Activity Introduction

Quick summary: Students refine the concept of biodiversity through investigating ecosystem diversity, species diversity and genetic diversity. They create a communication product that explains the importance of biodiversity.

Learning intentions:

  • Students will understand the complexity of the concept of biodiversity.
  • Students are able to distinguish between ecosystem diversity, species diversity and genetic diversity.
  • Students will understand how to apply the concept of biodiversity to conservation.

Australian Curriculum mapping:

Year 9 English:

  • Create imaginative, informative and persuasive texts that present a point of view and advance or illustrate arguments, including texts that integrate visual, print and/or audio features (ACELY1746)
  • Review and edit students’ own and others’ texts to improve clarity and control over content, organisation, paragraphing, sentence structure, vocabulary and audio/visual features (ACELY1747)

Year 10 English:

  • Create sustained texts, including texts that combine specific digital or media content, for imaginative, informative, or persuasive purposes that reflect upon challenging and complex issues (ACELY1756)
  • Review, edit and refine students’ own and others’ texts for control of content, organisation, sentence structure, vocabulary, and/or visual features to achieve particular purposes and effects (ACELY1757)

General capabilities: Literacy, Critical and creative thinking.

Cross-curriculum priority: Sustainability OI.1.

Relevant parts of Year 9 English achievement standards: Students create texts that respond to issues, interpreting and integrating ideas from other texts. They edit for effect, selecting vocabulary and grammar that contribute to the precision and persuasiveness of texts and using accurate spelling and punctuation.

Relevant parts of Year 10 English achievement standards: Students create a wide range of texts to articulate complex ideas. They demonstrate understanding of grammar, vary vocabulary choices for impact, and accurately use spelling and punctuation when creating and editing texts.

Topic: Biodiversity.

Time required: 60 mins +, depends on the amount of time used for research.

Level of teacher scaffolding: Medium – Facilitate students sharing their ideas about an alternative.

Resources required: Internet access, digital projector or smartboard.

Keywords: Ecosystem diversity, species diversity, genetic diversity, research.

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

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions:

  • Students will understand the complexity of the concept of biodiversity.
  • Students are able to distinguish between ecosystem diversity, species diversity and genetic diversity.
  • Students will understand how to apply the concept of biodiversity to conservation.

Success criteria: Students can …

  • Know what biodiversity is.
  • Do research online.
  • Present information to their peers.
  • Review and edit their own work and the work of others.

Teacher content information: Biodiversity is described as the combination of ecosystem diversity, species diversity and genetic diversity. When conservation strategies are developed with a deep understanding of biodiversity concepts, much better conservation solutions are developed. Biodiversity is often not properly explored because old ideas are rebadged as biodiversity so it is important to get students to discover why biodiversity is bigger than the components that make it up.

There are a nu

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Student Worksheet

Group being assessed:

How well was it presented?

Score

Why

What is biodiversity?

Why is biodiversity important to people?

How is the idea of biodiversity helping us with conservation?

Interesting

Note: To complete each assessment form, the group must come to a consensus about a mark out of five for each of the five criteria. If you give a mark of three or less, you must provide a reason. At the conclusion each group receives their assessments. It is up to the class if you want to compare scores. If you do, organise the scores on a spreadsheet.

  • Test it out at home.
  • Use the communication products at home to find out if your family can understand a bit more about biodiversity.

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