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ERC – LES – Ethics and Dialogue Elementary Cycle One

MELS – Working Document August 12, 2008 1

Wild Animals In Our Environment

Elementary Cycle One

Ethics and Dialogue

TEACHER TOOLS

Ministère de l’Éducation, du Loisir et du Sport

NOTE

This learning and evaluation situation is a working document, which is

therefore subject to change.

It may be adapted as needed depending on the student’s social

environment, the planning of teaching and learning activities, the

integration of the Ethics and Religious Culture program and the Québec

Education Program, etc.

ETHICS AND RELIGIOUS CULTURE

Learning and Evaluation Situation



Table of Contents

Section 1: Presentation of the Learning and

Evaluation Situation p. 3

Section 2: Suggested Procedure p. 4

Section 3: References for the Students and the Teacher p. 9

Section 4: Teacher Tools p. 11

Section 5: Table of Program Content p. 18

Please note that all graphics are from Microsoft Word and Microsoft Office Online and are intended for classroom use only.



Section 1: Presentation of the Learning and Evaluation Situation

Wild Animals In Our Environment

Aim

Students are invited to reflect on human relationships with wild animals and the demands associated with

interdependence of humans and other living beings. They are encouraged to develop awareness that all living beings

have needs, and to show concern for meeting their respective needs. They are invited to explore the values and norms

that guide family and school life and to differentiate an appropriate action toward a living being from an inappropriate

one.

Learning Situation

Martin and his friends enjoy throwing tennis balls against the school wall during recess, and they pride themselves on

their aim. One day a squirrel ran across the fence near the wall, and was nearly hit by a ball. Soon the boys were all

trying to hit the squirrel with their tennis balls, enjoying the challenge of a moving target. The next day, Martin notices

that the boys are no longer using the wall, but are throwing their tennis balls directly into the tree, trying to hit the squirrel

or its nest. Martin feels bad about this and tries to stop them, but they only laugh and accuse him of being unable to hit

the new targets.

Examples of Ethical Questions

“Is it important to be kind to wild animals? Why?” “Do you think we have the same responsibility toward wild animals as we do toward pets?”

“What kinds of actions show appropriate treatment of wild animals?” “How do we know if an action toward a wild animal is appropriate or inappropriate?”

Work Expected of Students

Class Awareness Poster promoting appropriate actions toward local wild animals

Possible Student Tasks

Identify the key elements and points of view in Martin’s story. Discuss appropriate and inappropriate actions toward wild animals in the story.

Consider the needs of wild animals or other living beings to determine appropriate and inappropriate actions toward them.

Explore appropriate and inappropriate actions toward local wild animals.

Examine a cultural reference, such as a book or video concerning wild animals, to determine appropriate and inappropriate actions and discuss it with a partner.

Create an awareness poster promoting appropriate actions toward local wild animals.

Present poster to others in school environment. Review learning and reflect on process.

Engages in

dialogue

Theme: Demands

associated with the

interdependence of

humans and other living

being

Form of dialogue: Discussion

Reflects on

ethical questions

Cross-curricular competency:

Communicates appropriately

Key feature: Organizes

his/her thinking

Key feature: Evaluates options or

possible actions

Criterion 3

Key feature: Identifies a situation

from an ethical point

of view Criterion 1

Key feature: Examines several

cultural, moral, religious, scientific or

social references

Key feature: Evaluates options or

possible actions

Key feature: Interacts with

others

Criterion 2

Key feature: Develops a

point of view Criterion 3



Section 2: Suggested Procedure Duration: about 3 hours

PREPARATION PHASE (45 MINUTES)

Identify the key elements and points of view in Martin’s story. Discuss appropriate and inappropriate actions toward wild animals in the story. (25 minutes) Key features regarding ethics: Identifies a situation from an ethical point of view; Evaluates options or possible actions Key feature regarding dialogue: Organizes his/her thinking Criterion regarding ethics: Detailed study of a situation from an ethical point of view

The teacher:

The students:

□ presents Martin’s story, using pictograms □ helps students to identify the key elements of the

story (using cues on p. 13, if desired) □ invites some of the students to act out the story

□ introduces the terms “appropriate” and

“inappropriate” □ presents the competency’s key features and

content that will be evaluated. Explains that they will create a poster to promote appropriate actions toward the wild animals in their own neighbourhood or community

□ invites students to identify the appropriate and

inappropriate actions toward living beings in the story, prompting students to give reasons

