Mini Unit Plan. Species Decline: From Human Impact to Extinction and Everything in Between. Created by: Kristen Choquette

Transcription

1 Mini Unit Plan Species Decline: From Human Impact to Extinction and Everything in Between The Issue: Created by: Kristen Choquette Human populations around the world are growing at an alarming exponential rate. With this growth, human impact on the environment increases. Things such as global warming, climate change, trade and economy, poaching, limiting resources and limited space are causing detrimental effects on the environment. Along with changing the composition of our planet (i.e. destruction of forests, flooding, industrialization), biodiversity is being greatly affected. As human impact takes over, there is little room for other species on earth to live. Plants and animals are being pushed out of their natural habitats and forced to either adapt quickly or go extinct. Unfortunately, change is occurring so quickly that adaptations are no longer an option for most of the animal species on earth. Animals are being forced into extinction. Humans are slowly choking out the biodiversity that makes this planet unique. Why should we care? The biodiversity on our planet is what makes the Earth so unique. Imagine your planet without the majestic elephant, the gentle panda bear, or the magnificent tiger. Once a species has gone extinct it will never exist again. It is important that we, humans, do something about the situation that is facing biodiversity today. If we don t do anything about it, and quick, we will lose the biodiversity that is so important to us. As the next generation to enter the world, our students need to be informed about the issues that are facing the different plant and animal species on earth. With the knowledge gained from this unit, students will be able to make informed critical decisions about important issues plaguing our planet today, and act upon them. Purpose of the Unit: In this unit, we will examine the issues affecting the decline of animal biodiversity today. By looking at the underlying problems, such as global warming and overpopulation, students will get a clear understanding of how and why animals are on the brink of extinction. Along with looking at the problems, students will have the opportunity to look at different conservation programs and initiatives that are doing something to help our animal species. Students will also be able to brainstorm ideas on what they can do on an individual level to help biodiversity.

2 Main Topics and Concentrations of this Unit Introduction of terms and species decline o Extinction, endangered, extirpated, vulnerable, threatened, at-risk, ecosystem, biodiversity, evolution, species, habitat, adaptation, conservation o Which species are being threatened? o Statistics o What does extinction mean and how does it make you feel? Climate Change and Global Warming o What is it and what is it doing to ecosystems? o Polar ice caps, melting ice, habitat decline, polar bear population o Polluting our oceans, coral bleaching Hunting and Poaching o Food and money, versus, poverty and biodiversity o Changing customs and ways of life o Animals most threatened by hunting and poaching o How do we stop it? Trade and Economy o Fisheries, food, furs, captive animals for zoos o Wildlife trade o Forestry and farming o More trade = more money = better economy, but might affect species diversity and populations o Spread of diseases and pollutants Overpopulation o Humans push animals out of their habitats o Loss of habitat due to farm land, suburbs, highways, factories, oil drilling What can we do and what are we doing? o Introduce different conservation programs and initiatives o Science and technologies, cloning, captive breeding o Politics, implementation of laws, education and awareness

3 Curriculum Expectations and Links This unit aims to explore the different impacts human activity has on animal biodiversity and how we are trying to conserve our biodiversity through conservation programs and initiatives. This unit would be most appropriate for SNC2E in the unit Human Impact on the Environment. Overall Expectation: Demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment; Analyse some of the environmental, technological, and social factors that affect the sustainability of the human population on Earth Specific Expectations: Analyse interactions between the environment and human activities; Explain the importance of biodiversity with respect to the sustainability of life within the biosphere; Formulate scientific questions about the effects of various conditions and pollutants on aquatic life; Propose alternative solutions to a given practical problem; Identify various factors that influence a decision on a science-related issue; Other courses this unit can be incorporated into include: SNC2P - SNC2D SBI3U - SNC3E SBI4U - SNC4M Rather than focus on how all biodiversity (plant and animal) is affected by human impact, this mini unit will focus on how it affects animal species.

