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In this participatory activity, students simulate a lake ecosystem by taking on the roles of its inhabitants. Students assume the identities of both native and non-native species to physically demonstrate what occurs to the habitat and its resources as exotic plants and animals are introduced into the environment. Through the use of props and a written script, students learn the means by which non-native species enter freshwater systems, how they negatively affect the environment and how they can be stopped.
This activity serves as an excellent companion to "Rival for Survival", another resource produced by this same organization that explores exotic species.
This resource does not explicitly teach skills.
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The resource does a wonderful job of addressing the environmental and social dimensions of the issue. It is lacking in the area of the economic focus. More specifically, teachers should introduce the economic impacts that occur when an invasive species takes over the habitat of indigenous species.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
A systems-thinking approach is prominent in this simulation activity to help the students to visualize the impacts of exoctic species.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
The resource itself is not structured to fully support this type of learning. However, in the section "Extending the Visit" there are some suggestions provided to involve the students in community action.
|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||Poor/Not considered|
This is not the focus of 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||Good|
The approach taken promotes a personal connection with the issue of exotic species.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
With its focus on the Great Lakes region, this resource is relevant to the lives of Canadian students.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
This resource does a very good job of describing how non-native species were introduced to the effected regions as well as describing the current conditions. It also makes concrete suggestions for actions that can be taken to limit the spread of the exotic species in the future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The resource delivers a large quantity of important information on the subject.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Very Good|
The format of this resource is highly engaging for students with the role playing, the physical change of location outside of a classroom and the inclusion of movement.
|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|
Although some suggestions for assessment are given, there are no tools included in the resource.
|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|
The resource is not structures for this type of interaction.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The real descriptions used in the teacher script provide concrete examples of what is occuring in water systems with regards to invasive species.
|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||Poor/Not considered|
The resource does not provide these opportunities.
|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.|