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Vision is part of a compilation entitled Keepers of the Animals which provides an integrated approach to the concepts of wildlife ecology and environmental and stewardship issues concerning animals, habitat, and natural history. Through the use of Native North American stories and hands-on activities integrated with subject areas such as creative arts, theater, science, social studies, mathematics, students learn to understand, live with and care for the animals.
Vision introduces its theme, eagles with a Native American story. The legend tells the story of the Zuni boy who saved the life of an injured eagle and was rewarded by the grateful eagle with a journey to his land and was allowed to become an eagle himself. The discussion section that follows provides information about eagles and their symbolism. Students participate in a variety of hands-on activities such as taking a fantasy journey to imagine what it would be like to be an eagle, making models of birds and animals and writing and drawing in their journals. The activity provides goals, detailed teaching instructions and a list of required materials.
Flight of Fantasy – While listening to a special story, Flight of Fantasy, the students imagine they are an eagle and what it feels like to fly. They draw what the eagle might see as it looks down. In their journal they extend the story to complete the eagle’s journey.
Perch of Perception – Students choose a special tree, bush or other place and sit alone in silence. They visit the site often, leaving gifts of thanks and practice some activities to heighten their senses of observation, seeing, hearing and self-understanding. A variety of directed activities are suggested such as drawing their special place, listening to nature sounds, making models of birds and animals that they hear and see, keeping a journal of the events, leaving nuts, sunflower seeds or pieces of soft fruit for animals to eat.
A section entitled Extending the Experience provides a variety of activities to reinforce and supplement the lessons of the stories and activities.
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||Poor/Not considered|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Poor/Not considered|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Poor/Not considered|
|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||Good|
|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: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
|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: |
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: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning||Poor/Not considered|
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
|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|
|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|
|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.|