□ organizes the responses in a visual format, such as

a large chart paper

□ presents the ethical question or questions for reflection; invites students to offer responses

□ share the feelings and prior knowledge raised by the story; listen to others

□ identify the key elements of the story □ identify the reasons and motivations in the differing

points of view between Martin and his friends by acting it out

□ identify the appropriate and inappropriate actions

toward living beings in Martin’s story □ give reasons for classifying the action as

appropriate or inappropriate □ reflect on ethical question(s), offer initial thoughts

and ideas

Note to teacher: Students or the teacher can choose one or several ethical questions and reflect on them orally or in writing (see example in Student Booklet, p. 3). Depending on class’s abilities; the same question(s) can be revisited in the Integration Phase Required materials: Pictograms for Martin’s story (p. 12), Chart paper Student evidence: Collective list of appropriate and inappropriate actions in Martin’s story, Oral or written reflection



Consider the needs of wild animals or other living beings to determine appropriate and inappropriate actions toward them. (20 minutes) Key feature regarding ethics: Evaluates options or possible actions Key feature regarding dialogue: Organizes his/her thoughts Criterion regarding ethics: Evaluation of options or possible actions in order to determine which ones contribute to community life

The teacher: The students:

□ invites students to consider the needs of animals by comparing pets to wild animals, using a large collective Venn diagram

□ explains use of Venn diagram; writes information offered by students in appropriate places (see example p. 14)

□ depending on suggestions from students, ensures that

the lack of ownership and dangers associated with touching/interacting with wild animals appears on the Venn diagram

□ reinforces the concept of habitat— all the animals’

needs can be met within it, sometimes humans and animals share habitats, humans can destroy or protect habitats, animals can damage human habitats, etc.

□ invites students to reflect on ethical question(s) in light

of information on Venn diagram

□ offer information concerning similarities and differences between pets and wild animals

□ reflect on needs and appropriate and

inappropriate actions toward wild animals based on information on the Venn diagram

□ consider the differences and similarities of

human responsibilities toward pets and wild animals based on the Venn diagram

Required materials: Large Venn diagram (p. 14)

Student evidence: Collective Venn diagram, Oral or written reflection



PERFORMANCE PHASE (2 HOURS 15 MINUTES)

Explore appropriate and inappropriate actions toward local wild animals. (30 minutes)

Key feature regarding ethics: Evaluates options or possible actions Key feature regarding dialogue: Develops a point of view Criterion regarding ethics: Evaluation of options or possible actions in order to determine which ones contribute to community life


□ pairs students and provides each pair with a picture or situation involving wild animals to discuss

The situation suggested might be :

� Throwing rocks at a wasps’ nest � Picking up an injured bird � Patting a skunk/squirrel/raccoon � Stepping on a spider � Feeding pigeons from your lunch � Keeping a butterfly in a jar or a frog in a box � Etc.

□ offers help where needed in completing Student Sheet

1

□ invites students to share their work with the class □ reviews ethical questions in light of presentations: asks

students to reflect on how we know if an action is appropriate or not (values that guide actions)

□ discuss with their partner appropriate and inappropriate actions related to the picture or situation

□ complete Student Sheet 1 with partner

□ present their work to the class and listen to

others’ presentations □ identify some of the values present in student

presentations, that determine if an action is appropriate or not, e.g. respect for living beings, satisfaction of needs, empathy, etc.

Note to teacher: Students may act out their situations, use puppets, etc. You give the students pictures of inappropriate actions toward animals to complete Student Sheet 1. Required material: Pictures or situations of inappropriate actions Student evidence: Student Sheet 1 – Respecting Wildlife (p. 4)

Examine a cultural reference, such as a book or video concerning wild animals, to determine appropriate and inappropriate actions and discuss it with a partner.

