Science and Technology – Stage 2 and 3
Integrating sustainability education in your subject
The NSW Department of Education and Communities (DEC) is committed to sustainability education
through the: Environmental Education Policy for Schools and the Sustainability and Environment
integration (Learning across the Curriuclum) in revised NSW syllabus.
Together these aim to outline the understandings, skills and values that develop the capacity to live
more sustainably. Schools should provide sustainability education programs and experiences that:
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are interdisciplinary and systematically programmed, taught and evaluated as part of the
curriculum K-12
progressively build knowledge and skills through the stages of schooling that allow students to
use the school site and other built and natural environments to investigate, plan and take
action for biodiversity and the natural environment
allow students to consider a range of viewpoints and to make judgements based on evidence,
their personal values and social justice
provide students with opportunities to learn about, and from, Aboriginal peoples’ relationship
with country, land use, heritage and culture, preferably through engagement with members of
their local Aboriginal community
allow students to explore their relationship with their community and the environment and to
explore, design and where possible implement responses to sustainability solutions
promote collaboration and partnerships within the community.
Further information and guidance on how education for sustainability may be structured to support a
progression of learning from Kindergarten to Year 10 can be found in the Sustainability Curriculum
Framework published by the Department of the Environment, Water, Heritage and the Arts. This
document sets out three dimensions to learning for sustainability: Sustainability Action Process,
Knowledge of Ecological and Human Systems and Repertoires of Practice.
The three above three dimensions can be applied in all curriculum areas. The following pages
provide lnks to learning resources that support student development in each of these three
dimensions.
Document title
Science and Technology, Stage 2 and 3
Sustainability Curriculum Framework
NSW DET Sustainability Education Policy
 allow students to experience, value and take action to protect biodiversity and the
natural environment
 allow students to use the school site, other built environments and their local area to
investigate, plan and take action to improve sustainability
 promote collaboration and partnerships within the community
Knowledge of Ecological and Human
 are systematically programmed, taught and evaluated as part of the curriculum K-12
Systems
 are interdisciplinary; applying, connecting and progressively building knowledge and
skills from across learning areas and through the stages of schooling
 provide students with opportunities to learn about, and from, Aboriginal peoples’
relationship with country, land use, heritage and culture, preferably through
engagement with members of their local Aboriginal community
Repertoires of Practice
 allow students to consider a range of viewpoints and to make judgements based on
evidence, their personal values and social justice
 allow students to explore their relationship with the environment and to explore,
design and where possible implement responses to sustainability challenges for both
natural and built environments
 include different spatial scales (local to global, home to community).
Stage 2 unit of work
Material World
Properties of natural and made materials. Using, conserving, renewing.
Stage 2 & 3 unit of work
Biodiversity
To develop students’ understanding of biodiversity and its decline
Sustainability Action Process
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Science & Technology
Sustainability Action Process Skills Outcomes
Students will
1. Making the case for change
Stg 2. Make accurate observations and describe
these observations, or record them as
diagrams, tables of data and graphs.
Stg 2. State the issue or area to be investigated.
Stg 2. Propose explanations using simple
observations.
Stg 2. Make a prediction based on data collected
by themselves or others.
Stg 2. Devise ways of checking or testing
predictions.
Stg 2. Describe needs and wants of people in
relation to design activities.
Stg 2. Use graphics, models and written data to
record the exploration of different ideas for
design proposals and to assist making.
Stg 3. Make detailed observations using
appropriate technologies.
Stg 3. Use investigation techniques to identify
opportunities for design activities.
2. Defining the scope
Stg 2. Suggest modifications to design proposals
to improve the original design.
Stg 2. Use basic construction tools, materials
and computerised data bases to refine
observations.
Stg 3. Discuss the factors that might affect an
investigation.
