SOCIETAL IMPLICATIONS & APPLICATIONS
B1.1 Analyse some of the risks and benefits of human intervention to the biodiversity of aquatic or terrestrial ecosystems [AI, C].
For this section will be possible to cover topics such as:
Covering these topics can be done as projects where each person is assigned a different topic (which could also be done in pairs).
The other option would be to do a case study where it would be possible for each person to do a different stakeholder for each of the topics.
If these projects were to be done in groups, it would have to be clear that they are able to share information, however, students would be required to submit how the contributed to their group, keeping track of all of their work and progress, in order that an individual mark be given to each student.
- Tree plantations
- Monoculture of livestock or agricultural crops
- Over harvesting of wild plants for medicinal purposes
- Using pesticides to control pests
- Suppression of wild fires
- Socking recreational fish in lakes
Covering these topics can be done as projects where each person is assigned a different topic (which could also be done in pairs).
The other option would be to do a case study where it would be possible for each person to do a different stakeholder for each of the topics.
If these projects were to be done in groups, it would have to be clear that they are able to share information, however, students would be required to submit how the contributed to their group, keeping track of all of their work and progress, in order that an individual mark be given to each student.
B1.2 Analyse the impact that climate change might have on the diversity of living things.
For this section it will be possible to have a number of class discussions.
Topics covered could be:
Alternatively, this could also be done as a mini-assignment/project.
Topics covered could be:
- The impact of rising temperature in regards to habitat loss or expansion
- How changing rainfall levels can cause flooding or drought of habitats
Alternatively, this could also be done as a mini-assignment/project.
Additional Teaching Resources for Case Studies
References
Images are from wikipedia.org unless otherwise stated.
Ministry of Education (2008). The Ontario Curriculum Grades 11 and 12. (pp. 50-51). Ontario, Canada.
University at Buffalo. "To Spray or Not to Spray - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=406&id=406
University at Buffalo. "Banana Split: To Eat or Not to Eat - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=541&id=541
University at Buffalo. "Ecotourism: Who Benefits? - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=359&id=359
University at Buffalo. "The Ecological Footprint Dilemma - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=543&id=543
University at Buffalo “Can we do without pesticides? -National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=360&id=360
Ministry of Education (2008). The Ontario Curriculum Grades 11 and 12. (pp. 50-51). Ontario, Canada.
University at Buffalo. "To Spray or Not to Spray - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=406&id=406
University at Buffalo. "Banana Split: To Eat or Not to Eat - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=541&id=541
University at Buffalo. "Ecotourism: Who Benefits? - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=359&id=359
University at Buffalo. "The Ecological Footprint Dilemma - National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=543&id=543
University at Buffalo “Can we do without pesticides? -National Center for Case Study Teaching in Science." National Center for Case Study Teaching in Science (NCCSTS). Retrieved on Mar 4, 2013: http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=360&id=360