4 Assessment for the Unit 70% - Activities, assignments, homework, participation 25% Quiz after every concentration 5 quizzes in total, 5% per quiz 15% Homework will be marked as completed or not and taken up as a class 10% Participation includes volunteering during readings, answering homework questions, writing answers on the board, cooperating and participating in group work 20% Assignments 15% - Final project APPE DIX A Rubric - APPE DIX B 15% - Test

5 Overview of Lesson Plans Each lesson will concentrate on one endangered species. Through the investigation of how this species has become endangered and what factors are affecting it s populations, students should come to the conclusions that loss of biodiversity is dues to 4 main factors: Global Warming, pollution and Climate Change, Hunting and Poaching, Trade and Economy, and finally Overpopulation. Once these factors have been uncovered and explored, we will look at the Superheroes, companies, programs and people who are helping to conserve biodiversity and save endangered animal species. Each lesson should take approximately 1-2 days to complete. This unit can be completed in approximately 2.5 weeks, depending on how in-depth the teacher wants to be with the material and on how many students are in the class to do individual presentations. 1. Introduction Lesson (1-2 days) Hook activity to get students engaged - survey/questionnaire and slide show Review of terms: Extinction, endangered, extirpated, vulnerable, threatened, atrisk, ecosystem, biodiversity, evolution, species, habitat, adaptation, conservation What is biodiversity loss and how are we affected? How does species extinction make you feel? Let students know about the final project for this unit and have them sign up for an endangered Canadian species. 2. Polar Bears: At risk or not? (1 day) How Climate change and Global Warming are affecting animal species decline. Concentration: Melting of the polar ice caps: The effect of global warming on polar bears and their populations Computer lab: review the controversial statistics about polar bear populations. 3. Polluting our Oceans (1 day) Coral bleaching due to global warming and pollution of the oceans What animals are being affected by ocean pollution? How does this affect oceanic food chains? What can we do to protect the oceans? 4. Endangered Cats (1 day) Poaching and hunting of wild cats for fur, food, and safety Concentration: Low populations of the Amura leopard and Snow leopard On the brink of extinction, and could be gone within the next 10 years Alternatives for hunting? How do we get people to stop? 5. Sharks: Setting the Record Straight (1 day) Concentration: Hunting of sharks for food (shark-fin soup), game, and protection Killing due to a fear of these predators, but are sharks as dangerous and ferocious as we believe them to be? How does it affect the ocean food chain?

6 6. Fisheries and Economy (1 day) Over-fishing, clearing the sea of fish species What would happen to the economy if we stopped all the fishing? Concentration: Blue fin tuna fish being hunted and exported at alarming rates. Not enough time for them to reproduce and replenish their populations. However, we must keep up with economic demand. 7. Frog Extinction: Whishing they were thick skinned (2 days) Concentration: Frogs infected by a fungus brought overseas from Africa and have gone extinct. Globalization and wildlife trade transports diseases (in the past: malaria, rabies etc) How are the frogs dying and why is it important to conserve them? Presentation by Little Ray s Reptiles about endangered reptile and amphibian species 8. Too many people; where do the animals go? (1 day) Concentration: Ethiopian Ibex are being forced up the steep foothills of Ethiopia Overpopulation is forcing the species to flee their habitat and inhabit more dangerous terrain. Humans are destroying habitats,using up resources and forcing animals out. 9. Pests are they, or are we? (1 day) Building our homes in their habitat Will we cause the species harm, or will they persist? Are we the ones invading their space or are they invading ours? Debate. 10. Lets look at the Superheroes! (1 day) Day in the computer lab. Provide students with different resource of the conservation programs around today and have them explore and research the sites. Come back to class so that each student or grouping of student can tell the class an initiative that is being done to help biodiversity. How can we get involved? Brainstorm other ideas of how to help. 11. Jurassic Park, all over again (1 day) Cloning species to prevent extinction Cloning extinct species Captive breeding of endangered animals Look at different case studies and analyse problems to come to effective solutions 12. Presentations (1-2 days, depending on number of student in the class) Unit project on a endangered Canadian species

