Implementation of ‘Biodiversity’ (SOI-MT-149)

Falbalas et Fanfreluches: Almanach des Modes Présentes, Passées et Future pour 1922: Le Jeu des Graces - FRANCE XXe siècle

I have implemented the learning scenario by Semih Esendemir with a class of 9-10 year-olds. The main reason for choosing this learning scenario is the fact that students learn about biodiversity, extinct and endangered species as well as how one can protect such species. Apart from this, it encourages students to work collaboratively using different digital tools.

Subject: English Language, STEAM and Media Literacy

Class: Since this learning scenario was created for Lower Secondary pupils, I had to slightly adapt it for students at Primary Level.

The topic

I believe that the future depends on what we do in the present; we can either shape it or break it. In order to acquire the passion for our environment and the biodiversity it offers, people need to change the way they think and behave, thus as educators, we must know more about what, how and why, we should teach about such topics. I trust that as teachers we should encourage and teach values, lifestyles and behaviors which are required for a sustainable future. Apart from teaching sustainability teachers should also mirror best practices, through their lifestyle both at school and outside.

Activities planned

Outing

Prior to this lesson, students visited Malta’s National Museum of Natural History found in Mdina. Students were astounded by the vast acquisitions and collections of the different local biota and natural history material this museum holds. They were curious and wanted to learn more. Therefore, following this activity, I decided to implement the learning scenario ‘Biodiversity’.

Students explored the different collections presented by the Malta’s National Museum of Natural History

In-class session

The students were initially introduced to the term ‘Biodiversity’. Using their tablets and Answer Garden they had to discuss and write about what they already know or understand by the term ‘Biodiversity’. A classroom discussion, later on, took place, allowing students to listen and discuss their knowledge and opinions. Two videos: Video 1 and Video 2, were also shown to reinforce the concept of Biodiversity.

Students worked on their tables using Answer Garden and watched two videos about Biodiversity.

Subsequently, the students were later on grouped to discuss extinct animals and all the factors which cause animals to become endangered or extinct. Working together they had to form a web and later on present their ideas to their peers. A discussion about values, lifestyles and behaviours which are required for a better future took place. Finally, they used the Europeana Collection as well as Kidz Search, to create an extinct animal profile. Students had to present these profiles and the information collected as part of a short show and tell session.

Students worked together to come up with the different issues causing animal endangerment and extinction.
As a team and through various research, the students built and extinct animal profile.

Conclusion

Education is a major factor and has a potential in making the world a better place. I believe that this learning scenario mirrors important practices for a better future as it enables every student to gather the knowledge, abilities attitudes and values imperative to safeguard our environmental well-being.

Finally, this learning scenario incorporates different and important 21st-century skills such as collaboration, communication, creativity and digital competence.

Did you find this story of implementation interesting? Why don’t you read about the related learning scenario:

Biodiversity by Semih Esendemir

Do you want to discover more stories of implementation? Click here

Public Domain Mark 1.0: the featured image used to illustrate this article has been found on Europeana Collections and has been provided by the Rijksmuseum.

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