Part Two: Activities

In chapters seven through eleven, the activities are designed to help students take what they’ve learned in this chapter, combine it with the knowledge they acquired across the first five chapters, and apply the lessons to their final project. As always, you can decide which (and how many) activities you’d like students to complete.

Good Communication:

Summary: Students will explore good communication techniques.

Objective: The objective of this activity is to have students reflect on and apply what they’ve learned in this chapter by analyzing how others communicate. By the end of the activity, students will be able to reference examples of effective communication, acquiring additional ideas to help them with their final project and in life.

Skills:

• Communication
• Analysis
• Critical Thinking
• Research

Instructions:

1. Reflecting on their final project, have students find two examples in the media of the idea/issue they’re tackling. Encourage students to use different media sources when searching for examples.
2. When students have found their examples, have them answer the questions listed in the activity.
3. Next, students will explore the Podcast Pool and select two interviews. After listening to the podcasts, students will analyze the communication styles used by the interviewees, answering the questions listed in the activity.
4. Finally, you can choose to have students write their own press release for their final project, giving them an opportunity to apply what they’ve learned.

Assessment: 

• Class participation and engagement in the activities
• The quality of the examples chosen for analysis
• The quality of the answers and the use of critical thinking skills in parts one and two of the activity
• The application of lessons learned in part three of the activity

The Art of Conversation:

Summary: In this activity, students will learn that good consultation is just good communication, and they will have the opportunity to apply what they’ve learned to help them evolve their final project.

Objective: The objective of this activity is to have students learn how to have thoughtful, reasonable and open-ended conversations. Students will learn more about the art of the conversation, how to ask good questions and why good consultation is really just the application this lesson. By the end of this activity, students will know how to consult with those who might be impacted by their idea, and understand why considering the perspectives of others matters.

Skills:

• Communication and conversation
• Open-ended inquiry
• Empathy
• Listening
• Relationship-building
• Consultation

Instructions:

1. Begin by introducing what constitutes a good conversation, overviewing the techniques listed in the activity.
2. Now, using the ideas presented in the activity, walk students through why consultation matters and what good consultation looks like.
3. After the students are clear on how to conduct both a good conversation and a good consultation session, have them research what stakeholders may be impacted by the idea/focus of their final project.
4. Instruct students to reach out to the various stakeholders they want to consult and have them set-up a virtual conversation to get the opinions of those they think will be impacted by their idea. Remind students that they may not hear back from these individuals, but attempting to consult stakeholders still matters.

Extension Activity:

1. Have students get into small groups and assign a stakeholder role to each member (conservation group, Indigenous leader, developer, recreational organization, local business, etc). If needed, state the position that the stakeholder should take during the consultation simulation exercise.
2. Within their groups, students will outline their final project and the rationale behind it.
3. Give the ‘stakeholders’ some time to do a bit of research and prepare their response, allowing them to decide whether they agree, disagree or need more information on what’s been presented.
4. Encourage each ‘stakeholder’ to state their opinion on the idea being discussed. Have them ask questions, provide feedback and/or offer recommendations.
5. Make sure the presenter answers any questions and addresses any stakeholder concerns.
6. Once every ‘stakeholder’ has had their say, allow the groups discuss the consultation simulation process and decide on the most important lessons learned.

Assessment: 

• Participation, engagement and comprehension of the concepts discussed
• Completeness of the researched stakeholder list
• Professionalism and clarity in the consultation request email
• Quality and relevance of the interview questions that will be used in the consultation session
• Reflections on the consultation process

Identifying Species Lab:

• Developed by educator and biologist Verne Lehmberg and donated for use in Nature Labs.

Summary: This lab will assist students in identifying species by making them familiar with the six-kingdom classification system.

Objective: There are many ways to sort organisms into categories. This lab’s purpose is to have students become familiar with the six-kingdom classification system. Students will practice classifying some common organisms found in fresh water. After completing this exercise, students will be able to correctly place an organism into one of the six kingdoms.

Instructions: Students should follow the self-guided instructions to complete the lab.

How to Take Field Notes:

Summary: This activity compliments the next activity – the BioBlitz – and helps students take detailed field notes as part of their scientific inquiries.

Objective: The objective of this activity is to help students develop a deeper understanding of the relationships between different species and their environment, as well as enable them to develop important science skills such as observation, research, and critical thinking.

Skills:

• Observation and identification
• Sketching
• Research
• Critical thinking
• Communication

Instructions:

1. Explain to your students that field notes are an essential tool used by scientists and naturalists to record their observations and ideas while exploring nature. In this activity, students will be creating their own field notes while exploring an outdoor area.
2. Assign groups of students to different outdoor areas, such as a nearby park, nature reserve, or school garden. Each group should have a notebook or digital device to record their observations.
3. Explain that students will be recording qualitative, quantitative, and general observations about individual organisms in the natural area.
4. Instruct the students to record the date, temperature, season, and any other general information about the area they study.
5. Encourage students to ask questions in their notes and record any ideas they want to research further after returning from the field.
6. Remind students to note any human-made structures or signs of human impact on the landscape.
7. Once students have finished recording their observations, they should answer the post-field work questions provided in the activity.

