Climate Change Topic: Biodiversity

The Kelp Forest Initiative

Biodiversity stripes with fish
Biodiversity stripes with fish

Image copyright biodiversitystripes.info and LPI 2024 (www.livingplanetindex.org)

PowerPoint
Student Sheets

The Kelp Forest Initiative – Teachers Guide

 
The Earthshot prize is inviting students across the world to help solve the Earth’s biggest environmental problems – and win £1 million to scale up their idea.
In this lesson, students will submit an (imaginary) application outlining an ambitious plan to reduce global warming by replanting kelp forests along the UK coast.
In doing so they will apply understanding about global warming and practice using models, collecting evidence and using it to support a claim.
This lesson is suitable for KS4 students.
 

CURRICULUM LINKS

England National Curriculum
KS4 Working scientifically:
  • Using a variety of concepts and models to develop scientific explanations and understanding
  • Explaining everyday and technological applications of science; evaluating associated personal, social, economic and environmental implications;
  • Making decisions based on the evaluation of evidence and arguments
KS4 Biology: how materials cycle through abiotic and biotic components of ecosystems

positive and negative human interactions with ecosystems.

KS4 Chemistry: Earth and atmospheric science: potential effects of, and mitigation of, increased levels of carbon dioxide and methane on the Earth’s climate.
 

STAGE RUNNING NOTES

Starter: Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slide 3: Introduce the scenario and the Earthshot Prize by clicking on the link to watch a short video (see weblinks below).

Slide 4: Ask students to discuss in pairs what the diagram shows and ask for feedback. You might like to ask students if they think this is a good way of showing climate data and why. You can visit https://showyourstripes.info/  where there are other options for showing the same data e.g. as a bar chart.

Slide 5: Introduce an idea to help reduce global warming – planting kelp forests. The link takes you to an optional YouTube video that shows a diver exploring a UK kelp forest.

Main Students interpret scientific diagrams

Slide 6: Give each student a copy of Student sheet 1 – the application form for the Earthshot idea. Tell them that they will be filling it in throughout the lesson and ask them to quickly read it so they know what information they will need. Tell them that they are going to fill in the first two sections using scientific diagrams.

Slides 7-8: Reveal each diagram in turn and ask the students to use each diagram to fill in the corresponding section on the application form. Students may want to supplement the information on the diagrams using their own knowledge.

Students use results from an experiment to collect evidence for the idea

Slide 9: Give pairs a copy of Student sheet 2, which outlines the algal ball experiment.

Student pairs/groups will study beakers of algal balls in hydrogencarbonate indicator, use a colour chart and work out what the results show.

The beakers need to be set up by the technician beforehand (see technician notes below) as it takes a minimum of 40 minutes to see a change.

They will set up 4 vials of hydrogencarbonate indicator – one containing no algal balls, one with 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light so the algae can photosynthesise and use the dissolved carbon dioxide.

If you are unable to run the experiment, show the film of it: https://www.youtube.com/watch?v=fI3x68CkKW0

Ask students to use the results to fill in section 3 of Student sheet 1.

Students use information to explain how kelp forests can increase biodiversity

Slides 10-11: Show the students the chart and ask them to discuss in pairs what it shows. Listen to feedback from pairs.

Slide 12: Reveal that the chart shows that the number of different species on Earth – its biodiversity is decreasing because many species have gone extinct. Ask the students to use the information on Student sheet 4 to decide how planting more kelp can help increase biodiversity in the oceans and fill in section 4 of Student sheet 1.

Action: Students provide feedback on the Earthshot idea

Check student understanding by asking individuals for one sentence answers on:

• How planting more kelp can help reduce global warming.

• How planting more kelp can increase biodiversity.

They should be encouraged to not repeat a point made by another student.

Ask students’ opinions on whether they think their Earthshot idea has a chance of winning the prize and why.

