teachbcdb.bctf.ca · web viewinvite learners to look at the text and their work so far, and...

Grizzly Conservation Lesson Plans

Compiled and written by Andree D”Andrea

January 2015

1

Forward

The Rationale for creating these plans was to give teachers and their students an opportunity to examine the conditions surrounding the Grizzly bears in British Columbia.

Planning with an End in Mind …..Format for planning

Each lesson plan created uses a format for learning we call Planning with an End in Mind. We asked ourselves the following questions during the design of these plans.

What essential questions, complex understandings, and/or conceptswill be developed through this plan?

What tasks will I use to guide the learning... as an outcome forthis lesson, and overtime to develop more sophisticated learning?

What authentic role/s will I use to build ownership for the learning? What learning outcomes will be developed and assessed?

Creating the context for Learning using Tools for Cognition

These lesson plans are divided into 4 parts. Included are suggestions for Cognitive tools/strategies to use, for each part of the lesson with no intention that instructor must adhere to these. Descriptions of each tool are included with the plan.

1. How do I Connect the learner to build and activate their prior knowledge? What Cognitive tools can be used to help learners to set goals, anticipate, predict and questions about the content or topic?

2. How will I engage the learner to Process the Information (thinking with Text print, media, hands-on experiences…)? What Cognitive tools/strategies will I use to engage the student in gathering ideas, discuss, refine and extend their understandings? What tools will best develop the targeted skills and scaffold learners toward the end task (s)?

3. How will I Transform the Learning? What Cognitive tools/strategies will I use to guide the learner to generate a demonstration of their understanding and show what they know?

4. How will I help learners to Reflect on their Learning? How can I encourage Metacognition and inspire students to notice their new ideas, their connections and questions regarding their learning for each lesson?

2

Lesson 1 – Comparing and Contrasting Hunter Guide and Ecotourism brochures-

Learning Outcomes-

English 10-Oral Language -responding to texts personally, critically and creatively; Reading and Viewing- identifying the influence of historical and cultural factors on texts; analysing and evaluating informational texts, Writing and Representing – creating thoughtful personal responses, evaluating ideas and synthesizing and extending thinking; English 11 -Oral Language- explaining and arguing; responding to texts personally and critically – Reading and Viewing – identifying the influence of historical and social factors in texts; analyzing and evaluating informational texts-Writing and Representing – create thoughtful personal responses, evaluating ideas, and synthesizing and extending thinking.English 12-Responding to texts personally, critically and creatively, explaining, arguing.Reading and Viewing- identifying and challenging bias, distortion and contradictions in texts; analysing and evaluating.Writing and Representing – creating thoughtful personal responses, evaluating ideas, and synthesizing and extending thinking.Socials 11 – applying critical thinking including questioning, copying, drawing conclusions, and defending a position.

______________________________________________________________________________Goal

Students will be able to evaluate and articulate the positions of hunter guides and Eco tourists.

Students will be able to articulate and substantiate their personal view of grizzly sport hunting.

CONNECTING (Accessing prior knowledge)

Task 1: Using the Cognitive tool Weaving with Images and or words, Learners are invited to examine two sets of words or phrases taken from the two brochures. The learner is asked to use the words after they have sorted them to generate and justify a prediction. The words and/or phrases should be sorted into at least 3 categories

Cognitive Tool descriptor Weaving with Images and Words… to Sort•Categorize•Question Predict/Justify Using Vocabulary words from text students will sort words and phrases and generate a prediction collaboratively. It is recommended that they actually cut out the words first and then sort into at least 3 categories and justify why they choose each category. This tool is an enhanced version of our old favourite, Sort and Predict (Brownlie, Close and Wingren, 1988).

3

Weaving with Images or text (Task 1 Connecting)

(Grizzly Bear watching tour)

Cost of tour $1,890

snow capped observe

pristine salmon river

glacier fed water falls

intimate experience

a unique view

emerging from

hibernations

unique fishing

technique

unique ecology

interpretative rain forest

walk

environmental

embassador

4

Weaving with Images or Text (Task 1 Connecting)

(Hunt BC Canada)

extremely sought after

boast high population

undisturbedhabitat

Trophy opportunitie

s

cannibalistic mature

natural threat

Hunt prices$13,500

predatory instinct

harvest a grizzly

gorge themselves

predictable lifetime passyou by

5

Task 2: Using the Cognitive tool Entry Points following the completion of Task 1 Learners will generate a hypothesis for each article and generate questions using the following statements

Article 1 - Using the Brochure - BC Guide Outfitters- Hunting Grizzly Bear in BC Canada This is found at http://www.bcguideoutfitters.com/grizzly.html

What attitudes toward nature and the grizzly in particular are portrayed in the following statements: (put the following statements on an overhead or whiteboard for class to examine)

1. “…increases the population by removing some of the cannibalistic mature grizzly.”

2. “… the predatory instinct to find moose calves kicks in.”3. “… the concentration of bears allows tree stands to a very successful and safe

way to harvest a grizzly.”4. “Don’t let this trophy of a lifetime pass you by”.

Article 2 - Grizzly Bear Watching tour in British Columbia, Canada. This is found at

http://www.responsibletravel.com/holiday/2081/grizzly-bear-watching-tour-in-bc

What attitude toward nature and the grizzly in particular are portrayed in these statements: (put the following statements on an overhead or whiteboard for class to examine)

1. ” A unique view into the world of the grizzly.”

2. ” This is a place of spectacular beauty…”

3. ”There is nothing like seeing your first grizzly emerge from the forest.”

4. “We have the privilege to guide people into a remote wilderness are and take our responsibility as environmental ambassadors very seriously.”

