Lesson Plan – Gr.
6 - Biodiversity
PLANNING THE LESSON/SUBTASK: Part 1
Date: Feb/25-26/2022 Grade: 6 Timeframe (time available): 120 min (over 3 days)
Curriculum Area (Strand): Understanding Life Systems Topic of Unit : Biodiversity
Context: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? (Prior Knowledge?)
The overarching Socioscientific Issue (STSE connection) that will be examined: The relationship and
interdependency of animals, plants, and humans.
This lesson will take place at the beginning of the unit.
Students will have already learned what an ecosystem is and have analyzed various ecosystems. There is going
to be a quick revision on ecosystems in this lesson as well.
Curriculum Expectations:
Academic Learning Skills
Overall Expectations Inquiry- Students will be using their inquiry skills to
analyze the ecosystems they know, the organisms
2. Investigate the characteristics of living things, and present within the ecosystems, the relationships
classify diverse organisms according to specific amongst the organisms, and how the removal of
characteristics. certain organisms will affect the other organisms.
3. Demonstrate an understanding of biodiversity, its
contributions to the stability of natural systems, and its Collaboration – Students will be working in groups
benefits to humans. and analyzing the biodiversity of ecosystems together.
They will divide the responsibilities amongst them as
there are various tasks such as drawing, researching,
Specific Expectations and presenting. They will develop active listening
skills, information sharing skills, and explanation skills.
3.1 identify and describe the distinguishing
characteristics of different groups of plants and
animals
3.5 describe interrelationships within species, between
species , and between species and their environment,
and explain how these interrelationships sustain
biodiversity
Big Ideas: From Ontario Science Curriculum Document
Biodiversity includes diversity of individuals, species, and ecosystems (Overall expectations 2 and 3).
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
Because all living things are connected, maintaining diversity is critical to the health of the planet (Overall
expectations 1 and 3)
Humans make choices that can have an impact on biodiversity. (Overall expectation 1)
Connections to Equity, Diversity, And Social Justice:
Cross Curricular Connections Connections to Students’ lives: (local/global)
VISUAL ARTS D1. Creating and Presenting: apply the Analyzing their local ecosystems and thinking about
creative process to produce art works in a what is happening to the organisms in the environment
variety of traditional two- and three-dimensional forms,
around them. Reflecting on how their actions could be
as well as multimedia art works, that
communicate feelings, ideas, and understandings, affecting the local ecosystems and the biodiversity in
using elements, principles, and techniques them.
of visual arts as well as current media technologies;
(Drawing ecosystems, labelling the organisms, and
presenting using their drawing)
Assessment:
Diagnostic (assessment for learning) ___ Formative (assessment for/as learning) ____ Summative (assessment of learning) ___
Work Samples Other
Observation Peer-assessment Presentation/Performance
Learning Log/Journal Project Published Work
Presentation/Performance Interview/Conference Graphic Organizers
Anecdotal Notes Personal Reflection
Self-assessment Rubric
Audio/Video/Technological Checklist
Presentation Rubric
Oral Reports
Accommodations and/or Modifications / Differentiated Instruction:
Instructional Environmental Assessment
Increase/Decrease time, amount Change space, seating, quiet area Use a tape recorder
Scribe for student Change grouping Draw a picture
Extend Wheelchair access Scribe for student
Use manipulatives Act it out
Peer tutor/Partner Write using spell check
Oral explanation Use the computer
Include visuals, models, organizers
Modifications for:
-If student M would like to pre-record his presentation and share it privately, instead of presenting live to the whole class, he
can do so.
- Student S may need one-on-one instruction/explanation at his table. Check with him to see if he understood the instruction
given to the class. Reiterate the activity instructions individually to help with his understanding.
Materials/Resources:
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
Teacher Resources Human Resources Student Materials Equipment
-Presentation Slide Deck -Pencil/pen -Chromebooks/computer
-YouTube video of Sir -Students’ science for research/ recording
David Attenborough journals the presentation.
