Awesome Action

Inspiring Case Studies

… we had case studies written about what they accomplished.

• Grizzly bears - to teach is to learn!
  Calgary Christian School
• Grizzly Bear Conservation Project
  Calgary Science School
• Using theatre to protect wildlife corridors
  Lawrence Grassi Middle School

Case Study: Grizzly bears – to teach is to learn!

Submitted by Jason Kupery, Grade 11 teacher, Calgary Christian School

“This case study illustrates how an action project can involve higher learning skills, technology, and invaluable connections between grades as older students ‘learn through teaching.’”
– Gareth Thomson, CPAWS Education Director

In October 2003, I chose CPAWS’ Grizzly Bears Forever! program from the Green Street Web site because it is a very relevant and significant issue geographically for students living near the Rockies. Grizzly bears are an important part of this particular region of Canada and students seem to understand that.

Following a very engaging classroom presentation by CPAWS staff,I asked the eleven students in the class to prepare a “fun” presentation on this topic for younger kids in our school. To do this, students had to research the issue and prepare an age-appropriate presentation to be delivered within two weeks. The assignment was to prepare a seminar complete with games and a PowerPoint presentation to illustrate the problems grizzly bears face in their habitats.

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Case Study: Grizzly Bear Conservation Project

Submitted by Chenoa Marcotte, Grade 4 teacher, Calgary Science School

Introduction to the Case Study

“This case study tells the story of how the CPAWS Endangered Species program and Action Challenge generated a set of remarkable learning outcomes in a Grade 4 classroom.”
– Gareth Thomson, CPAWS Education Director

How we got started

Erin Couillard from the Canadian Parks and Wilderness Society came to visit my classroom for two hours with their Endangered Species Program. Erin spent quite a bit of time talking about ecosystems and the importance of each animal in the ecosystem. She modeled the importance very well with a web-of-life activity. This complemented what the kids had been studying in science. She also presented a slide show of the endangered species in Alberta. The kids really benefited from knowing that in their own province there are species at risk. The message was much more meaningful and manageable for kids at this age because it was closer to home and they felt they could do something about it.

Choosing an Action Project

Erin’s visit was timely in that the Alberta Government had just recently announced that they were going to continue issuing hunting licenses for Grizzly Bears in Alberta despite that fact that its own Endangered Species committee recommended that these bears should be given status as a species at risk. The kids had been exposed to endangered species from Erin’s visit and had a good base of knowledge to start exploring the issue of why some of these species were not being protected. We chose to explore grizzly bears more deeply because the issue was current and controversial. There were many stakeholders, it was political, and the kids would be able to explore not only in a topic that was related to science, but also to government and democracy. The topic also was deeply rooted in differences in value systems. The kids would get a chance to debate the issue. It was important to me that they would be able to examine both sides of the issue, and be able to come to a decision about what they thought should be done based on their exploration.

What I am most proud of:

The project evolved based on the discussions and debates that the kids had in the classroom and the discussions they had at home with their parents. The students really learned that if they presented an opinion they had to have the facts or reasoning to back up their opinion. They couldn’t make grandiose statements like “how would you feel if you were hunted?” because they recognized that there was more to it than a simplified view. I think too often teachers don’t dive into complicated issues because they are worried younger kids cannot handle the complexity of the issue. They can, it just takes longer. What is most important that they feel like they have a voice and that their opinions matter, with an understanding that their opinions will be challenged and that it is important that they listen to the challenges.

We too often try to make things perfect in the classroom, when the “real world” is not perfect. My students gained an understanding that in order to make a real change they need to know what they are talking about, believe in what they are talking about, and are ready to listen in case they need to refine their ideas.

“Sir, we may be children but we are not dumb. We can see when the issues we have raised have been skirted. We are more knowledgeable, more socially/environmentally aware then we are given credit for. Because we are children does not mean we are not permitted to have positions and to defend them passionately. We will not stop defending the position we have taken on grizzly bear hunting.” – Chloe Thistle, Grade 4 (from her second letter to the Minister of Sustainable Resource Development)

Chenoa Marcotte's lesson plan: What we did in class

1. Introduced the topic: “Class, the Alberta Government has decided to issue licenses to hunt grizzly bears again this year. Erin told you that there aren’t many grizzlies left in Alberta. What do you think about this decision?” The class debated this question. Where it was needed, more information was given to the students. They needed to know how hunting licensing works, who can get a license, and other information to make sense of the announcement by the government.



2. Table talk discussions: The students took the issue home to discuss it with their parents to get other opinions. They also started bringing in newspaper clippings related to the issue.



3. In-class discussion: The newspaper clippings were read. There were some opinion articles and letters written in the newspaper that the kids discussed. They argued for and against the opinions that they read. They discussed sarcasm and what it meant in writing. They also brought in various arguments from their parents and we discussed in class whether or not they agreed with the arguments.



