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In completing this well-developed lesson plan, students will conduct field investigations using a quadrat area study method to analyze the abundance, density, distribution, and biodiversity of plants growing in their schoolyard. They will learn how to use quadrats and datasheets in the field while maintaining their safety and protecting the habitat they are studying. Students will demonstrate a knowledge of common plants by using field guides or ID apps to determine what native and invasive species are growing in the study area. Students can contribute to community science by observing and reporting invasive species using the iNaturalist and Report Invasives apps.
Back in the classroom, the students will interpret and communicate their findings with an analysis and discussion.
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 conduct sampling to learn first hand about the biodiversity in their area which helps them to protect a species at risk, manage resources and land that are used by living things and monitor climate change and its effects on biodiversity. Students gain a deeper understanding of the organisms in their region.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Satisfactory|
The resource examines the environmental dimension of the issue. Students learn about the biodiversity in their area by conducting a hands-on quest that can reveal valuable information about the biodiversity in their area.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
The lesson plan encourages students to harness their curiosity about the local environment by examining changes to the ecosystem and gain a greater understanding and appreciation of local plants and animals. Conducting their very on exploration helps students understand the biodiversity in their area and helps them protect species at risk, manage resources and land that are used by living things, and monitor climate change and its effects on biodiversity.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Students conduct an exploration in their schoolyard. They observe organisms in their schoolyard and record their observations. Students synthesize this information to get an idea of the “big picture” biodiversity in their community.
|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
The event will foster an appreciation for nature, encourage community involvement in protecting the natural environment, and provide students with opportunities to obtain a better understanding of the biodiversity in their region.
|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|
The lesson askes students to step outside to explore and analyse biodiversity in an area. This lesson should help students realise the importance of protecting species at risk, manage resources and land that are used by living things, and monitor climate change and its effects on biodiversity.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The Sampling of biodiversity takes place in the schoolyard. The lesson helps get students involved in fun, outdoor, educational activity while contributing to knowledge about local biodiversity in a way that can inform conservation decisions.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Satisfactory|
Some discussion and activities suggested will lead to students taking action to help preserve biodiversity in the present and future.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The information and activities in this resource are organized for teachers to easily use. There are multiple links that help explain a variety of background information. The lesson is conducted in a way that each student is asked to complete the same task, but also includes a verity of learning styles to help students create their own conclusion.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
Some math curriculum strands could be linked as well
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning||Very Good|
This resource encourages students to take the lead in their learning experience. Planning, conducting and debriefing components of their sampling offers a quality guided-inquiry experience.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
This lesson is conducted in a way that each student does the same task, but also includes a variety of different learning styles.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Very Good|
Students will hold their own sampling in the schoolyard and encourage a greater understanding and appreciation of local plants and animals in their schoolyard.
|Experiential Learning: |
Authentic learning experiences are provided
Students are asked to work in groups and group discussions are also encouraged
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
|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.|
Students could share their findings with the community but this is suggested as a extension activity in the resource.
|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 may use the information collected during the lesson to extend their learning about the biodiversity of their region.
|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.|