Beth Geraldene Developing a Teaching and Learning Resource EDF4006
ID: 13070703 Part A
Unit 2: Organisms and their environment
Area of Study 2: Dynamic Ecosystems
Outcome 2: Key knowledge - Change to ecosystems over time
– Human activity and the sustainability of ecosystems
Biology Big Idea: SUSTAINABILITYWhat you intend the students to learn about this idea. / - An ecosystem is a community that functions as a whole but is comprised of biotic and abiotic factors and the complex relationships between them.
- Because of these relationships, if one element of an ecosystem is damaged, disrupted or disappears, everything else is impacted.
- Ecosystems provide humans with ‘services’. Examples include:
Ø Purify the air and water
Ø Contribute to climate stability
Ø Mitigate drought and floods
- Human activities, both intentional and unintentional, can cause changes to an ecosystem’s ability to function.
- Examples of human activities include:
Ø Fishing - Resource overuse. Food webs and species populations are damaged. Predator prey relations among other species are tipped off balance.
Ø Logging – Habitat destruction. Forests support a wealth of biodiversity and contribute to a number of important nutrient cycling processes.
Ø Landfill – Disposal of Wastes. Toxic chemicals introduced into systems build up over time; this can result in biomagnification. Nutrient cycles are interrupted.
- If human activities such as these continue without regulation future generations will not be able to sustain the same lifestyle we lead today.
- In terms of human relevance, sustainability is the process of balancing the dynamic relationships of economic and social systems with complex ecological systems.
- I.e. improving or maintaining human quality of life within the carrying capacity of the environment.
The goals for each system may include:
Ecological - Genetic diversity, resistance, biodiversity, biological productivity.
Social – Cultural diversity, social justice and participation.
Economic – Satisfaction of human basic needs, enhancement of equity, increasing useful goods and services.
- Managing these goals is a difficult task and requires monitoring of the ecosystem over time.
Why it is important for students to know this. / - It is important for students to understand that:
Ø If human activities continue to go un-regulated, we will eventually run out of useable natural resources. As a result, future generations will not be able to continue to entertain their current lifestyles.
Ø It is important to promote and maintain healthy natural nutrient cycles and energy flows to ensure the health of the planet.
Ø Ecosystems provide ‘services’ that humans rely on heavily.
Ø Individuals can make a difference through simple actions everyday and encouraging environmental stewardship in their own community.
Ø We have a responsibility to preserve the environment and to develop and maintain the resources it can provide future generations.
Ø Humans learn from nature and are able to apply things we observe to our everyday lives. By preserving the environment we are preserving our inspiration for technological and medical advancement.
What else you know about this idea (that you do not intend students to know yet). / - 20% of the world's population are consuming 80% of the world's resources.
- There are some natural resources that are not renewable.
Ø Energy resources - fossil fuels and nuclear material.
Ø Non-energy resources - metals and industrial minerals
Knowledge about students’ thinking
/difficulties connected with teaching this idea. / - Students may have pre-conceived ideas and misconceptions including:
Ø Humans are separate from nature.
Ø Sustainability is a destination or ultimate goal (it is better regarded as an ongoing evolutionary process).
Ø Sustainability is a global phenomenon (it is achievable at larger scales only on a cumulative basis, student input is local).
Ø Small changes don’t matter.
Teaching procedures
(and particular reasons for using these to engage with this idea). / - Have the students get into small groups and make cards with biotic and abiotic elements of a particular ecosystem. Ask them to set them up with arrows to describe the connections between them. Have the students interpret these connections explaining what each one represents. Introduce a “Human Activity Card” representing a specific activity that relates to the ecosystem and ask the students to write down where it may directly and indirectly impact. Ask the students to explore if that activity can continue without impacting the balance of elements in the ecosystem or if it could be modified to have less impact on the environment. This activity is hands on, fun and creative and requires the students to think in depth about the issue of sustainability.
- Give the students a case study that describes a human activity that is currently having an impact on an Australian ecosystem. Follow the case study with a range of questions including: What type of ecosystem is it? What is the human activity? What types of impacts is the activity having? What considerations are needed in order to balance the needs of the environment with social and economic goals? What are the goals for each of the three main interest areas (discussed above)? This task will require the students to extrapolate the information, process it and summarize. You could also ask the students to undertake further research exploring the issue more in depth and finally submitting a written report of their findings. This activity will require the students to analyse issues and implications and apply their knowledge to a specific scenario.
- Ask the students to design a poster by using online or print media to research a particular ecosystem within Australia that has changed as a consequence of an unsustainable human activity. Have them describe the composition of the ecosystem, the nature of change and ask the students to include photos, diagrams or some other visual aid that describes the changes that have taken place. This activity relates the theory behind sustainability to a specific example, giving greater meaning to what the students are learning. It is also creative and encourages the students reading, writing and presenting skills.
Specific ways of ascertaining students’ understanding or confusion around this idea
(include likely range of responses). / - Ask each group of students to present their ideas so that their response to the activity can be shared with the entire class. Students may not make all the connections between the biotic and abiotic factors in the example ecosystem. They may also be unaware of many of the indirect ways that human activities can impact an ecosystem.
- Make time to talk to individual students about their progress.
- Students may find it difficult to work out what the goals are for each interest area in the case study. Teachers could try using inquiry learning, asking the students questions that might lead them to understanding.
References:
Cole, S.L. (unknown). ‘Sustainability: An Ecosystems Perspective’. Accessed website 21/07/2010. http://www.inquiringsystems.org/index.php?option=com_content&view=article&id=62:sustainability&catid=36:articles&Itemid=65
Ecological Society of America (2000). ‘Ecosystem Services’. Accessed from website 21/07/2010. http://www.esa.org/education_diversity/pdfDocs/ecosystemservices.pdf
Ecological Society of Amercia (2004). ‘Ecological Science and Sustainability for a crowded planet’. Accessed from website 21/07/2010. http://www.esa.org/ecovisions/ppfiles/EcologicalVisionsReport.pdf
Lütteken, A. and Hagedorn, K. (unknown). ‘Concepts and Issues of Sustainability in Countries in Transition – An Institutional Concept of Sustainability as a Basis for the Network’. Accessed from website 21/07/2010. http://www.fao.org/regional/SEUR/ceesa/concept.htm
Timpson, W.M., Dunbar, B., Kimmel, G., Bruyere, B., IVewman, P., and Mizia, H. (Unknown) ‘147 Practical tips for teaching sustainability - Connecting the Environment, the Economy, and Society’. Accessed from website 21/07/2010 http://www.calstate.edu/acadaff/system_strategic_planning/docs/147-PractTips4TeachSustain_Excerpt.pdf
Unknown author and date. ‘Children and environmental sustainability’. Accessed from website 21/07/2010. http://www.clemson.edu/hort/courses/sustainable_schoolyards/Designing_SSHs/ErinBook/environment.pdf
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