The Living Environment Unit on Biodiversity

Who Wrote This Unit and Why?

Biodiversity is a recurrent theme throughout The Living Environment curriculum. In order to focus the curriculum, four NYC high school biology teachers worked together to design activities that would engage our students in active, inquiry based learning activities. We decided that it is best to teach this unit toward the end of the school year because students will need to learn basic ecological and biological principles prior to understanding the importance of biodiversity.

Concepts and skills to be covered in the biodiversity unit:

Students will be able to:

  1. Understand why plants and animals depend on each other and their physical environment
  2. Explain factors that limit growth of individuals and populations
  3. Explain how diversity within ecosystems relates to the stability of ecosystems.
  4. Understand the relationships between biodiversity and evolution and extinction
  5. Explain the importance of preserving diversity of species and habitats
  6. Describe the range of interrelationships of humans with the living and non-living environment
  7. Explain the impact of technological development and growth in the human population of the living and non-living environment
  8. Explain how individual choices and societal actions can contribute to improving the environment.
How is the unit on biodiversity designed?

The unit is broken down into four major blocks or foci. Please note that each block was written by one of four different teachers with corroboration. Therefore, formats and design may not be homogeneous. The blocks of the unit include:

  1. How do ecosystems remain stable?
  2. Why do we need biodiversity?
  3. What effects do humans have on the planet and many of the life forms which inhabit it?
  4. How can human actions improve the environment?
This unit is not intended to be followed exactly as is. We encourage other educators to review the 4 different blocks and choose activities, labs, questions, homework assignments, and projects etc. that you feel will work best with your group of students.

Note: The length of periods in each of the teachers schools vary so you will need to adjust lessons/activities to fit your time frame.

How do ecosystems remain stable?

Major Understandings of the Living Environment Core Curriculum covered:

1.1a, 1.1b, 1.1c, 6.3a, 6.3c, 6.3d

The periods in this block are based on 40 minute periods but are very flexible in nature.

Day 1
What is an ecosystem?

Some clarification of definitions must be made clear at this point. Firstly, why would many organisms with very specific jobs and abilities be more beneficial to the overall stability of the ecosystem? To clarify this to students pose the following question and exercise:

An may be thought of in terms of a "super organism" which can only survive when all the "organs" or parts of this super organism can function together while remaining in their specific roles.

· Inquiry Question Exercise: Students can be asked to quickly list several parts or organs of the human body. Then list some organisms that would be found in a specific ecosystem. Note how most organs depend upon each other to function (e.g. heart pumps blood which became oxygenated through the use of the lungs). Students should attempt to correlate such relationships between organisms in an ecosystem and organs in a complex body. Balance within an ecosystem is attained through biodiversity. The organisms involved within an ecosystem all play a part in the life cycle of the system. Systems such as the "food web" and "food chain" are only maintained when a very fine balance is sustained.

Day 2
What is the Food Web?

All organisms need energy to live. Organisms get the energy from different sources depending upon what type of organism they are, however all organisms get their energy indirectly from the sun.

· Inquiry Question Exercise:  Ask students what they had for dinner yesterday. After a few answers tell them that all of the energy from these things came from the sun. Ask them to trace the food that they have ingested recently back to the sun. How many steps were involved? Is there a loss of energy between steps? What does this mean?

Introduce the concept of a food chain with the student being at the end of the chain. How many different chains can they think of? Have students write out a few of these chains separately, then overlap them where they can find duplicate organisms. This will produce a food web, of which the student will be at the center.

· Food Web Activity: In groups of 3 to 4, assign each group a biome (desert, rain forest, temperate forest, tundra, taiga, grassland, ocean and estuary) with an appropriate amount of organisms that would be varied producers, consumers and decomposers/scavengers. Remind each group of the integral role of the sun. The result would show a theoretical ecosystem each from a different biome.

Day 3
How are organisms interdependent within an ecosystem?

 It is important to stress the interdependence between organisms on this web and that any disruption of these relationships will have a domino affect on all the organisms involved. The removal of any one organism will certainly have a major affect on all others within this system.

· Food Web Twine Activity: Using one of the biome settings from the previous activity, assign each member of the class to be an organism from that system. Then, beginning with "the Sun" which could be a desk or a door, tie a piece of heavy twine. Lead the twine around in or (producers, primary consumers, secondary consumers etc.) and have each student hold the twine as it leads to the next level organism. When the scavenger/decomposer level is reached a twine web in the classroom’s center should be formed. Lay in the center of it. Your weight will distributed across the web and be supported throughout each student. Then speak to them about how one of the producers is decreased in the system by flooding or one of the consumers by hunting. Have the students which represent those organisms let go. The twine will become loose and you will fall to the ground. But don’t worry your pain will be eased by the fact that your students now will really understand the concept of interdependence of organisms in an ecosystem.
 
