Download Biodiversity is more than the sum

Biodiversity is more than the sum
Teacher preparation
Biodiversity is described as the combination of ecosystem diversity,
species diversity and genetic diversity. When conservation strategies
are developed with a deep understanding of biodiversity concepts,
much better conservation solutions are developed. Biodiversity is often
not properly explored because old ideas are rebadged as biodiversity so
it is important to get students to discover why biodiversity is bigger
than the components that make it up.
There are a number of very significant sub plots within biodiversity. One
example is the importance of maintaining the genetic diversity of our
food crops. Genetic diversity in our crop species is an insurance policy
when current crops are threatened by pests, disease, climate change,
etc.
Activity
Student research
Divide the class into four main groups so all the research topics below
are covered. Students will do the research and provide the class with a
short report. The report should include:
1. Answering the questions.
2. Summarising the information as dot points.
3. When giving the presentation, show website images if relevant e.g.,
map of Australian bioregions.
For more information on how you can help our environment, or to make
some suggestions of your own, please go to www.coolaustralia.org
© 2017 Cool Australia
Page 1/3
4. Two or more relevant websites.
5. The report to be stored electronically in an accessible class folder.
Research topics
Genetic diversity – What is genetic diversity? How does
maintaining genetic diversity help with conservation? What are
examples of genetic diversity?
Genetic diversity – How can a lack of genetic diversity in our
food crops cause major problems in the future? Why is genetic
diversity in food crops being lost? What is being done to ensure
genetic diversity is not being lost?
Genetic diversity – What are some of the benefits from finding
out the sequence of the human genome? What are some of the
future benefits?
Species diversity – What is species diversity? Why is maintaining
species diversity important? What are some of the things that
threaten species diversity?
Ecosystem diversity – What is ecosystem diversity? Why is
maintaining ecosystem diversity important? What threatens
ecosystem diversity?
Genetic diversity and conservation in an ecosystem – Describe
how revegetation projects attempt to obtain plants that are
genetically similar to the plants that use to live in the area.
What does providence mean?
Ecosystem diversity – In Australia, what is a bioregion. How does
the concept of bioregions help with conservation?
Ecosystem diversity – EVC stands for ecological vegetation
class. What is an EVC? How does this kind of research help
conservation?
Presentation
Students present their reports to the class. After each presentation,
their teacher leads a short discussion that highlights how the reports
link to the concept of biodiversity. The teacher brings in any significant
For more information on how you can help our environment, or to make
some suggestions of your own, please go to www.coolaustralia.org
© 2017 Cool Australia
Page 2/3
points that may have been overlooked.
Communication product
New groups of students are formed so that there is no one from their
previous group in the new ones. In this way, the expertise is
well distributed.
Students choose a communication tool for their product. Their
communication product is to explain to an audience with no expertise:
1. What is biodiversity?
2. Why is biodiversity important to people?
3. How is the idea of biodiversity helping us with conservation?
Peer assessment
Each group presents their communication product to the class. The
groups are arranged together during the presentation so each group
can complete a peer assessment.
Each group has to complete a separate sheet. The class can design
their own, use this one as a model or use a PMI.
Example: To complete each assessment form, the group must come to
a consensus about what the mark will be out of five for each of five
criteria. If they give a mark of three or less, they must provide a reason.
At the conclusion, each group receives their assessments. It is up to the
class if they want to compare scores. If they do, organise the scores on
a spreadsheet.
For more information on how you can help our environment, or to make
some suggestions of your own, please go to www.coolaustralia.org
Powered by TCPDF (www.tcpdf.org)
© 2017 Cool Australia
Page 3/3