Search for Resources

Schoolyard Bioblitz Education Kit

For Grades 9-12

Secondary

Description

The activities in this resource will help you introduce students to biodiversity concepts, plan and hold their own bioblitz in the schoolyard, encourage greater understanding and appreciation of local plants and animals, and introduce different scientific career opportunities to students.

The information and activities in this kit are organized and easy to use. The resource consists of six lessons with ten activities. Each section focuses on a different step of planning and holding a bioblitz, and activities cater to various learning styles. You can choose the activities that fit best with your curriculum or complete all the activities in the kit for the whole bioblitz experience.

Students will:

  • create a graph illustrating the biodiversity of their region and describe how different organisms are connected
  • watch the complimentary film Every Living Thing: experiencing a Bioblitz, then answer discussion questions and play a game of BioBlitz bingo to learn about scientific terminology used in the film
  • create a schoolyard map and outline different habitat types in the yard. Students will make predictions about what kind of organisms live in these habitat types and what they might find during their bioblitz
  • learn about different ways to collect data, and will make a plan to collect information during their bioblitz
  • observe organisms in their schoolyard and record their observations
  • categorize and identify organisms they found during their bioblitz, then create graphs to help them visualize the results of their bioblitz
  • think about different careers that have a background in natural science, and will use profiles of real science professionals to compare and contrast possible careers
The resource is written primarily for New Brunswick teachers, but the activities are applicable to curricula across Canada

General Assessment

What skills does this resource explicitly teach?

  • graphing
  • data collection
  • mapping

Strengths

  • The information and activities in this resource are tailored to the high school school level, with specific curriculum links listed for each activity
  • The information and activities in this kit are organized for you to use easily
  • Each section focuses on a different step of planning and holding a bioblitz, and activities cater to a variety of different learning styles 
  • Teachers can choose the activities that fit best with your curriculum, or you can complete all the activities in the resource for the full bioblitz experience

Weaknesses

  • No rubrics or assessment tools provided
  • Video link in resource no longer available see description for link to video

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • British Columbia
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10 Science for Sustainable Societies: Scientific Literacy
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 111/2: Study of Life
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 121/2: Genetic Change Over Time
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 3201: Evolution, Change and Biodiversity
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
        • Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(College Prep.) Plants in the Natural Environment
        • Biology 11(Univer.Prep.) Diversity of Living Things
        • Biology 11(Univer.Prep.) Plants: Anatomy, Growth, and Functions
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 12 (Univ. Prep.): Population Dynamics
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors

Themes Addressed

Ecosystems (3)

  • Appreciating the Natural World
  • Biodiversity
  • Bioregionalism

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students conduct a bioblitz 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:
  • 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 Satisfactory

The resource examines the environmental dimension of the issue. Students learn about the biodiversity in their area by conducting a bioblitz 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.

  • 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 Very Good

The bioblitz 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 a bioblitz 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 Very Good

Students conduct a bioblitz 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 schoolyard.

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

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

Not considered in 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 Very Good

The bioblitz helps students understand the biodiversity in an area, helps students protect 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.  

  • 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 Very Good

The bioblitz learning experience takes place in the schoolyard. The Bioblitz is a great way to 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. 

  • 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

Students discuss how the information collected during a bioblitz can be used in the present and 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 Very Good

The information and activities in this resource are organized for teachers to easily use. Each section focuses on a different step of planning and holding a bioblitz, and activities cater to a variety of different learning styles. You can pick and choose the activities that fit best with your curriculum, or you can complete all the activities in the kit for the full bioblitz experience. Students discover and learn about the plants and animals itheir schoolyard.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Math
  • Biology
  • Environmental Science
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 Very Good

This resource encourages students to take the lead in their learning experience. Planning, conducting and debriefing components of the bioblitz offer a quality guided-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 Very Good

Each section focuses on a different step of planning and holding a bioblitz, and activities cater to a variety of different learning styles. Teachers can pick and choose the activities that fit best with your curriculum

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 Very Good

Teachers plan and hold their own bioblitz in the schoolyard and encourage students to get a greater understanding and appreciation of local plants and animals in their schoolyard.

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 Good

Some group and discussion work is suggested in some of the activities.

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 Poor/Not considered

There are no tools or suggestions for the assessment of learning.

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 could share their findings with the community but this is not suggested 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.

  • 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 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 Good

Students may use the information collected during the bioblitz 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.