4. Letters: The students were given an option to write a letter to the Minister. Many students decided to write a letter. The letter was not an assigned project, nor was it graded. Some students chose to phone the government. Some students chose not to do anything.



5. Response from Government: The Minister responded to the student’s letters and explained the government’s position. Each student was given a copy of the minister’s response. Some students agreed that they thought the government was carefully considering the issue. Some students did not.



6. Reaction: The students were given an option to either write another letter in response back, or write an essay describing their opinion following the letter from the Minister. Many students chose to respond to the Minister’s letter. After more research and more debate, they came to new conclusions that showed a more in-depth understanding of the issue. They clashed with the Minister’s policies and plans. They understood the issues of the stakeholders and came up with arguments that showed a really deep understanding of the issue. They began to analyze the different roles in government and who the ministers were. Some of the students surpassed my knowledge of the issue.



7. More debate: As new articles appear in newspapers the kids continue to bring in more information. The project will never be “done” but the students are developing an understanding that in the “real world” nothing is ever black and white, and resolutions to issues are only resolutions for a time. Things constantly change, and so do values. We are currently waiting to hear back from the Minister from the second set of letters.



8. Celebration: The students wrote their own interpretive show on plants in a natural area near our school, and raised money to donate to an environmental group.

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Using theatre to protect wildlife corridors

Submitted by Brenda Davison, Grade 8 teacher, Lawrence Grassi Middle School

“This case study demonstrates how the actions of a highly motivated ‘green’ teacher can motivate and inspire her students, creating ripples which then spread through an entire school! CPAWS wishes to acknowledge a gift from an anonymous donor that helped make this project happen.”
– Gareth Thomson, CPAWS Education Director

Seven students in grade 8 at Lawrence Grassi Middle School in Canmore became involved in an environmental action plan this year. It began after Gareth Thomson contacted the school outlining a $500 anonymous donation that was to be awarded through CPAWS to sponsor a school-level environmental education project. I asked some of my students who were interested if they would like to get involved, we contacted CPAWS, and our idea was chosen.

The students first went to the computer to research some ideas. The first one that they chose was to sponsor a chimpanzee named Nani who lived at Jane Goodall’s reserve. For this, they organized a penny drive for the grade 8 classes. They raised more than the $100 that was needed. As a concluding activity, all the grade 8’s went to the Imax in June and watched the movie about Jane Goodall. We like to think that one of the chimps we saw was Nani!

The second idea was more elaborate. The students decided to write and produce a skit about a key environmental issue here in the Bow Valley: the need to protect animal corridors. As Canmore lies directly between Banff National Park and Kananaskis Country, it is essential for large carnivores like bear and grizzly to be able to move around our town.

First, the girls did some research. I invited several resource people to visit our classroom – the biologist for the largest developer in the valley, CPAWS Education Director Gareth Thomson (through the Green Street program), a woman with the G-8 Legacy Fund, and a worker with Wildcanada.net. They all gave the students important information.

Following this, the students wrote a very humorous and entertaining 35-minute skit. It was about “mama and baby bear’s” trip from the Yellowstone to the Yukon, and how difficult it was for them to navigate with all the obstacles in their way – including roads, dogs off leash, hunters, and recreating humans! The students then delivered their interpretive show to all 19 classrooms in Canmore’s only elementary school, Elizabeth Rummel School, reaching in excess of 500 students with important messages about how to live responsibly with wildlife, and the need to respect areas that have been set aside for wild animals.

Following each skit, these younger students were then encouraged to prepare a poster designed to educate others about the value of wildlife corridors and wildlife crossing structures. Cash prizes of $20, $10 and $5 were given to the winning posters in each class. Most of the classes participated in the contest, and the posters were then put up in the windows of businesses around Canmore, with the goal of educating the older citizens about the value of wildlife corridors.

Following each skit, these younger students were then encouraged to prepare a poster designed to educate others about the value of wildlife corridors and wildlife crossing structures. Cash prizes of $20, $10 and $5 were given to the winning posters in each class. Most of the classes participated in the contest, and the posters were then put up in the windows of businesses around Canmore, with the goal of educating the older citizens about the value of wildlife corridors.

To conclude the year, my grade 8 class watched the skit, and then took CPAWS’ “Grizzly Bears Forever” hike offered through Green Street up onto the mountainside above Canmore where our interpreter, Gareth Thomson, led the whole class in some activities to fix our learning – and of course to have some fun.

This project required the students to be creative, cooperative, and responsible. They had to take initiative for something and follow through. As a teacher, it was satisfying to see them attack the project with enthusiasm and finish with success. I was quite impressed by the high quality of the show and the work the students put into it.

As for the students – they remarked: “It was good to do something to help the world, and fun to work side-by-side with friends while you were doing it!”

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