• Why is biological diversity important?
  
• How is biological diversity and abundance catalogued?
  
• What factors affect biological diversity?
  
• How does experimental diversity represent and inform real diversity?

The biological diversity of a habitat cushions the ecosystem from total destruction and the collection of plants and animals from extinction should a disease, predator, or extreme climate condition suddenly impact. Because there are many different plants and animals, the disease, predator, or climate, should affect them differently, and not necessarily fatally, or not at all. With fewer and less diverse plants and animals, the impact is potentially catastrophic.

Specific objectives:

• Document the biological diversity of the local environment through collecting, counting, identifying, classifying, and mapping.
• Demonstrate the interdependence of the plants, animals, and environment through food chains and webs and the three stages of biological health (survival, growth, reproduction).

Sampling, collecting, identifying, counting and mapping plants and animals within a specific setting, as well as tracking daily, weekly, seasonal and yearly changes helps to inform students about the biological diversity of that habitat.

Specific objectives:

• Document the biological diversity of the local environment through collecting, counting, identifying, classifying, and mapping.
• Demonstrate the interdependence of the plants, animals, and environment through food chains and webs and the three stages of biological health (survival, growth, reproduction).

Students will identify and evaluate the causes and effects shaping biodiversity.

Specific objective:

• Document the effects of abiotic (water quality, soil structure, aspect, slope, climate) and biotic (plants and animals) factors on an aquatic environment.

Students use their knowledge of aquatic environments from the retention ponds to create models of various aspects of them in order to answer specific questions they have developed. Using one-gallon jars, students design sustainable aquatic ecosystems. They choose substrates, plants, and animals. They determine amount of light (duration and intensity), pH, DO, temperature, and other factors as part of their research questions and investigations. They observe and collect data, represent and interpret it for their pond models. They subsequently use this information to back-map their interpretations and conclusions on to the original ponds.

Is the data informatative outside the model?

How would the question and data have to change for them to be applicable in the larger setting?

Specific objective:

• Create a simulated environment using experimental diversity. Use its observed and researched function to extrapolate to the natural world.

Classroom Lessons

Lesson 1: Jar Profile Sheet

Lesson 2: Poster guidelines