Activity Introduction

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. 

parks-victoria-and-vic-gov-horizontal-logoThis 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

 

Learning intentions:

  • 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:

critical-thinking_team-work_personal-and-social-skills

Australian Curriculum Mapping

Content descriptions:

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)

Syllabus outcomes: ST2-2VA, ST2-4WS, ST2-11LW, ST3-2VA, ST3-4WS, ST3-10LW, GE3-4, GE2-4

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

All Students:

  • UV protection (hat, sunscreen, long sleeves)
  • Polarised sunglasses
  • Insect repellent
  • Closed toe shoes 
  • Drinking water

Teacher:

  • First Aid Kit
  • Mobile phone
  • Hand sanitiser
  • Protective gloves
  • Bag for rubbish

 

All Students:

  • Bush Supermarket Shopping List (should be shared digitally with students)
  • Student Worksheet (printed)
  • A4 Paper/Workbook
  • Pens/pencils
  • Clipboard or book to lean on
  • Sticky-notes
  • Map of the native garden area (one per group)

One per group of 3-4 student:

  • Internet enabled devices capable of running Word

One per class:

  • Data projector or interactive whiteboard
  • Internet connection 
  • Whiteboard or large piece of butchers paper that can be stuck to a wall.
  • Whiteboard markers

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.

Worksheets

Teacher Worksheet

rl_kids-tree_autumn-nature-trail-7_photoframeTeacher preparation

Learning intentions: Students understand that the bush contains a range plants that animals rely on as sources of food and shelter.

Success criteria: Students can…

  • ... describe how animals rely on plants in their environment for survival.
  • ... identify some species of native plants and investigate their basic needs.
  • ... plan, design and construct a native garden.

rl_learning-intentions-tip

Teacher content information: All around Australia you can find a wide variety of parks, reserves and waterways that are managed for conservation, recreation and other uses.

Parks, in particular national parks and conservation reserves, are important for protecting and conserving biodiversity (i.e. ecosystems, species and genes) and our heritage places. They provide many of the essential ‘ecosystem services’ that we rely on, including clean water and air, pollination, and protection of coastlines, as well as help to regulate our climate. And in many places provide us with a ‘window to the past

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Student Worksheet

Thought starter: How can we make sure our local Bush Supermarkets stay well stocked?

Research Process

The research process below will help you to find a range of native animals found in the outdoor area that you will be visiting. Select an animal that interests you from the list, and research the following questions:

  • Is the animal native? (If yes, proceed to the the next question. If no, return to the list and select a new animal.)
  • Is a native plant part of this animal's diet or habitat? (If yes, record the plant's name and proceed to the the next question. If no, return to the list and select a new animal.)
  • Is the plant that is part of the animal's diet or habitat found around the area we will be visiting? (If yes, go to the board and record the animal, the plant and what it is used for. If no, return to the list and select a new animal.)

Reflection 

Think about what you did and found in this lesson and work independently to answer the following questions:

Qu
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