Learning for Sustainability
Investigating: The Science Process
Investigating Scientifically
Living Greener
Conduct an Energy Snapshot
Energy Use calculator
Promoting Energy Efficiency
Power Saving Tips
Studio E
Be a Water Detective
Conducting a Water Audit
Playground Planting
Sustainability
Gardens, Grow an Idea
The Virtual Garden
Designing: The Technology Process
Energy Rating
Studio E
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3. Developing the proposal
4. Implementing the proposal
5. Evaluating and reflecting
Stg 3. Identify data which support a particular
prediction.
Stg 3. Devise a test that will support or disprove a
prediction.
Stg 2. Organise systems for small scale mass
production.
Stg 2. Recognise the appropriate use of tools,
equipment, hardware and software.
Stg 3. Modify and apply their understanding in the
light of their investigation.
Stg 3. Select, reject or modify as appropriate the
elements of design to evaluate the
procedures and outcomes of a design task.
Stg 3. Develop a design proposal by selecting and
refining ideas and justifying choices.
Stg 3. Produce a model, prototype, product or
procedure to meet a specific design brief.
Stg 3. Select appropriate tools, hardware,
materials, equipment or software on the
basis of their specific function and in
order to gather information.
Stg 3. Use appropriate equipment and tools to
carry out a particular task, and
understand the technology involved to
record and present ideas.
Stg 3. Use resources with consideration for the
environment and adopt procedures which
minimise waste.
Stg 2. Evaluate materials and processes used.
Stg 2. Report on the social and environmental
Be Inspired
Studio E
Studio E
Studio E
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costs and benefits of familiar technology.
Stg 3. Devise fair tests.
Stg 3. Test, or propose ways of testing, the extent
to which a product satisfies the design
intentions.
Stg 3. Record the economic, moral, social and
environmental consequences of advances
in technology
Knowledge of Ecological and Knowledge and Understanding Outcomes
Students will know and understand
Human Systems
Living cycles
Stg 2. Plants and animals live in environments
that supply their needs.
Stg 2. Change occurs throughout the lifetime of
living things.
Stg 2. Living things depend on other living things
to survive.
Stg 3. Living things show variation within a
species.
Stg 3. The activities of people can change the
balance of nature.
Stg 3. Groups of living things have changed over
long periods of time.
Ecosystems and local
environments
Stg 2. Plants and animals live in environments
that supply their needs.
Stg 2. Change occurs throughout the lifetime of
living things.
Stg 2. Living things depend on other living things
to survive.
Stg 3. Living things show variation within a
Learning for Sustainability
Part of a Pattern
Plants in Action
Marvellous Micro-organisms
Mini-Beasts
Investigating Plants
Insects
Life Cycles
Life Cycles - Whales
Life Cycles - Birds
Life Cycles - Crocodiles
Life Cycles – Gum Trees
Life Cycles - Butterflies
Life Cycles - Flowers
Surviving in Habitats
The Living Land
Backyard Biodiversity
Environmental Activities
Australian Plants and Animals
Birds in Backyards
Garden Detectives
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species.
Stg 3. The activities of people can change the
balance of nature.
Stg 3. Groups of living things have changed over
long periods of time.
Evolution of life
Stg 3. Living things show variation within a
species
Stg 3. Groups of living things have changed over
long periods of time.
Change in living systems
Stg 2. Change occurs throughout the lifetime of
living things.
Stg 3. Living things show variation within a
species.
Stg 3. The activities of people can change the
balance of nature.
Stg 3. Groups of living things have changed over
long periods of time.
Stg 3. There are many physical phenomena which
change the environment.
Stg 3. Environments on Earth have been affected
by technology.
Stg 2. Sounds are produced by vibrating objects
and can travel through materials.
Weather and climate
Solar system and energy
Food Chains - Deserts
Food Chains - Wetlands
Food Chains - Forests
Habitats
Interdependence
Living Things
Studying Habitats
Ecosystems On Show
Marine Parks
Make Your Own Fossils
DIY Fossils
An Ancient Land
A Change For The Better
Animal Search
Minerals and Fossils
What on Earth?
