Exploring Biodiversity through Inquiry

Overview:

The intention of the following learning experience is to share, facilitate, and develop an understanding of biodiversity through inquiry, related to the overall Science expectations, as well as some of the expectations in Language and Social Studies. The process begins with critical questions related to students’ own lives and the impact they have on their local environment. The purpose of the critical questions is to engage students to guide their own learning, and gain new knowledge through the triangulation of data - observation, documentation, and conversation (Watt & Colyer). This provides a framework for investigation through inquiry. Although this resource suggests a somewhat linear framework for learning, and learning goals are somewhat static in nature, authentic inquiry-based learning occurs in a very organic way, honouring the distinct culture of a classroom, and is always responsive to students’ needs. Various experiences may include, but are not limited to, experiential learning, research of content (online or otherwise), and documentation. Assessment as learning focuses on small group discussions, ongoing feedback, sharing of new knowledge, research, self-assessment, and further inquiry/questions. Culminating learning experiences may take on various forms/formats (i.e., digital). Students are also invited to share with others, enabling student agency in their school and local community.

Before:

Reflect on what you would like your students to think about, understand, and apply before, during, and at the end of the learning cycle. Professional reading fosters a general understanding while moving through the process of inquiry-based learning. It assists in giving educators a possible framework, beginning steps, ‘how to’s, etc. Some suggested readings include:

‘Inquiry: A Districtwide Approach to Staff and Student Learning’ by Dana, Thomas, and Boynton (2011). Chapter 5, in particular, is a great starting point. “Student inquiry is both a philosophy and an approach to the investigation-based organization of classroom learning…Teachers scaffold their learners through a cycle: asking question, investigating, creating, sharing, reflecting, acting, asking more questions.” (pg.90-91)

‘Natural Curiosity’ by The Laboratory School, OISE (2011). Chapter 1 provides an overview of purpose and effective strategies (i.e., ‘The Role of Knowledge Building)

‘Talking to Learn: 50 Strategies for Developing Oral Language’ by Glass, Green, and Lundy (2011). This resource lends itself well in connecting oral language during Knowledge Building, especially for students who require additional support in expressing themselves orally.

‘IQ: A Practical Guide to Inquiry-Based Learning’ by Watt and Colyer (2014). Chapter 3 – Formulate Questions, can assist educators throughout the process. This resource also contains BLM to help guide and document the inquiry process.

‘Inquiring Minds: Learn to Read and Write’ by J. Wilhelm, P. Wilhelm, and Boas (2009). This is a great resource for strategies in promoting an inquiry stance in learning. It includes planning tools, support documents, and assessment strategies.

During:

Support learning throughout in a variety of ways, including: explicit teaching (i.e., research skills, critical thinking), guided instruction, independent/small group/large group learning experiences.

Location: include inside/outside learning experiences both locally and beyond (i.e., field trips) Documentation of learning (i.e., individual student notebooks, digital, analog, or a combination

of both, a bulletin board, wall, pictures, video, etc.) Think about how the documentation will be shared and used to further the inquiry process.

Honour, address, and document ‘spontaneous’ questions as they arise….this is truly what guides the learning.

Assessment is ongoing…Section 3 of ‘‘Inquiry Minds’’ (Wilhelm 2009) includes ‘Strategies for Formative Assessment’ which can be adapted to various contexts of learning.

After:

Reflecting on the learning….this includes looking back at the beginning (i.e., initial questions), the process, sharing of new learnings, asking ‘what have we learned and how does this impact our daily lives?’.

This is the ‘actionable’ piece, where inquiry drives student agency (i.e., writing letters to city councillor asking questions about the environmental impact of a new housing complex in the neighbourhood).

Grade Level: 6

Strand and Topic: Understanding Life Systems: Biodiversity

Inquiry Focus:

How do humans impact biodiversity through decisions/choices, the movement of people, ideas, and way of life?

Why, and how, can humans preserve biodiversity? What is our moral imperative?

Timeline:

Approximately 3-4 weeks Variables: scheduling, prior skillsets, responsive to students’ interests/needs, time for

knowledge building, time for completion of student work, direction of critical questions during process which may influence new directions in learning, etc.

