- Review Process
- Take Action
- A project of
In the main activity of the resource students research and deliver a mock news cast on the topic of "Biodiversity on Earth".
After reading and discussing the WWF's Living Planet Report the students summarize its content and reflect on why the report serves as a warning sign for all. Then in groups, the they combine their own research with what they learned from the Living Planet Report to create an urgent news cast to relay the information to an audience.
The lesson concludes with the students reflecting on their learning and selecting at least one action that they can commit to that will help prevent species from extinction and restore biodiversity.
This resource teaches the students effective communication techniques in order to reach their intended audience.
This engaging lesson for the upper elementary and middle school classrooms will help address science outcomes related to biodiversity. It could be used as a culminating activity to ascertain the level of understanding of the students.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Very Good|
After reading the provided research report, students take an informed position and present their own interpretation in the form of a news cast.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
|Respects Complexity||Very Good|
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Very Good|
After all of the news report presentations, the students are asked to select one action that they can commit to undertaking in order to help bring a species back from the brink of extinction.
|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||Very Good|
|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||Good|
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Very Good|
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
|Open-Ended Instruction||Very Good|
The research is presented in a report and the students are given the opportunity to assess and discuss the information.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
|Integrated Learning||Very Good|
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
Unfortunately, there are no strategies for learners who may experience difficulties.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
|Experiential Learning||Poor/Not considered|
This is not the focus of the lesson.
|Experiential Learning: |
Authentic learning experiences are provided
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Poor/Not considered|
There are no tools nor suggestions made for the evaluation and assessment of learning.
|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: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
The research report is an actual and factual account of biodiversity in the world. It can be considered a case study.
|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||Good|
|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.|