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Connecting Biodiversity to the Science 10 Curriculum Through Inquiry

Secondary

Description

Many regions across Canada are already experiencing the effects of climate change. Ecosystems, such as the Cape Breton Highlands National Park, are changing rapidly, and animals’ habitats are changing faster than they can adapt. Without intervention, vital species will become extinct through habitat loss, climate change, and the introduction of invasive species. This resource provides an understanding of the causes and consequences of biodiversity loss and how climate change alters ecosystems allowing students to relate their understanding of local ecosystems and the need to sustain ecosystem health. Each learning experience intends to support students in understanding how the biodiversity of an ecosystem contributes to its sustainability, how our individual and collective behaviour affects the environment, and how environmentally responsible choices can contribute to healthy, sustainable ecosystems.

These learning experiences highlight instructional strategies that allow for students’ perspectives and voice. Each inquiry is designed to stand alone, addressing different angles and lenses through which biodiversity and the sustainability of ecosystems can be explored. The resources, activities, and species at risk information ultimately provide the groundwork to engage in action and environmental stewardship opportunities.

1. Impacts of Climate Change on Biodiversity - This inquiry focuses on the physical impacts climate change has on the environment and the consequences of these impacts on biodiversity. The provocation activities convey the interconnectiveness of biodiversity, climate change, human impacts, mitigation and adaptation. This generates discussions on human actions, how climate change impacts ecosystems, and if humans are an invasive species to the Earth’s Biodiversity.

2. Climate Adaptation for Biodiversity and Ecosystems - This inquiry focuses on the driving question, “How does the loss of biodiversity change the stability of the forest ecosystem? The activities in the inquiry encourage students to examine the critical factors causing changes in the ecosystems in Nova Scotia. Clear-cutting, deforestation and the effects of climate change are changing ecosystems and their biodiversity. Students explore how this is affecting their local ecosystem by assessing the species richness of a local area within their community.

3. Changing Biodiversity in Nova Scotia – Species at Risk – This inquiry invites students to explore various species at risk and invasive species through a case study approach. Students review suggested articles, videos and infographics to identify key issues and potential solutions. They can compare their findings to further expand their growing understanding of interconnectiveness, biodiversity and impacts on individual species.

In the culminating task, the students apply what they have learned in the inquiry to create an action plan for an environmental stewardship project of their choice. An environmental stewardship project aims to have students connect responsibility and choice and fosters the development of important competencies. The action plan meaningfully engages students throughout the process, from choosing an issue to how students will carry it out.

General Assessment

Recommendation of how and where to use it

Each inquiry is designed to stand alone, addressing different angles and lenses through which biodiversity and the sustainability of ecosystems can be explored. The resources, activities, and species at risk information ultimately provide the groundwork to engage in action and environmental stewardship opportunities.

Learning through inquiries and experiences stemming from questions generated by students makes it authentic and meaningful. These learning experiences highlight instructional strategies that allow for students’ perspectives and voice.

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 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
  • Manitoba
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
  • New Brunswick
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
        • Science 10 Science for Sustainable Societies: Scientific Literacy
  • Newfoundland & Labrador
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
  • Northwest Territories
    • Step 2Select a grade level
    • 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 14:Investigating Matter and Energy in the Environment
  • Nova Scotia
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
  • Nunavut
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Resource Management and Population Dynamics
        • Science 10-4 (Knowledge and Employability Science): Investigating Matter and Energy in Environmental Systems
        • Science 14: Investigating Matter and Energy in the Environment
  • Prince Edward Island
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 431A: Life Science, Sustainability of Ecosystems
  • Quebec
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science & Technology
        • Step 4Relevant matches
        • Applied Science & Technology:The Living World
        • Environmental Science & Technology: The Living World
        • Science & Technology:The Living World
        • Science and the Environment: The Living World
  • Saskatchewan
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Energy is conserved and its transformation can affect living things and the environment

Themes Addressed

Air, Atmosphere & Climate (1)

  • Climate Change

Ecosystems (7)

  • Appreciating the Natural World
  • Biodiversity
  • Endangered Species
  • Habitat Loss
  • Interdependence
  • Invasive Species
  • Wildlife Protection

Land Use & Natural Resources (4)

  • Fisheries
  • Forests
  • Habitat Restoration
  • Planting Native Species

Water (1)

  • Watershed Protection

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Each learning experience intends to support students in understanding how the biodiversity of an ecosystem contributes to its sustainability, how our individual and collective behaviour affects the environment, and how environmentally responsible choices can contribute to healthy, sustainable ecosystems. Learning through inquiries and experiences stemming from questions generated by students makes it authentic and meaningful. These learning experiences highlight instructional strategies that allow for students’ perspectives and voice.

Consideration of Alternative Perspectives:
  • Satisfactory: absence of bias towards any one point of view
  • Good: students consider different points of view regarding issues, problems discussed
  • Very good: based on the consideration of different views, students form opinions and  take an informed position
Multiple Dimensions of Problems & Solutions Good

The inquiries address the environmental and social dimensions of biodiversity. Less attention is paid to the economic dimension.

Multiple Dimensions of Problems & Solutions:

Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.

  • Satisfactory: resource supports the examination of  these dimensions
  • Good:  resource explicitly examines the interplay of these dimensions
  • Very Good:  a systems-thinking approach is encouraged to examine these three dimensions
Respects Complexity Very Good

This inquiry delves deeper into understanding the causes and consequences of biodiversity loss. We encourage students to harness their curiosity about the local environment by examining changes to the ecosystem, large-scale environmental impacts, etc. or by connecting with a community expert and exploring restorative practices. We have included external resources and guiding questions to help support and extend student research.

