Lesson Title:

Protecting Biodiversity: Challenges and Strategies in Occupied Palestinian Territories

Author:

M. B.

Grade Level:

Highschool (10th-12th)

Length:

90 mins

Subject:

Science

Topic:

Biodiversity, Environment

Objective:

1. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Performance Objective(s):

• Understand the unique challenges faced by biodiversity in Palestinian territories.
• Explore the impact of human activities on floral biodiversity.
• Learn about different conservation strategies, including in-situ and ex-situ conservation.
• Develop an appreciation for the importance of preserving biodiversity

HILL Model Learning Standards (Histories, Identity, Literacies, and Liberation)

Learning Context and Misconceptions:

Students will read the article, “Imperiled Ecosystems in Palestine: Rare Plants as Indicators” written by students at the Palestine Institute for Biodiversity and Sustainability, Bethlehem University, Bethlehem, Palestine. The article discusses the challenges faced by plant biodiversity in Palestinian territories. These challenges include desertification, climate change, urbanization, rapid population growth, and industrial development, which are similar to those faced by many other regions. However, Palestinian territories also face additional threats due to Israeli colonial activities, such as building infrastructure, colonial settlements, and population displacement. The article emphasizes the need for conservation efforts to protect plant species in the region. It mentions the Global Strategy for Plant Conservation (GSPC) and its 16 targets for endangered and rare plant conservation. Despite the importance of plant conservation, it has been hard to make progress due to the lack of well-structured mechanisms for protecting endangered plant species, particularly in occupied Palestine.

Palestine, being part of the Fertile Crescent, has been known to be rich in flora and fauna due to its unique geography and geology. Over 2,600 plant species are found in the region, with approximately 10% of them listed on various red lists. While some studies have focused on rare plant species in Palestine, we are still lacking data. This article mentions the need for protection measures, both in designated protected areas and special areas of rich biodiversity, with a focus on in situ and ex-situ conservation. They explain the work of the Palestine Institute for Biodiversity and Sustainability regarding this issue, despite the multiple threats they face, including humanitarian and environmental factors.  

Students will spend time reading the article in the form of a jigsaw activity. The assessment component will involve them creating a conservation action plan for the rare plant species in Palestine. In this project, students will work in small groups to create a conservation action plan for a hypothetical region facing similar challenges as the Palestinian territories. They will assess the status of rare and endangered plant species, identify threats, and propose conservation strategies. The project is designed to help students apply the knowledge and concepts learned in the lesson.

Prior Knowledge:

For this lesson, students will need to have a basic understanding of biodiversity (the importance of different species in natural environments), ecosystems, and how species interact within those ecosystems (producers, consumers, decomposers), basic plant biology (photosynthesis), conservation, and a basic understanding of what is going on in Palestine.

Possible Preconceptions/Misconceptions:

1. Biodiversity is the same everywhere: Students might believe that biodiversity is relatively uniform worldwide, not considering the unique and diverse ecosystems found in different regions.
2. Nature can adapt to human activities: Some students may have the misconception that ecosystems can easily adapt to extreme conditions caused by human activities without considering the long-term negative consequences for plant species.
3. All plants are common: Students might assume that all plant species are abundant, not realizing that many are rare and endangered, even in their region.
4. Apartheid does not affect biodiversity: Some students may not have realized the impact of colonization and displacement, on plant biodiversity in Palestinian territories. They may assume that biodiversity is primarily influenced by natural factors.
5. Conservation is solely the responsibility of experts: Students might underestimate their role in protecting plant species.
6. Conservation strategies are one-size-fits-all: Some students may not realize conservation can be differentiated to address unique challenges in different areas.

Activities/Lesson Procedure:

Engage  

10 mins.

Begin the lesson by engaging students' interest and curiosity. Show videos of Palestinians in the East Jerusalem neighborhood of Silwan planting olive trees in protest of Israeli settlement projects.

•  Palestinians plant olive trees in protest

• Have a large group discussion and use prompting questions:

1. How can planting trees be a form of resistance for our people in Palestine?
2. What challenges do you think other plant species in Palestine face?

• Introduce the article that students will be reading and provide context, Imperiled Ecosystems in Palestine: Rare Plants as Indicators.

• Today you will be reading an interesting article written by students at the Palestine Institute for Biodiversity and Sustainability, Bethlehem University, Bethlehem, Palestine. They will be talking about their efforts to resist and conserve rare plant species native to Palestine despite ongoing occupation and displacement.

Explore

25 mins.

Divide students into small groups and provide them with access to research materials, including the full article and additional resources about plant biodiversity in Palestinian territories.

• Students will perform a jigsaw activity to read this article as a class, they will be divided into groups, and each group will become an "expert" at their assigned passage in the article. Here are the divided passages you can assign to students:

• Group 1 - Passage 1: Introduction and Challenges +   Passage 2: Global Strategy for Plant Conservation (GSPC)  (Paragraphs 1-6)

• In this section, students will explore the introduction of the article and the general challenges faced by plant biodiversity in Palestinian territories. This includes desertification, climate change, urbanization, and population growth. They will also focus on the GSPC (Global Strategy for Plant Conservation) and its 16 targets for plant conservation. Examine the progress and challenges related to the GSPC.

• Group 2: Passage 3: Importance of Plant Conservation (Paragraphs 7-9) + Passage 4: Palestinian Flora and Rare Species (Paragraphs 10-14)

• This group will explore the importance of plant conservation and the need for well-structured mechanisms to protect endangered plant species. They should pay attention to the relevance of this topic in both global and regional contexts.
• Students will delve into the rich flora of Palestinian territories, including the number of plant species and the percentage listed on various red lists. They should focus on the diversity of plant life in the region.

