Adirondack
Curriculum
Project - www.adkcurriculumproject.org 
NYS Content Area Standard
MST 4. Science
AP Biology Key Ideas:
VII. Interdependence in Nature
VIII. Science, Technology and Society
|
Title: Biodiversity
Threats
Grade Level: 12th/AP Biology
Author: Katie
Nash, Our Lady of Mercy High School, Rochester and Jim Byrne,
Horseheads Central School
Email: katiebatc@yahoo.com
|
Adirondack Curriculum Content Area
_X_ Natural History
___ Human History
___ Culture & the Arts
___ Government & Civics
___ Economy
___ Health, Recreation &
Life Skills |
Investigative Question or Issue: What does the public "need
to know" about those forces that threaten the biodiversity of
Adirondack habitats?
Challenge:
Context for this Challenge: This
challenge has great potential for integrating 21st Century technology
into the learning process. Accordingly, the teacher will want to ensure
that students have ready access to this technology - video cameras,
digital cameras, podcast software, internet access, interactive
whiteboards, templates for brochures, etc.
The Challenge: The
NY Department of Environmental Conservation has determined that the
public must be better informed regarding the impact that habitat destruction, invasive species,
overexploitation, and disruption
of plant & animal networks are having on the biodiversity of
the Adirondack region. They have hired your company of media
consultants to create a series of public service announcements to
promote greater public awareness of this issue.
Your team of four has been assigned to one
of the biodiversity threats cited above (see bold). You have been asked to create
a public service campaign that will provide area residents with the
"need to know" information necessary for them to understand your
biodiversity threat and help reduce or eliminate it.
The DEC wants your campaign to include two
different strategies for reaching the public:
Stategy #1 - Local printed
media - Create a trifold brochure, a full page announcement, or
a printed flyer that can be distributed throughout local
communities using existing printed media (inserted into local
newspapers, tourist guides, real estate advertising papers, etc.)
Strategy #2 - Regional
digital media - Create a podcast, YouTube clip, or featured
"spot" for a regional TV station that can reach the public using
digital media. This production should be approximately 90 seconds in
length.
As you create both your printed and digital products, please be sure
they meet the following requirements:
- Both products must be engaging, very
informative, and persuasive. Be sure all the information you share is
accurate
- Both products must answer these focus questions fully:
- What is the biodiversty threat you are
addressing? Describe it. Show what it looks like.
- What natural or human processes have
contributed to this problem?
- What are a few obvious examples of your
threat in action? Be specific.
- What are some simple things the public can
do to help? Be specific
- - The language used in both products must be
appropriate to a public audience. Assume that a middle school reading
level is about right
You will have approximately two periods of access to
the internet during class time to conduct research. As you conduct your
research, each group member must keep an individual log of the
information (s)he gathers and cite the resources used. At a minmum you
should use three reliable soures of information. Each team member will
be responsible for submitting a summary of his/her research notes and
source citations at the conclusion of this project.
On the due date we establish in class, each team will present their
work to us. Those products of particularly high quality will be
published on line and shared with the school community through our
school website.
Examples of Student
Public Service Announcements
|
Quality Standards:
Public
Service Campaign:
- Includes a printed product that can be
distributed locally through existing printed media outlets
- Includes a digital product that can be
distributed regionally. This product is approximately 90 seconds in
length
- Is engaging - encourages viewer/reader
attention
- Is informative - provides essential, accurate,
and relevant information
- Is persuasive - stimulates thought and action
- Answers all the focus questions fully
- Employs language and images appropriate for a
public audience
- Is completed on time
Group process:
- Each team member keeps a research log that
includes a summary of the information gathered and appropriate
citations of at least three reliable resources
- Each team member contributes appropriately to
the success of the final outcome of the project
|
Adapted for the Adirondack
Curriculum Project from
the work of Education By Design TM and Leading EDGE, LLC
©ACP 2002
|
Product of
the 2008 ACP Biodiversity Workshop, funded by a grant from the New York
Biodiversity Research Institute.