WEBLINKS

YouTube video about the Earthshot Prize:

YouTube video that shows a diver exploring a UK kelp forest:

Climate stripes https://showyourstripes.info/

Biodiversity stripes https://biodiversitystripes.info/global

Reliable sources about kelp:

NOAA (National Oceanic and Atmospheric Administration): https://www.climate.gov/news-features/understanding-climate/understanding-blue-carbon

BBC: https://www.youtube.com/watch?v=3gmTAG-rose

The National Geographic: https://www.nationalgeographic.com/environment/article/seaweed-fastest-least-expensive-tool-climate-change

NCBE-SAPS photosynthesis kit https://www.ncbe.reading.ac.uk/photosynthesis-kit/ 

TECHNICIAN GUIDE:

The algal ball experiment

To prepare the algal balls see: www.saps.org.uk/teaching-resources/resources/235/algal-balls-photosynthesis-using-algae-wrapped-in-jelly-balls/

Bubble air through the hydrogencarbonate indicator with atmospheric carbon dioxide. The solution is ready to use when it’s a deep red colour.

For each group set up 4 small bottles of prepared hydrogencarbonate indicator – one containing no algal balls, one with no balls (control), 5 balls, one with 10 balls and one with 15 balls and leave exposed to a bright light at least one hour before the lesson so there is a distinct colour change in each bottle.

Climate quality mark December 2024

Related Resources...

Mauna Loa Observatory NOAA

Carbon Dioxide – Seasonal Cycles

Exploring the link between photosynthesis and seasonal cycles in atmospheric carbon dioxide concentration

biodiversity stripes

Climate Change and Biodiversity

Exploring the links between biodiversity and climate change. 

Climate Change and Biodiversity

biodiversity stripes
biodiversity stripes

Image copyright biodiversitystripes.info and LPI 2024 (www.livingplanetindex.org)

PowerPoint
Student Sheets

Insects are in trouble! As temperatures rise and climate changes, many are unable to adapt quickly enough and are threatened with extinction.

In this science lesson, students are tasked with helping a moth species – the garden tiger moth.

They analyse simple data to spot how temperatures and biodiversity in the UK has changed over time.

They then organise information to show how these two ideas are linked before designing a green wall at school to help lower temperatures.

 
This lesson is suitable for KS2 students.

CURRICULUM LINKS

English National Curriculum
 
Lower KS2:
  • Working Scientifically: using straightforward scientific evidence to answer questions or to support their findings.
  • Recording findings using simple scientific language, drawings, labelled diagrams, keys, bar charts, and tables.
  • Year 4 Science: Living things and their habitat: recognise that environments can change and that this can sometimes pose dangers to living things.

Starter:  Engage with the task for the lesson

Slide 2: The learning objectives for this lesson.

Slides 3-4: Ask students to play a game. Show them the image of a mystery object on slide 3 and ask them to guess it is. Welcome all ideas – no guess is incorrect! Reveal slide 4 and ask the students if they want to change their mind.

Slide 5: Reveal that the mystery object is a caterpillar, which grow into adult moths. You may wish to show the class a video of garden tiger moth caterpillars (see weblinks below).

Slide 6: Tell the students that the number of garden tiger moths in the UK is decreasing. Reveal the task that they will be completing in the lesson: to help stop this. 

Main: Students practice analysing data

Slide 7: Show the students the chart and ask them to discuss in pairs what it shows. You might like to explain what a key is, and what the different colours mean in the context of this chart. Listen to feedback from pairs.

Slide 8: Reveal that the chart shows that the number of different species of moth in the UK is decreasing (going down) because many have gone extinct (this means there are no longer any alive in the UK). This makes their task of helping the garden tiger moths even more important as they could be next.

Slide 9: Show the students another chart and ask them to discuss in pairs what it shows. Students should be able to analyse this one with less guidance. You may like to visit the Climate Stripes website (see weblinks below) and change the chart to show the students the temperature change in their area of the UK. There is also the option of changing the type of chart if you would like to give the class further opportunities to practice analysing data.

Slide 10: Consolidate the idea that it shows temperatures in the UK are rising. You could ask students about their personal experiences – do they find that the summers are too hot? How does this make them feel?

Slide 11: This image shows the two charts next to each other, so the data can be compared. Explain that it shows that has the temperature has increased, the number of different moth species has decreased. Ask pairs to discuss their ideas about why. It is important to note that their ideas at this stage do not have to be correct (or based on any scientific facts). This task gives them a chance to practice coming up with hypotheses (ideas) – an important skill in science.

Students use information to connect two events

 

Slide 12: Set the students a task – to work out how the temperature rise has caused a decrease in moths. Provide pairs with cards cut from Student Sheet A and give each student a copy of the flow chart from Student Sheet B or C (C is a more scaffolded version.) Guide the students into picking information from the cards to fill in the flow chart.

