BioResource Management Biology 20:
A Problem Based Learning Curriculum Resource Guide
Bioresource Management 20
Below are the Foundational Learning Objectives of the Biology 20 course:
1. Introduction– 7 Hours(pg 89):
 Understand the nature and study of biology (MIC) (EG) (CAC) (VIDO)
 Use a microscope to examine cells (make slides, draw and calculate) (MIC)
(VIDO)
 Explain the importance of theory in Biology (MIC) (EG) (CAC) (VIDO) Teaching
it!
o Development of the Cell Theory – Natural selection, evolution
2. Ecological Organization – 25 Hours (pg 96):
 Explain how interactions among soil, climate and living organisms produce the
ecosystems which can be observed (EG)
 Analyze a variety of ecosystems (EG)
 Describe life in past ecosystems (EG) (CAC)
 Explain how populations are counted (CAC)
 Analyze population changes (EG) (CAC)
 Recognize ecological sequencing (EG) (CAC)
3.




Diversity of Life – 25 Hours (pg 104):
Describe principles of classification (VIDO)
Recognize the role of monera, protists, fungi in the ecosystem (VIDO)
Describe the diversity of plants (EG)
Recognize the diversity of animals (EG) (CIC) (VIDO)
4. Agricultural Botany 15 Hours:
 Recognize the various biological processes associated with plant systems (EG)
 Appreciate the relationship of SK biogeographical regions and agricultural activity
(eg compare grains and forage crops) (EG) (CIC)
 Describe the internal and external influences on plant growth (EG)
 Recognize interconnectedness of agriculture and environment (EG)
Key: EG=Endeavour Green, CAC= Cougars and the City, VIDO=Diagnostic Case,
MIC=Microscopy
Microscopy
A Problem-Based Learning
Curriculum Resource
CASE FOCUS
In this case, students travel back in time to the 1600‟s and explore the development and initial
advances in cell theory. The case starts with a newspaper article documenting Robert Hooke‟s
discovery of “cells” using a rudimentary microscope and cork tissue. Students are then presented
with the first disclosure that situates them as part of a team in a Dutch laboratory where Antoine
Van Leeuwenhoek has started working with a compound microscope. Students will design and
execute an experiment that will advance cell theory using pond water and onion cells. An
introductory microscope laboratory experiment is provided as part of the case.
Common Essential Learnings Foundational Objectives to Emphasize
CCT To develop an understanding of how knowledge is created, evaluated, refined and changed within
biology.
COM To enable students to understand and use the vocabulary, structures and forms of expression which
characterize the study of biology.
IL
To develop students' abilities to access knowledge.
Biology Foundational and Learning Objectives
1.0 Understand the nature of the study of biology.
1.1 Examine the types of questions which biologists investigate.
1.2 Exhibit a curiosity about life and the conditions which support life.
1.3 Appreciate the nature of scientific investigations and the findings of science.
1.4 Recognize the relationship between what is studied in biology and daily life.
1.5 Define the term biology.
2.0 Use a microscope to examine cells.
2.1 Develop proper techniques for handling and care of a microscope.
2.2 View prepared slides.
2.3 Prepare wet-mount slides.
2.4 Sketch what is seen in the field of view.
2.5 Estimate sizes of objects observed.
2.6 Compare the images produced by light microscopes and electron microscopes.
2.7 Discuss examples of how the microscope has altered what we know.
3.0 Explain the importance of theory in biology.
3.1 Outline the key aspects of a scientific theory. (See the Unit Overview and web.)
3.2 Discuss the development of the cell theory.
3.3 Recognize the link between the development of cell theory and the technology available to study
cells.
3.4 Realize the significance of cell theory in establishing the relatedness of all living organisms.
3.7 Describe how a theory might change using an example(s).
London Times Newspaper
Disclosure 1.
Issue # 1406.
Oct. 11, 1665
Hooke Discovers Cells
Robert Hooke, curator of instruments at the
living material. He made several observations
Royal Society of London, has made a ground-
but the most memorable observation was seeing
breaking discovery in the field of biology.
“walls surround empty spaces” through the
Hooke has been following new scientific
simple lens. Hooke has coined the term “cell”
developments and improvements of the
for those empty spaces with walls because “they
microscope, the newest instrument of scientific
reminded me of the rooms in a monastery which
research. Up until now the science community
are called cells”
had been fairly sure living organisms were made
up of sub particles – Hooke‟s results have shed
His observations have lead Hooke to conclude
light upon what living things are made up of.
that all living things are made up of „cells‟ and
has published his findings in his book
“I have always been interested in the study of
Micrographia. When asked what does the future
life.” says an exuberant Hooke from his lab at
hold for his discovery and this „cell theory‟
the Royal Society of London. “I‟ve thought
Hooke responded “I would like to see someone
living things were made up of sub components,
examine living tissues rather than dead ones like
but I wanted a way to test that theory.” This
cork and it would even be better if they could
progressive thinking directed Hooke toward
examine these living things with higher
making observations of a variety of living
magnifications rather than a single lens.”
things.
Hooke has made an important and historic
His ingenuity lead him to an amazing discovery.
discovery and has put the Royal Society of
Utilizing a simple lens magnifier Hooke
London in the forefront scientific research.
examined thin slices of cork from corks which
were lying on his work bench. Hooke knew that
cork is dead plant tissue, so it was once from
Disclosure 2
It is just outside Amsterdam, Holland, in the year 1672. Your apprentice team in Antoine Van
Leeunenhoek‟s workshop has had an interest in the workings of lenses for quite some time. Hooke‟s
article has caught the attention of your employer, Van Leeuwenhoek, and he would like to explore this
cell theory.
Van Leeuwenhoek‟s latest achievement is the compound lens microscope. His tinkering with glass
processing has led to the development of lenses for microscopes. These lenses bend light to create a
magnified image. With this microscope, Van Leeuwenhoek postulates the team can advance Hooke‟s
findings
Van Leeuwenhoek has charged the team with using this technology to design and execute an experiment
that will build upon Hooke‟s findings and show that organisms are made up of living cells. Your team
will be using onion cells and pond water and will need a strong hypothesis statement to be tested. Van
Leeuwenhoek is known for strictly adhering to the scientific method in all his experiments.
NAME___________________________________________
DATE___________________
DISCUSSION QUESTIONS – MEET THE PROBLEM
1) What is the problem?
2) What do you KNOW about the problem? Brainstorm and list all your ideas.
3) What do you NEED TO KNOW?
4) DEVELOP A PROBLEM STATEMENT
How can we…
in such a way that…
ASK YOURSELF: Is the Problem Statement relevant to the problem?
5) What do you NEED TO DO? Who? How? Where? When?
NAME___________________________________________
DATE___________________
INFORMATION GATHERING
1) Write down your findings – include all data and results (use separate sheets).
2) How is this information relevant to the problem?
3) What was your resource? Is it credible?
4) Share your information at the next session.
NAME___________________________________________
DATE___________________
INFORMATION SHARING – GROUP SESSION
Each team member will share his or her findings with the group; disclosure to follow.
1) What do you KNOW? Brainstorm and list all ideas.
2) What do you NEED TO KNOW? Brainstorm and list all ideas.
