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Plant Science Activity: Global Biodiversity

Page history last edited by Michael Sean Gallagher 11 years, 2 months ago

Plant Science Activity: Global Biodiversity, Section 1



this activity is intended to explore the biodiversity present within our own communities. Students will collaborate on the creation of a resource documenting some of the biodiversity of our community. The finished learning construct will be a wiki page with representative examples of plant biodiversity, a classification of these plant examples, and an explanation of their value to the biodiversity of their community.


This resource should:


  • provide two images per student of representative examples of biodiversity in their community
  • detail the process by which students acquired their representative examples of biodiversity
  • provide botanical names for these representative examples based on the naming conventions explored in this section
  • describe the rationale for choosing these names
  • describe the importance of these representative examples to the student's community
  • present this information efficiently and in an easy to understand fashion
  • include references to the materials and information provided in this section


Key questions for reflecting the importance of the representative examples might include:


  • Are these representative examples unique to your community?
  • Do they represent food or shelter for animals or wildlife?
  • What would be the effect of their removal on the biodiversity of the community?
  • Are they indigenous or man-made (landscaped)?


Account Assessment Criteria

In assessing this resource, the following criteria will apply subject to the discretion of your institution and/or instructor.


  • Reflection
    • Does this resource demonstrate an understanding of naming conventions used in plant science? Does this resource apply the concepts in these materials to the particulars of the student's community?
  • Knowledge and Understanding
    • Does the resource demonstrate an understanding of the core materials discussed in this section?
  • Communication Style
    • Is the resource well-written, logically constructed, and easy to understand? Are the references to the materials logical and intellectually valid? Does the presentation promote a greater understanding of the biodiversity of the community?



  • Wiki
  • How to use Posterous (video)
  • Posterous account
  • Mobile phone w/camera or the ability to upload digital images



  1. Students should watch the instructional video on how to use Posterous.
  2. Students should create an account with Posterous after receiving the email from the instructor. 
  3. After activating their account, students should find at least two representative examples of biodiversity in their community.
  4. Students should photograph and email these images to the email address provided by Posterous.
  5. Once students have emailed these images to the wiki, students should describe the process of acquiring these images.
    1. Where did you find the image?
    2. What was the local vegetation?
    3. Why did you choose it?
  6. Students should provide a map to the location of the biodiversity using Google Maps and embed that on the wiki.
  7. Students should attempt to name these examples using the materials discussed in this section.
  8. Students should provide two paragraphs of explanation for each example describing their importance to the community. In this explanation should be reference to the materials discussed in this section.



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