 

 Day 4
Project: Group Ecocollumns

As a project summary to this topic of ecosystem stabilization, each group can create and attempt to stabilize their own ecosystem. Using an empty soda bottle or even a large spring water container, have students collect soil from the local area.  Inside the soil should contain various types of insects and invertebrate animals. Added to this should be some small plants found typically within the local area.  Students should create and observe this ecocollumn over several weeks. Adding only water. What roles do each organism play in this system? How are the organisms interdependent? Why must a clear container be used for this project?
 

Why do we need biodiversity?

Major Understandings of the Living Environment Core Curriculum covered:
6.2a, 6.2b, 6.2c

This block is based on 40 minute periods.

Day 1
Motivation:

Students enter the classroom to see a variety of things displayed on the front desk. Students are asked to take a few minutes to think about the connection between all the items displayed and to write their ideas down onto a piece of paper.

Items displayed might include the following:

Leather belt, cotton T-shirt, paper, pencil, soil, various food products, medicine, plant, clean water, sneaker, shoe lace, silk tie, rope or twine.

Students should respond that they are all living or came from living things.

Activity:
Class is broken into cooperative groups of no more than 4 students. Each group is given a paper listing in one column all the items displayed and in the second column, all the life forms necessary to produce those products. Students are to work together to try to match up the products with their source.

Questions:

Homework:

Students are asked to read an article by Peter H. Raven on p. 32 from the Biodiverstiy book. The title is What Have We Lost, What Are We Losing.

Write a 1-2 page essay about what we are losing and some possible reasons why they think we are losing biodiversity.

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Day 2
Motivation:

Class watches video called Life In the Balance

Activity:

Class discussion

Questions:

Homework:

Students are asked to read an article by Norman Myers on p. 5 of the biodiversity book. The title is What’s This biodiversity and What’s It Done for Us Today?

Write a 1-2 page essay about why they think it is important to maintain species diversity? Include how species diversity has direct impact on their everyday lives?

Students are asked to bring in some spices from their homes to test the antimicrobial effects of the food they eat every day.
 
 
 
 

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Day 3

Motivation:

Do the foods we eat give us any protection from sickness?

Activity:

Lab work to test foods for antimicrobial effects.

Conclusion:

Students make a hypothesis about what will happen to their experiments by the time they observe them on day 5.

Homework:

Think about an organism that you would like to study the environmental interactions of. Do some basic research about what it eats, and why humans might be interested in it. Students are given a list of useful websites to guide them along.

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Day 4

Location: Computer Lab

Activity: Students continue their research about their chosen organism.

Homework:

Using information given by your instructor, and your own research, write a 2-3 page essay describing the important role that their chosen organism serves in an ecosystem and worldwide. Topics to be discussed have been assigned as research guidelines.

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Day 5

Lab:

Discussion focus:

How many other species do we think may be out there that may also have medicinal benefits to us? Is it worth trying to save the rainforests for this purpose?

Homework:

Complete essay and prepare to give a presentation about what you learned.

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Day 6

Presentations

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Day 7

Presentations

Optional extra credit:

Trip to The Bronx Zoo

Students may go to the Bronx zoo with the teacher on a Saturday. The purpose of the trip is so that students can observe many of the organisms already studied in the classroom in their natural habitats (or as close as possible as natural).

While at the zoo the students are asked to make journal entries about each organism observed focusing on the following:

WHAT EFFECTS DO HUMANS HAVE ON THE PLANET AND MANY OF THE LIFE FORMS WHICH INHABIT IT?

Major Understandings of the Living Environment Curriculum covered:

3.1o, 3.1n, 7.1b, 7.1c, 7.2a, 7.2b, 7.2c, 7.2d

Day 1: The issues: Overview

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Day 2 and 3: (Lab) Assessing effects of human impact outside of your own home

Do Now: Students watch teacher demonstration on how to make a simple air pollution collector. Teacher will demonstrate how to test pH and dissolved oxygen content.

  1. Tests for students to carry out:

    2. a) Air pollution


    b) Water pollution

H.W. -Work on photo journal.

-Each student will be given 1 magazine to take home and review (Discover, Natural History, National Parks, etc.). Find an article which relates to threatened biodiversity/environmental issues. Summarize the article.

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Day 4: Issues affecting biodiversity around the world: Independent research

Using the computer as a research tool.

