To Build or Not to Build, That is the Discussion

Overview:

The students will be holding a community meeting to discuss local issues that are related to biodiversity. In order to prepare the students for this inquiry, the teacher needs to lay the groundwork on topics like the classification of living things and the interrelationships within a habitat. This inquiry will create an appreciation for biodiversity and the need to preserve it.

Grade Level: 6

Strand and Topic: Understanding Life Systems: Biodiversity

Inquiry Focus:

What if there was no biodiversity?

biodiversity / interrelationships / organism / vertebrate / invertebrate / characteristics

Note that the time required depends on students’ background knowledge, skills set, and level of interest. Additional time may be required for completion of student work.

Big Ideas:

Biodiversity includes diversity of individuals, species, and ecosystems. Classification of the components within a diverse system is a beginning point for understanding

the interrelationships among the components. Because all living things are connected, maintaining diversity is critical to the health of the

planet. Humans make choices that can have an impact on biodiversity.

Overall Expectations:

Science and Technology

1. assess human impacts on biodiversity, and identify ways of preserving biodiversity2. investigate the characteristics of living things, and classify diverse organisms according to

specific characteristics3. demonstrate an understanding of biodiversity, its contributions to the stability of natural

systems, and its benefits to humans

Language: Oral Communication

1. listen in order to understand and respond appropriately in a variety of situations for a variety of purposes

2. use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes

Language: Reading

1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts, using a range of strategies to construct meaning

Language: Writing

1. generate, gather, and organize ideas and information to write for an intended purpose and audience

Language: Media Literacy

1. demonstrate an understanding of a variety of media texts

The Arts: Drama

B1. Creating and Presenting: apply the creative process (see pages 19–22) to process drama and the development of drama works, using the elements and conventions of drama to communicate feelings, ideas, and multiple perspectives

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to a variety of drama works and experiences

The Arts: Music

C2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in response to a variety of music and musical experiences

Social Studies: B. Canada’s interactions with the Global community

B1. Application: explain the importance of international cooperation in addressing global issues, and evaluate the effectiveness of selected actions by Canada and Canadian citizens in the international arena

Specific Expectations:

Science and Technology: Biodiversity (Life Systems)

1.1 analyse a local issue related to biodiversity (e.g., the effects of human activities on urban biodiversity, flooding of traditional Aboriginal hunting and gathering areas as a result of dam construction), taking different points of view into consideration (e.g., the points of view of members of the local community, business owners, people concerned about the environment, mine owners, local First Nations, Métis, Inuit), propose action that can be taken to preserve biodiversity, and act on the proposal

1.2 assess the benefits that human societies derive from biodiversity (e.g., thousands of products such as food, clothing, medicine, and building materials come from plants and animals) and the problems that occur when biodiversity is diminished (e.g., monocultures are more vulnerable to pests and diseases)

2.1 follow established safety procedures for outdoor activities and field work 2.2 investigate the organisms found in a specific habitat and classify them according to a

classification system 2.3 use scientific inquiry/research skills (see page 15) to compare the characteristics of

organisms within the plant or animal kingdoms 2.4 use appropriate science and technology vocabulary, including classification, biodiversity,

natural community, interrelationships, vertebrate, invertebrate, stability, characteristics, and organism, in oral and written communication

2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes

3.1 identify and describe the distinguishing characteristics of different groups of plants and animals (e.g., invertebrates have no spinal column; insects have three basic body parts; flowering plants produce flowers and fruits), and use these characteristics to further classify various kinds of plants and animals (e.g., invertebrates – arthropods – insects; vertebrates –mammals – primates; seed plants – flowering plants – grasses)

3.2 demonstrate an understanding of biodiversity as the variety of life on earth, including variety within each species of plant and animal, among species of plants and animals in communities, and among communities and the physical landscapes that support them

3.4 describe ways in which biodiversity within and among communities is important for maintaining the resilience of these communities

3.5 describe interrelationships within species (e.g., wolves travel in packs to defend their territory, raise their cubs, and hunt large prey), between species (e.g., the brightly-coloured anemone fish protects its eggs by laying them among the poisonous tentacles of the sea anemone, and in return the fish’s bright colours attract prey for the anemone to eat; birds and bees take sustenance from plants and carry pollen between plants), and between species and their environment (e.g., algae and water lilies compete for sunlight in a pond), and explain how these interrelationships sustain biodiversity

3.6 identify everyday products that come from a diversity of organisms 3.7 explain how invasive species (e.g., zebra mussel, Asian longhorned beetle, purple loosestrife)

reduce biodiversity in local environments

Language: Oral Communication

1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a variety of situations, including work in groups

1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and information in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

2.2 demonstrate an increasingly sophisticated understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large-group discussions

2.3 communicate orally in a clear, coherent manner, using appropriate organizing strategies and formats to link and sequence ideas and information

2.5 identify a range of vocal effects, including tone, pace, pitch, volume, and a variety of sound effects, and use them appropriately and with sensitivity towards cultural differences to help communicate their meaning

2.6 identify a variety of non-verbal cues, including facial expression, gestures, and eye contact, and use them in oral communications, appropriately and with sensitivity towards cultural differences, to help convey their meaning

2.7 use a variety of appropriate visual aids, (e.g., video images, maps, posters, charts, costumes) to support or enhance oral presentations

