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Description
This resource allows students to explore the connections between biodiversity, invasive species, and climate change. Through a combination of videos, outdoor activities, and data analaysis, students leans about the importance of native species in keeping ecosystems in balance and reflect on actions that promote environmental sustainability.
Students will:
- identify native and invasive plants using species identification apps or guides;
- explore the effects of climate change on ecosystems and the role of invasive species in disrupting the ecological balance;
- examine Indigenous perspectives related to native plants and ecosystems sustainablility;
- conduct a vegetation survey by transect to collect data on local plant population;
- analyse and interpret scientific data using graphs;
- discuss solutions to protect and restore local exosystems;
- explore careers related to the environment, sustainability and climate change.
General Assessment
What skills does this resource explicitly teach?
This resource develops several scientific and analytical skills in an explicit way. Students are required to observe and identify plant species, collect data in the field using quadrats and transects, and control for certain variables during their investigations. They then analyze and interpret the data collected by creating graphs and drawing evidence-based conclusions.
Strengths
- This resource is well-strutured and provides teachers with all the necessary elements to complete the lesson.
- Lesson plans are detailed and have clear learning objectives
- The resource includes additional information on the topic for teachers.
- The documents and activities intended for students are included and well adapted to the grade level.
- The lesson has a wide variety of actvities, such as discussions, research, field observations, investigations, and data analysis.
- The resource is available in both French and English
Weaknesses
- The resource offers mostly formative assesments rather than concrete summative assessments. It does not provide rubrics, or summative tasks.
- The resource does not included modified versions of activities, specific accomodations or materials designed for students with special education needs.
Recommendation of how and where to use it
This resource is particularly well suited for science courses addressing biodiversity, ecosystems, and climate change. It is ideal for use in the spring or fall when students can participate in outdoor observation and data collection activities. Activities can be carried out on school grounds or in a nearby natural area, allowing students to make concrete connections between the concepts being studied and their local environment.
Relevant Curriculum Units
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
- Step 1Select a province
- Alberta
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Knowlege And Employability: Patterns and Relations
- Knowlege And Employability: Statistics and Probability
- Patterns and Relations
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 14:Investigating Matter and Energy in the Environment
- British Columbia
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Foundations of Mathematics and Pre-calculus: Representing and analyzing situations allows us to notice and wonder about relations.
- Manitoba
- New Brunswick
- Newfoundland & Labrador
- Northwest Territories
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Foundations of Mathematics and Pre-calculus: Representing and analyzing situations allows us to notice and wonder about relations.
- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
- Nova Scotia
- Nunavut
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Knowlege And Employability: Patterns and Relations
- Knowlege And Employability: Statistics and Probability
- Patterns and Relations
- Statistics and Probability
- Science
- Step 4Relevant matches
- Biological Diversity
- Knowledge and Employability Science: Biological Diversity (Social and Environmental Contexts Emphasis)
- Grade 10
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Experiential Science 10, Terrestial Systems: Climatology and Meteorology
- Experiential Science 10, Terrestial Systems: Ecology of the Land
- Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
- Science 10: Energy Flow in Global Systems
- Science 14: Investigating Matter and Energy in the Environment
- Ontario
- Prince Edward Island
- Quebec
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Arithmetic & Algebra
- Statistics & Probability
- Grade 10
- Step 3Select a subject
- Science & Technology
- Step 4Relevant matches
- Applied Science & Technology:The Living World
- Environmental Science & Technology: The Earth and Space
- Environmental Science & Technology: The Living World
- Science & Technology: The Earth and Space
- Science & Technology:The Living World
- Saskatchewan
- Yukon Territory
- Step 2Select a grade level
- Grade 9
- Step 3Select a subject
- Science
- Step 4Relevant matches
- Science 9: The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them.
- Grade 10
- Step 3Select a subject
- Math
- Step 4Relevant matches
- Foundations of Mathematics and Pre-calculus: Representing and analyzing situations allows us to notice and wonder about relations.
