SAMUEL FATOKUN
KAREN CARD
YASHICA TERRY
HEATHER VON HAGEL
BIODIVERSITY
The 5 E’s Model for the teaching, learning, and assessing of sciences Pre-K-12 is based upon a student-centered, constructivist philosophy. Learning new skills and concepts in
depth is not a linear process, but a recursive one. Therefore, suggested timeframes for each of the phases within the 5 E’s Model may not be observed in one setting.
5 E’s
Questions for Planning
*Indicates part of every lesson.
Daily Engagement
 *Objective is stated both in written form
and orally, and is explained/interpreted
 Relates exploration/explanation activities
from previous day(s) to culminating unit
performance task
 Reviews work of previous day(s)
*Students will complete a lab activity in which they will
calculate the diversity index of a selected habitat in order to
explain the importance of biodiversity on the organisms of an
ecosystem
Warm Up

Exploration





Cooperative/whole class/independent
groupings
Use of equipment and materials for
conducting investigations
Data collection and organization
Use of technology for data acquisition
Teacher demonstrations/modeled behaviors
Planning/Observation/Notes
Would you say that our environment is rich in biodiversity?
What kinds of organisms might you find in our area?
Activity
Materials:
1. Each team of 2 is given the animals that live in a 1 square meter
area of a particular habitat (beans, etc. represent the animals)
2. The habitat is represented by vitamin bottles or ? Labeled 1, 2,
3....
3. Different beans or ? and different amounts of each are put into
the bottle.
4. 15+ bottles labeled as follows: 4 bottles 1, 5, 13, 9 (to represent
the tropical rain forests) 3 bottles 4, 8, 12 ( to represent lawns or
wheat fields) 2 bottles 2, 6 (to represent the coniferous forests) 2
bottles 10, 14 (to represent the deciduous forests) 2 bottles 3, 7 (to
represent deserts) 2 bottles 11, 15 (to represent grasslands)
5. To put in : kidney beans, white beans, lima , lentils, cinnamon
candy, barley, sunflower seed, etc.
A variety of beans (lima,
kidney, white, lentils, black,
black-eyed), Each arranged
randomly within 15 film
canisters
Data Table
Calculator
6. Highest diversity is tropical rain forest Lowest diversity is
lawn, wheat fields
7. To figure diversity index # species (types) (simplified version )
# organisms
8. Set up bottles
9. Write habitats on board and ask student to figure out diversity
of their bottle; they're to estimate what habitat it represents (clue highest diversity in this example is .75 - actually may be higher in
nature)
Explanation
 Concepts and vocabulary are developed
through class and group discussions
 Teacher provides assistance in
developing concepts and skills where
students need help
 Clarification of misconceptions

Why is biodiversity valuable?
- Economic
Food, clothing, medicine, jobs
-
Ecologic
Food webs/chains, keystone species
Use of textbooks and other print materials
Elaboration
 Application of data and concepts from
explorations/explanations to new or
modified situations
 Independent or group activities
 Constructed responses
Bill Nye video: Biodiversity
Explanation
 Concepts and vocabulary are developed
through class and group discussions
 Teacher provides assistance in
developing concepts and skills where
students need help
 Clarification of misconceptions
What factors affect biodiversity?
- Area
Large vs. Small

Use of textbooks and other print materials
Students to complete the “K” and” W” columns of a KWL
Chart; the “L” column to be completed as students view the
video
-
Climate
Warm & Rainy vs. Cold or Dry
Niche Diversity
Many vs. Few
Review “niche”. Show
projection of example of the
Saguaro Cactus example as
discussed in previous lesson
*Evaluation
 Journal
 Science PLUS Data and Answer Booklet
 Use of performance lists and rubrics
 Student interviews
 *Closure/review of daily activity
*Indicates part of every lesson
Students will complete the following study questions:
1. What are two ways in which biodiversity is valuable?
2. What economic reasons could you give people in the
rain forest for preserving the ecosystem?
3. What are three factors that affect the biodiversity in an
ecosystem?
4. How does each of these factors affect biodiversity?