• Group 3: - Passage 5: Previous Studies and Challenges (Paragraphs 15-18) + Passage 6: Preliminary List of Rare and Endangered Species (Paragraphs 19-22).

• This group will examine previous studies related to rare plant species in Palestine and the challenges of accurately identifying and conserving these species. They should be attentive to any contradictions in existing data.
• In this section, students will explore the preliminary list of rare and endangered plant species in the West Bank. They should note the different categories of rarity and the total number of species identified.

• Group 4: - Passage 7: Protected Areas and Conservation Strategies (Paragraphs 23-25) + Passage 8: Invasive Species and Future Conservation Efforts (Paragraphs 26-29)

• Students in this group will focus on protected areas and potential conservation strategies in Palestinian territories. Consider the challenges related to the limited extent of protected areas in the region.
• Explore the impact of invasive species on local rare plant species and the efforts to manage these invasive species. They should also consider the importance of future conservation initiatives.

Instruct students to add their information to the collaborative classroom document, Jigsaw Activity -  Imperiled Ecosystems in Palestine: Rare Plants as Indicators. Teachers can make a copy of this document to give students editing access.

Explain

15 mins.

Informal Assessment: The teacher asks students: So what do you all think are the key concepts to be taken from this paper:

• Answers could look like plant biodiversity, conservation, and the specific challenges in Palestinian territories.

• Prompt students to share information they have learned about the GSPC (Global Strategy for Plant Conservation) and the importance of plant conservation in Palestine.
• Introduce the concept of in situ and ex-situ conservation.

• Start by explaining that "in situ" means "in its original place" or "in the natural habitat." This is where plants and animals naturally live and grow.

• Use relatable examples to illustrate in situ conservation. For instance, you can mention a park or a garden in your local area where plants and animals live freely and undisturbed.
• Emphasize that in situ conservation aims to protect species in their natural environment, preserving the entire ecosystem where they belong.

• Now, introduce the concept of "ex-situ" conservation, explaining that it means "out of place" or "outside their natural habitat."
• Give examples that students can easily relate to, such as a zoo or a botanical garden. Explain that these places provide a safe and controlled environment for certain species.
• Mention that ex-situ conservation is used when species are critically endangered or when their natural habitats are under threat. It's like a backup plan to ensure their survival.

Check in with students to see if they have any questions

Elaborate

30 mins.

Teacher: “Now based on what you all read, each “expert” from the jigsaw group will be assigned to one group, where you will create a “Conservation Action Plan for Rare Plant Species”

• In this project, students will work in small groups to create a conservation action plan for a hypothetical region facing similar challenges as the Palestinian territories. They will assess the status of rare and endangered plant species, identify threats, and propose conservation strategies. The project is designed to help students apply the knowledge and concepts learned in the lesson.

• Project Steps:

1. Select a Hypothetical Region: There are 4 experts in the “Explore activity”, groups will be created so that you each have all the experts. You will pick a hypothetical region facing challenges similar to those in Occupied Palestinian territories, such as desertification, urbanization, and human activity impacts on biodiversity.
2.  Research Rare and Endangered Plant Species: In their chosen regions, students will research and identify rare and endangered plant species. They should gather information on the species characteristics, distribution, and threats they face.
3. Assess Threats: Students will analyze the primary threats to these plant species, considering factors such as habitat destruction, climate change, and human activity.
4. Develop Conservation Strategies: Each group will brainstorm and develop conservation strategies based on the challenges they've identified. Strategies can include in situ conservation within protected areas, ex-situ conservation in botanic gardens, habitat restoration, education, and community involvement.
5. Create a Conservation Action Plan: Students will outline a comprehensive conservation action plan that includes specific steps, goals, and a timeline. They should also consider the financial and human resources needed for implementation.
6. Prepare Presentations: Each group will prepare a presentation to share their conservation action plan with the class. They should include visuals, charts, and graphics to make their plans more engaging and informative.

Evaluate

10 minutes

• Students will be working on their projects and will be graded based on this rubric.
• This will carry on into the next lesson they will have workshop time to work on their project.
• Teachers can make a copy of Community Action Plan Project to assign to students.

Materials:

1. Article: Imperiled Ecosystems in Palestine: Rare Plants as Indicators 
2. Palestinians plant olive trees in protest
3. Jigsaw Activity -  Imperiled Ecosystems in Palestine: Rare Plants as Indicators.
4. Copy of Community Action Plan Project
5. Laptops or research materials for information gathering.
6. Poster boards or presentation software for final presentations.
7. Markers, colored pencils, and art supplies for creating visuals.
8. HILL Model Learning Standards (Histories, Identity, Literacies, and Liberation)

Standards:

NGSS Standards:

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

• LS2.C: Ecosystem Dynamics, Functioning, and Resilience
• Moreover, anthropogenic changes (induced by human activity) in the environment—including habitat destruction, pollution, introduction of invasive species, overexploitation, and climate change—can disrupt an ecosystem and threaten the survival of some species.
• LS4.D: Biodiversity and Humans
• Biodiversity is increased by the formation of new species (speciation) and decreased by the loss of species (extinction). (Secondary)
• Humans depend on the living world for the resources and other benefits provided by biodiversity. But human activity is also having adverse impacts on biodiversity through overpopulation, overexploitation, habitat destruction, pollution, introduction of invasive species, and climate change. Thus sustaining biodiversity so that ecosystem functioning and productivity are maintained is essential to supporting and enhancing life on Earth. Sustaining biodiversity also aids humanity by preserving landscapes of recreational or inspirational value. (Secondary) (Note: This Disciplinary Core Idea is also addressed by HS-LS4-6.)
• ETS1.B: Developing Possible Solutions
• When evaluating solutions it is important to take into account a range of constraints including cost, safety, reliability, and aesthetics, and to consider social, cultural, and environmental impacts. (Secondary)