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Journey into New Worlds

Episode 1: Gr 11/12

Secondary

Description

‘Journey into New Worlds’ is the title of the first of four episodes in David Suzuki’s television series The Sacred Balance now available to teachers on DVD or VHS.    

The resource, The Grade 11-12 Teacher’s Guide to Episode 1, Journey into New Worlds serves as a curriculum document to help teachers incorporate key ideas from episode one into the senior high science classroom. The guide is organized into ‘pre’, ‘during’, and ‘post- viewing activities that explore the interconnectedness of life and a number of supporting themes that include human impact on the earth, science and traditional knowledge, spiritual and scientific world views, chaos, ecology, the human genome project and the Gaia Hypothesis. 

Before Viewing- Students view an on-line simulation to examine the structure of DNA and use the information gained to complete a crossword puzzle.  Students then review articles introducing the scientists featured in the episode and explain how the views of these individuals support the central theme of interconnectedness.  In the final pre-viewing activity students are presented with different perspectives on the future and asked to identify which one most closely mirrors their own outlook.  They then analyze how their views might impact on specific environmental problems such as climate change, acid rain and declining biodiversity. 

During Viewing-  Students are provided with a template to cue their attention to specific issues raised in the program that will be central to the activities and discussion that follow.  Students make brief notes and record key phrases directly on the template.  A script containing dialogue excerpts is also provided with the guide to minimize the amount of note-taking required.

After Viewing- Students participate in a range of learning activities that highlight the key issues and themes presented in the Journey into New Worlds episode.  These activities include constructing a timeline to highlight key events in the history of DNA, reading articles and viewing simulations that demonstrate the nature and contributions of science, drawing Venn diagrams to compare scientific and spiritual knowledge, answering questions to explore values and viewpoints on humanity’s place in nature and writing a short story to articulate a personal vision for the future of our planet. 

In addition to the student activities the guide includes a glossary and provides teachers with background information and suggestions for planning and implementation.  The Secret Balance website has links to related sites and sources of information.

Although considered supplementary by the publishers, the program episodes enhance the classroom experience and effectiveness of the student activities significantly.  Episode segments can be found on you tube.

General Assessment

What skills does this resource explicitly teach?

Students receive some direction and practice in creative/short story writing.

Strengths

  • The activities effectively encourage students to develop their own views on an important issue.
  • The resource offers students a range of activities that help keep the learning interesting. (simulations, game, interactive models)
  • The activities are based on a dvd/vhs presentation that students will find very entertaining.
  • The resource demonstrates the value of traditional knowledge and world views held by aboriginal people.
  • The resource is thorough and easy to use by both students and teachers.
  • The resource provides students with challenging questions and includes answer keys for the teacher.
  • While the unit effectively raises concern for our environment, students are left with an optimistic view of nature, human kind and the future.

Weaknesses

  • The on-line video clips from the episode are no longer available.
  • The activities do not include action experience.
  • The activities do not teach skills.
  • The activities do not include out-of-doors experience.
  • There is little attention to cooperative, experiential or authentic learning.
  • The student learning is primarily passive.
  • Little attention is paid to assessment.
  • The cost of the dvd/vhs is approximately $90.00
  • The Sacred Balance Website is highly commercialized.

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.

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  • Alberta
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      • Biology
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        • Biology 20: Ecosystems and Population Change
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        • Biology 30: Cell Division, Genetics and Molecular Biology
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      • Environmental Science
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
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        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.
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        • Current Topics in the Sciences 30S: Nature of Science and Technology
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        • Citizenship and Sustainability: Area of Inquiry: Environment
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        • Science 2200: Ecosytems
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        • World Geography 3200/3202: Ecosystems
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        • Biology 30: Cell Division, Genetics and Molecular Biology
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        • Biology 11: Interactions among Living Things
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        • Biology 12: Evolution, Change and Diversity
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  • Ontario
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        • Biology 621A: Genetic Continuity
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        • Environmental Science 11: Human practices affect the sustainability of ecosystems
    • Grade 12
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      • Environmental Science
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        • Environmental Science 12: Living sustainably supports the well-being of self, community, and Earth.

Themes Addressed

  • Ecosystems (2)

    • Biodiversity
    • Interdependence

  • Food & Agriculture (1)

    • Biotechnology

  • Human Health & Environment (1)

    • Quality of Life

  • Indigenous Knowledge (1)

    • Rituals, Spirituality and Worldviews

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good
  • The activities recognize the value and contribution of both spiritual and scientific viewpoints in understanding our place on earth.
  • The resource does advance the viewpoints and priorities of David Suzuki and the Suzuki Foundation.
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

The resource deals with some of  the moral, ethical and environmental dimensions of science, technology and society.

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 SatisfactoryWhile the learning in this unit is more passive than active, students are made aware of the complexity of the issues/problems discussed.
Respects Complexity:

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

Acting on Learning Poor/Not considered
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
  • Specific questions and activities encourage students to express their own values and opinions on a number of the issues raised.
  • Students write a short story in which they express their preferred vision regarding future directions and applications of DNA research.
Values Education:

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

Empathy & Respect for Humans Good
  • The resource does a good job in fostering respect for  the traditional knowledge and world views contributed by aboriginal peoples.
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
  • The recurring theme of this unit is 'the interconnectedness of all living things'.  The readings and question exercises encourage students to reflect on their relationship with other lifeforms and their place in nature.
  • The activities do not offer students out-of-doors experiences.
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 Satisfactory
  • While the issues and themes are global in their scope there is a definite Canadian focus that students will appreciate. 
  • Some of the games and simulations offer students concrete learning opportunities.
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 Very Good
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
  • Students are presented with a range of viewpoints to consider.
  • The lessons are very much designed to have students develop and articulate their own perspectives.
Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

While science is the main context for this unit, it does incorporate strands from social studies and language arts.

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 Good

Based on the information provided by the film, the activities and from additional research, students develop their own perspectives on past and present human practice as well as a personal view for the future.

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
  • The unit includes a creative writing activity.
  • The unit incorporates music into the learning.
  • The unit includes a game and simulations.
  • The dvd/vhs presentation provides lots of sensory stimulation.
  • The unit involves students in reading, comprehending, analyzing, synthesizing and articulating.
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 Poor/Not considered
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

While the activities present a variety of different ways for students to demonstrate what they have learned, the resource pays little attention to the subject of 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 Poor/Not considered

Poor

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 Satisfactory

The activities do not directly involve students in specific case studies. However much of the material that students are given to read and reflect upon describes real events and current research.

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

Poor

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.