Activity Introduction
Quick summary: Over two lessons students begin creating their school biodiversity trail. Working in groups, students identify potential trail sites and work as a class to select a site based on parameters defined by the students themselves. In the following class students visit this site to create a school biodiversity trail, recording key features, identifying some of the plants and animals present, and creating a map of the trail.
The lessons in this unit have been developed in partnership with Earthwatch. Earthwatch developed the ClimateWatch program with the Bureau of Meteorology and The University of Melbourne to understand how changes in temperature and rainfall are affecting the seasonal behaviour of Australia’s plants and animals.
Learning intentions:
- Students are able to identify some of the impacts of climate change on local biodiversity.
- Students are able to effectively communicate knowledge of climate change and biodiversity.
21st century skills:
Australian Curriculum Mapping
Content descriptions: NOTE – This unit has been designed to be taught in either Geography or Science. To further enhance the learnings from this unit for students, consider teaching this as a cross-curricular unit of work.
Year 7 Geography
- Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS050)
- Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS053)
Year 8 Geography
- Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate (ACHGS058)
- Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate (ACHGS061)
Year 7 Science
- Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS124)
- Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS133)
Year 8 Science
- Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge (ACSIS139)
- Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate (ACSIS148)
Syllabus outcomes: GE4-7, GE4-8, SC4-4WS, SC4-9WS.
General capabilities: Critical and Creative Thinking.
Cross-curriculum priority: Sustainability OI.6.
Relevant parts of Year 7 Geography achievement standards: Students record and represent data and the location and distribution of geographical phenomena in a range of forms, including large-scale and small-scale maps that conform to cartographic conventions. Students present findings and arguments using relevant geographical terminology and digital technologies in a range of communication forms.
Relevant parts of Year 8 Geography achievement standards: Students select, record and represent data and the location and distribution of geographical phenomena in a range of appropriate digital and non-digital forms, including maps at different scales that conform to cartographic conventions. They present findings, arguments and ideas using relevant geographical terminology and digital technologies in a range of appropriate communication forms.
Relevant parts of Year 7 Science achievement standards: Students communicate their ideas, methods and findings using scientific language and appropriate representations.
Relevant parts of Year 8 Science achievement standards: Students use appropriate language and representations to communicate science ideas, methods and findings in a range of text types.
Topic: Biodiversity, Climate Change.
Unit of work: ClimateWatch: Citizen Science – Geography and Science – Years 7 & 8.
Time required: 145+ min.
Level of teacher scaffolding: Medium – facilitate class discussion and lead students in activities.
Resources required: Enough devices with ClimateWatch app installed for groups of 3-4 students. Internet access. Student Worksheets – print one copy per student. Device capable of presenting a video to the class. Workbooks. Each student to have a hat, sunscreen and closed toe shoes (second lesson only).
Digital technology opportunities: ClimateWatch app. Google Earth.
Keywords: ClimateWatch, citizen science, biodiversity, map.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
