- Review Process
- Take Action
- A project of
This lesson 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.
What skills does this resource explicitly teach?
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 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: |
|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.
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
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.
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.
|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.|
|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.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
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.
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.
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
Group work and discussion work is asked.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|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.|
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.
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.|