Big Ideas:

Systems and Interactions: Biodiversity includes diversity of individuals, species, and ecosystems.

Sustainability and Stewardship: Since all living things are connected, maintaining diversity is critical to the health of the planet. Humans make choices that can have an impact on biodiversity.

Overall Expectations:

Science and Technology

1. assess human impacts on biodiversity, and identify ways of preserving biodiversity;2. investigate the characteristics of living things, and classify diverse organisms according to

specific characteristics;3. demonstrate an understanding of biodiversity, its contributions to the stability of natural

systems, and its benefits to humans.

Language

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

2. generate, gather, and organize ideas and information to write for an intended purpose and audience

3. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

Social Studies

1. use the social studies inquiry process to investigate some global issues of political, social, economic, and/or environmental importance, their impact on the global community, and responses to the issues

Specific Expectations:

Science and Technology

1.1 analyse a local issue related to biodiversity taking different points of view into consideration; propose action that can be taken to preserve biodiversity, and act on the proposal

1.2 assess the benefits that human societies derive from biodiversity and the problems that occur when biodiversity is diminished

2.1 follow established safety procedures for outdoor activities and field work 2.5 use a variety of forms to communicate with different audiences and for a variety of purposes 3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including variety

within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them

Language

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups

1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources

1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

1.9 identify the point of view presented in texts; determine whether they can agree with the view, in whole or in part; and suggest some other possible perspectives

Social Studies

B2.4 interpret and analyse information and data relevant to their investigations, using a variety of tools

B2.6 communicate the results of their inquiries, using appropriate vocabulary

Key Concepts:

Some key concepts include, but are not limited to, the following:

Application of subject specific content and vocabulary, in the context of biodiversity, in order to extend students’ understanding

Application and demonstration of critical thinking skills through inquiry, knowledge building, and critical questions

Enable student agency: how can we preserve biodiversity?

Prior Skill Sets:

The following suggests prior skill sets for students as well as links to professional resources which may assist with teaching skills and/or strategies:

- Expectations for ‘Knowledge Building Circle’ http://www.naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf

- Expectations for inquiry-based learning – as a learning stance rather than a ‘unit of study’https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf

- Understanding of cultural, classroom, social ‘norms’ – distinct for every learning environmenthttps://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_ResponsivePedagogy.pdf

- Expectations and responsibilities for ‘researcher’ (both students and educators) through documentation (i.e., ethics, online etiquette, citing sources, critical analysis of documentation, awareness of bias in texts, etc.)https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_PedagogicalDocument.pdf

Prior Knowledge:

Students should have an understanding of how ‘Learning Skills and Work Habits’ impact their learning; how demonstration of ‘Responsibility, Organization, Independent Work, Collaboration, Initiative, and Self-Regulation’ impact assessment, evaluation, and overall well-being.https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf

Students should have an understanding of the subject-specific vocabulary related to the classification of living things. Although the overall and specific expectations are closely linked, the second overall expectation was explored prior to this learning cycle. The following expectation is critical as students’ prior knowledge to guide further inquiry:

2.4 use appropriate science and technology vocabulary, including classification, biodiversity, natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication

Students should also have an understanding of the following Grade 5 Science and Technology expectations:

1.1 assess the effects of social and environmental factors on human health, and propose ways in which individuals can reduce the harmful effects of these factors and take advantage of those that are beneficial

1.2 evaluate the effects, both beneficial and harmful, of various technologies on human body systems, taking different perspectives into account

An understanding of human health in relation to social and environmental factors will deepen students’ understanding of the interconnectedness of biodiversity.

Materials and Equipment:

Content knowledge (textbooks, handouts, digital resources, websites, etc.)* writing tools magnifying glass device for documentation (picture/video) post-it notes notebooks highlighters markers chart paper device (personal or otherwise) for research

*Content knowledge and subject-specific vocabulary can be explicitly taught at the onset of a lesson, or as it unfolds following a provocation, observation, and/or experiential learning.

