- Review Process
- Take Action
- A project of
Make Space for Nature is one of many lessons from The World's Largest Lesson. This resource includes a four part introductory lesson plan that looks at how the planet's biodiversity impacts the achievement of the Global Goals. In this lesson, students will:
Make Space for Nature also has five follow up action activities to extend student learning that look at the question: How can we create a future in which both people and nature can thrive?
As part of the extension activities, students could learn to participate in a debate, create a campaign film, and create a speech.
This is an excellent resource to spark conversations on biodiversity in Science classes.
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||Very Good|
Students will form their own opinion and take informed positions on different subjects based on videos and information they've received on the topic. Student discussion on the subject is at the center of this lesson.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Very Good|
The videos provided look at the environmental, the economic and the social effects of loss of biodiversity.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The videos and other resources provided respect the complexity of the loss of biodiversity.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Satisfactory|
At the end of the introductory lesson, students need to discuss what actions they could take to bend the curve. However, students do not put into action their ideas, except if the teacher decides to do the extension activities.
|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|
This lesson is centered on students' opinions and discussions on the issue of biodiversity.
|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 a focus of this resource.
|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 lesson is centered on preserving biodiversity therefore the natural world. Students complete all activities indoors.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
Students get to observe their environment, which is relevant to them.
|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|
Students are encouraged to develop and share their opinions during class discussions.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Parts of this lesson could be used in other subject areas like language.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
Students are asked to come up with ways to lessen the loss of biodiversity.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The diversity of the learning activities addresses a range of student learning styles. However, strategies for learners with difficulties are not included in this lesson.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning: |
Authentic learning experiences are provided
Students have to work in groups during this lesson.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
Assessments are not provided in this resource
|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.|
If action activities are completed, students can perform their speeches to one another. Teachers can record the videos of the speeches or send written copies of student poems to members of local government to call for action.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The video included in this lesson depicts real events from the natural world.
|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.|