Language: Reading

1.1 read a wide variety of texts from diverse cultures, including literary texts (e.g., short stories, poetry, myths, legends, fantasies, novels, plays), graphic texts (e.g., graphic novels, advertisements, atlases, graphic organizers, charts and tables), and informational texts

1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes

Language: Writing

1.2 generate ideas about a potential topic and identify those most appropriate for the purpose 1.4 sort and classify information for their writing in a variety of ways that allow them to view

information from different perspectives and make connections between ideas

Language: Media Literacy

1.1 explain how a variety of media texts address their intended purpose and audience 1.2 interpret media texts, using overt and implied messages as evidence for their interpretations 1.3 evaluate the effectiveness of the presentation and treatment of ideas, information, themes,

opinions, issues, and/or experiences in media texts 1.5 identify whose point of view is presented in a media text, identify missing or alternative

points of view, and, where appropriate, determine whether the chosen view achieves a particular goal

The Arts: Drama

B1.1 engage actively in drama exploration and role play, with a focus on identifying and examining a range of issues, themes, and ideas from a variety of fiction and non-fiction sources and diverse communities, times, and places

B1.2 demonstrate an understanding of the element of role by selectively using other elements (e.g., time and place; relationship; tension) to build belief in a role and establish its dramatic context

B1.3 plan and shape the direction of the drama or role play by introducing new perspectives and ideas, both in and out of role (e.g., In role: conduct a “hot seat” interview with the protagonist or antagonist; Out of role: make suggestions and introduce new ideas when planning a drama presentation)

B1.4 communicate feelings, thoughts, and ideas to a specific audience, using audio, visual, and/or technological aids to strengthen the impact on the viewer

B2.1 express personal responses and preferences and make connections to themes and issues presented in their own and others’ drama works

B2.2 identify a favourite scene and give reasons for their preference, using correct drama terminology to describe how the elements of drama contribute to its effectiveness

The Arts: Music

C2.1 express detailed personal responses to musical performances in a variety of ways

Social Studies: B. Canada’s interactions with the Global community

B1.3 explain why some environmental issues are of international importance and require the participation of other regions of the world, along with that of Canada, if they are to be effectively addressed

Key Concepts:

Biodiversity is important in ensuring the continued way of life for humanity. Many products that we use every day (such as clothing, shelter, food, medicine) contain substances from plants and animals. Those endangered plants and animals are hard to substitute.

There are many ways to classify plants and animals. Due to the huge variety of life forms on earth, humans classify animals and plants in order to better understand the relationships and connections between species (ex.: Animals: Phylum = vertebrate, Class = mammal, Order = carnivore, Family = cat, Genus, Species = cats; Plants: Supervision = seed plant, Division = flowering plant, Species = grass).

Invasive species often result from human activity. It describes the exotic or alien organisms that have high success rates in new habitats, to the point of replacing the biodiversity in an area due to its high consumption of the needs (such as food, shelter, etc.) of the native species.

Prior Skill Sets:

Students should be aware of safety practices when going on nature walks and the handling of live plants and animals. They should also be familiar with the skills for investigating and researching from the previous grades.

Prior Knowledge:

Grade 1: Needs and Characteristics of Living Things

The students should be aware of the basic needs of living things, and that humans have a responsibility to maintain a healthy environment

1.1 identify personal action that they themselves can take to help maintain a healthy environment for living things, including humans

1.2 describe changes or problems that could result from the loss of some kinds of living things that are part of everyday life (e.g., if we lost all the cows, all the insects, all the bats, all the trees, all the grasses), taking different points of view into consideration

3.4 describe the characteristics of a healthy environment, including clean air and water and nutritious food, and explain why it is important for all living things to have a healthy environment

Grade 2: Growth and Changes in Animals

1.1 identify positive and negative impacts that animals have on humans (society) and the environment, form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced

1.2 identify positive and negative impacts that different kinds of human activity have on animals and where they live (e.g., actions of animal lovers and groups that protect animals and their rights, the homeowner who wants a nice lawn, people who visit zoos and wildlife parks, pet owners), form an opinion about one of them, and suggest ways in which the impact can be minimized or enhanced

3.2 describe an adaptation as a characteristic body part, shape, or behaviour that helps a plant or animal survive in its environment

3.3 identify ways in which animals are helpful to, and ways in which they meet the needs of, living things, including humans, to explain why humans should protect animals and the places where they live

3.4 identify ways in which animals can be harmful to humans

Grade 3: Growth and changes in Plants

1.1 assess ways in which plants are important to humans and other living things, taking different points of view into consideration (e.g., the point of view of home builders, gardeners, nursery owners, vegetarians), and suggest ways in which humans can protect plants

1.2 assess the impact of different human activities on plants, and list personal actions they can engage in to minimize harmful effects and enhance good effects

3.5 describe ways in which humans from various cultures, including Aboriginal people, use plants for food, shelter, medicine, and clothing

3.6 describe ways in which plants and animals depend on each other

Grade 4: Habitats and Communities

1.1 analyse the positive and negative impacts of human interactions with natural habitats and communities (e.g., human dependence on natural materials), taking different perspectives into

account (e.g., the perspectives of a housing developer, a family in need of housing, an ecologist), and evaluate ways of minimizing the negative impacts

