{"id":1584,"date":"2021-04-22T13:57:30","date_gmt":"2021-04-22T13:57:30","guid":{"rendered":"https:\/\/www.ebi.gov.et\/?page_id=1584"},"modified":"2021-04-22T13:57:30","modified_gmt":"2021-04-22T13:57:30","slug":"think-and-feel-biodiversity","status":"publish","type":"page","link":"https:\/\/ebi.gov.et\/am\/biodiversity\/education\/think-and-feel-biodiversity\/","title":{"rendered":"Think and Feel Biodiversity"},"content":{"rendered":"<div data-elementor-type=\"wp-page\" data-elementor-id=\"1584\" class=\"elementor elementor-1584\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-e16a14a elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"e16a14a\" data-element_type=\"section\" data-e-type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-1041ec1\" data-id=\"1041ec1\" data-element_type=\"column\" data-e-type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-4f5acf7 elementor-widget elementor-widget-text-editor\" data-id=\"4f5acf7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t\t\t\t\t<h3 class=\"titlex1\">Lesson Plan 5: So what do you think and feel?<\/h3><div id=\"ctl07_CSkin\"><div id=\"ctl07_CSkin2\"><div id=\"ctl07_ctl00_CContent\" class=\"hlite\"><strong>Grade levels<\/strong>: 4 to 6.<\/div><div class=\"hlite\"><strong>Subjects<\/strong>: Art, Social Studies, Environmental Studies<\/div><div class=\"hlite\"><strong>Duration<\/strong>: 2 hours (can be reduced if students complete the so what? diagram as homework)<\/div><div class=\"hlite\"><strong>Description<\/strong>: Students create a so what? diagram in which they organize their personal reflection on the relationship between biodiversity and agriculture, and how it relates to things they care about.<\/div><div class=\"hlite\"><strong>Learning objectives<\/strong>: By the end of the activity, the students will be able to:<\/div><div id=\"ctl07_ctl00_CContent\" class=\"hlite\"><ul class=\"cmsListBullet\"><li>Articulate the relationship between biodiversity and agriculture, and how it affects other things;<\/li><li>Organize their ideas in a \u201cSo what?\u201d poster.<\/li><\/ul><p><strong>Skills<\/strong>: Students will develop skills in the following areas:<\/p><ul class=\"cmsListBullet\"><li>Poster presentation;<\/li><li>Oral presentation;<\/li><li>Developing a concept map.<\/li><\/ul><div id=\"ctl07_ctl00_CContent\" class=\"hlite\"><strong>Materials<\/strong>: drawing materials (paper, coloured pencils, crayons, old magazines).<\/div><div class=\"hlite\"><strong>Vocabulary<\/strong>: biodiversity, fair trade, sustainable agricultural production.<\/div><h4 class=\"cmsH4\">Procedure<\/h4><ol class=\"cmsListNumber\"><li>Sensitize students to biodiversity and agriculture issues (e.g. by working on other activities in this module).<\/li><li>Start activity with a KWL chart or word wall to ensure students are familiar with appropriate vocabulary. (See appendix 1.)<\/li><li>Have students read \u201cSo what?\u201d in Biodiversity, food and farming for a healthy planet.<\/li><li>Divide students into of three. In each group, assign a timekeeper, note-taker and reporter. Ask half the groups to come up with a list of good oral presentation techniques. Ask the other half to come up with a list of poor oral presentation techniques. The groups have five minutes to brainstorm ideas. After, the reporter in each group summarizes the group\u2019s discussion for the rest of the class. The teacher may wish to post a list of good and poor presentation techniques in the classroom.<\/li><li>Ask students to develop a personal response to one question, either\u00a0<strong>\u201cbiodiversity is important for agriculture \u2013 so what?\u201d<\/strong>\u00a0or\u00a0<strong>\u201cagriculture affects biodiversity \u2013 so what?\u201d<\/strong>. Student responses should take the form of a so what? diagram. Students can create their so what? diagram on paper (Bristol board works well) or, if they like working on the computer, they can create a flow chart using PowerPoint or similar software.