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Leandro and the Mysterious Case of the Disappearing and Reappearing River

Secondary, Middle

Description

Leandro and the Mysterious Case of the Disappearing and Reappearing River helps students understand hydrology, climate change and how human and physical processes interact to influence environments and the climate. Students will also reflect on how we rely on effective functioning of natural systems for our food and livelihood. 

Students will:

  • work together to think about the importance of rivers to humans, and about the consequences and impact for people and environment when rivers are unpredictable
  • explore how our food can be produced sustainably and what forces farmers to use unsustainable production methods
  • evaluate critically Fairtrade as a way of ensuring sustainable food production and whether it is having an impact on farmers' lives.

This activity focuses on learning through developmental group work, which is a constructivist approach to learning that is directed by learners themselves. Students will gain a better understanding of the tea farming industry in Africa and will get a testimonial from Leandro an actual tea farmer. 

General Assessment

What skills does this resource explicitly teach?

  • Developmental group work for learning

Strengths

  • The resource is centered on the tea farming industry in Kenya and has a testimonial from Leandro, an actual farmer
  • The resource offers extension activities
  • The resource lets students suggest their own answers and therefore doesn't direct them into only one direction
  • The lesson plan is well described and easy to follow
  • Worksheets are provided and ready to photocopy
  • The resource is up to date and the links work well
  • A power point is provided and has notes on how to deliver it
  • A background document on tea farming is provided

Weaknesses

  • No assessment documents are provided
  • The lesson is quite short
  • No action projects are suggested
  • It would be interesting for students to share what they've learned with others.

Recommendation of how and where to use it

Since this resource is quite short, it would be a great introduction for climate change in Geography and Science classes. 

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Core
        • Environment and Outdoor Education: Environmental Investigations
  • Manitoba
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geogarphic Issues of the 21st Century: Industry and Trade
        • Geographic Issues of the 21 st Century: Food from the Land
        • Geographic Issues of the 21st Centurty: Geographic Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Water Systems on Earth's Surface
  • Northwest Territories
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    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Nova Scotia
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    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Atmospheric Environment
        • Geography 10:Land Environment
      • Science
        • Step 4Relevant matches
        • Science 10: Weather Dynamics
  • Nunavut
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Freshwater and Saltwater Systems
  • Ontario
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Global Inequalities: Economic Development and Quality of Life
        • Global Settlement: Patterns and Sustainability
      • Science & Technology
        • Step 4Relevant matches
        • Earth and Space Systems: Water Systems
    • Grade 9
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Issues in Canadian Geography (Academic): Interactions in the Physical Environment
        • Issues in Canadian Geography (Academic): Liveable Communities
        • Issues in Canadian Geography (Academic): Managing Canada's Resources and Industries
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science (Academic):Earth and Space Science: Climate Change
  • Prince Edward Island
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    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Earth and Space Science, Weather Systems
  • Quebec
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 8
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 8: Water Systems on Earth
    • Grade 10
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Geography 10: Climate

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Water (1)

  • Water Cycle

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

This resource allows students to reflect on how climate change is affecting the farming industry and how they are contributing to the problem. The resources provides tools such as videos and a powerpoint to demonstrate different points of view of the problem.

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 Very Good

Through climate change and its effect on the tea farming industry we clearly see the connections between the environmental, economic and social dimension of the issue. 

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 Very Good
Respects Complexity:

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

Acting on Learning Poor/Not considered

No real action on learning is included but a teacher could add to this experience by discussing with students how they can make some changes to their everyday actions to help climate change. 

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 Very Good

Throughout this resource, students are asked to express their opinions and beliefs through discussions, activities, and reflexions. 

Values Education:

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

Empathy & Respect for Humans Good

Throughout this resource, students are asked to make connections to Leandro, a farmer in Kenya. 

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

Students get to see the connection of their actions on the outside world through videos taken in Kenya. 

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

Although this resource is made for the UK, students do have connections with people who drink tea. Also, they have witnessed floods or droughts in their own country. 

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

This lesson plan clearly demonstrates how our past and present actions have an effect on climate change which then has an effect on the future of tea farming. 

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 Very Good

Students are trying to solve the mystery of the disappearing and reappearing river. They suggest their own reasons and are not directed to one correct answer. 

Open-Ended Instruction :

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

Integrated Learning Good

Students get to see content from geography (farming) and science (climate change) while learning about the problem of tea farming in Kenya.

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

Students try to provide answers as to why the river disappeared and then reappeared again. Learning is made through developmental group work. 

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 resource offers students the opportunity to reflect, watch videos and participate in some activities. This helps learners of different learning styles and abilities be successful. 

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 Poor/Not considered

No hands-on activities are present in this resource. 

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 Good

Students learn through developmental group work. 

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

Reflection questions are provided but no assessment tools are ready to use. 

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.

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 Very Good

The lesson is centered on Leandro a tea farmer in Kenya. Although it is based in Kenya, students from around the world understand the problem of flooding and droughts. 

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

Not considered but students could choose to go deeper into the problem on their own. 

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.

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