Resources:

Textbooks:

Old or outdated textbooks can be used to provide some content knowledge through the inquiry process, but more importantly, to teach about perspective and the evolution of learning as we gain new knowledge. The focus is not necessarily the textbook, but rather a starting point for further research to deepen understanding of content knowledge.

by: Les Asselstine & Rod Peturson (Nelson, 1999)

Arnold Publishing (1999) – An ‘old’ history textbook can be an excellent resource to teach perspective, and changing perspectives, as well as bias, assumptions, and generalizations regarding biodiversity, use of land, and the First Nations’ way of life (past and present). Prompt: If this text was revised, what would start/stop/continue?

Media/Video/Pop Culture:

- The Simpsons, ‘Trash of the Titans’ episode - https://vimeo.com/23444452(This was used in response to a particular class that were avid fans of ‘The Simpsons’…selected media should reflect student voice to engage and provoke critical thinking)

- ‘An Inconvenient Truth’ by Davis Guggenheim (2006) …Critically looking at the impact of global warming and biodiversity

- ‘The Nature of Things’ by David Suzuki – a number of episodes can be chosen to reflect the class’ interests, responses, and questions on biodiversity… some examples of updated episodes: http://www.cbc.ca/natureofthings/episodes/

- Bill Nye: https://www.youtube.com/watch?v=TrtUHQ16Y_w

1

Websites:

- Ministry of the Environment: http://www.ontario.ca/ministry-environment-and-climate-change- Ontario Science Centre: https://www.ontariosciencecentre.ca/Resources/Links/- City of Toronto ‘Biodiversity in the City’: http://www1.toronto.ca/wps/portal/contentonly?

vgnextoid=766a036318061410VgnVCM10000071d60f89RCRD- The Toronto Zoo: http://www.torontozoo.com/conservation/habitat.asp

- National Geographic: http://education.nationalgeographic.com/encyclopedia/biodiversity/ - Google Earth: http://www.google.com/earth/ (mapping trends/patterns in biodiversity)- School Boards (i.e., information on Outdoor Education programmes, Eco-School initiatives)

*strategies used alongside these resources are attached in Appendix 1

Safety:

Considerations for physical safety: students should be made aware of all safety procedures in the classroom, as well as outside

learning spaces (i.e., neighbourhood walks, field trips, etc.) ensuring the safety of all participants STAO website: http://stao.ca/res2/unifElemSafety/ [Specifically, 1.1 Safety and the Curriculum

(pg.7), 2.1 School Board Policies and Procedures (pg.11), 4.1.3 Studying Plants (pg.50), 4.1.4 Studying Animals (pg.53), and 4.4.1 Nature Study (pg.96)]

Considerations for environmental safety: students should be made aware of ethical practices when observing and interacting outside the

classroom (i.e., natural spaces, neighbourhood, parks, etc.) towards all living things (people, plants, animals) and non-living things (respect for property/environment)

Connections should also be made between nature and Indigenous beliefs – focus on understanding, bias, assumptions, and interrogating our assumptions about First Nations. This can also serve as content knowledge to facilitate discussion and extend understanding.

Websites to consider:- Government of Canada: Aboriginal Affairs

http://www.aadnc-aandc.gc.ca/eng/1100100033601/1100100033605 - Assembly of First Nations

http://www.afn.ca/index.php/en/policy-areas/education

*Highly recommend, as professional reading, “The Inconvenient Indian: A Curious Account of Native People In North America” by Thomas King (2012)

Instructional Planning and Delivery:

A critical question…something that engages students to wonder about, question, express an opinion, debate, inquire, and provoke curiosity. Questions should connect to curriculum expectations and be presented in a way that is culturally responsive to students’ understanding. For instance…

How do humans affect all living things? How does classification deepen my understanding of the world around me? How do positions of power affect biodiversity, globally and locally? How do identities (age, gender, culture, location) affect decisions that impact the environment? Are all living things created equal?

A provocation (i.e., an article, statement, photograph, movie, natural elements brought indoors, a neighbourhood walk, a book, a story, a quote, etc.) that engages students and ignites conversation.

“If we pollute the air, water, and soil that keep us alive and well, and destroy the biodiversity that allows natural systems to function, no amount of money will save us.” David Suzuki

Agree or disagree: All living things (people, plants, animals) have a right to live.

