- Review Process
- Take Action
- A project of
Students design an individual mosaic square that depicts what biodiversity means to them. All of the squares are then assembled to create one collaborative piece that raises awareness about the importance of protecting biodiversity.
The lesson begins with a discussion of biodiversity and the students work to create a consensus on a definition of the term. Afterwards they begin to create their mosaic piece. All of the individual pieces are assembled and displayed in a prominent place. The follow up discussion centers on the ideas that biodiversity does not just mean animals but all components of the ecosystem and why that is important.
Extension activities are included.
The resource's goal is to raise awareness rather than explicitly teaching skills.
This lesson plan would fit very well in a collaborative effort between Visual Arts and Science classes. It helps to achieve the outcomes related to biodiversity, interactions in the environment and ecosystems while encouraging artistic/design creativity.
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|
The resource is very open ended and allows the students the freedom to interpret the discussions held and information presented. There isn't necessarily an issue to take an informed position on but rather an important topic to learn about and then express their thoughts artistically.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
In the discussions that are held, the teacher will need to ensure that the environmental, social and economic dimensions of the issue are covered in order to realistically portray the importance of biodiversity in our world.
|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|
The completed mosaic should be displayed in a prominent area of the school in order to encourage important discussions with other students.
|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|
With the creation of a mosaic piece, the students are able to demonstrate their beliefs and values via the artistic work.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not the focus of this lesson.
|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|
The reflection on biodiversity and the creation of the mosaic will allow for this type of connection.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|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.|
|Open-Ended Instruction||Very Good|
The lesson structure allows for students to discuss the concept of biodiversity and express their personal understanding of it through artistic expression.
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||Poor/Not considered|
The resource is not structured in this manner.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
There are no strategies included for learners with difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
The resource is not structured in this manner.
|Experiential Learning: |
Authentic learning experiences are provided
While students work individually to create their tiles/pieces, the completed mosaic is a combined class effort.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Although there is a section in the document that is titled "Discussion and Assessment" there are no tools included that can be used for the assessment of learning. Rather, the document suggests having a discussion with the students.
|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|
The resource is not structured in this manner. This aspect could be added by having the students present their mosaic piece to the class and explain why they chose the elements they did.
|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|
This is not relevant to the lesson plan.
|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||Very Good|
The students are provided with minimal direction on how to proceed with their mosaic piece thus allowing them to choose all elements of their design.
|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.|