Meggie Gonzalez
Secondary life science teacher Digital Portfolio
During our semester of environmental science, our class focus was on biodiversity. We began by studying biogeochemical cycles. While discussing the carbon cycle, we had discussions about climate change. This led to learning about the "HICOP" threats to biodiversity (Habitat loss, Invasive species, Climate change, Overexploitation, Pollution). Human actions are making changes to the planet, some of which are irreversible. I wanted to invite my students to think critically about our practices and consider their future ramifications.
Cycle 2 Learning
Our students had expressed an interest in invasive species. I decided to build my Cycle 2 lessons around this concept. I wanted to be sure we had a common vocabulary, so we took time to define terms such as "native", "exotic", and "invasive". After learning about some examples of invasive species, students were able to get a "first-hand" observation experience of what might play out when new species are introduced to an ecosystem, through an online game. With food being the key resource, students dispersed the resource according to each species' diet specifications. We then took some time to analyze how ecosystem dynamics fluctuated as a result of a new species introduction, as well as factors that may have played a part in whether or not the new species thrived. We carried this new knowledge with us as we read an article about a grizzly-polar bear hybrid that has become more common in higher latitudes as the planet keeps warming. Students were given an opportunity to consider whether the "pizzly" bear has the potential to become an invasive species. In the below video clip you can observe the conversation by students at the end of that lesson. I posed some comprehension questions about hybrids and invasive species, and the students' had some great insights and "what ifs". We finished our lesson series by creating a "most wanted" poster for an invasive species in the state of California. Students researched a species of their choice, its threats to native species, and presented this as a PSA-type poster for their community.
Takeover
I was eager to bring some of my marine biology knowledge to the classroom. What better way to do this than start my takeover with a whale watching trip?! The students were so excited and it was a novel experience for many of them. Prior to the trip, we took some time to learn about marine biodiversity in our local area. In the month of April, the eastern north pacific gray whales are in the second stage of their migration - leaving Baja California and traveling north to their Arctic feeding grounds. With this being a focus for whale watching at the time of our cruise, I chose to model our mini-project on the gray whale. I spoke to students about the historical migration and then we read about some recent changes scientists are recording and attributing to climate change. I created a video in Canva that highlighted the species and the human-induced threats that are harming it. I told students that they would also be choosing an endangered species, research its threats and create a video advocating for protection for the animal. We ended my takeover with a class watch party (and popcorn!) of all our videos. The students' work and creativity were inspiring!
Example of storyboard and screenshot from resulting student video, Videos were asked to end with a call to action/possible solutions to aid the endangered species. Students were able to select a species of their choosing, which led to a diverse group of species, as well as gave students an opportunity for self-expression.
Watch the full video, "The Sour Shark"
During my class takeover, students were given the opportunity to choose a species threatened due to human activity. They researched their species, created annotated bibliographies, and finally created an endangered species video to educate others.
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Essential Question: How do human activities affect biodiversity on our planet?
Mini Project Guiding Question: How can you and your partner inform our class community about an organism that is threatened by human activities and advocate for a possible solution?
ideation
"Fishing activity" to demonstrate the concept of bycatch
repurposing plastic waste:
a used peanut butter jar has new life as a tissue holder!
Leading to project work time, we spent some classes looking at examples of human-induced threats to biodiversity. We read from Hurricane Lizards and Plastic Squid to understand biological temperature limits and the case of sea star wasting in the warming pacific ocean. We looked at the Problems with single-use plastic and the resulting impacts of its pollution. In that lesson, students were encouraged to use their imagination to repurpose plastic waste. We also looked at the case of a close neighbor who is on the verge of extinction, the vaquita porpoise. I felt it was important to give my students a full picture of the parts at play for this endangered species. We looked at scientific research, ongoing conservation efforts, and also heard the perspective of the local mexican fishing community whose way of life is in question. After learning some specifics of what goes into species conservation, the students surprised me with some very strong convictions as to whether or not the efforts were justified. I wanted to encourage their thinking and we took some time to take a class poll and hear arguments for each side (pro-conservation, let the species go extinct). I believe taking time to reflect and listen to others is key to deeper learning.