Teacher Tip: “Last year, at the onset of this learning cycle, I took my class for a neighborhood walk. It initiated some interesting conversation that not only guided the inquiry process, but provided a framework for students’ understanding of their impact on the local community. We looked deeper into the patterns of the diminishing natural environment, why this continues to happen, and how these patterns affect biodiversity (specifically food chains, food webs, etc.). A few blocks from the school students noticed a large area, formally a grassy field with trees, etc., recently cleared for a major residential community. It ignited further inquiry into ethical issues of biodiversity….from disrupting natural habitats to providing homes to new families. The possibilities for new learning were endless…”

Following the walk… Discussion based on observations: Who decides on residential developments in our

city/neighbourhoods? What factors are considered? Who is consulted? Who is not consulted? Who should be consulted? Do you agree/disagree with the plans? How does this affect the biodiversity in the local community? Where is the student voice/children’s voice in land use?

Students were very curious about their own residences and how it was determined that their homes be built in a particular location. Curiosity lead students into research about urban planning (i.e., asking family members, school board plans 50 years ago when our school was first built, what existed on school property prior to the school, how have all these decisions impacted way of life, biodiversity, etc.)

Research uncovered expansion of the city due to population growth in the 1960s Another neighbourhood walk took place….students began to notice our school placed in the

centre of an industrial area, surrounded by hydro lines, with very little greenery…..they wondered why?

Questions/research continued into the natural habitats that were affected once construction took place…how did new owners (i.e., school boards, families) take ownership of the land?

How does the notion of ‘land ownership’ connect with First Nations?

What happened to the animal habitats that once resided in the area? How does this connect with endangered and/or extinction of species?

The process was documented on a bulletin board inside the classroom in addition to a continued online discussion via our class blog through Edmodo, an educational tool to connect with students and/or parents- https://www.edmodo.com/

Assessment was ongoing, through ‘knowledge building’, questioning, reflections, exit cards, etc. (‘look-fors’ include students ‘extending their understanding’ by asking critical questions and offering suggestions to take action)

Actions following research and discussion included emails/letters written to the housing development company asking questions about environmental responsibilities; speaking to other students in the school; increasing awareness of how decisions are made by governments, building companies, businesses, banks, school boards, etc.; impact on daily life of all living things in an existing neighbourhood; and further research into plants and animals that are either endangered and/or extinct

The ‘aha’ moment occurs when students begin to say, ‘I will never see my neighbourhood in the same way again.’

Consider: What would your students wonder about after being presented with a critical question prior to a neighbourhood walk? What actions would they be inspired to take once they learn more about where they live? What do they agree with, disagree with, and why?

Learning Goals should be made visible at the onset of the inquiry process to address intention, relevance, and purpose – explicitly stating to students the ‘why’ of learning and deciding together ‘how’ we will get there. Stating learning goals in ‘student friendly language’ is relative to individual classes and students.

Differentiating Instruction/Assessment; Strategies to support ELL: http://www.edutopia.org/pdfs/blogs/edutopia-finley-strategies-supporting-ELL.pdf http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03-Quinn%20Lee%20Valdes

%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller http://www.edugains.ca/resourcesDI/EducatorsPackages/

DIEducatorsPackage2010/2010ReferenceCard1HOR.pdf

Discussion is encouraged in the beginning as to how students want to demonstrate their learning, during and towards the end of the cycle. This can take on a variety of forms and/or formats, not simply through differentiating learning, but in honouring ‘student voice’ in student work.

https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf

This is an example of the ‘audit trail’ learning cycle. It reflects the beginning stages of ‘biodiversity’ following deep investigation, reflection, and explicit teaching of ‘Catholic Citizenship’. Although this learning experience was grounded in Catholicity, it may be adapted to coincide with ‘Canadian Citizenship’, ‘Social Justice’, ‘Student Voice & Agency’, etc. The ‘big ideas’ to the right are taken directly from the updated Social Studies Ontario Curriculum.

