Ecosystem explorers

Description of the activity:

Lesson 1: Introduction to the Virtual Journey

Lesson 1: "Exploring Ecosystems"

Opening Activity (15 min):

• Brief introduction to ecosystems and the importance of biodiversity.

• Example: Show a short video showcasing the beauty and diversity of ecosystems around the world, emphasizing the importance of preserving them.

• Divide the class into peer learning groups and ask them to reflect on the concept of biodiversity and the significance of ecosystems for life on Earth. Each group discusses how ecosystems impact the well-being of the environment and living beings.

Peer Learning: Choosing an Ecosystem (20 min):

• Within each group, students discuss and choose a specific ecosystem to explore (e.g., rainforest, desert, savanna, etc.). Each group then selects a country or region of the world where the chosen ecosystem is located.

• Example: Students might choose fascinating ecosystems like the Amazon rainforest or the Great Barrier Reef in Australia.

Cooperative Learning: Research Planning (25 min):

• Students work together within their groups to plan their research on the geographical and environmental characteristics of their chosen ecosystem. Using paper and pens, they create a detailed list of information to gather, such as geographic location, climate, animal and plant species present, and environmental threats.

Lesson 2: "Research and Poster Creation"

Warm-Up Activity (10 min):

• In pairs or small groups, students discuss specific geographical and environmental aspects they want to dig into the subject during their research on the chosen ecosystem. They also reflect on their learning needs, identifying topics they wish to focus on.

• Example: Conduct a short interactive quiz where students answer questions about the general geography of ecosystems.

• Encourage students to start from personal experiences (travels, readings, etc.), consider their interests related to environment and nature, ask questions about what fascinates them most about the ecosystem, and identify topics they want to explore further based on their needs and interests.

Peer Learning: Individual or Group Research (30 min):

• Students use online resources and provided educational materials to gather detailed information about the geographical and environmental characteristics of their ecosystem. They can use geographic maps and online resources on biodiversity to deepen their understanding.

• In their presentations, students should note how they selected and evaluated available information sources, identified areas of interest individually and as a group, assessed personal understanding, noted any gaps or unanswered questions, and adapted research strategies according to their learning styles and preferences (using interactive geographic maps, explanatory videos, texts, etc.).

Cooperative Learning: Poster Creation (30 to 45 min):

• Each group creates a poster visually representing the collected information about the geography and biodiversity of their ecosystem. Using artistic materials and colors, students make the poster attractive and informative, including images, charts, and explanatory text.

Lesson 3: "Sharing Natural Treasures"

Opening Activity (15 min):

• In peer learning groups, students share their research experiences and discuss the importance of biodiversity and ecosystem conservation. They can share strategies used within the groups, individual solutions adopted, and educational priorities.

Peer Learning: Poster Presentation (45 min):

• Each group presents its poster to the class, sharing the gathered information about the geography and biodiversity of their ecosystem. During the presentations, students can identify major environmental challenges and possible solutions.

• Presenting posters not only allows students to share the collected information but also gives them an opportunity to reflect on their learning needs and identify areas for improving understanding and participation:

• Self-assessment of Understanding: While presenting the poster, students can evaluate their understanding of the information collected about the ecosystem. They can question whether they can clearly explain the geographic features and biodiversity of the ecosystem to the class or if there are areas where they could improve their presentation.

• Answering Questions: During the Q&A session after the presentation, students can address questions from classmates. These questions may highlight topics or details not fully understood during the research. Students can use these questions to identify gaps in their understanding and reflect on how to dig deeper into those topics.

• Peer Feedback: After each presentation, students can receive feedback from classmates. This feedback may include compliments for well-developed presentation aspects and suggestions for improvement or additional information. Students can reflect on this feedback to identify areas for improvement in communication skills and ecosystem understanding.

• Reflection on Environmental Challenges and Proposed Solutions: During the presentation of environmental challenges and proposed solutions for ecosystem preservation, students can reflect on how this information affects their perception of the importance of environmental conservation. They can consider how individual and collective actions can contribute to environmental protection and identify specific actions to address these challenges.

Cooperative Learning: Planning Conscious Actions (30 min):

• Students work together to plan conscious actions they can take to contribute to the preservation of the explored ecosystems. They can create a list of practical actions, such as participating in environmental volunteer projects or promoting biodiversity awareness in their community.

Evaluation:

• Evaluation will be based on active participation, completeness of collected information, quality of the poster, and coherence of the planned conscious actions.

Final Notes:

This activity connects geography to environmental awareness, encouraging students to explore the world's ecosystems and reflect on conscious actions to preserve biodiversity. The activity examples are designed to be engaging and informative, promoting self-regulation and responsibility towards the environment.

ATTACHMENT

Possible Questionnaire for Students to Reflect on Their Learning Needs During and After Activities:

Self-assessment of Understanding:

• Have I fully understood the information about the ecosystem we presented?

• Was I able to clearly explain the geographic features and biodiversity of the ecosystem during the presentation?

• Were there moments during the presentation where I felt unsure or unprepared?

Answers to Questions:

• Did I respond confidently and thoroughly to questions from my classmates?

• Were there questions I couldn't answer completely?

• Which questions made me reflect or highlighted aspects that I could further explore?

Peer Feedback:

• What were the strengths of our presentation according to classmates' feedback?

• Were there suggestions or advice on how to improve our presentation?

• What can I learn from classmates' feedback to improve future presentations?

Reflection on Environmental Challenges and Proposed Solutions:

• What are the main environmental challenges we identified during the presentation?

• How do these challenges affect my perception of the importance of environmental conservation?

• What actions can I take personally or with my group to contribute to the preservation of the presented ecosystem?

Using this questionnaire, students can purposefully reflect on their learning needs, identifying areas to focus on for improving understanding and participation in future activities.