Biodiversity Challenge Work with the Royal Society for the Protection of Birds to explore the impact of species reintroduction on the ecosystem. Using the beaver and wolf as case studies, investigate the ideal habitat for White Tailed Eagles, then pitch to have them reintroduced. The winners from each workshop will go forward to compete for a fantastic day out with the RSPB. Thursdays by arrangement 10:15 / 12:45 (2hrs) Suitable for Levels 3, 4 & Senior Phase (S1‒4) What will my pupils do in the workshop? Meet the White Tailed Eagle Find out about Scotland’s biggest bird of prey with visual props and DVD footage. Compare the eagle to the beaver (already reintroduced) and the wolf (reintroduction debate ongoing) Discuss pros and cons of beaver and wolf reintroduction Discuss the concept of an ecological niche Munchline Monitors Food chain activity Compare eagle, wolf and beaver food chain Work in groups to consider what happened when one section of the pyramid is removed Location, Location, Location Work in groups to investigate the ideal habitat for the White Tailed Eagle Each group is given a selected location and must prepare a ‘pitch’, with supporting material, as to its suitability, considering Biodiversity Pros and cons of reintroduction Information from other species reintroduction Pitch Each group pitches for their area to be chosen as the most suitable for the White Tailed Eagle reintroduction The winning group from each session will go on to compete against other schools to win a day out with the RSPB This workshop can be complimented by a visit to our Natural World galleries. Curriculum areas and key learning outcomes Sciences Biodiversity and interdependence I understand how animal and plant species depend on each other and how living things are adapted for survival. I can predict the impact of population growth and natural hazards on biodiversity. SCN 4-01a Topical Science Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop and informed argument. SCN 4-20b Social Studies People, place and environment I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a I can use a range of maps and geographical information systems to gather, interpret and present conclusions and can locate a range of features within Scotland, UK, Europe and the wider world. SOC3-14a People, society, economy and business I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. SOC3-15a Literacy & English Tools for listening and talking Having explored and analysed the features of spoken language, I can use these independently, adopting and sustaining an appropriate register to suit my purpose and audience. ENG4-03a Finding and using information I can independently select ideas and relevant information for different purposes, organise essential information or ideas and any supporting detail in a logical order, and use suitable vocabulary to communicate effectively with my audience. LIT3-06a Understanding, analysing and evaluating To help me develop an informed view, I am learning about the techniques used to influence opinion and how to assess the value of my sources, and I can recognise persuasion. LIT 3-08a Creating texts When listening and talking with others for different purposes, I can: communicate information, ideas or opinions explain processes, concepts or ideas identify issues raised, summarise findings or draw conclusions. LIT 3-09a Sustainability Express opinions and make decisions on social, moral, ethical, economic and environmental issues based upon sound understanding. Standard Grade Biology The Biosphere: Investigating an ecosystem How it works Control and management. Standard Grade Geography The Physical Environment: Competing demand for use of rural landscape.