BIODIVERSITY
Stage 2
Stage 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
This unit supports the school's existing Sustainable Schools Program and School
Environmental Management Plan (SEMP)
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
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area.
Make predictions about which places/environments would be the most biodiverse.
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.
 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
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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.
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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.
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.
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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
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Complete a multiple choice questionnaire including classifying, matching and
identification
Develop plans for improving biodiversity in the local area.
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Present proposals for improving biodiversity to the class
Explain and justify and choices
Outline possible steps to achieve the proposal
Culmination group task.
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Students will synthesise prior knowledge into their design task.
Present to the selected audience
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.(worksheet2)
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 listed in resources)
 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)
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Task 4
Researching a range of food webs, including:
- woodlands
- ponds
- humans
 Excursion to local pond to observe life in action- who is eating who?
 Play ' Web of Life Game.' And food web bingo (Suggested questions included)
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.
Learning Process Outcomes and Big Ideas
Investigating Strand
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Stage 2
INV S2.7 Conducts investigations by observing, questioning, predicting,
testing, collecting, recording and analysing data, and drawing conclusions.
 Poses "decide which", "find a way to" or "find the effect of" questions.
 Identifies, with guidance, the types of measurements and data to be collected
and decides how to do this and with whom.
 Uses equipment accurately, reliably and safely.
 Records data in an appropriate form and works out trends or patterns in the
collected data.
Stage 3
INV S3.7 Conducts their own investigations and makes judgments based on the
results of observing, questioning, planning, predicting, testing, collecting,
recording and analysing data, and drawing conclusions.
 Constructs appropriate self-questions to guide investigations.
 Decides the type of data needed and works cooperatively to collect such data.
 Records data in an appropriate form and evaluates collected data to ensure
that it satisfies the purpose of an investigation.
 Transforms data to show important relationships, trends, patterns or
associations.
 Communicates what has been learned by choosing from a variety of media,
tools and forms, taking into account audience and purpose.
Designing and Making Strand
Stage 2
DM S2.8 Develops, implements and evaluates ideas using drawings, models and
prototypes at appropriate stages of the design process.
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Identifies how designs change to better meet people’s needs.
Identifies with guidance, the types of measurements and data to be collected
and decides how to do this and with whom.
Works collaboratively to generate ideas for simple products, systems and
environments.
Reflects on design ideas for simple products, systems and environments, and
suggests improvements.
Communicates ideas through annotated sketches and models and uses scale
in drawings and models.
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Stage 3
DM S3.8 Develops and resolves a design task by planning, implementing,
managing and evaluating design processes.
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Researches needs that influence the development of products, systems and
environments and establishes criteria for the evaluation of produced designs.
Methodically evaluates design concepts and uses the results to further develop
and improve ideas.
Produces annotated concept sketches and (freehand) drawings for use by
other people.
Using Technology Strand
Stage 2
UT S2.9 Selects and uses a range of equipment, computer-based technology,
materials and other resources with developing skill to enhance investigation
and design tasks.
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Uses specialised equipment, materials and processes to assist investigating
and designing and making.
Stage 3
UT S3.9 Evaluates, selects and uses a range of equipment, computer-based
technology, materials and other resources to meet the requirements and
constraints of investigation and design tasks.
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Works independently with equipment and materials, and applies established
procedures for their safe use.
Content strand outcomes and big ideas
Built Environments Strand
Stage 2
BE S2.1 Creates, models and evaluates built environments reflecting
consideration of functional and aesthetic factors.
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Overtime environments are built differently because technologies change, as
do people’s needs.
There are established techniques for drawing built environments, eg scale,
front view, top view
Buildings and spaces can be evaluated in relation to functional and aesthetic
qualities.
Availability of materials, know-how and other resources influence the design
and construction of buildings and spaces.
Stage 3
BE S3.1 Creates and evaluates built environments demonstrating consideration
of sustainability, aesthetic, cultural, safety and functional issues.
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Communities create complex environments, e.g. towns and cities, that address
the needs of large numbers of people.
Systems that provide services to communities greatly influence the types of
environments that we build.
Specialised skills and techniques are used to build structures, systems and
spaces.
People influence the quality of life into the future through the products, systems
and environments that they design, construct and use.
Living Things Strand
Stage 2
LT S2.3 Identifies and describes the structure and function of living things and
ways in which living things interact with other living things and their
environment.
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Plants and animals depend on each other and their environments.
Environments for living things need to provide basic requirements for the life of
those living things.
Environments may be disturbed in a range of ways by human and natural
actions, and these disturbances can affect the living things in those
environments.
The cell is the building block of living things and growth occurs when cells
increase in number.
Biotechnology (e.g. selective breeding, genetic engineering) can be used to
manipulate plants and animals.
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Stage 3
LT S3.3 Identifies, describes and evaluates the interactions between living
things and their effects on the environment.
 All living things interact with other living things and their environment
 An understanding of the interactions between living things and between living
things and their environment assists in taking actions to conserve both those
living things and their environment.
Links to other learning areas:
English- talking and listening, reading (class serial reading), writing
Visual Arts- diorama, logo design
Resources
Online
WWW.burrumbutt-p.schools.nsw.edu.au (useful links found here to support unit)
www.curriculumsupport.nsw.edu.au/EnviroED/
http://www.austmus.gov.au/biodiversity/factsheets.htm
Websites for threats to biodiversity activity
http://www.teachers.ash.org.au/kasmith/tekulayo/endangered.htm
http://www.cap.nsw.edu.au/bb_site_intro/stage3_Modules/endangered_animals/en_animals_steps.html
http://www.epa.qld.gov.au/nature_conservation/wildlife/endangered_animals/
http://www.deh.gov.au/biodiversity/threatened/
http://www.calm.wa.gov.au/plants_animals/critical_flora.html
http://www.gosford.nsw.gov.au/Library/Childrens+Services/pathfinders/species.htm
http://www.biotechnology.gov.au/biotechnologyOnline/environment/e_EndangeredSpecies.htm
http://www.steveparish.com.au/index.html
http://www.deh.gov.au/education/nap/neen/projects.html#sustainable
Other
Field of Mars EEC (2002 reprint) Earth Alive (a hands-on look at biodiversity includes
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worksheets)
Nicholson, John, The State of the Planet (actions in here to help save biodiversity)
'Gould League, Food Webs Classification and Biodiversity.' (booklet and kit available)
Parish, Steve (books, prints, website)
Gould League (Kit and website)
Mission Australia CD resource kit.
Sustainable schools website
Attenborough, David Life of mammals Series Episode 10 last 20 minutes.
Bug Watch Resources
Other people/places:
Landcare Expert
Environmental/ Wildlife Biologist
Local Environmental Education Centres (EECs)
Sustainable Schools Program
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PLANT BIODIVERSITY at BURRUMBUTTOCK P.S.
Ground covers
(low growing, not woody)
Grasses
Herbs
Climbers &
creepers
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Shrubs
(woody, many stems)
Small
Tall
Trees
(1 main stem)
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