1.2 identify reasons for the depletion or extinction of a plant or animal species (e.g., hunting, disease, invasive species, changes in or destruction of its habitat), evaluate the impacts on the rest of the natural community, and propose possible actions for preventing such depletions or extinctions from happening

2.2 build food chains consisting of different plants and animals, including humans 3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the

necessities of life 3.4 demonstrate an understanding of a community as a group of interacting species sharing a

common habitat 3.5 classify organisms, including humans, according to their role in a food chain (e.g., producer,

consumer, decomposer) 3.10 describe ways in which humans are dependent on natural habitats and communities

Materials and Equipment:

computers/iPads projector internet access chart paper nets hoops string scissors poles/sticks/dowel gift for an FNMI elder (tobacco is recommended)

Safety:

A hands-on approach is important in the teaching and learning of science. Therefore, possible risks may not be entirely eliminated, but procedures and techniques may be modified to create a safe learning environment. The teacher must ensure that students understand potential dangers (tell them each safety consideration and ask them why it is important to observe them).

Safety Considerations: Be aware of possible allergens, and students with allergies Students must wear appropriate clothing and footwear Have enough supervising adults for your class when doing a nature walk Always wash hands after exploring Do not break off twigs or pick up trinkets without teacher approval

Refer to STAO Elementary Safety Resource (http://stao.ca/res2/unifElemSafety/ for Safety Considerations in Nature Study (pg. 96-98)Refer to STAO Resource Connecting with the Natural World for additional ideas about walks (http://stao.ca/cms/gr-4-5-6-environmental-ed/1062-general-overview)

Instructional Planning and Delivery:

Inquiry is about asking and answering questions, making claims, and finding evidence to support those claims. Instead of having the teacher as the expert, teachers only facilitate learning and the students are encouraged to become the scientists in the classroom. This resource offers plenty of opportunity for inquiry and for the students to design their own learning.

Ongoing assessment is important. If it isn’t feasible each day, at least have the students create (write/type/record) short minute papers on what they learned after each activity as part of their assessment.

The inquiry process is: Engage -> Explore -> Explain -> Extend -> Evaluate

Type Structured or Directed

Guided Coupled Open or Full

Participant Teacher Initiated and Performed

Teacher Initiated, Students Performed

Teacher Initiated Student Initiated

Path to Inquiry

Engage (I SEE): Activate students’ prior knowledge and interest in the subject

The students’ background knowledge and prior experience with the Life Systems units in previous grades will play a large role in their comfort level with the topic. Questioning is a widely used strategy that should include not just recall questions but essential questions that are thought-provoking, and raise additional questions, sparking further inquiry. http://blog.discoveryeducation.com/blog/2015/07/22/how-can-we-make-the-63000-questions-we-ask-in-a-year-better/

Be aware that the students will have questions during discussions, as well as questions that will come up when students are doing an activity.

NOTE: If links do not work, copy and paste the link in a new tab/window.

Activity 1: Introduction

Tools: computer/iPad, projector, internet access, chart paper

Teacher Directed Student Directed

Hook: Hand out the lyrics for the song, “I’m a Stranger Here” by a Canadian band, Five Man Electrical Band, and play the video for the whole class on the projector (https://www.youtube.com/watch?v=CeVhhHRDcQU). The teacher then asks the students to think about the different points of view apparent in the song.

What message does it want to convey? How does it convey the message about the environment?

NOTE: There is a mention about “little white pill” in the lyrics. It is up to the teacher’s discretion whether to discuss this before or not. If a student brings it up after, the teacher could talk about the culture of the 70s, when the song was released, or say that medicine comes from plants. If this is still a problem with the teacher, have the students watch Joni Mitchell’s, Big Yellow Taxi instead. https://www.youtube.com/watch?v=RXP0S0Xz9OE

Take the class to visit a local market (as long as it is within the community, this could be considered a community walk and does not require additional permission forms). Look at the produce section.

How many kinds of apples/oranges/grapes/bananas are there? What products are available? How much variety is there? Where could the produce have come from? What could the products be made of?

Put the class into groups and tell them that what they observed in the market, as well as in nature, is biodiversity. Discuss the new term (Looking at the variety of produce, what does “diversity” mean? What does “bio” mean?). Having been to the market and examined a variety of products, what would it mean if there was no biodiversity? Hand out chart paper and have the students create and fill out a KWL chart (What do they know? What would they want to know? Leave “What did they learn?” empty). Tell the students that they will be using blogs to communicate their learning.

A collaborative blog will be used as the tool for students to visualize and keep track of their learning (http://blogger.com). One idea would be to have an I WONDER blog post that could be updated as the unit goes on for questions that they will be coming up with, and that they will be answering in inquiry activities. Each question should have space for links to different blogs, created along with what the students learned during inquiry. Students must have their own google email accounts. Google does not have an age requirement to join, but check board and school policy; some schools are signed up for google classroom and each student has their own google account. The teacher will be the main administrator who can invite student accounts through their google emails. Instructions on how to set up google blog can be found here: https://www.youtube.com/watch?v=9TDW5XW1TwY, http://static.googleusercontent.com/media/www.google.com/en//educators/activities/pdfs_GTA/CribSheet.Blogger3.pdf

NOTE: Be sure to send a note home to parents explaining the purpose and benefits of the activity, and the steps the teacher has taken to ensure a safe online learning community. This letter is also a consent form if the school or the board does not have existing policies on the usage of online platforms. A link to a sample consent form can be found in the Evaluate section.

