Sample Problem Based Lesson

Topic: The Reintroduction of Wolves into Yellowstone National Park

Long Range Objective: Standard Number: 2.0 Ecological Interactions 2.7 explore how human activities can affect the balance of an ecosystem.

Set:

Play audio clip {http://www.geocities.com/aspenkate/johndenver1.html} of John Denver introducing the last song he ever wrote: Yellowstone: Coming Home.

Play Yellowstone: Coming Home, sung by Sunny Waters {http://www.sunnywaters.com/yellowstonepress.html}

Follow-up question: In the lyrics of this song, Denver describes his feelings about the return of the wolves to Yellowstone with these words, “Oh the joy that I feel, Oh the love in my heart.” Why was this individual so emotionally impacted by the reintroduction of wolves into the Yellowstone ecosystem? What may have motivated others to push for the reintroduction?

Objectives:

1) Tsw explain what happened to the wolves that once roamed the Yellowstone area.

2) Tsw identify the organization responsible for the reintroduction of wolves into the park.

3) Tsw describe the controversy associated with the reintroduction of wolves into Yellowstone.

4) Tsw analyze the impact of the reintroduction of wolves into the area.

Instructional Procedures:

Entry

1) See set

2) Using PowerPoint, outline and discuss the original proposal for the reintroduction of gray wolves into Yellowstone.

3) Introduce the problem: Should wolves be reintroduced in Yellowstone?

4) Division of class: ½ to represent the Farm Bureau organization as they argue their case before a Congressional committee concerning the reintroduction of

wolves, ½ to represent the government in arguing its case concerning the proposal.

Analysis of Problem

Both teams to answer three basic questions related to the proposal:

1) What do we know?

2) What do we think we know?

3) What do we need to know?

On board, post student answers to the three questions.

Collect & Analyze Data

Students are given access to specific information related to this issue, including: history of wolves in Yellowstone, testimony from experts who predicted the impact of the reintroduction, and a sampling of public comments obtained at public meetings on the issue.

Using this information, students provide answers to their What-we-think-we-know and What-we-need-to-know questions.

In teams (each half of class organized into sub-groups with three students per group), students organize the collected data and prepare the arguments they will make when appearing before the Congressional committee.

Performance

The teacher selects speakers to present the arguments for their side (Farm Bureau or government) in front of the Congressional committee.

Those not selected become members of the Congressional committee. Committee members who were originally assigned to favor the proposal will question speakers against the proposal. Those originally assigned to oppose will question speakers who favor the proposal.

Note to 3500 students: Below is another example of a performance.

Alternative Performance

A team of three who favor the proposal will be paired with a team of three who oppose. These new groups will be charged with developing a compromise program. These programs will be presented in class.

Closure

See: Performance

Review new information learned about the issue.

Q & A review of objectives

Homework: Students will examine the actual program for the reintroduction of wolves and compare/contrast this program with the compromise developed by his/her team in class.

Materials: PowerPoint file: Reintroduction of Wolves

Internet pages: See sound clip URLs in Set

Research sheets on Wolves in Yellowstone

Alternate/Extra Activities: PowerPoint file outline printed for use with white board if necessary.