This lead into some critical questions about First Nations…

…which may then lead to cross-curricular learning; documenting critical questions generated by students during the learning:

Examples of student work:

Personal stories after family discussions, visits to other neighbourhoods, observations Writing: reflection paragraphs, exit cards on post-its, journal reflections, questions on bulletin

board, newspaper articles related to current issues, suggested movies/videos/songs/commercials that connect with learning goals, online responses to critical questions, feedback to other students in writing/orally during ‘knowledge building’, culminating tasks to demonstrate learning

Small group discussions documented through Padlet https://padlet.com/ (tool to create/document/share learning)

Follow-up activities from field trips (i.e., The Toronto Zoo) This lead into curriculum expectation 3.1 (identify and describe the distinguishing characteristics

of different groups of plants and animals, and use these characteristics to further classify various kinds of plants and animals)

Example of classification chart for ‘understanding basic concepts’, provide content for further discussion, and possibly a template in which to classify various animals from a field trip

Critical questions for further inquiry:

Have the percentages changed over the years? Why or why not? Predictions for future trends? What is our role and responsibility?

Can be used as guide for classifying plants found in local neighbourhood.

The process throughout inquiry should be made visible to all learners. Collaboratively deciding how learning will be tracked empowers students to take ownership and responsibility. A specific space (i.e., bulletin board) can become the ‘audit trail’ (Vivian Vasquez) for the inquiry process. It may be adapted for any grade and/or subject.

http://hwcdn.libsyn.com/p/c/f/3/cf355fe54466c4e0/Audit_Trail.pdf?c_id=4270455&expiration=1438824738&hwt=e88c1dab100eb546313febed79965070 Other tracking tools:

Notebooks Post-its Digital device (class blog, Google doc, etc.) Picture/video/audio device

*Online platform is highly recommended as it fosters on-going discussion and documentation of the learning process. Many students tracked their own learning by posting questions, pictures, reflections, etc., on our class blog.

Some excerpts from online sharing which prompted more discussion:(The goal is to inspire students to observe their world through a new [critical] lens, ask questions, wonder…to not view learning as a ‘lesson’ during class time.)

What were the guiding questions? Backwards design process:What is it that you want your students to learn or to be able to do?

- demonstrate an understanding of the interconnectedness of all living species on the earth- demonstrate an understanding of the influence of human species on all other living things and

the effects of responsibilities and decision-making- demonstrate an understanding of the complexities of the interconnectedness of all living things- connect to FNMI (cross-curricular with Social Studies) as an integral part of this

interconnectedness (guiding question: What assumptions and/or biases shape our understanding of the FMNI experience and biodiversity?)

- think critically about the local and global community in connection to biodiversity- reflect, effectively communicate, critically question, share, and act on making a positive impact

on the local community and environment

Assessment As Learning:

-triangulation of data (observation, conversation, and documentation - Watt & Colyer) http://www.oupcanada.com/school/order_form/upload/forms/iq_sampler_3.2_2014.pdf-outcomes from ongoing descriptive feedback (are students demonstrating and applying new learning in new contexts?)-pedagogical documentation through professional discourse…invite other educators into the learning space (guiding questions: What do we see? What do we think? What does this tell us about this particular student’s thinking and learning? What assumptions are we making? What are our next steps?)-conversation through Knowledge Building Circle (learning through listening)-daily exit slips (i.e., post-its, reflection on class blog, specifically refers to the conversation through knowledge building, etc.)

Examples:

This site provides an excellent overview of ‘exit slips’ and assessment, including some useful prompts:http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/The-Many-Uses-of-Exit-Slips.aspx

This document provides some examples of ‘exit slip’ templates that can be adapted cross-curricular:

(Dickson & Nickelson: http://s448641488.initial-website.com/freebies/

Example…Triangulation of data and/or assessment (Ministry of Education):

How will you get them there? How did you scaffold the instruction of required skill sets and knowledge-building? Use sub-headings to describe the sequence of teaching/learning strategies and discussion outlines with suggested timelines.

The following lists some suggestions regarding ‘minds on’ activities, strategies, and learning experiences. In honouring an authentic inquiry learning stance, it is important to note that these are suggested timelines and actionable plans. How the learning unfolds must be responsive to the connection between curriculum expectations and individual students.