Biology Activities
Royal Botanic Gardens
Human Activity
Earth and Space
Weather in my World
Climate Change
Australian Museum – Climate Change
Carbon Kids
Space and Astronomy Activities
Make a Solar BBQ
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Stg 3. There are various forms of energy.
Stg 3. A complete circuit is needed for an
electrical device to work.
Stg 3.The sun is the source of most of the energy
on the Earth.
Stg 3. Light can pass through some materials and
not others, and when it does not shadows
form.
Stg 3. There are various parts to the physical
environment, eg stars, planets, earth, air
and water.
Water
Stg 3. There are various parts to the physical
environment, eg stars, planets, earth, air
and water.
Social systems and subsystems
Stg 2. People create specialised environments to
meet specific needs.
Stg 3. People try to control the conditions in the
environments they build.
Stg 3. People live in communities and build
It’s Electrifying
Energy Change
Energy and Beyond-Spinning in Space
Energy and Change-Smooth Moves
Light Fantastic
Light Investigation
Sounds Great
Magnetism
Out in Space
Switched On
Light Up My Life
Electric Kids
Energy Kidz
BBC Science
The Science Zone
Electricity
Circuits
Solar Energy
Energy Quest
Design a Solar Oven
Lunar Cycles: Earth Glow
Water Works
The Magic of Water
Murray River
Marine Parks
Human Activity
Earth Alert
Land use
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Methods of assessing
ecological sustainability
Processes of historical change
Civics and citizenship
Ownership and property rights
Economic systems and costs
Materials and production
environments to service their common
needs.
Stg 2. Computers are machines that store and
process information.
Stg 2. People use different technologies to
organise
and communicate information in different
ways.
Stg 3. Information can be represented in a
number of different forms, including
graphics, sounds and texts.
Stg 3. Technologies continually offer new ways of
creating and sending messages.
Stg 2. Production technologies have changed over
time.
Stg 3. The activities of people can change the
balance of nature.
Stg 3. People try to control the conditions in the
environments they build.
Stg 3. The activities of people can change the
balance of nature.
Stg 3. There are environmental consequences of
production and consumption.
Stg 2. Structures are built from natural and
processed materials and components.
Stg 2. Materials and resources are used to
Keep in Touch
Moving Pictures
Sailing, Sinking, Soaring
Technology & Invention
Documenting Design
3D Kit Maker
Experiments In A Plant Research Laboratory
Old Bernies Farm
Renewable Energy
Technology and the Environment
Frog Pond Habitat
Aboriginal Technology
Technology and Culture
Energy and Climate Change
International Year of Biodiversity
What’s It Made Of?
Package it Better
Material World
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Built environment
produce goods and commodities.
Stg 2. Manufacturing processes convert raw
materials into useful products.
Stg 2. Materials are joined, formed, shaped and
finished.
Stg 2. Most natural resources are limited and so
need to be used wisely.
Stg 2. There are benefits and problems
associated with human changes to the
physical environment.
Stg 2. Most materials come from the Earth and its
surroundings.
Stg 3. There are environmental consequences of
production and consumption.
Stg 3. Systems are designed to provide particular
services.
Stg 3. Systems are used to deliver and distribute
goods.
Stg 2. People create specialised environments to
meet specific needs.
Stg 2. Structures are built from natural and
processed materials and components.
Stg 2. Environments are sometimes modified to
fulfil new and different requirements.
Stg 3. People try to control the conditions in the
environments they build.
Stg 3. People live in communities and build
environments to service their common
needs.