3) Revisit your Problem Statement considering what you now KNOW and what you
still NEED TO KNOW.
ASK YOURSELF: Is the Problem Statement relevant to the problem?
4) What do you NEED TO DO? Who? How? Where? When?
Disclosure 3
Success. Using advances in technology, your team has been able to further contribute to the cell theory.
Your responsibility as a scientist doesn‟t stop with the experiment...its time to share the finding within the
science community and general public. Van Leeuwenhoek‟s lab has been asked to submit scientific
abstract outlining why the experiment took place, methods and materials used, results and conclusions.
Be sure to briefly mention what future experiments may be carried out to advance the cell theory. The
abstract should be no more than 500 words. The lab team will also need to prepare a poster presentation
with a scale drawing of findings and be able to describe the experiment and hypothesis tested.
Use your crystal ball to look into the future and explain how the Canadian Light Source Synchrotron at
the University of Saskatchewan uses advances in light technology and what types of research are carried
out there.
LABORATORY INVESTIGATION
HOW TO USE A MICROSCOPE
Pre-Lab Discussion
As you explore the natural world in biology labs, you will be doing something you do every day
– making observations. You use your
senses to make observations, but
sometimes your senses need help. For
work in biology the microscope is the basic
tool to examine organisms and objects
that are too small to be seen with the
unaided eye. Refer to the Figure 1
throughout this lab and other labs that use
a microscope.
Microscopic Observations
When you view an object through a
microscope, you place the object on a
glass slide. The slide may be either a drymount or a wet-mount slide.
In a dry-mount slide, the object to be
examined is placed on the slide and
covered with a small square of plastic
covered a coverslip.
In a wet-mount slide, a drop of liquid is
placed over the object before being
covered with a coverslip.
1. When you carry a microscope, why should you carry it with one hand on the arm of the
microscope and the other hand under the base?
___________________________________________________________________________
___________________________________________________________________________
___________________________
2. Why should you hold a microscope slide by its edges?
___________________________________________________________________________
___________________________________________________________________________
___________________________
Problem
How do you prepare an object to be viewed under the microscope, and how do you use the
microscope to observe the object?
Materials (per group)
Microscope
Microscope slide
Coverslip
Newspaper
Scissors
Dropper
Water
Forceps
Paper towel
Pond water sample
Onion
Methylene Blue stain
Clear plastic ruler
Safety
Wipe up any spills immediately.
Handle slides with care to avoid breakages. Tell the teacher if a slide breaks and dispose of the
broken slide properly.
If your microscope has a mirror, do not tilt it directly toward the sun. Eye damage can occur if
direct sunlight is used as a light source.
Wet Mounts
Wet mounts are temporary slides that you prepare yourself. When doing a wet mount follow
the procedure outlined below:
 Place the specimen (mixed culture, tissue, etc.) on the center of a clean slide.
 Add a drop of water or designated stain if required. (Note: liquid cultures do not require
adding water)
 Place one edge of the cover slip on the slide near the specimen (This is done by holding
the cover slide at a 45ºangle). Gently lower the cover slip on top of the specimen. Try to
avoid trapping air bubbles.


Blot an excess fluid with lens paper before you place the slide on the stage of the
microscope.
After you have made your observations the slide & cover slip should be washed, dried &
replaced in their appropriate locations.
Procedure
Exercise 1:
PROPERTIES OF THE MICROSCOPE
1. Cut a small letter “d” from the newspaper and place it in the center of a clean
microscope slide so that it is in the normal reading position.
2. Using the dropper, carefully place a small drop of water over the letter.
3. Place one side of a clean coverslip at the end of the drop of water at a 45° angle.
Carefully lower the coverslip over the letter “d” and the drop of water. Do NOT press on
the coverslip. It should rest on top of the water. Try not to trap any air bubbles under
the coverslip because these will interfere with your view of the specimen. If you have
trapped air bubbles, make a new wet-mount slide.
4. Absorb excess water by touching a folded piece of paper towel to the water that comes
out around the edges of the coverslip.
5. In Observations, draw a picture of the letter “d” just as you see it on the slide, without
the aid of the microscope.
6. Turn the nosepiece so that the low-power objective, often called the ‘scanning
objective,’ is facing downward, toward the stage.
7. Place the slide under the clips on the stage of the microscope. Position the slide so that
the letter “d” is directly over the center of the stage opening.
8. Use the coarse-adjustment knob to slowly lower the low-power objective until it almost
touches the slide. CAUTION: To prevent damage to the microscope and the slide, do not
let the lens actually touch the slide.
9. Tilt the mirror or adjust the light and adjust the diaphragm until you get the best light
for viewing the specimen. CAUTION: Do not aim the mirror at direct sunlight.
10. Looking through the eyepiece, use the coarse-adjustment knob to slowly raise the lens
until the letter comes into view. CAUTION: To prevent damage, do not lower the coarse
adjustment while looking through the eyepiece.
11. Look at the objectives and the eyepiece of your microscope. Then answer question 1 in
observations.
12. Find the total magnification power of your microscope by multiplying the magnification
of the eyepiece lens by the magnification of the objective lens you are using. Then
answer questions 2 and 3 in Observations.
13. In Observations, draw a picture of the letter “d” as viewed through the microscope.
Record the magnification you are using.
14. While looking through the eyepiece, move the slide to the left. Notice which way the
letter seems to move. Now move the slide to the right. Again notice which way the
letter seems to move. Then answer questions 4 and 5 in Observations.
15. Switch to the high-power objective lens by revolving the nosepiece so that the highpower lens clicks into place. CAUTION: The high-power objective is longer than the lowpower objective; it may easily touch and damage the slide. Look at the side of the
microscope when switching to the high-power objective to make sure it clears the slide.
Using the fine-adjustment knob only, bring the specimen into focus.
16. In Observations, draw a picture of the letter “d” as seen with the high-power objective
lens. Record the magnification you are using.
17. Switch to the low-power objective lens by revolving the nosepiece. It is now safe to
remove the slide from the stage. Remember to always have the low-power objective
over the stage when putting on new slides or removing slide.
18. Clean slide and coverslip to prepare for use for the next exercises.
Exercise 2:
MEASURING WITH A MICROSCOPE
It is important to be able to determine the size of the specimens that you observe with the
microscope.
1. Use a clear ruler to determine the diameter of the viewing field under the low-power
objective. Position the ruler so that the millimetre marks are visible in your viewing
field. Remember that there are 1000 micrometers (µm) in a millimetre.
2. In Observations, record the estimated length (diameter) of your viewing field in the
chart provided.
3. You can use the ruler to determine the diameter of the viewing field under the mediumpower objective. Record the size of the viewing field in the Observation section.
4. You can determine the diameter under medium power using a mathematical proportion
method to determine the diameter.
Medium power field diameter = low power field diameter X low
power magnification/medium power magnification
Record the size in the chart under the calculated diameter, in the Observation section.
5. You cannot use the ruler method to determine the diameter under high power; you
must use the mathematical proportion method.
High power field diameter = low power field diameter X low
power magnification/high power magnification
Record the size in the chart under the calculated diameter, in the Observation section.
