Introduction for Teachers

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:

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 subjective mark	knowledge of terms, environmental assessment process. teacher observes how students use time provided.
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). presenters will have opportunity to defend recommendations etc. students will have the opportunity to –listen to various presentations. -make valid observations, suggestions, and conclusions. -present info succinctly. -respect rights/opinions of others. -receive the work of others with objectivity/compassion. -present info in a variety of ways. 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. -determine which recommendations are best. -draw conclusions based on reports given.	screening report. rating scale	through, complete, and relevant. ideas communicated clearly and in correct written form. information organized logically. rating scale based on content, organization, style of presentation, class involvement (refer sample oral presentation form).
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).