Stg 3. Both aesthetic and functional factors need
Change Detectives
Material World
Matter & Motion
Your Rubbish Pile
Solar Energy
Mystery Substances – Emergency Case
Mystery Substances – Pure and Mixed
Mystery Substances – Pure Substances
Product Design
Resistant Materials
The Virtual Garden
Australian Conservation Foundation:
Consumption Atlas
Designing and Making a Model Shelter
Designing and making a Model Tower
Indoor, Outdoor
Waterwise, House & Garden
Energy Efficient Houses - Design
Energy Efficient Housing – Build for Value
Energy Efficient Houses - Performance
Architecture and Children
My Neighbourhood
Design A Room
The Best Place to Live
Design a Garden
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to be considered when people make
changes to their environments.
Stg 3. Systems are used to deliver and distribute
goods.
Transport
Agriculture and food
Repertoires of Practice
World viewing
Systems thinking
Values and attitudes Outcomes
Students will
Stg 2. Demonstrate confidence in themselves and
willingness to make decisions, be honest
and open in their dealings with others.
Stg 2. Have a positive view of themselves and
their capabilities.
Stg 2. Show responsiveness to ideas.
Stg 2. Be curious about and appreciate the natural
and made environment.
Stg 3. Demonstrate confidence in themselves and
willingness to make decisions and to take
responsible actions.
Stg 3. Have a positive view of themselves and
their capabilities.
Stg 3. Exhibit self-direction in their own learning.
Stg 3. Respect different viewpoints and ways of
living.
Stg 3. Be curious about and appreciate the
natural and made environment.
Stg 2. Persevere with activities to their completion.
Stg 2. Show informed commitment to improving
the quality of the local environment.
Stg 3. Initiate and persevere with activities to
Energy-Efficient House: Explore Design
Out & About
On the Move
Eating Out
Food For The Tucker Box
Learning for Sustainability
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Futures and design thinking
Other Resources
their completion.
Stg 3. Respect the rights and property of others.
Stg 3. Show a commitment to fair treatment for all.
Stg 3. Develop rational and creative thinking.
Stg 3. Gain satisfaction in their efforts to
investigate, to design and make, and to use
technology.
Stg 2. Gain satisfaction in their efforts to
investigate, to design and make, and to use
technology.
Stg 3. Show flexibility and responsiveness to
ideas and evidence.
Stg 3. Show informed commitment to improving
the quality of society and the environment.
Teaching Science & Technology Stage 2, a focus on literacy & numeracy
Teaching Science & Technology Stage 3, a focus on literacy & numeracy
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Material World (Stage 2)
Content focus:
Material World
Built Environments
Products and Services
Earth and its Surroundings
Outcomes - Knowledge and Understanding
Students will know and understand that:
• structures are built from natural and processed materials and
• components
• materials & resources are used to produce goods and
• commodities
• manufacturing processes convert materials into useful
products
• materials are joined, formed, shaped and finished
• natural resources are limited and so need to be used wisely
• there are benefits and problems associated with human
changes to the
• physical environment
• most materials come from the Earth and its surroundings.
• Students will:
• recognise that the results of investigations can lead to more
questions
• show that designing and making can lead to the need for
• investigations
• recognise that designs are constrained by time, skills, tools
and
• materials
• identify the forms & components used in the production of a
design
Skills
Students will:
• state the issue or area to be investigated
• propose explanations using simple observations
• make a prediction based on data collected by themselves or
others
• describe needs and wants of people in relation to design
activities
• suggest modifications to design proposals to improve the
original design
• organise systems for small–scale mass production
• recognise the appropriate use of tools, equipment, hardware
and software
• use basic construction tools, materials and computerised
databases to refine observations.
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•
•
•
•
•
relate planning and evaluating to each stage of designing
and making
relate the particular properties of materials to end uses
explain that technology can be used to help people learn
justify the selection of processes, tools, equipment,
materials,
products and software to meet the requirements of the task.
Values and Attitudes
Students will:
• demonstrate confidence in themselves and willingness to
make
• decisions
• have a positive view of themselves and their capabilities
• show responsiveness to ideas
• persevere with activities to their completion
• respect the rights and property of others
• work cooperatively in groups
• show informed commitment to improving the quality of their
local
• environment
• be curious about and appreciate the natural and made
• environment
• gain satisfaction in their efforts to investigate, to design and
make and to use technology.
