between biodiversity, natural resources and our modern lifestyles. This kit focuses on the many species that inhabit Canada’s forests in terms of their inherent natural value and their relation to people’s health, income, traditions, cultures, recreational pursuits, and lifestyle enjoyment.

The teaching tools are designed to help you achieve specific learning outcomes, while exploring Canada’s forests and related critical environmental issues with your students. The background information provided at the beginning of each lesson relates to the specific topics addressed within them. Learning expectations and outcomes are included for each lesson, which describes what students will demonstrate during the activity.

This resource includes nine lessons

Lesson 1 – Biodiversity and Me – Students will learn the benefits of biodiversity and threats facing biodiversity by creating biodiversity boxes, and will present these in a form of a story that encourages them to think outside of the box.

Lesson 2: Where in the World is Biodiversity - Students will learn how to create their own hypothesis of where the greatest biodiversity is in the world, and will predict the impact of climate change on biodiversity in this area using maps.

Lesson 3: Billions from Biodiversity - Students will learn the concept of ecosystem services, and in groups study a report published by the World Bank regarding the future of various ecosystem services. They will summarize and share these findings with the class, along with ways of preserving these essential services.

Lesson 4: Which is More Biodiverse? - Through a class discussion, supported by a handout and questions, students will learn to distinguish between the values of highly biodiverse Canadian ecosystems versus those with lower biodiversity that support rare species of plants and animals.

Lesson 5: Climate Change and More - The Future of Biodiversity - Students will explore the importance of biodiversity and its benefits, and hypothesize on potential future scenarios to see if these benefits can be sustained, and impacted positively or negatively.

Lesson 6: Sustaining Biodiversity - Students will learn the impact of individual species on the overall biodiversity of an ecosystem, and the impact of sustainable harvesting practices on biodiversity

Lesson 7: We Meet Again - Reintroduction of Species-at-Risk - Students will research and explore the intricacies and challenges of reintroducing extirpated species into an ecosystem from various perspectives including political, ecological, logistical, and social.

Lesson 8: Invasive Invasion- Students will dive deeper into the impacts of invasive species across Canada and explore ways they can help prevent their spread.

Lesson 9: Biodiversity - Getting the Message Out - Students will design a t-shirt with a scientific yet catchy slogan and image that illustrates the importance of biodiversity.

The Canada’s Forests Teaching Kits series provides educators with tools and resources to help students understand the value of forests and the importance of their sustainable use.

General Assessment

Strengths

  • The background information provided at the beginning of each lesson relates to the specific topics addressed within them
  • Supplementary high quality print, videos, and web-based resources that would augment lessons and activities are also included
  • All volumes of the Canada’s Forests Teaching Kits are available in English and French and can be downloaded for free
  • These outcomes can be easily adapted/expanded to fit specific curriculum needs
  • Includes links to websites in some of the lesson plans for either your needs or your students’ research
  • Activities are flexible and easy to follow
  • The resource offers students a wide range of learning activities.
  • The lessons encourage students creativity and individual expression.
  • The resource provides an excellent quantity and quality of supplemental information representing a variety of perspectives for the benefit of both students and teacher.

Weaknesses

  • No outdoor experiences are suggested
  • No rubrics provided for evaluation or suggestions for assessment
  • No authentic action experience in the resource
  • No accommodation or modifications suggested for struggling learners

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
  • British Columbia
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    • Grade 11
      • Step 3Select a subject
      • 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
    • Grade 12
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      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
      • Social Studies
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        • Human Geography 12: Human activities alter landscapes in a variety of ways.
  • Manitoba
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    • Grade 7
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      • Science
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        • Interactions Within Ecosystems
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      • Science
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        • Life Systems
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
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      • Biology
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        • Biology: Conservation of Biodiversity
        • Biology: Organizing Biodiversity
      • Social Studies
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        • Citizenship and Sustainability: Area of Inquiry: Environment
        • Global Issues
  • New Brunswick
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    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
  • Newfoundland & Labrador
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      • Science
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        • Interaction of Ecosystems
    • Grade 10
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      • Science
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        • Science 1206: Sustainability of Ecosystems
    • Grade 11
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      • Biology
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        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
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        • Science 2200: Ecosytems
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      • Environmental Science
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        • Environmental Science 3205: Land Use & the Environment
      • Social Studies
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        • Social Studies 3201: Human-Environment Interaction
  • Northwest Territories
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    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • 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
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
  • Nova Scotia
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: The Living World: Biodiversity
  • Nunavut
    • Step 2Select a grade level
    • Grade 7
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Interactions and Ecosystems
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
  • Ontario
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    • Grade 9
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      • Science
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        • :Biology: Sustainable Ecosystems
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      • Environmental Science
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        • Environmental Science (Workplace Prep.) Human Impact on the Environment
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    • Grade 7
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        • Interactions Within Ecosystems
  • Quebec
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    • Grade 9
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      • Social Studies
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        • The Contemporary World: Environment
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      • Social Studies
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        • Contemporary World: Environment
  • Saskatchewan
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    • Grade 7
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      • Science
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        • Science 7: Life Science: Interactions within Ecosystems
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
    • Grade 11
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      • Social Studies
        • Step 4Relevant matches
        • Social Studiees 20:World Issues - Environment
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • 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
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
      • Social Studies
        • Step 4Relevant matches
        • Human Geography 12: Human activities alter landscapes in a variety of ways.

