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The Wonder of Science, Paul Andersen


3rd, 4th, 5th, 6th, 7th, 8th, 9th, 10th, 11th, 12th


Science, Biology, Earth and Space Sciences, Health

Resource Type

  • Video, 5 minutes, 55 seconds, CC

Regional Focus



YouTube Video

Biodiversity and Humans

  • This video discusses what biodiversity is and the many ways humans impact biodiversity through our actions.
  • The first 3 minutes and 2 seconds of the video are appropriate for students to watch and the last segment is for teachers, providing teaching suggestions for different grade levels.
Teaching Tips


  • It discusses the main causes of species loss and biodiversity loss (HIPPO) and adds in climate change, to make it CHIPPO or HIPPOC.
  • It provides teaching tips for all grade levels.

Additional Prerequisites

  • Stopping the video at 3 minutes and 2 seconds is suggested, if showing it to your class.
  • Students should be familiar with the terms species, genetic, ecosystem, habitat, and decomposers.


  • Cross-curricular connections could be made with social studies classes when discussing ethics, whether other species have the right to exist, and the economic value of the ecosystem services that natural systems provide to humans.
  • The HIPPO acronym stands for Habitat destruction, Invasive species, Pollution, Population, and Overexploitation.
  • Other resources related to this topic include Human Impacts on Earth Systems, the Drivers of CO2 Emissions, and Google Earth Timelapse.
Scientist Notes
The resource introduces students to biodiversity, its interaction with climate. This resource is valid and recommended for teaching.
  • Next Generation Science Standards (NGSS)
    • ESS3: Earth and Human Activity
      • MS-ESS3-3 Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.
    • LS2: Ecosystems: Interactions, Energy, and Dynamics
      • HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
    • LS4: Biological Evolution: Unity and Diversity
      • HS-LS4-2 Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.
      • HS-LS4-5 Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.
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