Respects Complexity:

The complexity of the problems/issues being discussed is respected.

Acting on Learning Very Good

This resource highlights learning opportunities that engage students in choice. Choice and action help make the concept of the loss of habitat, climate change, and the introduction of invasive species more relevant and meaningful to the student. In the culminating task, the students apply what they have learned in the inquiry to create an action plan for an environmental stewardship project of their choice. An environmental stewardship project aims to have students connect responsibility and choice and fosters the development of important competencies. The action plan meaningfully engages students throughout the process, from choosing an issue to how students will carry it out.

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

  • Satisfactory: action opportunities are included as extensions 
  • Good: action opportunities are core components of the resource
  • Very Good: action opportunities for students are well supported and intended to result in observable, positive change
Values Education

Many of the activities in the inquiries offer opportunities for students to consider their values, their feelings of responsibility and their capacity to enact change

Values Education:

Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.

Empathy & Respect for Humans Poor/Not considered
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

Each learning experience intends to support students in understanding how the biodiversity of an ecosystem contributes to its sustainability, how our individual and collective behaviour affects the environment, and how environmentally responsible choices can contribute to healthy, sustainable ecosystems

Personal Affinity with Earth:

Encourages a personal affinity with -the natural world.  

  • Satisfactory: connection is made to the natural world
  • Good: fosters appreciation/concern for the natural world
  • Very Good: fosters stewardship though practical and respectful experiences out-of-doors 
Locally-Focused Learning Very Good

Students explore how biodiversity loss is affecting their local ecosystem by assessing the species richness of a local area within their community.

Locally-Focused Learning:

Includes learning experiences that take advantage of issues/elements within the local community. 

  • Satisfactory: learning is made relevant to the lives of the learners
  • Good: learning is made relevant and has a local focus
  • Very Good: learning is made relevant, local and takes place ‘outside’ , in the community 
Past, Present & Future Poor/Not considered
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 inquiry learning model adopted by the resource means that questions, not answers drive the inquiry and that students contribute to determining what questions are asked. The educator's role is that of facilitator while the resource provides students with information and activities that enable them to develop their perspective on the issue and to recognize the perspective of others.

Open-Ended Instruction :

Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.

Integrated Learning Good

The resource provides activities that bring together content and skills from more than one subject area.

Integrated Learning:

Learning brings together content and skills  from more than one  subject area

  • Satisfactory: content from a number of different  subject areas is readily identifiable
  • Good:  resource is appropriate for use in more than one subject area
  • Very Good:  the lines between subjects are blurred 
Inquiry Learning Very Good

The resource was developed in accordance with the principles of inquiry learning, which is an approach to learning that is directed by questions, problems, a hypothesis or a challenge that individuals and groups of learners work together to address. The learning is driven by student generated questions.

Inquiry Learning:

Learning is directed by questions, problems, or challenges that students work to address.   

  • Satisfactory: Students are provided with questions/problems to solve and some direction on how to arrive at solutions.
  • Good: students, assisted by the teacher clarify the question(s) to ask and the process to follow to arrive at solutions.  Sometimes referred to as Guided Inquiry
  • Very Good:  students generate the questions and assume much of the responsibility for how to solve them.  . Sometimes referred to as self-directed learning.

 

Differentiated Instruction Very Good

The inquiries include several differentiated instruction suggestions so that every kind of learner will find ideas, questions and activities to explore based on their unique and diverse community characteristics and circumstances, inspiring learning that ultimately leads to action.

Differentiated Instruction:

Activities address a range of student learning styles, abilities and readiness.

  • Satisfactory:  includes a variety of instructional approaches
  • Good: addresses  the needs of visual, auditory &  kinesthetic learners
  • Very Good: also includes strategies for learners with difficulties
Experiential Learning Very Good

The resource includes numerous activities for students to take their learning outside the classroom. The tipping point activity offers a team building activity modified to convey the interconnectiveness of biodiversity, climate change, human impacts, mitigation, and adaptation.

Experiential Learning:

Authentic learning experiences are provided

  • Satisfactory: learning takes place through ‘hands-on’ experience or simulation
  • Good: learning involves direct experience in a ‘real world context’
  • Very good: learning involves ‘real world experiences’ taking place’ beyond the school walls.
Cooperative Learning Very Good

The Group Knowledge Building activity offers group discussions, common golas and synthesis of ideas.

Cooperative Learning:

Group and cooperative learning strategies are a priority.

  • Satisfactory:  students work in groups
  • Good: cooperative learning skills are explicitly taught and practiced
  • Very Good: cooperative learning skills are explicitly taught, practiced and assessed
Assessment & Evaluation Good

The Consolidation segment, which is also found in each inquiry would provide teachers with opportunities to assess student understanding, as would the Determining Understanding segment. 

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 Very Good

The resource encourages students be environmental stewards in their communities and to educate their community about the risks posed by climate change. Students can nvestigate the impacts of invasive species in their area, and then host a display for your school and community through a newsletters, posters, flyers and presentations.

Peer Teaching:

Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.

  • Satisfactory: incidental teaching that arises from cooperative learning, presentations, etc.
  • Good or Very Good: an opportunity is intentionally created to empower students to teach other students/community members. The audience is somehow reliant on the students' teaching (students are not simply ‘presenting')
Case Studies Good
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 Very Good

The Question Generation segment of each inquiry helps teachers determine where students are in their initial understanding of a topic or an issue, then continues to evaluate their understanding throughout the learning process. The Determining Understanding segment enables students to pause and reflect on their learning, taking ownership of the process and practicing metacognitive strategies. By generating their own questions students participate in their program content.

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.