Tag Archives: Jigsaw

Fish Farming and Local Environments

Learning Outcome

Students evaluate the human impacts on local ecosystems.

Steps to the Lesson

  1. Complete a video Anticipation Guide.
  2. Watch a video on Salmon Gills Analysis.
  3. Research the issues surrounding fish farming and local salmon populations.
  4. Create promotional brochures supporting or refuting the benefits of salmon farming.
  5. Reflect and review the information presented.

CONNECT

Goal:

Students will gain an understanding of the impact salmon farming has on local wild salmon populations.

Task:

Students will create promotional brochures advocating the position of a society either for or against salmon farming.

Activate Prior Knowledge:

Students complete an Anticipation Guide prior to viewing a video on how salmon are affected by environmental and human factors. Students answer the questions on the sheet prior to video viewing and then reflect on whether their answers agreed with the information presented in the video.

Predict and Question:

Ask the students what questions they may still have on how environmental and human factors effect salmon popluations. What are they wondering about?

PROCESS

Video

Reminder: It is important to stop throughout the video and give students (A/B partners) opportunity to talk or respond to the video.

Videos

Screen Shot 2015-04-27 at 1.41.13 PM

(Video Length: 5 mins)

 

Break students into groups of five. Teachers print out and distribute information from the following links.

Why BC Lifted The Moratorium on Fish Farms

Fish Farms and Sea Lice

Lice From Fish Farms Killing Wild Salmon

Salmon Farms Teeming With Lice Threaten Wild Fish

Give each group one article and do a Jigsaw activity.

TRANSFORM

Students will create promotional brochures advocating the position of an organization that either supports or refutes the benefits of salmon farming in British Columbia. Using the above links or other research, students create a standard tri-fold brochure with images and text that advocates their chosen position. Once completed, the students will present their brochures to the class and defend their positions.

REFLECT

Teacher prints and enlarges a review activity commonly known as a ‘cootie catcher’. Students cut out the image and fold into the ‘cootie catcher’ shape. In A/B partners, students write their own review questions and answers on the lesson material. (Note: these questions and answers should attempt to balance both the Pro and Con sides of the fish farming issue.) For an example, print and enlarge a sample ‘cootie catcher’ with practice questions already prepared.

Extend learning or next lesson

Students complete an in depth research report on BC Fish Farming; considering perspectives from both the Fish Farming industry and the anti-fish farm movement.

Lesson One Witten Response

Environmental Stewardship

Teacher Note: Depending on the length of class time available, this lesson may take 2-3 sessions to complete.

Learning Outcome

Students evaluate the human impacts on local ecosystems.

Steps to the Lesson

  1. Listen to an audio recording of a speech by Chief Seattle.
  2. Discuss main ideas of the speech with a class brainstorm.
  3. Preview a list of phrases from a video presentation.
  4. Watch a video on Salmon Stewardship in the Fraser River.
  5. Research articles and conduct a Jigsaw Instructional Activity.
  6. Complete a Thinking Yes/Thinking No activity on an issue concerning the Fraser River.
  7. Create a piece of written text about the importance of taking care of the environment.
  8. Reflect on new understanding.

CONNECT

Goal

Students will gain an understanding of stewardship through an Aboriginal World View.

Task

Students will write a piece of written text (journal reflection, letter, poem, speech) which sends a message to others about the importance of taking care of our environment.

Activate Prior Knowledge:

Part One

In 1854, Chief Seattle, a leader of the Suquamish and Duwamish First Nations in Washington State, gave a speech at a large outdoor gathering in Seattle. There have been many versions re-written of the speech since then (by other authors) but the speech has been widely cited as ‘a powerful, bittersweet plea for respect of Native American rights and environmental values.’

(Historylink.org)

For more information on Chief Seattle’s speech, please visit the HistoryLink.org website.

Students listen to the following audio recording of Chief Seattle’s speech. Credits for this recording are as follows:

Reader: Lekeyten (Kwantlen First Nation)

Kwantlen Song: Lekeyten, Cheryl and Brandon Gabriel (accompanied by Bryan Nelson)

– Used with permission from Susan Jeffers (Brother Eagle, Sister Sky) –

Note: This audio recording is used with permission from the Kwantlen Nation and is to be used solely for the purpose of the Aboriginal Curriculum Integration Project.

While listening to the audio recording, students track their thinking and highlight five key points from the speech using a What’s Important and Why sheet. Questions students should consider include: What is Chief Seattle’s message? What were his concerns?

Reminder: It is important to stop throughout the recording and give students (A/B partners) opportunity to talk or respond to the audio.

Environmental Stewardship Seatle Speach 1

(Story Length: 10 mins)

Click here to Read Transcript

Once the audio recording has been played through and students have completed their What’s Important and Why sheets, students compare their thoughts in A/B partners and then report to the whole class. Teachers can then highlight key class ideas and themes with a brainstorm on the board.

Part Two

Students will now watch a video presented by Lekeyten of the Kwantlen First Nation.

Teachers distribute a list of phrases from Lekeyten’s presentation. In A/B partners or small groups, students read the phrases and share their predictions about what themes will be presented in the video.

Predict and Question:

Ask the students what questions they may have about environmental stewardship and the stewardship of salmon species. What are they wondering about?

