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MODUULI 1

Johdanto Biologiseen Monimuotoisuuteen ja Nykytilaan

Euroopan unionin rahoittama. Esitetyt näkemykset ja mielipiteet ovat ainoastaan tämän tekstin laatijoiden näkemyksiä eivätkä välttämättä vastaa Euroopan unionin tai Euroopan koulutuksen ja kulttuurin toimeenpanovirasto (EACEA) kantaa. Euroopan unioni ja EACEA eivät ole vastuussa niistä.

BioYouToon © 2025 by Erasmus+ Youth Project is licensed under CC BY 4.0.

Activities

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ACTIVITY N.2

ACTIVITY N.1

ACTIVITY N.3

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.1

Activity Title “What do we deal with?”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.2

Activity Title “Discover what serves the world!”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

What kind of practical activities (NFE) are you going to implement in order to transmit the knowledge?

Activity N.3

Activity Title “Let's play with the undesirable realities of the future!”

Session Description

Learn Check /Debriefing

Main Aim

NFE methods

tOOLS

Tips For The Trainer

Materials and preparation

Handouts

Download EvaluatIon

Viitteet

• European Environment Agency. (2023, November 8). Biodiversity. [Website].

• Jagran Josh. (2015). Meaning of Biodiversity. [Website].

• Wikipedia. (n.d.). Ecosystem service. [Website].

• United Nations Environment Programme. (n.d.). Facts about the nature crisis. [Website].

• BBC Turkish. (n.d.). Dünya tarihinde altıncı kitlesel yok oluş: İnsan ne kadar suçlu? [Website].

• Iberdrola. (n.d.). Biodiversity loss. [Website].

• BYJU'S Exam Prep. (n.d.). What are the 5 major causes of biodiversity loss? [Website].

• Earth.org. (n.d.). Biodiversity Loss Statistics. [Website].

• Wikimedia Commons. (n.d.). Honeybee (Apis mellifera) pollinating Avocado cv. [Image].

Learn Check /Debriefing

Each group will take a card and read the questions or instructions one by one loudly, and they will try to talk about them. All groups can jump into the discussion. In this way, it is aimed for the participants to remember and especially use the knowledge they've acquired in the session. Methods used:

• Questionnaires
• Group Discussions
• Group interviews

There will be a basket with cards with 5 questions or instructions;

• What are the ecosystem services? Name 5 of them.
• Choose one of the ecosystem services, and try to summarize its working principle with 2 sentences.
• What is an ecosystem service related to water resources and cycling?
• How do you think those given ecosystem services on the blue table are related to blue color?
• Do you think ecosystem services can not be ignored?

Learning Objectives

Activities

Evaluation

Module References

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Handouts

• White: Carbon Storage, Forest Products, Landscape Aesthetics, Forests and Habitats
• Yellow: Pollination, Plant Disease Control, Biological Pest Control, Ecosystem Stability
• Black: Soil Fertility, Carbon Dioxide Storage, Privacy and Security (The dense structure of forests and dark areas provide natural security by protecting wildlife and other ecosystem components), Traditional Culture and Mythology (Some communities associate black with traditional rituals, legends and mythological beliefs in natural areas, this also provides a cultural ecosystem service)

NOTE: These are just tips and examples for the trainer. Groups cannot be expected to write on their desks, but they can be given as hints to groups that have difficulty coming up with ideas.

The questions to use at the end of the lesson to evaluate;

• What are the ecosystem services? Name 5 of them.
• Choose one of the ecosystem services, and try to summarize its working principle with 2 sentences.
• What is an ecosystem service related to water resources and cycling?
• How do you think those given ecosystem services on the blue table are related to blue color?
• Do you think ecosystem services can not be ignored?

The ecosystem services matched with the colors;Green:

• Photosynthesis, Biodiversity, Soil Erosion Control, Climate RegulationBlue: Drinking Water Provision, Recreation, Water Balance, Protection of Water Resources, Feeding with Aquatic Creatures

Learning Objectives

Activities

Evaluation

Module References

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Tips For The Trainer

• The example scenario should be explained in detail for the groups to create different, creative and appropriate scenarios.
• Extra materials, decors wanted by the groups should be provided to the groups.

Learn Check /Debriefing

• This way, the 10 proposition cards (depending on the participants number) collected in the basket are also assessed as true or false, providing participants with the opportunity to evaluate their learning performance before and after the activity.

Methods used:

• Individual Participation Assessment
• True and False Evaluation
• Participants' Contribution to the Discussion
• Evaluation of Learning Performance

• The instructor brings in a basket collecting propositions that participants wrote at the beginning of the class about concepts they believe are related to biodiversity.
• Each participant is then asked to come to the center of the class one by one and choose one card.
• The participant who draws the card reads the proposition and categorizes it as either true or false. Then, all participants express their opinions about the proposition.