In their groups, have students think about the song and the community walk, and the recent discussion about the word ‘biodiversity’. Have each group create a blog post on the blog site to introduce the members of the group and to update the I WONDER section with any comments/questions.

Have students reflect by creating (write/record) minute papers. In one minute, the students will write down what they learned, anything interesting they found throughout the activity/activities.

Questioning (I WONDER)

The concept of conservation and stewardship of the environment should be familiar but the idea of biodiversity and invasive species is new. Therefore, misconceptions can also become an experiential activity and should be noted for possible exploration later. Questioning can be done collectively with the whole class so that the teacher can keep track of the questions, answer questions that should be answered immediately for safety, and help the students classify which questions can be safely carried out as an inquiry. Knowledge from personal and cultural experiences may also come up.

Below are possible questions that the inquiry activities will be answering. Have the questions in mind, and try to steer student comments/questions in that direction. This is similar to co-creating Learning Goals, Success Criteria, and Rubrics with the students. Of course, this will not always happen in reality and other questions will come up that cannot be placed under these inquiry questions. Any remaining questions should be collated and investigated as an Extension (see related section).

Teacher-led Student-led

What does it mean to classify living things? What does it mean for there to be a variety of fruits/vegetables?How is biodiversity related to the pets we have?What would it mean for building materials, food, medicine, clothing, if there was no biodiversity?

What would happen if you were to take plants/animals from one habitat and place them in another?How would an interrelationship be affected by an invasive species? What does it mean for something to be invasive? How might biodiversity be affected if the construction goes ahead? How might you raise the public awareness on this issue? If there are similar known places that have already been impacted, what are the positive and negative impacts? How would invasive species affect the area, as well as the surrounding areas?

Explore / Inquiry activity: (I DO): Inquiry process

Depending on available materials, experiences may be done individually or collaboratively. The inquiry experience in this resource deals with hands-on activities, and examples followed by practice so that

students become more skillful. Lastly, knowledge is built through the collaborative class blog and shared. This creates a community of engaged learners and allows for visible thinking, alerting the students to possible learning opportunities in the future.

Activity 2: Classification

Tools: pictures (of pets), hoops, camera/iPad

Have the students bring pictures of their pets (or what they would like to have as their pet) to class. This would be a short show-and-tell. Afterwards, have the students in groups think about Same-Different between the animals.

How is biodiversity related to the pets that they have? Then, ask the students what they enjoy doing when they are out in nature. Tell the students that they will be going on a nature walk.

Before the next activity, it is suggested that the teacher visit the site first in order to identify paths to go on and paths to avoid.

Review the Safety Considerations in the Safety section before proceeding on the nature walk. Distribute a hoop to each group.

Invite an elder from a First Nations community to guide your class on a nature walk (with an elder’s guidance, there should be an acknowledgement of the land you are visiting, and where the school stands if it is on FN territory). Contact your local FNMI community or ask the administration if they have contact to a FNMI community leader. In groups, have a student find a spot, drop their hoop, and observe what organisms are within that hoop. Make sure to thank the elder for their time (perhaps have a student make a speech and present the gift).

Students discuss what is the same-different between the pets that the students wanted and what they observed in nature (the students could fill out a Venn diagram first). Discuss the importance of having this diversity in nature. Thinking of what they learned during the nature walk, students write comments and questions on chart paper, and update the designated area in the blog. Here the teacher can do a short lecture on the classification of invertebrates and vertebrates (Example: Kingdom: Animalia = animal, Phylum = Vertebrata = vertebrate, Class = Mammalia = mammal, Order = Carnivora = carnivore, Family = Ursidae = bear family, Genus = Ursus = bear, Species = Arctos = bear; Brown bears are called Ursus Arctos. Fun fact: Ursus is Latin for bear and Arctos is Greek for bear, so “brown bears” should be “bear bears” instead. Another fun fact: the Arctic Circle is named for bears, i.e., Circle with Bears, and the Antarctic Circle is the Circle without Bears). The following is a link with supporting information about classification: http://www.kidsbiology.com/biology_basics/classification/classification1.php

Option: Open Inquiry: Provide students with printed pictures of animals as well as printed taxonomy, have them mix and match (or have students print the taxonomy of their pets, collect them in groups, and have another group mix and match theirs). Afterwards, have the students come up with the rules of classification based on what they observed about the organisms they classified (ex.: Phylum is when they have a spine or not; Order is based on what they eat). Students communicate by updating the blog with their rules.

In pairs, have the students research one vertebrate and one invertebrate, present its classification, the habitat, and food source, as well as practical uses that society has found for them (What does it mean

for building materials, food, medicine, clothing, if there was no biodiversity?). The level of support provided could be varied (teacher provides specific articles, provides websites to search, or leaves the research open to the students).

Classification Database: http://www.itis.gov/ The website could also provide location as well as off-site web resources that the students could look into for further information on their animals.

