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The objective of Here Today, Gone Tomorrow:Saving Migratory Animals is to determine the migratory path for a bird species and investigate whether the habitats in its summer and winter location are similar or different. Based on this information, students will come up with a recommendation for which locations should be conserved to protect this species.
In this great STEM activity, students will:
During the experimental procedure, students will get the chance to access spatio-temporal data stored in Movebank and then use Google Earth Pro to map the paths of the individual birds. Students will develop these skills through well planned out lessons.
This resource teaches:
This resource is great to introduce the impact of humans on our environment and endangered species in courses like Biology or Environmental Sciences. This resource could also be used to further science skills on analyzing graphs and data.
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||Good|
Students get to look at different point of view on saving the habitat of migratory birds.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Within the materials provided, students get to examine the environmental impacts on bird migration and how this could impact our economy. The social dimension is not present.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Poor/Not considered|
Action opportunities are not included in this resource. However, it could be easily integrated as an extension.
|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||Very Good|
Multiple reflexion questions are provided in order for students to be able to express their own beliefs of the issue in question.
|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 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||Good|
This resource, along with its background information, will help students realize the importance of our natural world and the effect human activities are having on our environment.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
This resource uses actual bird migrating data making it relevant to the lives of the learners in classroom.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
Through bird migration data, students look at what impact our past actions have had on our natural world and they try and find solutions for the futur.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
In this lesson, the questions that are provided for the teacher are open ended and allow for the students to make their own conclusions. As well, students get to choose what bird they are going to analyze its path.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
Students will get to use skills from a number of subjects including math (making pie charts), science (making pie charts) and biology (endangered species)
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are guided throughout the activities but analyze their own data and answer their own questions.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This resource is good for all learning styles although no accommodations are ready to use for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Even though all learning happens inside the school, students will be using real life data on bird migration. Students have to analyze the real world data themselves.
|Experiential Learning: |
Authentic learning experiences are provided
Students may work in groups, this is the decision of the teacher.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
No actual evaluation of learning is provided but teachers could easily use the reflexion questions as a mean to evaluate student learning.
|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|
In this resource, students will download real bird migration and temperature data from Movebank.org. They will then look at the migration route in Google Earth Pro and analyze the habitats that the birds are using to determine which lands need to be conserved to protect the 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||Good|
Students get to decide which data they will analyze and more resources are available if students want to dive deeper into the issue.
|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.|