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Teacher Candidate: Breeana Stone Subject: Life Science Grade Level: 9th
1. Standards
a. Content Area Standards:
i. NYS P-12 Science Learning Standards: HS-LS2-7.
Design, evaluate, and refine a solution for reducing the impacts of human
activities on the environment and biodiversity.

b. Technology Standards:
i. ISTE Standards for Students: Knowledge Constructor 3d.
Students build knowledge by actively exploring real-world issues and
problems, developing ideas and theories and pursuing answers and solutions.

ii. ISTE Standards for Students: Global Collaborator, 7b.

Students use collaborative technologies to work with others, including peers,
experts or community members, to examine issues and problems from
multiple viewpoints.

iii. ISTE Standards for Students: Creative Communicator, 6c.

Students communicate complex ideas clearly and effectively by creating or
using a variety of digital objects such as visualizations, models or simulations.

2. Lesson Objectives
a. Content Area:
i. Students will be able to recognize that human activities have direct impacts on
the environment and biodiversity.

ii. Students will be able to evaluate how their own carbon footprint impacts the
environment and biodiversity.

iii. Students will be able to design their own solutions on how to reduce our
carbon footprint in the environment.

b. Technology:
i. Students will be able to identify the various effects of the Anthropocene epoch
on the environment by interacting with a simulation from the Howard Hughes
Medical Institute https://www.hhmi.org/biointeractive/anthropocene-human-
impact-environment

ii. Students will be able to analyze their own carbon footprint and compare this
footprint with that of other students around the world using I2SEA
https://depts.washington.edu/i2sea/?page=iscfc to view human carbon
footprints from multiple viewpoints.
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iii. Students will create, using either Microsoft Word, Publisher, or PowerPoint, a
visual in order to communicate their plans regarding a solution to reducing the
impacts of human activities on the environment and biodiversity.

4. Introduce Learning Activity

a. Content Area:
 Hook: The teacher will begin class by having students watch a video called
“Disappearing Frogs” by Kerry Kriger (https://www.youtube.com/watch?v=NvP6j4Dj0VA).
 The teacher will allow 3 minutes for students to discuss with their elbow partner what the
main idea of the video was.
 The teacher will then explain that the purpose of the video was to represent how humans
are impacting the environment and biodiversity, causing a decrease in biodiversity and
causing animals, such as various frog species, to go extinct.
 The teacher will explain that this is troublesome as frogs, as well as other animal species
that are going extinct, actually contribute to our well-being in various ways.
 Transition: The teacher will then pass out a worksheet titled “How Have Humans
Impacted the Environment and Decreased Biodiversity?” (see p. 9), which details the
various ways humans have impacted the environment.
 The teacher will provide background information about human’s impact on the
environment, explaining carrying capacity, logistic growth, and exponential growth.
 The teacher will have students each read 1 way in which humans have impacted the
environment to set-up for the HHMI technology simulation, Kahoot!, and I2SEA Carbon
Footprint Activity.
 After each student has read 1 way in which humans have impacted the environment, the
first technology activity will be introduced.

b. Technology:
 The teacher will direct students to go to the teacher’s website at
https://breeanastone.wordpress.com
 The teacher will ask students to click on the resources tab on the webpage.
 The teacher will then have students find the section “Resources”  “Students” 
“HHMI BioInteractive” and click the link
(https://www.hhmi.org/biointeractive/anthropocene-human-impact-environment).
 The teacher will then allow students 5 minutes to explore the simulation which details
how human impacts on the environment have affected the earth’s landscape, ocean,
atmosphere, and biodiversity.
 This simulation is an extension, essentially, of How Have Humans Impacted the
Environment and Decreased Biodiversity? Worksheet.
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 The teacher should encourage students to write any additional facts they find in the
simulation, on their worksheet.
 Transition: The teacher will remind students when they have 1-minute remaining.
 After the 5 minutes are up, the teacher will then re-iterate to students that there are many
ways humans have disrupted the environment and subsequently, biodiversity as they have
seen from the simulation.

5. Provide Information
a. Content Area:
Human impact on the environment has had deleterious effects on biodiversity and the
health of our ecosystems. Our impact has become so prominent due to our growth
pattern being exponential. That is to say, the human population has steadily continued
to grow regardless of our population size and resource availability. With most
species, this is unheard of. Economically species typically reach what is called their
carrying capacity through logistic growth, where growth ultimately levels off due to
limited resource availability. Due to the multiple innovations’ humankind has
constructed, we have essentially found a loophole around reaching carrying capacity.
Think of how during urbanization large multi-story housing complexes were created
to hold multiple families or think about our agriculture and how we have managed to
produce a large magnitude of genetically modified crops (primarily corn) to feed our
ever-growing population.

