Conservation to Improve Biodiversity (Number Sense & Biodiversity #3)

In this lesson, students learn about how people are protecting living things and create their own plan to protect living things.

Step 1 - Inquire: Students learn about how artists are helping species in critical categories on the Red List.

Step 2 - Investigate: Students watch a video illustrating the actions taken by humans to help protect a species.

Step 3 - Inspire: Students design a solution to help a living thing. 

Positives

• This lesson creates a collaborative learning environment for students to consider positive action in their community.

• Students will consider how responsible decision-making directly impacts them and their environment.

• This lesson introduces options for helping wildlife using multiple learning styles.

Additional Prerequisites

• This is lesson 3 of 3 in our Number Sense and Biodiversity unit.

• You can choose to use the animals featured on the IUCN’s Red List slides in the Teacher Slideshow or identify 1-2 species on the IUCN’s Red List from your local area and adapt the slides. To find other animals, you may search for a specific species you know is in danger or use the directions below:

• Click on Advanced Search.

• Click on Land Regions.

• Click on the Arrow next to the Land Region you live in. This further narrows down the region.

• Click on Habitats. Choose a habitat that describes your area.

• Click on Red List Category, and select all categories except for Least Concern, Data Deficient and Extinct.

• The species will appear in a list. To view them on the map, choose the map setting on the gray header across the top.

Differentiation

• As a possible extension, students can share their design with the class and/or community leaders using cause and effect language.

• In the Inspire section, the class can choose to brainstorm ideas together and vote to create one conservation plan.

• The Student Worksheet has an adapted version for younger students.

The lesson features human actions to improve biodiversity. It would inspire students to lead initiatives on biodiversity conservation in their community. All materials have been fact-checked, and this lesson has passed our credibility process.

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Supporting Standards

• Visual & Performing Arts
  • Visual Arts: Standard 6 - Conveying meaning through art.
    • 1.5.2.Pr6a: Explain what an art museum is and identify the roles and responsibilities of the people who work in and visit museums and exhibit spaces. Analyze how art exhibits inside and outside of schools (such as museums, galleries, virtual spaces, and other venues) contribute to communities.
• Science
  • ESS3: Earth and Human Activity
    • K-ESS3-3. Communicate solutions that will reduce the impact of climate change and humans on the land, water, air, and/or other living things in the local environment.
  • LS4: Biological Evolution: Unity and Diversity
    • 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
• English Language Arts
  • Writing (K-12)
    • W.IW.K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts to convey ideas.
    • W.IW.1.2 With prompts and support, write informative/explanatory texts to examine a topic and convey ideas and information.
    • W.IW.2.2 Write informative/explanatory texts to examine a topic and convey ideas and information.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.