Tag Archives: visual representations

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 Writing and Representing

Writing and Representing

Child of Tears

Learning Outcomes

  • develop personal responses to materials and support their responses with reasons, examples, and details.
  • demonstrate pride and satisfaction in using language to express their thoughts, ideas, and feelings in various written, oral, visual, and electronic forms.

Steps to the Lesson

  1. Conduct a Place Mat activity on what social responsibility looks like.
  2. Watch Raven Tales episode ‘Child or Tears’.
  3. Write a journal reflection, create a poster, or drama presentation.
  4. Reflect on the process.

CONNECT

Goal:

Students will develop a better awareness of their personal actions and being socially responsible.

Task:

Students will write a journal reflection, create a poster, or drama presentation to demonstrate their understanding of what it means to be socially responsible.

Activate Prior Knowledge:

Students break into groups of two to four students and do a Place Mat activity on what being socially responsible looks like (ie. showing respect, accepting other ideas). If their school has some schoolwide themes on social responsiblity, teachers should try to highlight them in the discussion.

Predict and Question:

Teacher explains to the students they will be watching a video of Raven Tales called ‘Child of Tears’. Ask the students to predict, given the title of the video, what the story will be about? What are the students wondering?

PROCESS

Video

Students watch the Raven Tales epsidode titled ‘Child of Tears’. (Video length: 25 mins)

raven_tales

(Note: Teachers can book the episode of Raven Tales from their district Resource Centre)

Viewing Notes: Depending on the class or teacher preference, students can either watch the video completely through and then discuss, or the teacher can stop throughout the story and give students (A/B partners) opportunity to talk or respond to the story.

Once the video has been viewed, student groups review their Place Mats and, with a highlighter, highlight words and connections they feel were represented in the Raven Tales episode.

TRANSFORM

After highlighting various social responsibility themes in the episode ‘Child of Tears’, students complete one of the following transformation tasks:

  • Students write a journal reflection on what it means to be socially responsible in a school setting or in their local community. One possibility for reflection is students can give an example of an event in their lives when they took responsibility for their actions or, in contrast, avoided responsibility and regretted their decision.
  • Students create a drama presentation that focuses on the social responsibility themes identified in the Raven Tales episode. A written script should be created and, once completed, students present their drama creation in class or at a school assembly.
  • Students create a poster for display in their school. The poster should contain a message and images of how to act socially responsible in school and in their community. Themes for the posters should derive from themes identified in the Raven Tales episode.

REFLECT

In their journals or on a separate sheet of paper, students reflect on the lesson and consider the following:

  • What did I like/dislike about the Raven Tales episode Child of Tears?
  • Has my thinking changed about being socially responsible in my school, home, and community? How? Why? Why not?

Extend learning or next lesson

Students develop a personal action plan on how to be more socially responsible in their personal lives. The action plan can consist of a weekly/monthly plan where students monitor their actions and evaluate them according their action plan goals.

Poetry Lessons

The resources on this page support the following poems.
Lessons
“And My Heart Soars” – Chief Dan George
“If….This is the World” Philip Kevin Paul
“When the Mask Opens” Philip Kevin Paul
Additional Poetry Lessons 
Free Verse Poetry Writing

And My Heart SoarsActivate Prior Knowledge
Question using Georgia Heard’s “Poet’s Toolbox”
Circle of Courage“Circle of Courage” (Dr. Martin Brokenleg , Larry Brendtro, Steve van Bockern)
cloze-PoemCloze Poem Activity And My Heart SoarsMy Heart Soars
student workExamples and Pictures of student work Circle of courageCircle of courage
If this is the WorldThis is the world Assesment CriteriaCriteria for Assessment and Evaluation
When the Mask Opens
When the Mask Opens
When the Mask Opens Activity When the Mask Opens Activity
When the Mask Opens examples
When the Mask Opens Students Work

Lessons
“And My Heart Soars” – Chief Dan George
“If….This is the World” Philip Kevin Paul
“When the Mask Opens” Philip Kevin Paul