-Worksheet 1 -Large paper/ Bristol
board for presentation
- Crayons
Lesson Plan Template #1 (Cont’d)
DELIVERING THE LESSON/SUBTASK - Part 2
*Grouping: W = Whole class; S = Small group; I = Independent
Timing Grouping Hook: Materials/
W S I Resources
Biodiversity of Erindale Park- Mississauga
Before you start the hook presentation
X • Ask the students:
• -What comes to your mind when you hear the term “biodiversity”?
• - Ideas?
• -Images?
• Ask the students to jot them down on their notebook.
-Picturesof
10 • At the end of the unit, ask them to revisit what they wrote
Erindale Park
minutes and ask them to reflect on it or expand it.
from the slide
deck
-Show the students the pictures of the park and its biodiversity (slide deck)
-Students’
-Throughout the pictures, ask them what kind of animals and plants they
science
see
journals
-Ask them how many different types of squirrels they see
-Ask them if they can spot the animal in slide 21 (a camouflaged bunny)
5 Learning Goals (in student language)
minutes
We are going to analyze different ecosystems and identify the organisms
X within them. Then, we are going to discuss their characteristics, and how
they are connected to each other.
Action: Input, Modeling, Check for Understanding, Guided Practice, Independent
Practice
Students will watch the YouTube video by Sir David Attenborough- “What
Bloom's
is Biodiversity?”- https://youtu.be/b6Ua_zWDH6U Taxonomy:
__Remembering
X -Then, to refresh students’ understanding on “ecosystem”, ask the __Understanding
__Applying
students to share their understanding of the term “ecosystem”
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
35 -Share the picture of the ecosystem from the slide deck and discuss the __Analyzing
minutes __Evaluating
following questions as a class
__Creating
• How many different frogs are present in this ecosystem?
• Is there a benefit for the frogs to have more than one variety? Differentiated
instruction:
• Do the rabbits benefit from having more than one variety?
__Visual
• How does the rabbit population benefit the hawk and snake __Auditory
population? __Kinesthetic
• If the hawk and snake population disappear from this ecosystem, __Tactile
what will happen to the rabbit population?
Multiple
Consolidate by summarizing the various answers you get from the class, Intelligences:
and end the lesson by saying that students will work on a similar activity __Verbal/Linguistic
__Logical/
tomorrow in groups.
Mathematical
Next day, provide the following instructions: __Musical/
Worksheet 1 Rhythmic
• Get into groups of 3 __Body/
Kinesthetic
• Think of an ecosystem you are familiar with
__Visual/Spacial
• It could be your backyard or a park you visit or any other __Interpersonal
ecosystem you know. __Intrapersonal
• Now, think of the organisms within that ecosystem- animals, __Naturalist
__Existential
plants and microorganisms.
X • Draw a picture of the ecosystem and label all the organisms within
40
minutes
that ecosystem Science Skills
• Safety tips: Always maintain physical distancing as you are (Smarter Science
Framework)
engaging in group work, wear your masks properly and do not
Observing
share writing tools Classifying
Write your group’s thoughts on a paper/Bristol board Comparing
1) Is there any organism that has more than one variety within
the same species?
Is there any benefit for the same species to have variations within
it? i.e.- different coloured squirrels
• Species: “a group of animals or plants that are similar and can
produce young animals or plants” (Merriam-Webster, 2012).
2) How do the organisms in your ecosystem benefit from each
other?
Is there any benefit to them in living together in that particular
ecosystem? Do they help each other in any way?
3) Choose one organism from your system. If it disappears from
the system, how will the other organisms be affected by its
disappearance?
4) How does having a variety of organisms in the ecosystem benefit
humans?
- If any group likes to pre-record their presentation, they can do so
in this time.
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
Consolidation (sharing the learning in some way):
On the third day:
30 X
minutes Each group will present their answers, explanations, and thoughts
to the rest of the class. They will also share the pictures of their
ecosystems with the class.
