Part Two: Activities

The activities in each lesson are designed to help students deepen their base of knowledge and test their understanding of the main concepts mandated in the curriculum. You can decide which (and how many) activities you’d like students to complete. There is one recommended activity per chapter that helps link the lessons forward, giving students the opportunity to build towards their final project, which is revealed in Chapter Six.

Truth vs Lie:

Summary: The goal is for students to try to trick each other by each coming up with three statements about the themes presented in this lesson. Two are true and one is false. The other students are to guess which statement is false.

Objective: Students will use critical thinking and comprehension skills to create three statements about the concepts presented in the Lesson Media, as well as the terms/concepts covered in the course. The lesson aims to develop student presentation and acting skills, while boosting their public speaking confidence.

Skills:

• Communication
• Critical thinking and analysis
• Reflection and self-awareness
• Public speaking
• Creativity
• Acting and persuasion

Procedure:

1. Begin by reviewing the Lesson Media.
2. Explain the purpose of the game by giving an example or presenting the example provided.
3. Instruct the students to come up with three statements based on the concepts presented in the Lesson Media and the terms/concepts that will be covered in the course. The statements must include two truths and one lie, and they should be related to course themes.
4. Allow students a few minutes to work on their statements, then ask each student to present their three statements to the class.
5. Instruct the speaker to repeat each statement twice and then ask the class to vote on each statement (hands-up for truth, hands-up for lie). The speaker should record the votes.
6. Have the speaker reveal the lie and see if they tricked the majority of the class.
7. Conclude the game by discussing the importance of critical thinking and comprehension skills.

Assessment: Student comprehension can be assessed through their ability to create statements related to the course concepts. You can also assess their creativity and critical thinking skills by observing how they solved problems during the game.

Know the Terms:

Summary: Students can browse the course’s key terms (PDF slideshow presentations), play a game of Kahoot! using the course concepts and/or view Pinterest boards that further explain the main ideas presented in this course.

Objective: Students will explore and engage with the key terms and concepts presented throughout course using different modes of learning. Students will use various tools, such as slideshows, Kahoot! and Pinterest boards to deepen their understanding of core concepts.

Skills:

• Communication and collaboration
• Critical thinking and analysis
• Reflection
• Active listening

Materials Needed:

• Computer or tablet with internet access
• Kahoot! account
• Pinterest account (if they want to add to what we’ve created)

Procedure:

1. Begin the lesson by introducing the different modes of learning that students will use for this activity.
2. Instruct students to browse through the key terms that will be covered in the course (they can be found in an embedded slideshow). Ask students to select a few terms that they find challenging or want to learn more about.
3. Divide the class into groups and provide each group with a Kahoot! quiz that covers the unit concepts and key terms. After each group has completed the Kahoot! quiz, discuss the results and clarify any concepts that students found challenging.
4. Instruct students to explore the Pinterest boards and take notes or add ideas on the concepts covered. After students have browsed the boards, ask them to share their notes with the class and discuss what they learned.
5. Conclude the lesson by summarizing the key terms and concepts that will be covered in this course, and have students reflect on their learning experience.

Assessment: Comprehension and retention of key terms and concepts can be assessed through student engagement with the different modes of learning, such as the notes they take on the slideshow and Pinterest boards, as well as their performance in the Kahoot! quiz.

Jeopardy:

Summary: The goal is for students to come up with questions that relate to what they’re learning in order to stump their peers. Students will join a team and try to win the most ‘money’.

Objectives:

• To demonstrate knowledge and understanding of key concepts in the unit
• To practice teamwork and communication skills
• To develop critical thinking and problem-solving skills
• To engage students in active learning and make the review process more enjoyable

Skills:

• Critical thinking
• Collaboration
• Research
• Communication
• Knowledge retention

Instructions: Students can follow the step-by-step instructions provided. Encourage students to be good sports, and ensure all students are participating fully. Provide opportunities for feedback and reflection at the end of the activity.

Assessment:

1. Question creation: Did the students create challenging and thought-provoking questions that demonstrate their understanding of the course material?
2. Collaboration: Did the students work well in teams? Did they communicate effectively with each other during the game?
3. Knowledge retention: Did the students demonstrate their understanding of the course material by answering the questions correctly?
4. Participation: Did all students actively participate in the activity?

Pinteresting:

Summary: Students, or the class as a whole, can sign-up for a Pinterest account and start gathering ideas during the course. It can act as an idea/inspiration board that will help them with their final project.

Objectives: Students will explore a variety of ideas related to the class on various Pinterest boards. They will also add and reflect on ideas they have ‘pinned’ and use them to inform their own ideas for their final project.

