Lesson Plans with 6-E Learning Cycle
Topic: What is biological diversity?
Duration: 45 minutes
Purpose: different food species from the food web are presented in drawings on the table. Taking any of the pictures from the table shows that the specific food species drawn on it has been extinct. This is to help learn hos extinction of a specific species would impact others on the food web.
Learning Objectives: at the end of the practical lesson, students will be in a position to:
- Explain how animals and plants support one another in the food web
- Understand how human actions are a major threat to biodiversity
- Explain how disappearance of one species impacts the others
Skills: skills will be developed in organizing the food web charts
Materials: pictures of food species, blackboard, drawing tools, chalk, paper, and music
Used vocabulary: carnivore, species, biodiversity, omnivore, decomposer, microorganism, ecosytem, food web, and food chain
1st Part: this will involve understanding food webs and would take 25 minutes
- The entire class would be involved in creating the KWL chart and filling in the W and K columns in order to help reflect on biodiversity. New vocabulary would be introduced.
- The teacher explains the learning objectives by having the students learn them loudly, in turns and explaining the noted new vocabulary.
- The entire class as a team would identify examples of food chains noting the microorganisms, animals, and plants. The teacher explains the relationships between the noted components
- The teacher writes the five major food chain levels on the blackboard namely plants a primary producers, herbivores, carnivores, omnivores, and decomposers. From each of the earlier suggested food chains, the teacher requests the students to classify the noted components as per the levels. In turns, the students should write each component in its level on the blackboard.
- Have lines drawn to connect the noted components in each food chain. This exercise should prove that one species can be found in different food chains.
- Students should note down and then share later the negative and positive effects of human on food webs
Elaboration or Extension
2nd Part: Playing a Game to Understand Loss of Biodiversity (20 minutes)
- The teacher should give the game rules and explain them clearly.
- Play the game
- The teacher explains extinction of species and asks the children how they think it can be reduced or eliminated
- The class then completes the L column on the KWL chart
The students would be assessed on how active they are in the game and discussion
Students would also be assessed on how swift they are in brainstorming ways of eliminating or reducing biodiversity loss
Chessin, D. A., & Moore, V. J. (2004). The 6-E learning model. Science and Children, 42(3), 47-49.
Llewellyn, D. (2013). Teaching high school science through inquiry and argumentation. Thousand Oaks, California: Corwin.
Llewellyn, D. (2014). Inquire within: Implementing inquiry- and argument-based science standards in grades 3-8. Thousand Oaks, California: Corwin Press.