Quick summary: In this activity students explore the positive and negative impacts of climate change on biodiversity. Students work in groups to investigate the impacts on five animals – Yellow-footed Rock-wallaby, Giant Gippsland Earthworm, Common Clownfish, Southern Corroboree Frog and Regent Honeyeater – and create a fact sheet describing the impacts on these animals.
- Students understand that climate change will have both negative and positive impacts on biodiversity.
- Students recognise that most climate change impacts on biodiversity are negative.
- Students understand that biodiversity is vulnerable to numerous types of climate change impacts.
- Students understand that there are actions we can take to help biodiversity cope with the impacts from climate change.
General capabilities: Critical and creative thinking, Literacy.
Cross-curriculum priority: Sustainability OI.2.
Australian Curriculum content description:
Year 9 Science
- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
- Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Year 10 Science
- Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
- Critically analyse the validity of information in secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
Year 10 Geography
- The human-induced environmental changes that challenge sustainability (ACHGK070)
- The application of human-environment systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073)
- Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)
- Reflect on and evaluate the findings of the inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations; and explain the predicted outcomes and consequences of their proposal (ACHGS080)
Syllabus outcomes: GE5-2, GE5-3, GE5-8, SC5-7WS, SC5-8WS, SC5-9WS, SC5-14LW, SC5-12ES.
Topic: Climate change
Time required: This activity can be extended over several sessions
Level of teacher scaffolding: Low – oversee activity, facilitate discussion.
Resources required: Internet access, student worksheet, materials for making fact sheet/poster, PowerPoint.
Digital technology opportunities: Digital sharing capabilities.
Homework and extension opportunities: This activity includes opportunities for extension or homework.
Keywords: Biodiversity, climate change, impacts, benefits, animals.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.