- If any group chose to present via pre-recorded presentations, they
can do so.
Reflections/Ongoing Commentary:
Worksheet 1
• Get into groups of 3
• Think of an ecosystem you are familiar with
• It could be your backyard or a park you visit or any other ecosystem you know.
• Now, think of the organisms within that ecosystem- animals, plants and microorganisms.
• Draw a picture of the ecosystem and label all the organisms within that ecosystem
• Safety tips: Always maintain physical distancing as you are engaging in group work, wear your
masks properly and do not share writing tools
Write your group’s thoughts on a paper/Bristol board
1) Is there any organism that has more than one variety within the same species?
Is there any benefit for the same species to have variations within it? i.e.- different coloured
squirrels
• Species: “a group of animals or plants that are similar and can produce young animals or
plants” (Merriam-Webster, 2012).
2) How do the organisms in your ecosystem benefit from each other?
Is there any benefit to them in living together in that particular ecosystem? Do they help each
other in any way?
3) Choose one organism from your system. If it disappears from the system, how will the other
organisms be affected by its disappearance?
4) How does having a variety of organisms in the ecosystem benefit humans?
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
Reflection/Comments
- My hook consists of beautiful pictures of nature- animals, plants and the environment. I
included these pictures to invoke students’ positive emotions towards nature, animals,
and plants. So that later when we talk about how nature, animals, and plants are under
crisis due to the threats to biodiversity and sustainability, students will look at the issue
with emotions, rather than looking at it through an apathetic lens. Goleman et al. mention
that when emotions are incorporated to ecolitercy, then, students will develop empathy,
embrace sustainability, and understand the importance of nature (2013). I am trying to
combine emotions and education through this hook.
- Questions 3 and 4 of Activity 1 encourage students to think about the connections and
relationships humans have with nature and the organisms present within the ecosystems
they chose. These questions also help students reflect on how humans benefit from these
organisms and how humans impact these ecosystems. I included these questions to make
students aware of why biodiversity and preservation of ecosystems are important and
why they should care about protecting them. The socio-ecojustice current of the STSE
currents argues that education should “create activists who will work for social justice
and the sustainability of the biosphere” (Pedretti & Nazir, 2011, p. 617). I am hoping my
questions will prepare my students to become activists who will fight for the
sustainability of the biosphere.
- “Inquiry … requires more than simply answering questions or getting a right
answer. It espouses investigation, exploration, search, quest, research, pursuit,
and study. It is enhanced by involvement with a community of learners, each
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
learning from the other in social interaction” (Kuklthau et al., 2007, as cited in Ritchie,
2021, p. 8). The activity from worksheet-1 encourages investigation, exploration,
research, and quest by encouraging students to reflect on an ecosystem they know. When
they discuss the aspects of the ecosystem, and draw and label its organisms, they will be
engaging in inquiry. They will not be “simply answering questions or getting a right
answer”, as the activity asks to share their thoughts and reflections, which allows for
more than one right answer. Since inquiry is “enhanced by involvement with a
community of learners, each learning from the other in social interaction”, I have asked
the students to work in groups of 3, so that they can learn from each other and involve in
each other’s critical inquiry (Kuklthau et al., 2007, as cited in Ritchie, 2021, p. 8).
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
References
Goleman, D., Bennet, L. & Barlow, Z. (2013). Ecoliterate: How educators are cultivating
emotional, social, and ecological intelligence. San Francisco, CA: Jossey-Bass.
Pedretti, E, & Nazir, J. (2011). Currents in STSE education: Mapping a complex field, 40 years
on. Science Education, 95(4), 601-626.
Ritchie, Allison. (2021). Science and Environmental Education [Lecture Slide Deck].
https://pepper-mt.oise.utoronto.ca/source/client/Pepper.php?page=home156
‘Creating the Dynamic Classroom, A Handbook for Teachers, Revised Edition’, Schwartz/Pollishuke, Pearson Publishing, 2011