Cognitive Tool descriptor: Entry Points –

The task of developing a prediction or hypothesis is set. In A/B partners students examine a title, artefacts, a picture or graphic, a set of clues or snippets of language from a text, one clue at a time. After each clue is discussed, learners are invited to choose one or more of four entry points to activate their thinking on a topic: generating images and sensory details, predicting or hypothesizing, generating questions, generating important ideas. As they work to develop what they know, the teacher encourages them to stretch into all four choices telling them that each choice represents a different learning style and that by exploring each choice they are activating more pathways in the brain. After a length of time, through A/B partner’s interaction, students notice similarities and differences, and add new ideas to their thinking. In A/B partners, they work to collaboratively generate oral predictions, listen to a selection of drafts to develop a T-square of criteria for powerful predictions, generate individual predictions, reflect on the effects of the

6

http://www.responsibletravel.com/holiday/2081/grizzly-bear-watching-tour-in-bc

http://www.bcguideoutfitters.com/grizzly.html

Entry Points process on their thinking, and then set goals for further predicting/hypothesizing.

PROCESSING – thinking in chunks with text

Hand out a copies of the Brochures - BC Guide Outfitters- Hunting Grizzly Bear in BC Canada and Grizzly Bear Watching tour in British Columbia, Canada

Task 1: Learners will Read both Articles (Hunting Grizzlies and Grizzly bear watching tour) using the Cognitive Tool INSERT to aide their understanding of the texts

INSERT- Learners read (or view) a chunk of text inserting symbols as they read or view (adapted from McLaughlin and Allen, 2002). Many symbols can be used. We start with five basic ones:

o A check mark for things you already know and are comfortable witho A plus sign for something you just learnedo An exclamation mark for something that surprised or challenged youo A question mark for something you question, wonder about or find confusing.o A minus sign for something you worry about or something that contradicts what

you already know.

Task 2 Partner Talk – Partners discuss and report out What similarities and differences do you notice in the two pieces of writing?

Task 3 – Have the students use a Using the Cognitive tool Venn Diagram to chart similar and conflicting views after they have read and discussed both articles.

TRANSFORMING - generate a demonstration of understanding

Task 1 Using the Cognitive tool – Powerful Solutions- students will answer the question

Question- Hunter Guides view grizzly harvesting as a legitimate way of earning a living. Many in the environmental movement view the grizzly hunt as a barbaric slaughter. What is your view of the issue? Do you see a way in which the interests of the two can be reconciled?

Cognitive Tool descriptor Powerful Solutions –

Through this decision-making/problem solving process learners identify attributes or qualities they want to see as outcomes in a decision or problem. They then work to develop a number of possible solutions. Each possibility is tested using the identified attributes, a decision is made, and then the learner identifies the pluses and minuses of the decision or solution to the problem. Learners reflect on the process and set goals for the next time they have to make a decision or solve a problem.

7

Lesson 2- Examination of Factors Influencing Grizzly Population in BC

Learning Outcomes-

Geography 12 E4- Species depletion

F1-Resources and Environmental Sustainability-

Socials 11 applying critical thinking including questioning, copying, drawing

conclusions, and defending a position.

______________________________________________________________________

GOAL

Students will develop a personal understanding of the role of human activity on the grizzly population.


Task 1 - Using photo(s) of dead grizzly- (there are many pictures of slaughtered grizzlies posted on line. It is up to the teacher to decide what photo to show his/her class. Some are very graphic and may be upsetting for younger students.) Learners engage using Cognitive tool Partner Picture-talk to analyze a picture/photo. They use the picture generate a prediction collaboratively. Following the collaborative predictions a T-square of criteria for what makes an outstanding prediction is developed. Learners use the criteria to set goals prior to generating an individual prediction.

Cognitive Tool descriptor Partner Picture-TalkLearners are challenged to think like photographers or photojournalists and identify attributes to look for in a picture.

a) In partners students are invited to study the first picture. To start the process, the teacher challenges the learners who are set up in A/B partners, to talk about important images and details, and to talk about a story that might be going on in the picture.

b) Partner one turns away and begins picturing:I’m picturing _________________________. (Uses words to describe feelings, motion, senses, shape, and color) to describe what they remember about the picture they have studied.

Partner 2 has the picture describes the picture and stimulates their partners thinking by saying:

You could say more about______________. Tell me more about ___________________.

c) Both partners re-examine the picture and Partner one will say:

I noticed I pictured ____________________ I noticed I didn’t picture _________________

8


Task 1 - Have students approach this assignment as though they are thinking like a or in the role of a journalists who are critically analyzing both articles

Article 1- Grizzly Bear Population Status in BC (2012) – http://www.env.gov.bc.ca/soe/archive/print_ver/plants-and-animals-/ 2012_Grizzly_Bear_Population_Status_BC.pdf

Article 2 - Pynn, Larry. (2013, September 4)“Coastal natives say the public supports a ban on bear trophy hunting, but B.C. gov’t is not moved” Vancouver Sun.

http://www.vancouversun.com/story_print.html?id=8870564&sponsor=

Task 2 - Have students read both articles Grizzly Bear Population Status in BC and the Pynn article –using the Cognitive Tool- What’s Important and Why? (Copy and handout black line master for What’s Important and Why?) to help with their understanding and critical analysis of the articles.

Cognitive Tool descriptor What’s Important and Why?

This popular tool develops saliency and substantiation. A demonstration task is set. The teacher often models the tool-use by reading and analyzing a chunk of text thinking – aloud about what is important to her and why. Students are invited to notice and talk about how the teacher identifies what is important and why. Next the teacher invites partners to read, view or listen to a chunk of information and partners work collaboratively to identify and justify what is important and why. They rehearse their understandings and one partner stands to report and justify thinking. The class will refine and expand their understandings. Usually 2-3 chunks are processed before learners (see backline below)

10

http://www.vancouversun.com/story_print.html?id=8870564&sponsor

http://www.env.gov.bc.ca/soe/archive/print_ver/plants-and-animals-/2012_Grizzly_Bear_Population_Status_BC.pdf

http://www.env.gov.bc.ca/soe/archive/print_ver/plants-and-animals-/2012_Grizzly_Bear_Population_Status_BC.pdf


Task 1 - Use the Cognitive tool Write in Role –In non-fiction, students write as a reporter, an observer or an expert, to explain in detail what is important. Following this written work instructor ask students to read aloud samples of their writing to notice what is powerful or what works in the writing.