Exercise 3:
PROTISTS
These are the ‘wee beasties’ that Von Leewenhoek observed in his early microscope. They live
in common pond water.
1. Obtain a sample of a protist from one of the containers at the front of the room. The
specimens usually come from the bottom and probably will contain chunks of algae or
other debris that you can see with your naked eye. (Be careful that your slide isn’t too
thick) The instructor will help you obtain this sample.
2. Place a drop containing one or more protists on a slide and cover with a cover slip.
3. Scan the slide for organisms: Start at the upper left-hand corner, and move the slide
forward and back as you work across the slide from left to right.
4. Experiment by using all available lenses (NOT the oil immersion!), by focusing up and
down with the fine-adjustment knob, and by adjusting the light so that it is not too
bright.
5. In Observations, draw any organisms you see and label your drawings.
Exercise 4:
PLANT CELLS
1. With a scalpel or your fingers, strip a thin, transparent layer of cells from a piece of
onion.
2. Place it gently on a clean, dry slide.
3. Add a drop of methylene blue stain and cover with a coverslip.
4. Observe under the microscope and draw what you see in the Observation section. Be
sure to label your drawing.
5. Locate the cell wall. Is a nucleus visible?
6. Under high power count and record the number of cells across the diameter of the high
power field, both lengthwise and side to side. Record your numbers in the space
provided in the Observation section.
7. Using the number you calculated in exercise 2 for the high power field of view, calculate
and record the length and width of an onion cell in micrometers.
Observations
Exercise 1:
1. What is the magnification of each objective of your microscope? What is the magnification of
your ocular lens?
______________________________________________________________________________
______________________________________________
2. What is the total magnification power using the low-power objective?
______________________________________________________________________________
______________________________________________
3. What is the highest magnification of your microscope?
______________________________________________________________________________
______________________________________________
4. When you move the slide to the left, in what direction does the letter “d” appear to move?
______________________________________________________________________________
______________________________________________
5. When you move the slide to the right, in what direction does the letter “d” appear to move?
______________________________________________________________________________
______________________________________________
Letter “d” without microscope Low-power Objective
High-power Objective
Drawing Specimens
1. Use PENCIL – you can erase and
shade areas.
2. All drawings should include clear
and proper labels (and be large
enough to view details).
Drawings should be labelled with
the specimen name and
magnification.
3. Labels should be written on the
outside of the circle. The circle
indicates the viewing field as seen
through the eyepiece, specimens
should be drawn to scale – ie..if
your specimen takes up the whole
viewing field, make sure your
drawing reflects that.
Magnification: _______
Magnification: ________
Exercise 2:
Size of the Diameter of the Field of View
Measured
mm
µm
Low Power
Medium
Power
High
Power
Exercise 3:
Low Power Magnification: ________
n/a
n/a
Calculated
mm
µm
n/a
n/a
Medium Power Mag: _______
Exercise 4:
1. Onion Cell Drawings
High Power Mag: ___________
Low Magnification: _____
High Magnification: _______
2. Did you locate the cell wall? The nucleus?
______________________________________________________________
3. How many cells did you observe lengthwise? _____________________________
4. How many cells did you observe width wise? _____________________________
5. What is the length of the onion cell? (Show your work)
6. What is the width of the onion cell? (Show your work)
Analyze and Conclude
1. How does the letter “d” as seen through the microscope differ from the way a “d” normally
appears?
______________________________________________________________________________
______________________________________________
2. How does the ink that was used to print the letter differ in appearance when you see it with the
unaided eye compared with the way it appears under the microscope?
______________________________________________________________________________
______________________________________________________________________________
______________________________
3. Briefly explain how to make a wet-mount slide.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
4. Why should you always use the low-power objective lens to locate objects mounted on the slide
first, even if you want to observe them with the high power objective lens?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
5. Suppose you were observing an organism through the microscope and noticed that it moved
toward the top of the slide and then it moved right. In what directions did the organism actually
move?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________________________
6. Briefly describe how to determine the size of an object using the microscope.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
____________________________________________________________
ENDEAVOUR
GREEN
BIORESOURCE MANAGEMENT
Function
Open and closed
System
Diversity
Niches
Indigenous
knowledge
NATURAL
ECOSYSTEMS
Gains and Losses
Elders
Traditional Land
Keepers
ENVIRONMENTAL
SUSTAINABILITY
AGRICULTURE
Monocrop
Water
MANAGED
ECOSYSTEMS
Environmental
Factors
Viability
Soil
Land Recovery
Resilience
Weather
Climate
Nutrient Cycles
Disturbances
FOUNDATIONAL OBJECTIVES AND LEARNER OUTCOMES
I.
Value and achieve excellence in employable skills critical to the scientific and
technological world
i.
Demonstrate skills and attitudes for conducting various science activities
ii.
Apply biotechnology and research skills in a problem-solving environment
iii. Apply skills developed in the classroom to practicum experiences (where
applicable)
iv.
Participate in a professional experience, such as job shadowing, mentorship,
career or occupation exploration, a scientific conference, science fair or other
competitions; complete a grant or scholarship application
II.
Demonstrate skills and attitudes when participating in collaborative Problem-Based
Learning
i.
Discriminate between what is known and unknown to identify learning issues
within the context of the given problems
ii.
Access a variety of resources and research independently for the purpose of
information sharing
iii. Analyze real-world problems as a team member to determine an approach to and
a solution for the given problems
iv.
Evaluate self and others in the context of team relations, and communicate for the
purpose of improving team interaction and efforts
III. Community Connection
i.
Identify and integrate Indigenous knowledge as a valued contribution to all
aspects of science and learning
ii.
Communicate with community and industry members for the purpose of sharing
knowledge and building learning experiences
IV. Key Concepts: Diversity, Energy Flow, and Sustainability
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
Define sustainability as it applies to social, economic and environmental factors
Identify the concept of ecological niches and give examples of species common to
each
Explain the functions of the managed ecosystems (social, environmental and
economic)
Investigate factors of ecosystem viability, such as soil, climate, and human
influence
Describe nutrient cycles in terms of gains and losses within an environment
Apply concepts of diversity and energy flow to natural and production ecosystems
Compare system sustainability of natural and monocrop ecosystems
Propose recommendations to maximize output AND sustainability in the
production ecosystem
CASE FOCUS
The students will compare and apply the concepts of a natural ecosystem to a managed
monocrop ecosystem. The goal is to make the managed ecosystem productive and
environmentally sustaining.
The students are Agricultural Consultants who will present at an Agriculture conference.
Overarching questions are:
 How does a natural ecosystem demonstrate best sustainable practices?
 What can we learn and apply from Indigenous knowledge?
 Can a managed ecosystem model the sustainable practices of a natural ecosystem while
maintaining its productivity?
ROLE AND SITUATION
Students play the role of AgroEcologists who will present at an Agriculture conference. The
topic is the best practices for land use and sustainability in a production monocrop agricultural
systems. Each team receives a conference entry form. The conference will showcase the
presentations about best practices and proactive methods of sustainability and land use for
managed monocrop agricultural ecosystems.
The recommendations should be presented to an actual committee of Agriculture personnel (to
be determined by the teacher – from the College of Agriculture and Bioresources, for example).