Assessment
Listed below are selected examples of strategies that may be
used in assessing this unit of work.
• Discuss with students times when designing and making has
resulted in the need to investigate.
• Arrange interviews between students and members of the
targeted audience in order to assess how well students have
identified their specified need.
• Have groups of students discuss and evaluate each phase of
the mass production activity.
• Have students construct a flow chart of the production
process.
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Links with other Key Learning Areas
English
Using talking and writing to cooperatively plan, select, consult and make decisions in designing and making their product,
recording ideas. Exploring the language use targeted for certain groups, e.g. teenage slang.
Mathematics
Comparing characteristics of objects. Comparing length, mass, volume of objects.
Human Society and its Environment
Investigating how people use the environment to satisfy their physical and social needs.
Personal Development, Health and Physical Education
Using exploration of human needs and wants, and how they change, to lead into science and technology activities.
Creative and Practical Arts
Exploring ideas of texture and colour. Designing paper with characteristics to meet particular needs.
Task
Design and make a structure or device to perform a given task. [G]
Activities
Negotiate the design task.
Clarify the requirements of the design. [TS18]
Allot students into teams to develop their own structure.
Specifications should include such things as being able:
• to support a particular weight
• to transport material
• to protect something
• to keep something dry.
Consider availability of resources and range of materials, e.g. cupboard, split pins, cotton wool, masking tape. [TS19]
Make the devices.
Present and demonstrate the devices and evaluate according to the requirements of the design brief.
Task
Investigate the properties of materials. [G]
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Activities
Obtain a selection of materials, eg paper, cardboard, straws, plastics, wood, cotton wool, rubber, glass, ceramics, cork, pumice,
metals, fibreglass, plasticine. [TS26]
Classify the materials according to several different properties, eg ability to float, comparative mass, colour, attraction to magnets,
transparency, flexibility, conducting heat/electricity.
List suitability for particular tasks, eg for writing on, insulation, absorbing shock, roofing, allowing light to pass through, playing with.
Explore how one or more of the properties may be changed, eg concerting a sheet of paper to increase its strength, heat wood to
cause it to burn and char, heating metal may cause a colour change. [TS19]
Identify materials used at other times and other places to perform a particular task, eg axe made of stone, fish hook made of bone.
Suggest why these particular materials were chosen. Examine new materials which have replaced conventional materials, eg
ceramic instead of amalgam tooth fillings, kevlar for canvas sails. [TS14]
Discuss which system of classification is most useful.
Task
Investigate materials that can be recycled, renewed and conserved. [I]
Activities
Examine current waste disposal in the school. (If a recycling system already exists, evaluate its function.) Trace where waste
products go. Measure the amount of rubbish thrown away in a day, a week. Evaluate the effects of this on the school and wider
community. [TS17]
Identify materials that can be recycled, e.g. food scraps, paper, plastic containers, glass, aluminium cans. Separate materials that
can be usefully reused within the school, e.g. yoghurt pots. Organise recyclable materials into those to be recycled at school, e.g.
food scraps made into compost, and materials that can be sent to a recycling service, e.g. paper, glass.
Identify how materials used at home and school could be conserved. [I]
Record for a period of two weeks how they conserved or wasted materials at home. [TS16]
Design a chart to show the family ways in which common household materials can be conserved.
Classify materials as renewable/non-renewable/recyclable.
Task
Design and make and organise a system to mass produce a product using changes of state. [W]
Activities
Suggest materials which can be moulded, e.g. plaster of Paris, chocolate, water/ice, jelly, wax. [TS6]
Select product to be made, considering available moulds, preferences of the class group or other market. Consider costs involved
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and price that needs to be charged. Publicise the product’s availability.