Week 1

Provocations, critical questions, learning goals (i.e., Investigation of where we live…What existed before our homes were built? How did construction affect the natural landscape of the area? What will the impact be of new homes in the area? What will happen on any remaining land and/or other land as we look outside our immediate neighbourhood? Any connections to First Nations’ experiences with Early Explorers?)

Success Criteria – ongoing, making adjustments as needed…how will we choose to demonstrate our understanding?

Content knowledge via texts (online, textbooks, articles, websites, etc.) Investigation into historical art periods (Why were some artists, during certain art periods,

focused on capturing the natural world through their paintings, drawings, etc.?)

K-W-L-Q Chart in preparation for first Knowledge Building Circle (‘Questions’ guide further inquiry into subsequent weeks.)

Daily exit slips, responding to reflection questions, a protocol, etc. (i.e., ‘I.C.Q’ Protocol – Adolescent Literacy Guide) http://www.edugains.ca/resourcesLIT/ProfessionalLearningFacilitator/ALG_FacilitatorsGuide.pdf

See Appendix 1 for some guidelines

Week 2

Revisit/reflect on initial learning experiences Neighbourhood walk with a ‘critical lens’ (guiding questions: How has the natural environment

in our local community changed in the last 100 years and why? How has this impacted the way of life for all living things? What are the effects of these decisions? What do you notice is happening now to our local community? What predictions can you make about our local community twenty years from now?)

Dependent on the local community, students are encouraged to discuss, research, and ask questions about how to preserve biodiversity and why it is necessary (much of this is based on prior knowledge of the second overall expectation)

Invite an ‘expert’ to speak with the class, or take a field trip (i.e., Toronto Zoo) to explore some of these questions

Knowledge Building Circles should focus on responses to guiding questions as this is an opportunity to assess and evaluate students’ extension of understanding

Oral Communication expectations can be assessed and evaluated during this time (i.e., active listening)

Ongoing written responses/reflections based on new knowledge Small group and/or individual conferencing during this time is an opportunity to discuss options

for differentiated assessment and evaluation (guiding questions: What has resonated most so far in your new learning? Why does it matter to you? How do you want to demonstrate your learning and share with others?)

Teacher Tip: “After a second walk in the neighborhood, with a ‘critical lens’, a few students were deeply concerned about the industrial area in which our school was located. They shared their concerns about location, how the amount of pollution was affecting what little plants and animals were left in the area, and especially how the pollution was affecting all the people living in the community. Their main question was who decides what gets built and where? The investigations into this question, the historical and present day connections to FMNI, and the effects of all of this on biodiversity are boundless.”

Week 3

Daily Knowledge Building Circle as an opportunity to share, question, listen, inquire, and discuss actionable learning opportunities in order to address the overall curriculum expectations

Assessment and Evaluation through observation and anecdotal notes (focus on subject-specific vocabulary, in context of biodiversity)

Students work on culminating tasks based on their learning (range: oral presentations, digital presentations, writing a letter to appropriate organizations voicing their concerns, presenting to other classes in the school, etc.) Student agency included a proposal for becoming an ‘Eco-School’, request for planting more trees in the school yard, visit to the new development sales centre inquiring about ‘green initiatives’ for the new housing project in the neighbourhood, and a proposal to principal/school board in redesigning the school yard to better reflect a ‘natural’ environment (this prompted discussion on ‘Financial Literacy’….who decides how educational funds are spent?)

Assessment and Evaluation during this week based on observation, conversation, and documentation

Guiding questions for culminating task: What are the positive and negative human effects on biodiversity and what can we do to make a difference? What defines an animal activist? What actions can we take in order to preserve biodiversity? What innovative ways can we use to voice our opinions to reach a broader audience? The focus of the learning experience is in the following:

Gain a deeper understanding and appreciation of biodiversity Reflect on possible action plans to preserve biodiversity Generate further wonderings…

What were the Inquiry experiential and hands-on opportunities? Use sub-headings to describe these teaching/learning opportunities with suggested timelines.