Here the teacher can clarify the learning goal (What are students expected to learn?) as well as co-create success criteria (What does a successful learning look like? What will the teacher look for during learning?). The teacher could start with a Think-Pair-Share so that the students can think about how they could reach the learning goal.Sample Learning Goal: We are learning to classify organismsSample Success Criteria:

uses a model/diagram to demonstrate the classification of their organisms uses appropriate science and technology vocabulary to classify their organism describes distinguishing characteristics of the organisms

The students could choose their presentation format (PowerPoint, another show-and-tell, or a poster). After each presentation, they could receive feedback from the class (what was done well, what they could improve on, etc.).

Students communicate what they learned in a blog post with links corresponding to the Inquiry questions on the main page. They will also post the vertebrates and invertebrates that were presented. Finally, have each student write/create minute papers to reflect on any problems they encountered and what they learned.

Activity 3: Invasive Species

Tools: computer, internet access, projector, nets, hoops, string, sticks/dowel

3a. Design

In the classroom, have the students brainstorm ways that the students could catch an organism in order to closely observe it in the classroom. They will be constructing a tool to use in order to survey organisms. The hoop from the nature walk in Activity 2 was one tool. (Guided) Present the students with the materials (listed above), and the students will create their design based on those materials on chart paper, show the teacher for approval, and then construct their tool. If the students are having trouble with their design, there are websites below on how to create them.

Resources:Sweep net (air): wire hanger, pillow case, string, dowel, scissors, pliers, duct tape: http://www.lostladybug.org/files/SweepNet09.pdf

Dip net (water): hoop/wire hanger, net/string: http://www.wikihow.com/Make-a-Handmade-Fishing-Net

Option: Open Inquiry: Students might be inspired by the idea of catching organisms to observe them, or by the materials that were presented. If they could come up with a valid way of catching organisms without hurting them, have the students write down the materials, and show it to the teacher who, safety, cost and availability permitting, will provide the materials to the students.

In order to test their tool, set up a water table for the dip net with different sized toys; have the students go out into the school yard to test the sweep nets. After seeing the other groups’ designs and testing their own, the students can redesign theirs.

The students take the nets home and try them around their neighbourhood. Ask them why we need to respect nature and why they need to return what they caught to the same area.

Variation: Students can explore virtual biodiversity (http://virtualbiologylab.org/Biodiversity.htm) instead of going out to capture organisms. The organisms may not be kept for study, but they could still be hurt with improper handling.

Have the students create a new blog post with pictures of their designs, their actual tools, as well as what they observed with their tools (drawing, written description, picture).

3b. Interrelationships

Now, have the students research the organism they found. What relationships could it be found in (food chain, habitat, etc.)? Have the students brainstorm the interrelationships by doing a 4S Brainstorm (Person with silly ideas, Person with speedy responses, Person who is the secretary, Person who is the synergy: build on others’ ideas/encourages). For example, butterflies carry pollen when they take nectar from flowers.

Have the students create a concept map blog post (this could be done on paper first before it is placed in the class blog). They must extend that concept map as far as possible, until it affects humans (ex.: grass -> cows eat grass -> humans drink milk).

3c. Invasive species

Invitation to inquiry: There are invaders on the interrelationships. Research which invasive species are known to be found in the interrelationships, as well as how the invasive species affect the environment the interrelationship is in.

Watch the video on invasive species (https://www.youtube.com/watch?v=HAY_UsGjyZk). Afterwards, bring up the concept maps that were created in the blog. Have the students Think-Pair-Share the scenario and what they know about the relationships, and any comments and questions they would have about the video. After sufficient time has passed, have the students update the blog with their comments/questions.

Inquiry questions:

What would happen if you took plants/animals from one habitat and placed them in another?

How would an interrelationship be affected with an invasive species? What does it mean for something to be invasive?

Here, the teacher can clarify the learning goal (What are students expected to learn?) as well as co-create success criteria (What does a successful learning look like? What will the teacher look for during learning?). The teacher could start with a Think-Pair-Share so that the students can think about how they could reach the learning goal.

Sample Learning Goal: We are learning to investigate interrelationships and the effect of invasive species on them-Sample Success Criteria:

clear interrelationship by using props/costumes shows how an invasive species affects theinterrelationship follows the rules of a tableaux (frozen, no movement, layers in terms of height, different

roles)

As a class, have the students go back to their workspace, look at another group’s concept map, and research invasive species. The level of support provided could be varied (teacher provides specific articles, provides websites to search, or leaves the research open to the students). A student that needs a lot of support could be provided with text-to-speech assistive technology.

The following websites have a good list of invasive species around the Great Lakes: http://dnr.wi.gov/org/caer/ce/eek/earth/aliens.htm, http://www.invasivespeciescentre.ca/SitePages/Learn/Learn.aspx, http://www.torontozoo.com/conservation/invasive.asp, http://www.invadingspecies.com/invaders/

Option: Open Inquiry: The students could be interested in a specific invasive species that is part of an interrelationship that is not in any of the concept maps created by the class. With teacher approval, they could present it instead (Where it came from, What its effects are).

Drama connection: Each group creates a tableaux (http://dramaresource.com/drama-strategies/tableaux/, students are frozen in the position, no movement) of one of the interrelationships that they researched that has an invasive species. Students may use props or costumes. They present their tableaux to the class while the other groups try to guess what the interrelationship is, as well as the invasive species.