Skills:

• Research skills
• Organization
• Digital literacy
• Visual communication
• Creativity
• Critical thinking

Instructions:

1. Explain to your students that they will be creating a Pinterest board to collect ideas that surface during this course. Emphasize that this board will be a valuable resource for their final project (presented in Chapter Six) and encourage them to start thinking critically and creatively about the concepts that will be presented in this course.
2. If you want each student to have their own personal account, walk them through the process of creating a Pinterest account, or provide them with step-by-step instructions. Emphasize the importance of creating an username and password that are easy to remember, but also secure. Explain the basic features of Pinterest and how to search for and save images and ideas.
3. Discuss with your students what guidelines or criteria should be followed when adding ideas to the Pinterest board. Some possible guidelines include: only adding ideas related to the course, giving credit to the original source of the image or idea, and keeping the board organized and easy to navigate.
4. At the end of each chapter, assign students to add at least two or three new ideas to their Pinterest board. Encourage them to think critically and creatively about the concepts and themes covered in the lesson, and underscore the importance of using variety of sources for the material they pin.
5. Periodically review the Pinterest board with your students, and ask them to reflect on what they’ve learned, what they find inspiring, and what they can carry forward from this class. Encourage students to give feedback to each other on their ideas and to collaborate on developing new concepts.

Assessment:

1. Formative Assessment: Check-ins throughout the unit

• During class, walk around and observe students using the Pinterest boards, offering feedback and suggestions
• Assign weekly check-ins where students can share their board’s progress and ask for feedback from classmates

2. Summative Assessment: Final presentation and reflection

• Students present their Pinterest board to the class, explaining their choices and the reasoning behind their selections
• Have students write a reflection on their board, discussing how the ideas they gathered will inform their final project
• Use a rubric to assess the quality of their board, looking for factors such as organization, creativity, and relevance to the unit material

3. Peer Assessment: Group critique session

• Divide the class into groups and have them do a tour, viewing each other’s Pinterest boards and offering feedback
• Assign each group member a peer evaluation form to fill out, focusing on the quality of the board and the effectiveness of the ideas used

Niche Lab: 

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

Summary: Students can complete the lab ‘Bird Identification and Ecological Niches’ to learn what a niche is by observing birds.

Objective: Birds are easily observed as they feed and go about their daily life, so they make good subjects for environmental studies. Students will be able to identify birds seen during field trips by referring to bird guides and be able to predict a bird’s environmental niche by observing their feet, bill shape, neck and leg length, wing shape, and the habitat in which it lives.

Instructions: This lab can be done in a variety of ways depending on accessibility to suitable bird habitat. The ideal way to conduct this activity would be to go on a field trip to a local park or wetland with a good population of birds. If that is not possible, birds may be found on schoolyards and in backyards. Students can follow the self-guided instructions to complete the lab.

Discuss: *Recommended*

Summary: Leveraging the above activities, students will discuss as a class what biodiversity means to them and how biodiversity impacts our world. This is a good opportunity for a Harkness Discussion, which allows the students to lead the conversation.

Objective: The purpose of this activity is to encourage students to reflect on their understanding of biodiversity and how it impacts or is impacted by the challenges we face. By engaging in a classroom discussion, students will have the opportunity to share their thoughts and ideas with their peers, and build on the foundation of knowledge they’ve acquired.

Skills:

• Communication and collaboration
• Critical thinking and analysis
• Reflection and self-awareness
• Leadership
• Active listening

Instructions:

1. Begin by reviewing one of the previous activities (Truth vs Lie, Know the Terms, Pinteresting, Jeopardy) and what has been covered in this lesson.
2. Create a circle of chairs, gathering students so that everyone faces each other.
3. Explain the purpose and objectives of the activity, and provide sample questions (found in activity), if needed.
4. Instruct students to have a conversation with their peers and let it flow naturally. Encourage them to actively listen and build on each other’s ideas.
5. Remind them not to direct any questions to you, emphasizing that your role is to observe.
6. If the discussion becomes stagnant, use the questions as prompts to move the conversation forward.
7. Encourage everyone to have an opportunity to speak and ensure that no one dominates the discussion.
8. Summarize the discussion at the end and provide feedback on the quality of the conversation.

Strategies:

• Encourage everyone to participate, and create a safe and inclusive environment where all students feel comfortable sharing their thoughts and ideas
• Encourage students to actively listen to each other and to build on each other’s ideas
• Set the tone for respectful communication and discourage any negative or derogatory comments
• Monitor the time to ensure that the discussion stays on track and that everyone has a chance to speak
• Provide feedback on the quality of the conversation and identify areas for improvement

Assessment:

• Observe student engagement and contributions to the conversation
• Observe student ability to analyze and evaluate different perspectives
• Observe student ability to articulate thoughts and ideas clearly, listen actively to others, and respond appropriately to questions and comments
• Observe student ability to reflect on the Lesson Media, the activities and the discussion itself, and how they are able to connect learning to their own experiences
• Observe student ability to work effectively with peers, to build on each other’s ideas, and to create a respectful and inclusive learning environment

Students also have access to the Curated Library – with featured resources presented in the Further Exploration section found at the base of the lesson page – to help them with the above activities.