- Task 2 - Ask students to create a Tag line – a line which captures the essence of their essay-

Cognitive Tool descriptor - A 5-7 word Tagline: Invite learners to look at the text and their work so far, and generate a 5-7-word tagline that sends an image and a feeling. This action has the power to double comprehension (OECD, 2010). Hear samples as they are unfolding… invite the class to notice what works, what’s powerful in the keyword gist. As they hear and refine possibilities, invite them to refine or extend their ideas.

12

-

Lesson 3. Atrophy in British Columbia Bear Management – (Abstract) – A.D. de Leeuw.Socials 11 – applying critical thinking including questioning, copying, drawing conclusions, and defending a position.

English 10- Oral Language -responding to texts personally, critically and creatively; Reading and Viewing- identifying the influence of historical and cultural factors on texts; analysing and evaluating informational texts, Writing and Representing – creating thoughtful personal responses, evaluating ideas and synthesizing and extending thinking;

English 11 – Oral Language- explaining and arguing; responding to texts personally and critically – Reading and Viewing – identifying the influence of historical and social factors in texts; analyzing and evaluating informational texts-Writing and Representing – create thoughtful personal responses, evaluating ideas, and synthesizing and extending thinking.

English 12- responding to texts personally, critically and creatively, explaining, arguing; Reading and Viewing – identifying and challenging bias, distortion and contradictions in texts; analysing and evaluating; Writing and Representing – creating thoughtful personal responses, evaluating ideas, and synthesizing and extending thinking

__________________________________________________________________________

GOAL

Students examine the use of language in a persuasive piece of writing

This piece of writing is used with permission of Mrs. De Leeuw. Mr. de Leeuw who passed away in September, 2014 was a professional biologist with extensive sport fisheries management experience. He was employed as a Senior Habitat Protection Biologist with the BC government. This document was produced privately and do not reflect the views of the provincial government.

De Leeuw,A.D. Atrohpy in British Columbia Bear Management.2002

http://www.env.gov.bc.ca/fw/wildlifeactreview/feedback/docs/warp_ADdeLeeuw_june2607.pdf


Task 1 - Teachers will copy the 4 quotes for students to read. Using the Cognitive tool Weaving with Text Students read the first two quotes and discuss in A/B partners to generate predictions and then read the final quotes and agree on a prediction.

1. “…trophy hunters want to kill exceptional or large animals.”2. “the food hunt is essentially honest.”

13



3. “… a suite of complex interests that outweigh killing them for sport.”4. “… morbid kind of theft.”

Cognitive Tool descriptor Weaving with Images and Words… to sort•categorize• question•predict/justifyWeaving with Images and Words…– Using Vocabulary words from both articles students will sort words and phrases and generate a prediction collaboratively. This tool is an enhanced version of our old favourite, Sort and Predict (Brownlie, Close and Wingren, 1988).

Cognitive Tool descriptor Structured A/B Partner-talk

1. Why?What is the purpose? How will the interactions deepen and enhance curriculum concepts, and development communication skills? How will I structure the talk to purposefully balance brain processing?

2. Structure What is the task? All A/B partner-talk is carefully tasked. Partner’s work through a task then one partner rehearses what (s) he is going to say, and stands to report out the results of the partner interaction. Standing gives authority to the ‘talk’ and the movement helps the learners integrate their ideas.

We start with very simple ways of deciding who is A and B, then move quickly to using a concept or skill focus as a way to decide the roles in the partnership.

Example:

Person with the longest hair... Person with the smallest shoe... A thinking way to decide A/B: we will know if you come up with a thinking way if no

one else in the class if no one else has the same idea The concept of courage is really important in our reading today. Think of a courage way

to decide who will be A and who will be B.Speaking in sentences leads to writing in sentences, and it also exercises the motoric

function of the brain:

My partner __ and I predict _______ because_____________. ____ and I wonder ______ because _____________________. My partner _ and I decided who would be A and who would be B by ___ therefore, I am

_____ because _____________.3. Deciding Partners Learners’ social interaction skills -- their strengths and challenges -- guide the partner configurations. We mix partners in many different ways: quiet with quiet, more vocal with more vocal – mixing abilities; randomly, using personalized cards or sticks; by counting off 1-12, 1-12, then having partners thoughtfully acknowledge their partner when you call out a number. Keep a constant eye on the body language to ensure all responses are respectful.

4. Development of Structured Partner-talk

14

A/B talk involves a task that stimulates thinking and talking with a partner. These tasks include explaining a personal goal, activating what we know, developing a prediction, generating questions, summarizing ideas revealed in a chunk of text...

The A/B-talk version of “...turn and talk to your partner” always includes a task with one member of the team standing and reporting out. With this new version comes deeper engagement, more accountability, the honouring of contributions, more respectful interactions, and the spreading of ideas and connections across the class. When you see structured partner-talk in action, you will see learners:

Demonstrating positive body language – knee to knee, eye to eye Focusing on a clearly defined task Sharing of ideas Sending and receiving images and details, important ideas Explaining what their partner knows and thinks Reporting new ideas, summaries, predictions, collaborative questions Explaining similarities and differences Listening with body language – Listening to a partner the way they want a

partner to listen to them

5. Criteria for powerful speaking and listening are developed with the learners.

Oral language performance scales, based on outcomes in the curriculum, reflect the qualities of listening and speaking teachers and students work hard to develop. The scales guide teacher planning, teaching, and observing. Criteria developed with the learners, reflect the qualities seen at the highest levels on the performance scales. Learners set goals and reflect on their achievements using the criteria. The ultimate goal of AB partner work is for the learners to one day be their own AB partners. The cycles of metacognitive engagement offer learners opportunities to develop deep understandings of important communication skills -- complex skills that build social intelligence.


Task 1 Students are given a copy of the text (Atrophy in B.C. Bear Management) and using the Cognitive tool INSERT to critique the text.

Cognitive Tool -INSERT- Learners read (or view) a chunk of text inserting symbols as they read or view (adapted from McLaughlin and Allen, 2002). Many symbols can be used. We start with five basic ones:

-A check mark for things you already know and are comfortable with

-A plus sign for something you just learned

-An exclamation mark for something that surprised or challenged you

-A question mark for something you question, wonder about or find confusing.

