Independent Activity

(BDA, Do Now, KWL, Guided Reading, Word Splash, Expert Jigsaw, etc.)

DAY 1:  Introduction to the lesson…KWL chart…What do you know about biodiversity? What do you want to know about biodiversity? What have you learned about biodiversity?  (individual work).  Also, write down the first thing that comes to mind when I say “variety is the spice of life.”  Does your answer have any connection to biodiversity?  On the board, make the connections with the students.

DAY 2:  Continuation of yesterday’s lesson will begin with the students engaged in a DO NOW…”list two examples of how yesterday’s lesson showed our planet is a model of connections. (3 minute time frame)

Random Reporting by the students to express their answers and begin discussion.

At this point, students will place their creative concentric circle

form on their desk for all students to observe as the class will do a GALLERY WALK.  Students are free to express the positive things they see on the work of their peers.

Pair Share

(Peer Revising, Text Rendering, Document Review, etc.)

DAY 1:  Using their KWL charts, each student will be randomly grouped with three other students to “elbow” share with two of the members of their group their charts.  Focus will be on what the students already know about biodiversity.

Whole Class, Mini Lesson

(Whip, Literature Circle, Guided Lecture, etc.)                         

DAY 1:  Using Whip, an overall list will be generated on the board via teacher instructions.  Any information that does NOT directly fit into the KWL chart, but may impact the “results” of biodiversity will be added.  Connections may be made at this point or at the end of the class discussion.  Further topic information will be given to the students via a study guide complete with diagrams and examples. Review.

**Within the discussion, Students will take a few minutes and pair-share a list of factors (ENVIRONMENTAL RESISTANCE)  that affect man’s everyday existence.  Beside this list, each pair of students will list

“similar” factors that affect all other life.  Noting similar and identical “factors.”  Once  these two columns are complete, the students will create a third column explaining How these factors affect either or both man and

all other life.  Lastly, the students will go through the first two columns noting abiotic and biotic factors (** for abiotic and * for biotic).  The chart layout may look like the following:

                      ----------------------------------------------

                      ENVIRONMENTAL RESISTANCE

Factors affecting          Factors affecting          How Factors

        MAN                        All other LIFE            affect MAN/LIFE

Note…students should think of examples of plants, animals, microorganisms, fungi in order to complete the middle column

** note abiotic factor

  *  notes biotic factor                                                                     

                     --------------------------------------------------

Again, pair share their charts followed by class discussion.  This chart should lead to questions from the students (if not, teacher directed)…Are predators considered an example of environmental resistance?  Is man responsible for many of these environmental resistance factors?  Can disease be both natural and “human induced?”  Do some factors have both biotic and biotic components?                                                               

Hand out a blank worksheet with several drawn circles…Six…concentric circles.  Give students a few minutes to label each circle using the following terms…species, population, community, ecosystem, biome, biosphere. *Mix-up words on the board.  Make sure that students know there is a definite connection with these words.  Check for understanding

by randomly calling on some students.  At this point, the students will create their own vocabulary guide by completing the worksheet with coordinating definitions, possible pictures and/or examples.  *Each each level of organization/definition must show a connection to the previous level (smaller circle).

Lastly, each student’s worksheet must have an organism in the very center of all circles!  This organism can not be a human.

If possible, provide students with computer access …only to fulfill the details/pictures of the specific example…sloth, three-toed sloth (species), three-toed sloth with community of poison arrow frogs, morpho butterfly, boa constrictor…, ecosystem…rainforest of Brazil, biome…South and Central American Rainforests, fits into the Big Biosphere.  Computer access is given to the students who have shown an understanding of the connections…set up their examples/definitions first!

Day 2:  The focus of the lesson today will be on human induced environmental changes.  Why and how do we impact every level of ecological organization?...brief group discussion that should lead to values, greed, overconsumption etc. 

Show the video The Lorax.  –brief guide to fill out/outline            

     -sticky notes…students are to write down one value or feeling per sticky note (positive or negative) as to why the environment changes in throughout the movie.  These values are taken from the perspective of the main character (one color sticky notes).  ALSO, use a different color of sticky notes and do the same for the Lorax character.  The third color of sticky note is to list individually all the noticeable limiting factors to the      

Environment.  Fourth color…survival “tactics” or “adaptations.”

After the movie, students will post all their notes on one of  3

pieces of bulletin board paper….main character, the Lorax, the environment’s limiting factors.  *Eliminate duplicate answers.

Do the negatives outweigh the positives?  What was Dr. Seuss trying to get across to his audience?  Did the music or background have an effect on the positive or negative parts of the movie?  **These are all good questions to discuss in a whole group setting.  Point out how animal “adapt” to survive.

After discussion and checking for completion of the study guide, students have one final reflection.  Hand out a paper with the word UNLESS written across it.  What does the Lorax mean when he says “unless” at the end of the movie?  How can we learn from this word?  …UNLESS what?...

*finish this paper, make it creative, relate the word to our surroundings, give examples!

Whole Class Discussion, Reflection

(Ticket Out the Door, Response Sheet, KWL, 3-2-1, etc.)

DAY 1:  3-2-1 form…based on today’s topic:  “In general, 3 limiting factors, 2 levels of organization, 1 question you have about this topic…form to be turned in.  This can be used as part of Day 2 introduction.

DAY 2:  Completion of the phrasing “UNLESS…..” is the student’s Ticket Out the Door!  Completion means relating the Lorax’s world to our world! (via words and/or drawings).