Bioresource Management 20

Submitted by StudentResearcher on Tue, 2010-04-27 15:51
Date of survey completion
Contact person (The person making this entry has the ability to edit this entry in the future. See above for details as to how)
Tina Rioux
Email address of primary contact person
Describe the project (This description appears in your map point. Insert a photo if you choose by selecting the "tree" icon)

The purpose of Bioresource Management 20 is to educate students using non‐traditional instructional methods and instill an interest in scientific issues and work related careers. Students solve real‐life scientific case studies using problem based learning with the assistance of experts within scientific communities and public organizations.Students are engaged in learning, take ownership for their own education and are held accountable by their fellow group members. Teachers take on the role of facilitators and use community experts to provide experiential learning opportunities for the students. This course is being offered to Grade 11 students attending Evan Hardy Collegiate this fall (2009) in the first semester only. Students that successfully complete the course earn a Biology 20 credit as well as a Work Education 30 credit.

Describe the timing of your project (Please describe the date and length of time the project runs)


Keywords (Please list keywords, separated by commas, that relate to the project)
biology, work experience, high school, bioresource management
Describe the educational component of the project (e.g. formal education, training, or public awareness advanced by the project)

Bioresource Management exposes students to the three pillars of sustainability. Through the course students research and examine ways to solve problems such as maintaining productivity in a managed ecosystems, dealing with cougars and urban centers along with ways to manage chronic wasting diseases using sustainable practices. Students advocate for humane and sustainable solutions that allow them to take on active environmental stewardship roles within their community. Students internalize the material and gain a deep appreciation for the subject matter both inside and outside of the classroom. At the conclusion of each case, students make formal presentations of their findings and suggestions to a panel of guests from the University of Saskatchewan, Superintendents of Education from the Saskatoon Public School Board, a School Board Trustee, Administrators of our school and guests who helped the students throughout their case.

What level of education does this project address?
High school
Are there any research questions and opportunities that have or could be examined with this project?

Within the first scientific case study, “Endeavor Green”, students were asked to take on the role of agrologists. Their goal was to increase sustainability while maintaining productivity in a managed ecosystem. The second case study, “Cougar and the City” requires students to be conservation officers who are required to propose humane solutions to keep cougars out of cities. Within their final case, “A Very Interesting Diagnostic Occurrence”, students will address aspects of chronic wasting disease.