-A minus sign for something you worry about or something that contradicts what you already know.


15

Task 1 Students discuss using Cognitive tool AB partner talk the effectiveness of the author’s use of language and imagery. The teacher might ask what are the most effective phrases or unique qualities of this abstract? Which phases are less effective? Why? The teacher may also use the Cognitive tool Mining for Gold to help students form a position regarding the importance of the statements in the text.

Cognitive Tool- Mining for Gold – Learners are positioned in A/B partners to summarize and synthesize new learning. A is identified as the person to start the play by saying, “What’s important about ____?” When B responds, A says, “Why is that important?” To that response A replies, “And why is that important?” and again to that second response, “And why is that important?” At that point they will have a nugget of understanding to write down on a piece of paper. Roles reverse. The cycle continues until the teacher calls time. Pairs rehearse the thinking behind their nuggets, and prepare to present their understandings.

16

Lesson 4- Craigan, Charlie.Mayuk The Grizzly Bear – A Legend of the Sechelt People.Gibsons; Nightwoood Editions.1993Learning outcomes –

Grade 4 Language Arts –Reading and Viewing- making inferences; reading strategically. Writing and Representing – writing to express and extend thinking; using criteria to revise and edit writing.

Grade 5- Reading and Viewing – making personal connections to the text; constructing meaning using genre and form. Writing and Representing – writing for a variety of audiences and purposes; analysing thinking by expressing opinions and alternatives.

Grade 6- Reading and Viewing – analysing ideas and information in texts; constructing and confirming meaning of text. Writing and Representing – writing to critique or defend positions.

___________________________________________________________________________

GOAL

students will read a legend to deepen their understanding of the power of nature


Task 1 - The teacher is using the Cognitive tool Hidden Object to engage the learners with understanding legends

Cognitive tool: Hidden Object – use a picture of bow and arrow or artefact if available.

Hidden Objects – An object with a fair amount of detail is chosen by the teacher. This object may be an actual artefact found in a text, an artefact that represents a concept, or it may be a metaphor for a concept the learners will be working with in the learning sequence. The teacher sets the ground rules and explains how the inquiry will unfold.

An example of teacher talk –

“ I have an object that is very important to our work today. I am going to invite you to begin questioning to learn what that object is. I will only be able to say yes or no to your questions. I will sometimes say things like, you could ask me more about….to stretch your thinking into categories, or if I say yes ( or no) to your question , what will that do to your thinking? Or, I might invite you to explain your thinking. We will graph the number of questions it takes us to reveal the object. This is very important as we need to develop precise lines of questioning to discover the object. Working together over time with this tool will sharpen your thinking and you will notice your thinking gets much faster.”

17

Cognitive tool: Sort and predict- Choose at least 15 key vocabulary and/or ideas from the text. Ask students to categorize these words into three to five groups and write down an appropriate title for each group. Students will categorize key vocabulary and/or ideas from the text. This strategy encourages students to apply what they already know to the categorization techniques that they uses as well make predictions about what the text may be about. As well, students may be introduced to vocabulary that might give them some difficulty. As a class, discuss the categories that everyone came up with. Looking at the categories, predict what may the text, that the vocabulary and/or key keys came from, be about.

Task 2 -Present the text to the students and do a picture walk and have the students discuss each picture using cognitive took A/B partner talk to discuss the pictures and decide what is important and why?

Cognitive Tool - Structured A/B Partner-talk

Why?What is the purpose? How will the interactions deepen and enhance curriculum concepts, and development communication skills? How will I structure the talk to purposefully balance brain processing?

Structure What is the task? All A/B partner-talk is carefully tasked. Partners work through a task then one partner rehearses what (s)he is going to say, and stands to report out the results of the partner interaction. Standing gives authority to the ‘talk’ and the movement helps the learners integrate their ideas.


Example:

Person with the longest hair... Person with the smallest shoe... A thinking way to decide A/B: we will know if you come up with a thinking way if no one

else in the class if no one else has the same idea The concept of courage is really important in our reading today. Think of a courage way

to decide who will be A and who will be B.Often learners use reporting-out frames as a visual and verbal way to support their speaking. Speaking in sentences leads to writing in sentences, and it also exercises the motoric function of the brain:

My partner __ and I predict _______ because_____________. ____ and I wonder ______ because _____________________. My partner _ and I decided who would be A and who would be B by ___ therefore, I am

_____ because _____________.Deciding Partners

Learners’ social interaction skills -- their strengths and challenges -- guide the partner configurations. We mix partners in many different ways: quiet with quiet, more vocal with more vocal – mixing abilities; randomly, using personalized cards or sticks; by counting off 1-12,

18

1-12, then having partners thoughtfully acknowledge their partner when you call out a number. Keep a constant eye on the body language to ensure all responses are respectful.

Development of Structured Partner-talkA/B talk involves a task that stimulates thinking and talking with a partner. These tasks include explaining a personal goal, activating what we know, developing a prediction, generating questions, summarizing ideas revealed in a chunk of text...


Demonstrating positive body language – knee to knee, eye to eye Focusing on a clearly defined task Sharing of ideas Sending and receiving images and details, important ideas Explaining what their partner knows and thinks Reporting new ideas, summaries, predictions, collaborative questions Explaining similarities and differences Listening with body language – Listening to a partner the way they want a partner to

listen to them

Criteria for powerful speaking and listening are developed with the learners. Oral language performance scales, based on outcomes in the curriculum, reflect the qualities of listening and speaking teachers and students work hard to develop. The scales guide teacher planning, teaching, and observing. Criteria developed with the learners, reflect the qualities seen at the highest levels on the performance scales. Learners set goals and reflect on their achievements using the criteria. The ultimate goal of AB partner work is for the learners to one day be their own AB partners. The cycles of metacognitive engagement offer learners opportunities to develop deep understandings of important communication skills -- complex skills that build social intelligence.


TASK 1 Teacher divides the book into three chunks before reading aloud:

1- Beginning of legend to “No ordinary hand could pull one of their bows”2- “One day they were paddling their dugout canoe…” to “With that, the huge animal

collapsed dead.”3- Remainder of the legend.

