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Effects of Environmental Change

Elementary

Description

This lesson is designed to engage students in thinking about the concepts of biological adaptation and resiliency in relation to environmental change.  The learning unit centres on the book "The Great Kapok Tree" which provides an introduction to tropical rainforest habitats and the impacts of deforestation.  Videos, a simulation exercise and an online web activity are then used to examine the close relationship between organisms and ecological conditions.  After participating in the lessons from this resource students will be able to:

  • Identify impacts of rainforest deforestation.
  • Understand the impacts of changing atmospheric oxygen levels on plants and animals.
  • Identify personal actions that can help protect tropical rainforests.

General Assessment

What skills does this resource explicitly teach?

  • Critical thinking
  • Observation
  • Analysis of scientific information from a variety of sources
  • Brainstorming

Strengths

  • Uses technology to enhance learning.
  • The tropical rainforest theme is timely and engaging.
  • The web site contains a number of other lesson plans that complement this resource.
  • There is a strong link between science and social studies outcomes that focus on sustainability.

Weaknesses

  • Does not include any assessment strategies.
  • Does not include an activity that illustrates the ecosystem consequences of environmental change.
  • Very limited background information.

Recommendation of how and where to use it

This resource supports science units that are exploring the relationship between plants, animals and their environment.  After learning about the specialized adaptations of the praying mantis students could search a local habitat for interesting insect species.  They could describe their specimens by linking structural features to the habitat in which the organisms are found. 

Teachers could build upon the atmospheric oxygen web activity by creating experiments in which students explore oxygen production in plants.  Students could also research the importance of rainforest ecosystems in sustaining global oxygen levels. 

This unit could be the basis of a class conservation project that examines the benefits of Rainforest Alliance Certified products.  Students could collect examples of these items and establish a school display that explains the certification process as it relates to rainforest protection.

Relevant Curriculum Units

The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.

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  • Alberta
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    • Grade 4
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        • Earth Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions.
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        • Science 4: All living things sense and respond to their environment
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        • Growth and Changes in Plants
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        • Habitat and Communities
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        • Our Local Environment : Learning and Living Sustainably
        • Our Local Environment : Scientific Literacy
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        • My Province, Exploration, History of the Atlantic Region: Geography
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        • Science 4: All living things sense and respond to their environment
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        • Science 3: Plants
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        • Social Studies 4: Physical Environment
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        • People and Environments: The Role of Government and Responsble Citizenship
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        • Exploring Our World
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        • Habitats and Communities
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        • Science 4: All living things sense and respond to their environment

Themes Addressed

Citizenship (2)

  • Ecological Footprint
  • Sustainable Consumption

Ecosystems (3)

  • Biodiversity
  • Habitat Loss
  • Interdependence

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

The exploratory nature of the praying mantis activity and the atmospheric oxygen investigation provide opportunities for students to develop answers by building upon prior knowledge.  Some additional background content on rainforest conservation would enhance student's ability to identify personal stewardship actions that can benefit the preservation of these important ecosystems.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The recommended reading of "The Great Kapok Tree" provides insight into the environmental and social consequences of rainforest loss.  The praying mantis activity also provides a great visual demonstration of the impacts of habitat loss on species that are very specially adapted to their environment. 

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Satisfactory

Although this lesson provides an excellent learning experience for understanding the relationship between specific organisms and their environment it does not make the final ecosystem link between species and biome.  It is important that students understand that the loss of even one species can have huge impacts on the overall ecology of such a specialized region as the tropical rainorest.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Satisfactory

The conclusion of the lesson has students brainstorming personal actions that can positively impact rainforest conservation.  A teacher could strengthen this experience by working with the class to create a school-wide conservation program that promotes rainforest sustainability.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education Good

There are many opportunities in this resource for peer to peer and whole class discussion around the topic of conservation.  The most impactful aspect of the lesson related to self-expression is the conversation at home where students identify personal environmental ideas they could implement with their family.

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Good

The use of the book "The Great Kapok Tree" fosters an awareness of the connection between Aboriginal peoples and the rainforests which are their home.  Students will be able to identify how deforestation could affect the livelihoods and traditions of native communities.

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 Satisfactory

There is no outdoor or nature exploration section in this resource, primarily because the ecosystem being examined is largely found in tropical regions of the world.  The video of the praying mantis will definitely interest and engage students.  A teacher could build upon this activity by taking students outside to look for interesting insect specimens in a local habitat.

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Good

The concept of adaptation and environmental change is relevant to all regions, particularly if the connection is made to local habitats.  Tropical rainforests may seem distant to students but could become more personally meaningful if a class explores the wide range of everyday products that originate in these areas.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Good

This resource focuses on present and future environmental concerns such as deforestation.  Students also consider how personal actions could influence the future of valuable rainforest ecosystems.

Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.

Pedagogical Approaches

Principle Rating Explanation
Open-Ended Instruction Good

The "Atmospheric Oxygen" activity provides an opportunity for self-directed learning as students explore the impacts of changing oxygen levels.  A class is also encouraged to apply their new learning in a relevant context by brainstorming  personal solutions that can help benefit rainforest conservation.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Satisfactory

This resource has strong links to science and social studies outcomes that have environmental and sustainability learning objectives.  The Great Kapok Tree is an excellent addition to the class ELA library.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Satisfactory

Although this lesson is primarily audio-visual, the hands-on approach of the praying mantis activity of some inquiry experience.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Satisfactory

The strategies for differentiated instruction are limited, although the kinesthetic nature of the praying mantis activity will appeal to students who have difficulty with the audio-visual approach used in the rest of the lesson.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Satisfactory

One of the ways in which a teacher could build upon this lesson to provide a more authentic experience is to have students explore a local habitat for plants or animals that feature unique adaptations.  Students could apply their new learning by describing how the structural or behavioural features of the organisms relate to their ability to live in that habitat.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Poor/Not considered

Cooperative learning is not considered in this resource but there are some opportunities for group work.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Satisfactory

No specific assessment strategies are described in this resource, but the questionnaire that students complete as part of the "Atmospheric Oxygen" activity could be used as a summative assessment.

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 Satisfactory

Students ara able to participate in peer to peer conversations during the activities in this resource but most of the pupil to pupil teaching will be incidental. 

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good

The issue of rainforest loss is a high profile environmental problem that has global consequences.  This resource provides students with an interesting learning experience that fosters an awareness of the importance of conservation.  The "Atmospheric Oxygen" activity also allows students to explore climate change impacts from a personally meaningful perspective.

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

The structure of this lesson does not support individual choice of topic or learning method.

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.

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