Questions to pose to students about the video clips.
 
These questions will help guide a discussion of the videos. As more videos are added the questions will be adjusted to cover other aspects. There are several themes that should be evident in the current videos and they are identified in the Appendix.
 
For each of the grades there is a “main focus” series of questions typically based on Understanding Life Systems. For many of the grades there is a Supplemental section that, while not as developed, does suggest other possible uses for the videos.

Intermediate Grades (7-8)
General (Based on Grade 7 Understanding Life Systems: Interactions in the Environment
Link to suggested SW Videos:  

• Riverwood bans chemical sprays to control pests. How does this effect the ecosystem?
• If the ban were lifted, how would it change the ecosystem?
• Riverwood is surrounded by urban development. How does this impact the areas’ ecosystem?
• How would climate change effect the species featured?
• If it was important to restore black bears to Riverwood, what steps would have to be taken to ensure the species could survive here? Would this be a good species to try and bring back? Why? Why not?
• What is the top predator found in Riverwood (it is featured in the videos)?
• List the biotic elements seen in the videos.
• List the abiotic elements seen in the videos.
• Which producers are featured in the video? (Which ones might be inferred to be present given the species featured?)
• Which consumers are featured in the videos?
• Which species are predators as well as prey for larger predators?
• Which species compete with other species for resources?
• Which species are at the top of the food chain?
• Which species are at the bottom of the food chain?
• Describe the transfer of energy up the food chain based on the species seen in the videos.
• What would happen if one of these links in the food chain disappeared?
• Human intervention has restored two species to Riverwood and the Credit River; the wild turkey and the Atlantic salmon. How successful have these restorations been? What factors have limited their success?
• Human intervention introduced the Chinook salmon into the Credit River. What are the pros and cons of this introduction?

 
Supplemental: (GRADE 7 | UNDERSTANDING STRUCTURES AND MECHANISMS: FORM AND FUNCTION)

• Students are encouraged to analyze the form (structure) and function of the various animals and plants.  Why do deer walk on their toes? Bears on the soles of their feet? How do the beaks of birds reflect their food preferences? There are great many images contained in the videos where students can observe how the various plants and animals are adapted to their environment.

 
General (Grade 8Understanding Earth and Space Systems: Water Systems)
Link to suggested SW Videos: Water Systems 

• Which species rely on water for their survival?
• Which species nest on wetlands?
• Which species breed in wetlands?
• How does the changing availability of water effect the ecosystem? (I.e. Droughts, Floods, Seasonal Changes, Climate Change)
• How might human activities effect the water sources species need for their survival (give both positive and negative examples)?

For information on Riverwood, Mississauga, ON please visit www.theriverwoodconservancy.org