While the teacher is reading aloud the students are given a copy of the Cognitive tool Reading like a Writer and complete this page while the teacher is reading each chunk of text. Take time between reading the chunks and have the students share and discuss in partners.

Cognitive tool: Reading like a Writer

1. Students are grouped in partners and identified as A or B.2. Students work individually first, or in partners to search for the first focus – vivid words.

19

As you listen (or read) notice words that are vivid – ones that offer rich sensory details, tap emotions, or make you think deeply. As you talk with your partner notice when you get a new idea or a connection. We’ll stop on our usual signal.

3. Students discuss their choices with their partners, then listen to ideas shared by other teams. The teacher may once again cue the class to notice when they get a new idea or make a connection. This challenge focuses engagement and creates an openness to new ideas and new information.

4. A second focus is identified and students work to respond to the challenge. The process of partner dialogue, whole class discussion and individual documentation of new ideas or connections continues through the four interactions.

5. After the fourth focus for interaction the teacher might: bring the lesson to a close with each student reflecting:What did you notice about your thinking and learning


Task 1 When the teacher has finished processing the text with the students then students are asked to generate an understanding of the text by having them take on the role of one of the character in the book and write in role as though they were the character. They could choose to Retell the legend from the point of view of either one of the hunters or the grandfather.

Cognitive tool: -Writing in Role- in fiction and non-fiction, students write may act in role as a reporter, an observer or expert or character in the story to explain in detail what is important. They listen to a selection of student samples to notice what is powerful or what works in writing.

Following this writing the students can take turns reading short section of their writing while students or partners listen and notice what is working in each piece. Criteria could be built at this time reinforcing and helping students notice, “what makes a successful piece of writing?”

20

Lesson 5- Bears. Alastair Fothergill. Disneynature, 2014.FilmLearning Outcomes –

Grade 2 –describe some changes that affect animals (e.g. Hibernation, migration, decline in population).

-Describe how animals are important to other living things and the environment.

Grade 4- -determine how personal choices and actions have environmental consequences.

Grade 6 – analyze how different organisms adapt to their environment.

-Grade 7 –assess survival needs and interactions between organisms and the environment.

- Evaluate human impacts on local ecosystems.

-Download the free Educators Guide available on the Bears movie website.

__________________________________________________________________

21

Lesson 6-Diorama of Grizzly HabitatLearning Outcomes for Science Grade 4-7 -

-Environment – demonstrate understanding of sustainability, stewardship and renewable versus non-renewable natural resources

-Application of Social Studies

– Identify and clarify a problem, issue, or inquiry.

-Organize information from a variety of sources into a structured presentation.

_________________________________________________________________________

Goal

Students will show their understanding what is in a healthy habitat of a grizzly.


Task 1 Discussion Question- Partner Talk - What do you need to survive in a habitat? What do you suppose grizzlies need to survive in their habitat?

What would happen if they didn’t have these things?


Task 1 Inquiry Question – Students will decide on a question related to the grizzly habitat and research facts that are related to answering their question.


Task 2 - Diorama- Students use a shoebox to create a backdrop for this project. Using cut outs, play dough, or other 3D material, they will create a scene illustrating their research. For instance, if they are researching human encroachment into grizzly habitat, they may include dams on streams, roads, railways, etc.

Depending on grade level, students can present their written work in a variety of ways such as point form to paragraph form. Their written work will support their diorama. Students will present their facts and diorama to small groups or the class.

22

Lesson 7-Directed Drawing of Grizzly

Learning Outcomes- Art – Grade 4-7 -Students will follow a directed drawing strategy to create a grizzly bear. In this activity students will have the opportunity to engage in discussions about the difference between 2 dimensional and 3 dimensional (diorama), symmetry and perspective

Goal Students will have the opportunity to explore symmetry and perspective in 2D

drawing.


Task 1 - Students will reflect on their facts that they researched about the grizzly habitat and represent their knowledge in a 2 dimensional form.


Task 1 Students will follow a directed drawing lesson. Refer to http://artprojectsforkids.org/how -to-draw-a-grizzly-bear/

Task 2 After the grizzly has been drawn, students will discuss perspective and what they would like to draw in the foreground and the background.


Task 1 Students will complete their drawing and share it with their younger buddies. They will explain what they put in the drawing and why they choose those details.

23

http://artprojectsforkids.org/how%20-to-draw-a-grizzly-bear/

APPENDIXDescriptors of Strategies

Entry Points –

The task of developing a prediction or hypothesis is set. In A/B partners students examine a title, artefacts, a picture or graphic, a set of clues or snippets of language from a text, one clue at a time. After each clue is discussed, learners are invited to choose one or more of four entry points to activate their thinking on a topic: generating images and sensory details, predicting or hypothesizing, generating questions, generating important ideas. As they work to develop what they know, the teacher encourages them to stretch into all four choices telling them that each choice represents a different learning style and that by exploring each choice they are activating more pathways in the brain. After a length of time, through A/B partner’s interaction, students notice similarities and differences, and add new ideas to their thinking. In A/B partners, they work to collaboratively generate oral predictions, listen to a selection of drafts to develop a T-square of criteria for powerful predictions, generate individual predictions, reflect on the effects of the Entry Points process on their thinking, and then set goals for further predicting/hypothesizing.

Hidden Objects –

An object with a fair amount of detail is chosen by the teacher and hidden in a box. This object may be an actual artefact found in a text, an artefact that represents a concept, or it may be a metaphor for a concept the learners will be working with in the learning sequence. The teacher sets the ground rules and explains how the inquiry will unfold.

An example of teacher talk –

“ I have an object that is very important to our work today. I am going to invite you to begin questioning to learn what that object is. I will only be able to say yes or no to your questions. I will sometimes say things like, you could ask me more about….to stretch your thinking into categories, or if I say yes ( or no) to your question , what will that do to your thinking? Or, I might invite you to explain your thinking. We will graph the number of questions it takes us to reveal the object. This is very important as we need to develop precise lines of questioning to discover the object. Working together over time with this tool will sharpen your thinking and you will notice your thinking gets much faster.”

