Grade Level: Grades 7-9
Duration: 45-60 minutes
Subjects: Science, Geography, Language Arts, Indigenous Perspectives, Technology
Learning Objectives
By the end of this lesson, students will be able to:
- Define biodiversity and explain why it matters locally and globally.
- Identify and describe species and ecosystems in their own region.
- Analyze how human activities influence biodiversity.
- Use digital tools (Google Earth/My Maps) to create and present a visual biodiversity map.
- Reflect on ways their community can balance human needs and ecological health.
Materials
- Computers or tablets with internet access
- Access to Google Earth or Google Maps
- Optional: accounts on iNaturalist or local biodiversity databases
- Chart paper or digital notes for observations
- Optional: camera or sketchbook for field observations
Curriculum Connections
- Science: Interactions within ecosystems, human impacts, species at risk.
- Geography: Spatial mapping, ecoregions, land use.
- Social Studies: Community responsibility, stewardship, sustainability.
- Language Arts: Research, communication, and presentation skills.
- Technology: Using digital mapping tools to organize and share data.
Terms
- Biodiversity: The variety of all living things in one area – like different kinds of plants, animals, insects, and fungi living together.
- Ecosystem: A community of living things (plants, animals, and people) and non-living things (like water, sunlight, and soil) that all work together and depend on each other.
- Species: A group of living things that are the same kind and can reproduce with each other.
- Habitat: The natural home or environment where a plant or animal lives and finds what it needs to survive such as food, water, and shelter.
- Food chain/food web: A diagram that shows how energy moves through an ecosystem (what a species eats). A food chain shows one path (grass → hare → fox), while a food web shows many connected paths.
- Adaptation: A special feature or behavior that helps a living thing survive in its environment.
- Invasive species: A plant or animal that is not naturally from an area and causes harm to the local environment, plants, or animals.
- Niche: The role or job a species has in its ecosystem – such as pollinator, predator, decomposer, or seed spreader.
- Decomposer: An organism, like fungi or worms, that breaks down dead plants and animals, returning nutrients to the soil.
- Pollinator: An animal (like a bee, bat, or butterfly) that helps plants reproduce by moving pollen between flowers.
- Ecoregion: A large area with similar climate, landforms, plants, and animals. Canada has many ecoregions, such as the boreal forest, prairies, and temperate rainforest.
- Watershed: The area of land where all the water drains into a common water body, like a river, lake, or ocean.
- Extinction: When a species no longer exists anywhere on Earth.
- Conservation: The careful use and protection of nature so that plants, animals, and resources will be healthy for future generations.
- Stewardship: Taking care of the Earth by making choices that protect the environment, animals, and natural places.
- Sustainability: Using resources in a way that meets our needs today without harming the ability of future generations to meet theirs.
- Two-Eyed Seeing: A way of learning that uses both Indigenous knowledge and western science together. Seeing the world with ‘two eyes’ to gain a fuller understanding of nature.
Instructions
Introduction – Why Know our Natural Context?
Begin with discussion questions:
- What do we already know about the plants and animals that live around us?
- Why might it be important to understand our local ecosystems?
Show examples of biodiversity maps or images highlighting local species.
Introduce key ideas from the prompt, or use these examples:
- Understanding ecosystems
- Preserving species
- Supporting human well-being
- Advancing science
- Encouraging engagement
Emphasize the concept of two-eyed seeing: combining western science and Indigenous knowledge to understand nature holistically.
Explore – Mapping Our Local Context
Step 1: Open Google Earth or Google My Maps and start a new project.
Step 2: Define your study area, whether it be your schoolyard, neighbourhood, or community.
Step 3: Identify and label local natural spaces (parks, rivers, trails, wetlands, forests).
Step 4: Research what species live there. Use iNaturalist or local conservation websites. Include at least 5-10 species, noting which are native, threatened, or invasive.
Step 5: Add details to your map:
- Descriptions of habitats
- Photographs, drawings, or short videos
- Notes on ecosystem roles (pollinator, predator, decomposer, etc.)
Connect – Community Knowledge
Encourage students to connect with local experts or knowledge holders, such as:
- Park rangers, naturalists, or biologists
- Indigenous knowledge keepers or elders
- Family members or community gardeners
Students add 1-2 insights from these conversations to their maps (e.g., stories about species, seasonal patterns, or conservation efforts).
Present
Students present their digital maps to small groups or the class, explaining:
- What ecosystems exist in their community?
- Which species are thriving or at risk?
- What surprised them about their findings?
- How might their community balance human needs and nature’s needs?
Encourage creative formats such as short presentations, narrated map tours, or posters summarizing their findings.
Reflect
Students answer these in writing or discussion, using their maps as evidence:
- What are the major waterways near you (ponds, rivers, lakes, wetlands)?
- What is the general landscape? Is it urban, farmland, forested, or mountainous?
- What is the population of your area, and how might it affect local ecosystems?
- What ecoregion does your community belong to?
Choose one plant or animal from your map:
- What is its role (niche) in the ecosystem?
- Is it endangered or threatened locally?
- What are its main threats?
- How can mapping biodiversity help your community make better environmental choices?
Extensions
- Compare your local map with another class or community in Canada.
- Create a biodiversity action plan based on your findings – steps to protect local species.
- Map how certain species may shift their range over time.
- Use the data to write persuasive letters or posters encouraging community stewardship.