Image: https://courses.lumenlearning.com/boundless-biology/chapter/environmental-limits-to-population-
growth/

To continue to grow our population and support our technical innovations that allow
us to thrive, humans have destroyed natural landscapes through mining and
deforestation, polluted the environment with wasteful run-off and chemicals, either
intentionally or unintentionally, introduced non-native species to ecosystems causing
an outcompeting for resources, exploited resources for food, shelter, and leisure, as
well as extensively used nonrenewable resources, such as fossil fuels, which has
increased greenhouse gas emission (carbon dioxide, methane, nitrous oxide, and
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fluorinated gases). This increased emission of greenhouse gases is known as our

carbon footprint.

Given the extensive list of ways humans are altering the environment, a gateway to
discussion regarding climate change and decreased biodiversity has arisen. As
mentioned, the high emission of greenhouse gases has trapped more heat in our
biosphere, resulting in climate change (global warming). This climate change is
rapidly altering our ecosystems as we know it because the natural habitats of animals
are changing negatively. For example, look at the case of polar bears. The rising
temperatures caused by global warming has led to many of the polar ice caps melting,
making it difficult for polar bears to find hunting ground for seals for food. Currently,
the polar bear species survival is jeopardized due to this occurrence.

Ultimately, putting together how humans are impacting the environment and
biodiversity, causing animal extinction and endangerment, it is ironically also up to
humans to solve this issue. The concept of conservation should be brought up with
students to stir up a conversation on how we might go about solving the impacts
humans have had on the environment.

*Some common misconceptions about this topic that should be noted are: *
- To an extent, the greenhouse gas effect is natural, meaning a certain level of
warmth must be maintained to support life on earth. The issue is that this warmth is
becoming too much and ecosystems are being negatively affected.
- While it is often expressed that there is this overall generalization of mankind
having an impact on biodiversity, a single individual can make a difference as well.
Through recycling or riding a bike instead of taking your car somewhere, one person
can make a difference in helping the environment.

b. Technology:
i. Simulation Interactive: To get students involved in first learning about the
various ways humans have impacted the environment, the simulation from
Howard Hughes Medical Institute is employed
https://www.hhmi.org/biointeractive/anthropocene-human-impact-
environment. This simulation lets students select how activities such as
mining, cities, and farms have affected the ecosystem. Each selection has a
detailed explanation attached to it for further information regarding
interactions and the subject matter. The simulation also lets students select
which epoch (Pleistocene, Holocene, or Anthropocene), humans have
impacted the most. As students make selections on what impact by humans
they wish to see on the environment, detailed images will appear on a drawn
land mass depicting the effect. This simulation is a good visual aid for
students who have a difficult time learning from auditory or textual methods.
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ii. I2SEA: To help students analyze more in depth just one of the ways humans
are impacting the environment, it helps to analyze global warming. In this
case we are getting more specific by measuring and comparing our carbon
footprints in an online international carbon footprint database from I2SEA
https://depts.washington.edu/i2sea/?page=iscfc. Using this database, students can
use either a basic calculator (for middle school) or an advanced calculator (for
secondary school) to calculate their very own carbon footprint emission. This
number is then logged into the database and students may view the compare
tab to see how their carbon footprint compares to another student’s around the
world. Here we can anticipate discussions regarding why the carbon footprint
of some countries is so different from our own and we can use the discussion
forum on the website to see what others have to say. Using this data will also
help for students to complete a project which will require them to propose at
least one solution to reduce the human impact on the environment and
biodiversity.

iii. Microsoft Word, Publisher, PowerPoint: These resources are what students
are going to use to create their presentation regarding the solution they came
up with. Students may either choose to write a literary work about their
solution using Word, a brochure or some other creative piece using Publisher,
or a PowerPoint presentation.

6. Provide Practice
a. Content Area:
 Upon examining the different ways humans have impacted the environment
and biodiversity using the HHMI simulation
https://www.hhmi.org/biointeractive/anthropocene-human-impact-
environment., from the introduction, students will then play a game of
Kahoot! with questions the teacher created to allow students to practice with
content questions.
 The game is linked to this site https://create.kahoot.it/share/humans-and-the-
environment/f899f69f-560b-4c98-9bd2-61910d945f28
 Transition: Once the game of Kahoot! (5 questions) has been played, the
teacher will then turn the focus more specifically on carbon foot printing as a
way humans have affected the environment.
 After students have used the I2SEA website to calculate and compare carbon
footprints, a class discussion will take place.
 This discussion will detail how our individual carbon footprints add up to
affect the environment and biodiversity around us.
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 This discussion will provide the foundation necessary to then discuss

strategies for how we may solve the issues of environmental destruction and
decreased biodiversity through conservation.

