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The Impacts of Environmental Disturbances on the Population Dynamics of an Ecosystem

Secondary

Description

In this research activity, students will apply what they learned from conducting population censuses. They will research a species at risk in Canada to develop both an understanding of the complexities associated with species and ecosystem management and an appreciation for the impacts of human activities on Canadian ecosystems.

General Assessment

What skills does this resource explicitly teach?

Students have an opportunity to practice and enhance those skills associated with research - collecting data, analyzing data, and presenting their findings.  

Strengths

  • The lesson plan has a clear objective and provides a structured framework in which to realize that objective.

Recommendation of how and where to use it

The lesson plan is perhaps best used within the context of those units of study that focus on ecosystems and their health and on biodiversity.

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.

  • Step 1Select a province
  • Alberta
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environment and Outdoor Education: Environmental Core
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Introduction to Environmental Science 120: Sustainable Development
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 3205: Introduction to Environmental Science
      • Geography
        • Step 4Relevant matches
        • World Geography 3200/3202: Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • AP Biology: Ecology
      • Environmental Science
        • Step 4Relevant matches
        • AP Environmental Science: Global Change
        • AP Environmental Science: Populations
        • AP Environmental Science: The Living World: Biodiversity
      • Science
        • Step 4Relevant matches
        • Geology 12: Environmental Geology
  • Nunavut
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
      • Science
        • Step 4Relevant matches
        • Science 20: Changes in Living Systems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
      • Science
        • Step 4Relevant matches
        • Science 30: Population and Community Dynamics
  • Ontario
    • Step 2Select a grade level
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(Univer.Prep.) Diversity of Living Things
    • Grade 12
      • Step 3Select a subject
      • Geography
        • Step 4Relevant matches
        • Living in a Sustainable World (Workplace Prep.) Ecosystems and Human Activity
        • The Environment & Resource Management (Univ./College Prep) : Ecological Systems: Interactions and Interdependence
        • The Environment & Resource Management (Univ./College Prep.):Sustainability and Stewardship of Natural Resources
        • The Environment & Resource Management (Workplace Preparation): Human-Environment Interactions
        • The Environment & Resource Management (Workplace Preparation): Methods of Geographic Inquiry and Communication
        • World Issues: A Geographic Analysis (College Prep.):Sustainability and Stewardship
        • World Issues: A Geographic Analysis (Univ. Prep.):Sustainability and Stewardship
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Environmental Science
        • Step 4Relevant matches
        • Environmental Science 621A: Ecological Principles
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors

Themes Addressed

Ecosystems (2)

  • Biodiversity
  • Endangered Species

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Good

This is essentially a student research project that requires that they select a particular species and investigate the factors that may be contributing to the disappearance of the species and how that disappearance may be affecting the ecosystem.

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

In researching the factors that may be contributing to environmental disturbances and species at risk, students may be expected to recognize the interplay between economic and social factors that threaten the well being of an environmental ecosystem. The project does not pre-determine the students findings or conclusions.

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

Students may be expected to find that the factors contributing to the threat to a particular species of their choosing are complex and not to be resolve with simple solutions since such solutions are likely to require consideration of the values we attach to the environment and the degree to which we are prepared to undertake the necessary response.

Respects Complexity:

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

Acting on Learning Satisfactory

At the conclusion of their research, students are asked to develop strategies to improve the quality of life of their species and promote recovery, make recommendations and present these recommendations to the class and the local community. 

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 Very Good

Consideration of the disappearance of certain species and the current threat to others and what may be done to confront this issue requires that students examine the importance they attach to the natural world.

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

The attention given to threatened species by the lesson may be expected to make students both more aware and more empathetic with regard to endangered species and more broadly with respect to nature.

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

This is a research project on endangered species and allows students in selecting a particular species to investigate to choose one that is of local concern or failing this to apply to discuss the findings of their research in relation to the local ecosystem.

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

In identifying the factors that contribute to the decline of their selected species, students will be required to identify past and current practices that have led to that decline and in making recommendations to reduce that decline, students will need to outline future practices that will have a positive impact.

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

Students are asked to determine why the species they have selected for study is threatened. The answer to this question is likely to be a combination of factors rather than a simple causation. The answer is also likely to encourage the type of complex thinking we associate with system thinking.

Open-Ended Instruction :

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

Integrated Learning Good

While we cannot anticipate what students will determine to be the critical elements in undermining the population of a particular species, we can have some confidence that a thorough research will reveal a combination of causes- economic, environmental, social - that have relevance for a number of curriculum areas.

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 Good

The students are presented with a focused question - why is a particular species being threatened. A series of specific question. is is then provided to assist student in carrying out their research. 

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

Students are asked to do research, display their findings, work in groups to identify common findings, and reflect as a group the implications of their findings.

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 issue of endangered species has reached critical levels and therefore student investigation of the issue is in keeping with the demand that students examine authentic issues that have relevance for them and the larger community.

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

There are a number of opportunities for cooperative learning here. Students may work in pairs or groups to research the threats to their selected species. A gallery of their findings allows for student exchange about their findings and  extension activities ask students to develop collective strategies for improvements to curtail species loss followed by a class ad campaign about the issue to inform others about the issue.

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 does not include summative evaluation tools but does provide opportunities for formative evaluation - student presentations of their findings, student interaction and reflection on their findings, student recommendations for responding to the issue, student advocacy within their community on behalf of endangered species. 

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

The number of opportunities identified in researching and presenting their findings encourages student discussion and debate on the issue of endangered species and the consequent sharing of knowledge and insights.

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 Very Good

Students investigate the larger issue of endangered species by researching specific case studies and then extrapolate from their findings so as to identify common elements to explain why species are being threatened. 

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

The teacher identifies the problem - why are certain species under threat - provides some questions to guide student investigation, and sets the students to work to answer the question.

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.