Objectives:

• To develop a profound understanding of fundamental terms in ecology and conservation biology 
• To enhance writing and debating skills, specifically in the context of conservation biology
• To take meaningful initiatives to protect biodiversity hotspots through informed and persuasive decision-making

Required texts, materials or equipment:

• TiME website: www.this-is-my-earth.org 
• IUCN website: https://www.iucnredlist.org 
• BioData Base website: https://biodb.com 
• at least 3 computers/laptops/tablets 

Lesson Plan:

1. Introduction to the TiME Initiative 

• 15 min: Lecture on species extinctions, emphasizing contemporary causes, particularly habitat loss. 
• 10 min: Overview of the concept of a biodiversity hotspot and introduction to the TiME initiative.

2. Assignment Overview

• 5 min: Divide class into three groups (up to 4 members each) and assign each one of the habitats on the TiME website. 
• Group members will collaboratively define and compile essential terms related to ecology and conservation biology while analyzing the habitat they are assigned to.

3. Analyzing Assigned Habitats: Geography, Biome, and Habitat

• 15 min: Students describe the geography and physical structure of their assigned habitat. 
• 30 min: Students explore why the habitat is considered a biodiversity hotspot, identify endangered species, assess IUCN conservation statuses (CR, EN, VU, NT, CD, LC, DD) and roles played by species in their ecosystem.

4. Long-Term Management and Ecosystem Services

• 30 min: Students investigate the land’s management plan, existing threats, potential expansion of disturbances, and motivations for protection. 
• Discussion of ecosystem services provided by the protected land, both locally and globally.

5. Preparing Persuasive Presentations

• 40 min: Students summarize key points supporting their habitat’s significance and prepare a 5-minute persuasive presentation. 

6. Presentations and Class Discussion

• 20 min: Representatives present their persuasive arguments (5-minute limit), followed by 1–2 minutes of questions from classmates. 
• 15 min: Class discussion about the habitats presented and a vote. 

7. Consolidating Definitions and Optional Real-World Engagement

• 20 min: Each group proposes definitions for essential terms, culminating in final definitions agreed upon by the class. 
• Optional activity: Encourage students to actively participate on the TiME website through voting and potential fundraising. 

Note: This syllabus is subject to adjustments based on class dynamics and learning progress.