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Description
This classroom resource is the first of a four-unit series designed to raise student awareness of the problems associated with non-native, invasive species. The unit uses stories, art, word games and science activities to illustrate the importance of biodiversity. It also asks students to look at the beauty of nature, the interdependence among species in an ecosystem, and the importance of making sound resource management decisions.
Each lesson can serve as a stand alone activity or can be combined with other lessons to provide a comprehensive study of biodiversity. A short summary of each lesson is found below.
The Salamander Room: (2 x 60 min.)
This lesson, suitable for early elementary students introduces the concept of habitat and the basic needs that characterize all organisms in nature. With the help of the book "The Salamander Room" and various props, students turn a classroom into a salamander’s paradise and find out that animals need diverse places to survive. Extension activities include acting out the book as a class play, taking an outdoor hike to find habitats of various species and making a salamander craft.
Web of Life (1 X60min)
This lesson suitable for middle level and early high school, has students describe aquatic food webs, identify connections between plants and animals, and investigate how non-native invasive species impact these vital relationships.
In the core activity, students simulate plants and animals in an aquatic habitat. Sitting in a circle they connect themselves to each other to represent the ways species depend on each other. In this way, they create a visual web of life. They then repeat this activity after introducing an invasive species. The class then creates a web of life mural for their classroom.
Extension activities include a habitat simulation game and an outdoor version of the 'web of life' simulation
Freeze Frame (1 X 60min)
This lesson is suitable of all grade levels. Students use picture mats to frame their favorite plants or scenes from local a trail or natural area. The class then tours “Nature's Art Gallery” and each student explains why they chose to “freeze frame” that particular scene.
Extension activities include visiting an area that invasive species have overtaken and comparing the effects on diversity in their “art”.
There a Hair in My Dirt (2 X 60min)
This lesson, suitable for high school students, emphasizes how our perceptions of nature often influence how we care for it and that there is a difference between loving nature and understanding it. After reading Gary Larson’s book, “There’s a Hair in My Dirt”, students discuss how our different views of nature influence resource management decisions. They then discuss the introduction of some invasive species in different areas by people who had emotional attachments to them and how these personal decisions have brought about unforeseen and unintended environmental consequences.
As an extension activity students are asked to find or draw ecologically-based cartoons.
Jargon Un-plugged (1X60 min)
In this lesson that is best suited for Grade 5 and up, students play a word game which helps them to become more familiar with the terminology used to talk about invasive species. After the game, students are asked to create a crossword puzzle, and write a story or play using some new vocabulary.
An invasive species logic problem is included as an extension activity.
General Assessment
What skills does this resource explicitly teach?
- Creative thinking skills
- Inferring and explaining relationships
- Working cooperatively with group members
- Responding and reflecting to 'art" in nature
- Speaking and communicating thoughts and ideas
Strengths
- Good out of doors experience
- The resource offers a wide range of activities
- Lessons are well organized and include objectives, prep-time, activity time, materials needed, and grade level
- Students will enjoy the games and simulation activities
- The resource encourages creativity and individual expression
- Has a multi-disciplinary approach
- Group work allows for shared dialogue and incidental peer teaching
- It promotes community awareness
Weaknesses
- For some of the activities teachers will need to spend time collecting essential materials
- No authentic action plan
- No case studies
- Limited background material provided for teachers or students
Recommendation of how and where to use it
This resource could be used in science classes to explore habitat and biodiversity, to nurture an appreciation of the natural world and to promote an appreciation of the interdependence of all species in an ecosystem. It is also relevant to geography classes that explore the link between human activity, the environmental and economic sustainability.
