- Review Process
- Take Action
- A project of
Bird migration is explored in this lesson that has students creating paper airplane "birds" that must navigate their way through a fragmented landscape as they fly to their breeding grounds. A dynamic approach supports action as learners recognize how wildlife populations can be significantly affected by human activities. This fun and lively resource also provides an opportunity to become involved in conservation while students:
This resource supports science outcomes related to animal behavioural adaptations, animal life cycles and interactions in ecosystems. The lesson also actively involves students in considering how habitat loss can contribute to declines and extinctions of wildlife. The letter writing exercise supports English Language Arts outcomes while providing an authentic conservation experience.
A class could develop an action project centered around nesting habitat for spring birds. Tree swallow boxes could be constructed and placed in a local wetland. Creating a butterfly garden on school grounds would support migrating Monarchs and other pollinators. Native trees that provide food for migrating birds could also be planted in a local green space.
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||Very Good|
Students are able to explore scientific cause and effect relationships and use this information to describe interactions within ecosystems and develop new ideas about conservation.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The lesson highlights the value of the Prairie Pothole region as a vital staging and nesting area for many bird species. Students also gain new insight into the human benefits of conserving wetlands which provide key social functions such as flood control,
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Students are able to explore cause and effect in relation to landscape fragmentation and animal survival. Thus they will be able to develop an increased understanding of the complex relationships between humans and wildlife.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
An important component of this resource is the letter writing to the federal Minister of Environment where students express their own opinions about habitat conservation. This positive activity teaches students that they can become ambassadors for conservation.
|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
Learners are motivated to develop and express their own ideas about how they can positively impact the sustainability of our planet through involvement in environmental protection.
|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||Good|
Extending the lesson by taking a class outside to observe birds in a local habitat will deepen their connection to nature and strengthen connections to the topic. The resource also includes information about planting a habitat garden at school which would engage students in an outdoor experience that benefits wildlife.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This resource can be easily adapted to contain information about migratory bird populations in any area of Canada which will reinforce content on a local level.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
There is an emphasis on positive action to change the future and that we can all be involved in habitat conservation.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
This activity uses a constructivist approach where students are able to use scientific data to draw their own conclusions and theories about habitat loss. They are also encouraged to express ideas and communicate strategies for wildlife protection.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The science content also complements Social Studies discussions about sustainability and global issues. The letter writing supports many English Language Arts outcomes related to communication.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students use science process skills such as inference and prediction to actively engage with the content and deepen their understanding of their responsibilities as environmental citizens.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Although there are no specific adaptations for differentiation, the hands-on approach will appeal to a wide range of learners.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
The challenge of moving their "birds" through a fragmented landscape encourages students to take the initiative in asking and testing questions while making new discoveries.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The student worksheet which helps students prepare their letters can be used as summative assessment. Frequent open-ended questions support formative assessment of understanding.
|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|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
Landscape fragmentation is one of the most pressing issues facing wildlife populations in Canada and the World. Many species extinctions can be directly connected to habitat loss.
|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.|