Students communicate what they learned by creating a new blog with the new system that includes information on the invasive species, as well as links to the corresponding Inquiry questions in the main page. The students will also write/record their minute papers to reflect on the process (writing, drawing, pasting pictures of what they did, what they learned about the relationships within species, etc.)

Activity 4: Community Meeting

Tools: computers/iPad, internet access, projector

Storytelling is an important tradition in First Nations cultures. The stories they tell hold the respect that the native people have about nature. Read Jen and the Great One by Peter Eyvinson. What does this story teach us about nature?

Have the students watch a video on biodiversity, Web of Life Part 1, which tells of the conservation in the National parks in Australia ([1] https://www.youtube.com/watch?v=Bt9vKE65kYY [2] https://www.youtube.com/watch?v=XxLUR2nfqGI).

Invitation to inquiry: Pose the scenario: Biodiversity is greatly threatened due to various reasons: the clearing of land, the invasion of feral pests and weeds, and even overgrazing by farm animals. What would the world look like if there was no biodiversity? A community meeting will be held in order to discuss the local issues around the community. Each group will choose a topic (or create their own, with teacher approval), research the issue taking different points of view (business owners, family, construction developers, environmentalist) into consideration, think of a realistic proposal to preserve biodiversity, and bring up their report in the community meeting.

Topics:

Clearing land for a plaza/mall/house subdivision Constructing a dam to provide electricity to the new plaza/mall/subdivision

In their groups, have the students think about their scenario, any comments and questionsthey could think about the different points of view in their scenario. They fill out their designated space on the blogs with their chosen topic, as well as their comments and questions.

Inquiry questions:

How might biodiversity be affected if the construction goes ahead? How might you raise the public awareness on this issue? If there are similar known places that have already been impacted, what are the positive and

negative impacts? How would invasive species affect the area, as well as the surrounding areas?

Option: Open Inquiry: Bring up the famous Canada Goose brand of coats and tell the students about where the coats come from (http://www.gq.com/story/maybe-you-should-reconsider-buying-that-canada-goose-coat ), as well as why they are so popular (http://www.adweek.com/news/advertising-branding/why-so-many-people-are-suddenly-wearing-500-canada-goose-coats-163192). Have the students analyze biodiversity issues in Ontario that they are interested in (benefits/costs) and help spread awareness. Provide a list of issues (or students can propose their own, just be sure to show teacher approval), students will choose and research it, then present to the class (Food sources for Northern Communities, Invasive species in the Great Lakes, Toronto Zoo’s conservation projects, endangered species).

Here the teacher can clarify the learning goal (What are students expected to learn?) as well as co-create success criteria (What does a successful learning look like? What will the teacher look for during learning?). The teacher could start with a Think-Pair-Share so that the students can think about how they could reach the learning goal.

Sample Learning Goal: To discuss from a specific point of view the cost/benefit of constructing a mall/damSample Success Criteria:

provides evidence of cost/benefit of the construction of a mall/dam uses appropriate science and technology vocabulary to explain how the construction

would affect society/the environment assesses the issue from their chosen point of view provides positive contribution to the group

The teacher can co-create the rubric with the students, based on the Success Criteria as well as what a discussion should have (Language Skills). What should a product from a grade 6 student look like? Sound like? Feel like? A sample of the rubric could be found in the Evaluate section.

The students will research their topics, as well as the affected groups in their topic. They could also contact the VROC through videoconferencing for experts in the respective field (business analysts, environmentalists, researchers, etc.) http://www.vroc.ca/vroc/en/. Encourage them to look at their own neighbourhoods (what the area was before their community was built) and to look for examples of other communities. Students create a new blog post updating their progress.

The presentation should include the topic, the different perspectives, as well as the realistic proposal (provide different solutions and step-by-step guide). Students could do an oral presentation, with or without a PowerPoint, and use props/costumes. Students present to the community (this could either be just to the class, or to the whole school community). After each presentation, the group could accept questions as feedback. If students are unable to answer, advise them to say, “That is a good question; we will look it up and update our blog with our answer.

Inquiry Resolution: How can we compromise society’s needs/wants with the impact on the environment? Create posters/write letters to spread awareness of the local issue

Students create a blog post to answer any outstanding questions from the community meeting. The students will also write/record a minute paper about what they learned, how they could improve, etc.

Explain: Communication

The students will have different opportunities to communicate their learning about biodiversity. The main method is the collaborative blog which should be used to keep track of the inquiry process. The students should update the website with the knowledge they learned from their inquiry experience. Catering to different learning styles, students may write about, draw, or post pictures of the process in the blog. Additionally, the students have an opportunity to practice their presentation skills when they present their findings to the class or the school community.

Student Support Resources:

Books:Eyvindson, P.(1990). Jen and the Great One. Winnipeg : Pemmican Publications.