TEACHER-ANTICIPATED RESOURCES
People/Places
 Community elder
 Traditional land keepers
 Agriculture Scientists (Faculty at the College of Agriculture and Bioresources)
 Local farmers
 Specialists – soil, plants, wildlife, crop management, etc…
 Laboratories at SIAST and U of S College of Agriculture and Bioresources for
demonstrations and practical work
 Other guests, speakers, and locations at teacher‟s discretion and identified by students
Materials and/or Technology
 Computer searches
 Scientific investigations – plant production, examination of resource management
 Books – non-fiction and historical fiction from Teacher Librarian
 Textbooks – Agroecology, Almanacs
 Other materials and technology, at teacher‟s discretion and identified by students
Embedded Instruction Events
 Scientific Method
 Guest Speakers
 Other, at teacher‟s discretion
DISCLOSURE 1
You are a team of professional agrologists whose task is to investigate methods of
improving sustainability while maintaining productivity of an agro- ecosystem in
Saskatchewan.
You will present your findings at the Conference of Sustainable Agriculture. The
conference date will be announced; more details will follow.
NAME___________________________________________
DATE___________________
DISCUSSION QUESTIONS – MEET THE PROBLEM
1) What is the problem?
2) What do you KNOW about the problem? Brainstorm and list all your ideas.
3) What do you NEED TO KNOW?
4) DEVELOP A PROBLEM STATEMENT
How can we
in such a way that
ASK YOURSELF: Is the Problem Statement relevant to the problem?
5) What do you NEED TO DO? Who? How? Where? When?
NAME___________________________________________
DATE___________________
INFORMATION GATHERING
1) Write down your findings – include all data and results (use separate sheets).
2) How is this information relevant to the problem?
3) What was your resource? Is it credible?
4) Share your information at the next session.
NAME___________________________________________
DATE___________________
INFORMATION SHARING – GROUP SESSION
Each team member will share his or her findings with the group; disclosure to follow.
5) What do you KNOW? Brainstorm and list all ideas.
6) What do you NEED TO KNOW? Brainstorm and list all ideas.
7) Revisit your Problem Statement considering what you now KNOW and what you
still NEED TO KNOW.
ASK YOURSELF: Is the Problem Statement relevant to the problem?
8) What do you NEED TO DO? Who? How? Where? When?
DISCLOSURE 2
You are fortunate to know a local ecologist; you decide to consult with him. He
suggests that you begin by studying forest and grassland dominated ecosystems.
Look at the structure and diversity of plants.
Ecological niches can provide lots of information. How are they structured and
how have they adapted to their conditions? Indigenous knowledge may also
provide some insight.
DISCLOSURE 3
Natural disturbances are a normal force within the environment. Identify the
disturbances that may influence the grassland and forest ecosystems. What are the
results of these influences? It is recommended that you look at natural patterns of
succession.
DISCLOSURE 4
Plant and animal species develop adaptations in response to pressures and threats
within their ecosystems. This provides them with a means of survival, which may
be distinguished as resistance or as resilience.
Evidence of this behaviour can be identified through the K species and R species
that are exclusive to the environment in which pressures and threats are apparent.
Examine these concepts.
DISCLOSURE 5
A closed system self-regulates gains and losses of energy and natural ecosystems
resemble a closed system with respect to energy and nutrient cycles.
To best understand the concept of energy flow, it is recommended that you
investigate nutrient cycling.
Limit your efforts to Nitrogen, Carbon and water cycles; know the chemical forms
and the specific components of the chemical reactions in the cycles.
Identify where gains and losses occur.
DISCLOSURE 6
Your most recent conversation with your ecologist draws your attention to an
agricultural monocrop ecosystem. How do the different ecosystems compare?
How do niches differ and how can you apply ecological principles that you learned
from natural ecosystems to a system that is managed and lacks the structure and
diversity that is found in nature?
DISCLOSURE 7
Disturbances also occur in managed ecosystems; are they the same as in a natural
ecosystem? Identify all influences in agriculture production.
How is succession demonstrated and in what ways does a production ecosystem
differ from a natural ecosystem in terms of how plant species respond to pressures
and threats?
How do resistance and resilience compare and what influences are present that do
not have an influence in a natural ecosystem?
DISCLOSURE 8
Nutrient cycles are an important factor in sustaining a monocrop ecosystem.
Apply what you know about nutrient cycles; identify where gains and losses occur
and what influences these.
How do the different ecosystems compare? Based on what you have discovered
throughout the case, your presentation should outline how you can incorporate
ecological principles seen in natural ecosystems into a production system in efforts
to increase sustainability.
BIORESOURCE MANAGEMENT
URBAN WILDLIFE:
COUGARS AND THE
CITY
Cougars And The City
Human/Wildlife
Interaction
Habits of Cougars
Competition
Historical /
Indigenous
Environmental Factors
Breeding
Mobility
Safety and
Welfare
Natural
Habitat
Eating
Population
Response
Diet
Extinction
Sampling
Cycles
Fatalities & Injuries
Food Chain
Hunting
FOUNDATIONAL OBJECTIVES AND LEARNER OUTCOMES
V.
Value and achieve excellence in employable skills critical to the scientific and
technological world
i.
Demonstrate skills and attitudes for conducting various science activities
ii.
Apply biotechnology and research skills in a problem-solving environment
iii. Apply skills developed in the classroom to practicum experiences (where
applicable)
iv.
Participate in a professional experience, such as job shadowing, mentorship,
career or occupation exploration, a scientific conference, science fair or other
competitions; complete a grant or scholarship application
VI. Demonstrate skills and attitudes when participating in collaborative Problem-Based
Learning
i.
Discriminate between what is known and unknown to identify learning issues
within the context of the given problems
ii.
Access a variety of resources and research independently for the purpose of
information sharing
iii. Analyze real-world problems as a team member to determine an approach to and
a solution for the given problems
iv.
Evaluate self and others in the context of team relations, and communicate for the
purpose of improving team interaction and efforts
VII. Community Connection
i.
Identify and integrate Indigenous knowledge as a valued contribution to all
aspects of science and learning
ii.
Communicate with community and industry members for the purpose of sharing
knowledge and building learning experiences
VIII. Key Concepts – Wildlife Habitats, Population Dynamics, Environmental Influence,
Human/Wildlife Interactions
i.
Examine the behaviours of wildlife in their natural habitat
ii.
Investigate the natural relationships in wildlife populations
iii. Identify a variety of population sampling techniques, including the characteristics
of each
iv.
Prepare an effective population sampling plan
v.
Analyze the causes for changes in wildlife behaviour
vi.
Explore the relationships between humans and wildlife – past and present
CASE FOCUS
The students will investigate the relationships between animals and their environments. The goal
is to determine what is occurring in nature that is influencing changing behaviours. The students
will present their solutions to the class and invited guests.
Overarching questions are:
 What is influencing the environment and is causing the wildlife to migrate to civilized
areas?
 What is the best way to handle this, with the least disruption to natural cycles?
