Students use a map to analyze and contrast variations in abiotic factors at three locations within Virunga National Park and explain how these factors influence the distribution of vegetation zones. Then students deduce the location that provides habitat for critically endangered mountain gorillas and think about why gorillas are not present in similar vegetation zones across the park.

Students practice calculating Simpson's Index of Diversity using playing cards as "species." Then they will use the equation and a sample set of data to calculate Simpson's Index of Diversity for a representative sample. Students can also conduct their own studies to obtain data.

This article and video highlights the facts about algal blooms, which can destroy biodiversity and affect coastlines.

Explore the ideas and evidence that helped Charles Darwin create his theory of evolution.

In this lesson, students take on the role of bioenergy crop farmers trying to earn a living while being good environmental stewards. In the process, players explore the economic and environmental tradeoffs associated with growing different bioenergy crops. This should be an engaging way to explore a range of environmental issues and ecological interactions related to climate change mitigation, biodiversity conservation, water quality and sustainable agriculture.

Students will learn what wetlands are, where they are found, and their value to humans, animals, and the environment. As industrialization spreads and climate change intensifies, China's wetland resources continue to shrink and students will analyze the effects of industrialization on China's environment.

This series of lessons focuses on two biological ocean communities - hydrothermal vents and seamounts. Students will learn about the organisms within these communities, the ecological relationships among them, and the impact of physical factors on distribution and abundance. In Lesson Plan 22, "Who Promised You a Rose Garden," students will conduct research to discover what types of organisms live near hydrothermal vents. In Lesson Plan 23, "Biological Communities of Alaska Seamounts," students will infer why biological communities on seamounts are likely to contain unique or endemic species and will use species occurrence data to calculate and index of similarity between two biological seamount communities. In Lesson Plan 24, "Would You Like a Sample?" students will test the advantages and limitations of several sampling techniques to study biological communities.

In this computer-based activity, students download, graph, and analyze authentic satellite temperature data for coral reef sites around the world. The activity includes a mapping component so the students work individually on one particular coral reef location and then the findings for the whole class are summarized on a set of world maps. After observing global trends in the data, students evaluate the threat to coral reefs from heat stress, which has been occurring with increased intensity and frequency in recent years.

In this activity students will exam coral reef samples provided by the teacher. Students will then answer questions and engage in discussion about their findings. Students will also have the opportunity to examine a living coral reef system.

This unit will introduce students to many of the complex issues surrounding coral reefs. The 8 investigations in this unit incorporate some of the most current research data and visualizations available. Using data from a variety of sources, students will learn about the influences of both humans and the environment on the health and vitality of coral reefs.

Students create a marine ecosystem and describe the adaptive, trophic, and symbiotic relationships between the biotic and abiotic components of the ecosystem.

Students will consider the definitions of biodiversity and generate a method to accurately estimate the number of plant species growing epiphytically in the cloud forest canopy. Students will gain a basic understanding of biodiversity sampling and the need for replication.

Students will collect data through a simulation game on deforestation and be able to describe how humans have impacted a simulated forest. Students will also learn about subsistence farming and its role in rain forest (primary) forest deforestation.

This series of lessons focuses on the impacts - both positive and negative - that humans have on the oceans. In Lesson Plan 25, "Seals, Corals and Dollars...," students will study the Northwestern Hawaiian Islands ecosystem and research the environmental issues surrounding monk seals and precious corals of the region and the management of these species. In Lesson Plan 26, "Polar Bear Panic!" students will graphically analyze data on sea ice cover in the Arctic Ocean and discuss possible causes and effects of the trends in the data.

In this lesson, students learn the importance of forest biodiversity. They discuss and define terms important to the study of biodiversity. They study maps that illustrate how climate and glacial history influence the range of different tree species in Wisconsin. Students discuss how levels of biodiversity differ from forest to forest by studying different forest biomes and different forest characteristics. Students then attempt to answer important questions about forest biodiversity by analyzing case studies of five trees found in Wisconsin. Students work in groups to create a poster about their tree case study and give a short presentation.

This lesson is the first of a two-part series focused on how scientists perform their work. These lessons make use of a book called The Frog Scientist, by Pamela S. Turner. Students will read the book and view and analyze supplemental resource materials to better understand how scientists are using the scientific method to study human environmental impact.

This lesson is the first of a two-part series focused on how scientists perform their work. These lessons make use of a book called The Frog Scientist, by Pamela S. Turner. Students perform a field investigation of their schoolyard"™s ecosystem, which includes living (biotic) and non-living (abiotic) factors. They will brainstorm questions to ask about their outside school grounds, make and record observations, interpret their results, draw conclusions, make predictions, and report their work in the form of a science poster.

Students will read scientific text about top predators in Arctic marine ecosystems and how they may be affected by global climate change. Students will work individually or collaboratively to write a report based on the scientific text they have read and participate in a large-group discussion session based on their analysis.

In this lesson, students research the environmental and economic impact green roofs and permeable pavements are having on the city of Chicago.

In this case study, students will be introduced to active conservation work going on in Africa. Set against the restoration of war-torn Gorongosa National Park in Mozambique, The Guide tells the story of a young man from the local community who discovers a passion for science after meeting world-renowned biologist E.O. Wilson. Produced by Academy Award winning filmmaker Jessica Yu, the film weaves themes in conservation biology and environmental science, the value of scientific mentorship, and the social and economic realities of wilderness restoration. The film and accompanying resources serve as a case study in ecology and conservation biology.