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.
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
The lesson requires students to follow multiple links to complete and prepare for the activity
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 | Good | Solid explanations of the importance of preserving wildlife and biodiversity. |
Consideration of Alternative Perspectives:
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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.
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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
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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.
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Locally-Focused Learning | Good | |
Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
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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. |
Principle | Rating | Explanation |
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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 |
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Integrated Learning: Learning brings together content and skills from more than one subject area
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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.
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Differentiated Instruction | Satisfactory | |
Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
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Experiential Learning | Good | This resource addresses a real-world issue. |
Experiential Learning: Authentic learning experiences are provided
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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.
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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.
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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. |