DM, CP
(a) |
Identify evidence of ecological succession in ecosystems, using the concepts of pioneer species, climax community, primary succession, and secondary succession, and by identifying changes in plant and animal life in the ecosystem. |
(b) |
Propose ecological questions to investigate arising from practical problems and issues (e.g., "What is the impact of clearing land for farming?", "How could a community prolong the life of its landfill site?", "How could a community reduce the amount of garbage it produces?", "What is the impact of a sports field being constructed in a particular location?"). |
(c) |
Predict what a specific ecosystem (e.g., clear-cut forest, abandoned sports field, abandoned farm yard, abandoned rail line, ditch, driveway, or sidewalk) will look like in the future (e.g., 5, 10, and 25 years) based on characteristics of the area and long-term changes observed in similar ecosystems. |
(d) |
Identify and refine questions and problems related to the effects of natural or human influences on a particular ecosystem. |
(e) |
Select and synthesize information from various sources to develop a response to specific questions related to natural or human influences on a particular ecosystem. |
(f) |
Propose a course of action or defend a given position on a local ecological issue or problem related to natural or human influences on a particular ecosystem, taking into account scientific, societal, technological, and environmental factors. |
(g) |
Be sensitive and responsible in maintaining a balance between human needs and a sustainable environment by considering both immediate and long-term effects of their course of action or stated position. |
(h) |
Provide specific examples to illustrate that scientific and technological activities related to ecosystems take place in a variety of individual or group settings, locally and globally, and by men and women from a variety of cultural backgrounds (e.g., individual and community gardening, impact studies done by environmental engineers, and research done by teams of international scientists). |
Project WILD activity guides are free to teachers who attend a Project WILD workshop. These workshops provide an opportunity to experience the activities and to actively plan how to use them in the classroom. A modest registration fee will cover workshop materials and expenses.
Below Zero activity guides are free to teachers attending a Below Zero workshop, often offered in conjunction with Project WILD workshops. These workshops provide an opportunity to experience the activities and to plan how to use them in the classroom. A modest registration fee covers workshop materials and expenses.
Each binder contains suggested teaching ideas, student activities and key terminology. Extra features of the DVD include indexes, labelled slides, glossary, animations, English subtitles and an iMovie project.
Teachers should select portions of the program that relate directly to specific learning outcomes.
Teachers may wish to use other programs from the Biomes of the World in Action series. Program titles include Coniferous Forest, Deciduous Forests, Deserts, Freshwater Ecosystems, Marine Ecosystems, Rainforest Biomes and Tundra.
The book was compiled by and co-published with Saskatchewan Environment and Resource Management.