(45 minutes) Key feature regarding ethics: Examines several cultural, moral, religious, scientific or social references Key feature regarding dialogue: Interacts with others Criterion regarding dialogue: Adequate use of related content involving interaction with others


□ reads story (fiction or non-fiction) or shows video or clip of movie concerning wild animals

□ invites students to identify appropriate and

inappropriate actions toward wild animals found in the book/video/movie clip

□ identify appropriate and inappropriate actions toward wild animals found in book/video/ movie clip

□ choose and illustrate one example



□ asks students to choose and illustrate one example

from the book/movie □ reminds students of rules regarding dialogue,

places students in small groups □ invites students to discuss their drawings and the

reasons why the action is appropriate or inappropriate with their group

□ observes students as they interact

□ discuss drawings and reasons why action is appropriate or inappropriate with group members

□ respect the rules of dialogue; express feelings and

point of view and listen attentively to others □ complete Student Sheet 2 individually

Required materials: Book, video or movie clip concerning wild animals (see references in section 3), Observation Grid (p. 15) Student evidence: Student drawing, Student Sheet 2 – I reflect on my discussion (p. 6)

Create an awareness poster promoting appropriate actions toward local wild animals. (30 minutes)

Key feature regarding ethics: Evaluates options or possible actions Key feature regarding dialogue: Develops a point of view Criterion regarding ethics: Evaluation of options or possible actions to determine which ones contribute to community life


□ reviews ethical questions in light of all previous activities □ asks students for suggestions on how to tell if an action

toward an animal is appropriate or not; lists suggestions on chart paper

□ using suggestions on list, invites students to brainstorm ideas for messages to place on poster

□ writes helpful phrases on board for student reference,

e.g. “Help protect my home,” “Please look but don’t touch”

□ invites students to choose a local animal and create a

message promoting appropriate actions toward it

□ offer suggestions on how to tell if an action is appropriate or inappropriate (e.g. doesn’t hurt animal, parent says it’s ok, etc.)

□ brainstorm ideas for messages for poster based on above suggestions

□ create written and/or illustrated contribution to poster

Note to teacher: Students can be taken on a nature appreciation walk to identify and observe local wild animals and evidence of their presence; teacher can take digital photos for poster, etc. Students can also view videos that promote the well-being of wild animals, interdependence, biodiversity, etc. on Web sites listed in the references Required materials: Chart paper, large poster board and art supplies

Student evidence: Animal awareness poster



INTEGRATION PHASE (30 MINUTES)

Present finished poster to others in school environment. Review learning and process. Key feature regarding ethics: Evaluates options or possible actions Key features regarding dialogue: Organizes his/her thinking; Develops a point of view Cross-curricular competency: Communicates appropriately Criterion regarding dialogue: Presentation of a point of view developed using relevant elements


□ displays poster, invites students to present and explain why they chose their contribution to the class

□ invites students to explain the message they wished to communicate and how they communicated it

□ reviews the students’ process with them, discussing strategies that were effective and ineffective

□ reviews Martin’s story; asks for suggestions on what Martin can do. (Students may wish to act out what happens next)

□ reviews ethical questions and values underlying appropriate actions (Written reflections from Preparation Phase can be reviewed here)

□ invites students to reflect on their learning; explain Student Sheet 3 (p. 7)

□ invites students to display poster around school

□ view poster, present and explain their choice of contribution, consider others’ contribution

□ reflect on the work methods they adopted and what improvements could have been made

□ review Martin’s story and brainstorm ideas as to what Martin can do

□ review responses from Preparation Phase, note if responses have been modified or consolidated

□ fill out Student Sheet 3 – I reflect on my learning

□ display poster around the school

Note to teacher: Students can brainstorm possible related activities promoting the well-being of wild animals, such as butterfly gardens, bird-watching clubs, etc. Required materials: Martin’s story pictograms, animal poster, written reflections from Preparation Phase

Student evidence: Student Sheet 3 – I reflect on my learning (p. 7)

PATHS FOR PROGRESSING WITHIN A GROUP OF LEARNING AND EVALUATION SITUATIONS:

Study Native American legends that touch upon human interdependence with nature Examine how various religious traditions approach responsibilities toward animals and respect for

nature Explore individuals and groups dedicated to protecting plant and animal kingdoms



Section 3: References for the Students and the Teacher

A. For the Student:

PBS Kids <http://pbskids.org/eekoworld/> Click on Plants & Animals National Geographic Kids <http://kids.nationalgeographic.com/animals> Animal Planet <http://animal.discovery.com> Click on Wild Animals – Small Mammals World Wildlife Federation <http://www.wwf.ca/kids/default.asp>

B. For the Teacher:

Books :

Relf, Patricia. The Magic School Bus Hops Home: A Book about Animal Habitats. Scholastic Canada Ltd., 1995.

ISBN: 0-590-48413-3

Chinery, Michael. Animal Habitats. Lorenz Books, 2002.

