Bryanna Reed

SED 482
Lesson Plan

Human Impacts on Biodiversity

Tenth Grade Biology

Time: 50 minutes

Big Idea
How does human activities impact biodiversity?
Lesson Overview
Students will identify and explain the human impacts on biodiversity. Students will do this by
using the environmental impact topics they researched earlier in the week. For this lesson
students will dig deeper into these topics by researching specific impacts on biodiversity. To
elaborate on these impacts, each student will be given a specific video that discusses the human
impacts on biodiversity that relates to their researched topic. Using their research, students will
create a concept web. This concept web will list the human impacts on biodiversity and give an
explanation of each and make a prediction to the given hypothesis. This lesson will use the
STELLA practice of contextualization by having visuals for discussion, referencing prior
knowledge of the words bio and diversity, using videos to reinforce the text they read, a word
wall with the important vocabulary, scaffolding on the research already done by students in
previous lessons, breaking down new vocabulary words, written directions for each task, and the
use of technology.
NGSS Standards
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities
on the environment and biodiversity.* [Clarification Statement: Examples of human activities
can include urbanization, building dams, and dissemination of invasive species.]
Arizona College and Career Readiness Standards
Strand 3: Science in Personal and Social Perspectives
Concept 1: Changes in Environments: Describe the interactions between human populations,

natural hazards, and the environment.

PO.1
PO.3
PO.5
RST.9-10.4: Determine the meaning of symbols, key terms, and other domain specific words and
phrases as they are used in a specific scientific or technical context relative to grades 9-10 texts
and topics.
WHST.9-10.8: Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; asses the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and following a standard format for citation.
Objective
SWBAT identify and explain the human impacts on biodiversity by using provided sources.
Assessment
Students will be able to use the sources provided to create a concept web that lists three human
impacts on biodiversity with an explanation next to the impact and write down a prediction to the
given hypothesis of what impacts will the loss of biodiversity have on humans? See attached
rubric.
Scientific Practices
1. Constructing explanations
2. Obtaining, evaluating, and communicating information
Receptive Language Functions
1. Read or listen to obtain scientific information from diverse sources lab or equipment
manuals, oral and written presentations of other students, Internet materials, textbooks,
science-oriented trade books, and science press articles.
2. Comprehend and develop own understanding of a topic or anothers ideas, expressed
orally or in writing.
Productive Language Functions

1. Communicate (orally and in writing) ideas, concepts, and information related to analysis:
Create and label coherent representations of the data
Describe analysis and interpretations to others (orally or in writing)
Question others about their analysis
Key Vocabulary
1.
2.
3.
4.
5.
6.
7.
8.
9.

Biodiversity
Deforestation
Mining
Impacts
Effects
Pollution
Agriculture
Over harvesting
Species

Materials
1.
2.
3.
4.
5.
6.

Poster board
Sticky notes
Markers
Previous research
Electronic device
Video links on a piece of paper through a QR code

Environmental Topics
1.
2.
3.
4.
5.

Deforestation
Mining
Pollution
Agriculture
Over fishing

1. Human set wildfires in Arizona

2. Urbanization in Arizona
3. Carbon emissions in Arizona

Resources
1. Deforestation - https://www.youtube.com/watch?v=c8Frtk6hfYo
2. Mining - https://www.youtube.com/watch?v=a0S8iayJDhQ
3. Pollution - http://on.aol.com/video/chemical-pollutions-effect-on-amphibians517286556

4. Agriculture - https://www.youtube.com/watch?v=E6W9j7glY2s
5. Over harvesting - https://www.youtube.com/watch?v=VxacxShp3LY
Prerequisite Knowledge
Students must have a working knowledge of the different environmental impacts caused by
humans as well as an idea of what biodiversity means. They will obtain this knowledge from
prior lessons in this unit and we will build on these concepts in this lesson and in future lessons.
Procedures
1. Pass out numbers to students.
2. Each number will correspond to specific task in their group.
3. 1s read the article to group 2s- list three human impacts on concept web 3s- write
explanation next to each impact 4s-present the concept web
4. Have every student take out an electronic device to use later in the lesson.
5. Present a picture of biodiversity.
6. Discuss what biodiversity means (draws students attention to the big ideas and connects
to prior activities):
a) What is going on in this picture?
b) Is whats in this picture living?
c) Do we see many organisms?
d) If so what types? Is there only one type of species?
e) What does bio mean?
f) What does diversity mean? Draw on students experiences with diversity? (Bring
in the diversity of clothing in the room).
g) Where is biodiversity located?
7. After discussion of biodiversity, teacher will revisit prior experiences with the Arizona
impact topics.
8. The lesson will make the connection between their experiences and how this impacts
them.
9. Have students pull out their research on previous Arizona topics.
10. Explain that they will be doing additional research on these topics using a video provided
for them and the research article they did on a topic in a previous lesson.
11. Explicitly state that the research will be finding the impacts that humans have on
biodiversity. Students will highlight the impacts they find in their topic article.
12. Restate that our goal is to identify these impacts and explain the impacts they have on
biodiversity and to come up with a prediction to given hypothesis.
13. Students will write down key impacts that humans have on biodiversity from the video.
14. While explaining the research hand each group their QR code.

15. This QR code will have their specific video that they need to watch on their topic.
16. Their electronic devices will read the QR code.
17. The students will then watch the video in their groups on their electronic devices.
18. Teacher will provide graphic organizer to take notes for the videos.
19. Students will write down important information from the video.
20. After the video students will do more research on their topic and biodiversity using their
previous article (focuses on fully supported scientific explanations or arguments related
to the big ideas).
21. As groups are researching hand out a poster board, sticky notes, and markers to each
group.
22. Pause the class after handing materials out and explain that they will be creating concept
web using the materials provided.
23. Write on the board that the concept web must include the name of the topic, list three
impacts on biodiversity and an explanation next to them, and a prediction to the given
hypothesis (results in brief development of students thinking, hypotheses about science
ideas).
24. Given Question: What impacts will the loss of biodiversity have on humans?
25. Explain what is written on the board.
26. Allow time for students to create concept web in their groups (includes widespread
student interaction).
27. Students will present concepts webs the next day of class (includes widespread student
interaction).
28. Teacher will provide outline of claim, evidence, and support your reasoning for students
to fill on out on each groups presentation.
29. Students will fill in the outline to the best of their knowledge.
30. Students will argue which groups had evidence to back up their claim and how their
evidence supports their reasoning.
31. Teacher will close the lesson with a discussion on their ideas of why biodiversity is
important to humans. This will lead into the concept of ecosystem goods and services that
will be covered the next day after students present their concept web.

QR Codes for Topic Videos

Over Fishing

Chemical Pollution

Mining

Deforestation