ROLE AND SITUATION
Students are a team of Conservation Officers. They have been approached the committee for a
resolution to the problem of cougar sightings within the city limits. A letter from someone in the
community introduces the problem
TEACHER-ANTICIPATED RESOURCES
The teacher should prepare for any or all of the following:
People/Places
 Traditional land keepers
 Conservation Officers
 Meewasin Authority
 Other guests, speakers, and locations at teacher‟s discretion and identified by students
Materials and/or Technology
 Computer searches
 Books – non-fiction and historical fiction from Teacher Librarian
 Other materials and technology, at teacher‟s discretion and identified by students
Embedded Instruction Events
 Population sampling
 Guest Speakers
 Other, at teacher‟s discretion
CASE RESOURCES
 http://www.canada.com/saskatoonstarphoenix/story.html?id=8435fcdf-5e32-4d18-acd5d5a0d4e9363d&k=35236
1
DISCLOSURE 1
A newspaper article dated June 20, 2007 reported a cougar sighting along the east
bank of the South Saskatchewan River. This caused a lot of concern considering
that many people use the area AND cougars are known to attack humans,
sometimes with fatal results.
Your team of Conservation Officers has been presented with this news article
along with a request that you determine the cause of this problem and propose a
humane solution. It is worthwhile to begin by investigating the natural behaviours
of cougars and the habitats in which they live.
2
NAME___________________________________________
DATE___________________
DISCUSSION QUESTIONS – MEET THE PROBLEM
1) What is the problem?
2) What do you KNOW about the problem? Brainstorm and list all your ideas.
3) What do you NEED TO KNOW?
3
4) DEVELOP A PROBLEM STATEMENT
How can we
in such a way that
ASK YOURSELF: Is the Problem Statement relevant to the problem?
5) What do you NEED TO DO? Who? How? Where? When?
4
NAME___________________________________________
DATE___________________
INFORMATION GATHERING
1) Write down your findings – include all data and results (use separate sheets).
2) How is this information relevant to the problem?
3) What was your resource? Is it credible?
4) Share your information at the next session.
5
NAME___________________________________________
DATE___________________
INFORMATION SHARING – GROUP SESSION
Each team member will share his or her findings with the group; disclosure to follow.
1) What do you KNOW? Brainstorm and list all ideas.
2) What do you NEED TO KNOW? Brainstorm and list all ideas.
3) Revisit your Problem Statement considering what you now KNOW and what you
still NEED TO KNOW.
ASK YOURSELF: Is the Problem Statement relevant to the problem?
4) What do you NEED TO DO? Who? How? Where? When?
6
DISCLOSURE 2
When investigating the behaviours and habitat of cougars, articles on local and
provincial history of cougars in Saskatchewan may be useful.
Have you considered breeding, diet, territory size and boundaries, natural
dispersion and movement patterns, seasonal activity, and history of cougar attacks?
7
DISCLOSURE 3
The behaviour of cougars is dependent on various relationships and factors within
its environment. In order for a successful solution to be determined, these
relationships and factors need to be identified and well-understood.
8
DISCLOSURE 4
As you investigate the relationships that exist, account for food supply, carrying
capacity, population density, and population fluctuations. Examine the impact of
interspecific and intraspecific competition, and urban encroachment.
Graphs and charts are a means to visualize wildlife populations. Be sure to include
graphic models of cougar and prey populations over time.
9
DISCLOSURE 5
Apply concepts of cause and effect. What are density dependent factors and
density-independent factors that influence the cougars‟ behaviour and pressures
them to venture into urban environments. Contemplate natural fluctuations, the
health of the cougars, climate, and weather. Is there an indicator species from
which you can gather information?
10
DISCLOSURE 6
As you resolve the problem of cougars entering urban areas, you should include a
long-term assessment plan. The goal of the assessment plan is to ensure that your
proposed solution causes minimal to no disruption to the natural cycles in
Saskatoon and the surrounding ecosystem. What are some options you can use to
examine populations in the environment? Differentiate between biased and
unbiased sampling techniques, and identify the advantages and disadvantages of
each to ensure that your plan is effective. Include with this a statement regarding
the duration of your assessment plan.
11
DISCLOSURE 7
Your team will present at a town meeting. You will explain your reason for
increased cougar sightings, a strategic management plan, what the public can
expect, and how can they be better prepared. Following the presentation, each
team member will submit an individual report.
12
Animal Diseases: Diagnosing a Problem with Deer
13
BIORESOURCE MANAGEMENT – OUTCOMES AND INDICATORS
LEARNER OUTCOME
 Develop employable skills critical to the scientific and technological world
INDICATORS:
 Demonstrate skills required for conducting science and technology activities
 Apply and practice research skills in a problem-solving environment
 Perform in a professional setting such as job shadowing, mentorship, career or occupation
exploration, a scientific conference, science fair or other competitions; complete a grant or
scholarship application
LEARNER OUTCOME
 Engage in a collaborative learning experience
INDICATORS:
 Discriminate between what is known and unknown to identify learning issues within the context
of the given problems
 Engage in and resolve real-world problems as a team member
 Evaluate self and others in the context of team relations
 Communicate for the purpose of improving team interaction and efforts
LEARNER OUTCOME
 Expand resource connections and appreciate the value of indigenous knowledge
INDICATORS:
 Identify a variety of resources through which to acquire knowledge
 Integrate indigenous knowledge as a contribution to all aspects of science and learning
 Collaborate with community and industry members
LEARNER OUTCOME
 Examine the response to an outbreak of an infectious disease in an animal system in Canada
 Explore the existence of disease causing agents
INDICATORS:
 Compare the infectious properties of bacteria, viruses, and prions including structure, and
mode of transmission and infection, and mechanisms of treatment
 Illustrate the timeline of spongiform encephalitic diseases in humans and other animals
 Define risk to trade and food safety when animal disease has been identified (pandemics,
biosecurity, human health, species barriers)
 Explain human influence in the management of infectious diseases including research,
prevention, test frequency and sensitivity, human-made population densities, and factors
connected to inter- and intra-species disease transmission
 Detail the biochemical nature of prions and the response of immunological research
 Identify the agencies involved and procedures followed when an infectious agent is identified
in a population in Canada
14
CASE FOCUS
This case centres on chronic wasting disease. Students investigate the nature of infectious
diseases with a focus on prions. They will cover topics such as food safety, pandemics, scientific
research, economic relationships and the history of encephalitic diseases. Students investigate
the infectious agents in terms of structure, mode of action, and mechanism of treatment.
Students will advise on what needs to be done once an infectious agent and reportable disease
has been identified. The final project is a report that is submitted individually.
1
Activity
Meet the Problem
Worksheet per group
Homework checklist
Worksheet per student
PBL Introduction
Disclosure 1
Selected group assessment page
Assessment Plan
Case log checklist
Discussion questions – Meet the
problem
Information Gathering
Selected group assessment page
2
Disclosure 2
Homework checklist
Information Sharing
Selected group assessment page
Information Gathering
Selected group assessment page
3
Disclosure 3
Homework checklist
Information Sharing
Selected group assessment page
Information Gathering
Selected group assessment page
4
Guest Speaker
5
Disclosure 4
Homework checklist
Information Sharing
Disclosure 5
Selected group assessment page
Information Gathering
Selected group assessment page
Data from PDS/VIDO
6
Disclosure 6
Homework checklist
Information Sharing
Selected group assessment page
Information Gathering
Selected group assessment page
8
Wrap
Homework checklist
Information Sharing
Selected group assessment page
Results from group research
Rubric for final product
Selected group assessment page
15
Meet the Problem
A farmer who owns and operates a deer farm recently found some dead deer.
