Biodiversity Exploration
Science • Year Year 6 • 60 • 15 students • Created with AI following Aligned with National Curriculum for England
Teaching Instructions
UNIT: Life on Earth, TOPIC 3: Animals and Plants of Seychelles, COMPETENCIES: 13. Communicates ideas, information and uses scientific languages 14. Uses scientific tools, objects and follow procedures 15. Explore the scientific world ELEMENTS OF THE COMPETENCY • Familiarizes him/her with certain aspect of scientific language • Uses scientific language to describe phenomena or objects in his/her environment • Uses scientific language and skills and technology to communicate and interpret findings/knowledge through experimentation • Uses basic scientific instruments and follows set of procedures to conduct experiments • Distinguishes between the natural and man-made world CONTENT Identify the three main groups of plants and animal species (native, introduced and endemic species).
Classify plants and animals in the three main groups.
Use basic scientific instruments to conduct observations
State problems caused by introduced species. Suggest ways of controlling introduced species.
Appreciate the need to conserve biodiversity in Seychelles. SCIENTIFIC LANGUAGES Native, introduced, endemic, naturally, accidentally transported, deliberately transported LEARNING SITUATION/STRATEGIES • Engage pupils in group discussion to differentiate the three main groups of plants and animals • Use real specimens/pictures of native, endemic and introduced animals and plants to arouse pupils interest in knowing more about the three main groups of plants and animals. • Use poster /photos of these animals and plants to name and classify them as native, introduced and endemic species. • Model the interpretation of diagrams relating to keys and engage pupils in constructing and interpreting keys based on the three main groups In groups discuss about the problem and ways of prevention. Give pupils the opportunity to share their findings through class presentation. Group work to show problems, ways of controlling the problem and an appreciation to conserve biodiversity. RESOURCES • Pictures /photos of animals and plants of Seychelles. FLASHCARDS ASSESSMENT Name the three groups of plants and animals species
-Give two examples of animals and plants from each of the following groups: native, introduced, endemic species
-Differentiate between native, introduced and endemic species through key presentation. CREATE A LESSON PLAN, I HOUR, GRADE 6, LOW ABILITY CLASS, WRITE THE APPROACH: PROCESS SKILL, AIM, LEARNING OBJECTIVES, STATE, DEFINE, CLASSIFY, APPRECIATE, STUDENT PRIOR KNOWLEDGE, KEY CONCEPT, PROCESS SKILLS, 21ST CENTURY SKILLS, INTRODUCTION, DEVELOPMENT, ASSESSMENT CONCLUSION
Biodiversity Exploration
Aim
To develop students' understanding of the different categories of animal and plant species in Seychelles and recognise the importance of biodiversity conservation.
Learning Objectives
By the end of the lesson, students will be able to:
- Identify and state the three groups of plants and animal species: native, introduced, and endemic.
- Define native, introduced, and endemic species using scientific language.
- Classify plants and animals into the respective groups through observation and use of classification keys.
- Appreciate the need to conserve biodiversity in Seychelles.
Specific Curriculum Area
This lesson aligns with the UK National Curriculum for Science at Key Stage 2, focusing on biodiversity and the environment.
Student Prior Knowledge
Students should have a basic understanding of ecosystems and know examples of plant and animal life.
Key Concepts
- Native Species: Species that occur naturally in an area.
- Introduced Species: Species that are transported, either accidentally or deliberately, to a new area where they do not naturally occur.
- Endemic Species: Species that are found nowhere else but in a specific geographic area.
Process Skills
- Observation
- Classification
- Communication
21st Century Skills
- Critical thinking through group discussions and problem-solving.
- Collaboration in group settings.
- Communication through presentations.
Resources
- Flashcards with images of native, introduced, and endemic species of Seychelles.
- Posters depicting the biodiversity of Seychelles.
- Basic scientific observation tools (e.g., magnifying glasses).
Introduction (10 minutes)
- Hook: Begin with a photo slideshow of the unique wildlife of Seychelles to capture students' interest.
- Discussion: Engage students in a brief discussion about what they notice and any species they recognise. Introduce key scientific terms: native, introduced, and endemic.
Development (40 minutes)
Part 1: Group Discussion and Classification (20 minutes)
- Activity Setup: Divide students into small groups and provide each group with a set of flashcards.
- Task: Ask students to categorise the species on the flashcards into native, introduced, or endemic groups.
- Guidance: Circulate and assist groups, encouraging the use of scientific language to discuss why they classified each species as they did. Prompt them to consider how these species arrived in Seychelles.
Part 2: Problem Solving and Conservation (20 minutes)
- Problem Discussion: Discuss the impact of introduced species on native and endemic wildlife. Provide real-world examples where appropriate.
- Group Activity: Each group identifies one problem caused by an introduced species and suggests a way to manage or mitigate this problem. They should present their findings to the class.
- Appreciation of Conservation: Discuss the importance of conserving Seychelles' biodiversity, focusing on why endemic species require protection.
Assessment (5 minutes)
- Flash Quiz: Conduct a rapid-fire questioning session where students name the three groups and give examples of each.
- Classify and Define: Have students each state the definition of native, introduced, and endemic species and classify one animal or plant.
Conclusion (5 minutes)
- Summarise the main points covered: definitions, classification, problems associated with introduced species, and conservation importance.
- Reinforce the importance of biodiversity and leaving the class with a thought-provoking question: "What can you do to help conserve the biodiversity of our planet?"
This lesson integrates both the UK's education standards and real-world application, focusing on active engagement and interactive learning that encourages students to think critically and collaboratively. This approach not only meets the curriculum requirements but also fosters an appreciation of nature that is vital in today's world.
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