LESSON PLAN 1: BIOLOGICAL DIVERSITY1
Grade Levels: 6 to 10
Subjects: Science, Biology, Living Environment
Duration: 1 hour
Purpose: Students play a round of “musical chairs” using drawings of different
species in a food web. The disappearance of “chairs” signals the extinction
of that species. Students learn how extinction of species affects others in
food web.
Learning Objectives: By the end of the activity, the students will be able to:
 Discuss the composition of a food chain/web.
 Identify the causes of loss of members of the food chain/web.
 Explain how the disappearance of one species affects other species.
Materials:
blackboard
Source of music
chalk
journal notebook
drawing tools
Vocabulary: Biodiversity
carnivore
decomposer
Ecosystem
Food Chain
Food Web
Herbivore
Microorganism
Omnivore
Species
Procedure:
A. Part 1: Game to Understand Biodiversity Loss
1. Explain the rules of the game.
 Each player represents an organism in a food chain/web.
They carry a label of the organism paste on their chest.
 The game is set-up on a circle with chairs. There is always 1
chair less than the number of participants.
 When the music is turn on everybody moves around in
clockwise or counterclockwise direction.
 When the music stops the students sit on the chair.
 The student left standing is taken out of the game. This
student represent the organism that will undergo
extinction.
2. Play the game
B. Part 2: Understanding Food Chain/Food web.
1. In a small groups, have students brainstorm examples of food chains,
identify the components of food chain, explain the difference between
food chain and food web and explain the relationship between
components.
2. In their journal notebook, write the levels of food chains: Producers,
Herbivores, Omnivores, Carnivores and Decomposers. To make a food
web, there should be multiple organisms for each level. There should
be arrows directing to the organisms that are being eaten. Explain
that the connections between species are why biodiversity is
sometimes called the “the web of life”. (PLEASE SEE ATTACH
SAMPLE)
C. Part 3: Processing the activity.
1. Ask the students “what could have made the particular species from
the game to go extinct?”
2. Ask the students how humans, human activities can affect food webs
in both positive and negative ways.
3. Let the students come up with ways to solve problems on the
continues degradation of biodiversity.
4. Since they are divided into groups, ask individual member to make
their own food chain, after which all members of the group will find
ways to combine all their food chains to make up a food web.
5. Write their food web on a chart paper, and share it to the whole class.
Assessment:
1. Active student participation in food web discussion.
2. Rubrics will be given as a standard to grade their food chains and food
webs.
Video Gallery:
A 5-10 minutes video on continues loss of flora and fauna worldwide. This
will create awareness and relevance of the lesson worldwide.
http://www.cbd.int/videos/ = title ACTION NOW FOR LIFE ON EARTH
Reference:
1Adapted & Modified from the Teachers’ Resources at the Convention on Biological
Diversity. https://www.cbd.int/ibd2008/Resources/teaches/1.shtml
Joel Agustin
Conservation Biology Project 1
Page 1 attachment
This JOURNAL will bring the students to realize that Extinction is a product of both
Natural Phenomenon and Human Activities.
Reference:
SEPUP.2001. Science & Life Issues. California: Lawrence Hall of Science. Pp.F4-F10
Joel Agustin
Conservation Biology Project 1
Page 2 Attachment
This activity will enable the kids to realize that Extinction is irreversible.
Joel Agustin
Conservation Biology Project 1
Page3 Attachment
This part will enable the kids to learn that conservation and preserving organisms is
beneficial to the entire ecosystem.
Joel Agustin
Conservation Biology Project 1
Page 4 Attachment
This Activity (video- What Darwin never knew?) will enable the students to realize
that Variations occur in different species and it can be traced in the genes. They will
meet the author of Evolution – Charles Darwin.
Joel Agustin
Conservation Biology Project 1
Page 5 Attachment
This activity enabled the students to learn that the environment has limited carrying
capacity to enable the continuous growth of different fauna and flora in that locale.
Joel Agustin
Conservation Biology Project 1
Page 6 Attachment
This page of the activity enabled the kids to learn that, when all resources are gone,
living things will cease to survive and that includes human.
Joel Agustin
Conservation Biology Project 1
Page 7 Attachment
This page of the activity enabled the students to learn that COMPETITION between
species/different species are observed specially when resources are limited. Living
things are suppose to be “fit” to be able to compete, to grow and reproduce.
Joel Agustin
Conservation Biology Project 1
Page 8 Attachment
This page of the activity enabled the students to learn that DISEASES play a big
factor that will lead to extinction.
Joel Agustin
Conservation Biology Project 1
Page 9 Attachment
Title of this activity: SIMULATION OF NATURAL SELECTION. This activity enabled
the students to learn that organisms who are fitted to survive will grow, live longer
and reproduce. Those who are NOT able to adapt most likely are eliminated or die
and eventually be wiped out on the surface of the earth because they cannot
reproduce.
Joel Agustin
Page 10 Attachment
Conservation Biology Project 1
This page, each student represented a specific species where they have to compete
for limited food (M&M). Some captured most food, others had very little. The
students will now evaluate the relevance of this activity in the wild. They graph the
results.
Joel Agustin
Conservation Biology project 1
Page 11 Attachment
This activity, the students made their own food chain. Each individual student in a
group combine their food chains together to come up with a food web. Here, the
producers (grass) are eaten by CATERPILLAR which is in turn eaten by the FROG.
The frog is eaten by SNAKE who is in turn eaten by CROCODILE. The crocodile is
eaten by HUMANS. Some human beings eat exotic meat including crocodile’s meat
(bushmeat).
Joel Agustin
Conservation Biology Project 1
Page 12 attachment
This page, the students, analyze their food web: they place in columns the
PRODUCERS, the CONSUMERS, and DECOMPOSERS.