• You may show video or pictures of different environmental conditions in the archipelago, such as the current condition of marine ecosystem, fresh water ecosystem, tropical rainforest, mangroves, and agricultural lands. Then, ask the students if they have observed similar changes that took place in their community and how these changes might affect biodiversity in the area.
Sample Video:
o Illegal logging Endangers South Philippines https://www.youtube.com/watch?v=zeaE-8rlXGY
o Balagbag, A documentary Film on Illegal Mining in Zamboanga https://www.youtube.com/watch?v=y9vONqOVzkg
• From the students sharing, connect it to the next activity where students will analyze the problems depicted on the ecosystem.
• Remind the students that the following activities are connected to the creation of their final output.
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Activity 3
Analyzing Environmental Issues
This activity will provide an opportunity to analyze sample environmental problems or issues in preparation of the actual analysis of their community.
Teaching Tips:
• Form small groups for this activity. Each group will work on a specific problem scenario depicted on the illustrations in the learners’ material.
• Create a support material to guide learners in accomplishing their task.
Sample support material/activity sheet
Activity Title: ___________________________________________________
Group Name: __________________________________________________
Members:
___________________ ___________________ ___________________
____________________ ___________________ ___________________
Problem # ____: ________________________________________________
Example : Problem #1: Forested area is converted into housing Possible Causes of
this Problem Possible Negative Effects on
the Community/Environment Possible positive effects on the
• Population of organisms will decrease
• Loss of natural habitat for different kind of organisms found in the forest
• Ask each group to share their output. Give a checklist of what should be shared to guide students during this activity.
• As part of the concluding part, you must relate or make connection between what the students have accomplished to the next task that they will do, which is focused on the biodiversity in their community.
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Activity 4
Biodiversity Status in the Community
The activity is about the status of biodiversity in a locality. It is focused on the community of the learners. This will require students to gather data about species diversity, resources, population density, and carrying capacity of the area that will serve as evidence in discussing the condition or status of biodiversity of the area.
The students’ output for this activity is very vital in the creation of their final product.
Teaching Tips:
• What to prepare:
o Groupings of the students
Group them depending on how students can work best.
The teacher may consider the residence, abilities/skills and interest of the students.
o Planning template
Each group must have a template that will serve as a guide in accomplishing their tasks.
o Monitoring guide, checklist, logs, collaboration checklist/rubric, self and peer assessment form and the like are important tools to prepare.
This will be used by both the teacher and the learners to monitor students’ progress and keeping them on track.
o Communication letter for the involved stakeholders such as:
Request letter for the barangay tanod who will accompany the students during survey and interview
Setting an appointment with the staff/officials of the involved local government unit (LGU) and non government offices (NGOs) in the community.
KEY CONCEPT TO EMPHASIZE:
Changes in the habitat of organisms cause either increase or decrease in biodiversity. Humans are responsible for the conditions of the ecosystems. Natural resources should be used wisely to preserve them.
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Parents’ consent.
Letter to secure permission in accessing relevant information from involved local government offices such as City Environment and Natural Resources office (CENRO), agriculture offices, and statistics offices.
Assessment tools/scaffolds that will guide and help students in accomplishing their tasks such as rubric, collaboration checklist, group contribution form, self and peer assessment form, task and learning log and accomplishment/task checklist.
• Send communications at least one week before the activity to ensure confirmation and avoid unnecessary incidents that may affect the activity.
• Remind each group of the guide questions that will help them in planning how to accomplish their tasks and provide immediate feedback as needed.
• Meet each group together with the barangay tanod for further instructions to ensure safety and cooperation during survey and interview.
• Survey and interview must be done after school hours to avoid disruption of other classes, but not after office hours.
• For ICT skilled teachers, you may want to explore on the thinking tools of Intel© for a more engaging, easy analysis of the gathered data. This can be used for free by your students in organizing and analyzing their gathered data.
http://www.intel.com/content/www/us/en/education/k12/thinking-tools/seeing-reason.html
• Guide students in completing the table in Activity 4B.
• Student and teacher conferences will be helpful in guiding students in accomplishing activity 4B.
Activity 5
Product Creation
This activity will require 2 to 3 class sessions to create the final learning output for module 4. The students will go through four iterative cycles of creation:
Plan It, Do It, Review It and Share It. It is important to explain the importance of the cycles of creation for the students to create better and quality learning output.
Assist the students in learning more about the four cycles by giving and explaining the information below.
(Source: Intel© Education Skills for Success Teacher Book V1. Pages 17-18)
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Activity 6
Showcasing of Products