7 Lesson Plan Date: Day # 3 Subject: Species Decline Polar Bears: At Risk or not? Grade Level: Grade 11 Students: Class of 22 students, multi-cultural, all English speaking Time: Class time is 70 minutes Goals and Objective of this lesson: The specific goal of the lesson is to have students understand the affects of global warming on species decline; more specifically the effect of global warming on polar bear populations. The objectives of this lesson include: brainstorm the reasons for why polar bear populations are being affected; investigate controversial data about declining polar bear populations; think critically about the information delivered by the media; understand that global warming is affecting polar bear populations; analyse how a decline in polar bear populations will affect the food chain; brainstorm ideas about this problem can be solved. Ontario Curricular expectations: Overall Expectation: demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment. Specific Expectation: analyse interactions between the environment and human activities. Specific Expectation: compare various points of view on an environmental issue. Specific Expectation: propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan. Materials/set-up needed for the lesson: Handout with two columns: Pro polar bear decline and against polar bear decline Book computer lab for research MacLean s Magazine, February 4 th, 2008 The War Over the Polar Bear Planet Earth DVD, polar bear footage (approx. 15 minutes) Key concepts and skills to be learned: The affects of global warming on polar bear populations Decreasing the amount of ice in the north results in less hunting grounds for polar bears We cannot be biased about the information media gives us, we must investigate both sides of the issue Ways in which we can help this situation Student groupings and instructional strategies: There will be two groups of students: one group will research information that supports polar bear decline and the other group will research information that does not support polar bear decline Each group will have their chance to present their findings to the class. Open: 15 min. Begin the class by playing the clip from the Planet Earth DVD. This will get student thinking about the new topic to be covered today.

8 Body: 35 min. Have a quick discussion about what the movie depicted about polar bear species decline and what the main factor affecting this species is global warming. Split class into two groups, provide them with the handout and send them to the computer lab to do research on polar bear populations. Ensure that students write down the resources they got their information from as well. Allow students to present their findings and discuss how it is important for students to investigate both sides of an issue. Close: 20 min. Have the class brainstorm solutions for global warming Discuss how they can each do things at home and in the classroom that can help, even though they are just one person Discuss different organizations involved in helping the polar bears. Assessment: This activity will be assessed on the basis of informal observation. I will observe if students are taking part in the research, demonstrating critical thinking, and showing overall interest in the subject matter. Students will be required to hand in their research sheets with their information as well as the opposing groups information recorded as well. This sheet will be marked for completion only. Accommodations: Students will be working in groups therefore peer cooperation will help students with their research. Class discussion and brainstorming will facilitate discussion. If students are not comfortable in participating in the discussion, they are not required to, as long as they fill out their research sheets, they will be given participation marks.

9 Lesson Plan Date: Day # 9 Subject: Species Decline Frog Extinction: Whishing they were thick skinned Grade Level: Grade 11 Students: Class of 27 students, multi-cultural, all English speaking Time: Class time is 70 minutes Goals and Objective of this lesson: The specific goal of the lesson is to have students understand the dangers of export and global trade on animal species. The objectives of this lesson include: determine the factors that lead to tree frog extinction; investigate why frogs are so susceptible to foreign substances; research other diseases and poisons that have been transported due to global trade; how do we protect these frogs from further extinction Ontario Curricular expectations: Overall Expectation: demonstrate an understanding of the impact of humans on the environment, and assess alternative courses of action to protect the environment. Specific Expectation: analyse interactions between the environment and human activities. Specific Expectation: formulate scientific questions about the effects of various conditions and pollutants on aquatic life. Specific Expectation: propose alternative solutions to a given practical problem, identify the potential strengths and weaknesses of each solution, and select one as the basis for a plan. Materials/set-up needed for the lesson: Prepare cards with different exports and different countries to distribute to the students for the activity Make sure the class is set up so that students have room to move around the class. This activity can also be carried out in the hallways or the gym. Prepare handouts for the lesson with notes from the lesson. There will be empty spaces in the handout for students to fill out information. Planed Earth DVD footage on frog extinction Key concepts and skills to be learned: Fungus transported from African frogs to North America is what is responsible for killing the tree frogs. Frogs have permeable skin that absorbs toxins much easier that any other species Other diseases have been spread around the world due to global trade and export Why is it important to conserve these frogs? Student groupings and instructional strategies: Students will participate in a class activity where they will be required to get up out of their chair and move around the class, hallways or gym. There will be group discussions and brainstorming which will later be shared with the class. Open: 20 min. Activity: Each students will be assigned a country and a card with an export on it (i.e. fish, cotton, medicine). Students will walk around the class and randomly

