Biodiversity: The Spice of Life (Module 1)

Backyard Diversity and Beyond

Question	Response
What important, related ideas/issues are not addressed in this resource?	The resource does not address the impact of climate change on biodiversity.
What important ideas are implied by the resource, but not taught explicitly?	We need to teach students to love nature so that they will want to preserve it. Product is not as important as process.
To enhance this resource the following changes would be beneficial:	Inspire students to keep a nature journal (e.g. See: http://www.smithsonianeducation.org/educators/lesson_plans/journals/smithsonian_siyc_fall06.pdf)

Principle	Rating	Explanation
Bias Minimization	Good	All assertions are widely accepted as general knowledge.
Multiple Dimensions of Problems & Solutions	Good	A variety of different dimensions can be addressed through the suggested activities. It will be up to the teacher and students to determine the depths to which the learning exploration will go.
Respects Complexity	Very Good	The approach is almost an action-research approach that immerses the student.
Action Experience	Good	The action experience grows out of the lesson. They are often simple actions that are intended to change the students' attitudes and behaviours, as well as their connection to nature. Though changing communities is not a part of this module, it could be a result of individual changes. Think Tolstoy: "...everyone thinks of changing the world but nobody thinks of changing himself..."
Action Skills	Poor/Not considered	No skills are explicitly taught.
Empathy & Respect for Humans	Poor/Not considered	Not an aspect of the resource.
Personal Affinity with Earth	Good
Locally-Focused	Very Good	From a B.C./West Coast perspective, the legend and artist components help to ground this unit in our location.
Past, Present & Future	Good	The focus of this module is on the past and present, however, the other modules in the resource would likely shift the focus on the future.

Pedagogical Approaches

Principle	Rating	Explanation
Open-Ended Instruction	Good	The lessons utilize coupled inquiry - a combination of guided and open inquiry
Interdisciplinary and Multidisciplinary Learning	Very Good	Lessons are multidisciplinary.
Discovery Learning	Mediocre	More construction/co-construction is needed to ensure that knowledge building takes place.
Values Clarification	Good	Students write poetry and draw nature.
Differentiated Instruction	Good	There is opportunity for cognitive and affective learning. Learning styles, and personal strengths come into play.
Experiential Learning	Very Good
Cooperative Learning	Poor/Not considered	Students could work in peer groups to complete some of the activities, however, the suggestions are worded as if the activities are for individuals.
Assessment & Evaluation	Good	Reflective opportunities are integral to some of the ideas, but no formal self-assessment is provided.
Peer Teaching	Mediocre	Students present their learning.
Case Studies	Very Good	Case studies are local to B.C.
Locus of Control	Good	Choice is a part of every action experience.

Relevant Curriculum Units

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Alberta
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British Columbia
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Manitoba
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New Brunswick
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Nova Scotia
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Nunavut
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Ontario
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Prince Edward Island
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Quebec
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    - TO REPRESENT HER/HIS LITERACY IN DIFFERENT MEDIA
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    - Appreciates works of art and cultural objects from the world's artistic heritage,
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Saskatchewan
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Yukon Territory
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Biodiversity: The Spice of Life (Module 1)

Backyard Diversity and Beyond

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

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Biodiversity: The Spice of Life (Module 1)

Backyard Diversity and Beyond

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Description

General Assessment

Sustainability Education Principles

Pedagogical Approaches

Relevant Curriculum Units

Brought to you by