INSERT-

Learners read (or view) a chunk of text inserting symbols as they read or view ( adapted from McLaughlin and Allen, 2002). Many symbols can be used. We start with five basic ones:

-a check mark for things you already know and are comfortable with

-a plus sign for something you just learned

24

-an exclamation mark for something that surprised or challenged you

-a question mark for something you question, wonder about or find confusing.

-a minus sign for something you worry about or something that contradicts what you already know.

Mining for Gold –

Learners are positioned in A/B partners to summarize and synthesize new learning. A is identified as the person to start the play by saying, “What’s important about ____?” When B responds ,A says , “Why is that important?” To that response A replies, “And why is that important?” and again to that second response , “And why is that important?” At that point they will have a nugget of understanding to write down on a piece of paper. Roles reverse. The cycle continues until time is called by the teacher. Pairs rehearse the thinking behind their nuggets , and prepare to present their understandings.

Powerful Solutions –

Through this decision-making/problem solving process learners identify attributes or qualities they want to see as outcomes in a decision or problem. They then work to develop a number of possible solutions. Each possibility is tested using the identified attributes, a decision is made, and then the learner identifies the pluses and minuses of the decision or solution to the problem. Learners reflect on the process and set goals for the next time they have to make a decision or solve a problem.

-Sort and predict –

Students will categorize key vocabulary and/or ideas from the text. This strategy encourages students to apply what they already know to the categorization techniques that they uses as well make predictions about what the text may be about. As well, students may be introduced to vocabulary that might give them some difficulty.

Method – Choose at least 15 key vocabulary and/or ideas from the text

Ask students to categorize these words into three to five groups and write down an appropriate title for each group.

As a class, discuss the categories that everyone came up with. Looking at the categories, predict what may the text, that the vocabulary and/or key keys came from, be about.

Present the text to the students. Printed from Can Teach, Elementary Resources.

Weaving with Text … thinking like a writerThis marvellous tool was originally developed by Linda Wingren and it reflects the time-old work of apprenticing with masters. In a short story, novel, informational piece of text,

25

song, or poem the teacher chooses a set of passages (4-6), in sets of one or two actual sentences from the text that will connect in such a way that ain ideas can easily be threaded together to create a satisfying story. The passages are placed on a chart of piece of acetate and on a sheet of paper leaving gaps or writing spaces between the passages.The first two passages are revealed, the students generate possibilities for the text in the gap, they listen to each other’s ideas, and then a new passage is revealed. The process continues until all of the passages have been revealed and discussed. Individually students write their own version filling in the gaps with highly informed ideas. The process ends with the students reflecting and setting goals for the next time they weave with text.

What’s Important and Why?

This popular tool develops saliency and substantiation. A demonstration task is set. The teacher often models the tool-use by reading and analyzing a chunk of text thinking – aloud about what is important to her and why. Students are invited to notice and talk about how the teacher identifies what is important and why. Next the teacher invites partners to read, view or listen to a chunk of information and partners work collaboratively to identify and justify what is important and why. They rehearse their understandings and one partner stands to report and justify thinking. The class will refine and expand their understandings. Usually 2-3 chunks are processed before learners

Writing as an Insider to… Show not Tell with Setting an Image and T-Square

This set of tools has stood the test of time. Without fail these processes deeply engage learners andprovide a context for rich expressive writing (Britton, 1986; Brownlie, Close and Wingren, 1988, 1990, 1992). To set the writing as an insider task, the teacher engages the learners in a brief analysis of what the task is asking the students to do. They review criteria established for the learning and then the teacher reads a set of images to guide the students back over the text or experience. These image-activating statements start with sense…see…feel…hear…notice and are read slowly, with a pause after each one, to allow the brain to re-generate images and important details. The learners then write in role to show or explain what life is like for a character. In non-fiction they write as a reporter, an observer, or expert, to explain in detail what is important. They listen to a selection of student samples to notice what is powerful or what works in the writing. As a class they develop a T-Square with criterion on the left and examples from the student writing on the right. Students use the criteria to set goals for further drafts. In Writing like a Photographer they choose one of the picture frames, cluster ideas, then write to show what life is like in that particular moment in time.

Reading Like a Writer

6. Students are grouped in partners and identified as A or B.7. Students work individually first, or in partners to search for the first focus – vivid

words.

26

As you listen (or read) notice words that are vivid – ones that offer rich sensory details, tap emotions, or make you think deeply. As you talk with your partner notice when you get a new idea or a connection. We’ll stop on our usual signal.

8. Students discuss their choices with their partners, then listen to ideas shared by other teams. The teacher may once again cue the class to notice when they get a new idea or make a connection. This challenge focuses engagement and creates an openness to new ideas and new information.

9. A second focus is identified and students work to respond to the challenge. The process of partner dialogue, whole class discussion and individual documentation of new ideas or connections continues through the four interactions.

10. After the fourth focus for interaction the teacher might: bring the lesson to a close with each student reflecting:What did you notice about your thinking and learning today as you used this strategy?

use Writing in Role…To Show not Tell

invite students to generate a concept map or story map or…Adapted from: Brownlie, Fay, Susan Close and Linda Wingren (1988). Reaching for High Thought..

Structured A/B Partner-talk

Why?What is the purpose? How will the interactions deepen and enhance curriculum concepts, and development communication skills? How will I structure the talk to purposefully balance brain processing?

Structure What is the task? All A/B partner-talk is carefully tasked. Partners work through a task then one partner rehearses what (s)he is going to say, and stands to report out the results of the partner interaction. Standing gives authority to the ‘talk’ and the movement helps the learners integrate their ideas.


Example:

Person with the longest hair... Person with the smallest shoe... A thinking way to decide A/B: we will know if you come up with a thinking way if

no one else in the class if no one else has the same idea The concept of courage is really important in our reading today. Think of a

courage way to decide who will be A and who will be B.

Often learners use reporting-out frames as a visual and verbal way to support their speaking. Speaking in sentences leads to writing in sentences, and it also exercises the motoric function of the brain:

My partner __ and I predict _______ because_____________.

