Activity Introduction

honeyeater-feeding-banksia-biodiversity-heroQuick summary: In this activity students will explore biodiversity and habitat through both class discussion and field studies. This activity begins with a class discussion around the definitions of biodiversity and habitat. Students then take a walk around the school, identifying and photographing habitats at your school. Students also identify and count features of biodiversity at these sites (plant and animal). Finally students identify the biodiversity hot spots at your school and make recommendations for improving biodiversity at your school.

Character-holding-icon_BiodiversityNOTE: Although this activity has been created in support of the ResourceSmart AuSSI Vic program you will not produce a specific habitat score, which you need to meet the data goals of the program.

This activity has been created to give younger students – for whom the official biodiversity audit would be too complex – an opportunity to participate in the biodiversity component of the ResourceSmart AuSSI Vic program. To gain accreditation your school will still need to complete the more complex biodiversity audit.

Australian Curriculum Links:

Cross curriculum priorities

Sustainability – OI.1 – The biosphere is a dynamic system providing conditions that sustain life on Earth. O1.2 -All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

General capabilities

Critical and creative thinking

Explicit content description

Science Year 1

  • Living things live in different places where their needs are met (ACSSU211)
  • Science involves asking questions about, and describing changes in, objects and events (ACSHE021)
  • People use science in their daily lives, including when caring for their environment and living things (ACSHE022)
 

Mathematics Year 1

  • Recognise, model, read, write and order numbers to at least 100. Locate these numbers on a number line (ACMNA013)
 

Geography Year 1

  • Collect data and information from observations and identify information and data from sources provided (ACHASSI019)
  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI027)
 

Science Year 2

  • Living things grow, change and have offspring similar to themselves (ACSSU030)
  • People use science in their daily lives, including when caring for their environment and living things (ACSHE035)
 

Geography Year 2

  • Collect data and information from observations and identify information and data from sources provided (ACHASSI035)
  • Present narratives, information and findings in oral, graphic and written forms using simple terms to denote the passing of time and to describe direction and location (ACHASSI043)
 

Science Year 3

  • Living things can be grouped on the basis of observable features and can be distinguished from non-living things (ACSSU044)
 

Geography Year 3

  • Locate and collect information and data from different sources, including observations (ACHASSI053)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI061)
 

Science Year 4

  • Living things, including plants and animals, depend on each other and the environment to survive (ACSSU073)
  • Science knowledge helps people to understand the effect of their actions (ACSHE062)
 

Geography Year 4

  • Locate and collect information and data from different sources, including observations (ACHASSI074)
  • Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms (ACHASSI082)

 

Syllabus OutcomesGE1-3, GE2-4ST1-4WS, ST1-11LW, ST1-9ES, ST2-11LW, ST1-10LW, ST2-10LWMA1‑1WM, MA1‑2WM, MA1‑3WM, MA1‑4NA

Connecting lessons: Native animal identification.

Resources required: Digital cameras, students worksheets, internet access, printed map of school grounds (use Google Maps if no hard copy available), drawing/writing materials.

Digital technology opportunities: Photography, digital sharing capabilities.

There’s an app for that:

  • Google Maps: Explore new places, discover local favourites, and navigate your world with Google Maps.
  • Field Guide to Victorian Fauna: Detailed descriptions of animals, maps of distribution, and endangered species status combine with stunning imagery and sounds to provide a valuable reference that can be used in urban, bush and coastal environments.
  • sealifevic2Sea Life Victoria: An informative guide to over 200 of the marine animals that live in Australia’s southern habitats. The southern Australian coastline is known for its extraordinarily high number of unique species that are found nowhere else in the world.
  • bunarongBunurong Marine National Park Field Guide: This app presents images and information on over 300 species of marine and coastal animals and plants that can commonly be seen in Bunurong Marine National Park and nearby waters.
  • project-noahProject Noah: Project Noah is the best way to share your wildlife encounters and help document our planet’s biodiversity.
  • foxField Guide to Pest Animals of Australia: This app contains pest information, distribution maps, photos, animal calls, control information and resource links for 53 pest species.

Weed links:

Keywords: Biodiversity, habitats, school, hot spot, plants, animals, fungus, photographs, map.

Need some more support? Click on these leading organisations

CERES Logo Greening Australia    
       
       
       

 

 

 

 

 

 

 

 

Worksheets

Teacher Worksheet

garden-spider-biodiversity-heroTeacher preparation:

Overarching learning goal:

  • Students understand the terms 'biodiversity' and 'habitat'.
  • Students recognise that there are a range of habitats at their school.
  • Students understand how to identify biodiversity hot spots at their school.

Teacher content information:

For information about biodiversity - what it is, where it is, how it helps us and what we are doing to protect it - read this short article.

See what other schools are doing by exploring a case study here.

Hot tips:

  1. This activity can be repeated at set intervals to see if biodiversity is improving at your school. This activity could also be conducted at different times of the year (seasonally) to see how the biodiversity differs according to different seasons. 

Student and classroom organisation:

Step 1. What is a habitat? What is biodiversity?

Begin this activity by discussing with your student what a habitat is and what biodiversity is. Consider the following questions:

  • What is a
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Student Worksheet

Thought starter: What sort of living things would you find in this habitat?

54 river 3 hero

 

What do you See?

What do you Think?

What do you Wonder?

My Habitat Audit 

Name of habitat: 

Type of plant Number at habitat site
Tree

 

Shrub

 

Flower

 

Grass

Ground cover

 

Creeper/vine

 

Moss/lichen

 

 

 

 

 

Subtotal

 

Type of animal Number at habitat site
Insects

 

Spiders

 

Lizards

 

Frogs

 

Birds

 

Mammals

 

 

 

 

 

Subtotal

 

Fungus Number at habitat site
Mushrooms/Fungus

Subtotal
Grand total (number of plants + number of animals + number of fungi = grand total)

 

 

Where is our biodiversity hot spot?

 

Reflection question

What can we do to improve biodiversity at our school?

What kinds of anima

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