Post-activity:

1. Have students share their field notes and discuss their observations and ideas as a group.
2. Encourage them to identify the scientific names for at least five of the species they observed.
3. Discuss the findings as a class and have students compare and contrast their observations and ideas.
4. Have students reflect on the activity and what they learned about the importance of field notes in scientific research.

Tips:

1. Before the activity, provide students with information about the outdoor area they will be exploring to help them understand what types of plants and animals are in the area.
2. Encourage students to bring a field guide for vegetation, birds, and mammals to help with species identification, or download an app that helps with identification.
3. If possible, reach out to local naturalists to have on-site help with species identification.
4. Remind students to bring a hat, sunscreen, and water.
5. Make sure students have several pencils and lots of space in their notebook, or have them record all information on their phone in order to convert it into a digital journal (blog).
6. Remind students to be safe and know if they have any allergies. Be aware of any poisonous plants or dangerous animals that exist in the area they will be working, and ensure they know how to identify the threats.
7. Encourage students to bring a magnifying glass or other tools that may help them uncover different species.

BioBlitz:

Summary: Students will conduct a BioBlitz to record the diversity of species in a natural or urban area.

Objective: The objective of this activity is to help students understand the importance of biodiversity and learn how to conduct a BioBlitz in their local environment. They will collect data on the species found in the study area and use it to create a species inventory or checklist, which can be used to inform local conservation efforts, track changes in the ecosystem over time, and promote public awareness of local biodiversity.

Skills:

• Scientific observation
• Data collection
• Taxonomy and identification skills
• Collaboration
• Critical thinking
• Problem solving
• Stewardship
• Technology application
• Citizen science
• Community engagement

Instructions:

1. Introduce the concept of a BioBlitz to the students. Explain that it is an intensive effort to find and identify as many organisms as possible in a specific area within a short time period.
2. Divide students into small groups and assign them to different areas to conduct their BioBlitz, explaining how to use the iNaturalist app to identify and record species found in the area. Demonstrate how to use the app by taking a photo of a plant or animal and uploading it for identification.
3. Instruct students to document as many species as possible within a set time period. Encourage them to take photographs, collect samples, and make observations.
4. After the BioBlitz, reconvene as a class and ask each group to share their findings. Record their observations in a comprehensive document.
5. Use the data collected by the students to create a species inventory or checklist. Have the students work together to classify the species by taxonomic groups.
6. Assign students to answer the BioBlitz debrief questions.
7. As a class, discuss the debrief questions and share the answers. Brainstorm how to use the data collected to inform local conservation efforts, track changes in the ecosystem over time, and promote public awareness of local biodiversity.
8. Have students research local groups or organizations that might benefit from accessing the collected data and develop a plan to share their findings with them. Alternatively, have the students write a press release to the media (or have them write a report for a local government or science agency) to let the community know what was uncovered through the BioBlitz, highlighting the state of local biodiversity and any action required to maintain or improve it.

Assessment: You can assess students and their understanding of biodiversity by reviewing their BioBlitz debrief questions and their press release/report. You can also evaluate their ability to work collaboratively, document observations, and classify species using the inventory checklist.

Extensions:

1. Conduct a comparative study of biodiversity in different areas, including urban environments and protected areas.
2. Invite local experts, scientists, or naturalists to participate in the BioBlitz and have them share their knowledge and expertise.
3. Create a public display or exhibit of the species found during the BioBlitz.
4. Conduct a follow-up BioBlitz after a period of time to track changes in the ecosystem.

Interview an Expert:

Summary: In this activity, students will interview an expert that relates to their final project’s topic.

Objective: The objective of this activity is to help students develop their interview and conversation skills, not only to aid them with their final project, but also to equip them with tools for their future. This activity will allow students to go through the entire interview process, including contacting the expert, preparing the interview questions and following-up/thanking the expert. By the end of this activity, students will have developed skills that can be used in post-secondary research pursuits, job interviews and as part of networking opportunities.

Skills:

• Communication
• Research
• Networking
• Self-reflection
• Time management
• Critical thinking

Instructions:

1. Begin the activity by introducing the importance of interview skills, using the ideas outlined in the activity. Discuss how interviews can help individuals become better communicators, researchers, networkers and reflective thinkers.
2. Ask students to identify potential experts they can interview on a topic related to their final project. Encourage them to search media articles, university publications, government agencies, business listings, social media and other sources to find an expert.
3. Once students have selected an expert, have them prepare an introductory email, using the suggestions listed in the activity.
4. Instruct students to research the expert they will be interviewing, preparing five to ten questions that will help them with their final project, using the suggestions listed in the activity.
5. Remind students to record the interview (if possible), to have all materials at the ready on interview day, and to thank the expert before and after the interview.
6. Have students reflect on what they discovered through the interview, encouraging them to refine or add to their project based on what they uncovered. It might be helpful to instruct students to create a transcript of the conversation so they can see and highlight important information that surfaced.
7. Facilitate a class conversation after the interviews have all taken place to discuss what students learned and how they might apply these lessons in the future.

Assessment: Assess students based on their level of preparatory research, the quality of their questions, and the effectiveness of their follow-up. Additionally, you can have students reflect on what they learned in this activity.