10 exchange their export card with other students. Each time a student gets an export card, they must write their country name on it. When time is up (approx. 5 minutes) each student will write their export on the board and list the countries it was passed to. After the information is written on the board, I will associate a specific disease or poison to a couple of exports (i.e. malaria, rabies, fungus). From this activity students will see how diseases can be transported to different countries through trade and these diseases can go on to affect species diversity. Body: 35 min. I will introduce the topic for today and let students know what is responsible for killing these tree frogs. Students will separate into groups of 3-4 and brainstorm ideas for why these tree frogs are so strongly affected compared to other animals and ways in which they can be protected. As a class we will discuss the students ideas and solutions. I will provide the students with a handout about the lesson we will be learning today. This handout will include information about the Central American tree frogs and why they have gone extinct. Close: 15 min. Show the Planet Earth DVD footage of why tree frogs have gone extinct and why we should care. Let students know that Little Rays Reptile Zoo will be coming into the class to do a presentation on endangered reptiles and amphibians tomorrow. Assessment: This activity will be assessed on the basis of informal observation. I will observe if students are taking part in the activity, brainstorming in groups, and showing overall interest in the subject matter. Accommodations: The handout provided to the students will allow them to have the information on the topic without having to worry about copying down any notes. Students will be involved in think-pair-share groups, in which they can work independently, with groups and through a class discussion. This type of brainstorming work allows different students to show their strengths in different areas. For visual learners, the video shown at the end of the lesson will sum up all of the important information from this lesson.

11 Lesson Plan Date: Day # 14 Subject: Species Decline Jurassic Park, all over again Grade Level: Grade 11 Students: Class of 27 students, multi-cultural, all English speaking Time: Class time is 70 minutes Goals and Objective of this lesson: The specific goal of the lesson is to expose students to the different techniques and technologies around today that are trying to save endangered species. The objectives of this lesson include: problem-solving through case studies, and brainstorming technologies that can assist in the conservation of endangered species; understanding the science behind cloning and DNA extraction; forming opinions about captive breeding and analyzing the positive benefits versus the negative affects Ontario Curricular expectations: Overall Expectation: evaluate, using data obtained from experiments and from print and electronic sources, the costs and benefits to society and the environment of introducing a particular technology or of protecting or not protecting a specific environment Specific Expectation: explain the importance of biodiversity with respect to the sustainability of life within the biosphere Specific Expectation: explain the benefits of individual and societal participation in planning, problem solving, decision making, and task completion with respect to environmental issues Specific Expectation: analyse the risks and benefits to society, the economy, and the environment of introducing a particular technology Materials/set-up needed for the lesson: Prepare 4-5 different case study cards with problem in which students will have to brainstorm conservation solutions. Jurassic Park Movie (approx. 5 minutes) Handout explaining the process of cloning Handout explaining the process of captive breeding Planet Earth DVD captive breeding and cloning clip (approx. 15 minutes) Key concepts and skills to be learned: What is cloning and how do we plan on applying it to endangered species? What is captive breeding and is this a solution? Problem-solving skills Student groupings and instructional strategies: There will be 4-5 different case studies in which students will be required to split up into 4-5 cooperative learning groups. There will be class discussion after the case studies in which the entire class participates Open: 15 min. Begin the class with a clip from Jurassic Park, where they explain cloning of extinct dinosaurs Introduce the class to the topic we will be learning about today.

