Biodiversity and teaching Biodiversity and e Twinning projects

Biodiversity and teaching Biodiversity and e. Twinning projects 24 -27 november 2011 Kleitoria Greece

A paradoxically recent concept! Origin of the concept: Born around the 80’s in a report about the biological diversity biology and then in a E. O. Wilson’s book Used since in a huge number of international conferences led by the UN, the EU or the IUCN, like Osaka in 2010

What’s biodiversity ? Biodiversity is at the same time The ecosystem diversity, The species diversity The genetic diversity inside the species. And must be consider both at the structural and functional level

The limits of the concept The main limit is the definition of the biological species. You must see biodiversity as a dynamic concept, the allelic variety inside the species, as the species in the ecosystem or the ecosystems of the world changing with time. So Linné’s biodiversity is not Darwin’s one !!

Another view on evolution Today’s biodiversity is at the same time the product, a transitional state and the substrate of the future evolution (evolution potential) Biodiversity must be so studied (and taught) in an evolutionist rationale. spaces and times of biodiversity Biodiversity must be consider at different scales of time and spaces. Past biodiversities are interesting subjects.

How to appraise biodiversity ? A theorical and practical hard work… Using many different technical manners (from on field systematic to bar coding) In more complex and uneasy to reach ecosystems (ocean bottoms, undergrounds, etc) For more and smaller organisms !

How to appraise biodiversity ?

How appraise biodiversity ? Hot spot of biodiversity

Past biodiversity could be estimated: By fossil’s study But with some bias…: Fossils’ scarcity More abundant and time stable groups are over accounted Every thing have not been found… By studies in molecular genetic (allowing a phylogenic approach))

Why be interested in biodiversity ? For its scientific interest To get a better understanding of evolution’s mechanisms. To speak about mankind… For utilitarian reasons (about energy, food, health, For aesthetic, ethic and moral reasons Because of the actual decline of biodiversity To care about our “space ship Earth” fellows ….

Biodiversity’s values An very topical scientific and philosophical debate And which identify for biodiversity Economic values Cultural values Ethical values

The ecosystems and biodiversity’s utilities The economic values: Production’s services: food, water, genetic resources, clothes, energies, drugs, etc. . Support’s services: all that is necessary for the operation of all Earth’s ecosystems (soils formation, dioxygene production, water and chemical elements cycles, etc. . Control services : regulation in the ecosystem , climatic regulation, illness control

Cultural values (non material earnings ) : Aesthetic experiences Cultural development (myths et legends, literature, arts, etc. . ) Intellectual development Social links Leisure etc.

Ethical values: Mankind belong to nature which impose to every people an ecological responsibility about his generation and the future generation. Every species get the right to exist and the ecological processes which insure the biosphere integrity and its diversity components must be maintained Diversity of ethical and cultural point of view must be encouraged promoting relationships which respects and reinforces the life ‘s diversity , regardless from politic, economic or religious ideology displayed in a particular society. (from « An ethical basis for conserving biological diversity » , UICN 1990)

Why teach biodiversity ? An huge scientific subject Ex: quantifying biodiversity, describing it… A true pedagogical subject For its systematical approach for the different sort of the projects and activities to do For the competences managed by the pupils For the 21 st century’s citizen education

A true pedagogical subject For its systematical approach: In, cross, and beyond subjects topics To manage in space and time With different points of view, questions and analysis. And all along pupils’ schooling

A true pedagogical subject for the different sort of the projects and activities to do Personal and/or group works Inside and/or outside the school In partnership with scientific structures or associations Enrolled in a project approach

A true pedagogical subject For the competences managed by the pupils A true work on competences (knowledge, capacities, behaviours) All the European framework of competences can be practised and in particular social and civics competences, as well as ICT competences. At each level of pupils' schooling

How to teach biodiversity ? Just a glance in Europe… Biodiversity is near always embedded in the curricula But with different goals and ways of implementation And not in all it components ? ? Local and global, past, present and future: essential dimensions ? Every project on biodiversity should (must ? ) consider these dimensions

How to teach biodiversity? The role of the teacher: professor, organizer, animator ? The “leader of the project”, present from its beginning until the end ! Determining all these contents, components , limits. Identifying the competences to implement, work and assess. Planning the partnership with scientific institutions Teaching that must be do !

e. Twinning and biodiversity One example of “citizen science” To allow a better understanding of biodiversity and all its components To show the European’s biodiversity richness and share it To compare, exchange studies and analyses To illustrate the cultural and pedagogical approaches To have strong partnerships with scientist or schools To explore pupils’ competences in a different way To build Europe on new values. . . To make you want to go further…

Ressources Bibiography: E. O. Wilson (1992) The Diversity of Life, Belknap Press of Harvard University Press, Cambridge. Marjorie L. Reaka-Kudla, Don E. Wilson, and Edward O. Wilson (1997) Biodiversity II Understanding and Protecting Our Biological Resources, Joseph Henry Press. Web sites: Millenium ecosystem assesment : http: //www. maweb. org/en/index. aspx Man and biosphere program http: //www. unesco. org/new/en/natural- sciences/environment/ecological-sciences/man-and-biosphereprogramme/ Green facts: http: //www. greenfacts. org/en/index. htm IUNC web site : http: //www. iucn. org/what/tpas/biodiversity/ Biodiversity’s hot spot: http: //www. biodiversityhotspots. org/

Thanks for your attention Cretzschmar’s Bunting: an example of biodiversity to watch around Kleitoria ?