Activity Introduction

birdQuick summary: This lesson is designed as a tuning in activity. Students participating in this activity are each asked to write down three questions about biodiversity, and to categorise these questions as either Googleable (questions whose answers can be found on the Internet) or Non-Googleable (questions whose answers can’t be found on the Internet). Students are then asked to answer both sets of questions using standard research techniques (Internet searches) or alternative research methods (such interview an expert or design an experiment).

Learning goals:

  • Students build their Higher Order Thinking skills.
  • Students explore the topic of biodiversity.
  • Students build their thinking and questioning skills.
  • Students practice their research skills.

General capabilities: Critical and creative thinking

Australian Curriculum content descriptions:

This lesson can be used with all the learning areas of the Australian Curriculum. Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.  

Time needed: 48+ minutes.

Level of teacher scaffolding: High – facilitate discussion, lead students in identifying questions, and assist students with planning and undertaking research to answer questions.

Resources required: Internet, post-it notes, Student Worksheet.

Key words: Biodiversity, questions, Googleable, Non-Googleable.


Teacher Worksheet

gum-leaves-bidiversity-hero-260x300Teacher preparation:

Overarching learning goal: The aim of this activity is to engage student curiosity in biodiversity and to encourage students in rich, High Order Thinking around this topic. By participating in this activity students will develop their own ideas, build their knowledge, attitudes and values through in-depth learning experiences around biodiversity.

Teacher content information: Having all the information we could want quite literally at our fingertips is fantastic: we can type a question into Google (sometimes you don't even have to type the whole question because Google thinks up the rest of the question for you) and we get instant answers. However, this type of questioning doesn't necessarily engage the questioner in the problem or in the answer. We are not asked to think about why this question is important, why it is important to answer it, how it could be answered, who has answered it and whether or not you can answer it yourself. By asking students to be probl

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Student Worksheet

Thought starter: Where do questions come from?

Before the lesson

Watch the video and then complete the activities below:

Summarise this clip in 35 words or less:

Complete this table:






During the lesson

What is a Googleable question? What is a Non-Googleable question?

Are the following questions Googleable or Non-Googleable? Explain your answers:

What is the highest mountain in the world?

How many snowflakes are there in Antarctica?

Has time always existed or is it a human invention?

Why do people want more stuff when they already have enough?

Does Google know everything?


Reflection questions

What is the difference between fact and opinion?

What is knowledge and how does it relate to fact and opinion?

How do we build our knowledge?

Where do we get our facts from?

How do we create opinions?

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