Slide 13: Reveal a completed version of the flow chart and explain how the events are connected. Ask students if their ideas were similar to this.

Introduce green walls

Slide 14: Reveal a way of helping moths – green walls.

Slide 15: Explain that green walls can also help keep us cool, using the infra-red photograph on the right of the slide as evidence. Explain that the darker areas are cooler. Ask students where the cooler areas are – they should notice that these areas are where the plants are growing.

Students design a green wall

Slide 16: Reveal the final task – to design a green wall that will help them and the moths.

Students should consider the location of the wall based on what areas of the school get hottest, or what areas are used most often. This can be extended by asking students to use a thermometer to measure the temperature in different parts of the school on a hot day. 

Some students may want to extend their thinking about consider how the plants will be watered – especially thinking about future droughts. They may even be able to design an irrigation system! 

You can extend this task by asking students to write an email or speech to the headteacher, explaining why they want to build a green wall using as many arguments as they can from information they have learnt in the lesson.

 

WEBLINKS 

YouTube video of garden tiger moth caterpillars
 
Information about garden tiger moths
 
Background information about moths and climate change
 
Biodiversity stripes
 
Climate stripes
 

Information about green walls in school

 
 
 
 
Climate quality mark December 2024

A Regrowing Reef

A Regrowing Reef

a) Use the substitution \(u = 4 – \sqrt{s}\) to show that

\[\int_{}^{}\frac{\text{dh}}{4 – \sqrt{s}} = – 8\ln\left| 4 – \sqrt{s} \right| – 2\sqrt{s} + k\]

where k is a constant

[6 marks]

 

A coral reef is growing back after global temperatures are reduced from their peak value.

The rate of change of area covered by the reef is modelled by the differential equation

\[\frac{\text{ds}}{\text{dt}} = \frac{t^{0.25}(4 – \sqrt{s})}{20}\]

Where s is the surface area of the reef in m2 and t is the time, in years, after the reef begins to regrow.

b) Find, according to the model, the range of areas that could be covered by the coral reef. 

[2 marks]

The coral reef has a surface area of 1m2 when it starts to regrow.

According to the model,

c) Calculate the time this reef would take to cover 12 m2, giving your answer to 3 significant figures.

[7 marks]

Shrinking Species

Shrinking Species

Since 1800, the number of amphibian species, N, has been decreasing over time, t. 

A simple model shows that the rate of decrease of the number of species is proportional to the remaining number of species.

Given that the initial number of amphibian species is N0, and t is the number of years since 1800,

a) Show that \(N = N_{0}e^{- kt}\)

[4 marks]

In 2000 the number of amphibian species is 0.9N₀.

b) Find the exact value of k.

[3 marks]

c) Using the model, in what year will 20% of amphibian species be
extinct?

[3 marks]

Surviving Species

surviving species

Climate change affects the habitats and environments of many species, some of which won’t be able to adapt fast enough to survive in their new habitats.

The graph shows the percentage of species driven extinct since 1500. Of the species that were around in 1500

Diagram showing Extinctions since 1500

a) Calculate the probability of a reptile species having gone extinct by 1900. 

[1 marks]

b) Calculate the probability of an amphibian species not having gone extinct by 2018. 

[1 marks]

c) Of a sample of 60,000 species alive in 1500, assuming equal numbers of amphibian, mammal, bird, reptile and fish species are included, find, by first taking an average, how many species you would expect to have not gone extinct by 2018.

[3 marks] 

Reducing Biodiversity Loss

reducing biodiversity loss

The graph from the IPBES Global Assessment Report on Biodiversity and Ecosystem Services shows 3 different scenarios for how we could reduce biodiversity loss by 2050. Each scenario prevents the same amount of biodiversity loss.

graph from the IPBES Global Assessment Report on Biodiversity and Ecosystem Services

a) Look at the Global Technology scenario. What is the biggest measure that would be taken in this scenario? 

[1 mark]

b) Look at all three scenarios together. Which scenario would involve reducing infrastructure expansion the most? 

[1 mark]

c) What measure would be taken in the Consumption Change scenario that would not be taken in the scenarios of Global Technology or Decentralised Solutions? 

[1 mark]

d) Using a ruler, work out the percentage decrease of increasing agricultural productivity when comparing the scenario of Global Technology to Decentralised Solutions. 

[3 marks]

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