- Workplace Mathematics: Representing and analyzing data allows us to notice and wonder about relationships
Themes Addressed
Air, Atmosphere & Climate (1)
- Climate Change
Ecosystems (3)
- Biodiversity
- Interdependence
- Invasive Species
Indigenous Knowledge (1)
- TEK -- Traditional Ecological Knowledge
Land Use & Natural Resources (1)
- Planting Native Species
Sustainability Education Principles
| Principle | Rating | Explanation |
|---|---|---|
| Consideration of Alternative Perspectives | Good | The resource presents several perspectives, including scientific perspectives and Aboriginal traditional ecological knowledge. Students are challenged to compare different ways of understanding ecosystems and to think about various environmental solutions. However, the resource does not explicitly ask students to defend a personal position based on the analysis of divergent points of view. |
Consideration of Alternative Perspectives:
| ||
| Multiple Dimensions of Problems & Solutions | Good | The resource examines the links between the environmental, social and, to some extent, economic dimensions of sustainability. Students explore the impacts of climate change and invasive species on ecosystems, learn about Indigenous perspectives, and reflect on the impact of these issues on communities and natural resources. |
| Multiple Dimensions of Problems & Solutions: Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
| ||
| Respects Complexity | Very Good | The resource helps students understand that climate change, invasive species, and biodiversity are all connected. Through field activities and data analysis, students see that there are many factors that influence the health of an ecosystem and that there is no one-size-fits-all solution to these issues. |
| Respects Complexity: The complexity of the problems/issues being discussed is respected. | ||
| Acting on Learning | Poor/Not considered | Even though students talk about solutions, no actual action opportunities are provided for students. |
| Acting on Learning: Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
| ||
| Values Education | Good | Throughout the resource, students are invited to reflect on their relationship with the environment and actions that could help protect ecosystems. Discussions on native species, climate change, and Indigenous perspectives allow them to consider their own ideas and express their opinions on the issues being discussed. |
| Values Education: Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values. | ||
| Empathy & Respect for Humans | Poor/Not considered | This is not the focus of this resource. |
| Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.). | ||
| Personal Affinity with Earth | Very Good | The resource encourages students to develop a connection with nature by getting them to observe, explore, and study real-world ecosystems outdoors. Through nature-based activities and the integration of Indigenous perspectives, students will gain a greater appreciation for the natural world and reflect on their role in protecting it. |
| Personal Affinity with Earth: Encourages a personal affinity with -the natural world.
| ||
| Locally-Focused Learning | Very Good | This resource makes learning concrete by getting students to explore their own environment and collect data in a natural space near the school. Students study plants and ecosystems that they can observe in their community, which helps them make connections between the concepts studied in class and the world around them. Outdoor activities make learning more authentic and engaging. |
| Locally-Focused Learning: Includes learning experiences that take advantage of issues/elements within the local community.
| ||
| Past, Present & Future | Good | The resource helps students understand how human activities and climate change are influencing ecosystems today. It also gets them to think about solutions like protecting native species and restoring habitats, giving them a positive view of what can be done for the future. |
| Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future. | ||
Pedagogical Approaches
| Principle | Rating | Explanation |
|---|---|---|
| Open-Ended Instruction | Very Good | The resource does not push students towards a single answer or solution. Students explore different issues and are led to think about several ways to protect ecosystems and reduce the impacts of climate change. This leaves room for discussion and critical thinking. |
| Open-Ended Instruction
: Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer. | ||
| Integrated Learning | Good | Although it mainly explores science, there is also mathematics components and even Indigenous components. The subjects are not taught separately, but rather together in a real, concrete context. |
| Integrated Learning: Learning brings together content and skills from more than one subject area
| ||
| Inquiry Learning | Good | Students have several opportunities to explore, observe, and analyze data to answer questions related to ecosystems and climate change. The approach is well guided by the teacher, but still leaves room for the students to make their own observations and draw their own conclusions. |
| Inquiry Learning: Learning is directed by questions, problems, or challenges that students work to address.
| ||
| Differentiated Instruction | Good | The wide variety of activities offered meets the needs of visual, auditory and kinesthetic learners. However, no strategy for learners with difficulties is proposed. |
| Differentiated Instruction: Activities address a range of student learning styles, abilities and readiness.
| ||
| Experiential Learning | Very Good | In this lesson, students go outside to observe, collect data, and study their local environment. This is not a simulation or a paper-based activity; The students work in a real context and explore ecosystems that they encounter on a daily basis. |
| Experiential Learning: Authentic learning experiences are provided
| ||
| Cooperative Learning | Good | |
| Cooperative Learning: Group and cooperative learning strategies are a priority.
| ||
| Assessment & Evaluation | Satisfactory | This resource has several opportunities for formative assessment, but no concrete assessments are offered. |
| Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc. | ||
| Peer Teaching | Satisfactory | Students have the opportunity to share their observations, results, and conclusions with their peers during group discussions and activities. However, the resource does not explicitly include opportunities for students to teach other students or the community in a mentoring or expert role. |
| Peer Teaching: Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
| ||
| Case Studies | Satisfactory | The resource uses examples and issues that students can easily recognize, such as invasive species found in Canada and plants found near the school. The activities take place in the students' local environment, making the concepts more concrete and easier to understand. |
| Case Studies: Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context. | ||
| Locus of Control | Satisfactory | The resource provides a few opportunities for students to make choices, such as when identifying species or having certain discussions. However, most of the activities, questions, and approaches are already determined by the resource, leaving little room for students to choose which topics or questions they want to explore further. |
| Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue. | ||