PROCESS

Video

Distribute a second What’s Important and Why sheet for the students to track their thinking and identify five important facts from the following video on salmon stewardship.

Reminder: It is important to stop throughout the video and give students (A/B partners) opportunity to talk or respond to the video.

Environmental Stewardship Video

Click above to view video 

 

Break students into groups of five. Teachers print out and distribute information from the following links.

Fish in a Ditch

Threats Facing the Fraser River

BC’s Miracle of the Fishes

TBuck Suzuki Environmental Foundation Brochure (Part One)

TBuck Suzuki Environmental Foundation Brochure (Part Two)

Give each group one article and do a Jigsaw activity. For information on how to do the jigsaw strategy visit the following link:

Jigsaw Instructional Strategy

Once students have completed the Jigsaw strategy, using the new information they have just learned, they complete a Thinking Yes/Thinking No sheet considering the question “Are human actions solely to blame for disappearance of Fraser River salmon?”. Students should write information showing both sides of the question on their Thinking Yes/Thinking No sheet.

TRANSFORM

Chief Seattle had a great deal of insight into the problems and challenges that were to come in the future. Review the text of Chief Seattle’s speech and consider some of the main ideas that Chief Seattle shared in his speech. For example, consider the following ideas from the text:

– What ever befalls the earth befalls the sons and daughters of the earth.

– This we know. The Earth does not belong to us, we belong to the earth.

We did not weave the web of life, we are merely a strand in it. Whatever we do to the earth we do to ourselves.

Taking the text of Chief Seattle’s speech and Lekeyten’s words into account, students now create an original written piece of text that sends a message to others about the importance of taking care of our environment. The written text may consist of the following:

  • Journal Reflection
  • Letter to a local newspaper
  • Speech to be presented in front of the class or school assembly
  • Poem (Free verse or rhyming stanzas)

REFLECT

On the back of their ‘What’s Important and Why’ sheets, in a journal, or on a separate piece of paper, students write a reflection on how their attitude towards salmon stewardship and environmental stewardship has changed. What ideas presented in the audio and video recordings impacted their thinking the most?

Extend learning or next lesson

Invite visitors from local environmental groups to discuss human impacts on local lakes, rivers, and tributaries. If this isn’t possible, students locate and present articles that demonstrate local, regional, or national initiatives which help the environment.

Lesson 1 Writing & Reflecting

Relating the Historic Canadian Fur Trade in the

Global Economy

Learning Outcome

Students will assess the impact of the fur trade on exploration and settlement.

Steps to the Lesson

  1. Conduct a Jigsaw Activity with four articles on the fur trade.
  2. Watch a video on the impact the beaver had on the development of Canada.
  3. Complete a Four Quad graphic organizer while viewing the video.
  4. Play a ‘Chocolate Game’ to develop understanding of modern trade practices.
  5. Write a reflection on the Fur Trade and modern trade practices.
  6. Reflect on the process.

CONNECT

Goals:

Students will be able to:

  • identify the main factors leading to the development of the North American fur trade.
  • relate the elements of the North American Fur Trade to the modern global trade economy.

Task:

Students play “The Chocolate Game”, a game which hilights the disparities in world trade, and write a reflection on the process.

Activate Prior Knowledge:

Students conduct a Jigsaw Activity on the following four articles:

  1. For Want of a Hat
  2. The Fur Trade in North America
  3. The Role of Mercantilism in Colonialism
  4. A Savage Commerce

For information on how to do a jigsaw activity, please visit the following link:

Jigsaw Instructional Strategy

Once the students have reported back to their ‘home’ groups in the Jigsaw activity, students record their thoughts for each article on a What’s Important and Why sheet.

Predict and Question:

The students will now watch a video on how the beaver impacted the development of Canada from a Métis perspective. Have students make predictions about the video based on the articles they have read. What are they wondering about? What questions do they have?

PROCESS

Reminder: It is important to stop throughout the video and give students (A/B partners) opportunity to talk or respond to the information. Students can track ideas on a Four Quad note sheet during the video.

Videos
(Video Length: 3 mins)

 

The Hudson’s Bay Company was one of the world’s first multinational companies that extracted resources from a foreign land and turned those resources into high profit status goods for sale in their home country. There are many modern examples of multinational corporations which continue the practice of resource extraction in foreign countries and converting those resources into high profit status goods in their domestic economies. Teacher brainstorms on the board examples of modern multinational corporations (ie. Nike, The Gap) and the products they create.

For further understanding of how wealth is distributed from countries supplying resources to multinational corporations, students play ‘The Chocolate Game’ located at the People and Planet.org website.

TRANSFORM

Students write to explain their thoughts and opinions on the Fur Trade, the Hudson’s Bay Company, and the practice of multinational corporations in the 21st century. The length of this writing piece can be determined the teacher (ie. essay, paragraph) but the intention is for individual accountability.

REFLECT

On the back of their What’s Important and Why sheet, students write two things they now know about the Fur Trade that you didn’t know before. Students then write one question they still have about the topic.

Extend learning or next lesson

Students research more information on multinationalism and world poverty. Some websites include:

People and Planet

YouThink

Global Exchange