Stage 1 Desired Results

Content Standard(s): Students will be able to model statistical data that they collect and determine the sample
size and the consequences or benefits of selecting a small sample size. Students will see the importance of
species variation/biodiversity. Students will incorporate physical education into the field trip through games.

General Outcomes:

Science:
K1.0 - Investigate and interpret diversity among
species and within species, and describe how
diversity contributes to species survival

K4.0 - Identify impacts of human action on
species survival and variation within species, and
analyze related issues for personal and public
decision-making

Mathematics:

Students will investigate the use of statistics to
collect data and analyze it. They will use their
findings to extrapolate data to a bigger scale.

Students will examine the role of probability in a
society. How we can use samples to predict
possible patterns and estimate diversity in the
world.

Physical Education:
Activity: Students will acquire skills
through a variety of developmentally
appropriate movement activities; dance,
games, types of gymnastics, individual
activities and activities in an alternative
environment; e.g., aquatics and outdoor
pursuits
Benefits of Health: Students will
understand, experience and appreciate the
health benefits that result from physical
Essential Questions:
1) How does human impact biodiversity?
2) What does statistical analysis of biodiversity tell us?
3) How can we use the data we collect to look at a
bigger picture?
4) Are the samples we collected a good enough size to
make predictions about the planet?

Course
Science, Math,
Physical Education
Grade Level
9
Subject
Biodiversity, Statistics
& Health
Time Frame
Full Day (9:00am-3:00pm)
Title
Diversity Index Field
Trip
Developed by
Marcelle, Matt & Kerri-Anne
activity.
Cooperation: Students will interact
positively with others.

Outdoor Education:
Outdoor Core: Demonstrate basic
knowledge, skills and attitudes necessary
for safe, comfortable outdoor experiences
in all seasons.
Environmental Core: Demonstrate
awareness and appreciation of living
things and understanding of basic
ecological processes
Outdoor Expeditions: Demonstrate skill,
judgment, confidence and sensitivity in a
wide range of environmentally
responsible activities in outdoor settings
Commitment to Action: Develop lifestyle
strategies that foster contact with the
natural world, encourage responsibility
for local and global environments and
encourage living in harmony with others.



Specific Outcomes:

Science:

K 1.1 observe variation in living things, and describe examples of variation among species within
species (observe and describe characteristics that distinguish two closely related species)

K 4.1 describe the relative abundance of species on Earth and in different environments

K 4.2 describe ongoing changes in biological diversity through extinction and extirpation of native
species, and investigate the role of environment in causing these changes

Mathematics:

Demonstrate an understanding of the role of probability in society.
Select and defend the choice of using either a population or a sample of a population to answer a
question.
Collect, display and analyze data to solve problems

Physical Education:
A92: apply and refine locomotor skills by using elements of body and space awareness, effort and relationships to
improve personal performance.
A9 4: apply and refine non-locomotor skills by using elements of body and space awareness, effort and
relationships, to improve personal performance.
A9 7: apply and refine activity- specific skills in a variety of environments; e.g., hiking, wall climbing.
A9 10: apply and refine activity- specific basic skills in a variety of games.
C9 3: demonstrate etiquette and fair play.
C9 6: identify and demonstrate positive behaviors that show respect for self and others.

Outdoor Education:

Commitment to Action:
Students will demonstrate appreciation of environments through respectful and considerate use of those
environments.
Outdoor Expeditions:
Students will demonstrate skill and judgment while participating in outdoor expeditions.
Students will demonstrate a positive self-concept and an appropriate regard for others in outdoor
activities
Students will demonstrate positive regard for environments and demonstrate environmentally responsible
outdoor judgment and skill in carrying out activities.
Outdoor Core
Students will approach the planning of outdoor activities with a positive regard for themselves, for others
and for the environment.
Students will recognize the need for and develop an appropriate level of physical fitness for outdoor
activities.