ISBN : 0-754-81044-5

Fitzsimons, Cecilia. Animal Habitats (Nature’s Hidden Worlds). Raintree Steck-Vaughn, 1996.

ISBN: 0-817-24183-3

Barrett George, Lindsay. In the Snow: Who’s Been Here? Trumpet Club Special Edition.

ISBN: 0-590-13283-0

Barrett George, Lindsay. In the Woods: Who’s Been Here? Trumpet Club Special Edition.

ISBN: 0-590-95925-0

Pond Life. MacDonald Education.

ISBN: 0-356-05194-3



Maze, Stephanie. I Want to Be An Environmentalist. Harcourt Brace Children’s Books, 2000.

ISBN: 0-152-01939-1

Dr. Seuss. The Lorax. Random House BFYR, 1971.

ISBN: 0-394-82337-0

Rylant, Cynthia. Every Living Thing. Aladdin,1988.

ISBN: 978-0689712630

Duncan Edwards, Pamela. Barefoot: Escape on the Underground Railroad. Harper Trophy, 1998.

ISBN: 978-0064435192

Videos:

A Crack In The Pavement Series (NFB). Order Number: 193C 9100 144/EC011 Look Again Series (NFB). Order Number: 193C 9100 144/EC011

Web sites: <http://www.greenteacher.com> <http://www.naturecanada.ca/> <http://nature.ca/education> <http://www.earthcarecanada.com> The David Suzuki Foundation <http://www.davidsuzuki.org> Redpath Museum <http://redpath-museum.mcgill.ca> Hinterland Who’s Who <http://www.hww.ca>



Section 4: Teacher Tools

Content Tools:

Pictograms for Martin’s Story p. 12

Visual Cues for Key Elements About a Story or Situation p. 13

Example of Venn Diagram p. 14

Evaluation Tools:

Observation Grid for Interaction p. 15

Rubric for the Ethics Competency p. 16

Rubric for the Dialogue Competency p. 17

Please note that all rubrics may be used as guidelines for evaluation purposes but

they have not yet been validated. They are included in this LES as a working

document.



Pictograms for Martin’s Story

(Clip Art from Microsoft Office Online: http://office.microsoft.com/en-ca/clipart/FX101321031033.aspx?pid=CL100570201033)



Visual Cues for Asking Questions

About a Story or Situation (Clip Art from Microsoft Office Online: http://office.microsoft.com/en-ca/clipart/FX101321031033.aspx?pid=CL100570201033)

Who? (characters)

What? (action)

Where? (setting)

When? (time)

Why? (theme)

How? (methods)



Example of Venn Diagram

Pets

Wild

animals

live in habitats

are independent

live in houses Need:

are dependent Food

Water

Shelter



Observation Grid for Student Interaction in Dialogue During

Discussion or Conversation with a Peer or Within a Group

Student’s Name

= exceeds expectations

o = Meets expectations

∅ = does not meet expectations

Expresses his/her

preferences, feelings

or ideas

Participates in

developing the rules for

engaging in dialogue

(conditions that foster

dialogue)

Expresses point

of view and listens

to others



Descriptive Rubric for the Evaluation of the Competency Reflects on ethical questions

Name: Date:

A B (at level) C D E

Evaluation criterion: Detailed study of a situation from an ethical point of view Did the student choose an appropriate local wild animal to depict? (Final production – Animal poster)

Chooses one or more appropriate wild animals, depicted with details and sensitivity to realism; choice of animal reflects understanding of interdependence of living beings

Chooses one or more appropriate local wild animal(s) to depict, including details such as habitat or distinguishing features

Chooses an appropriate local wild animal to depict

With help, chooses an appropriate local wild animal to depict

Chooses an animal to depict on poster

Evaluation criterion: Evaluation of options or possible actions in order to recognize which ones contribute to community life Does the student evaluate the appropriate action? (Respecting Wildlife)

Depicts the action appropriate to the situation with details and appropriate inferences

Depicts the action appropriate to the situation given including important details

Depicts the action appropriate to the situation given

With help, depicts the action appropriate to the situation given

Depicts an action

Does the student study the effect of option/actions on the situation?

Depicts one or several logical effects of the action with details and appropriate inferences

Depicts a logical effect of the action including important details

Depicts a logical effect of the action With help, depicts a logical effect of the action

With help, depicts an effect of an action

Does the student depict an option or action that contributes to community life?

