Unit+of+Instruction


 * Title of Unit:** **Biodiversity**


 * Author:** Joseph Carroll, (based on elementary projects from project Wild, with inspiration from discovery education.com)


 * Course:** Biology
 * Grade Level:** 10

In this unit students will explore the biodiversity, ecosystems and habitats of our campus. Students will map site conditions and populations, research the needs of plants and animals native to our site, and rate the ability of our habitat to provide those needs. The unit will culminate with implementing an action project to address an identified problem. The purpose of teaching this unit is to expose the students to the importance of biodiversity and its importance in maintaining healthy ecosystems on a micro scale. Students will learn to identify a healthy ecosystem, identify potential problems within the ecosystem, and learn the importance and relevance of rectifying local environmental problems.
 * Introduction:**

Time Required: 2 weeks
 * Unit Objectives:**
 * Student will understand the importance of biodiversity in a healthy ecosystem.
 * Student will be able to evaluate the quality of habitat in a field environment.
 * Student will be able to describe characteristics of site habitat and populations.
 * Student will be able to identify the needs of wildlife species found in the field.
 * Student will collaborate to define action projects to address identified environmental needs.
 * Student will set objectives and formulate a plan to implement project.

These videos explain what biodiversity is, and why it's important!
 * media type="custom" key="3571668"

Lesson 1**


 * Title of lesson: ** So who cares about Biodiversity?


 * Description of lesson: ** Begin class with individually reading article. (What is biodiversity, why is it important.) (10 min.) In small groups, discuss and summarize article.(5min) Class discussion on main points from article.(5min.) Lecture on scales and diversity of form and structure, include visual representation.(10min) Class discussion and estimation of biodiversity on campus. (10min.)


 * Assignment (homework or in-class): ** Read article and summarize in groups. Begin to think about biodiversity on campus.


 * Resources/materials needed: ** Article on Biodiversity


 * Lesson 2 **
 * Title of lesson: ** So how do we find out?


 * Description of lesson: ** Survey the campus grounds and identify potential habitat area. (25min) Discuss Collection and Sampling Methods during survey. Create survey teams and sample charts. (15min.)


 * Assignment (homework or in-class): ** Finish sample charts if not completed in class.


 * Resources/materials needed: ** Map of the campus, notebook to create field sample chart.


 * Lesson 3 **
 * Title of lesson: ** Let’s have a look around.


 * Description of lesson: ** Students work in teams to begin sample of their plot of campus. (40min.) As I am observing sampling; encourage discussions on which levels of biodiversity are being analyzed, how might methods change for other levels, what may have caused diversity at this site? Etc.


 * Assignment (homework or in-class): ** Post to class blog on initial thoughts on first day of sampling. What problems arose? What was the response? What methods will continue to be used tomorrow? What adaptations will we make?


 * Resources/materials needed: ** Sample chart, access to class blog.


 * Lesson 4 **
 * Title of lesson: ** Let’s look a little closer.


 * Description of lesson: ** Continue and finish sample of campus plot. (40min) As I am observing sampling; encourage discussions on where diversity is greatest, analyze system in terms of age and human disturbance, why is high biodiversity important? Discuss blog entries.


 * Assignment (homework or in-class): ** Finish sample.


 * Resources/materials needed: ** Sample chart.


 * Lesson 5 **
 * Title of lesson: ** What did we find? What does it mean?


 * Description of lesson: ** Discuss our findings and bring samples together to produce survey. Discuss the difference between habitat and ecosystem and, using Habitat Evaluation Index, explore potential barriers that organisms may be having on our campus. (15min.) Begin to complete Inventory Checklist, (20min.) Lecture on importance of habitat and need for wildlife research to determine needs, (5min).


 * Assignment (homework or in-class): ** Over the weekend finish your Inventory Checklist. (Forms available on our wiki!) Also, be sure to make a graphic representation of your findings using [|www.onlinecharttool.com] . This is a great resource for making bar and pie charts, plus graphs of all different types! To see an elementary example click [|here].


 * Resources/materials needed: ** Habitat Evaluation Index, Inventory Checklist (5 components); Natural History, Habitat Characteristics, Habitat Component Rating, Human Compatibility, and Management.


 * Lesson 6 **
 * Title of lesson: ** So what’s it going to take?


 * Description of lesson: ** Perform [|web-based research] on plant and wildlife habitat needs, based on deficiencies from our campus survey. Plot points and lines delineating habitat area and classification on class map in ArcGIS. (40min)


 * Assignment (homework or in-class): ** Finish any in-class activities for homework. Write a one page project proposal, outlining your plan to increase biodiversity on our campus. Be creative!! If you are interested, check out some more resources on [|my bookshelf]. (Good ideas, good inspiration.)


 * Resources/materials needed: ** Computer lab, survey results, ArcGIS map of campus.


 * Lesson 7 **
 * Title of lesson: ** What about everyone else?


 * Description of lesson: ** Compare campus habitat map with maps from local parks, regional forests, and large scale tropical regions. Share results of other surveys preformed. Discuss similarities and differences and write brief speculation about species that may have once naturally occurred in region, (20min). Compare Habitat Inventory Checklist with plant and wildlife research and share with small group. (10min.) Begin class discussion on projects to rectify deficiencies in campus habitat. (10min)


 * Assignment (homework or in-class): ** Write historical speculation, participate in online discussionon potential projects to enhance campus habitat if there were no restrictions! Try some online [|scavenger hunts] using google maps! (You'll have to enter a classroom name, use josephcarroll, you can leave the password blank.) Also, check out this short video on trees, what sort of habitat do you think these trees provide?


 * Resources/materials needed: ** Our campus habitat/biodiversity map (recently created in GIS), USFS maps, DOW maps, etc. Completed research and Habitat Inventory Checklists.


 * Lesson 8 **
 * Title of lesson: ** What Works?


 * Description of lesson: ** Field Trip to local reclamation projects. Identify pros and cons of project. Facilitated by teacher and member of professional community. (i.e. Forest Ranger, DOW spokesperson, etc.)

Also take this Google Earth Tour, it shows you some reclamation projects of a different scale!
 * Assignment (homework or in-class): ** For homework write a project proposal for campus site enhancement, (initial small group.)


 * Resources/materials needed: ** Transportation to local project, permission slips.


 * Lesson 9 **
 * Title of lesson: ** Let’s Make a Plan!

Present projects to community, administration and parents, (Online and on our class website.) (20min.)
 * Description of lesson: ** Finalize project plans and discuss design and budget limitations. (20min.)


 * Assignment (homework or in-class): ** Gather materials, final touches to installation plans, prefab any preconstruction requirements.


 * Resources/materials needed: ** Project plans, web access to post plans online.


 * Lesson 10 **
 * Title of lesson: ** Let’s Make a Difference!

community volunteer day at the school this weekend. Projects may be finished today!)
 * Description of lesson: ** Construct habitat improvement on site. (40min.) (Project will also coincide with


 * Assignment (homework or in-class): ** Finish any construction not done in class, write article describing process for website, school paper, or community publication.


 * Resources/materials needed: ** Web access. Building materials for Habitat Reclamation Project.