Lesson #3: Conservation: What do we do with untouched prairie?

Objectives:

1. Students will be able to explain the significance of native plants.
2. Students will be able defend their position on what should be done on a section of native prairie.
3. Students will be able to apply knowledge of abiotic and biotic factors and ecological relationships to a case study.

Method: structured controversy, debate

Materials: Use of Untouched Prairie handouts, debate format handout

Preparation: make groups, photocopy handouts

Note: This lesson may be started at the end of Lesson #2 if time permits.

Procedure:

1. Discuss native prairie and native plants. Ask students why these are important to the province.
2. Key questions: What does it mean for a species to be a native plant? What does virgin prairie mean? What is the significance of native plants? Why is untouched “virgin” prairie so rare? If a species is not a native plant, where does it come from? How could alien (non-native) plants threaten biodiversity? What are the environmental benefits of planting native plants?  (see: teacher handout)
3. Explain activity to students. They will be put into groups and assigned a committee that is lobbying for human use of an untouched section of native prairie land. They must prepare their argument taking into consideration the rules for debate.  Distribute the "Use of the  Untouched Prairie" handout.
4. Go over the rules of debate on the debate format handout.
5. Read scenario to students.
6. Break students into groups, assign committees, and pass out handouts.
7. Students will work in their groups.
8. Presentations will take place in the last 30 minutes of class.
9. Collect written answers to discussion questions at end of class.  

Evaluation: informal evaluation of presentations

CEL’s: CCT, COM