Some deer are still alive but are showing signs of illness. The symptoms exhibited
by the remaining live animals include poor coordination, paralysis, isolation from
the herd, emaciation, and excess salivation. The farmer‟s first response was to call
the local vet. This is where you come in - you and your colleagues are
veterinarians. Although you have yet to diagnose the illness and determine the
cause, based on the symptoms presented, you identify this as a reportable illness
and send brain tissue to Prairie Diagnostic Services for analysis and you contact
the Canadian Food Inspection Agency.
This has never happened to this farmer before so he has many questions. As a
courtesy to him and other local farmers, you will provide answers to the questions
that arise from this incident. Following protocol of the clinic in which you work,
you are required to file a detailed report.
As you proceed through this case, keep detailed notes so you can submit a
complete report by the time this case is closed.
16
NAME___________________________________________
DATE___________________
DISCUSSION QUESTIONS – MEET THE PROBLEM
6) What is the problem?
7) What do you KNOW about the problem? Brainstorm and list all your ideas.
8) What do you NEED TO KNOW?
17
9) DEVELOP A PROBLEM STATEMENT
How can we
in such a way that
ASK YOURSELF: Is the Problem Statement relevant to the problem?
10) What do you NEED TO DO? Who? How? Where? When?
18
NAME___________________________________________
DATE___________________
INFORMATION GATHERING
5) Write down your findings – include all data and results (use separate sheets).
6) How is this information relevant to the problem?
7) What was your resource? Is it credible?
8) Share your information at the next session.
19
NAME___________________________________________
DATE___________________
INFORMATION SHARING – GROUP SESSION
Each team member will share his or her findings with the group; disclosure to follow.
5) What do you KNOW? Brainstorm and list all ideas.
6) What do you NEED TO KNOW? Brainstorm and list all ideas.
7) Revisit your Problem Statement considering what you now KNOW and what you
still NEED TO KNOW.
ASK YOURSELF: Is the Problem Statement relevant to the problem?
8) What do you NEED TO DO? Who? How? Where? When?
20
Disclosure 1
With the results in hand, your team knows to focus on a disease that is caused by
an infectious agent, of which the farmer would like to know the identity. He also
wants to know exactly what an infectious agent is!
In preparing your response, consider agents that typically cause disease – limit
yourself to bacteria and viruses. Consider physical structure, mode of transmission
and action as well as the mechanism of treatment. How are we able to control
diseases, and how do some remain out of our control? This information will be
included in your case report.
21
Disclosure 2
The picture is becoming much more clear now. As you continue to investigate the
circumstances of the illness, you have determined the disease is a spongiform
encephalopathy.
(“Spongy what?” the farmer asks!) It looks like you need to find out more about
encephalitic diseases. In your investigations, consider more than just cervids –
which other animals can be affected (and humans are animals, too!) and what are
the names of other encephalitic diseases?
For a complete report, provide a timeline for encephalitic diseases with the
information you gather. Be sure to indicate where species barriers are crossed
(should people be worried?) and what happens when humans influence population
densities before a host has adapted to an infectious agent.
22
Disclosure 3
As you continue to collect information, you have probably determined that Chronic
Wasting Disease is caused by neither bacteria nor viruses, but prions. Prions?!
There are so many questions to answer!
The farmer asks, “What is a prion?”
Good question! If it is not a bacterium that can self-replicate or a virus that only
needs host DNA to replicate, then what is a prion?
Turn your attention to a determining exactly what a prion is. How does the
structure and activity of a prion make it virulent and why does this concern us?
What is the immunological research to prion diseases in terms of curing and
controlling the disease - have you considered that this may have been around for a
long time? This information will be a part of your report, along with the timeline
you are preparing. Have a close look at prions in order to present a clear and
detailed answer to the farmer‟s question.
23
Disclosure 4
It is beneficial to look at the big picture of prion diseases. Perhaps you have
already identified animal feed as a possible means of introducing the agent into a
healthy herd. Rather than centralizing your information on the present situation,
consider the repercussions of diseases that cross species barriers. This includes
aspects such as epidemics, pandemics, food safety, and trade relationships.
24
Disclosure 5
You may find it interesting to know that Canada has a top quality food safety
program (something we may even take for granted!). Is research in Canada
keeping up with problems that arise from prion diseases? There must be some
credibility to standard testing procedures as well as tests that are more sensitive in
indicating a positive result for a prion disease.
If Canadian scientists are successful in developing research tools that are more
effective, what could happen, especially if countries that trade with Canada are not
as advanced (think: does cheap food = safe food)? Explain the possibility of a
balance between positive trade relationships and biosecurity.
When preparing your report for this part of the case, think long term…many years
from now, even decades.
25
Disclosure 6
Focus your attention back to the situation at hand. What happens when a
reportable disease is suspected in a managed animal herd and subsequently
confirmed? You have already identified that it is critical to prevent this disease
from spreading. What will you advise the farmer to do next?
For future illnesses such as this one, identify what would you expect should this
same situation present itself again? Start from the initial phone call - what
sequence of events would occur and which agencies are involved.
Your final report (prepared individually) should include everything the disclosures
have guided including your advice to the farmer regarding the future of his animals
and the best options for his business.
26
TEACHER-ANTICIPATED RESOURCES
The teacher should prepare for any or all of the following guests and activities:
People/Places
 Veterinarians
 Canadian Food Inspection Agency representatives (CFIA)
 Prairie Diagnostic Services (PDS)
 Vaccine and Infectious Disease Organization (VIDO)
 Other materials and technology, at teacher‟s discretion and identified by students
Materials and/or Technology
 Data and/or samples obtained from PDS, VIDO, CFIA
 Other materials and technology, at teacher‟s discretion and identified by students
Embedded Instruction
 At teacher‟s discretion
27
BIORESOURCE MANAGEMENT
ASSESSMENT
28
Weight (%)
Component
35
Case Log and process assessments
10
Assessment from alternate instructional strategies
30
Case Closed – Final Product – rubric
25
Unit Exam
**This may be changed, at the teacher‟s discretion, however it is recommended
that the majority of the unit consists of process assessment**
Other Assessment options include:
 Individual papers / reports
 Groups papers/reports
 Open-Ended group assessment questions
Process Assessment may include
 Questionnaires
 Prior Knowledge and Post-Case Knowledge Assessment
29
Case Log Checklist
(to be completed by student and teacher, individually)
NAME___________________________________________
DATE___________________
CASE___________________________________________
Component
Date
Exceptional
Effort
3
Good
Effort
2
Some
Effort
1
Not
Complete
0
Discussion
Questions:
Meet the Problem
Information
Gathering
(Include a
glossary!)
