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Description
This is a very thorough resource that addresses the life cycle of the Mountain Pine Beetles with particular emphasis on the problems associated with cyclical outbreaks taking place in Alberta and the Western Provinces. This Canadian resource offers a variety of activities, including graphing, journaling, internet research, mind mapping, a game-show activity and culminates in a mock town hall meeting. While sometimes highly language based, these activities offer something for everyone and are very interesting.
General Assessment
What skills does this resource explicitly teach?
This resource provides students with some appreciation of how to effectively participate in a town meeting. Teachers will have to expand on these skills.
Strengths
- There is lots of information provided and even more is accessible through the internet links.
- The activities are interesting and clearly presented.
- The resource is very current.
- The resource includes points of view from different stakeholders.
Weaknesses
- There are no accomodations offered for learners in difficulty.
- This resource is lacking in opportunites for students to make choices.
- There is no action project in this resource.
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 6
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
- Grade 7
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Grade 9
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environment and Outdoor Education: Commitment to Action
- Environment and Outdoor Education: Environmental Core
- Environment and Outdoor Education: Environmental Investigations
- Math
- Step 4Relevant matches
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- British Columbia
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Nova Scotia
- Nunavut
- Ontario
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Geography
- Step 4Relevant matches
- Natural Resources around the World: Use and Sustainability
- Math
- Step 4Relevant matches
- Data
- Science & Technology
- Step 4Relevant matches
- Life Systems: Interactions in the Environment
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Data
- Grade 9
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 7
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 8
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Statistics and probability
- Science & Technology
- Step 4Relevant matches
- The Living World
- Grade 9
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology: The Living World
- Science and Technology: The Living World
- Saskatchewan
- Yukon Territory
Themes Addressed
Ecosystems (1)
- Invasive Species
Land Use & Natural Resources (1)
- Forests
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Very Good | |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | Students may need to be made aware of some elements of the different dimensions of the issue in order to complete their research. However there are supplementary resource links included with the resource. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Good | |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | Poor |
| 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 | Satisfactory | |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | Within the activities, many different groups of people are 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 | Poor/Not considered | Poor |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | While much of the application is based in the Western Provinces, the resource is Canadian in content and other provinces will be able to relate. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local 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 | Some activities seek single answers, while others are more open-ended. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | There are several different activities included with this resource which will appeal to a variety of learning styles and abilities. There are also several suggestions for extensions. However, there is an emphasis on reading and writing in most of the activities and no suggestions for accommodations. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Very Good | There are a variety of assessment stratagies provided including rubrics, a reflective journal, a quiz and a game-show activity. |
| 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 | Satisfactory | |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Poor/Not considered | Poor |
| 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. Students are given very little direct control. |
| 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. | ||
