Quick summary: Students will visit an outdoor area to observe the environmental conditions sustaining a range of native plants. To begin this lesson, students research local native species, and consider the most important information that they can find and gather about these plants while in the field. Thinking of these places as ‘bush supermarkets’ for native animals, they then travel to an outdoor area and work in groups to gather data about a range of native plants. After returning to school, students will use information about how these plants exist in nature to design their own native garden to further support local wildlife.
This lesson is produced in partnership with Parks Victoria and is designed to be taught in a natural or outdoor setting. Before conducting this lesson, teachers need to locate a park, area of bushland or native garden, close to their school grounds. Contact your local council or parks department to find an appropriate outdoor area near you.
- Students understand how animals rely on certain plant species to survive.
- Students understand the importance of native species to the environment.
- Students understand how to design, plan and construct a native garden.
21st century skills:
Australian Curriculum Mapping
Year 4 Science
- Living things depend on each other and the environment to survive (ACSSU073)
- With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge (ACSIS064)
Year 4 Geography
- The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
- Locate and collect information and data from different sources, including observations (ACHASSI074)
- Draw simple conclusions based on analysis of information and data (ACHASSI079)
Year 5 Science
- With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS231)
- Living things have structural features and adaptations that help them to survive in their environment (ACSSU043).
Year 5 Geography
- Locate and collect relevant information and data from primary sources and secondary sources (ACHASSI095)
- Work in groups to generate responses to issues and challenges (ACHASSI102)
Year 6 Science
- With guidance, pose clarifying questions and make predictions about scientific investigations (ACSIS232)
- The growth and survival of living things are affected by physical conditions of their environment (ACSSU094)
Year 6 Geography
- Examine primary sources and secondary sources to determine their origin and purpose (ACHASSI126)
- Work in groups to generate responses to issues and challenges (ACHASSI130)
General capabilities: Critical and Creative Thinking, Personal and Social Capability.
Cross-curriculum priority: Sustainability OI.2, OI.9.
Relevant parts of Year 4 Science achievement standards: Students describe relationships that assist the survival of living things.
Relevant parts of Year 4 Geography achievement standards: Students develop questions to investigate. They locate and collect information and data from different sources, including observations to answer these questions.
Relevant parts of Year 5 Science achievement standards: Students analyse how the form of living things enables them to function in their environments.
Relevant parts of Year 5 Geography achievement standards: Students develop questions for an investigation. They locate and collect data and information from a range of sources to answer inquiry questions.
Relevant parts of Year 6 Science achievement standards: Students describe and predict the effect of environmental changes on individual living things.
Relevant parts of Year 6 Geography achievement standards: Students develop appropriate questions to frame an investigation. They locate and collect useful data and information from primary and secondary sources.
Topic: Student Rangers, Biodiversity.
Unit of work: Student Rangers Unit – Upper Primary.
Time required: 140 minutes (not including travel time to and from the park or outdoor area)
Level of teacher scaffolding: High – lead students in activity and discussion, ensure safety of students at all times.
Resources required: Map of the area you will be visiting (contact your local council or parks department for more information). Victorian-based teachers can utilise the following link from Parks Victoria to locate parks: Park locator map. Alternatively, Google Earth can also be used to explore your local area.
|Personal protective equipment||Activity equipment|
One per group of 3-4 student:
One per class:
Keywords: Student Rangers, native plants, native animals, adaptations.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.