Endangered Species Presentation GEOEC


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This presentation was given by a grade 4 teacher from the Calgary Science School during the GEOEC conference, 2010.

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  • Talk about how categories such as authenticity are important... but it is not always possible to reach accomplished in all aspects of the project but it is something to shoot for!

  • Talk about the Lorax and how it relates to the project! Tie things back to the Lorax throughout the project.

  • Endangered Species Presentation GEOEC

    1. 1. Endangered Species of Alberta Greg Neil Calgary Science School
    2. 2. Presentation Synopsis... Discussion on Inquiry Inquiry Rubric Overview of Endangered Species Project Project Evaluation Questions... Points to consider!
    3. 3. Questions to consider? What is inquiry? What constitutes strong inquiry? What criteria can be used to assess strong inquiry?
    4. 4. A great starting place is the Inquiry Rubric! http://www.galileo.org/research/publications/rubric.pdf
    5. 5. !
    6. 6. Challenge: How to teach the strand of the Grade 4 Social Studies curriculum “the land”, in a meaningful way that captures the imaginations and enthusiasm of students. Solution: Create an “Inquiry project” that provides an opportunity for students to identify with the Alberta landscape, through the lens of at risk animals or plants in the province!
    7. 7. Planning in IO
    8. 8. Inquiry begins with a question, so what was our question? “Should we care if we permanently lose some or all of the endangered species in Alberta?”
    9. 9. A good place to start an inquiry project is with an equally good story, or movie! View the “Lorax”
    10. 10. The Learning Begins: We needed to figure out a way of classifying the major animal species in Alberta. As a result, the first task was for students to identify and understand the unique characteristics for each of the six natural regions. We used the Alberta Heritage Website to help us. http://www.abheritage.ca/abnature/map.htm
    11. 11. We also made playdough relief maps of the regions!
    12. 12. The second task was to identify and classify as many of the major animals and plants in Alberta by natural region.
    13. 13. Watch “Working on Animal Research” Video
    14. 14. Getting Experts Involved! Watch “CEI” video Cochrane Ecological Institute http://www.ceinst.org/
    15. 15. More Experts (Encouragement) Leanne Allison - Filmmaker
    16. 16. Step 2: Now we needed to figure out which animals and plants were Endangered, Threatened or Sensitive Species and find a practical way of indicating their status on our Chart. We decided to highlight the animals in three corresponding colors. Red: Endangered Yellow: Threatened Blue: Sensitive or Vulnerable
    17. 17. The research begins! At this stage, students chose one of the animals or plants from the list that were classified as sensitive, at risk or endangered and began a detailed investigation leading to a research report!
    18. 18. The Rough Draft - Track Changes
    19. 19. Assessment
    20. 20. The Podcast Watch “Student Sample Podcast”
    21. 21. Watch “Student One Year Later” Student Perspective - One year later...
    22. 22. q’s on project?
    23. 23. Evaluate the project using rubric using the 1 category... Can you identify or suggest strengths or improvements based on the Inquiry Rubric. Would this Rubric be useful in evaluating your own practice?
    24. 24. Thanks! Please check out our blog! http:/calgaryscienceschool.blogspot.com/