Publication of Archival Library and Museum Materials
Publication of Archival Library and Museum Materials
Publication of Archival Library and Museum Materials
Linking Florida's Natural Heritage

Curriculum Materials

Introduced Species: Harmless or Armed Invaders?

Print The Worksheet

Lesson Plan

Subjects: Environmental science, life science, language arts/writing

Lesson Summary: Students will learn what biodiversity is, what causes the loss of biodiversity, what the status of biodiversity is, and what they can do to help preserve biodiversity.

Objectives:

The students will be able to:
  1. Define biodiversity
  2. List the three levels at which biodiversity exists
  3. List several ways that biodiversity helps them
  4. Explain what a keystone species is
  5. List the five causes of loss of biodiversity
  6. List several things they can do to help preserve biodiversity

Materials:

Each student will need the following:
  1. Computer with internet access
  2. Paper
  3. Pen or pencil
  4. Copy of the biodiversity database activity
  5. Copy of the biodiversity writing assignment
  6. Copy of the writing instruction sheet, editing form, and FCAT rubric

Teacher Preparation:

  1. Print out a copy of the biodiversity database activity and the biodiversity writing assignment. Photocopy enough for everyone in your class.
  2. Make sure the computers are ready for the students so there is no lost time. Put the Linking home page up on each computer: http://purl.fcla.edu/fcla/lfnh.
  3. Make sure there are enough copies of the three components of the writing lesson. You can print out and photocopy new ones or reuse the old ones.

Procedures:

  1. The students start at the "Linking" home page, click on "Curriculum Materials," click on "The Biodiversity Dilemma" and then click on "Biodiversity Overview."
  2. Ask them to read the biodiversity overview. (20-30 minutes)
  3. When they have finished reading, pass out the biodiversity database activity and ask the students to complete it. (20-30 minutes)
  4. Pass out the biodiversity writing assignment and ask the students to complete it. (30 minutes)
  5. Have the students get out the writing instruction sheet, the editing form, and the FCAT rubric. Using these forms, they should edit their OWN paper. (20-30 minutes)

Total Time estimates:

Two 50-minute class periods

Assessment suggestions:

Coming soon

Extension suggestions:

Coming soon