Grizzly Conservation Lesson Plans

Compiled and written by Andree D”Andrea

January 2015

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 concepts

will be developed through this plan?

  • What tasks will I use to guide the learning... as an outcome for

this 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 IConnect the learner to build and activate theirprior 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 Iengage 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 ITransform 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 Ihelp 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?

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.

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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 takenfrom 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 descriptorWeaving with Images and Words… to Sort•Categorize•QuestionPredict/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).

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

Weaving with Images or Text

(Task1Connecting)

(Hunt BC Canada)

extremely sought after / boast high population / undisturbed
habitat
Trophy opportunities / cannibalistic mature / natural threat
Hunt prices
$13,500 / predatory instinct / harvest a grizzly
gorge themselves / predictable / lifetime pass
you by

Task 2: Using the Cognitive tool Entry Points following the completion ofTask 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 CanadaThis is found at

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

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 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 theBrochures - BC Guide Outfitters- Hunting Grizzly Bear in BC Canada andGrizzly Bear Watching tour in British Columbia, Canada

Task 1: Learners will Read both Articles (Hunting Grizzlies and Grizzly bear watching tour) usingthe Cognitive ToolINSERTto 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:

  • 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 youalready 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 theCognitive 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 descriptorPowerful 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.

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.

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GOAL

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

CONNECTING (Accessing prior knowledge)

Task 1-Usingphoto(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 descriptorPartner Picture-Talk

Learners 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 ______

PROCESSING – thinking in chunks with text

Task 1-Have students approach this assignmentas 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) –

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.

Task 2 - Have students read botharticlesGrizzly 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?) tohelp with their understanding and critical analysis of the articles.

Cognitive Tool descriptorWhat’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 (seebackline below)


TRANSFORMING - generate a demonstration of understanding

Task 1 - Use the Cognitive toolWrite 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 tocreate aTag line – a line which captures the essence of their essay

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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.

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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

CONNECTING (Accessing prior knowledge)

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

Cognitive Tool descriptorWeaving with Images and Words… to sort•categorize• question•predict/justify

Weaving 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 descriptorStructured 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?

  1. 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 ______.
  1. 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.