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Description
This lesson will introduce the students to collaborative research on bears in the Great Bear Sea region. They will learn that the research is partnering with various universities and First Nations to learn more about the bear movement across the territories and how much salmon the bears have been eating. Students will explore data collected from the bear research project and have the opportunity to analyze the data.
Students will:
1. Understand that the Great Bear Sea is an ecosystem important for its ecology, economy, culture, and social elements
2. Be introduced to an example of collaborative research, which includes traditional knowledge, local knowledge and science
3. Understand the value of traditional knowledge and how it contributes to sustainability and planning for the future
4. Explore the ideas of stewardship and leadership in planning for the future of marine resources and ecosystems in the Great Bear Sea
The resource provides required materials, lesson context and learning outcomes, step-by-step instructions for suggested activities, extensions and assessment ideas, and blackline masters. A teacher background section is also included for each lesson, highlighting additional background content for educators.
General Assessment
Strengths
- This resource offers an interdisciplinary approach
- Students are introduced to an example of collaborative research, which includes traditional knowledge, local knowledge and science
- Students learn the value of traditional knowledge and how it contributes to sustainability and planning for the future
- Teacher background information is provided
- Uses a hands-on, inquiry based approach
- The lessons have learning outcomes and concepts that build upon each other; however activities have been designed to allow for customization or differentiation as you move through the unit to suit the needs of your environment or learners
Weaknesses
- The lesson does not include an experiential component
Relevant Curriculum Units
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- Alberta
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- Grade 4
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- Math
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- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- Science
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- Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
- Grade 5
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- Math
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- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- Grade 6
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- Math
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- Statistics: The science of collecting, analyzing, visualizing, and interpreting data can inform understanding and decision making.
- Science
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- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 7
- British Columbia
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- Grade 4
- Grade 5
- Grade 6
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- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Grade 7
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- Science
- Step 4Relevant matches
- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
- Manitoba
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- Newfoundland & Labrador
- Northwest Territories
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- Ontario
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- Grade 4
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- Math
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- Data
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- Life Systems: Habitats and Communities
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- Data
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- Life Systems: Biodiversity
- Grade 7
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- Data
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- Life Systems: Interactions in the Environment
- Prince Edward Island
- Quebec
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- Grade 4
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- Math
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- Statistics & Probability
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- Living Things
- Grade 5
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- Math
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- Statistics and Probability
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- Living Things
- Grade 6
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- Math
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- Statistics and Probability
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- Living Things
- Grade 7
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- Math
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- Statistics and probability
- Science & Technology
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- The Living World
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 4
- Grade 5
- Grade 6
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data from the results of an experiment can be used to predict the theoretical probability of an event and to compare and interpret
- Grade 7
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 7: Evolution by natural selection provides an explanation for the diversity and survival of living things.
Themes Addressed
Ecosystems (3)
- Appreciating the Natural World
- Biodiversity
- Wildlife Protection
Indigenous Knowledge (2)
- Etuaptmumk/Two-Eyed Seeing
- TEK -- Traditional Ecological Knowledge
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | Students explore the topic of collaborative research through video interviews, research data, local knowledge and place-based stories. The Great Bear Sea curriculum explores themes such as traditional and local knowledge, collaborative science, marine planning, biodiversity, sustainable resource management and marine stewardship. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Very Good | The resource explains that the Great Bear Sea is an ecosystem that is important for its ecology, economy as well as culture and social elements.The resource introduces collaborative research, which includes traditional knowledge, local knowledge and science. It explores the ideas of stewardship and leadership in planning for the future of marine resources and ecosystems in the Great Bear Sea. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | This lesson introduces students to some of the collaborative research that is taking place in the Great Bear Sea region on bears. They learn that the research that is taking place is partnering with various universities as well as First Nations to learn more about the bear movement across the territories and how much salmon they have been eating. By gathering data and learning more about the animals through these key partnerships planning can move forward with proper decisions to conserve and protect the Great Bear Sea region for the future. Students learn more about the concept of collaboration, including what collaboration looks like from a science/research perspective |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Satisfactory | No action opportunities are presented in this resource. Lesson 10 of the compilation does allow students to learn about stewardship that is happening in the Great Bear Sea region and how they can be stewards in their own communitites. |
| 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 | Good | Students share findings for each research question and discuss how Traditional Knowledge is connected in this research project and why this project is important to the region |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Very Good | The Great Bear region is the traditional, ancestral and unceded territory for many First Nations that have called this area home and have co-existed with the resources of the land and sea for thousands of years. First Peoples in this region have developed a vast body of knowledge over time – and they continue to develop this knowledge – around the land, sea, resources and how humans both impact and are connected to nature. Students are introduced to an example of collaborative research, which includes traditional knowledge, local knowledge and science. The resource aims to help students understand the value of traditional knowledge and how it contributes to sustainability and planning for the future. |
| 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 | This lesson introduces the students to collaborative research that is taking place in the Great Bear Sea region on bears. They will learn that the research that is taking place is partnering with various universities as well as First Nations to learn more about the bear movement across the territories and how much salmon the bears have been eating. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Satisfactory | Although an area of British Columbia is the focus of the lesson, the core learning about traditional ecological knowledge and the importance of collaborative research is applicable across all Canadian provinces and territories. A teacher could make the activities more regionally relevant by inviting an elder from a local First Nations community to speak to the class about their cultural connections to the land. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | This example of collaborative research pairs traditional and local knowledge with academic research methods and is a key component to marine planning, helping communities make informed decisions while ensuring stewardship and conservation. |
| 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 lesson plan is inquiry-based and can be tailored to suit students’ interests and curiosity. These resources incorporate opportunities to engage in place-based learning by moving outside of your classroom and into your own place, as well as thinking critically about the importance of place and culture |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good |
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| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | The resource has been designed for elementary students, using a hands-on, inquiry based approach exploring themes of Indigenous Knowledge, collaborative research, marine planning, collaborative decision-making, careers and stewardship. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory |
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| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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| Experiential Learning | Satisfactory | The lesson plan use a hands-on, inquiry approach. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | This lesson has students learn more about the concept of collaboration, including what collaboration looks like from a science/research perspective. Students discuss their thoughts on group work – collaboration within the classroom and the advantages and disadvantages to working in a group. There are some group activities in the lesson plan. |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | The resources does offer a few suggestions for assessment such as formatively assess students’ engagement in individual and group work as well as large group discussion. Assess student work from the lesson and have students check each others’ data calculations |
| 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 | Poor/Not considered | Not considered in this resource |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Very Good | Students examine the data and record any trends or questions they may have regarding the data. |
| 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 | Extension activities are suggested |
| 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. | ||
