Special Features

Biodiversity Preservation Project

Introduction: You are now aware of the meaning of biodiversity and its importance to the living environment. You have also become aware of certain environmental issues concerning biodiversity such as the Arctic National Wildlife Refuge, Beluga sturgeon, and the Western Snowy Plover. These issues are happening far away and in your own "backyard."

Some of you have made a conscious effort to e-mail your state legislators to speak-out against president Bush's energy bill and in the process you have learned a valuable lesson: you do have a voice!!!

Purpose: The purpose of this project is to educate oneself about an environmental concern that pertains to preserving biodiversity. It could be something 10,000 miles away or 10 miles away; the choice is yours. However, you will be working in groups so there is a specific process that must take place that will ensure all students have a say in what environmental concern they want their voice to represent. It is an opportunity to learn about one's environment, have one's voice be heard, and develop team-building skills.

Process:

Day One - We will read over the handout and answer all questions.

We will "surf" the Internet so everyone can get an idea of what they might be interested in representing. That night you will be responsible for finding 2-3 environmental concerns (EC) that you want to represent. It will be due the next day. If you come without your choices you will be placed on a team. The computer lab is open at break, lunch, and after school (if you do not have internet access at home).

Day Two - We will gather into teams (4-5) that will be decided by common ECs; some compromises might have to be made. The group will select a team captain that will be in charge of delegating tasks. You must come up with the one EC you wish to represent and clear it with me. You will then begin discussing and assigning the following tasks:

• Choose a team name that is original and represents your cause.
• Purchase a three-sided folding poster board.
• Becoming a member of the public relations campaign to get people to come to the lunchtime activity (making posters to hang-up).
• Research information and bring it to class.
• Draft a letter to a state legislator or business owner explaining your cause.
• Team leaders will be responsible for going to the team leader meeting that will discuss the organizing of the Biodiversity Preservation Symposium (BPS) that will occur at lunch on the following date ____________.
• Design the team's poster board (problem, solution, action "you" can take, drafted letter, pictures, illustrations, graphs, etc.)
• Design your "signatures sheet."
• And any other tasks that you might deem necessary.

Special note: All students are expected to cooperate and participate in the team process. Each student will be evaluated by his or her team and by the teacher. Any nonparticipation or disrespect towards any team member will not be tolerated and will result in a lower grade.

Day Three - (computer lab) Begin compiling information and preparing it for word processing. You should also begin writing your letter to the state legislator of your choice. This letter will need to be displayed in large font size somewhere on your picture board. People will need to see this letter because you are going to be asking for their signature to send along with your letter. Your poster board must also have other pertinent information about your EC that people will need to see. All group members must participate in the BPS, help with the organization (set-up), and help present the cause (2 signature gatherers, 2 presenters).

Day Four - (computer lab) Work Day. Poster board needs to be brought to class.

Day Five - Work Day.

Day Six - Reorganization and practice day. The day we return from break.

Day Seven - BPS day or extra workday.

Day Eight - BPS day (alternate).

One final note... This assignment sheet needs to have a parent signature, so that your parents are aware of the project and so you can invite them to BPS day.