Introduction
Looking for the hidden biodiversity (By Sole D’Alessandra on unsplash.com)
In 2020, the European Commission has published the Biodiversity Strategy for 2030 called “Bringing nature back into our lives”. Indeed, biodiversity loss and ecosystem collapse are recognised as one of the biggest threats facing humanity. Thus, if we all recognise that nature provides us with food, health and medicines, materials, recreation, wellbeing, and all what is necessary for human life, our link with nature and biodiversity is weak. This activity aims at giving learners an opportunity to review their relationship with nature, close to their living environment, and understand the importance of biodiversity.
Learning Objectives
- The learner understands basic ecology with reference to local and global ecosystems, identifying local species and understanding the measure of biodiversity.
- The learner understands the manifold threats posed to biodiversity, including habitat loss, deforestation, fragmentation, overexploitation and invasive species, and can relate these threats to their local biodiversity.
- The learner is able to argue against destructive environmental practices that cause biodiversity loss.
- The learner is able to argue for the conservation of biodiversity on multiple grounds including ecosystems services and intrinsic value.
- The learner is able to connect with their local natural areas and feel empathy with nonhuman life on Earth.
- The learner is able to question the dualism of human/nature and realises that we are a part of nature and not apart from nature.
- The learner is able to connect with local groups working toward biodiversity conservation in their area.
- Systems thinking competency
- Collaboration competency
Instructions
Step 1) Introduction to the biodiversity (30 minutes)
The trainer will introduce the issue with a presentation of what is biodiversity and why it is essential for life on earth in a plenary session. It can be introduced with the video "What is biodiversity" (WWF) https://www.ourplanet.com/en/video/what-is-biodiversity/ (see also the proposed document and video on the right).
The Trainer should share the fact that in the past 50 years 60% of all wildlife has been lost (data for each country can be find on https://data.footprintnetwork.org/?_ga=2.116845121.650830943.1609336722-207507720.1609336722#/) , and insist on the interdependencies between fauna, flora, their habitat, and human life (food chain and other ecological chains) with few examples easy to find on the web.
Step 2) Field research (45 minutes)
Learners are divided into groups of 3-4 people and get ready for a field research that will be selected by the trainer (a park or a garden in the city, a hill or a small stream in the countryside, a beach in the coastline, etc.):
- Each group observes, shoots photos and notes details about flora and/or fauna species (trees, flowers, insects, birds, etc.)
- No questionnaire to fulfil, this field visit should help learners to get familiar first with a natural environment, then with the hosted species.
Step 3) Processing and further investigation (90 minutes)
Gathering their findings, the groups select the species they want to study and work on. Each group will have to answer the following questions, through research on the internet, material provided by the trainer, contribution of an expert (interview or online short contribution) or other available source:
- What is the name of the identified species?
- What are the characteristics of its habitat (grass, tree, seaside, etc; weather; etc)
- What is the place of this species? Identify the relationships between the species and other elements of the ecosystem.
- What are the threats and pressures on these species? Identify the main causes of biodiversity loss (habitat destruction, climate change, over‐exploitation, introductions of invasive alien species, and other pressures).
The objective of the research is to find or prepare written and visual information for the presentation or sharing of their results to the other groups (posters, cards or digital).
Step 4) Relate your job to biodiversity (60 minutes)
After this overview of what biodiversity is and of interdependencies between natural species and their habitat, learners should start analysing the relationship between their field of activity and biodiversity.
The following guidelines should help this short analysis:
- Which are the natural resources used by your activity (raw material, land occupation, water, natural components used for supplies, etc.).
- Do you know the origin of these natural resources?
- Are these natural resources threatened or under pressures?
- Are there other species or natural elements dependent on these resources?
A discussion is open on the basis of the findings of the learners.
The trainer can then propose learners to have a look at and comment the “52 Tips for Biodiversity” published by the European commission and (available in all EU languages on: https://op.europa.eu/el/publication-detail/-/publication/6c7d9481-f359-4312-ab95-d87b68a23f02)
- CALL FOR ACTION 1
Organise a Guided visit!
The new knowledge and skills will give the opportunity to learners to organise a guided visit in the natural space they have studied, for the neighbourhood, a school or an other local group. They should be prepared to help them observe local species, to explain to them the interaction between species and engage visitors in a discussion on eventual threats on this local biodiversity.
- CALL FOR ACTION 2
Take part to a Participatory biodiversity observatory
Citizen observatories exist. They aim to involve people into a collective monitoring of the fauna or flora of a specific area. Citizens are becoming ‘watchmen’ and are directly engaged to better learn about biodiversity in their area and to contribute to a better protection of the species.
The trainer can search for existing participatory observatories and suggest learners to take part.
Here are some examples:
- for the European Coastline: https://www.biolit.fr/ Biolit in French and English
- for plants https://plantnet.org/en/ Plantnet (worldwide)
- for butterflies https://bigbutterflycount.butterfly-conservation.org/ BigButterflyCount in UK
Notes for Educators
Estimated Total Duration: 3 hours and 45 muntes + Call to Action
Step 1. To find more data on the issue, you can have a look at
- European Environment Agency website: https://www.eea.europa.eu/themes/biodiversity
- The Biodiversity information system for Europe (threats and pressures) https://biodiversity.europa.eu/topics
- The EU Biodiversity strategy for 2030 https://audiovisual.ec.europa.eu/en/video/I-191439?&lg=EN
Step 2.
- For the field research, learners can use available APP to identify the species they meet. E.g. for biodiversity in general: the APP iNaturalist helps you identify plants and animals with visually similar suggestions and verification by dedicated contributors
- If the field research is not possible, the trainer will provide photos of local flora and fauna.