Abie L. Benítez
As the population increases and the demand for goods increases, there may be a growing conflict between further economic development and the maintenance of unspoiled ecosystems large enough to sustain viable wildlife populations. Pollution cause by manufacturing or urbanization can change the make up of life present in an ecosystem. Toxic discharges can inversely impact the living organisms in an ecosystem by killing them, weakening them, or affecting their ability to carry out essential biological functions.
Increasingly, humans modify ecosystems as a result of population growth, technology, and consumption. Human destruction of habitats through direct harvesting, pollution, atmospheric changes, and other factors are threatening current global stability, and if not addressed, ecosystems will be irreversibly affected. Finally, many other human activities could cause the transformation of our environment.
I would like my students to understand the impact that humans have on biodiversity and how this in turn impacts the quality of their lives. Although humans are usually blamed for deterioration of natural ecosystems, I would like my students to learn to investigate the threats that human activity poses to biodiversity and to be able to point out what are the activities and their specific impact on ecosystems. I also would like them to become familiar with resources available for investigation and format of presentation. This unit not only will prepare the students in the area of scientific knowledge but it will also help them develop oral and written presentation strategies critical for higher education success.
I am interested in teaching a unit within the science department for students enrolled in a science issues course that is usually taken by students who are in the tenth and eleventh grade. The topics chosen for discussion in this unit will address
Performance Standard 3.4
-- Students will recognize the interdependence of living organisms
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In addition, I would like to guide students in an exploration that will enable them to comprehend that living organisms have the capacity to produce populations of infinite size, but environments and resources are finite
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This fundamental tension has profound effects on the interactions between organisms. Furthermore, I aim to help them recognize and comprehend the significance of the fact that human beings live within the world's ecosystems
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In addition to providing my students the opportunities to increase their knowledge about biodiversity I would like to help them develop a keen sense of observation. Scientific inquiry in the form of observation does promote higher thinking processes that encourage hypotheses development. I hope to engage my students in a variety of activities that will enable them to observe the natural environment and to learn more about the urban setting where they live. Through natural history readings we will learn how this City's development has impacted both, plants and animals. The readings will permit us to gather information about animals and plants that previously exist in this area and what we find today.
In order to provide scaffolding in my students' conceptual development I want to make the focus of assessment through writing. Students will have to develop the necessary vocabulary to present historical findings, describe observations and explain hypothetical thinking that arises from their readings and experiences. Therefore, I will be working with students in developing a nature journal with both visual representations and descriptive writing.
This unit is intended for students who are enrolled in a science class at a basic level. These students commonly are interested in meeting the minimum requirements in science and therefore their interest in science is limited. My aim is to facilitate a process of inquiry that will allow them to enjoy nature and to see their urban surroundings as viable samples of biodiversity. That in fact they become aware of the many creatures that share our urban space with us and become conscious consumers of resources and goods that nature provides us.
Non-fiction reading and writing in science is a challenge for those who are not really interested in the topics require. Yet, for these students and their peers it is a requirement for graduation to become effective readers and writers of non-fiction. In order to help these students develop their skills in non-fiction inquiry and reporting I want to give them the opportunity to choose a focus or topic that interests them or that raises questions for them. Harvey (1998), in her book Non-fiction Matters explains that "the best nonfiction writing emerges from topics the writer knows, cares and wonders about and wants to pursue them."