Do Now: Review article "What have we lost, what are we losing" by Peter H. Raven (from "Scientists on Biodiversity) and discuss the effects of human impact on the environment.

Discuss some articles which students summarized for homework so to make students aware of the array of problems worldwide.

    Topic: How can humans promote biodiversity?
    Time Frame: 5 days

    Length of Periods: 3 – one hour periods, 2 – full days (trips)

    Performance Indicators:

    1.1 - Explain how diversity of populations within ecosystems relates to the stability
            of ecosystems.
    6.2 - Explain the importance of preserving diversity of species and habitats.
    7.2 - Explain the impact of technological development and growth in the human
            population on the living and the non-living environment.
     
    Day 1:
    What can the museum teach us about biodiversity? (Trip)
    Materials required: photocopied essay, "What’s This Biodiversity and
    What’s It Done for Us?" – Norman Myers – Scientists on Biodiversity
    photocopied Field Journals from The Hall of Biodiversity High School
    teacher’s Guide.  Prior to arrival at museum (either as homework or en route to museum) have students read essay by Norman Myers. Underline or highlight all the services provided to us by biodiversity. Review with students. Each student should receive a handout of either two double-sided or four single-sided pages of the student Field Journal with respective assignments. Upon arrival at museum, explain layout of exhibit and allow students roam and explore exhibit. Walk around and observe behaviors, concerns, and interactions of student.
    Methodology: incorporation of essay reading and writing with museum trip
     
     
    Day 2
    Which solution would have the greatest effect on biodiversity? (1-hr)
    Materials required: poster enumerating solutions to biodiversity crisis which
    should include: Reducing Resource Demand, Research and Outreach, Laws
    and Regulations, Management for Biodiversity, and Protection and
    Restoration. Group students together according to solution that they chose to
    write about from Resource Center Wall. Give them approximately 20 minutes
    to discuss why they feel their solution would have the greatest impact. Have a
    debate.
     
    Methodology: use of cooperative groups and issues to inspire public speaking/communication of science-related issue.
    Day 3:
    What can a field trip to ______ reveal about biodiversity? (Trip)
     
    Materials: Internet access to Biodiversity Counts Website
    (http://www.amnh.org/science/biodiversity/biodiversity_counts/ from which you
    will look up these components: Other Methods to Capture Arthropods, How to
    Set Up a Berlese Funnel, How to Make a Yellow Pan Trap, How to Set up a
    Pitfall Trap, and How to Make Your Own Net. Necessary materials should be
    collected before trip.  Make arrangements for a field trip. I recommend Gateway National Recreational Area because they are very accommodating for trips such as this.  Ask to get involved in a cleanup and restoration project with your class. The Gateway Website is http://www.nps.gov/gate. An alternative to this would be
     to contact a local environmental community group near your school and ask
     them if there is an abandoned lot where your class can get involved in a
    cleanup and restoration project. Whichever location you decide, make sure
    that litter samples are collected so that you can set up the Berlese funnel and
    examine specimens.
     
    Methodology: use field study to acquire materials for laboratory exploration
     
     
    Day 4:
    What biodiversity can be found in my sample? (1-hr)
     
    Materials: Biodiversity Counts Teacher’s Guide, stereo-dissecting          microscopes, forceps, petri dishes, alcohol, dichotomous key for arthropod          identification from Biodiversity Counts Website         (http://www.amnh.org/science/biodiversity/biodiversity_counts/).
     
    Set up laboratory making all materials available to students. This activity           should be easier than a normal microscope lesson because as there will be no     advanced preparation techniques to perform. Ask the following questions:
    What did you find?, How can identify it?, How can I classify it? Show students how to use dichotomous key and circulate around room to assist where needed.
     
    Methodology: use of laboratory to investigate samples from field study
     
    Day 5:
    How can I take an active role in preserving biodiversity?
     
    Materials:  computers with Internet access
     
    This activity is twofold.  For the first part, students will do a search on the          computer and locate a grass roots environmental organization (in their area)          and see if there is an environmental problem (abandoned garbage-ridden lot
    landfill, etc.) that  the group would like to rectify or turn around   For the          second part the students will access the congressional website, determine who     their congressmen/representatives are, and write them a letter explaining to          him/her why adequate funding for programs in their local  communities          (mention environmental problem previously discovered) is really important.          Also, urge the official to push for increased funding for science education and        teacher training and to lobby for science literacy.

    List of Resources to Use With Students

    Articles:
    AMNH Scientists on Biodiverstity:

    Videos
    Websites
              American Museum of Natural History


    Handouts from AMNH:

b
The Woodrow Wilson National Fellowship Foundation 
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Technical contact: lpt@woodrow.org