- exploration of school yard (documentation of observations)- community walk (investigate wonderings; seeing the environment, living and non-living, through

a ‘critical lens’)- Toronto Zoo (experiential learning through workshop format…review of content knowledge,

observations of plants and animals in natural habitats, question issues of biodiversity to extend understanding)

Assessment Opportunities:

ongoing (i.e., exit slips, reading/reflection response online) through conferencing (one-on-one, small group) observations throughout (anecdotal) opportunities for self-assessment, peer-assessment (focus on assessment as learning) effects of descriptive feedback (Are students applying feedback?) culminating task (assessment during process) questioning skills (Are students demonstrating an inquiry stance? Are they critical thinkers

throughout their learning?)

Future Opportunities / Extensions:

- Other field trips (visit another zoo to compare/contrast….interrogating bias of popular places)- Exploration of another school yard (how are they the same, how are they different, and why?)

Related Background Resources and/or Links:

‘Inquiry: A Districtwide Approach to Staff and Student Learning’ by Dana, Thomas, and Boynton (2011)

‘Natural Curiosity’ by The Laboratory School, OISE (2011) http://www.naturalcuriosity.ca/pdf/NaturalCuriosityManual.pdf

‘Talking to Learn: 50 Strategies for Developing Oral Language’ by Glass, Green, and Lundy (2011) ‘IQ: A Practical Guide to Inquiry-Based Learning’ by Watt and Colyer (2014) https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_InquiryBased.pdf https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/

CBS_ResponsivePedagogy.pdf https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/

CBS_PedagogicalDocument.pdf https://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf ‘Science Everywhere’ by Les Asselstine & Rod Peturson (Nelson, 1999) ‘Canada Revisited’ by Arnold Publishing (1999) The Simpsons ‘Trash of the Titans’ episode - https://vimeo.com/23444452 ‘An Inconvenient Truth’ by Davis Guggenheim (2006) Bill Nye: https://www.youtube.com/watch?v=TrtUHQ16Y_w ‘The Nature of Things’ by David Suzuki

http://www.cbc.ca/natureofthings/episodes/ Ministry of the Environment: http://www.ontario.ca/ministry-environment-and-climate-change Ontario Science Centre: https://www.ontariosciencecentre.ca/Resources/Links/ City of Toronto ‘Biodiversity in the City’: http://www1.toronto.ca/wps/portal/contentonly?

vgnextoid=766a036318061410VgnVCM10000071d60f89RCRD

The Toronto Zoo: http://www.torontozoo.com/conservation/habitat.asp National Geographic: http://education.nationalgeographic.com/encyclopedia/biodiversity/ Google Earth: http://www.google.com/earth/ www.tcdsb.org STAO: http://stao.ca/res2/unifElemSafety/ Government of Canada: Aboriginal Affairs

http://www.aadnc-aandc.gc.ca/eng/1100100033601/1100100033605 Assembly of First Nations

http://www.afn.ca/index.php/en/policy-areas/education “The Inconvenient Indian: A Curious Account of Native People In North America” by Thomas King

(2012) https://www.edmodo.com/ https://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_StudentVoice.pdf https://padlet.com/ ‘Audit Trails’ by Vivian Vasquez

http://hwcdn.libsyn.com/p/c/f/3/cf355fe54466c4e0/Audit_Trail.pdf?c_id=4270455&expiration=1438824738&hwt=e88c1dab100eb546313febed79965070

http://www.oupcanada.com/school/order_form/upload/forms/iq_sampler_3.2_2014.pdf http://www.ascd.org/publications/educational-leadership/oct12/vol70/num02/The-Many-Uses-

of-Exit-Slips.aspx http://s448641488.initial-website.com/freebies/ https://www.edu.gov.on.ca http://www.edugains.ca/resourcesLIT/ProfessionalLearningFacilitator/

ALG_FacilitatorsGuide.pdf http://www.edutopia.org/pdfs/blogs/edutopia-finley-strategies-supporting-ELL.pdf http://ell.stanford.edu/sites/default/files/pdf/academic-papers/03-Quinn%20Lee%20Valdes

%20Language%20and%20Opportunities%20in%20Science%20FINAL.pdf http://www.edutopia.org/blog/differentiated-instruction-strategies-pbl-andrew-miller http://www.edugains.ca/resourcesDI/EducatorsPackages/

DIEducatorsPackage2010/2010ReferenceCard1HOR.pdf