Biodiversity – sustainability action process (Years 7–10)

Secondary KLAs:
Human Society and its Environment, Mathematics, Science
Educational levels:
Year 7, Year 8, Year 9, Year 10

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Primary school student and male teacher standing on a wooden boardwalk in a forest and looking up.

© State of New South Wales, Department of Education.

This biodiversity learning resource guides students through an extended school based investigation. Students develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.

NSW syllabus outcomes

(SC4-14LW) relates the structure and function of living things to their classification, survival and reproduction

(SC4-5WS) collaboratively and individually produces a plan to investigate questions and problems

(GE4-5) discusses management of places and environments for their sustainability

(GE4-7) acquires and processes geographical information by selecting and using geographical tools for inquiry

(SC5-14LW) analyses interactions between components and processes within biological systems

(SC5-5WS) produces a plan to investigate identified questions, hypotheses or problems, individually and collaboratively

(GE5-5) assesses management strategies for places and environments for their sustainability

(GE5-8) communicates geographical information to a range of audiences using a variety of strategies

(SC4-4WS) identifies questions and problems that can be tested or researched and makes predictions based on scientific knowledge

(SC4-6WS) follows a sequence of instructions to safely undertake a range of investigation types, collaboratively and individually

(SC4-7WS) processes and analyses data from a first-hand investigation and secondary sources to identify trends, patterns and relationships, and draw conclusions

(SC4-8WS) selects and uses appropriate strategies, understanding and skills to produce creative and plausible solutions to identified problems

(SC4-9WS) presents science ideas, findings and information to a given audience using appropriate scientific language, text types and representations

(SC4-15LW) explains how new biological evidence changes people's understanding of the world

(SC5-4WS) develops questions or hypotheses to be investigated scientifically

(SC5-6WS) undertakes first-hand investigations to collect valid and reliable data and information, individually and collaboratively

(SC5-7WS) processes, analyses and evaluates data from first-hand investigations and secondary sources to develop evidence-based arguments and conclusions

(SC5-8WS) applies scientific understanding and critical thinking skills to suggest possible solutions to identified problems

(SC5-9WS) presents science ideas and evidence for a particular purpose and to a specific audience, using appropriate scientific language, conventions and representations

(SC5-15LW) explains how biological understanding has advanced through scientific discoveries, technological developments and the needs of society

(GE4-8) communicates geographical information using a variety of strategies

(GE4-1) locates and describes the diverse features and characteristics of a range of places and environments

(GE4-2) describes processes and influences that form and transform places and environments

(GE4-3) explains how interactions and connections between people, places and environments result in change

(GE4-4) examines perspectives of people and organisations on a range of geographical issues

(GE5-7) acquires and processes geographical information by selecting and using appropriate and relevant geographical tools for inquiry

(GE5-2) explains processes and influences that form and transform places and environments

(GE5-3) analyses the effect of interactions and connections between people, places and environments

(GE5-4) accounts for perspectives of people and organisations on a range of geographical issues

(MA4-1WM ) communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols

(MA4-2WM ) applies appropriate mathematical techniques to solve problems

(MA4-3WM ) recognises and explains mathematical relationships using reasoning

(MA4-19SP) collects, represents and interprets single sets of data, using appropriate statistical displays

(MA4-20SP) analyses single sets of data using measures of location, and range

(MA5.1-1WM ) uses appropriate terminology, diagrams and symbols in mathematical contexts

(MA5.1-2WM ) selects and uses appropriate strategies to solve problems

(MA5.1-3WM ) provides reasoning to support conclusions that are appropriate to the context

Australian curriculum content descriptions

(ACSSU112) Interactions between organisms, including the effects of human activities can be represented by food chains and food webs

(ACSHE223) Science knowledge can develop through collaboration across the disciplines of science and the contributions of people from a range of cultures

(ACSIS125) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

(ACSIS129) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate

(ACSIS130) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

(ACSIS132) Use scientific knowledge and findings from investigations to evaluate claims based on evidence