Identify steps of the process involved, e.g. mixing ingredients, melting, filling moulds, cooling.
Organise a suitable workspace, ensuring production needs are provided for, e.g. power points, access to refrigerator.
Collect materials and equipment, including moulds.
Allot roles for individuals. Ensure the production line works effectively.
Make a prototype and evaluate materials, space and responsibilities. Effect any modifications, as required. [TS24]
Trial the production of larger numbers. Make the product and distribute to purchasers.
Evaluate the whole procedure.
Task
Investigate change of state from solid to liquid. [W]
Activities
Discuss the properties of solids and liquids. Compare the properties of several materials. List materials which are liquid at room
temperature, eg water, ice cream, orange juice, or solid at room temperature, eg butter, chocolate, candle wax, toffee. [TS 6]
Discuss materials which can be changed from liquids to solids and solids to liquids, eg water, chocolate, solid cooking oil, candle
wax.
Propose explanations as to how solids are changed to liquid/liquids changed to solid. Gather materials and test.
Devise a method to demonstrate the changes, eg melt chocolate in sun, resolidify in refrigerator. Discover the temperature at which
the materials will melt/solidify. (Extreme caution is needed when handling hot liquids.)
Consider the effect on people if the Earth warmed several degrees and a lot of the ice on the poles melted. [TS11]
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Biodiversity (Stage 2 & 3)
Purpose and focus
 The purpose of this unit is to develop students’ understanding of biodiversity and its decline.
 Appreciate why biodiversity is important and how people can help reduce threats that impact on living organisms.
 The unit is structured using a series of input sessions and activities to build up the students’ knowledge and understanding of
biodiversity. It also includes, a series of research activities and games and an audit of local plants as part of an investigation.
The final task is four group design and make tasks which provide an opportunity for students to demonstrate their learning.
Notes
 The unit was compiled for a small school, in a rural setting, to meet outcomes of a multi-stage class.
 There is significant background knowledge that is introduced during this unit, and builds on knowledge and understanding
developed through activities associated with the specific environment of Burrumbuttock PS.
 This unit takes approximately 10 weeks.
Tasks
Tasks 1-5 To investigate plant and animal biodiversity.
Observing and exploring (asks questions, pose problems, find out what is currently known)
• Read/research environmental issues that have strong links to biodiversity, eg food chain, pollution, land degradation
• Mind map biodiversity concept including threats.
• Students collect pond animals and used information charts to create a pond food web.
Hypothesising and predicting (define a problem that can be investigated scientifically)
• Students predict where they would find the most mini beasts in environmental area.
• Make predictions about which places/environments would be the most bio-diverse.
Collecting and recording (use the procedure and equipment to collect and record data)
• Students are allocated particular areas and undertake a survey
• Survey the insects and bugs found on plants and in leaf litter in the school grounds.
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• Survey results are recorded on sheets and samples of plants attached
Analysing and drawing conclusions (reach a conclusion which is communicated to others)
• Students analyse the results and identify the source of the litter, eg high trees, low shrubs, weeds for the areas they surveyed
• Each group presents their findings to the class.
• Discuss the findings and
• Conduct a biodiversity audit of local native plants.
• Participate in a formal Bug Watch event.
• Develop plans for improving biodiversity in the local area.
Task 6
To undertake four design briefs that will demonstrate the concept of biodiversity to a variety of identified audiences.
Back Garden Group:
Design a back garden for an imaginary house block in our village that is friendly for the local wildlife and
that reduces the amount of waste.
School grounds Group: Develop ideas onto a map of the school grounds that makes the school more sustainable.
Information Product Group: Design a poster that challengers the community about local environmental issues.
Forum Group:
Design a seminar or forum to inform a specific audience about local biodiversity issues.
Identifying needs and wants
• Each group discusses specific design criteria for their task and describes the audience/user.
• Small group discussions to clarify ideas and issues about how their product can support biodiversity.