Depicts one or more detailed actions demonstrating creativity or originality, can express how these options contribute to community life in more ways than one

Depicts one or more detailed actions that contribute to community life, is able to express how they contribute

Depicts an action that contributes to community life

With help, depicts an action that contributes to community life

Depicts an action

Teacher’s comments:

Wild Animals in our Environment – Elementary Cycle 1



Descriptive Rubric for the Evaluation of the Competency Engages in dialogue

Name: Date:

A B (at level) C D E

Evaluation criterion: Adequate use of related content involving interaction with others Does the student express his/her preferences, feelings and ideas? (Observation Grid)

Clearly expresses preferences, feelings and ideas appropriate to the subject of dialogue and encourages others to do the same

Clearly expresses preferences, feelings and ideas appropriate to the subject of dialogue

Expresses some preferences, feelings and ideas appropriate to the subject of dialogue

With encouragement, expresses one or a few feelings or ideas

Participates non-verbally

Does the student participate in developing conditions that foster dialogue?

Demonstrates openness and respect for others’ points of view; awareness of his/her own non-verbal communication and that of others; shows sensitivity to others’ feelings and encourages others to do the same; provides a good model for others in fostering dialogue.

Demonstrates respect for expression by others’, awareness of non-verbal communication and waiting one’s turn to talk; avoids processes that hinder dialogue, such as personal attack.

Shows awareness of appropriate non-verbal communication (e.g. nodding, eye-contact); avoids interrupting and waits one’s turn to talk

With help, demonstrates appropriate non-verbal communication and waits turn to talk.

With help, demonstrates one element that fosters dialogue (e.g. eye-contact)

Did the student appropriately evaluate his/her participation in the discussion? (Self-Evaluation of Dialogue)

Appropriately and honestly evaluates all elements of discussion; indicates subtleties or nuances beyond the obvious

Appropriately and honestly evaluates all elements according to instructions

Appropriately evaluates elements of participation according to instructions

With help, evaluates several or all elements of participation in discussion

With help, evaluates one element of participation in discussion

Did the student express what helped or hindered the discussion?

Expresses detailed examples with explanation of how future discussions could be improved; comments reflect understanding of personal responsibility in fostering dialogue

Expresses elements that helped and hindered the discussion; can express how they helped or hindered

Expresses appropriately one or more elements that either helped or hindered the discussion

With help, expresses one element that either helped or hindered the discussion

With help, expresses one element that could help or hinder a discussion

Evaluation criterion: Presentation of a point of view developed using a sufficient number of relevant, coherent elements Does the student express his/her point of view and listen to others?

Clearly expresses a point of view; considers other points of views; listens attentively, asks questions, encourages others to participate or offers encouraging remarks

Clearly expresses a point of view appropriate to the subject; listens attentively to others’; asks questions for further clarification

Expresses appropriately a point of view pertinent to the subject, listens to others’

With help, expresses a point of view appropriate to the subject and listens to others’

Participates non-verbally or with help, expresses a point of view and listens to others’

Teacher’s comments:

Wild Animals in our Environment – Elementary Cycle 1



Section 5: Table of Program Content

TARGETED SUBJECT-SPECIFIC COMPETENCIES

Reflects on ethical questions

Key features Evaluation criteria

Identifies a situation from an ethical point of view Detailed study of a situation from an ethical point of view

Examines several cultural, moral, religious, scientific or social references

X

Evaluates options or possible actions Evaluation of options or possible actions in order to determine which ones contribute to community life

Theme and related content:

Demands associated with the interdependence of humans and other living beings (Appropriate and inappropriate actions; Values and norms that guide behaviour at home and at school)

New concepts that may have to be taught: Definition of appropriate/inappropriate action; Values and norms; Use of Venn diagram

Engages in dialogue

Key features Evaluation criteria

Organizes his/her thinking X

Interacts with others Adequate use of related content involving interaction with others

Develops a point of view Presentation of a point of view developed using relevant elements

Content regarding the practice of dialogue:

Form of dialogue: Discussion

Means for developing a point of view: Description, comparison

Means for examining a point of view: Recognize and examine judgments that form the basis for developing a point of view and processes that may hinder dialogue

TARGETED CROSS-CURRICULAR COMPETENCY

Communicates appropriately

TARGETED BROAD AREA OF LEARNING

Environmental Awareness

wild animals in our environment - wilfrid laurier€¦ · wild animals in our environment aim...

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