12 Body: 40 min. Split class up into 4-5 cooperative learning groups and give each group a case study to analyse The case studies will provide a problem facing the conservation of endangered species and the students will be required to brainstorm solutions. Students will write their ideas down on a sheet of paper. Each group will have a chance to present their ideas to the class and the class will be given the opportunity to comment and provide other ideas as well. The teacher will hand out pre-made handouts about the process of cloning and captive breeding. As a class, we will read the handouts together and have a discussion about the techniques and technologies used today to conserve endangered species. Students will also have the opportunity to express their opinions. Close: 15 min. Planet Earth DVD clip which talks about cloning endangered and extinct species as well as captive breeding. Mini class discussion and any final thoughts. Assessment: This activity will be assessed on the basis of informal observation. I will observe if students are taking part in the activity, brainstorming in groups, and showing overall interest in the subject matter. Accommodations: Students will benefit from the cooperative learning groups and peer tutors will be available in each group to assist any students in need. The handouts provided on cloning and captive breeding can be written to include concept maps and different visuals in order to assist students in understanding new key concepts and forming relationships. If students are visual learners, the Jurassic Park movie and the Planet Earth DVD explain in simple detail the process of cloning and captive breeding without confusing students with long segments of text or dialogue.

13 Websites: List of Teaching Resources and Organizational Partners 1. Statistics Canada 2. Species at Risk 3. Environment Canada Wildlife 4. ational Geographic 5. ational Geographic Classroom Resources World Wildlife Fund Canadian Wildlife Federation 8. Global Education Network 9. PBS David Suzuki Foundation Jean-Michel Cousteau Ocean Adventures The Sierra Club Canada Annenberg Media The Discovery Channel Endangered Species Resources Books: Suzuki, D., & Dressel, H. (2005). From aked Ape to Superspecies: humanity and the global eco-crisis. Vancouver, BC, Canada: Greystone. Stone, M. K., & Barlow, Z. (Ed.) (2005). Ecological Literacy: Educating Our Children for Sustainable World. San Fransisco, CA: Sierra Club Books. Magazines: Campbell, C., & Lunau, K. (2008, February). The War Over the Polar Bear. MacLean s., National Geographic Magazines Movies/DVDs: 1. BBC/Discovery Channel, Planet Earth DVD set 2. Jurassic Park movie/dvd

14 Organizational Partners: 1. World Wildlife Fund: The World Wildlife Fund has a program in which you can adopt an endangered animal. All it requires is a contribution to the WWF and they can put it towards protecting an animal in their natural habitat. Each student in the class would be required to donate a specific amount of money to the WWF and as a class, adopt an animal. The adoptions last for a year, and the class would get a certificate of adoption as well as statistics about the animal they chose to adopt. Students can also tell family and friends about this program and adopt an animal at home as well. After doing this unit on species decline and conservation of species, students should have enough information to think critically about which animals they should consider adopting. Students should know by the end of the unit that we cannot concentrate on only the cute and cuddly animals or the strong and majestic ones either. Students must consider things such as the contributions the animal has to its habitat, ecosystem, food chain etc. as well as the future outlook for the animal (i.e. is it in grave danger right now, or does it have a while left before it is truly in danger?). Students will vote on an animal and the majority will rule. I would advise that the teacher not take part in the picking of the animal. The students should be able to confidently decide which animal is in need and which animal their class will represent for the next year. 2. David Suzuki Foundation 3. Little Rays Reptile Zoo, Ottawa Ontario, Canada