<\/li><li>Have students follow the steps for creating a so what? diagram:<br \/><ul class=\"cmsListBullet\"><li>Write the phrase\u00a0<strong>\u201cbiodiversity is important for agriculture\u201d<\/strong>\u00a0or\u00a0<strong>\u201cagriculture affects biodiversity\u201d<\/strong>\u00a0in a small box in the center of the large piece of paper.<\/li><li>From the center box, draw a small line in any direction. Write the phrase \u2018so what?\u2019 on top of the line. Draw a\u00a0<strong>second<\/strong>\u00a0box at the end of the line. In the box, sketch your own personal answer to this question. For example, if a student selected agriculture affects biodiversity, they may write \u2018forests in the Amazon are chopped down to create pastures for raising livestock\u2019.<\/li><li>From the\u00a0<strong>second<\/strong>\u00a0box, draw another line in any direction. Write \u2018so what?\u2019 on top of the second line. Draw a new,\u00a0<strong>third<\/strong>\u00a0box. In the\u00a0<strong>third<\/strong>\u00a0box, sketch a response to the previous answer. (E.g. the \u2018so what?\u2019 of forests in the Amazon are chopped down to create pastures for raising livestock could be, \u2018deforestation is threatening the habitat of tropical rainforests and wild animals like monkeys and jaguars\u2019.)<\/li><li>Continue adding to this \u2018line of thought\u2019 until no more connections can be made. Then start a new line from the center box and repeat the process.<\/li><li>Note: The lines of thought in the so what? diagram can be both positive and negative. For example, you may appreciate that we\u2019re making an effort to curb greenhouse gas emissions but regret that you now have more work to do.<\/li><\/ul><p><strong>Some ground rules for your so what? diagrams<\/strong>:<\/p><ul class=\"cmsListBullet\"><li>Make it personal. This chart is about your own personal reaction to\u00a0<strong>biodiversity and agriculture issues<\/strong>, not the \u2018right\u2019 reaction.<\/li><li>Use pictures more than words (sketch pictures or cut and paste pictures from old magazines).<\/li><li>Think big and broad. Think about all living things, near and far, now and in the future.<\/li><li>The last box in each line of thought should be very personal \u2013 it should include an \u2018I\u2019 statement (e.g. I believe \u2026., I wish, \u2026. I am \u2026, I would feel better if \u2026. I like \u2026.)<\/li><\/ul><\/li><li>Have each student present their so what? diagram to the rest of the class. Use the presentations as a starting point to discuss what concrete actions students can take.<\/li><li>If using a KWL chart, have students complete the L column.<\/li><\/ol><p><strong>Assessment<\/strong>:<\/p><ul class=\"cmsListBullet\"><li>Students present their so what? diagrams to the class.<\/li><li>see appendices 3a, 3c and 3f for sample rubrics of participation and group work, oral presentations and concept maps.<\/li><\/ul><\/div><div id=\"ctl07_ctl00_CContent\" class=\"hlite\"><strong>Internet resources<\/strong>:<br \/><a href=\"http:\/\/www.lemanic-neuroscience.ch\/AnnualMeeting\/2007\/files\/poster%20guidelines.pdf\" target=\"_blank\" rel=\"noopener\">How to make a great poster<\/a>\u00a0<strong>Other references<\/strong>: Activity based on \u201cSo-what?\u201d activity of Teri Burgess, Learning For a Sustainable Future 2007. Sample so what? diagram reflecting on the question \u201celectronics are made from resources, so what?\u201d.<br \/><figure style=\"width: 459px\" class=\"wp-caption aligncenter\"><img fetchpriority=\"high\" decoding=\"async\" src=\"https:\/\/www.cbd.int\/images\/bioday\/2008\/ibd-2008-sowhat.gif\" alt=\"\" width=\"459\" height=\"355\" \/><figcaption class=\"wp-caption-text\">Diagram courtesy of Natalie Gibb. Source: CBD Website<\/figcaption><\/figure><\/div><div class=\"hlite\">\u00a0<\/div><\/div><\/div>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>","protected":false},"excerpt":{"rendered":"<p>Lesson Plan 5: So what do you think and feel? Grade levels: 4 to 6.Subjects: Art, Social Studies, Environmental StudiesDuration: 2 hours (can be reduced if students complete the so what? diagram as homework)Description: Students create a so what? diagram in which they organize their personal reflection on the relationship between biodiversity and agriculture, and [&hellip;]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":1205,"menu_order":1,"comment_status":"closed","ping_status":"closed","template":"","meta":{"ocean_post_layout":"","ocean_both_sidebars_style":"","ocean_both_sidebars_content_width":0,"ocean_both_sidebars_sidebars_width":0,"ocean_sidebar":"","ocean_second_sidebar":"","ocean_disable_margins":"enable","ocean_add_body_class":"","ocean_shortcode_before_top_bar":"","ocean_shortcode_after_top_bar":"","ocean_shortcode_before_header":"","ocean_shortcode_after_header":"","ocean_has_shortcode":"","ocean_shortcode_after_title":"","ocean_shortcode_before_footer_widgets":"","ocean_shortcode_after_footer_widgets":"","ocean_shortcode_before_footer_bottom":"","ocean_shortcode_after_footer_bottom":"","ocean_display_top_bar":"default","ocean_display_header":"default","ocean_header_style":"","ocean_center_header_left_menu":"","ocean_custom_header_template":"","ocean_custom_logo":0,"ocean_custom_retina_logo":0,"ocean_custom_logo_max_width":0,"ocean_custom_logo_tablet_max_width":0,"ocean_custom_logo_mobile_max_width":0,"ocean_custom_logo_max_height":0,"ocean_custom_logo_tablet_max_height":0,"ocean_custom_logo_mobile_max_height":0,"ocean_header_custom_menu":"","ocean_menu_typo_font_family":"","ocean_menu_typo_font_subset":"","ocean_menu_typo_font_size":0,"ocean_menu_typo_font_size_tablet":0,"ocean_menu_typo_font_size_mobile":0,"ocean_menu_typo_font_size_unit":"px","ocean_menu_typo_font_weight":"","ocean_menu_typo_font_weight_tablet":"","ocean_menu_typo_font_weight_mobile":"","ocean_menu_typo_transform":"","ocean_menu_typo_transform_tablet":"","ocean_menu_typo_transform_mobile":"","ocean_menu_typo_line_height":0,"ocean_menu_typo_line_height_tablet":0,"ocean_menu_typo_line_height_mobile":0,"ocean_menu_typo_line_height_unit":"","ocean_menu_typo_spacing":0,"ocean_menu_typo_spacing_tablet":0,"ocean_menu_typo_spacing_mobile":0,"ocean_menu_typo_spacing_unit":"","ocean_menu_link_color":"","ocean_menu_link_color_hover":"","ocean_menu_link_color_active":"","ocean_menu_link_background":"","ocean_menu_link_hover_background":"","ocean_menu_link_active_background":"","ocean_menu_social_links_bg":"","ocean_menu_social_hover_links_bg":"","ocean_menu_social_links_color":"","ocean_menu_social_hover_links_color":"","ocean_disable_title":"default","ocean_disable_heading":"default","ocean_post_title":"","ocean_post_subheading":"","ocean_post_title_style":"","ocean_post_title_background_color":"","ocean_post_title_background":0,"ocean_post_title_bg_image_position":"","ocean_post_title_bg_image_attachment":"","ocean_post_title_bg_image_repeat":"","ocean_post_title_bg_image_size":"","ocean_post_title_height":0,"ocean_post_title_bg_overlay":0.5,"ocean_post_title_bg_overlay_color":"","ocean_disable_breadcrumbs":"default","ocean_breadcrumbs_color":"","ocean_breadcrumbs_separator_color":"","ocean_breadcrumbs_links_color":"","ocean_breadcrumbs_links_hover_color":"","ocean_display_footer_widgets":"default","ocean_display_footer_bottom":"default","ocean_custom_footer_template":"","footnotes":""},"class_list":["post-1584","page","type-page","status-publish","hentry","entry"],"rttpg_featured_image_url":null,"rttpg_author":{"display_name":"Mohammed Rediwan","author_link":"https:\/\/ebi.gov.et\/am\/author\/mohammedebi\/"},"rttpg_comment":0,"rttpg_category":null,"rttpg_excerpt":"Lesson Plan 5: So what do you think and feel? Grade levels: 4 to 6.Subjects: Art, Social Studies, Environmental StudiesDuration: 2 hours (can be reduced if students complete the so what? diagram as homework)Description: Students create a so what? diagram in which they organize their personal reflection on the relationship between biodiversity and agriculture, and&hellip;","_links":{"self":[{"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/pages\/1584","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/comments?post=1584"}],"version-history":[{"count":0,"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/pages\/1584\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/pages\/1205"}],"wp:attachment":[{"href":"https:\/\/ebi.gov.et\/am\/wp-json\/wp\/v2\/media?parent=1584"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}