- Review Process
- Take Action
- A project of
Students will perform a biodiversity audit of their local grounds, following similar steps as scientists would in the field. Based on their findings, they will strategize ways to increase and protect the area’s biodiversity by making it more habitable for species.
The focus of the lesson is on building awareness rather than teaching skills.
The activities included in the lesson plan are well suited for science classrooms when talking about biodiversity and ecosystems.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Poor/Not considered|
The lesson is more of an informative lesson with a small exploration activity that will ask them to think about solution to biodiversity.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
Through the discussions during the discussion activity at the end of the lesson, the students are able to share with one another how they think they could help with biodiversity.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
Learning extensions talk about how students can take pride in being involved in a larger effort that will help monitor our planet’s health.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
In the final class discussion students have the opportunity to clarify their views and opinions on ways to help with biodiversity and monitoring our planet’s health.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The focus of the activity in the resource is on a larger globally scale.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
Students are able to conduct their own research.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Poor/Not considered|
The resource is solely a Science-based resource.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Poor/Not considered|
The resource is not structured for questions or problems but rather the development of awareness.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students will work in groups
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Satisfactory|
The assessment tool mentioned in this lesson is more of a guided discussion.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
|Peer Teaching||Poor/Not considered|
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|Case Studies||Poor/Not considered|
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Poor/Not considered|
This resource is not structured for elements of choice.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|