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Students are introduced to forest biotechnology through preliminary activities involving brainstorming about key issues. Then students explore the importance of forest biotechnology and the role of the Canadian Forest Service in conducting research on this topic.
After this introduction, students, working together, are asked to generate criteria i.e. social, environmental, financial that could be used to evaluate or assess biotechnology (research) activities. The evaluation criteria are used to decide about allocating research funds in the simulation that follows.
Using a wonderful simulation, students are asked to form forest biotechnology research groups and develop a presentation for funding to support their work. One of the student groups serves as the National Biotechnology Funding Panel that will decide on allocating monies to the groups. Each group will tackle a specific topic i.e. protecting trees with biological pest control methods, improving trees through genetic engineering and develop a presentation.
The National Biotechnology Funding Panel will make final funding decisions and allocate money to each research project based on its own research; the class biotechnology evaluation criteria list, the quality of the group presentations; how each group responds to questions; and its working budget.
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|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
|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|
|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||Poor/Not considered|
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
There was no discussion of groups who depend on forests for their living, indigenous or non-indigenous.
|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|
The subject lends itself to outdoor site visits to various forested areas affected by the topic. This was not done.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning||Poor/Not considered|
The subject lends itself to exploring locally focused biotechnology, even with regard to urban forests. But this was not done.
|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.|
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: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction||Poor/Not considered|
|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||Good|
|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.
|Case Studies||Poor/Not considered|
Presenting the voices of stakeholders in a forest biotechnology case study, and a values clarification component, might contribute to improving this resource.
|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||Satisfactory|
|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.|