b. Technology:
 To enter the Kahoot! game students will select the following link under the
teacher’s resources tab: https://kahoot.it/
 Students will enter the pin the teacher has brought up on the projector in front
of the room and answer 5 questions about ecology in the game of Kahoot!
 Transition: After the game of Kahoot! ends, students will be prompted to the
next activity: carbon footprints
 To study carbon footprints, students will be prompted to select the link on the
teacher’s website titled “I2SEA”
https://depts.washington.edu/i2sea/?page=iscfc.
 Once students have I2SEA open, the teacher will allow 20 minutes for
students to calculate their carbon footprint using the advanced calculator
under the “Calculate” tab on the website.
 The teacher should remind students that they do not have to sign up to do the
following activity and that they should instead use the calculator as an
“explorer”.
 Transition: The teacher will remind students when there are 5-minutes
remaining.
 Once the 20 minutes are up, the teacher will then ask students to select the
“compare” tab on the I2SEA website.
 The teacher will allow 5-minutes for students to compare the calculation they
received for their own carbon footprint to that of other students around the
world.
 If students finish early, they may look at the discussion board on the I2SEA
website.
 Transition: The teacher will tell students when there is 1-minute remaining.
 After comparing carbon footprints, a discussion will take place to determine
what trends and differences were noted among carbon footprints using the
I2SEA database for content practice.
 Once this discussion is complete, students may use the remainder of class time
to practice with Microsoft Word, Publisher, or PowerPoint to begin creating
their “Environmental Solutions” project.
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7. Provide Knowledge of Results

a. Content Area:
To prove that they understand the impact humans have had on the environment and
biodiversity, students will have 1 week to complete an “Environmental Solutions”
project that seeks to provide at least one, detailed solution to one of the ways humans
are currently exploiting the environment (destroying natural landscapes, pollution,
introducing non-native species, exploiting resources, extensively using nonrenewable
resources, etc.).

In this project students must:

i. Outline the big idea of human’s impact on the environment.
ii. Provide at least 1 solution to this negative impact.
iii. Create a visual to represent their solution.
iv. Organize information in a way that is aesthetically pleasing and concise.
v. Remember to review for grammatical or spelling errors.

b. Technology:
In order to complete the “Environmental Solution” project, students will employ the use
of Microsoft Word, Publisher, PowerPoint or a combination of the three types of
software. Students may choose to write an essay detailing a proposal for a new law that
seeks to reduce the use of fossil fuels for example. Publisher may be used to create a
brochure that neatly organizes a solution. A PowerPoint may be used to create a
presentation of slides to convey a solution. The big idea is that students are not confined
to just one software to complete their project. It is important to give students choices on
how to express their knowledge of information as we are all different with our
preferences. The main learning objective for the project remains the same regardless of
the medium chosen: Design, evaluate, and refine a solution for reducing the impacts of
human activities on the environment and biodiversity.

8. Review
After viewing how well students scored on the Kahoot! game and their ability to
determine the relevance of their own carbon footprint in climate change, I would possibly
alter my lesson to either continue straight to the unit project or spend some extra time
with the HHMI simulation to help students better understand the subject matter.

I may also wish to implement a worksheet that ties in with the information that students
can fill-in as the activities occur (sort of like a “guided notes” set), so that they have
palpable information to take with them.
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3. Methods of Assessment
a. Content Area: Students will demonstrate a solution to the human impact on the
environment and biodiversity during an “Environmental Solution” Project. This
project will be presented to the class and graded using a rubric system. The project is
individual, no groupwork is involved.

b. Technology: Students will design their project using either Microsoft Word,
Publisher, PowerPoint, or a combination of these software.

Resources:
HHMI Bio Interactive. (2019). The Anthropocene: Human impact on the environment. Retrieved
from https://www.hhmi.org/biointeractive/anthropocene-human-impact-environment
International Society for Technology in Education. (2019). ISTE standards for students.
Retrieved from https://www.iste.org/standards/for-students
I2SEA. (2019). International student carbon footprint challenge. Retrieved from
https://depts.washington.edu/i2sea/?page=discuss
Kahoot!. (2019). Humans and the environment. Retrieved from
https://create.kahoot.it/share/humans-and-the-environment/f899f69f-560b-4c98-9bd2-
61910d945f28
Kent State University. (2019). How does human activity impact the environment? Retrieved
from https://onlinedegrees.kent.edu/geography/geographic-information-
science/community/human-impact-on-the-environment
New York State Education Department. (2019). New York state p-12 science learning standards.
Retrieved from http://www.nysed.gov/common/nysed/files/programs/curriculum-instruction/p-
12-science-learning-standardshsupdated10-18.pdf
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How Have Humans Impacted the Environment and Decreased Biodiversity?

1. Population Size.
Human growth has become exponential, meaning the human population has steadily
continued to grow regardless of our population size and resource availability. This is
atypical. A species typically reaches what is called their carrying capacity through
logistic growth, where growth ultimately levels off due to limited resource
availability. Due to the multiple innovations’ humankind has constructed, we have
essentially found a loophole around reaching carrying capacity.

2. Destruction of Natural Landscapes

- Mining, deforestation, etc.

3. Pollution
- Wasteful run-off, chemicals, plastic, garbage

4. Introduction of Non-native Species

- Domestication of animals, planting non-native crops for the sake of agriculture

5. Exploitation of Resources
- Forests, minerals, animals, water, etc.

6. Extensive use of Nonrenewable Resources/Climate Change

- Increased greenhouse gas emissions has led to more heat being trapped in the
biosphere, increasing global temperatures.