• Students view plans and models to understand common practices in presenting designs for a built environment.
Generating and selecting ideas
• Students to complete a draft plan of their group concepts for their specific design brief. This needs to be labelled in detail (A4
paper)
• Students identify choices for various elements and discuss what criteria they will use to support decisions.
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Using resources to create products, systems and environments
• Students choose appropriate materials to complete the final draft of their design task.
Evaluating products and processes
• The design tasks are presented to the identified audience aurally and also in written form.
• Peer assessment using the design criteria for each design task (review design task cards- teacher notes)
Assessment Items
Complete a draft design plan of their group’s concepts for their specific design brief.
• Oral presentation to the class
• Justify reasons for choices
• Outline how needs were determined
• Explain how the design meets the criteria for the brief
• Present sketches and drawings clearly labelled
• Finalise design following feedback
Reflection on the biodiversity learning undertaken during the unit
• Complete a multiple choice questionnaire including classifying, matching and identification
Develop plans for improving biodiversity in the local area.
• Present proposals for improving biodiversity to the class
• Explain and justify and choices
• Outline possible steps to achieve the proposal
Culmination group task.
• Students will synthesise prior knowledge into their design task.
• Present to the selected audience
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Notes on Sequence
Task 1
Introducing and defining biodiversity.
• Use resources to find definitions of biodiversity.
• Introduce the three different types of biodiversity- genetic, species and ecosystem
• Focus on genetics through charting eye and hair colour of the students.(explains genetic variation)
• Categorise different examples of biodiversity into genus, species and ecosystem diversity.
Task 2
Why is biodiversity important?
• Conduct school grounds biodiversity audit involving student groups.(plant and mini beast)
• Invite an environmental expert to discuss and identify the local, native species of plants.
• The students read an information text on biodiversity and discuss why it is important. Each child to read a portion of the text. Eg.
Jigsaw activity.(Teacher provides fact sheets for groups or pairs, eg these could be from the Australian Museum website
• Using their information students provide examples of how biodiversity can impact on their everyday life.
• List and discuss other ways they can make a difference to the biodiversity of the local area.
• Make comparisons between local native plants and introduced plants to show why local native plants are essential to maintain
local biodiversity.
• As a local issue, students research 'tree dieback' as an example of the importance of biodiversity.
Task 3
Making Connections - Appreciating diversity of living things
• Classify some common living things.
• Vertebrates and invertebrates introduced to broaden knowledge of all living things.
• To consolidate learning play 'Animal Bingo' and 'Animal Heads'. (Suggested questions included)
Task 4
Researching a range of food webs, including:
- woodlands
- ponds
- humans
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• Excursion to local pond to observe life in action- who is eating who?
• Play ' Web of Life Game.' and food web bingo
Task 5
Investigate threats to biodiversity:
• Listen to Archie Roach song ' The Native Born' to introduce loss of Australian landscapes, plants and animals.
• Provide students with a range of websites to explore the concepts of endangered and extinct animals and plants.
• Using information from the websites and role play notes, students create a class mindmap to represent threats to plant and
animal life.
• Invite a ‘Landcare’ expert to discuss important habitat components.
• Use all the factual information they have learnt, to identify actions they could take to restore and preserve the earth's biodiversity.
Task 6
Design an imaginary back garden, school playground, environmental forum or information product.
• In groups, students use their prior knowledge and understanding of biodiversity to communicate ideas to other schools and
people in the community.
• Back Garden Group: design a back garden for an imaginary house block in our village that is friendly for the local wildlife friendly
that can reduce the amount of waste.
• School Grounds Group: sketch ideas onto the map of the school grounds that makes the school more sustainable.
• Information Product Group: design a poster that challenges the community about local environmental issues.
• Forum Group: design a seminar or forum to inform a specific audience about local biodiversity issues.
• Each group presents their design task to various audiences.
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© State of New South Wales through the NSW Department of Education and Communities, 2011