Massive vines that blanket the southern United States, climbing high as they uproot trees and swallow buildings. A ravenous snake that is capable of devouring an alligator. Rabbit populations that eat themselves into starvation. These aren’t horror movie concepts – they’re real stories. But how could such situations exist in nature? Continue reading
Students used blogging as a way to guide their learning about ecosystems. As a class we brainstormed ecosystem issues while watching a documentary. Groups then used a series of blog prompts to design their own learning around specific concepts in relation to their chosen issue. Continue reading
Submitted by Cathy Dykstra
In this inquiry-based unit, the students will learn that conserving and protecting our water supply is crucial after they research the biodiversity of a specific ecosystem and discover that water is necessary for biodiversity and biodiversity is necessary for the health of the planet. Continue reading
Students worked in assigned teams (heterogeneous groupings) to research and analyze the impacts of food production on ecosystems, to evaluate the sustainability of our food production and to suggest a direction for future food production both in terms of sustainability and having enough to feed the planet. Continue reading
Our early ancestors relied on lightning to cause forest fires, from which they could collect coals and burning sticks to help them cook food and clear land. Continue reading
Students will explore ways in which communities of animals satisfy their needs in specific habitats. They will also explore some of the factors that affect various habitats, including changes that occur naturally and changes that are brought about by people.
When wolves were reintroduced to Yellowstone National Park in the United States after being absent nearly 70 years, the most remarkable “trophic cascade” occurred. What is a trophic cascade and how exactly do wolves change rivers? George Monbiot explains in this movie remix. Thanks to Jesslin of Oakville, Ontario for the suggestion. Continue reading
Most schoolyards will have areas on or near them where students can hunt for insects and other living things. Interactions between living and non-living things can also be identified. Natural areas will obviously offer a richer variety of finds, but students may be surprised by the variety of life forms found along fence lines, near drainage grates, etc.