BioBlitz: Genes, Green, and Global Change!

9th Grade Project 5 weeks

Biodiversity Exploration: Levels, Threats, Solutions, On My!

Afton D

LS.4.D

HS-LS2-2

HS-LS2-7

HS-LS2-2

Critical Thinking & Problem Solving

+ 2 more

1-pager

Purpose

The purpose of this learning experience is to engage students in a comprehensive exploration of biodiversity, genetics, global warming, and ecosystem dynamics. Through a five-week journey, students critically analyze real-world threats to biodiversity and collaborate on innovative projects focused on solutions, like their interactive museum exhibits. By engaging with experts and actively participating in interactive experiences, students apply their scientific knowledge while honing communication skills to address and educate about pressing environmental challenges.

Learning goals

Ninth-grade students will explore the interconnectedness of biodiversity, genetics, and ecosystem dynamics through innovative, hands-on activities. They will critically analyze real-world issues such as global warming's impact on biodiversity and design interactive exhibits to educate elementary students. By engaging in reflective practices and effective communication, students will demonstrate their understanding of ecosystem balance and biodiversity loss, using this knowledge to propose and evaluate viable solutions to pressing environmental challenges.

Standards

[Next Generation Science Standards] LS.4.D - Biodiversity and Humans
[Next Generation Science Standards] HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.
[Next Generation Science Standards] HS-LS2-7 - Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
[Next Generation Science Standards] HS-LS2-2 - Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

Competencies

Critical Thinking & Problem Solving - Students consider a variety of innovative approaches to address and understand complex questions that are authentic and important to their communities.
Content Expertise - Students develop key competencies, skills, and dispositions with ample opportunities to apply knowledge and engage in work that matters to them.
Effective Communication - Students practice listening to understand, communicating with empathy, and share their learning through exhibiting, presenting and reflecting on their work.

Products

During the learning experience, students will work collaboratively to develop an interactive exhibit focusing on the main threats to biodiversity, such as habitat loss, invasive species, or pollution, through the lens of a chosen species. Each group will design dynamic, hands-on activities, such as board games or interactive web activities, to engage and educate elementary students about the importance of biodiversity. The culminating project will be presented in an exhibition at the Safari Park, where students will also create individual video explanations to demonstrate their understanding and readiness for showcasing their work.

Launch

Begin the project with an interactive choice board activity, allowing students to delve into the challenges faced by at-risk species and their ecological significance. Following this exploration, initiate focused group research on the threats impacting Hawaiian Monk seals, discussing plausible solutions and creative approaches for interactive exhibit ideas. Conclude the launch with a collaborative discussion, sparking initial student creativity as they brainstorm exhibit concepts based on their research findings and reflections.

Exhibition

We will create a 'museum' where students present their interactive exhibits to elementary students, delivering engaging lessons on biodiversity through chosen species. The exhibits will offer immersive experiences such as board games, interactive activities, and models, ensuring the elementary audience can engage fully with the content. Aiming for an exhibit at the Safari Park will enrich the experience, situating student learning in a tangible environment and showcasing efforts to a broader audience. This platform will highlight students' ability to distill complex concepts into accessible, educational experiences.

