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Content Standard(s): The purpose of the lesson is to understand the value of biodiversity and protection
of the environment. Students will then connect this understanding to the knowledge they have gained
regarding government processes and the responsibilities of the government for environmental rights.
General Outcomes:
Social Studies:
9.1 - Students will demonstrate an understanding
and appreciation of how Canadas political
processes impact citizenship and identities in
an attempt to meet the needs of all Canadians
Science:
K4.0 Identify impacts of human action on
species survival and variation within species, and
analyze related issues for personal and public
decision making
Essential Questions:
1) How can we protect biodiversity?
2) Whos responsible for protecting the environment?
3) How do we determine land rights?
Specific Outcomes:
Social Studies:
9.1.3 Appreciate how emerging issues impact quality of life, citizenship and identity in Canada
9.1.4.6 How do lobby groups impact government decision making?
Science:
K4.2 Describe ongoing changes in biological diversity through extinction and extirpation of native
species, and investigate the role of environmental factors in causing these changes
K4.3 Evaluate the success and limitations of various local and global strategies for minimizing loss of
species diversity
Course
Social Studies &
Science
Grade Level
9
Subject Law & Biodiversity Time Frame
Two 45 min classes
Title
Protecting
biodiversity through
law
Developed by
Alysha & Marcelle
Stage 2 Assessment Evidence
Student Self-Assessments
Travel log
Other Evidence (assessments)
Formative assessment through draft formation
Formative assessment through discussion
Stage 3 Learning Plan
Science Class in AM:
Teacher will review the importance of biodiversity and introduce extinction and extirpation. Teacher will
then introduce strategies used by humans to protect biodiversity through: zoos, protected parks, laws,
hunting, etc.
In their colony groups, the students then discuss the following scenario:
You have identified ten species of falcon. Five of these species are endangered and face extinction. Three of
the five endangered falcon species are close genetic cousins of a falcon that is not endangered. Which of the
endangered falcons should we protect? All of them? Or only the two genetically distinct falcons? Why?
After discussing the scenario, teacher will lead a two-corner where students choose the right corner if
they believe all of the falcons should be protected, or choose the left corner if they believe only two of the
falcons should be protected. Teacher scaffolds the debate between the two groups.
Materials:
PPT
Social Studies Class in PM:
Teacher will show a video on environmental rights and the important role the government plays for a
nation. The teacher will then examine the impact government policies have on the environment through a
brief 10 min powerpoint. Students will be taking notes on how their rights as citizens are affected by these
policies. Students will then divide into their colony groups and discuss how their government will
ensure environmental protection and whether that protection is the colonys responsibility or the overall
planets responsibility. Some questions for students to consider:
Are individual citizens entitled to utilize land and animals as they need?
Does the government hold power over land rights, hunting, wet lands, water, etc?
Materials:
Video
Powerpoint
Chart paper and markers
Review
Strengths and areas of improvement: