Nature Data Collection

Year 11 Life Skills Physical Education

Unit: Energizing Survival: Nature’s Resources
Lesson: 19 of 20
Duration: 60 minutes
Class size: 8 students

---

WALT

We Are Learning To:

• Collect and record observational data during a nature walk.

Success Criteria

Students will be able to:

• Identify various species in a natural environment using provided checklists.
• Collect accurate and organised data on species observed.
• Present data clearly using visual or audio tools appropriate to their skills.

NSW Curriculum Links

This lesson aligns with the NSW Life Skills Curriculum for Stage 6 PDHPE focusing on:

• Outcome PD11-10LS: Collect and record data to monitor and evaluate personal and community health initiatives and outdoor environments.
• Emphasis on experiential learning, data collection, and communication of health and wellbeing through movement and environment-based activities.
• Incorporate differentiation for diverse learners and low literacy levels while promoting independence and participation in physical activity and nature contexts.

The lesson also supports cross-curricular outcomes from the Science K-10 Life Skills, where students explore data collection and presentation methods, promoting scientific inquiry skills adapted for life skills levels.

---

Learning Objectives

• Develop observation skills and awareness of biodiversity in the local environment.
• Learn to use simple tools (checklists, recording devices) to gather data.
• Increase confidence in presenting findings through accessible formats.
• Encourage teamwork and respect for nature.

---

Equipment and Resources

• Laminated species identification checklists with images and simple words (dyslexia-friendly fonts, e.g. Comic Sans or OpenDyslexic).
• Clipboards and pencils or markers.
• Audio recorders or tablets/smartphones for recording observations (optional).
• Visual data chart templates (large print, colour-coded).
• First aid kit and water bottles.

---

Differentiation Strategies

• Provide checklists with pictures and clear symbols for lower reading ability students.
• Allow use of voice recordings or video recordings as an alternative to written data entry.
• Use peer support: pair students with stronger communication skills with those needing assistance.
• Frequent breaks if needed; pace adjusted individually.
• Support with visual and verbal instructions.
• Ensure accessible walking path and safe environment for students with physical challenges.

---

Lesson Structure

Time	Activity	Description	Differentiation & Notes
0-10 min	Introduction & Briefing	Explain WALT and success criteria clearly. Show species checklists, demonstrate how to use them and the recording devices. Brief students on safe, respectful behaviour and walking route.	Visual aids; use simple language; repeat instructions; check understanding individually.
10-35 min	Nature Walk & Data Collection	Walk around designated safe nature area (school grounds or nearby park). Students identify and record species (birds, insects, plants). Use checklists or devices to capture observations. Teachers and aides monitor safety and assist as needed.	Allow device use for those who struggle writing; pair for support; breaks as needed.
35-50 min	Data Organisation & Presentation	Back in class/outdoor learning area, students organise data collected on charts or digital tools. They prepare to share findings—could be a group poster, audio summary, or digital slideshow.	Offer templates and sentence starters; allow oral presentation; use colour coding to aid dyslexic learners.
50-60 min	Sharing & Reflection	Each student or pair shares their data and discusses what they observed. Reflect on the importance of data collection in understanding nature and making decisions. Recap success criteria and WALT.	Encourage positive feedback; use visual cues and supportive prompts; use routine questions to scaffold discussion.

---

Assessment

• Observe student participation during the walk and data collection phase.
• Review completeness and accuracy of checklists or recordings.
• Assess presentation of data for clarity and relevance to the task.
• Use verbal feedback and one-on-one discussions to confirm understanding.

---

Teacher Notes

• Prioritize safety and manage group dynamics sensitively for small-scale outdoor activity.
• Use differentiated support and allow flexibility with recording methods to empower all learners.
• Reinforce links to real-world skills: data collection is a useful everyday skill for understanding environments and health.
• This lesson prepares students for the final lesson which may involve summarising or acting on collected data.
• Emphasise enjoyment and connection with nature to build wellbeing and engagement.

---

This lesson plan respects the NSW Life Skills PDHPE stage 6 framework, engaging year 11 students with low reading abilities through multimodal and supportive strategies, aligned with their capabilities and curriculum outcomes. It combines physical activity, environmental education, and scientific data skills as per the unit "Energizing Survival: Nature’s Resources."

【Note: Specific curriculum codes for Life Skills Stage 6 PDHPE drawn from NSW PDHPE Life Skills curriculum references and adaptation principles.】