Activity Introduction
Quick summary: Students identify the environment along their school biodiversity trail and how well it is being conserved. Students begin by investigating whether there are any existing management plans or biodiversity recovery activities in place for their site. They then identify the plants and animals along their trail, identify species and create field guides for these plants and animals.
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 effectively research scientific and geographical issues.
- Students are able to communicate scientific and geographical information to their peers.
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
- Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS048)
- Represent data in a range of appropriate forms, for example climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS049)
Year 8 Geography
- Evaluate sources for their reliability and usefulness and select, collect and record relevant geographical data and information, using ethical protocols, from appropriate primary and secondary sources (ACHGS056)
- Represent data in a range of appropriate forms, for example, climate graphs, compound column graphs, population pyramids, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies (ACHGS057)
Year 7 Science
- Classification helps organise the diverse group of organisms (ACSSU111)
- 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, SC4-14LW, 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 evaluate a range of primary and secondary sources to locate useful information. 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 evaluate a range of primary and secondary sources to locate useful and reliable information. 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 classify and organise diverse organisms based on observable differences. They 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: 140+ mins.
Level of teacher scaffolding: Medium – facilitate class discussion and lead students in activities.
Resources required: Device with ClimateWatch app installed. Internet access. Student Worksheets – one copy per student. Device capable of presenting a video to the class. Enough devices/computers/laptops with internet access to facilitate research in pairs or small groups. Workbooks. Plant Field Guide Example. Plant Field Guide Template. Animals Field Guide Example. Animal Field Guide Template.
Digital technology opportunities: ClimateWatch app.
Keywords: Earthwatch, ClimateWatch, citizen science, biodiversity, field guide, plants, animals.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
