Biodiversity & Sustainability Lesson

SUBJECT TEACHER GRADE DATE

Ecology L-Z 10 April 4, 2018

BIG IDEA
Examining the complex relationships present in ecosystems in order to further investigate issues of
sustainability. The concepts and implications of species biodiversity are explored as well. We will be
explaining how the biodiversity of an ecosystem contributes to its sustainability.

TEACHER GUIDE STUDENT GUIDE

OBJECTIVES Direct instruction on the topics of Be able to explain how the

biodiversity, sustainability, invasive biodiversity of an ecosystem directly
species, and species extinction. contributes to its sustainability.

Assessment as learning when students Recognize and describe potential

engage in “Sustainability Web” activity
because it engages what they know
about everyday sustainable choices
and allows them to make personal
connections to the concepts we are
learning.
Assessment for learning with questions
they are completing within the notes
package. This will be handed in at the
end of class. It will allow the teacher to
assess their understanding of the
concepts learnt during the lesson and
let them know what information they
need to clarify next class.
consequences of introducing new
species and species extinction in an
ecosystem.
Observe and document a range of
organisms that illustrate the
biodiversity within a local or regional
ecosystem.
Record notes to both review and build
on prior knowledge.

GENERAL D2: understand various biotic and abiotic components of ecosystems, as well as
LEARNING their interaction and interdependence within ecosystems and within the
OUTCOMES biosphere as a whole.

E1. describe and appreciate the similarity and diversity of forms, functions, and
patterns within the natural and constructed world

E2: describe and appreciate how the natural and constructed world is made up of
systems and how interactions take place within and among these systems.

SPECIFIC S2-0-7f: Reflect on prior knowledge and experiences to develop new

LEARNING understanding.
OUTCOMES
S2-1-07 Describe potential consequences of introducing new species and species
extinction on an ecosystem.

S2-1-08: Observe and document a range of organisms that illustrate the

biodiversity within a local or regional ecosystem.

S2-1-09 Explain how the biodiversity of an ecosystem contributes to its

sustainability.
 TEACHER GUIDE STUDENT GUIDE

ACTIVITY - First 3-5 minutes of class is taken up by “Oh Canada” and morning
TIMELINE announcements

Biodiversity Video (8 min)

- Teacher will start class by playing the biodiversity video

- https://www.youtube.com/watch?v=GK_vRtHJZu4
- Starts to introduce the concepts of biodiversity, but also allows for any late
students to arrive before we start going into the new concepts
- After video, informally discuss what a keystone species is. Informally discuss
some of the video concepts. Concepts in the video are addressed in the notes

Direct Instruction with Facilitated Notes (15 min)

- Go over the story of The Three Sisters

- Go through a lesson overview for the rest of class, most students will be
present by this time.
- A PowerPoint presentation along with a notes package will be used to
facilitate note-taking by the students.
- The teacher will begin by reviewing slides covered in previous classes. Video
ties in ideas of primary and secondary succession (disasters), which were the
last unit concepts learnt by the students before spring break.
- The teacher will continue with new material via PowerPoint, where students
will be encouraged to take notes.

Sustainability Web (10-15 min)

- As a class, we will create a Sustainability Web on the corkboard on the side

of the classroom.
- This gives students a break from note-taking, and will also get them out of
their chairs.
- The word “Sustainability” will be at the center of the web.
- Students will be asked to list three things that they can do in order to live a
more sustainable life. Teacher will also make one.
- Examples: walk to school, recycle, use less plastic, use a reusable water
bottle
- This activity lets students think of their own personal role towards a
sustainable future. It also allows them to relate to the concept materials via
their own personal experiences or values.
- Their list will be tacked to the wall and we will use string to connect to the
center word, “sustainability”.

Direct Instruction with Facilitated Notes (5 min)

- The teacher will continue with new material via PowerPoint, where students
will be encouraged to take notes.

Biodiversity Questions (15-20 min)

- Last section of notes package continues with their usual additional

information pages (expanding on what we learnt in our notes, and allowing
students to read the information in a different way to strengthen their
understanding)
- Students will be given the remainder of class to complete the questions in
the booklet.
- They will be handing this in at the end of class. If students run out of time,
allow them to take note package home to complete, and they can hand it in
at the beginning of next class.

2
 TEACHER GUIDE STUDENT GUIDE

- The teacher may have to circulate the class to answer questions, and ensure
students are focused and are completing their work.

CONSIDERATIONS - Yesterday’s class was a test, and the class before that was review. The last
unit concepts were learnt over a week ago, before spring break.
- Show video first because many students arrive late. The facilitated note-
taking, “Sustainability Web” activity, and short assignment will be taken up
later in class so that hopefully all students will be present for that.
- Some students may arrive later, if they arrive during the note-taking and
direct instruction they will need to be told that the class is going over slides
and taking notes.
- Class is very slow at note-taking, so I am trying a new method of providing
partial notes and fill in the blank notes for them. Will want to reflect and take
note on whether this technique is more successful for them
- If PowerPoint doesn’t work, Plan B is that we will work through the
Biodiversity Notes Package together. I will go through my own booklet with
them using the document camera. For the rest of class, we would take up
questions in Ecology Textbook. Each student will get their own textbook and
they will work on questions on page 55. These questions can be handed in at
end of class.

REQUIREMENTS RESOURCES NOTES

 ~20  Biodiversity Video: - remind Kavira,

Biodiversity https://www.youtube.com/watch?v=GK_vRtHJZu4 Andy, and Freedom
Notes Packages that they will be
 Sustainability writing their test at
Web pieces
lunch
 PowerPoint - remind Ms. Ocharuk
presentation on
to talk with
USB stick
Chyenne