Websites:Entomological Society of America. (2013). Invasive Species. Retrieved from: https://www.youtube.com/watch?v=HAY_UsGjyZk

Five Man Electrical Band. I’m a Stranger Here. Retrieved from: https://www.youtube.com/watch?v=CeVhhHRDcQU

Alien Invaders - Invasive Species. Retrieved from: http://dnr.wi.gov/org/caer/ce/eek/earth/aliens.htm

Learn. Retrieved from: http://www.invasivespeciescentre.ca/SitePages/Learn/Learn.aspx

Invasive Species Management. Retrieved from: http://www.torontozoo.com/conservation/invasive.asp

Invaders. Retrieved from: http://www.invadingspecies.com/invaders/

ITIS Integrated Taxonomy Information System. Retrieved from: http://www.itis.gov/

Native Canadian Centre of Toronto. (2010). In Aboriginal Education Outreach Program. Retrieved from: http://www.ncct.on.ca/aboriginal-education-outreach-program.php

NSWNatPks. (2007) In Web of Life. Retrieved from: (1) https://www.youtube.com/watch?v=Bt9vKE65kYY (2) https://www.youtube.com/watch?v=XxLUR2nfqGI

Mitchell, J. Big Yellow Taxi. Retrieved from: https://www.youtube.com/watch?v=RXP0S0Xz9OE

SweepNet. Retrieved from: http://www.lostladybug.org/files/SweepNet09.pdf

How to make a handmade fishing net. Retrieved from: http://www.wikihow.com/Make-a-Handmade-Fishing-Net

Toronto Zoo. (2015). In Explore the Zoo. Retrieved from: http://www.torontozoo.com/ExploreTheZoo/Animals.asp

Virtual Biology Lab. Retrieved from: http://virtualbiologylab.org/Biodiversity.htm

Klara, R. (2015). Why So Many People Are Wearing $600 Canada Goose Coats. Retrieved from: http://www.adweek.com/news/advertising-branding/why-so-many-people-are-suddenly-wearing-500-canada-goose-coats-163192

Woolf, J. (2015) Maybe You Should Reconsider Buying That Canada Goose Coat. Retrieved from: http://www.gq.com/story/maybe-you-should-reconsider-buying-that-canada-goose-coat

Virtual Researcher on Call. Retrieved from: http://www.vroc.ca/vroc/en/

Related Background Resources and/or Links:

Classification of Living Things. Retrieved from: http://www.kidsbiology.com/biology_basics/classification/classification1.php

National Parks and Wildlife Service. (2003). In Bio Book. Retrieved from: http://www.environment.nsw.gov.au/resources/education/BiodiversityTeachersGuide.pdf

(2007) Setting Up a Google Blogger Blog. Retrieved from: https://www.youtube.com/watch?v=9TDW5XW1TwY

Tableaux - Drama resource. Retrieved from: http://dramaresource.com/drama-strategies/tableaux/

Blogger in the Classroom. Retrieved from: http://static.googleusercontent.com/media/www.google.com/en//educators/activities/pdfs_GTA/CribSheet.Blogger3.pdf

Conservation - Grade 6 - Biodiversity. Retrieved from: http://www.torontozoo.com/EducationAndCamps/Elementary/TeacherResources/Grade%206-%20Biodiversity.pdf

Sanglio, J. (2015, July). In How can we make the 63,000 questions we ask a year better. Retrieved from: http://blog.discoveryeducation.com/blog/2015/07/22/how-can-we-make-the-63000-questions-we-ask-in-a-year-better/

McGinley, M. (2011, Jun 21). In Biodiversity: Species, Classification, Importance. Retrieved from Slideshare: http://www.slideshare.net/MarkMcGinley/biodiversity-species-classification-importance

Ecokids. (n.d.). In Biodviersity - What is biodiversity? Retrieved from: http://www.ecokids.ca/dev/eco_info/topics/biodiversity/index.cfm

Your Rubric is a Hot Mess; Here’s How to Fix It. Retrieved from:http://www.brilliant-insane.com/2014/10/single-point-rubric.html

Indigenous Connection:

This unit invites an elder from an FMNI to provide an authentic experience and knowledge during a nature walk. Contact your local FNMI community or ask the administration if they have contact to a FNMI community leader.

Please refer to the STAO website for additional suggestions and resources for incorporating indigenous perspectives into activities: (LINK TO BE ADDED LATER)

Extend / Redesign: Application of the knowledge and skills gained in the unit in a different context

Activity: Revisit the Question section of the collaborative blog and ask the students which questions have been answered, and what has yet to be answered.Example: Why do the classifications have strange names? Why are the scientific names strange?TIP: Do not shy away from not knowing the answer to the students’ questions. Use it as the platform for an open inquiry.

Use a TPE chart (Think: What do you think you know about the question? Puzzle: What do you have to know? Explore: How can we explore the topic?) in order to organize the remaining questions into researchable topics, possibly related to the Biodiversity unit (collect related questions together, identify broader categories which the collected questions fall under).

Students decide on the important questions to answer, then work collaboratively to develop an answer to the question (research), and communicate their learning.

Other opportunities/activities:Have students bring in items and research the components to identify which animals/plants they came from; are those animals and/or plants in danger?

Social Studies connection: Analyze global issues (effects of mining, deforestation, overfishing, climate change, diminishing life on ocean reef, migration of animals).

Look into Earth Rangers conservation programs and campaigns (http://www.earthrangers.com/); using different media and formats, spread awareness throughout the school/community.

Find realistic ways to improve the biodiversity in the school grounds/your home/in the community.

School visit program or have a Skype session with experts from Evergreen Brickworks (http://evergreen.ca/), Earth Rangers (http://www.earthrangers.com/). (Why is their program important?)