Learning Objectives

Activities

Evaluation

Module References

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Learning Objectives

Activities

Evaluation

Module References

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This activity is designed for a minimum number of 10 people and is structured as 5+40+40 for a total of 85 minutes. Energizer: The facilitator instructs the 10 participants to close their eyes. While moving among the participants, the facilitator will touch the shoulders of two individuals to designate them as killers. The facilitator then asks everyone to open their eyes. With everyone's eyes open, the killers will eliminate other participants by blinking their eyes twice. While the killers eliminate other participants by blinking twice, the task of the remaining participants is to identify and reveal these killers. This game continues until all the killers are found or until all the other participants are eliminated. (5 minutes) Phase 1: (40 minutes)

• The instructor places the title "Biodiversity" in large letters in the middle of the board.
• The participants kick off the session by defining the concept of biodiversity and sharing it with the class.
• Next, the instructor asks participants to think of two concepts each that they believe are associated with Biodiversity and gives them a 5-minute timeframe. (For example, Climate Change)
• After the 5 minutes, participants are requested to come up to the board one by one and write down the two concepts they have identified per person.
• Once all participants have completed the writing process, the instructor then instructs them to examine all the concepts on the board for 5 minutes and erase the ones that seem least relevant, allowing each person to erase one. (If they can not find one, they don’t have to erase it.)

The instructor then distributes one blank card to each participant. Participants are asked to write one proposition per person on the blank card about the remaining concepts on the board, thus activating participants' prior knowledge about the concept of Biodiversity. For example:

• Concept: Climate Change
• Proposition: The negative impact of climate change directly affects Biodiversity.

And these papers are collected by the instructor and collected in a basket. Phase 2: (40 minutes) Team Building: The trainer instructs participants to count from 1 to 5 repeatedly, forming five groups with individuals having the same number. Each group receives one cardboard sheet. 5 groups of 2 are created.

• The instructor distributes 1 blank writing card to each of 5 groups.
• Then, the following subheading is introduced to the participants: "What is Biodiversity and Why is it important?"
• Groups are given a 20-minute period to conduct research on this subheading. Once the research is complete, each group fills in presentation papers with their findings.
• Each group is given 4 minutes to present their research. All groups take turns presenting their findings. Participants can interrupt, ask questions, and make additions during the presentations.

Tips For The Trainer

Be careful not to give too many clues as groups try to associate colors with ecosystem services. As much as possible, allow groups to analyze and use their creativity to associate colors with ecosystem services.

This activity is designed for 10+ participants and is structured to last a total of 75 minutes, with segments of 5+40+30 minutes. Energizer/Team Building: The facilitator attaches a card with a symbol (triangle, square, circle, rectangle, star) to the back of each participant. There are 5 different symbols, but there are 10+ cards, meaning there are a minimum 2 cards with the same symbol and 6 participants with that symbol. Participants are prohibited from speaking or making any noise. Without speaking or making any sound, participants use body language, gestures, and facial expressions to ask each other what symbol is on their backs. Participants who believe they have the same symbol form a group. At the end of the activity, 5 groups of 2+ participants each are formed. (5 minutes). Phase 1: (40 minutes) The facilitator introduces the main topic to all participants: "The concept of ecosystem services and their connection to biodiversity." Then, the facilitator introduces 5 tables ready in the classroom to the groups. Each table is covered with a sheet or paper in one of the following colors:

• Green
• Blue
• White
• Yellow
• Black

Groups are asked to choose their preferred color. The groups are then referred to by the color of the table they chose. For example, the Green Group.

Groups are given 40 minutes to conduct a short research on ecosystem services and complete the following task: All groups will use materials such as drawings, photos, signs, writings, QR codes, etc., that they think represent ecosystem services related to the color of their table, placing them on the table (using markers, stickers, writings). For example, the Green group can use the following ecosystem services;

• Biodiversity Support
• Soil Conservation
• Water Purification

Or the Blue group can use the following ecosystem services;

• Water Sources and Cycle
• Water Purification

NOTE: The facilitator provides hints to groups about which colors may represent which ecosystem services but does not explicitly specify all ecosystem services, allowing groups to conduct their own research. Phase 2: (30 minutes) After all groups have completed their research and filled their tables with the provided materials, the facilitator, guiding the process, instructs groups to switch tables for 5 minutes each (each group moves to an adjacent table). During these 5 minutes, groups have the opportunity to examine other tables, gaining insights into analyzing other ecosystem services while also having the permission to make changes/additions to other groups' tables. This allows for the recognition of ecosystem services by participants.

