Biodiversity – sustainability action process (Years 3–6)

Primary KLAs:
Human Society and its Environment, Mathematics, Science and Technology
Educational levels:
Year 3, Year 4, Year 5, Year 6

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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

(GE2-1) examines features and characteristics of places and environments

(GE2-2) describes the ways people, places and environments interact

(MA2-18SP ) selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs

(GE3-1) describes the diverse features and characteristics of places and environments

(GE3-2) explains interactions and connections between people, places and environments

(GE3-3) compares and contrasts influences on the management of places and environments

(MA3-18SP ) uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables

(ST2-4LW-S) compares features and characteristics of living and non-living things

(ST2-1WS-S) questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations

(ST2-2DP-T) selects and uses materials, tools and equipment to develop solutions for a need or opportunity

(ST3-1WS-S) plans and conducts scientific investigations to answer testable questions, and collects and summarises data to communicate conclusions

(ST3-2DP-T) plans and uses materials, tools and equipment to develop solutions for a need or opportunity

(ST3-4LW-S) examines how the environment affects the growth, survival and adaptation of living things

(GE2-4) acquires and communicates geographical information using geographical tools for inquiry

(GE2-3) examines differing perceptions about the management of places and environments

(GE3-4) acquires, processes and communicates geographical information using geographical tools for inquiry

(MA2-1WM) uses appropriate terminology to describe, and symbols to represent, mathematical ideas

(MA2-2WM) selects and uses appropriate mental or written strategies, or technology, to solve problems

(MA2-3WM) checks the accuracy of a statement and explains the reasoning used

(MA3-1WM) describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions

(MA3-2WM) selects and applies appropriate problem-solving strategies, including the use of digital technologies, in undertaking investigations

(MA3-3WM) gives a valid reason for supporting one possible solution over another

Australian curriculum content descriptions

(ACSSU044) Living things can be grouped on the basis of observable features and can be distinguished from non-living things

(ACSHE050) Science involves making predictions and describing patterns and relationships

(ACSIS054) Suggest ways to plan and conduct investigations to find answers to questions

(ACSSU073) Living things, including plants and animals, depend on each other and the environment to survive

(ACSSU043) Living things have structural features and adaptations that help them to survive in their environment

(ACSSU094) The growth and survival of living things are affected by the physical conditions of their environment

(ACHASSI052) Pose questions to investigate people, events, places and issues

(ACHASSI074) Locate and collect information and data from different sources, including observations

(ACHASSI102) Work in groups to generate responses to issues and challenges

(ACHASSI133) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions

(ACSHE051) Science knowledge helps people to understand the effect of their actions

(ACSIS054) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

(ACSIS055) Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately

(ACSIS057) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

(ACSIS215) Compare results with predictions, suggesting possible reasons for findings

(ACSIS060) Represent and communicate observations, ideas and findings using formal and informal representations

(ACSSU073) Living things depend on each other and the environment to survive

(ACSHE061) Science involves making predictions and describing patterns and relationships

(ACSHE062) Science knowledge helps people to understand the effect of their actions

(ACSIS065) With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

(ACSIS066) Consider the elements of fair tests and use formal measurements and digital technologies as appropriate, to make and record observations accurately

(ACSIS068) Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends

(ACSIS216) Compare results with predictions, suggesting possible reasons for findings

(ACSIS071) Represent and communicate observations, ideas and findings using formal and informal representations

(ACSHE081) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

(ACSHE083) Scientific knowledge is used to solve problems and inform personal and community decisions

(ACSIS090) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS218) Compare data with predictions and use as evidence in developing explanations

(ACSIS093) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

(ACSIS086) Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks

(ACSSU094) The growth and survival of living things are affected by physical conditions of their environment

(ACSHE098) Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenomena and reflects historical and cultural contributions

(ACSHE100) Scientific knowledge is used to solve problems and inform personal and community decisions

(ACSIS103) Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks

(ACSIS107) Construct and use a range of representations, including tables and graphs, to represent and describe observations, patterns or relationships in data using digital technologies as appropriate

(ACSIS221) Compare data with predictions and use as evidence in developing explanations

(ACSIS110) Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts

(ACHASSI053) Locate and collect information and data from different sources, including observations

(ACHASSI054) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions

(ACHASSI056) Examine information to identify different points of view and distinguish facts from opinions

(ACHASSI057) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns

(ACHASSI058) Draw simple conclusions based on analysis of information and data

(ACHASSI059) Interact with others with respect to share points of view

(ACHASSI060) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

(ACHASSI061) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

(ACHASSK088) The importance of environments, including natural vegetation, to animals and people

(ACHASSK089) The custodial responsibility Aboriginal and Torres Strait Islander Peoples have for Country/Place, and how this influences views about sustainability

(ACHASSI075) Record, sort and represent data and the location of places and their characteristics in different formats, including simple graphs, tables and maps, using discipline-appropriate conventions

(ACHASSI077) Examine information to identify different points of view and distinguish facts from opinions

(ACHASSI078) Interpret data and information displayed in different formats, to identify and describe distributions and simple patterns

(ACHASSI079) Draw simple conclusions based on analysis of information and data

(ACHASSI080) Interact with others with respect to share points of view

(ACHASSI081) Reflect on learning to propose actions in response to an issue or challenge and consider possible effects of proposed actions

(ACHASSI082) Present ideas, findings and conclusions in texts and modes that incorporate digital and non-digital representations and discipline-specific terms

(ACHASSK112) The influence of people, including Aboriginal and Torres Strait Islander Peoples, on the environmental characteristics of Australian places

(ACHASSK113) The environmental and human influences on the location and characteristics of a place and the management of spaces within them

(ACHASSI095) Locate and collect relevant information and data from primary sources and secondary sources

(ACHASSI096) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions

(ACHASSI099) Examine different viewpoints on actions, events, issues and phenomena in the past and present

(ACHASSI100) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

(ACHASSI101) Evaluate evidence to draw conclusions

(ACHASSI103) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others

(ACHASSI104) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

(ACHASSI105) Present ideas, findings, viewpoints and conclusions in a range of texts and modes that incorporate source materials, digital and non-digital representations and discipline-specific terms and conventions

(ACHASSI123) Locate and collect relevant information and data from primary sources and secondary sources

(ACHASSI124) Organise and represent data in a range of formats including tables, graphs and large- and small-scale maps, using discipline-appropriate conventions

(ACHASSI127) Examine different viewpoints on actions, events, issues and phenomena in the past and present

(ACHASSI128) Interpret data and information displayed in a range of formats to identify, describe and compare distributions, patterns and trends, and to infer relationships

(ACHASSI129) Evaluate evidence to draw conclusions

(ACHASSI130) Work in groups to generate responses to issues and challenges

(ACHASSI131) Use criteria to make decisions and judgements and consider advantages and disadvantages of preferring one decision over others

(ACHASSI132) Reflect on learning to propose personal and/or collective action in response to an issue or challenge, and predict the probable effects

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: a5fbc565-f834-412e-a4e9-ed40eed5db72