Biodiversity Lesson 2-6 Instructions (scroll down for lessons 3-6)
Biodiversity Project (links to the Student edition and Student workbook)
Lesson 2: We Need Diversity on Earth
a) Using the Student Workbook (reference only, do not write in). Define the vocabulary for Lesson 2 on the sheet that was distributed yesterday. Work in pairs.
b) and the answers are...
c) Read pages 27-29 in the Student Edition (Ecosystem Goods and Ecosystem Services
d) In a class share in a T-chart.... Examples of Ecosystems Goods and Ecosystem Services
e) As a class answer Ecosystem Goods or Ecosystems Services (Visual Aids PPT slide 10)
f) In your lab groups you each will read a different article. Pages 29-33 in the Student Edition. There are five articles, so the last one you will read as a group.
In the Student Workbook on pages 6-9 are specific questions for each of the 5 articles, you will need to answer the questions assigned to the article.
Protection, Pollination, Medicines from Nature, Ocean Food Webs, and Genetic Diversity (done as a group after you have shared out information).
g) NOW, as a group develop a explanation that you all agree on about the importance of biodiversity for humans, communities, and societies in terms of ecosystem goods & services.
h) Last, on a piece of binder paper write a summary of what your learned. Include the definition of biodiversity your group developed. Discuss one type of ecosystem good and one ecosystem service you learned about, and describe the impact that humans have had on biodiversity, ecosystem goods, and ecosystem services (provide an example).
I) Turn in before you leave class.
Lesson 3: Changes in Biodiversity
Warmup: What is the difference between direct and indirect habitat loss? How can habitat loss be natural (not caused by humans)? How can human behavior (social systems) cause habitat loss?
a) Use the Student Edition: pages 34-35 and the Student Workbook pages 13-17
b) Look at Visual Aids PPT, satellite image of Mt. St. Helens, Washington, slide 11, think pair share:
What type of land use of vegetation changes are visible over time? Predict how the biodiversity might have changed in the bioregion? Is it possible anywhere in California for these changes to occur?
c) class discussion, then complete the top of the handout for Lesson 3. (page 13 in the Student Workbook )
d)Assign Visual Aids Slides 3-8, one per group, repeat assignments if more than 6 groups. Locate the extra information on their Habitat Change site (on pages 34-35 in the Student Edition). Fill out the appropriate section on the work sheet handed out. Look at 2 additional different habitats and fill out the other section of the worksheet.
e) fill out the back side of the worksheet (page 17 if you lost your copy in the Student Workbook).
Lesson 4: How People Influence Biodiversity
Vocabulary for Lesson 4, go over answers
On a t-chart: What are some ways that humans influence natural systems (nature)? Think, Pair, Share: what are some “Beneficial” and “Detrimental” ways that humans influence natural systems?
Name a variety of ways that humans act to protect natural communities or individual species. (Use key vocabulary if possible).
Today's activities explore human activities and the influence on natural systems. Each lab group is assigned a different case study. The Case Studies are on pages 36-40 in the Student Edition. You will also need pages 18-19 in your Student Workbook.
You will have 20 minutes to read your groups individual case study and share your findings with your group. Pick one member to present to the class. Fill out Part 1 of Conservation and Preservation Notes in your journal (page 18 in your Student Workbook).
Whole class share out to add to the t-chart any ways that humans influence the natural systems not already on the chart as well as suggest other ways not mentioned by groups. Make sure you mention which parts of the natural systems are humans working to conserve or preserve. Why it is important to do so, and why biodiversity is important in your example.
In your groups research and find as many state agencies, government organizations and other groups that work to conserve or preserve the biodiversity of natural systems.
Make sure you have answered the questions in Part 2 of Conservation and Preservation Notes in your journal (page 19 in your Student Workbook).
Lesson 5: The Implications of Losing Species
Define Keystone species
Warm up: How might the loss of a species and the reduction in biodiversity affect the health of natural systems? Think, Pair, Class Share
Watch: How Wolves Changed Rivers
Read Wolves in Yellowstone: A Keystone Species (Student Workbook, page 20) to yourselves, and answer the questions in your journal.
In your lab group discuss: “what do you think happened to the ecosystem when the wolves were reintroduced into Yellowstone? How do you know the wolf met the criteria to be a keystone species. Be very specific about which species were affected. What ecosystem goods and services were affected? Whole class share out.
In your lab group, read and discuss Implications of Losing Biodiversity (pages 21-24 in the Student Workbook). You have 15 minutes. Record your findings in your journal.Pick a different member of the group for sharing out to the class an example of how loss of biodiversity might affect human communities in terms of ecosystem goods and services in the Bay Area.
Class share out: Implications of Losing Biodiversity.
Lesson 6: Making a Difference
Define Key Vocabulary: Byproduct and consumption
Warm up: Think, Pair, Class Share: What do all humans need for day-to-day survival? How do Californians meet our needs; which resources come from nearby and which come from other countries?
Human Activities and Biodiversity in California ( Student Workbook pages 25-27). You will use page 25 as a guide to take notes in your journal during class discussion. Class discussion questions: What types of byproducts do we create in our daily needs? What are examples of these byproducts? Are the byproducts natural or human made consequences of consumption of ecosystem goods and services? Do certain lifestyles create more or less? How has consumption changed since California became a state?
Look at Visual Aids PPT Slide # 12. In your lab group, what type of information is in the slide? What predictions can you make about from this slide? (What will change?). How will the rate of consumption change? How will byproducts change?
In your lab group, reread California Connections: Biological Riches and Rarities (page 3-6 Student Edition). Does California count as a biological hotspot? Look at Visual Aid PPT, slides #13. Where are those hot spots. Look at the Visual Aids PPT, slides #14-19. Are there any correlations between population sizes and hotspots? Where are the majority of hotspots? Is the Bay Area affected? How do you predict future human population growth will affect species in the hotspots?
Think about the following quote,
What makes California special in terms of biodiversity and what challenges and opportunities this biodiversity presents in terms of the state's future land use and natural resources management? Answer the questions on page 26 of Human Activities and Biodiversity in California in your journal.