The environmental assessment process
provides a mechanism to evaluate the impact of human
activities on natural areas. The projects available on
this website allow students to explore the theory of
environmental assessment and then actually conduct an
assessment for Point Pelee National Park. The program takes about 3-5 class periods to complete and can also involve a field trip to the park (late Sept.- early Oct.). For those classes unable to visit the park, an interactive Virtual Tour allows them to complete the data collection portion of the project in a fun, stimulating way. These projects are designed for Gr.11 to OAC classes. Objectives have been twinned with objectives set out in Ministry of Education Guidelines and Curricula. A Summary of Learning Objectives and Suggested Evaluation Strategies has been developed as a resource for teacher use. There are two environmental assessment projects for students to choose from: Black Rat Snake Re-Introduction and DeLaurier Canoe Route Extension. We suggest that students work on one project in groups of 2 - 4. The National Parks section can be read by students as background information and can provide the teacher with the content material for an introductory lesson. The opportunity to contact a naturalist by e-mail or by phone is provided for teachers and students undertaking the projects. Teachers are able to access completed examples of the Environmental Assessment projects for marking purposes by going to the Faculty Page. Although students need to access these internet pages in their project groups to initially get background information and to complete the virtual tour for data collection, downloads of worksheets and screening reports have been made available for students to take away for work back in the classroom. If you are interested in actually visiting Point Pelee National Park to participate in this program, there are 4 more environmental assessment projects for students to choose from. Please contact the park to be mailed a complete information package and receive specific information on field trip dates, times and costs. (Contact Naturalist) |
The objectives of this program, as with all our other programs have been twinned with objectives set out in Ministry of Education Guidelines and Curricula. The main ones are:
1. To gain an understanding of the role of a National Park as providing protection to our natural and cultural resources.
by taking an in depth look at a site
by using various field methods to survey the site
2.To evaluate the effects of human activities on the environment
by gaining in depth knowledge of the site
by understanding the proposed projects
by performing an Environmental Assessment
3.To discover different methods of natural resources management
by performing an Environmental Assessment
by using surveying and research methods to complete the assessment
by writing a report and presenting it to the class
4.To encourage students to feel a sense of involvement and ownership in the National Park system by providing the students an understanding of the EARP process, it will hopefully give the students a sense of empowerment and encourage them to get involved on a personal level with environmental issues. EA's are not great magic formulas, they are subjective, yet if all information is gathered and considered, then a responsible decision can be taken.
5.To gain an understanding of National Park policies by providing information on policies and management in the background information packages.
Summary: learning objectives and suggested evaluation strategies.
Activity and suggested time required | Skills/knowledge objectives | Evaluation | Criteria for evaluation |
1. Pre-trip 2 to 3 periods |
*understand terms- conservation,
habitat preservation, environmental assessment. *focus on the objectives of the field study, understand the process. *once groups are organized, student determines responsibilities. *become knowledgeable by reading the activity requirements and background information provided. *know what is to be done. |
*test
|
*knowledge of terms, environmental
assessment process.
|
2. Field activity 1 to 2 hrs. on-site |
*apply knowledge gained from readings to make on-site observations and record relevant data using provided organizers. | *field notes | *field notes are complete, accurate, relevant, and organized according to established criteria. |
3. Post-trip a) Screening report b) Oral presentation One period |
*use field data notes as a basis
for completing the report. *determine relevance of data gathered. *relate data gathered to assessment requests. *develop opinion on whether or not project is viable- arrive at a conclusion. *justify conclusion and recommendations make predictions based on data gathered. i) Communication Skills *group/spokesperson
make an oral presentation before a decision making board
(class). -make
valid observations, suggestions, and conclusions. ii) Decision-Making Board (class). *at the conclusion of the presentations the board has to make decisions and determine the suitability and priority of the project recommendations. Students will have the opportunity to -determine
relevance of recommendations determine whether or not
added info is needed. |
*screening report.
|
*through, complete, and relevant. *ideas communicated clearly and in correct written form. *information organized logically.
|
4. Peer/self evaluation | *learn to accept work of others
with objectivity. *take responsibility of fair share of the work. *increase ones ability to work with others. *cultivate personal qualities for success- working independently and co-operatively. |
*peer/self | *using rating scales (refer to evaluating collaborative learning). |
Download Introduction For Teachers (MSWord)