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The Future of Species

Elementary, Middle, Secondary

Description

During this lesson, student will learn about the big decline in populations of fish, birds, mammals, amphibians, and reptiles during the past years. Using data around threatened or endangered species, students will create a graph and draw inferences on the probability of these species' survival on this planet if we don’t make serious changes.

This lesson is divided in three different parts,

Part 1: Introduction and Preparation

Students will discuss the term biodiversity and why it is important. They will learn and discover how scientists study biodiversity and review species extinction classifications.

Part 2: Activity
Students will plot species population data on a graph and use the observed trends to predict the likelihood of the species’ survival in the future.

Part 3: Discussion and Assessment

Students will share what they have learned in the lesson and  consider ways to help with this problem in their community.

General Assessment

What skills does this resource explicitly teach?

  • using appropriate scientific equipment to study biodiversity
  • collecting, analyzing, and explaining biodiversity data
  • creative and critical thinking skills by making learning relevant and real.

Strengths

The lesson has background links that the teacher can explore

The activity is interesting and students perform authentic science tasks

The equipment needed for the experiments is easily acquired

Weaknesses

The lesson requires students to follow multiple links to complete and prepare for the activity

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Themes Addressed

Ecosystems (3)

  • Biodiversity
  • Endangered Species
  • Habitat Loss

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

Solid explanations of the importance of preserving wildlife and 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 Good

Mention of these considerations are made in the background information as well as the conclusion. 

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 Good

Brainstorming, question and answer discussions, research and analysing data provide ample opportunities for problem-solving on various levels.

Respects Complexity:

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

Acting on Learning Good

A great deal of learning and questioning, discussion and problem solving will make an impact on longer lasting attitudes which should affect positive change.

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

Students will demonstrate personal attitudes, values and behaviours which contribute to the preservation of biodiversity following participation in this lesson.

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
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
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

The activity provides opportunities to analyse the past, present and future of biodiversity 

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 Good

As an inquiry-based learning platform, the lesson is designed to allow students to analyze and arrive at their own conclusions. 

Open-Ended Instruction :

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

Integrated Learning Good
  • Math
  • Science
  • 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 inquiry-based resource encourages students to take the lead in their learning experience. By posing their own questions and gathering information and evidence as the learners practice the skills, they participate in knowledge creation.  

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 Satisfactory
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

This resource addresses a real-world issue. 

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

Students will have to work in groups to complete the necessary tasks. 

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 lesson includes a discussion and assessment part. It also contains an extension idea to help further their 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 Poor/Not considered
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 Satisfactory
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 Very Good

In this resource, students will get to choose their own learning path and question to answer. 

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.