(ACSIS133) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate

(ACSHE134) Scientific knowledge has changed peoples’ understanding of the world and is refined as new evidence becomes available

(ACSHE135) Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations

(ACSHE136) People use science understanding and skills in their occupations and these have influenced the development of practices in areas of human activity

(ACSIS140) Collaboratively and individually plan and conduct a range of investigation types, including fieldwork and experiments, ensuring safety and ethical guidelines are followed

(ACSIS144) Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data using digital technologies as appropriate

(ACSIS145) Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence

(ACSIS234) Use scientific knowledge and findings from investigations to evaluate claims based on evidence

(ACSIS148) Communicate ideas, findings and evidence based solutions to problems using scientific language, and representations, using digital technologies as appropriate

(ACSSU176) Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems

(ACSHE157) Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community

(ACSIS166) Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately

(ACSIS169) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

(ACSIS170) Use knowledge of scientific concepts to draw conclusions that are consistent with evidence

(ACSIS172) Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems

(ACSIS174) Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

(ACSHE191) Scientific understanding, including models and theories, is contestable and is refined over time through a process of review by the scientific community

(ACSIS200) Select and use appropriate equipment, including digital technologies, to collect and record data systematically and accurately

(ACSIS203) Analyse patterns and trends in data, including describing relationships between variables and identifying inconsistencies

(ACSIS206) Critically analyse the validity of information in primary and secondary sources, and evaluate the approaches used to solve problems

(ACSIS208) Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations

(ACHGK051) Human causes and effects of landscape degradation

(ACHGK052) Ways of protecting significant landscapes

(ACHGS055) Develop geographically significant questions and plan an inquiry using appropriate geographical methodologies and concepts

(ACHGS056) 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

(ACHGS057) 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

(ACHGS058) Represent spatial distribution of different types of geographical phenomena by constructing appropriate maps at different scales that conform to cartographic conventions, using spatial technologies as appropriate

(ACHGS059) Interpret geographical data and other information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to identify and propose explanations for spatial distributions, patterns and trends, and infer relationships

(ACHGS060) Apply geographical concepts to draw conclusions based on the analysis of data and information collected

(ACHGS061) Present findings, arguments and ideas in a range of communication forms selected to suit a particular audience and purpose; using geographical terminology and digital technologies as appropriate

(ACHGS062) Reflect on their learning to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic and social considerations, and predict the expected outcomes of their proposal

(ACHGK070) Human-induced environmental changes that challenge sustainability

(ACHGK073) The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated 

(ACHGK074) The application of geographical concepts and methods to the management of the environmental change being investigated

(ACHGS072) Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts

(ACHGS073) Evaluate sources for their reliability, bias and usefulness and select, collect, record and organise relevant geographical data and information, using ethical protocols, from a range of appropriate primary and secondary sources

(ACHGS074) Represent multi-variable data in a range of appropriate forms, for example scatter plots, tables, field sketches and annotated diagrams, with and without the use of digital and spatial technologies

(ACHGS076) Interpret and analyse multi-variable data and other geographical information using qualitative and quantitative methods, and digital and spatial technologies as appropriate, to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes

(ACHGS077) Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view

(ACHGS079) Present findings, arguments and explanations in a range of appropriate communication forms, selected for their effectiveness and to suit audience and purpose; using relevant geographical terminology, and digital technologies as appropriate

(ACHGS080) Reflect on and evaluate findings of an inquiry to propose individual and collective action in response to a contemporary geographical challenge, taking account of environmental, economic, political and social considerations; and explain the predicted outcomes and consequences of their proposal

More information

Resource type:
Interactive Resource
Audience:
learner, teacher
ScOT topics:
Environmental sustainability, Sustainable development, Environmental impact, Biodiversity
Activities:
Brainstorming, Communication activity, Critical thinking activity, Data manipulation and interpretation, Practical activity, Problem solving
Language/s:
en-AU
Author:
State of NSW, Department of Education
Publisher:
State of NSW, Department of Education
Date created:
Monday, 11 May 2020

Resource ID: 5648f9c2-749a-4046-95ba-9c2a89a9670f