#1
#2
#3
#4
#5
#6
Information
Sharing
#1
#2
#3
#4
#5
#6
Results from Group
Research
Score: __________
30
Self-Assessment of Performance as a Group Memberi
3 = Always
2 = Sometimes 1 = Seldom
0 = Never
Name:
Date:
Group:
Case:
Things to Consider
3
2
1
0
I offer encouragement, help, and support to others in the group
I readily share ideas and information
I listen to others with an open mind and encourage new ideas
I respect and integrate the contributions from other cultures
I check to make sure that others in the group know what they are
doing
I accept responsibility for completing my work properly and on
time
I practice good speaking and listen skills
I accept help from others in the group
I am receptive to feedback
I provide honest feedback in a constructive manner
Additional Comments
Score_____ / 30
31
NAME___________________________________________
DATE___________________
CASE___________________________________________
Reflections on Group Workii
How is the work distributed among the group?
What problems, if any, arose within your group?
What will you do differently next time?
How is working in a group different from working by yourself?
What are your strengths when working in groups?
Where would you like to improve? What is your improvement plan?
How does this skill development affect the way you interact with others in your family and
community?
10 = Exceptional effort
7.5 = Fair effort
5 = Minimal effort 0 = Not complete
32
iii
Cooperative Group Learning: Rating Scale for Assessment
Group ______________________________________
Scoring
Date _________________________
Names of Group Members
5 = Always
4 = Often
3 = Sometimes
2 = Seldom
1 = Attendance is inconsistent
0 = Absent
Considerations
Negotiates roles and responsibilities of each
group member
Contributes ideas and suggestions
Encourages the involvement of all group
members
Is receptive to peer questions and criticism
Listens to the suggestions of others
Modifies personal thinking to incorporate
the ideas of others or new information
Respects and accepts the contributions of
each group member
Participates positively to resolve conflicts
within the group
Follows through with individual
commitments to the group
Maintains a positive attitude
Total Score (__/50)
**Be prepared to justify marks you assign to your peers**
33
Group Self-Assessmentiv
3 = Exceeding Proficiency
2 = Proficient 1 = Not yet proficient 0 = Experiencing Difficulty
Group Members:
Case:
Date:
Things to Consider
3
Score
2 1
0
We develop and adhere to ground rules.
Each group member has specific things to do.
We work together as a team.
We communicate with a purpose and stay on task
We record data efficiently.
We examine data closely to search for meaning.
Relevant and current research is used to support our work.
Our conclusions are consistent with the data.
We provide each other with positive and constructive feedback.
We identify ways to improve our group efforts and efficiency
Additional Comments:
Mark_____ / 30
34
Problem Based Learning - Evaluation of Group Processv
INSTRUCTIONS: Group process should be assessed the end of each session.
Please discuss how the group process went using the following questions.
One person can record the comments.
Consider your ground rules as a guide and how well you functioned as a working
group.
1.
What did we do well today in our working together as a group?
2.
What could have gone better in the way we worked together as a group?
3.
What are some suggestions about how we can improve next time?
USE BACK OF PAGE IF NECESSARY
35
Presentation Rubricvi
Group Members:
Case:
Component
Appropriateness to
audience (style,
form, vocabulary)
Presentation Skills
(clarity, volume,
eye contact, and
body language)
Visual Aids
Responding Skills
Science Content
Date:
Greatly Exceeds
Expectations
3
Purposely targeted to a
professional audience
At or Above
Expectations
2
Appropriate for
audience
Very professional - all
presentation skills are
appropriately and
consistently used
Use of multiple and varied
visual aids enhanced the
presentation
Exceptional team effort
when responding to
questions from the
audience
Extra effort to gain an
exceptional understanding
of the knowledge content
Most presentations
skills are
appropriate and
consistently used
<5 visual aids
supported the
presentation
Competent responses
to questions from
audience
Math Content
Use of data enhances the
presentation or final
product
Social Science
Content
Extra effort apparent;
shows deep understanding
of social impact: local and
global
Clear and convincing
evidence used to support
the solution
Solution demonstrates
forward-thinking
Supporting
Evidence
Fit of solution to
the problem
Group
Collaboration of
formal
presentation
Evidence of strong group
collaboration
Minimum
Expectations
1
Style, form, and
vocabulary are too
casual
Few or none of the
presentations skills
are appropriate; skills
lack consistency
<2 visual aids were
used in presentation
Minimal effort when
responding to
questions from
audience
Shows an adequate
understanding of
knowledge content
Understanding
knowledge content is
greater than
expected
Greater than
Data is included and is
competent use and
mostly supportive
display of supporting
data
Understanding of
Adequate knowledge
social impact is
of social impact
greater than
expected
Competent use of
Little or no evidence
supporting evidence
supports the solution
All criteria of the
problem statement
were met
All members
contributed to the
presentation
36
Presentation Rubric, page 2
Discussed with group on ___________________ (date)
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Student Initial___________
Teacher Initial___________
Group Mark_______
This rubric will be used to mark your presentation. After completion, it will be
made available for each group member to view. Within one to two days following
the presentation, your teacher will meet with your group to discuss the results of
the presentation. Be prepared to participate in the group discussion – bring
forward your questions and comments regarding this case and your presentation.
37
EVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCEvii
Knowledge Content of the iPLANT Case:
Listed below are the Learning Objectives for this case. Please rate the extent to which you
achieved the learning objectives.
0
Did not meet this
learning
objective
1
Somewhat met
this learning
objective
2
Mostly met this
learning
objective
3
Met this learning
objective
completely
4
Exceeded the
criteria of this
learning
objective
_____ Identify resources (soil, light, nutrients, water) required for plant growth and production
_____ Explain resource management and regulation of growing conditions for the purpose of
maximizing plant production
_____ Demonstrate methods and techniques of plant propagation
_____ Apply concepts of planning and timing pertaining to production of desired plants, and
growth seasons and conditions
_____ Apply concepts of integrated pest management (IPM) to maximize output of plant
production
_____ Explain resource deficiencies and predict potential outcomes through resource
management
_____ Identify plant varieties used for landscaping
_____ Design an aesthetically pleasing landscape environment; apply resource management,
growing conditions, propagation and protection factors
_____ Other _________________________________________________________________
_____ Other__________________________________________________________________
38
For each of the following key concepts, consider your CURRENT knowledge to be
10 out of 10 (10/10). Using a number between 0 and 10, indicate your knowledge
BEFORE beginning this PBL case (10 means that you knew everything already
and 0 means that you barely knew anything about these concepts before the PBL
case started).
Key Concepts:
_____ Resources and conditions for plant growth
_____ Protection and management of plants in their
environment
_____ Plant propagation techniques
_____ Landscape design
EVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCE
Knowledge Content of the First Nations and Métis Health and Nutrition Case:
Listed below are the Learning Objectives for this case. Please rate the extent to which you
achieved the learning objectives.
