- Review Process
- Take Action
- A project of
This resource provides a complete package for teachers to educate students about agriculture and how human activities have profound impacts on the ecosystems and biodiversity of our planet.
Each lesson is organized with an introductory description, curriculum links, a list of materials needed, vocabulary list, detailed teaching instructions, learning objectives, assessment/evaluation ideas and extension activities.
What is Biological Diversity? - Students brainstorm examples of food chains and participate in a food web discussion. They play a round of “musical chairs” using drawings of different parts of a food web. They learn how the extinction of species affects others in a food web.
What Does Biodiversity Have to Do With the Food We Eat? - Students keep a daily food log for three days and link the food they eat to biodiversity. They identify reasons why genetic and species diversity is important for agriculture and for people.
How Do Farmers Grow Food Around the World? – Students investigate the origin of different foods they eat and indicate the country on a map. They gather information on a type of food of their choice and present their findings to the class. They plant bean seeds according to different growing methods: organic, monoculture, etc. and compare the various growing methods.
Can Farming Affect Biodiversity? Students participate in a detective mission game in which they visit a farm and observe differences in ecosystems, plants and animals. They use simple observation techniques to collect biodiversity field data. They present their findings.
So What Do You Think? So How Do You Feel? Students create a diagram in which they express their personal reflection on agriculture and biodiversity and how it’s connected to things they care about. They present their posters to the class and brainstorm a list of action projects they can complete to teach others about biodiversity.
Creative and critical thinking skills by making learning relevant and real.
How to organize their knowledge into KWL charts.
Creating graphic organizers
Classifying and organizing data.
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||Good|
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The following dimensions of the issue are addressed:
|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||Good|
|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
|Values Education||Very Good|
|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.
|Locally-Focused Learning||Very Good|
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|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||Very Good|
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
|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||Good|
|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.|