Brooklyn International High School

Unit on Biodiversity




1.  Context and classroom environment:

2. Connection to the "Living Environment" 3. Inquiry questions and group projects:
     

    Our school emphasizes celebrating diversity of the student body. We encourage students to maintain their native language and promote events that celebrate the diversity of different cultures within our school. To complement this theme, biodiversity within the scientific world is good point of introduction into the year. Starting this curriculum early in the semester allows for long-term observation and study to happen through out the year. As a culmination, students may take parts of their discoveries as a long-term study for their science fair projects.

    Project idea: Working in groups of two or three, students will compare two or more different areas in Brooklyn to identify and classify as many different types of organisms. Students will come up with hypothesis as to what they expect to find and a plan to execute their goals. They will chart their results and make their final presentation.
4.  Weekly schedule – topics and methods
In the beginning of the year, students will study their school environment to understand the biodiversity that exists within their reach. They will study leaf litter decomposition, make a compost column and study an area for microorganisms. They will also set up Winogradsky columns to observe what happens in an anaerobic environment. These studies of observation can be a good way to introduce basic measurement skills and journal writing activities.  Most of these activities can be found in the "Biodiversity Counts" publication.

A. Week One: What do students know about biodiversity?


 

B. Week Two: How can we identify plants?

C. Week Three: How can we identify arthropods? D. Week Four: What are the connections?
  • Start with the "Web of life game." Have students try to make a concept map connecting some of the organisms they found in their site
  • Are there any plant and arthropod interactions? Presentation of different sites.
  • Collect results obtained from neighborhood studies. Compare results from your home site and school site.
  • Trip to the Museum of Natural History. Biodiversity Exhibit-Students will observe and identify their organism and in will test the activity sheets
    •  E. Week Five: Presentation and evaluation
     

    Each class meets four times a week, therefore, Wednesday was planned as no class day.
     
    Monday

    Tuesday

    Wednesday-  no classes

    Thursday

    Friday

    9/13

    What is Biodiversity?

    "Life in the Balance"-video

    9/14

    First outdoor site visit- start observation journal

    9/15

    9/16

    Lab day- set up Winogradsky column and sampling of soil amoebas 

    9/17

    Observation of soil samples and reporting back on site experience.

    9/20 No School
     
     
     
     
     
     
     
     

    9/21

    How can we identify plants? Making a dichotomous key. Site visit.

    9/22

    9/23

    Site visit- collect leaf and samples and soil sample –"blindwalk activity"

    9/24

    Go on-line to identify plants and use dichotomous key. Discuss and report results.

    9/27

    How can we identify arthropods?

    Develop plans to safely study and collect specimens.

    9/28

    Site visit – collect arthropod samples in you site area. Continue journal entry.

    9/29

    9/30

    Calculate biodiversity index for your site location.

    Preserve and keep a living collection.

    10/1

    Go on-line and identify the arthropods and report your results.

    10/4

    Web of life game- discussion on what connection they can draw from their results. Work in groups to come up with new hypothesis.

    10/5

    Collect samples from different neighborhoods.

    Set up experiments.

    Introduce- power point presentation

    10/6

    10/7

    Review results and collect data for presentation.

    Introduce power point presentation. In computer room – work on creating their own power point presentation.

    10/8

    Museum Trip- Biodiversity Hall

    Goal: To observe and evaluate the exhibit. Use the museum activity guide as a tool for evaluation.

    10/11

    Presentation Week-

    Students will work on their biodiversity exhibit.

    10/12

    Create and set up for presentation.

    Develop exhibit guide.

    10/13

    10/14

    Develop audience and unit evaluation. 

    10/15

    Exhibit presentation.

     

     
     
     

    5. List of resources to be used with the students.
     


     
     

    6.    Relate students' work and assessments to the new Regents format.

    The resources and the activities that the students use them with should prepare students for the assessment components of the Living Environment for reasons outlined in parts 1 and 2 of this curriculum outline. Also,
    1. The students will be exploring their environments.
    2. The students will be involved in inquiry-based activities
    3. Journals will be kept for illustrations and writing
    4. Connections can be made to life experiences
    5. Connections can be made to scientists in the field and current research
    6. Focus on the students' use of scientific techniques that are currently being utilized in the field
    7. Sharing of data within the class and perhaps using the internet to share data with classes in other schools
    8. Development of numerous laboratory skills
    9. Use of current technology when able
    10.  Numerous connections to the 'syllabus'
    11.  Hopefully, student involvement in school activities (ex. Science clubs, mock trial), community activities, or internships
    12.  Interdisciplinary learning
    13.  Multicultural connections
    14.  Career opportunities

    The types of assessments that can be utilized are numerous.

    Examples are :

    7.  Review of teacher resources

    b
    The Woodrow Wilson National Fellowship Foundation 
    CN 5281, Princeton NJ 08543-5281 - Tel:(609)452-7007 - Fax:(609)452-0066
    Technical contact: lpt@woodrow.org