1. ENDANGERED ECOSYSTEMS A WEB-BASED LESSON PLAN FOR GRADES 6-12 By Angelique Maldonado and Nora Nevera

2. Learner Characteristics Nepal- Middle school  Nagarjuna Academy Kathmandu, Nepal. Site coordinator, Amit Bikram Sijapati is a social studies teacher who also coordinates a very active Nagarjuna Eco-Club for students. New Mexico-high school  St. Pius X High School, Albuquerque, New Mexico. Principal Barbara Rothweiler, PhD has approved the project. St. Pius has several active and functioning student clubs and organizations, one of which is called the “Go-Green Club”.

3. Content Delivery Course content  Website  Google Drive  WordPress Communications  Facebook  Weblog  WordPress  Google +

4. Learner support and course content at Wordpress.com

5. Lesson Plans

6. Inquiry-Based Learning Exploration of human impacts on river ecosystems: The Rio Grande case study  In this unit plan for mid-high school earth and environmental science, students explore the impact of human activity on the health of rivers in urban and non-urban settings.  Students mimic current scientific research by measuring physical and biological indicators of river health.  The case study on which the unit is based involves the Rio Grande in Albuquerque, NM, but instructions are provided for various settings.

7. 5-E Instructional Model The Rio Grande River Study curriculum module follows the 5E Instructional Model. In the engagement activity students examine photos of various urban streams and natural streams In the exploration activity students begin focusing on the Rio Grande site. In the explanation, the teacher leads a class discussion to help students put together ideas from the engagement and exploration The elaboration activity students research teams make physical and biological measurements to assess river health at the three Rio Grande research sites. Evaluation to gage students’ interest and gives students an opportunity to demonstrate level of understanding

8. Teacher instructions Group Work  Divide your students into pairs.  Give each student pair two photos of New Mexico streams, one of an urban stream and one of a natural, forested stream.  Give the student pairs a few minutes to look at their photos and identify ways in which the two streams look different. Brainstorming  ask students to share ways in which the urban streams looked different from the natural streams.  Help the class come to a general consensus on what traits are associated with a typical urban stream.  Tell the students that they will soon be conducting research on an urban stream in Albuquerque, NM, to determine whether or not it recovers from the effects of urbanization.

9. Mountain Ecosystem in Nepal A lesson plan for grades 6-12 Information Skills, Science, and Social Studies Mountains are a dominant feature of Nepal’s physical landscape. In this lesson, students will learn about the mountain ecosystem of Nepal and begin to understand the terrain, climate, and biodiversity of the mountain regions.  Learning outcomes  Students will:  define ecosystem and biodiversity  apply scientific tools, personal research observation, and research logs  gather information about the ecosystems found in the Nepalese mountains  locate Nepal and specific mountains or mountain ranges on a map  view photographs and research on the web, in reference materials, and from other sources and take notes on Nepalese mountain ecosystems  create a five-entry journal of a short mountain “ecosystem” hike using research logs, images, and maps gathered

10. Learner Materials

11. New Mexico & Nepal

12. ‘Bridging the Gap’

13. Initial Research Research is conducted with the missions, field sites and field reports. Students are encouraged to access the media resources available at course website. Course Blogs, blogs on WordPress and blogs on Google+ are also free available sources for building social presence and generating interest and feedback.

14. Field Sites

15. Essential or Invasive? Among the butterflies being smuggled out were the Southern Birdwing, Common Blue Bottle and the Malabar Tree Nymph which are all on the endangered list. Apparently the caterpillars were just extreme in their numbers and causing extreme defoliation," he said. "They have already stripped the trees."

16. Game-Based Learning Reinforcing learned ideas from research with a fun game-based approach. http://www.fs.fed.us/r3/resources/health/field-guide/images/large/fid-f047- large.jpg

17. Reinforcing concepts and learned ideas

18. One-Stop Science Resource Site  http://www.unm.edu/~pearl1/GlobalEcosystems.htm Learner support

19. QUESTIONS?