15 Reference List Brewer, C. (2002). Outreach and Partnership Programs for Conservation Education Where Endangered Species Conservation and Research Occur. Conservation Biology. 16(1), 4-6. Campbell, C., & Lunau, K. (2008, February). The War Over the Polar Bear. MacLean s., Gayford, C. (2000). Biodiversity Education: a teacher s perspective. Environmental Education Research. 6(4), McCoy, M. W., McCoy, K. A., & Levey, D. J. (2007). Teaching Biodiveristy to Students in Inner City & Under-Resourced Schools. The American Biology Teacher. 69(8), Miller, B., Conway, W. et. al., (2004). Evaluating the Conservation Mission of Zoos, Aquariums, Botanical Gardens, and Natural History Museums. Conservation Biology. 18(1), Stone, M. K., & Barlow, Z. (Ed.) (2005). Ecological Literacy: Educating Our Children for Sustainable World. San Fransisco, CA: Sierra Club Books. Suzuki, D., & Dressel, H. (2005). From aked Ape to Superspecies: humanity and the global eco-crisis. Vancouver, BC, Canada: Greystone. Van Weelie, D. (2002). Making biodiversity meaningful through environmental education. International Journal of Science Education. 24(11),

16 APPE DIX A Final Project: There are endangered and threatened species all over the world, but youth are often exposed to only the animals outside of Canada. For example, most students will know the panda, elephant, tiger and blue whale are endangered, but how many can name an endangered species that lives in their own city, or even their own Country. For this project, students will each pick and research an endangered species from Canada, and present their findings to the class. The presentations should include the following: Name of the animal (common and scientific name) and some of its defining characteristics How long has it been endangered and what is the estimated population of this species today? What factors are causing this species to become endangered? How does the decline of this species affect its ecosystem? Are there any conservation projects or initiative aimed at helping this animal? What could you and your peers do to help save this animal and bring stability back to its population? Map of the areas this species inhabits Students will present their projects through a PowerPoint presentation. They will be given time in the computer lab to work on this and will be provided with a projector in class to present their material. Along with the presentation, each student will be required to hand in a one-page summary of their findings, as well as any resources they cited for their project. The oral presentation to the class will be worth 10% of the 15% mark. Students must have all the above requirements included in their presentation. They will also be assessed on presentation skills, i.e. tone of voice, confidence, pacing, eye contact, ability to answer questions etc. The one page summary will be worth 5% and should include a summary of the above requirements.

17 APPE DIX B Presentation requirements S C2E Final Project: Canadian Endangered Species RUBRIC Criteria Voice and Pacing Length Few requirements are present Unable to hear voice clearly, pacing is very fast or slow Less than 8 minutes, more than 25 minutes Most requirements are present Hard to ear voice clearly and pacing is a bit fast or slow Less than 10 minutes or over 20 minutes Eye contact No eye contact Use eye contact 30% of the time PowerPoint Has more than 8 spelling Has more than 5 presentation: errors and is not visually spelling/grammar errors spelling/grammar, appealing and has little visual appeal visual appeal Summary requirements Summary page style Summary page grammar and spelling Resources Few requirements are present in summary Summary format is unclear and hard to follow Has more than 8 spelling/grammar errors Resources are not included on summary page Summary includes most requirements Summary format is clear and fairly easy to follow Has more than 5 spelling/grammar errors 2 resources are included but format is incorrect All requirements are present Voice is clear and pacing is appropriate Less than 15 minutes or over 20 minutes Use eye contact 60% of the time Has very few spelling/grammar errors, is visually appealing Summary includes all requirements Summary format is clear and easy to follow Has very few spelling/grammar errors 5 Resources are included and format is correct according to APA style All requirements for the presentation are present as well as extra information Voice is clear, presentation goes along at an appropriate pace Length of the presentation is within minutes Use eye contact 90% of the time Has NO spelling/grammar errors, it is visually appealing and shows a lot of creativity Summary includes all requirements as well as extra information Summary page format is clear, neat, easy to follow and pleasing to the eye There are NO spelling or grammar mistakes on the summary page More than 5 resources are included and are formatted correctly according to APA referencing style