Rubric

Competency Progression Rubric Competency-first rubric

Category	Learning Goal	Stage 1	Stage 2	Stage 3	Stage 4
Deeper Learning Competencies	Critical Thinking & Problem Solving	I can identify and explain a basic example of biodiversity by pointing out different types of species or ecosystems I have learned about during the project I can also use a simple description to show how human activities might affect these examples, making connections to the impacts I learned about in the project.	I can identify some innovative approaches to addressing real-world biodiversity challenges and make connections between them and human activities I use mathematical representations to provide a basic explanation of how different factors affect biodiversity in various ecosystems, although my solutions may need further refinement to effectively reduce human impacts.	I work creatively and thoughtfully to design hands-on exhibits that effectively demonstrate how human activities impact biodiversity and ecosystems I use mathematical evidence to support my explanations, and I consider a variety of innovative approaches when evaluating and refining solutions to these complex environmental challenges.	I can thoughtfully design an interactive exhibit that effectively communicates the importance of biodiversity, using detailed mathematical representations and evidence to showcase the impact of human activities on ecosystems I am able to creatively evaluate and refine solutions for mitigating biodiversity loss and demonstrate a strong connection between real-world environmental challenges and my exhibit through engaging formats like board games or models that elementary students can interact with.
Deeper Learning Competencies	Content Expertise	I can identify some basic ideas about biodiversity and explain a few reasons why it is important, using simple examples from what I've learned I can participate in discussions about biodiversity challenges and try out different ways to think about solutions, even if I'm still figuring out the details.	I can explain how mathematical representations support my ideas about biodiversity for my species, and I can identify a simple solution to reduce human impacts on this species' habitat.	I can effectively explain how biodiversity, genetics, and ecosystem dynamics are interconnected, using real-world examples I apply mathematical representations to demonstrate factors affecting biodiversity and ecosystem populations, showcasing my understanding through creative exhibits and video explanations I propose and evaluate solutions to reduce human impact on biodiversity, ensuring my ideas are clear and backed by evidence.	I can accurately explain how biodiversity is interconnected with genetics and ecosystem dynamics, using evidence-based mathematical models to illustrate these relationships I demonstrate this understanding by designing a creative, hands-on exhibit that showcases a comprehensive solution to a biodiversity challenge, effectively communicating its impact and significance to both elementary students and the community through engaging formats and clear explanations.
Deeper Learning Competencies	Effective Communication	I can clearly explain my ideas about biodiversity, using specific examples to make my points understandable for everyone.	I can explain the key concepts of biodiversity through my exhibit, using evidence and examples to show some understanding of different biodiversity factors, and I can share my ideas with others using clear and appropriate language, even if I need prompts or questions to deepen my explanation.	I can effectively communicate my understanding of biodiversity and human impacts by presenting engaging exhibits that incorporate mathematical evidence and thoughtful design solutions to elementary students and community members at the Safari Park exhibition.	I can communicate my understanding of biodiversity, genetics, and ecosystem dynamics through engaging exhibits that educate and inspire others I effectively explain how mathematical evidence supports biodiversity conservation and articulate well-researched solutions to minimize human impact on ecosystems My work showcases creative approaches that are easily understood and impactful to my audience, demonstrating my ability to connect scientific concepts to real-world environmental challenges.

Learning Journey

Empathize

Students will engage with community partners, including a guest speaker from the San Diego Zoo Wildlife Alliance, and participate in virtual museum tours to deeply understand biodiversity, genetics, and ecosystem dynamics, focusing on user needs and challenges to inform their subsequent project phases.

Days 1 - 5

No activities have been added to this phase yet.

Define

Students will analyze data collected during their empathy work to articulate a clear problem statement focused on biodiversity loss, followed by crafting detailed draft explanations using mathematical representations to refine understanding and explore impact factors, preparing for innovative solution development in the next phase.

Days 6 - 10

Empathy Data Analysis & Problem Statement Workshop

Activity 60m

Ideate

Students will brainstorm diverse ideas and solutions for interactive exhibits based on genetics, species, or ecosystem diversity to creatively address biodiversity challenges and prepare for prototyping, guided by insights from museum virtual tours, expert contributions, and previous reflections.

Days 11 - 15

No activities have been added to this phase yet.

Prototype

Students will develop low-fidelity prototypes of interactive exhibits by creating models, games, or activities that demonstrate their chosen aspect of biodiversity, incorporating teacher and peer feedback for iterative refinement before testing with elementary school audiences.

Days 16 - 20

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Test

Students will test their interactive exhibit prototypes with elementary students, gather feedback, and iterate on designs to refine communication and comprehension of biodiversity concepts before final exhibition.

Days 21 - 25

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Plan

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Biodiversity Exploration: Levels, Threats, Solutions, On My!

Purpose

Learning goals

Standards

Competencies

Products

Launch

Exhibition

Edit Phase

Edit Phase

Edit Phase

Edit Phase

Edit Phase

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