Humans, Biodiversity, and the Environment Brittany Bessent EDSC 304 October 2016

Content Standards  HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.  LS2.C: Ecosystem Dynamics, Functioning, and Resilience A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively constant over long periods of time under stable conditions. If a modest biological or physical disturbance to an ecosystem occurs, it may return to its more or less original status (i.e., the ecosystem is resilient), as opposed to becoming a very different ecosystem. Extreme fluctuations in conditions or the size of any population, however, can challenge the functioning of ecosystems in terms of resources and habitat availability. (HS-LS2-2),(HS-LS2-6) Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change— can disrupt an ecosystem and threaten the survival of some species. (HS-LS2-7)  ETS1.B: Developing Possible Solutions When evaluating solutions, it is important to take into account a range of constraints, including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (secondary to HS-LS2-7),(secondary to HS-LS4-6)

Content Standards Cont.  LS4.D: Biodiversity and Humans Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (secondary to HS-LS2-7) Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (secondary to HS-LS2-7), (HS-LS4-6)  Stability and Change Much of science deals with constructing explanations of how things change and how they remain stable. (HS-LS2-6),(HS-LS2-7) Constructing Explanations and Designing Solutions  Constructing explanations and designing solutions in 9–12 builds on K–8 experiences and progresses to explanations and designs that are supported by multiple and independent student-generated sources of evidence consistent with scientific ideas, principles, and theories. Design, evaluate, and refine a solution to a complex real-world problem, based on scientific knowledge, student-generated sources of evidence, prioritized criteria, and tradeoff considerations. (HS-LS2-7)

Big Ideas  In what ways do humans affect the Earth and environment?  How and what do humans depend on Earth for resources?  Ecosystems 21 st Century Skills Environmental Literacy  Demonstrate knowledge and understanding of the environment and the circumstances and conditions affecting it.  Demonstrate knowledge and understanding of society’s impact on the natural world.  investigate and analyze environmental issues, and make accurate conclusions about effective solutions. Creativity and Innovation  Think creatively and work creatively with others.

Learning objectives & Assessments  Students are to understand the basics of ecology, as it relates to the environment and human activity.  Students are to come up with ways they impact the environment.  Students are to illustrate a solution for one of the negative implications of humans on the environment.  Students will take a quiz in vocabulary and basics of ecology (after lecture).  Students will discuss in small groups what resources they think they use and how this impacts the environment, and will then share as a class.  Students will begin with a group poster and will eventually write a paper, using research cited on current human impacts on Earth resources.

Learning Activity 1  I will have students discuss with their classmates in small groups what resources they use that come from earth.  I will convene the class and discuss what they talked about.  We will move into a lecture where I provide a PowerPoint presentation with important information on ecology, such as population, speciation, extinction, human activity, etc.

Learning Activity 2  Students will get into groups and further discuss human impact on the environment, with each other (including what the effects and impacts are, and whether they are positive or negative).  Then they will discuss what solutions could be done to decrease a negative impact.  As a group, they will create a poster that describes their impact, as well as the solution. (it will be aesthetically pleasing with appropriate visuals to emphasize their points.)

Why this topic…  I chose this topic because I think the environment is an important issue. Students will have the ability to collaborate with each other, as well as see how science can directly relate to them. It is important for students to see that what they are learning affects them as an individual AND the world around them.  Being able to use a PowerPoint presentation, I will be able to provide statistics and visuals to help emphasize the topic.  Being able to engage students will increase their motivation to learn, and hopefully increase their understanding of the topic.