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Sampling Biodiversity in the Schoolyard

Secondary

Description

In completing this well-developed lesson plan, students will conduct field investigations using a quadrat area study method to analyze the abundance, density, distribution, and biodiversity of plants growing in their schoolyard. They will learn how to use quadrats and datasheets in the field while maintaining their safety and protecting the habitat they are studying. Students will demonstrate a knowledge of common plants by using field guides or ID apps to determine what native and invasive species are growing in the study area. Students can contribute to community science by observing and reporting invasive species using the iNaturalist and Report Invasives apps.

Back in the classroom, the students will interpret and communicate their findings with an analysis and discussion.

 

General Assessment

What skills does this resource explicitly teach?

  • graphing
  • data collection
  • mapping

Strengths

  • The information and activities in this resource are tailored to the high school school level, with specific curriculum links listed for each activity
  • The information and activities in this kit are organized for you to use easily
  • Each section focuses on a different step of planning, and activities cater to a variety of different learning styles 
  • There is a simple video included to help student better understand the activity
  • The lesson includes extension activities and additional links

Weaknesses

  • No rubrics or assessment tools provided

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
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Manitoba
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Senior 2 Science: Dynamics of Ecosystems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology: Conservation of Biodiversity
  • New Brunswick
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Science 9 Ecosystem Dynamics: Learning and Living Sustainably
        • Science 9 Ecosystem Dynamics: Scientific Literacy
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Learning and Living Sustainably (STSE)
        • Science 10 Science for Sustainable Societies
        • Science 10 Science for Sustainable Societies: Scientific Literacy
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 111/2: Study of Life
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 121/2: Genetic Change Over Time
  • Newfoundland & Labrador
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 1206: Sustainability of Ecosystems
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 2201: Ecosystem Interactions and Population Dynamics
      • Science
        • Step 4Relevant matches
        • Science 2200: Ecosytems
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 3201: Evolution, Change and Biodiversity
  • Northwest Territories
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 30: Population and Community Dynamics
  • Nova Scotia
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Sustainability of Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11: Biodiversity
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 12: Evolution, Change and Diversity
  • Nunavut
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Biological Diversity
    • Grade 10
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Experiential Science 10, Terrestial Systems: Ecology of the Land
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 20: Ecosystems and Population Change
    • Grade 12
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biologie 30 :Population and Community Dynamics
      • Environmental Studies
        • Step 4Relevant matches
        • Environmental Studies 35:Northern Ecosystems
  • Ontario
    • Step 2Select a grade level
    • Grade 9
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • :Biology: Sustainable Ecosystems
    • Grade 11
      • Step 3Select a subject
      • Biology
        • Step 4Relevant matches
        • Biology 11(College Prep.) Plants in the Natural Environment
        • Biology 11(Univer.Prep.) Diversity of Living Things
        • Biology 11(Univer.Prep.) Plants: Anatomy, Growth, and Functions
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 12 (Univ. Prep.): Population Dynamics
  • Prince Edward Island
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      • Science
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        • Science 9: Nature of Science
    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Applied Science 701A: Nature of Science
        • Science 421A: Nature of Science
    • Grade 11
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      • Biology
        • Step 4Relevant matches
        • Biology 521A: Biodiversity
    • Grade 12
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      • Biology
        • Step 4Relevant matches
        • Biology 621A: Change and Diversity
  • Quebec
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    • Grade 10
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      • 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
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    • Grade 10
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      • Science
        • Step 4Relevant matches
        • Science 10: Climate and Ecosystem Dynamics
  • Yukon Territory
    • Step 2Select a grade level
    • Grade 12
      • Step 3Select a subject
      • Science
        • Step 4Relevant matches
        • Specialized Science 12: Biodiversity is dependent on the complex interactions and processes between biotic and abiotic factors

Themes Addressed

Ecosystems (4)

  • Appreciating the Natural World
  • Biodiversity
  • Bioregionalism
  • Invasive Species

Land Use & Natural Resources (1)

  • Forests

Sustainability Education Principles

Principle Rating Explanation
Consideration of Alternative Perspectives Very Good

Students conduct sampling to learn first hand about the biodiversity in their area which helps them to protect a species at risk, manage resources and land that are used by living things and monitor climate change and its effects on biodiversity. Students gain a deeper understanding of the organisms in their region.

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 Satisfactory

The resource examines the environmental dimension of the issue. Students learn about the biodiversity in their area by conducting a hands-on quest that can reveal valuable information about the biodiversity in their area.

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

The lesson plan encourages students to harness their curiosity about the local environment by examining changes to the ecosystem and gain a greater understanding and appreciation of local plants and animals.  Conducting their very on exploration helps students understand the biodiversity in their area and helps them protect species at risk, manage resources and land that are used by living things, and monitor climate change and its effects on biodiversity.

Respects Complexity:

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

Acting on Learning Good

Students conduct an exploration in their schoolyard. They observe organisms in their schoolyard and record their observations. Students synthesize this information to get an idea of the “big picture” biodiversity in their community.

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 Good

The event will foster an appreciation for nature, encourage community involvement in protecting the natural environment, and provide students with opportunities to obtain a better understanding of the biodiversity in their region.

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 Good

The lesson askes students to step outside to explore and analyse biodiversity in an area. This lesson should help students realise the importance of protecting species at risk, manage resources and land that are used by living things, and monitor climate change and its effects on biodiversity. 

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 Good

The Sampling of biodiversity takes place in the schoolyard. The lesson helps get students involved in fun, outdoor, educational activity while contributing to knowledge about local biodiversity in a way that can inform conservation decisions.

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 Satisfactory

Some discussion and activities suggested will lead to students taking action to help preserve biodiversity in the present and 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 Good

The information and activities in this resource are organized for teachers to easily use. There are multiple links that help explain a variety of background information. The lesson is conducted in a way that each student is asked to complete the same task, but also includes a verity of learning styles to help students create their own conclusion.

Open-Ended Instruction :

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

Integrated Learning Good
  • Science
  • Biology
  • Environmental Science

Some math curriculum strands could be linked as well 

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

This resource encourages students to take the lead in their learning experience. Planning, conducting and debriefing components of their sampling offers a quality guided-inquiry experience.

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 Good

This lesson is conducted in a way that each student does the same task, but also includes a variety of different learning styles. 

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

Students will hold their own sampling in the schoolyard and encourage a greater understanding and appreciation of local plants and animals in their schoolyard.

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 Good

Students are asked to work in groups and group discussions are also encouraged 

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 Poor/Not considered
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 could share their findings with the community but this is suggested as a extension activity in the resource.

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 Poor/Not considered
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

Students may use the information collected during the lesson to extend their learning about the biodiversity of their region.

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.