Biodiversity
How are animals and plants dependent on each other?
The biodiversity program at Molesworth Environment Centre can be adapted to fit your year group and class program. Areas of study focus on native Tasmanian plants and animals. The excursion consists of discussion time at the environment centre and field-based activities including pond study and a bushwalk.
Examples of study areas can include:
- Pond Studies - focus on freshwater macro invertebrates, life cycles, requirements of living things and adaptations of organisms beginning with a PowerPoint presentation. This helps students to develop an understanding of pond life, ecosystems and biodiversity.
At the pond, children collect freshwater macroinvertebrates to identify using an identification sheet.
- Habitats – bushwalks through varying forest and woodland communities; looking for animal homes and evidence of native animals.
- Life cycles – discussion of life cycles.
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Foundation |
Year 1 |
Year 2 |
Year 3 |
Year 4 |
Year 5 |
Year 6 |
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Science Understanding
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Biological Sciences |
Living things have basic needs, including food and water
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Living things have a variety of external features
Living things live in different places where their needs are met
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Living things grow, change and have offspring similar to themselves
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Living things can be grouped on the basis of observable features and can be distinguished from non-living things |
Living things, including plants and animals, depend on each other and the environment to survive. |
Living things have structural features and adaptations that help them to survive in their environment |
The growth and survival of living things are affected by the physical conditions of their environment |
Science as a Human Endeavour
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Nature and development of science |
Science involves exploring and observing the world using the senses |
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Science involves making predictions and describing patterns and relationships
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Use and influence of science |
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People use science in their daily lives, including when caring for their environment and living things
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Science knowledge helps people to understand the effect of their actions
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Science Inquiry Skills
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Questioning and Predicting |
Respond to questions about familiar objects and events |
Respond to and pose questions, and make predictions about familiar objects and events |
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Planning and Conducting |
Explore and make observations by using the senses |
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Processing and analysing data and information
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Engage in discussions about observations and use methods such as drawing to represent ideas |
Through discussion, compare observations with predictions |
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Communicating |
Share observations and ideas |
Represent and communicate observations and ideas in a variety of ways such as oral and written language, drawing and role play |
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The Biodiversity program relates to the following cross curriculum Sustainability Organising Ideas
Systems
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OI.1 |
The biosphere is a dynamic system providing conditions that sustain life on Earth. |
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OI.2 |
All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival. |
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OI.3 |
Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems. |
Futures
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OI.6 |
The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. |
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OI.7 |
Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments. |
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OI.8 |
Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts. |
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OI.9 |
Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments. |