This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

• identify a variety of local animal species and their habitat requirements
• describe factors affecting local animal populations and behaviours
• demonstrate awareness of the social and economic value of forest animals

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students prepare photographic collections or sketches of local animals (e.g., birds, mammals, amphibians, arthropods) and microbes. Ask them to include identification, range, habitat requirements, and other interesting features. As a class, discuss the effects of introduced species on indigenous species. The discussion could be from a rural or urban perspective.
• Ask each student to research and make a presentation on a forest animal, explaining its role in the food chain and food web, its habitat requirements, and its relationship to humans. Remind students to include information on the social and economic value of the animals. As an extension, students could predict future scenarios for their chosen animals.
• As a class, brainstorm animal species in the local region. Chart the effects of their habitation and use of the forest (e.g., beavers "ringing" trees; woodpeckers eating insect larvae). Debrief by discussing how different perspectives on forest use change the way we perceive these animals' effects on the forest.
• Conduct a field trip to a forest or hatchery to identify birds, fish, mammals, and insects that are native to British Columbia's forests and lakes, and to identify their habitat requirements. Invite a forest professional (e.g., forester, wildlife biologist, naturalist) to assist.
• Have students conduct a systematic field reconnaissance of a selected forest area to determine the relative populations of birds and other animals, based on indirect evidence (e.g., feathers and hairs, droppings, tracks).
• Challenge students to investigate local opportunities for enhancing animal populations and habitats (e.g., bear dens, stream fishery enhancement, bat or bird houses, wildlife trees).

SUGGESTED ASSESSMENT STRATEGIES

• To introduce a focus on forest animals, have students brainstorm and make two mind maps-one demonstrating their knowledge of forest animals, habitats, and behaviours, and the other showing values attributed to these animals by humans. Conduct a similar brainstorming and mapping activity at the end of the topic focus. Compare the two mind maps, looking for evidence that students:
  • are more aware of the diversity of animals in a forest
  • can identify more factors affecting animal populations and behaviours
  • show increased awareness of the social and economic value of forest animals
  • show increased awareness of the impact of human activities on forest animals
• After students present their reports on forest animals to the class, ask others to pose hypothetical questions such as:
  • How might a forest fire affect this animal and its habitat?
  • How do different perspectives on forest use change the way we perceive these animals' effects on the forest?
  During their presentations, assess the extent to which students are able to:
  • present their information in a clear and concise manner
  • provide basic background information on the animals
  • identify cause-and-effect relationships related to the animals' adaptations, behaviours, and populations
  • provide plausible responses to hypothetical questions

• Pacific Spirit: The Forest Reborn
• Wildlife Trees of British Columbia

• Bear Aware
• The Boreal Forest II
• Great Northern Forest
• The Last Stand: America's Ancient Forest

Previous Page Next Page

  BC Ministry of Education Home Page