LeftNavContentLevel 2 (Grade 3-Grade 5) Inventory Your Environment Create a Habitat FYI! What's a Habitat? Spinning the Food Web Plant ->Prey->Predator FYI! Habitats, Niches, Ecosystems FYI! Forest Ecosystems Create a Terrarium Model a Wetland FYI! Wetland Ecosystems Vacant Lot Ecosystem FYI! The HIPPO Dilemma Tracing Source and Destination Our Natural Resources FYI! Water is Essential Products Growing on Trees Our Natural Resources FYI! Trees are Important Just Plain Dirt Our Natural Resources FYI! Soil Slip-Sliding Away Solar Cooking Our Natural Resources FYI! What is Energy? How Much Water Do We Use? How Much Water Do We Use? How Much Energy Do We Use? How Much Energy Do We Use? Biodiversity in a Lunchbox Food Journal Community Report Card FYI! Remember the HIPPO Ecology Awareness Scavenger Hunt Ecology Poster Design Contest More Activities FYI! Pollution Ecology Awareness Double Puzzle Lesson 18 answer sheet Common Core State Standards National Standards Field Book Additional Resources Certificate of Completion Page ContentLesson 16 Community Report Card Activity: Students will survey the current conditions of their community or schoolyard to create a biodiversity report card. They will then recommend changes that could help improve their community's biodiversity score. Content Standards Addressed: Common Core State Standards Reproducible: FYI! Remember the HIPPO Remind students of the threats to biodiversity by making copies of the reproducible. Have them read the text and answer the Reflect and Review questions independently. Or read the text aloud and discuss the answers to the questions together. Procedure: Begin by telling your students that they are being assigned the role of community scorekeeper. They will be investigating their surroundings to find out what problems and opportunities exist for the wildlife and environment around them. Have students investigate the surroundings of their home or community conditions that are either helpful or harmful to the wildlife. Each student should come up with at least one example of each and record them in their Field Books. To make this a classroom activity, assign groups of students to different sections of the school grounds or neighborhood. They can explore their section for any cause and effect relationship on wildlife. Back in the classroom, list all examples students found that "help" on one side of the chalkboard and all examples that "harm" on the other. Together, students can grade their community and create a community report card. This report card will help them see how all the activities in their community or school grounds balances. Discuss their findings: If they find situations that are harmful to wildlife, what actions or steps can be taken to improve their score? If there are conditions that are helpful, what should be done to protect those items and make sure they continue in the future? Which situations in their community are short-term problems? Which are long-term problems? What immediate steps can be taken to fix the short-term problems? What about the long-term problems? Reproducible: Ecology Awareness Scavenger Hunt Make copies of the reproducible. Distribute the worksheets, and have students work together in teams. When they've spotted all the eco-problems - or when the allotted time is up - discuss the eco-friendly alternatives. You may also elect to have students complete the worksheets independently.