For additional ideas for the topic Biodiversity, refer to the STAO resources: “Connecting with the Natural World,” http://stao.ca/cms/gr-4-5-6-environmental-ed/1070-grade-6-biodiversity-activities

Evaluate (I REMEMBER): Assessment

Whether the following assessment would be included in the student’s overall mark is left to each teacher's discretion. It is suggested that the following should definitely be monitored as evidence of the student’s learning skills.

Things to look for in assessment: (has shown signs of being able to… -> can...) uses new vocabulary appropriately uses new knowledge to improve on their design during the technological-design process explains the distinguishing characteristics of different groups of plants and animals, and uses

these characteristics to further classify various kinds of plants and animals describes the importance of biodiversity

Assessment For Learning:

Their notes on chart paper and responses during the discussion are good tools to assess students’ prior knowledge and also to help determine what to do next instructionally in terms of strategies and differentiation/accommodation. The teacher must also be aware of student comments/questions/answers as possible tools of formative assessment.

KWL chart on chart paper Observations, discussions (questions and answers)

4S Brainstorm: Person with silly ideas, Person with speedy responses, Person who is the secretary, Person who is the synergy: builds on others’ ideas/encourages everyone

Venn Diagram (compare what’s the same/different about their pets) Focused Listing: Provide a topic and students list associated vocabulary, concepts, even

describe pictures, as quickly as possible. Teacher can use these lists to facilitate discussion or as quick assessment of prior knowledge.

The teacher could test the students’ prior knowledge (based on the expectations in the Prior Knowledge section), they can use Socrative (www.socrative.com) or Kahoot (www.getkahoot.com) both of which provide instant feedback to the teacher after each question has been answered; therefore, the teacher can clarify any confusion and then move on to the unit’s activities.

Exit card can be used to monitor the student’s progress towards a Learning Goal: (Today I learned… Today I learned more about… Today I improved at… / Some of the steps I took to get there… / Some evidence that I am meeting the learning goal is… / I need to learn more about…).

Assessment As Learning:

The goal is for students to become self-reflecting learners. Students will be using minute papers in order to be able to reflect on what they learned after each activity. When working collaboratively, students have a chance to learn from each other. Additionally, having visible learning goals, or a visible tracking checklist of the concepts/skills, will help students determine by themselves whether they have understood a concept or are able to perform a skill.

Minute papers after every activity ensure that the students are reflecting on what they learned. What did I do in class today? What did I learn? What did I find interesting? What questions do I have about what I learned? What was the point of today’s lesson? What connections did I make to previous ideas of lessons?

Visible tracking checklist (Learning goals/concepts are on a chart, and students put a check mark once they understand the concept.)Student conferences may help those students who are not confident (or too confident) in placing marks on the checklist.

Other than a collaborative blog website, other options would be Tackk (https://tackk.com) and Weebly (https://education.weebly.com), both of which allows the teacher to create a virtual classroom, student accounts, etc. The websites are free, and allow for collaboration and the creation of blogs. The websites are for those over 13 years of age, and so the teacher must send home a letter to inform the parents of the online policies as well as to obtain consent if this is not something that the school or board already required of the parents (Tackk provides an example of a Parent Letter: https://df4fak26u0jfx.cloudfront.net/Tackk_Parent_Letter.pdf).

Two Stars and a Wish filled out by the students about their own product/presentation, or for another group’s/student’s product/presentation

Metacognition:

Based on the presentations, how would you teach someone about the classification (illustrate, write, dramatize, etc.)?

How would you want someone to teach you about the invasive species? Why did you choose that method of presentation? Would you change your own method of delivery?

When the success criteria and rubric are co-created, hand out a copy of the rubric to the students. The students can then use the rubric to self-assess (I predict my mark will be ____ because ____ ) and submit the rubric at the end of the activity.

Assessment Of Learning:

The single point rubric, instead of the traditional levelled rubric, allows the teacher to provide feedback to the students. The middle column contains the criteria that show how students will meet the grade-level expectations. The column on the left is a space for the teacher to write about what the student needs to work on. The column on the right is a space for the teacher to write about what the student did that exceeds expectations (e.g., creativity to additional information).http://www.brilliant-insane.com/2014/10/single-point-rubric.html

Sample Rubric (Activity 4: Discussion/Talking Circle)

Concerns (Areas that Need Work)

Criteria (Standards for this Performance) Evidence that you Exceeded Standards

Sample comments: did not provide references, relation of evidence to scenario unclear

1) Evidence of cost/benefit of the construction of a mall/dam

Sample comments: I really like how you used visual aid, additional research, connection to other areas

Sample: need more practice with tenses, vocabulary used out of context

2) Appropriate science and technology vocabulary used, grammar conventions met, oral skills are appropriate for their level

Sample: Really like when you corrected self when speaking

Sample: perspective is not clear

3) Correctly/Accurately represented their chosen point of view

Sample: using costumes, usage of “we need jobs” instead of saying the “construction workers need jobs” (i.e., ownership)

For the student:A) Piece of feedback I am going to focus on this time and two specific things to do to act on this specific piece of feedback

B) Piece of feedback that I was: surprised by, or didn’t expect, or disagreed with: