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This series of lesson plans explores the important role that coffee forests play in the annual migration of birds.
Lesson One: Biodiversity. Students learn about the importance of Biodiversity and compare the variety of species in their own backyard to that found in the rain forests.
Lesson Two: Birds and Coffee. Through stories and math activities students learn how coffee production methods effect the habitat and health of migratory bird populations.
Lesson Three: Deforestation. Through stories and math activities students investigate the impact of human activity on forests. As a culminating activity, students plan and carry out a tree-planting day.
Lesson Four: Community Action. Students explore how resource consumption impacts biodiversity and implement an action plan to conserve resources within their school.
Each lesson plan includes ideas for action projects.
This resource does not explicitly teach skills.
Each lesson plan is quite easy to use. There are several action projects included and an activity which requires students to study the birds in their own environment.
There is an abundance of support offered for these lesson plans in the form of links, posters, case studies and slide shows.
There are a great many activities included in the resource, all destined towards the culminating activity. Educators may wish to choose and complete only some of the suggested activities for each lesson.
Teachers may also wish to add a self-assessment component.
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||Satisfactory|
The resource does attempt to provide many points of view, however it is up to the teacher to do the research to make sure that everyone involved in the issue is represented.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The lesson is presented as a study of the lives of migratory birds, and how coffee farming relates to their welfare. While many aspects of this particular issue are addressed, there are many other environmental, political and economic aspects of coffee production that are not mentioned.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The projects presented in this series of lessons allow the students to come up with their own solutions.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
|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|
The lessons do a good job of relating back to the lives of the students. The students are presented with information and then asked to make their own decisions or solve problems in their own ways.
|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|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Very Good|
Students conduct an observational survey of birds in their neighbourhood, and an informational survey of coffee drinkers in their lives.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|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|
Students have freedom to do their own research and create their own answers to the problems presented.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Most of the activities require the ability to read and write, however their is an acceptable variety of activities offered.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The assessment tools provided are limited to rubrics. There are no reflection opportunities provided, other than those included in the nature of the activities.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
There are many links to actual parks and coffee producers provided in the lesson plans.
|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|
|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.|