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The Biodiversity of Ontario’s Natural and Manmade Islands

Secondary

Description

This resource consists of three parts that could be used individually or collectively as one large lesson.

In the first part, students participate in a game that explores the concept of island biogeography. The activity simulates the colonization of four islands of varying sizes and isolation. Upon completion, students interpret the data collected and consider different variables that could influence island colonization and species diversity.

The second part has students review information gathered from Canada’s largest annual BioBlitz and use this data  to answer questions provided.  They will  then develop one key question and plan and conduct their own BioBlitz, recording scientific observations from the field, and presenting their findings using a science communication style of their choice.

The final part of the lesson, working in small groups students visit a local habitat, select a species, look for evidence of habitat fragmentation and propose a solution. Each group will then create a presentation  to persuade a hypothetical panel of people interested in biodiversity to provide funding for their project.

More information on the Nature Conservancy of Canada Big Backyard Bioblitz here.

General Assessment

What skills does this resource explicitly teach?

What skills does this resource explicitly teach?

  • graphing
  • data collection
  • critical thinking

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 resource are organized and easy to use
  • Each section focuses on a different main question, and activities cater to a variety of different learning styles 
  • Teachers can choose the activities that fit best with their curriculum, or they can complete all the activities in the resource for the full experience

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 9
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      • Environmental Science
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        • Environment and Outdoor Education: Environmental Core
      • Science
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        • Biological Diversity
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
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        • Science 20: Changes in Living Systems
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        • Biology 30: Population and Community Dynamics
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      • Environmental Science
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        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
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        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health
  • Manitoba
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      • Science
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        • Senior 2 Science: Dynamics of Ecosystems
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      • Biology
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        • Biology: Conservation of Biodiversity
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    • Grade 9
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      • Science
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        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
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        • Biology 111/2: Study of Life
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        • Introduction to Environmental Science 120: Investigating Environmental Issues
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        • Science 1206: Sustainability of Ecosystems
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        • Biology 2201: Ecosystem Interactions and Population Dynamics
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        • Science 2200: Ecosytems
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        • Environmental Science 3205: Land Use & the Environment
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        • Biological Diversity
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        • Experiential Science 10, Terrestial Systems: Ecology of the Land
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        • Biology 20: Ecosystems and Population Change
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        • Biology 30: Population and Community Dynamics
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        • Science 10: Sustainability of Ecosystems
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        • Biology 11: Biodiversity
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        • AP Environmental Science: The Living World: Biodiversity
        • AP Environmental Science: The Living World: Ecosystems
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      • Science
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        • Biological Diversity
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
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        • Biology 20: Ecosystems and Population Change
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        • Science 20: Changes in Living Systems
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        • Biologie 30 :Population and Community Dynamics
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        • Environmental Studies 35:Northern Ecosystems
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        • :Biology: Sustainable Ecosystems
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        • Biology 11(College Prep.) Plants in the Natural Environment
        • Biology 11(Univer.Prep.) Diversity of Living Things
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        • Environmental Science (Univ/College Prep.) Scientific Solutions to Contemporary Environmental Challenges
        • Environmental Science (Workplace Prep.) Human Impact on the Environment
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        • Biology 12 (Univ. Prep.): Population Dynamics
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        • Science 431A: Life Science, Sustainability of Ecosystems
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        • Biology 521A: Biodiversity
        • Biology 521A: Interaction Among Living Things
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        • Environmental Science 621A: Human Population and Carrying Capacity
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        • Applied Science & Technology:The Living World
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        • Science & Technology:The Living World
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        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
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    • Grade 12
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      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 12: Sustainable land use is essential to meet the needs of a growing population
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors
        • Specialized Science 12: Climate change impacts biodiversity and ecosystem health

Themes Addressed

Ecosystems (5)

  • Appreciating the Natural World
  • Biodiversity
  • Bioregionalism
  • Habitat Loss
  • Invasive Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students participate in three experiential activities to learn first hand about the biodiversity in different areas. This will help them realize the importance of protecting a species at risk, manage resources and land that are used by living things and monitor climate change and its effects on biodiversity.

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 biodiversity and research a bioblitz that can reveal valuable information about the biodiversity in their area. They will then be asked to try and find solutions to the issues when looking at habitat fragmentation.

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

Conducting bioblitz research helps students understand the biodiversity in areas and helps them find solution to help protect species at risk.

Respects Complexity:

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

Acting on Learning Good

Students conduct their own bioblitz, analyze the results and present their findings and recommendations to a broader, community audience.

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
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 lesson 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 Good

Students visit a local habitat, select a species from this habitat, look for evidence of habitat fragmentation, and propose a solution.

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 research Canada’s largest annual BioBlitz and brainstorm a list of questions that could be answered by examining the data from a BioBlitz. Students then further develop one question, plan and conduct their own BioBlitz, record scientific observations from the field, and present their findings using a science communication style of their choice.

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 part can be used as a hole or as separate lessons. The end result asks students to conduct research and analyse their findings, this ensures that everyone will have different opinions and can come to their own conclusions. Also, the last part of the lessons asks students to come up with their own solution when looking at fragmentation of habitat.  

Open-Ended Instruction :

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

Integrated Learning Satisfactory
  • 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 Satisfactory

This resource encourages students to take the lead in their learning 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 Good

Each section caters to a variety of different learning styles. Teachers can pick and choose the activities that fit best with their curriculum and students. 

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 Good

The bioblitz allows students to get a greater understanding and appreciation of biodiversity through their own direct experience. 

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

Group work and discussion work is asked.

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 Good

The resource provides suggestions and questions for Assessment as Learning and Assessment for Learning throughout the 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.
Peer Teaching Good

Students are asked to share their findings. Students design/create a prototype/model/plan that would help reduce the impact of habitat fragmentation for their species at the study site. Each group creates a presentation to persuade a panel of wealthy people interested in conservation to “fund” their project.

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

Students learn about and research Canada’s largest annual BioBlitz and brainstorm a list of questions that could be answered by examining the data from a BioBlitz.

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 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.

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