Katherine Garrison

This project involves a worksheet that students will complete to familiarize themselves with the IUCN website and IUCN categories (threatened, extinct, etc.) They will then research a species of their choice that falls in the threatened, endangered, critically endangered, or extinct in the wild categories. They will explore both the ecology of the species and the causes for the species' status. Finally, they will provide insight into what they think should be done to save their species. All of

This choice project includes five different tasks designed for distance learning or in person instruction. This can easily be broken up into 5 separate assignments or be used to allow students to choose which topics sound the most interesting to them. It is also easy for differentiation for students who get reduced assignments, etc. Each task is written to take approximately 30-45 minutes. Students are provided with reputable sources to help get them started, will answer a few questions, and the

This project was designed for a final project for my dual-credit biology class for the part of the semester after the college course was finished. Student will work in pairs (or any grouping) to choose a location and design a plan for a wildlife preserve. They are challenged to find appropriate plant species and describe their ecosystem services, animals and how they will interact with one another and plants, and to design a 50 square mile preserve to make a preserve with high biodiversity and s

Students research the abiotic and biotic factors of the tundra biome. They will research different species and their adaptations. Works well virtually and can be added as the first part of a larger project (slides presentation, poster, etc.)

Goes well with the Build a Tundra Biome Project worksheet.