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Invasive Species

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The organization serves as the voice of forest practitioners representing foresters, forest technologists and technicians, ecologists, biologists, educators and many others with an interest in forests and forestry. The kit provides tools to explore Canada's forests and related critical environmental issues with students. Lesson seven explores the intricacies and challenges of reintroducing extirpated species into an ecosystem from different viewpoints.

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

Students will research and explore the intricacies and challenges of reintroducing extirpated species into an ecosystem from various perspectives including political, ecological, logistical, and social dimensions.

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 Good

This kit focuses on the myriad of species that inhabit Canada’s forests in terms of the irinherent natural value and their relation to people’s health, income, traditions, cultures, recreational pursuits, and lifestyle enjoyment. The resource focuses on the critical significance of Canada's habitat to all living things, and the vital connections between biodiversity, natural resources and our modern lifestyles.

Respects Complexity:

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

Acting on Learning Satisfactory

Lesson nine focuses on getting the message out by having students design a scientific yet catchy slogan and image that illustrates the importance of biodiversity. As an extension activity, the resource suggests choosing one design and selling the t-shirt or buttons, stickers as a fundraiser for a local conservation project.

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

Group discussion opportunities are provided. They will also design a t-shirt and slogan that effectively communicates the importance of biodiversity.

Values Education:

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

Empathy & Respect for Humans Poor/Not considered

Not considered in this resource.

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 Satisfactory

There is a connection to the natural world, but no outdoor activities are suggested.

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 Very Good

All Canadians are everyday end-users of a large variety of forest related products. These include wood products such as paper, pencils, furniture, building materials and much more that come from a wide variety of tree species. Canadians also use and enjoy many non-timber forest products, such as medicinal plant products and foods from a diverse assortment of forest plant and animal species. This encompasses everything from tree syrups, wild mushrooms, and decorative plants to ceremonial feathers, seaweed and fur or meat from trapping, hunting and fishing.There are also products derived from other forest-based resources that we use, including oil and gas, metals and minerals,and hydro-electricity. Extraction, processing and transportation of these natural resources and production of the associated products can have a significant impact on biodiversity within a given area. However, the continued use and enjoyment of products derived from these resources depends on sustaining biodiversity in natural areas.

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 Satisfactory

There is no discussion of the past. The resource focuses on how it is pivotal to maintain biodiversity because factors like climate change, invasive species, poor natural resource management, etc. can wipe out entire species of plants from certain regions, and ultimately the entire natural ecosystem.

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

Although mostly teacher directed, students have ample opportunities through activity completion, research, creative activities and discussion questions to appreciate the importance of biodiversity in Canada's forests.

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 lessons in this kit are designed to explore the following subjects taught across Canada: Sciences, Geography, Math, Civics, and World Issues. The lessons in this kit are designed to explore the following subjects taught across Canada: Sciences, Geography, Math, Civics, and World Issues.

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 questions/problems to solve and some direction on how to arrive at solutions.

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

A wide range of activities are offered at different age levels. Both the cognitive and affected domains are addressed. There are no accommodations suggested for students with reading or learning difficulties.

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
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 Satisfactory

Most activities are in a group setting, where students work with a partner or group.

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

Although worksheets, reflection questions, and answer keys are provided with some lessons, there are no specific suggestions given for either formative or summative assessment.

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

Some of the lessons have students present their research or findings to the class

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 Good

Handouts and videos with case studies and past research are provided.

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

Each lesson provides an extension activitiy to enhance the learning or lesson theme.

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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