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Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
Alignment
APES – Ecological Principles
Threats to Biodiversity (HIPPCO)
3. The Earth itself is one interconnected system.
4. Humans alter natural systems.
APES Themes
6. Human survival depends on developing practices that will achieve sustainable systems.
Ecosystem structure (biological populations and communities; species diversity); Ecosystem diversity
Assessment Limit(s) (biodiversity); Loss of Biodiversity (habitat loss, overuse, pollution, introduced species, endangered and
extinct species)
Standard 3.0- Technology for Learning and Collaboration. Students use a variety of technologies for learning
and collaboration. Standard 5.0 Technology for Information Use and Management. Students use technology
Technology
to locate, evaluate, gather and organize information. Standard 6.0- Technology for Problem Solving and
Standards
Decision making: Students demonstrate ability to use technology and develop strategies to solve problems
and make informed decisions.
Overview
Biodiversity varies naturally among various biomes due to various abiotic factors characteristic of particular
Theme / Enduring
biomes. Changes in biodiversity can be used as an indicator of the health of an ecosystem. Anthropogenic
Knowledge
activities may also have a large negative impact on the biodiversity of a particular ecosystem.
Students will use the My Own Biome system to design and carry out experiments to determine which human
Objective
activities have the biggest impact on the biodiversity of an ecosystem.
5E Lesson Plan
Curriculum
Components
Brief Description
Resources
LCD projector and
Show a short video clip on the importance of biodiversity.
Computer
Engagement
Review the components of biodiversity (species richness versus species evenness).
Unit
Topic
Exploration
1
Computers/ My Own
Biome game
Students will learn to play the My Own Biome game by the “immersion method” by playing a
15 minute game in Local Mode. The following parameters should be turned on: water cycle,
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
nutrient cycle, pollution, invasive species. Human needs should be set to easy or moderate.
Students may choose a biome or leave it on random.
Lead a class discussion on the features of the game while in sandbox mode.
Computers/My Own
Biome Game
Explanation
Extension
Evaluation
Duration:
2
Have students Think-Pair-Share how this simulator could be a useful tool for environmental
studies.
Review the major human threats to biodiversity (HIPPCO = Habitat destruction, Invasive
species, Pollution, Population, Climate change, Overexploitation)
Using My Own Biome model system, students will design a controlled experiment to test the
impact of one of the HIPPCO threats on the biodiversity of an ecosystem. The class will vote
on one biome. Groups will each test a different threat.
Students will carry out their experiments and collect data.
While simulations are running, students will use the magnifying glass feature to construct a
food web for their biome. Alternatively, students may use the magnifying glass feature to
compile a list of the importance of each organism in terms of ecology, economy and/or
aesthetics.
Students will compare class data and come to a conclusion as to which component of
HIPPCO is the biggest threat to biodiversity. Students will evaluate the validity and
limitations of their data. Students will relate the success of different organisms or types of
organisms to their basic biology (adaptations, r- versus k-selection, etc)
This biodiversity lesson is 90 minutes.
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
Pertinent Information
Vocabulary: biome, biodiversity, stability, HIPPCO, Shannon-Weiner index , species richness, species evenness, habitat
degradation, invasive species, pollution, population, climate change, overexploitation, ecosystem, controlled experiment, validity,
limitations
Prerequisite Knowledge
To be successful with these concepts, students should have prior knowledge of:
Students should understand the concept of what a biome is and understand what biotic and abiotic factors are.
Students should have previously quantified biodiversity using Shannon-Wiener or some other biodiversity index.
Students should understand the basic concepts of a controlled experiment (dependent and independent variables, data collection, etc)
Misconceptions
Common student misconceptions
Ecosystems are static.
Teacher Skills:
Teacher should be familiar with the rules and techniques aspects of “My Own Biome” and have experience playing the game and a
knowledge of possible outcomes of the scenario.
