Students learn about the interdependence that characterizes species and their habitats as well as some of the current threats facing our planet's biodiversity. The lesson begins with a group discussion of the terms ecosystem, biome and biodiversity. Next the students are introduced to some of pressures that the biodiversity of these areas facing.
The students then adopt the persona of different species in a role-playing activity and explore the threats they face by mingling with others to explain their plight. Students are provided with a chart to record the information that they gather from their classmates. The lesson ends with a discussion of what the students have learned.
The focus of the lesson is on building awareness rather than teaching skills.
The activities included in the lesson plan are well suited for the middle school Science classroom. It would be beneficial for the students to have some knowledge about biomes and biodiversity prior to completing the activity. The lesson plan effectively addresses curriculum outcomes related to biodiversity and interdependence.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
Principle | Rating | Explanation |
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Consideration of Alternative Perspectives | Very Good | Through the role playing activity the students will get a clear perspective on the different views of the issue relating to the threats that are faced by different biomes. |
Consideration of Alternative Perspectives:
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Multiple Dimensions of Problems & Solutions | Good | Through the discussions during the role playing activity the students are able to share with one another all dimensions of the problem. |
Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
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Respects Complexity | Very Good | |
Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
Acting on Learning | Satisfactory | Learning extensions provide students with ideas for what they can do to restore and protect biodiversity. |
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
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Values Education | Good | In the final class discussion students have the opportunity to clarify their views and opinions on the topic. This could be further extended by having the students complete a writing piece on the role humans play in 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 the focus of the 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 | |
Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
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Locally-Focused Learning | Satisfactory | The focus of the activity in the resource is on a larger globally scale. |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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Past, Present & Future | Good | |
Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. |
Principle | Rating | Explanation |
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Open-Ended Instruction | Very Good | Students are able to develop their own ideas and thoughts related to the threats faced by organisms. |
Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
Integrated Learning | Poor/Not considered | The resource is solely a Science based resource. The teacher could easily integrate other subject matter through extension activities. |
Integrated Learning: Learning brings together content and skills from more than one subject area
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Inquiry Learning | Poor/Not considered | The resource is not structured for questions or problems but rather the development of awareness. |
Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
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Differentiated Instruction | Satisfactory | There is a lack of strategies for learners with difficulties. |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Satisfactory | |
Experiential Learning: Authentic learning experiences are provided
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Cooperative Learning | Satisfactory | |
Cooperative Learning: Group and cooperative learning strategies are a priority.
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Assessment & Evaluation | Poor/Not considered | There are no tools for the assessment of learning that are included in 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 | Satisfactory | |
Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
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Case Studies | Good | The role playing activity can be considered a case study as it identifies real world authentic situations and plights of organisms in the environment. |
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 | Poor/Not considered | This resource is not structured for elements of choice. |
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. |