27

____ and I wonder ______ because _____________________. My partner _ and I decided who would be A and who would be B by ___ therefore, I am

_____ because _____________.

Deciding Partners Learners’ social interaction skills -- their strengths and challenges -- guide the partner configurations. We mix partners in many different ways: quiet with quiet, more vocal with more vocal – mixing abilities; randomly, using personalized cards or sticks; by counting off 1-12, 1-12, then having partners thoughtfully acknowledge their partner when you call out a number. Keep a constant eye on the body language to ensure all responses are respectful.

Development of Structured Partner-talkA/B talk involves a task that stimulates thinking and talking with a partner. These tasks include explaining a personal goal, activating what we know, developing a prediction, generating questions, summarizing ideas revealed in a chunk of text...


Demonstrating positive body language – knee to knee, eye to eye Focusing on a clearly defined task Sharing of ideas Sending and receiving images and details, important ideas Explaining what their partner knows and thinks Reporting new ideas, summaries, predictions, collaborative questions Explaining similarities and differences Listening with body language – Listening to a partner the way they want a partner to

listen to them

Criteria for powerful speaking and listening are developed with the learners.

Oral language performance scales, based on outcomes in the curriculum, reflect the qualities of listening and speaking teachers and students work hard to develop. The scales guide teacher planning, teaching, and observing. Criteria developed with the learners, reflect the qualities seen at the highest levels on the performance scales. Learners set goals and reflect on their achievements using the criteria. The ultimate goal of AB partner work is for the learners to one day be their own AB partners. The cycles of metacognitive engagement offer learners opportunities to develop deep understandings of important communication skills -- complex skills that build social

Tool descriptions from: Close, S. (2015). SmartThinking Tools: game-changing practices for empowering learners. Victoria: Friesen Press. Susan Close Learning or to www.smartlearning.ca

28

http://www.smartlearning.ca/

Script- Grizzlies have roamed the expanse of what is now known as the province of British Columbia long before human entered the landscape. These magnificent animals appear invincible. They are huge – standing on their hind legs they can reach an incredible height towering even the tallest person. This appearance of fiercesome power is really deceptive. The grizzly population is an exceptionally vulnerable species. Grizzlies are the second slowest reproducing mammals on earth ( second only to polar bears). Female grizzlies reproduce later in life than most mammals and produce fewer offspring. A female typically produce two offspring at a time in the interior where their diet is mostly vegetarian ; females on the coast with a protein richer diet are more likely to carry triplets than interior bears. Cubs are dependent upon the mother bear for several years. Her task of providing for her offspring as well as teaching them to fend for themselves is long and arduous. The survival of the cubs is dependent upon the care of the mother for many years. Hunters are not allowed to shoot female grizzlies, however, gender identification is difficult and one-third of slaughtered grizzlies are female. The death of the mother virtually guarantees the death of her cubs.

Grizzlies need to travel long distances to follow the food supply – salmon in the rivers in fall, berries on the slopes in summer. They are, therefore, easily impacted by human intervention. Roads and railways pose a real hazard to bears travelling from one food source to another. With increasing human encroachment on grizzly habitat, grizzly mortality on roads and railways is increasing. Logging and mining have also further eroded the grizzly habitat.

Salmon provide a staple for the grizzly. They feast on spawning salmon to build up their fat stores to see them through the long winter hibernation. Dams and human competition for these fish has become a serious detriment to the grizzly.

Encounters with grizzly are increasing as humans venture into grizzly territory in increasing numbers and with more sophisticated modes of transport. Grizzlies are virtually always the victims of such encounters.

As a result of human intervention in the lives of Canada’s grizzly, population numbers have plummeted.

According to the Suzuki Foundation – “A century ago, 35,000 grizzly bears lived in British Columbia and also flourished from Alaska to Mexico and east to Ontario. Today, only about 15,000 grizzly bears inhabit BC having disappeared from the Lower Mainland, the Okanagan and around Fort St. John.

In the face of such declining numbers, why are the federal and provincial governments still condoning trophy hunting? One only has to Google Grizzly hunting BC to be overwhelmed with advertisements to pay a hunter guide to facilitate a grizzly death. Trophy hunters are primarily non-resident hunters who must use a hunter guide. Last year hunter guides accounted for 180 grizzly kills while residents accounted for 69. These guides charge in the neighbourhood of $13,500 for the experience of slaughtering a grizzly. These hunters are taken into grizzly habitat and virtually guaranteed the thrill of using a sophisticated weapon to kill a grizzly. The grizzly has no hope of escape. These hunters then pose with their conquest as if they had really done something to be proud of. Dionysis de Leeuw, a professional biologist who worked for the Department of Fish and Wildlife wrote –

29

A fundamental problem with the hunter’s motivation for killing an animal of exceptional size … is that these trophy attributes are achievements earned by and belonging to the animal and cannot be transferred to the hunter. At its core, the trophy hunt is a morbid kind of theft.”

Mr de Leeuw was suspended without pay for publishing this and other similar observations.

The David Suzuki Foundation has given the government failing grades in grizzly bear management. The foundation issued the following evaluation:

“Our peer-reviewed study found that the government has not delivered on the plan’s goal ( the Grizzly Bear Strategy) because it has failed to implement it. The study includes a report card which assessed a letter grade of C for developing more accurate population estimates, B for increasing scientific knowledge about grizzly bears, C for improving public awareness, a D- for protecting grizzly habitat and a D for preventing overkilling of grizzly.”

Nine coastal first nations as well as the people of Haida Gwaii have issued a ban on grizzly hunting on their traditional lands. Sadly, this ban cannot legally be enforced. Hockey player, Clayton Stoner, was in First Nation territory when he butchered the little grizzly who had come to be known as Cheeky. Stoner said he was within his rights to butcher Cheeky and that he would continue to hunt. He was right. He had done nothing illegal. But what about immoral?

