Lesson: Biodiversity
Unit: Ecological Processes and Biodiversity
Materials: string, cards
Age Level: 3rd-6th
Space Requirements: An open area, indoor or outdoor, big enough to fit
your group in a circle.
Time: one hour
Objectives:
· Students will learn that everything on earth is connected
· Students will learn that when we eliminate one thing in the
web, everything is connected
· Students will explore the biodiversity of the forest
· Students will journal on their feelings about the activities
Plan: ½ hour: Web of Life
Direction: Give each player a card. If there are more than ten players
have them double up. Ask the players what one thing everything on earth
depends on. The answer is the sun, so have the player(s) with the sun
card hold the end of the string. Then ask for one thing that uses the
sun. Connect the string to the person holding that card. Then ask what
is dependant on the card picked and connect the string again. Continue
this process until everyone is holding a part of the string and everything
is interconnected. Then make up a scenario that would eliminate one
of the cards, for example, the humans pollute the water so that it is
undrinkable. Have the player with the water card drop their section
of the string. Then instruct anyone whose string became slacked to drop
their section of the string. Talk about what happened as you go. For
instance, say birds were directly connected to the water so they had
to drop their string because there was no water for them to drink so
they died. Players continue to drop their section of the string as it
becomes slacked until the entire web has dissolved. Ask the players
what this means to them. Would humans be affected if all the decomposers
died? Why?
Background Information: Everything on the earth is connected to everything
else. The wolves are affected if the grasses die, because if there are
no grasses the rabbits die, and if there are no rabbits the fox’s
dies, and if there are no fox’s the wolves die. The world is made
up of food chains that are all interconnected.
½ hour: Sounds of the Rainforest
Directions:
Ø Start with discussing what students know about the rainforest.
· In what countries are rainforests found?
· What animals live in the rainforest?
· What sounds do you think you would hear?
· What kinds of things would you feel in the rainforest
Ø Assign each student a sound from the rainforest
For Example- An insect, Bird, Mammal, Waterfall, Trees blowing, Bulldozers,
Fire
Ø With the students, create a symphony of sounds that are found
in the rainforest.
· Direct them like you would a symphony.
· Change the volume and intensity.
· Slowly, remove each natural sound one by one (not the bulldozer,
fire, or other sounds of destruction) to mimic rainforest destruction.
Ø Discuss what their feelings were during the exercise. Did they
feel like their home was being destroyed?
Ø Journal on feelings during the rainforest symphony and their
personal response to the destruction of the rainforest
Additional activities:
This activity is very readily linked with environmental studies and/or
science class. Have students research the amount of rainforest lost
each year to fire. Have them research what methods are used and reasons
why people are destroying the rainforest. Discuss these questions:
· Why do people burn off rainforests?
· What happens to the habitats of the animals and plants after
a fire?
· Where do the surviving animals go?
· What happens to animals who depend on specific environments
for survival when that environment is destroyed?
Have students do one of the following writing assignments (teacher can
assign one to the whole group or let them have a choice):
· Write a letter to a congressman about stopping rainforest destruction
· Write a pamphlet that informs people about rainforest destruction
· Write a play about saving the rainforest for elementary students
Outcomes:
· They will gain writing skills- from the writing exercise they
do
· Communication skills- from discussing their thoughts and opinions
on rainforest destruction with the group.
· Group skills- they will work as a group to create the rainforest
symphony. They will also learn to peer edit each other’s writing.
· Computer skills- they will learn to research on the web. They
will also gain more experience working with Microsoft word
Justification of importance of learning outcomes:
· Communicating through writing and speaking are very important
life skills that are important for entering the workforce, and in every
day interactions.
· Group skills are very important life skills, which are important
when entering the work force. Students will all need to be able to work
with other people in their lifetime.
· Computer skills are needed, or at least helpful, for most jobs.
They are also needed for completing assignments in College.
· Satisfies Michigan science standard III.5.LE.2
Literature Connection:
· Antonio’s Rainforest by Anna Lewington & Edward Parker
· Magic Tree House Guide on Rain Forests by Will Osborne &
Mary Osborne
· Will We Miss Them? Endangered Species by Alexander Wright &
Marshall Peck II
