Objective: Learning the varieties of species in different local ecosystems.
Learning outcomes: To indentify the species and to know their distribution in the area, according to environmental factors.
Previous knowledge: Biodiversity/ Module 01: Introduction to Biodiversity / Level: First Contact.
Duration: 120 min (at least at field study), 120 min (group work) and 60 min + 60 min (classroom)
Materials / Conditions: Computer with internet Access (if possible), digital camera, notebook and pencil.
Methods / Techniques: Drawing, analysing and discussion.
Learning subject: Biodiversity / Module I: Introduction to biodiversity / Level: Advanced learning
“Bio” means “life” and diversity stands for “variety”. Thus, biodiversity or biologic diversity includes all the varieties of beings on Earth or in a region, including animals, plants, fungus and microorganisms. The several non-alive environmental factors (Abiotic factors), such as water, temperature, solar energy, altitude or depth, type of soil, among other factors; determine the biodiversity of a region. Moreover, added to these living environmental factors (biotic factors) which result from the interaction of the organisms. The contribution of each one of the environmental factors in determining local biodiversity varies. Though, by the importance water has to all beings (at least 70% of any being is water) and the solar energy as well (energetic power source of at least 99% of all ecosystems), are both the main environmental factors.
1.Visit in different areas of your town differing particularly in terms of water availability and/or in terms of solar energy incidence. This field study can be organized in small groups, each one in a region or the whole class, in different places, depending on the availability.
2. Take pictures of the environment in general and the different species, aiming to show their detailed features, but also the environment in which they are insert. Avoid collecting or even removing parts of it. Make sure your presence in the area has minimum effect in the environment.
3. Take relevant notes regarding the observed biodiversity and the surrounding environment.
4. In the classroom, identify each one of the species (or possible taxonomic level), aided by your teacher and /or consulting the available bibliography (and webgraphy).
5. Create a poster or another type of presentation, in group (suggested by the teacher), highlighting the species and its determinant environmental conditions. Do not forget to include a title.
6. Once finished the presentations of each group, discuss the results with your colleagues.
Possible results / Results:
To know the surrounding biodiversity of the region.
To understand the distribution of biodiversity in terms of environmental factors.
Author: Corrine Almeida