What does this barbaric practice say about us as a society.? How will future generations judge us? Recent polls have found that close to 90% of British Columbians find grizzly trophy hunting objectionable. An even greater number of self- declared hunters find trophy hunting unacceptable. If we live in a democracy where policy and practices reflect the values of the electorate, why is grizzly trophy hunting still legal? Why do all three levels of government choose to ignore what is so obviously a violation of the ethical values of its citizens? Government responses to questions as to why grizzly hunting is condoned site studies which they claim support that “the harvest is sustainable” Government scientists are not allowed to report directly to the public. Any research findings must be approved by a censor before publication. Any findings which do not support government positions are simply not published. Why do the provincial and federal governments staunchly refuse to acknowledge the precarious nature of the grizzly population and the overwhelming public rejection of grizzly slaughter for fun and profit. The government cannot be motivated by desire for profit as studies have repeatedly shown that ecotourism brings far greater remuneration than trophy hunting.

Why our elected representatives lack the political will to address this issue remains a mystery. Maybe we as the electorate need to make enacting legislation to ban grizzly trophy hunting a deal breaker. There is a federal election coming up in 2015. Perhaps if prospective candidates knew that their success was dependent in part upon their willingness to enact the will of 90% of their voters regarding the ban of grizzly slaughter, they might listen.

As teachers you have the honour and responsibility to work with students and to help them examine issues which will affect them throughout their lives. Life with Grizzlies existing only in zoos and sanctuaries would be much poorer.

Here’s a few things students could do:

- In the fall many people do not pick the fruit on their trees. Bears are attracted to these areas by the fruit which increases the likelihood of bear/human interaction. Individual students or whole classes can collect this unwanted produce. The Northern Lights Wildlife Shelter has agreements with trucking companies throughout the province who will

30

transport this food to their shelter. The fruit provides food for orphaned cubs throughout the winter.

- The Northern Lights Wildlife Shelter also needs soft warm receiving blankets for the rescued cubs and other baby animals. Classes could either make or raise money to buy them.

- Students can create posters, power point presentations or videos which focus on the plight of the grizzly. These could be shared with other classes, parent groups or even community groups.

- Money could be raised to donate to wildlife organizations such as Northern Lights. Art students could create paintings or sculptures to be auctioned off at school or community events. This not only raises funds for conservation groups but also brings more public attention to the plight of the grizzly.

- Raincoast conservation group has a programme in which cameras are set up in areas inhabited by grizzlies. These cameras record and send images of the grizzly in their undisturbed habitat to students in schools. This has primarily been used with first nations students but the group would like to expand the programme to many more schools. Students could fundraise to purchase these cameras and cover operating costs.

- Students may wish to attend meetings during the upcoming election and ask federal candidates about their commitment to banning the grizzly slaughter. They could also book time with candidates to educate them regarding the threat and barbarity of the grizzly slaughter. The federal government need only accept the recommendation of several reports and raise the level of concern for the grizzly from “at risk” to “endangered”. The classification of “endangered “ would an immediate and permanent stop to grizzly trophy hunting.

- Many students have parents who have hunting licences. These parent might be persuaded to enter the Limited Entry Hunting draw for grizzly. If these hunters were successful the tag could be set aside and one bear would be spared.

- These are just a few ideas. Students will be able to come up with many other creative ways to educate adults and to create change after all it is their world which will be a poorer place with the extinction of the grizzly.

-

31

Suggested Additional Resources1. Lang, Aubrey. Baby Grizzly. Fitzhenry&Whiteside.Ontario.2006.Print

Non-fiction – Grades 3-6

2. Armstrong, Reese. Elementary School Projects on Grizzly Bears

http://www.com/info_7973916_elementary-school-projects-grizzly-bears.html

3. Hume, Stephen.”Stephen Hume: Grizzly hunt fails test of science, experts say”. Vancouver Sun March 23,2014

http://www.vancouversun.com/story_print.html?id=9652306&sponsor=

4.de Leeuw, A.D. 2001- Just kill in British Columbia Bear Management –


5 de Leeuw, A.D. 1998.Limiting Hunter Entry in British Columbia Bear Management


6. Stephen Hume: It’s not hunting, and a grizzly head and paws are not trophies; Stephen Hume, Vancouver Sun columnist, September 6, 2013.

http ://www.vancouversun.com./story_print.html?id=8875523&sponsor =

7 A.D. de Leeuw. 1997.Abstract of Conflicts and Interests in British Columbia Bear Management.


8. A.D. de Leeuw, 2007. Wildlife Act Discussion Paper Comments.


9. Raincoast Conservation Foundation. Confronting uncertainty in wildlife management: performance of grizzly bear management. 2013

- http://dx.plos.org./10.137/journal.pone.0078041

10. Christian, Peggy; Chocolate , A Glacier Grizzly , the Humane Society of the United States, 1997

Add script

32

http://dx.plos.org./10.137/journal.pone.0078041





http://www.vancouversun.com./story_print.html?id=8875523&sponsor





http://www.vancouversun.com/story_print.html?id=9652306&sponsor

http://www.com/info_7973916_elementary-school-projects-grizzly-bears.html

I have received an enormous amount of help and support while compiling the following suggested lessons.

- Susan Close, a friend and retired administrator from New Westminster school district, has graciously allowed me to use her “Smart Learning “strategies. These strategies have been refined through practical application over the course of several decades. They have been instrumental in my lesson planning.

Tool descriptions from:

Close, S. (2015). SmartThinking Tools: game-changing practices for empowering learners. Victoria: Friesen Press.

-- Stephen Hume – a columnist for the Vancouver Sun. Mr. Hume’s writings have

inspired me to begin looking at ways that grizzlies, our most iconic species, might be saved for future generations. He generously forwarded me numerous resources which proved invaluable in my research.

- Lisa D’Andrea – an elementary teacher of close to thirty years of experience. She helped me craft the suggested lessons for elementary level students.

- Georgia Nieken – a friend and former colleague who retired from an administrative position in Burnaby school district. Georgia’s familiarity with current research on learning and teaching strategies as well as her willingness to help made the process a pleasure.

-

33

teachbcdb.bctf.ca · web viewinvite learners to look at the text and their work so far, and...

Documents