## Activity Introduction

Quick summary: Working as a class, students map the locations of different habitats on their school ground. They collect data to identify which habitats are the ‘hot spots’ for the most kind of plants and animals (species diversity).

Learning goals:

• Student build an understanding of mapping and data collection.

### Australian Curriculum Mapping

Content descriptions:

Year 3 Mathematics

• Create and interpret simple grid maps to show position and pathways (ACMMG065)

Year 3 Science

• Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS060)

Year 4 Mathematics

• Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

Year 4 Science

• Represent and communicate ideas and findings in a variety of ways such as diagrams, physical representations and simple reports (ACSIS071)

Syllabus OutcomesST2-4WSMA2-17MG, MA2‑2WM

Topic: Biodiversity

Year levels: 3 and 4

Indoor or outdoor activity: Indoor/Outdoor

Time required: 45+ mins

Level of teacher scaffolding: Assist students with mapping biodiversity and with creating a map.

Resources required: Art materials, copies of a school ground map.

Homework and extension opportunities: Students can repeat activity on a smaller scale at home.

Keywords: mapping, biodiversity, habitat, species diversity.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

## Teacher preparation

Activity outline

In this exercise, your students will shade habitats onto a map of the school grounds. To do this, they will need to:

1. Decide on what kind of habitats are in the school grounds and what they will call the habitats.

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

School habitats

Students may need to have a quick walk around their school to decide what type of habitats there are. Some of the common school ground habitats are:

• Garden beds with shrubs
• Garden bed with flowers
• Lawn
• Trees with grass underneath
• Trees with plants underneath
• Trees with leaf litter or mulch underneath
• Grassy oval
• Gully
• Vegetable garden
• Wet gully or bog
• Pond
• Revegetated forest
• Native grass bed
• Gravel
• Weed infested area.

Decide which habitats occur in the school.

2. Find a map of the school grounds that can be copied. Make a legend. Write down the different habitats that occur in the school (use a separate piece of paper if there isn

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### Student Worksheet

Name of habitat:

 Number of different species Moss Grasses Trees Shrubs Sub total Fungus Insects Spiders Other small creatures Birds Lizards Frogs Subtotal Total of animal, fungus and plants

Questions:

1. Is there an area that clearly has more biodiversity than others?

2. What do student think will attract animals?

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