0
Did not meet this
learning
objective
1
Somewhat met
this learning
objective
2
Mostly met this
learning
objective
3
Met this learning
objective
completely
4
Exceeded the
criteria of this
learning
objective
_____ Identify and examine the traditional lifestyles of First Nations and Métis people,
including way of life, food sources, food preparation and preservation, and medicinal
practices
_____ Analyze and compare the nutritional qualities of traditional First Nations and Métis foods
and a typical modern-day diet in Saskatchewan urban centres
_____ Determine the nutritive value of and differentiate between functional and non-functional
foods
_____ Identify the connection between health and nutrition, and diseases that result from poor
nutrition
39
_____ Design an educational strategy to promote preventative practices regarding diet and
lifelong nutrition
_____ Other _________________________________________________________________
_____ Other__________________________________________________________________
For each of the following key concepts, consider your CURRENT knowledge to be
10 out of 10 (10/10). Using a number between 0 and 10, indicate your knowledge
BEFORE beginning this PBL case (10 means that you knew everything already
and 0 means that you barely knew anything about these concepts before the PBL
case started).
Key Concepts:
_____ First Nations and Métis contributions
_____ Food Science
_____ Health and Nutrition
EVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCE
Knowledge Content of the Endeavour Green Case:
Listed below are the Learning Objectives for this case. Please rate the extent to which you
achieved the learning objectives.
0
Did not meet this
learning
objective
1
Somewhat met
this learning
objective
2
Mostly met this
learning
objective
3
Met this learning
objective
completely
4
Exceeded the
criteria of this
learning
objective
_____ Define sustainability as it applies to social, economic and environmental factors
_____ Identify the concept of ecological niches and give examples of species common to each
_____ Explain the functions of the managed ecosystems (social, environmental and economic)
_____ Investigate factors of ecosystem viability, such as soil, climate, and human influence
_____ Describe nutrient cycles in terms of gains and losses within an environment
_____ Apply concepts of diversity and energy flow to natural and production ecosystems
40
_____ Compare system sustainability of natural and monocrop ecosystems
_____ Propose recommendations to maximize output AND sustainability in the production
ecosystem
_____ Other _________________________________________________________________
_____ Other__________________________________________________________________
For each of the following key concepts, consider your CURRENT knowledge to be
10 out of 10 (10/10). Using a number between 0 and 10, indicate your knowledge
BEFORE beginning this PBL case (10 means that you knew everything already
and 0 means that you barely knew anything about these concepts before the PBL
case started).
Key Concepts:
_____ Diversity
_____ Sustainability
_____ Energy Flow
41
EVALUATION OF A PROBLEM-BASED LEARNING EXPERIENCE
Knowledge Content of the Cougars in the City Case:
Listed below are the Learning Objectives for this case. Please rate the extent to which you
achieved the learning objectives.
0
Did not meet this
learning
objective
1
Somewhat met
this learning
objective
2
Mostly met this
learning
objective
3
Met this learning
objective
completely
4
Exceeded the
criteria of this
learning
objective
_____ Examine the behaviours of wildlife in their natural habitat
_____ Investigate the natural relationships in wildlife populations
_____ Identify a variety of population sampling techniques, including the characteristics of each
_____ Prepare an effective population sampling plan
_____ Analyze the causes for changes in wildlife behaviour
_____ Explore the relationships between humans and wildlife – past and present
_____ Other _________________________________________________________________
_____ Other__________________________________________________________________
42
For each of the following key concepts, consider your CURRENT knowledge to be
10 out of 10 (10/10). Using a number between 0 and 10, indicate your knowledge
BEFORE beginning this PBL case (10 means that you knew everything already
and 0 means that you barely knew anything about these concepts before the PBL
case started).
Key Concepts:
_____ Wildlife Habitats
_____ Human/Wildlife Interactions
_____ Environmental Influence
_____ Population Dynamics
43
EVALUATION OF A PROBLEM-BASED LEARNING GROUPviii
Please provide us with some information about your experience in this PBL group. Your
answers are anonymous and strictly confidential. This data will be used solely for the purpose of
program evaluation and improvement. This information will not be published.
Please mark your responses to the following questions directly on this sheet.
Choose a number from the scale shown below for each question to indicate your degree of
agreement with the following statements.
0
Strongly
Disagree
1
Disagree
2
Disagree
Somewhat
3
Don‟t
Know
4
Agree
Somewhat
5
Agree
6
Strongly
Agree
1.
_____I was motivated to seek information between classes.
2.
_____Finding the information to solve the problem was rewarding.
3.
_____What I learned is pertinent to my future educational interests.
4.
_____It was challenging to find the information needed to understand this situation.
5.
_____I was pleased with what the other students contributed to the PBL group.
6.
_____As a result of this exercise my understanding of horticulture has increased.
7.
_____I enjoyed working with other students.
8.
_____I was comfortable working with students.
9.
_____The PBL experience was one of mutual respect and collaboration.
10.
_____The PBL experience was worthwhile.
11.
_____My group facilitator was skilful in guiding the group process.
12.
_____Overall, my group facilitator was effective.
13.
_____I feel that I developed skills that I can use in my life outside school
14.
_____I learned new things about myself as a person.
15.
_____This was a positive experience.
16.
_____I would participate in a PBL case again.
Please Turn Over 
44
17.
Indicate on the scale below where your knowledge level was at the beginning of the
case, if 10 is where you are now:
____________________________________________________________________________
1
2
3
4
5
6
7
8
9
10
Please use the following scale to rate the overall usefulness of the following assessment
tools.
1
Not useful at all
2
Somewhat useful
3
Mostly useful
4
Very Useful
9
Not Applicable
_____Case Log Checklist
_____Open-Ended Questions
_____Self-Assessment of Performance as a Group Member
_____Group Self-Assessment
_____Reflections on Group Work
_____Cooperative Group Learning: Rating Scale for Assessment
_____Prior Knowledge and Post-Case Knowledge Assessment
_____Presentation Rubric
_____Debrief Reflections
____________________________________________________________________________
Please write any additional comments here: describe any strengths you noticed and give
some constructive suggestions to help improve the educational experience. Your
feedback is valuable.
THANK YOU!
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i
Adapted from: “Group Self-Assessment of Laboratory Activities” 18 July 2007
<http://www.sasklearning.gov.sk.ca/docs/midlsci/self_as.pdf>
ii
Adapted from: “Group Self-Assessment of Laboratory Activities” 18 July 2007
<http://www.sasklearning.gov.sk.ca/docs/midlsci/self_as.pdf>
iii
Adapted from: “Assessment and Evaluation” 18 July 2007
<http://www.sasked.gov.sk.ca/docs/midlsoc/gr7/assess7.html>
iv
Adapted from: “Group Self-Assessment of Laboratory Activities” 18 July 2007
<http://www.sasklearning.gov.sk.ca/docs/midlsci/self_as.pdf>
v
Adapted from: P-CITE, “Multi-Professional Problem Based Learning Modules 2007 – 08
Evaluation of Group Process” 2007.
vi
Adapted from: IMSA PBL Network, “PBL Design” (2007), 40
vii
Adapted from: P-CITE, “Evaluation of an Interprofessional Problem-Based Learning Group
(HIV/AIDS Case 2007)” 2007.
viii
Adapted from D‟Eon, Marcel. Professional Interview. Oct 16, 2007.
Adaptations to Assessment sheets: developed through discussion with Patricia Kovacs at
Saskatchewan Learning, October 17, 2007; Brenda Green at Saskatchewan Learning, September
2007; and Janet McVittie at the University of Saskatchewan, October 26, 2007.
46