Learning Objectives

Activities

Evaluation

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This activity is designed for 10+ participants and is structured to last a total of 75 minutes, with segments of 5+30+30 minutes. Energizer: To initiate the game, a leader is selected. This leader is referred to as "Simon." Simon's Commands: Simon issues commands to the players, but these commands must begin with the expression "Simon says." For instance, "Simon says, raise your hands" or "Simon says, take one step forward." Players should only follow commands that begin with the phrase "Simon says." However, if Simon gives a command without the "Simon says" expression, players must refrain from executing that command. If a player follows a command without the "Simon says" expression, that player is eliminated and cannot continue the game. As the game progresses, players who avoid making mistakes remain, and the game continues until its conclusion. The last remaining player wins the game. Phase 1 (30 minutes): The trainer begins the session by introducing the main topic: "Current state of global biodiversity loss: statistics and trends." In this activity, the main theme will be "theater-act." Participants will be asked to prepare (30 minutes) and perform (30 minutes) a theater script in accordance with the scenario provided below. The trainer explains the following clues to all groups and together with the participants, analyzes the given scenario to better understand the scene to be enacted. Then, the groups are given 30 minutes to prepare.

Scenario: The theater will consist of two screens. Screen 1: A host presenting a news program titled "Biodiversity Loss" and discussing statistics. Screen 2: A reporter preparing a news report demonstrating the real-life effects of "Biodiversity Loss" and presenting it on the screens. For example: The host (Participant A) briefly provides information about "Biodiversity Loss" and shares some facts and statistics. Then, the host hands over to the reporter (Participant B) via a live connection. The reporter (Participant B) presents an incident (a short story created by other group members' creativity) related to the consequences of biodiversity loss, such as water scarcity in a specific region due to the negative impact on the water purification cycle, and the current events experienced by the local community. The instructor asks everyone to line up in order to form groups. Then, the instructor assigns numbers 1, 2, 3 to each person in line and individuals with the same number form a group together. Depending on the number of participants, 2, 3 or more groups are formed. Each group should consist of at least 3 people. Phase 2: (30 minutes) Once all groups have researched the necessary "Biodiversity Loss" statistics and facts for their team members playing the role of hosts and have prepared their theater scripts, each group is given 6-7 minutes to perform their enactment. All groups take turns performing the scripts they have written.

NFE Methods

• Games and Activities
• Drama and Role-Playing
• Art and Creative Activities
• Storytelling

Learn Check /Debriefing

These questions are asked by the instructor to all participants and it’ll make them have a free conversation about them.

• Which group's scenario seemed the most realistic to you in the enactments, and why?
• Among the enacted scenarios, which one do you believe is currently happening in real life?
• If you had to choose, what are the top 3 biodiversity loss elements that you would least want to experience?
• Which scenario did you find the least plausible, and why?
• Which statistic do you think is encountered the most in real life?

Methods used:

• Questionnaires
• Group Discussions
• Group interviews

Learning Objectives

Activities

Evaluation

Module References

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Learning Objectives

Activities

Evaluation

Module References

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Handouts

• Markers
• Blank cards
• Presentation papers

Learning Objectives

Activities

Evaluation

Module References

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Learning Objectives

Activities

Evaluation

Module References

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Tools

• A printer for common use
• 5 laptops for each group or a laptop for all groups to use.

Main Aim

• Introducing the participants to the concept of Biodiversity
• Relating the concept of biodiversity to real life
• Ensuring that the concept of Biodiversity attracts the attention of participants
• Understanding the importance of the concept of biodiversity

Learning Objectives

Activities

Evaluation

Module References

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Learning Objectives

Activities

Evaluation

Module References

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Tips For The Trainer

• When participants go to the board, make sure there is no confusion and that each participant completes the task.
• While the participants are preparing their group presentations, do not forget to walk between the groups and give ideas to the groups.

Materials and preparation

• Tables covered by 5 colors(Green, Blue, Yellow, White, Black)
• Markers
• Adhesives
• Crayons
• Papers

Learning Objectives

Activities

Evaluation

Module References

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Learning Objectives

Activities

Evaluation

Module References

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Main Aim

• Understanding the Current State of Biodiversity Loss,
• Creatively Expressing the Impact of Biodiversity Loss,
• Analyzing and Interpreting Statistics on Biodiversity,
• Integrating Real-Life Analysis of Biodiversity Loss.

Learning Objectives

Activities

Evaluation

Module References

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NFE Methods

• Art and Creativity Activities
• Research Based Learning
• Group Studies
• Argument
• Learning with real life conditions

Learning Objectives

Activities

Evaluation

Module References

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NFE Methods

• Group Discussions
• Debates and Presentations
• Collaborative Learning
• Games and Simulations

Materials and preparation

• Board
• Markers
• Blank cards
• Presentation papers
• Internet connection

Main Aim

• Getting to know ecosystem services,
• Exemplifying ecosystem services,
• Analyzing ecosystem services,
• Linking ecosystem services to real-world materials.