Name: Kevin VanHaaren
Grade
Unit Strand
Subtopic
Lesson
Applied ScienceBiology
Biodiversity
Regions of Biodiversity
Overview, Expectations and Rationale
Big Ideas:
Students will be introduced to Ecosystems and the regions of biodiversity
Ministry Expectations:
Overall expectations
*B3. demonstrate an understanding of
characteristics of terrestrial and aquatic
ecosystems, the
interdependence within and between ecosystems,
and the impact humans have on the sustainability
of these ecosystems.
Specific expectations
* B3.2. describe the interdependence of the
components within a terrestrial and eqautic
ecosystem, and explain how the components of
both systems work together to ensure the
sustainability of a larger ecosystem
* B3. 4. Identify the major limiting factors of
ecosystems (e.g. nutrients, space, predators) and
explain how these factors are related to the
carrying capacity of an ecosystem
Student Learning Goals:
State the Learning goals and objectives for this lesson. What do you want students to learn and do
during this lesson? Use student friendly language.
By the end of this lesson, students should
Explain how some plants and animals support each other in the food chain
Explain how the disappearance of one species affects other species
Explain species diversity levels/regions
Prior Knowledge:
State or identify what prior knowledge that students are expected to have in order to be engaged in this
lesson. Use the elementary Ministry documents and/or earlier segments of topics/concepts/skill sets
that may have been introduced previously in the course.
Basic knowledge of what makes up an ecosystem
Basic knowledge of the different abiotic and biotic factors within an ecosystem
Assessment Strategies:
List the possible assessment strategies that will be incorporated into your lesson.
Posing effective questions to help students make their thinking explicit
Ongoing observation of student reactions to questioning and instruction
Summary Chart for Lesson
**Add rows in the appropriate part of the lesson plan**
Time
(min)
Teaching/Learning
Strategies
Learning focus
5
20
Summary/Outline of Introduction
todays Class
Lecture
Biodiversity
10
Video
Awareness
15
Schoolyard Walk
Hands On
Learning
10
Ecosystem Web of
Life
Visual Learning
15
Worksheet Handout
Application
What the teacher will do
What students will do
Support materials,
supplies & equipment
Describe what will be learnt
Present powerpoint focusing on
the regions of biodiversity and the
ecosystems that are present in our
schoolyard
Play a video highlighting the
effects humans have on
biodiversity and different
ecosystems
Class will go outside and
observe/identify the different
ecosystems present in the
schoolyard
Students sit in a circle. Teacher
gives each student the name of
some part of the ecosystem.
Hand out worksheet
Jot down notes, Ask
questions
Make notes
Students throw the ball of
yarn to classmate who has
the best connection to
their ecosystem organism
Complete worksheet to
the best of their ability
based on what they have
learned
Ball of yarn
Worksheet
Student "Chalkboard" Notes:
What will you "put on the board" during this lesson? What will students have in their notes? Use a
lettering system to link these notes with the appropriate parts of the lesson in the Summary Chart.
Insert these letters in the What the teacher will do column
* Define Ecosystem, Habitat, Community, Population
* Ecosystem Mind Map (e.g. Biotic Factors, Abiotic factors, Niche, Competition, Human Influence)
Classroom Ready Materials:
What needs to be ready to use in the classroom? Use a numbering system to link each appendix with
the appropriate parts of the lesson Summary Chart. Insert these numbers in the Classroom ready
support materials column. Handouts, activity worksheets, BLMs, and overheads are examples to
include here.
*I will be using the projector to present a PowerPoint presentation highlighting the regions of
biodiversity, specifically focusing on the regions that are contained in our schoolyard.
*Ball of yarn for demonstrating Web of Life
* Biodiversity Worksheets
Teacher Notes:
More detailed instructions about how to complete each activity, any necessary background
information, notes to self, safety considerations, additional prompting questions.
