Biodiversity Hotspots

  • Durée de préparation None
  • Durée de réalisation Variable
  • Niveau d'enseignement
    Elementary: Cycle 3
  • Domaine de formation
    Environmental awareness and consumer rights and responsibilities
  • Domaine d'apprentissage
    Social sciences
    Language
    English as a Second Language
  • Compétences transversales

    Intellectual competencies – To use information
    Methodological competencies – To use information and communications technologies
    Communication-related competency – To communicate appropriately

  • Compétences disciplinaires

    Social sciences – To interpret change in a society and its territory – To be open to the diversity of societies in its territory Science et technology – To communicate in the languages use in science and technology.

Matériel requis

Internet access

Intention pédagogique

Have students learn about the main areas of the earth where many threatened species live.

Déroulement

Teams research a topic on the Internet and present their results to the rest of the class.

Introduction:
Explain to students that the earth has about 30 biogeographical zones that have been identified as biodiversity “hotspots” because of the large variety of species they contain, many of which are found almost nowhere else, and which are undergoing high rates of habitat loss.

Activity steps:
Part 1: research
Form research teams. Have the teams look up lists of biodiversity “hotspots” on the Internet and choose a research subject. Then have them research their selected region and give an oral presentation in front of the class.

Their research should cover at least these three facets: – the region itself (geographical location, climate, known areas, population, original extent, current extent, protected area, etc.) – the species that live there (threatened species, endemic species, extinct species, plants and animals, etc.) – its environmental status (main environmental threats, future prospects, human impacts, environmental actions taken, etc.)
Part 2: presentation
Give teams the time to each prepare a dynamic oral presentation that, if possible, uses visual elements.

Notes

Suggestion for continuing activity
With the students, try to find a way to combine all the teams’ information (e.g., create a PowerPoint presentation, make a page on the school website, etc.)

Ressources

Conservation International
Noé Biodiversité (in French)
ConsoGlobe (in French)

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