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 3
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- Science
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- Living Systems: Understandings of the living world, Earth, and space are deepened through investigating natural systems and their interactions
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- Interactions and Ecosystems
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- Freshwater and Saltwater Systems
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- Environmental Science
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- Environment and Outdoor Education: Commitment to Action
- Environment and Outdoor Education: Environmental Core
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- Biological Diversity
- Grade 10
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- Science
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- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
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- Forestry - Forest Ecology 2
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- Science
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- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
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- Environmental Science 11: Human practices affect the sustainability of ecosystems
- Manitoba
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- Grade 4
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- Habitat and Communities
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- Science
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- Science 9 Ecosystem Dynamics: Learning and Living Sustainably
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- Environmental Science
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- Newfoundland & Labrador
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- Habitats
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- Diversity of Life
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- Interaction of Ecosystems
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- Science 1206: Sustainability of Ecosystems
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- Environmental Science 3205: Introduction to Environmental Science
- Environmental Science 3205: Land Use & the Environment
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- Science 4: Habitats
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- Interactions and Ecosystems
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- Science
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- Freshwater and Saltwater Systems
- Interactions in Our Environment
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- Biological Diversity
- Grade 10
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- Science
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- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 14: Investigating Matter and Energy in the Environment
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- Science
- Step 4Relevant matches
- Science 20: Changes in Living Systems
- Ontario
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- Life Systems: Biodiversity
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- Biology
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- Biology 11(Univer.Prep.) Diversity of Living Things
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- Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
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- Regional Geography (Univ./College Prep.): Sustainability and Stewardship
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- Geography
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- The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
- The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
- Prince Edward Island
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- Grade 4
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- Science
- Step 4Relevant matches
- Habitats
- Grade 6
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- Science
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- Diversity of Life
- Grade 7
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- Science
- Step 4Relevant matches
- Interactions Within Ecosystems
- Grade 10
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- Science
- Step 4Relevant matches
- Science 431A: Life Science, Sustainability of Ecosystems
- Grade 12
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- Environmental Science
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- Environmental Science 621A: Ecological Principles
- Environmental Science 621A: Introduction to Environmental Science
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- Contemporary World: Environment
- Saskatchewan
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- Grade 4
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- Science
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- Habitats and Communities
- Grade 6
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- Science
- Step 4Relevant matches
- Science 6: Life Science: Diversity of Living Things
- Grade 7
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- Science
- Step 4Relevant matches
- Science 7: Life Science: Interactions within Ecosystems
- Grade 10
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- Science
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- Science 10: Climate and Ecosystem Dynamics
- Grade 11
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- Social Studies
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- Social Studiees 20:World Issues - Environment
- Yukon Territory
- Step 2Select a grade level
- Grade 3
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 3: Living things are diverse, can be grouped, and interact in their ecosystems
- Grade 11
- Step 3Select a subject
- Environmental Science
- Step 4Relevant matches
- Environmental Science 11: Human practices affect the sustainability of ecosystems
Themes Addressed
Ecosystems (5)
- Appreciating the Natural World
- Biodiversity
- Habitat Loss
- Interdependence
- Invasive Species
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Satisfactory | This resource promotes the importance of biodiversity, of protecting habitat, and of appreciating the natural world. The resource emphasizes the negative impacts that non-native invasive species have on ecosystems. Any benefits of non-native species are not addressed. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Satisfactory | The intoduction of non-native invasive species through human activity is linked to environmental and economic sustainability. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Satisfactory | Although not examining all aspects of the issue, the resource will provide opportunities to do so by promoting discussion and dialogue within groups of students. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | There are no authentic action experiences. |
| 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 | Satisfactory | |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Satisfactory | |
| 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 | Very Good | |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Good | Students explore the outdoors in their own community. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Satisfactory | Students are exposed to present day situations through various activities. Students may be motivated to to play a role in implementing solutions to prevent the spread of invasive species in the future. |
| 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 | Satisfactory | Students are encouraged to think for themselves and develop/express their own opinions. There are opportunities to link to their own experience and activities encourage student interaction and participation. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | This is primarily a science resource, but there are opportunities to address outcomes in language arts, art, and geography. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Satisfactory | |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Satisfactory | A variety of teaching methods are used which teach to both the cogntive and affective domains. There are no accommodations or modifications suggested for struggling learners. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Satisfactory | |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Satisfactory | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Poor/Not considered | Assessment ideas are suggested, by it is up to the teacher to design their own assessment tools. |
| 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 | |
| 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 | Satisfactory | Students are given opportunities to respond and reflect on what they discover. The assessment suggestions are broad and allow students to go deeper into an issue of their 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. | ||
