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BIODIVERSITY AROUND OUR SCHOOL

(Student Activity Sheet.)

PART 1. ( Observation & Data Collection.)
DIRECTIONS: Form teams of three or four members each. Go outside, to those areas defined by your teacher, and find as many different kinds of organisms (bacteria? /protozoans? /fungi / plants /animals) as you can in nine minutes. Make a list of those organisms that your team members have spotted. Only list those organisms that all team members saw. If your team does not know the name of the organism, do one of the following:

  1. Give a simple description of that organism. For example: "Large black bird."; "Red ant 1 cm long."; "Plant 20 cm tall with 3 cm red flowers."; "Brown beetle 2 cm long with yellow spots."

    or:

  2. B. If practical and not cruel collect the organism or a part of it. For example: "A leaf."; "A snail,"; "An ant."; "A flower."; "A blade of grass."; "A tiny clump of moss."; "A feather."

    or:

  3. C. Make a simple drawing of the organism. & give the approximate dimensions.

PART 2. ( Similarities, differences & classifying. )
After all teams have returned (team members sit together), make a list of all the different organisms recorded by all the teams. Write these on the board, overhead projector or some other place where all class members can see the list. Take about 15 minutes for each team place these organisms in groups that have the most similarity. If your team knows taxonomic classification, place the organisms in taxonomic groups. If your team does not know taxonomic classification, place the organisms in groups that seem to make sense to your team members. Each team member should place the organisms in their similar groups on the back of this page.

PART 3. ( Value judgments. )
Next each team will take 8 minutes to decide which organism from their list is the most important & "why?" and which organism is the least important & "why?". After that task is completed, take another seven minutes for each team to decide which organism from the total class list is the most & least important and "why?". Now half of the teams will share with the class which organism from the class list is the most important and "why?", and the other half will share which organism from the class list is the least important and "why?".

PART 4. ( Which values are most important? )
Now list your team values(criteria), on the board, that were used in picking the most and least important organisms. After all team values have been listed, make a list these values on the back of this page. Next the teacher will lead a class discussion of which values might be the most important and why. "LOT'S OF LUCK."

T. Holtzclaw "93"


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