Biodiversity Loss WebQuest

By Stephen Gallagher
Harry S Truman High School
SGallagher2@schools.nyc.gov

Students are employed by a non-governmental organization (NGO) – a non-profit, voluntary citizens’ group which is organized on an international level – that is working to address the alarming decline in worldwide biodiversity. In this WebQuest, students will research the varying root causes of biodiversity loss and brainstorm ways to address the problem(s). 

 

Introduction
The term biodiversity refers to the variety of life on Earth.  It includes every living thing – from the smallest microbes to the largest plants and animals. 

“People depend on biodiversity in their daily lives, in ways that are not always apparent or appreciated,” writes the World Health Organization.  We need biodiversity to satisfy basic needs like food, drinking water, fuel, shelter, and medicine.

For example, “Much of the world’s population still use plants and animals as a primary source of medicine,” writes the American Museum of Natural History website, “and in the United States alone, about 57% of the 150 most prescribed drugs have their origin in biodiversity.”

Biodiversity is important everywhere; species and habitats in your area as well as those in distant lands all play a role in maintaining healthy ecosystems.

Over the last century, however, humans have rapidly altered ecosystems at an unprecedented rate, and the planet is undergoing a massive loss of biodiversity.
The good news is that it is within our power to help ensure the survival of species and natural ecosystems – and ultimately, ourselves.

 

Task
You have been hired by SAVE THE PLANET, an NGO working to address the alarming decline in worldwide biodiversity. Your mission is to research the various root causes of biodiversity loss in ecosystems throughout the world and to propose politically and economically feasible solutions to the problem.

Specifically, you will work in groups to create a PowerPoint presentation about one organism that is currently threatened or endangered.  You must research the factors that are causing harm to the organism and propose one or more solutions that can be enacted to save the organism.  Your PowerPoint will also address the feasibility of your proposed solution:  What are the obstacles that may prevent the solution from being implemented, and what can be done to overcome these obstacles?

 

Process

You will work in groups of four to create a PowerPoint about ONE organism that is threatened or endangered.

Each member of the group will have a specific role:

1.  Organism/Ecosystem description: 
Your role is to introduce the organism that is threatened or endangered. 
Here are some questions you will have to address in your presentation:
a) What kind of ecosystem does the organism inhabit?
b) What role does the organism play in the ecosystem?
c) How will the loss of this organism impact food web?
d) Will the loss of this organism have any other repercussions?

2.  Cause of Biodiversity Loss
Your role is to explain what factors are causing the organism to be threatened or endangered. 
Here are some questions you will have to address in your presentation:
a) What has happened to the population of this organism over the last century?
b) What specific factors are threatening this organism?
c) Are these factors man-made or natural?
d) Is the threat to the organism stabilizing, increasing or decreasing?

3. Proposed Solutions
Your role is to propose one or more solutions to save the organism. 
Here are some questions you will have to address in your presentation:
a) Is there one solution to the problem, or is it more complex?
b) What is the solution?
c) What agencies must get involved to help solve the problem?
d) What can the average citizen do to get involved?

4. Feasibility Study
Your role is to evaluate the feasibility of the proposed solution(s). 
Here are some questions you will have to address in your presentation:
a) Is the proposed solution realistic?
b) What are some obstacles to implementing the solution?
c) What can be done to overcome these obstacles?
d) What can the average citizen do to get involved?

Each member of the group is responsible for contributing TWO-TO-THREE SLIDES to the PowerPoint presentation; the entire presentation should be EIGHT-TO-TWELVE SLIDES LONG. 

Each member of the group will also be responsible for VERBALLY PRESENTING their slides to the class.

Note:  Please keep the text on your slides to a minimum.  Your slides should include compelling visuals; most of the actual information in your presentation should be presented verbally.

Use the Public Policy Analyst to assist you in researching your presentation.

1.    Define the problem

2.    Gather evidence

3.    Identify causes

4.    Evaluate a policy

5.    Develop solutions

6.    Select the best solution

 

Evaluation
Students will be evaluated on the basis of the following rubric in six categories: Graphics, Use of Text Fonts, Sequencing of Information (Presentation Structure), Accuracy of Content, Spelling & Grammar, and Verbal Presentation.

Each category is worth up to four points, so a perfect score for this WebQuest is 24. (A passing score is 16 out of 24.)

You will be graded by the audience for your presentation – your classmates – and by your client at the NGO, your teacher.

 

Conclusion
The problem that you have been working on in this WebQuest has required you to develop an understanding of the way ecosystems are affected by human behavior, and in turn, the effect of biodiversity loss on human populations.  By helping to solve this problem, you have had the opportunity to improve the following skills: thinking critically, conducting research, communicating clearly, taking responsibility, using technology, organizing information, making decisions, and working as part of a team.

 

Standards

English Language Arts Standards

CCLS W.6.2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

CCLS W.6.4:  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

CCLS W.6.5:  With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

CCLS W.6.7: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

CCLS W.6.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

CCLS L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCLS L.6.3: Use knowledge of language and its conventions when writing, speaking, reading, or listening.

CCLS L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

CCLS CCR.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

CCLS CCR.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

CCLS CCR.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

CCLS CCR.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Living Environment Standards

Standard 4.3: Individual species change over time.

Standard 4.4: The continuity of life is sustained through reproduction and development.

Standard 4.6: Plants and animals depend on each other and their physical environment.

Standard 4.7: Human activities and decisions have had a profound impact on the physical and living environment.