Engagement See Engagement section
Differentiation Strategy Overview
1. Group students so that higher ability students work with lower ability students.
2. Create a Microsoft Excel spreadsheet to assist students with Shannon-Weiner calculations.
Sample Assessment Questions
3
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Activity Name: SR.UNIT.# – 5E Engagement
Computer and LCD Projector
Computer and LCD Projector
10 minutes
Students watch a video clip on the Importance of Biodiversity. Use class discussion to review why
biodiversity is important.
Review previous lab activity in which biodiversity index was calculated and compared between two locations.
Review differences between species richness and species evenness.
Visual, Auditory
Activity Name: SR.UNIT.# – 5E Exploration
Computers with My Own Biome Game
Controllers (optional)
Computer (one per student) and My Own Biome Game
20 minutes
Students will play the My Own Biome game in Local Mode using the following settings: Water Cycle (ON);
Nutrient Cycle (ON); Pollution (ON); Poaching (OFF); Invasive Species (ON); Cryptozoology (OFF); Game
Length (15 minutes); Human Needs (EASY or MODERATE). Students may choose their own biome or leave
it at random. Students may play alone or in pairs to explore the features of the game. After the 15 minutes of
exploration, teacher should lead a formal class discussion of the features while students are in sandbox mode.
If students need additional practice, then they may use an additional 5-10 minutes in Sandbox mode.
Students should Think-Pair-Share how this game could be used as a simulation for environmental studies.
Record student ideas on the board.
4
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
Learning Style
Ancillary Materials
General Notes
Visual, tactile, auditory
Activity Name: SR.UNIT.# – 5E Explanation
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
none
20 minutes
Students should have previously taken reading notes on threats to biodiversity. Review the major human
threats to biodiversity (HIPPCO = Habitat destruction, Invasive species, Pollution, Population, Climate change,
Overexploitation).
Assign students into groups. Have the class vote on one biome to use (preferably one with ample trees, such as
a forest biome). Using My Own Biome model system, students will design a controlled experiment to test the
impact of one of the HIPPCO threats on the biodiversity of an ecosystem. Groups will each design a test for a
different component of HIPPCO.
Learning Style
Ancillary Materials
General Notes
Necessary
Materials
Technology
Resource/Type
5
Sample experimental variables:
H: introduce logging or housing (students should calculate % habitat loss as well as change in biodiversity)
I: introduce an apex predator from another biome
P: introduce industry or mining around perimeter
P: introduce housing, farming, industry
C: change water cycle
O: cull one species for a particular purpose (ex: bears to make rugs)
Activity Name: SR.UNIT.# – Extension
Computers with My Own Biome Game
Controllers (optional)
Computer (one per student) and My Own Biome Game
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
Estimated Time
Instructional
Strategies
30 minutes
Students will run their simulation for 10 minutes (5 years) or 20 minutes (10 years) and use screen capture to
collect data for initial and final time points. Each person in the group can run a separate simulation so that
replicates can be performed simultaneously. Students will use their data to calculate a Shannon-Weiner
Biodiversity index (or alternative biodiversity index) for their scenario).
While simulations are running, students should use the magnifying glass feature to learn more about the
organisms in their biome. As a group, students should construct a food web for their biome using the
information from the magnifying glass.
While simulations are running, students should use the magnifying glass feature to learn how each organism is
important. Students should compile a list of each organism which includes its ecological, economic, and/or
other importance.
Learning Style
Ancillary Materials
General Notes
Activity Name: SR.UNIT.# – 5E Evaluation
Necessary
Materials
Technology
Resource/Type
Estimated Time
Instructional
Strategies
Learning Style
Ancillary Materials
General Notes
6
Computers with Microsoft Excel
20 minutes
Students will compare their test group to their control and come up with a conclusion. Do their data support
their hypothesis? Why or why not? What patterns are evident? Which species were more or less successful
and what characteristics do these species exhibit? What are the limitations of this simulation?
Groups will share their data with the class. Which threat seemed to have the biggest impact on biodiversity?
Is this a valid conclusion? What are the limitations of these data?
Visual
Baltimore County Public Schools
Office of Science PreK-12
Part I – Lesson Plan
DRAFT DOCUMENT
AP Environmental
Ecology – Threats to Biodiversity
My Own Biome – Threats to Biodiversity
7