Stage 2 Assessment Evidence
Student Self-Assessments
Group work
Discussion
Other Evidence (assessments)
Lab report
Travel log
Graph
Stage 3 Learning Plan
Students will start the field trip with the Biodiversity Game:

o This game will take roughly one class or afternoon on the field trip (70-80 minutes).
o In this experimental outdoor game, students assume the role of producers, consumer, or decomposers,
learn about food webs and chains, and find out that it truly is a jungle out there.
o Inform students that they will be playing the Survival of the Species Game.
o Have students become aware of any hazards near playing area and use pylons or tape ribbon to mark off
boundaries.
o Introduce each organism (character) and who they chase and are chased by in the game.
o Emphasize that they must collect as many cards as possible to survive.
o Describe the roles of each species to the students and then hand out the character cards to students.
o As in most ecosystems, there are far more producers than herbivores, far more herbivores than carnivores,
etc.
o As teacher, you will play the role of sun- the giver of life.
o Rather than having a steadily growing pile of dead students, you can give these students a second lease on
life by issuing them another card. You may even experiment with the ecosystem by increasing the number
of carnivores and decomposers.
o Have students know the signal for the game so the students are aware when it is time to start and end.
o After first round of game, students are advised to become a new species and play the next round as that.
This helps students learn about how different species live.
o This activity is very rich in that many ecological concepts can be explored with students through a
discussion at the end of the game.
o Some sample questions to promote discussion are listed below:
What did you feel when you played the game? Is this how a wild animal might feel?
What strategies did you use to avoid being caught? Do plants or animals use these strategies?
What strategies did you use to catch other students? Do plants or animals use these strategies?
If humans were introduced to this game, what rules would you give them? What about disease? What
about famine?
o Have students talk about their experience in their travel log. What would life be like as a herbivore, etc?

In their groups, students will use materials provided to rope off a certain part of their environment. They
will then collect the following data:
- total number of specimens within the area
- total number of different species within the area
- draw a representation of their environment into their lab journal
- diameter
- surface area
- parameter

Students will then compare their collected data with the data collected in part one of their Diversity Index
lab (science) by calculating the different diversity index values. Students will present their data in a
graphical way (mathematics) and extrapolate their data for a wider area (mathematics). Then, students
will write up individual lab repots in a formal manner that will have been demonstrated in prior lessons.
Once their data has been presented, students will contemplate human impact on biodiversity and the
diversity index, and start to think about ways they could protect diversity on their new planet.


Review
Strengths & Weaknesses:






Dear Parent(s) or Guardian(s):

We are currently planning a Grade 9 Biodiversity off-site activity to Fish Creek Environmental
Learning Centre in the Southwest of Calgary. This activity occurs on September 29, 2015 from
9:30am until 3:00pm. The students will be transported to and from the activity by Southland
Transportation Ltd and will leave at 9:00am. The students will participate in the activities
described below, and depart from Fish Creek Environmental Learning Centre at 2:30pm and
return to the school at 3:00pm.

The students will participate in a biodiversity and species activity with an instructor in the
morning. Bagged lunches with snacks will be required for students to bring for lunch and will
participate in an outdoor education activity in the afternoon. Both myself, and our Science and
Math Coordinator, Luke Bryan, will be supervising the off-site activity. We are looking for one
male and one female volunteer to help supervise the Biodiversity Field Trip. If you are able to
volunteer for this off-site activity, please notify myself, Eva Mendes at eamendes@cbe.ab.ca.
You are asked to complete the attached Consent and Acknowledgement of Risk form if you
consent to your son/daughter attending this off-site activity.

If your child is unable to participate in this activity, he/she will participate in the regular learning
designated in his/her timetable provided at the school. Information about the administrative
regulations governing these forms can be found at www.cbe.ab.ca / Policies / Administrative
Regulations/ AR3027. While some degree of risk is associated in an off-site activity, I have
outlined specific areas of concern on the Consent and Acknowledgement of Risk form. Please
ensure your son or daughter dresses in layers, brings a good pair of walking shoes and a
comfortable pair of slippers to be used at the venue. Please email me directly concerning any
dietary restrictions or serious allergies and I will ensure the site supervisor is notified.

The cost for this off-site activity is $25. If you have any questions about the activity, please do
not hesitate to call or text 403-829-2803 or email me. Also, in accordance with Administrative
Regulation 3027, no eligible student may be denied participation on the basis of the inability to
pay. Please contact the schools Neil Armstrong for information on financial assistance. I am
looking forward to seeing the students engaged in this wonderful learning opportunity.

Sincerely,




Eva Mendes
Physical Education and Science Educator/ Teacher-in-Charge