Rationale
Most people today could probably provide at least one example of how humans are changing the Earth. Their example would most likely, if I had to guess, be global warming or climate change. But what about the other changes humans have caused? This unit will discuss the role of global trade, climate change, and the human impact on frogs and the spread of pandemic level viruses.
Frogs were selected because they face a pandemic of their own, that of the chytrid fungus. In addition to this reason, frog life cycles were studied in the previous grades and therefore my students are familiar with frogs. Also, frogs are readily available to have in classrooms as pets for observation purposes or even potentially as part of an experiment detailed in the Classroom Activities section. Amphibians are also one of the most commonly endangered living organisms on our planet. According to the United Nations Report from 2019, “more than 40% of amphibian species may be threatened.” 5
The student population at Hearne Elementary in Hearne, Texas is predominantly Black (46.6%) and Hispanic (43.1%). People of color have taken the brunt force of Covid-19 (possibly due to systematic racism and pre-existing conditions in people of certain ethnicities), therefore it is of great importance that my students understand how a virus (especially one affecting humans), or a fungus can spread and how to prevent that spread in their own community. In addition, I have learned through my own teaching that the more relatable a unit or topic is the more likely I’ll have student buy-in and engagement. Hopefully by discussing a topic they all have experienced first-hand; my students will be fully engaged. I also hope to present information in order to quell any misinformation they may have acquired in the six months since I have seen them in person. In addition, having background knowledge on how humans impact the environment will help them when it comes to our state standardized test as well. The Texas state standard is TEK 5.9C and states students will be able to predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways. My goal for my students, is that after they have seen how humans can affect ecosystems that they then can make predictions based on other scenarios. This is often what the questions from the state test asks them to do.
Essentially though, the best rationale for this unit comes from Martin Luther King Jr., “It really boils down to all life is interrelated. We are all caught in an inescapable network of mutuality, tied into a single garment of destiny. Whatever affects one destiny, affects all indirectly.” 6
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