Complete a brief lecture outlining the different ecosystems and the species contained within
them
Video: Human Impact on Biodiversity http://www.youtube.com/watch?v=Pe-O9Hfq8hs
Go outside with the students to allow them to experience and identify ecosystems first hand.
Have the students form a circle.
Give each student the name of some part of the ecosystem (e.g., leaf litter; fallen logs; nuts;
seeds). The ball of yarn is given and the teacher begins calling out the various appointed names
as the ball of yarn crosses back and forth demonstrating the connectedness of all parts of the
environment.
Complete worksheets that illustrate the principle of the species-area relationship and determine
which nature preserve design will save the most species.
Accommodations:
Reflection:
What is biodiversity?
Simply put, biodiversity is the variety of life, over 14 million species, found from mountain- top to
deep-sea vent. But it is much more than that. Species engage in complex interactions within a diverse
array of habitats creating functioning ecosystems. Biodiversity provides ecological services such as:
oxygen production, pollination, water filtration and storage, pest control, food production, carbon
storage and erosion control. Biodiversity drives much of our economy and without biodiversity,
natures life support system would fail. Our survival depends upon biodiversity.
Why teach about biodiversity?
We are all part of biodiversity: What affects biodiversity affects humans. Conserving and
creating awareness about biodiversity supports the health of ecosystems that directly and
indirectly support humans.
System and critical thinking skills: Understanding biodiversity helps students make
connections between the many parts and processes of ecosystems, developing their skills
in systems thinking. Critical thinking skills are developed as students explore and evaluate
the interactions and outcomes of ecosystems activities.
Real-world contexts: Biodiversity or a lack of can be found everywhere. Students can be
encouraged to take action to improve biodiversity in their local communities or take part in
activities on regional, national, and international scales. Such activities build tangible
connections between students and their environment.
Levels of Biodiversity
Genetic diversity: Genes are responsible for the
variability among individuals within a species (e.g.,
colour, size) and its this diversity that helps
species adapt and evolve to changes in the
environment.
Species diversity: The different types of living things
found in a certain habitat, ecosystem or area. In
Ontario, over 30,000 species have been identified.
Ecosystem diversity: The variety of ecosystems
within a landscape or region (e.g., boreal region
consists of wetlands, forest, mixed-forest,
marshlands, grassland and meadow ecosystems).
Threats to Biodiversity
(Beware of the HIPPO(C)!)
H
I
abitat loss: Alteration and fragmentation of
habitat directly affects the species that rely on
the habitat that is being changed.
nvasive species: Free from predation and
competition that would normally limit their
distribution, invasive species reproduce prolifically
and displace or destroy native species or ecosystems
(e.g., emerald ash borer, purple loostrife, zebra
mussels) inflicting significant ecological and
economic damage.
ollution: There are thousands of pollutants
circulating through the Earths ecosystems,
and
many of these materials have significant,
Benefits of biodiversity
large- scale impacts on biodiversity (e.g., acid
Greater biodiversity leads to greater:
rain, ozone depletion).
Productivity in plant communities
Nutrient retention in ecosystems
Ecosystem stability (i.e., ability to
survive stressors)
Resistance to invasion by non-native species
Resistance to disease
Stability rather than fluctuations brought on by
seasonal change (Tilman, 2000; McCann, 2000)
At least 40 per cent of the
worlds economy and 80 per cent
of the needs of the poor are
derived from biological
resources.
The Convention about Life on Earth
(UN Convention on Biodiversity)
opulation growth: Human population growth
escalates all the other causes of biodiversity
loss, because more people require more space and
more resources.
ver-consumption: The harvest of a species at
a rate higher than can be sustained by the
natural reproductive capacity of the population
being harvested (e.g., over-fishing cod, clear-cutting
old growth forests).
umulative impact and Climate Change:
The cumulative impacts of HIPPO place
many ecosystems at risk. The effects of climate
change (e.g., severe weather, rapidly warming
temperatures) disrupt habitat functioning and
food sources for species
Outdoor Observation Sheet
