Planning Biodiversity Investigations

i teach year 11 student with school and class context down below: Pretend High School is a public 7-12 high school, three hours North of a sprawling Australian City. The school has a socioeconomic distribution slightly skewed to the lower and middle quartiles compared with the Australian distribution (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2020). The school population includes 6% Indigenous students and 13% with a language background other than English (ACARA, 2020). School attendance averaged at 89% with 80% attendance for Indigenous students in 2019 (ACARA, 2020), indicating room from improved engagement. This Year 11 science class in your discipline comprises 15 students, with 10 boys and 5 girls.

The class includes one Indigenous student and two students who speak English as another language or dialect (EAL/D) at a consolidating learning progression (ACARA, 2016, pp. 24- 25). Students have selected the subject as they are generally interested in Science. Most students in the class are quite academically competitive, however there are a few students that have difficult home living situations and are often distracted or disengaged during class lessons.

i will teach year 11 ATAR Biology Unit 1 first topic: Describing biology - specificly lesson 27: Planning the biodiversity field investigation, which is non-practical align with WA curriculum and syllabus. the class will be differentiated with 5 E teaching strateties and other teching strategties and resources.

the lesson length is 53 minutes, lesson type is inquiry and planning. science understanding outcomes is:• Biodiversity includes the diversity of genes, species and ecosystems; measures of biodiversity rely on classification and are used to make comparisons across spatial and temporal scales.

Science Inquiry Skill outcome/s: • Identify, research and construct questions for investigation; propose hypotheses; and predict possible outcomes. • Design investigations, including the procedure(s) to be followed, the materials required, and the type and amount of primary and/or secondary data to be collected; conduct risk assessments; and consider research ethics, including the ethics of research involving living organisms

APST for this lesson will be 1.5, 2.1, 3.4 cross curriculum: sustainability general capabilities:critical and creative thining, ethical understanding (biodiversity)

Overview

Students develop a scientifically valid plan for a non-practical biodiversity field investigation. Through the 5E sequence—engage, explore, explain, elaborate and evaluate—they construct a question and hypothesis, select a sampling approach, identify data requirements, and address safety, ethics and sustainability.

Learning intentions

Students will:

Explain how biodiversity can be considered at genetic, species and ecosystem levels.
Construct a focused, measurable field-investigation question and hypothesis.
Design a repeatable method, including sampling, data collection and equipment.
Identify risks, ethical responsibilities and sustainability considerations when studying living organisms.

Success criteria

I can distinguish the level of biodiversity being investigated.
I can write a question that identifies what, where and how biodiversity will be measured.
I can propose a testable hypothesis and justified prediction.
I can produce a fieldwork plan that includes sampling, data, risks and ethical treatment of organisms.

Curriculum links

Biodiversity: diversity of genes, species and ecosystems, and comparison across spatial and temporal scales.
Science inquiry: developing questions, hypotheses and predictions for investigation.
Science inquiry: designing procedures, selecting materials and planning primary and secondary data collection.
Science inquiry: risk assessment, ethical research involving living organisms, sustainability and responsible environmental decision-making.
General capabilities: critical and creative thinking; ethical understanding.

Lesson structure (53 minutes)

0–6 minutes – Engage: biodiversity problem

Display an image or scenario comparing two local habitats, such as a disturbed roadside and a remnant bushland area. Open with the biodiversity comparison and inquiry question and ask: “How could we determine which site has greater biodiversity without simply counting everything?” Students independently record one measurable feature and briefly share with a partner.

6–14 minutes – Explore: unpacking biodiversity

In pairs, students sort possible investigation ideas on the biodiversity investigation planner into genetic, species or ecosystem diversity. Prompt them to consider classification, abundance, distribution and comparison between sites or times. Invite several responses and clarify that a useful measure must be defined and consistently applied.

14–23 minutes – Explain: what makes a field investigation valid?

Use the biodiversity concepts and planning criteria to explicitly teach the features of a strong plan: focused question, hypothesis, variables, sampling method, repeatability, suitable data, risk controls and ethical practice. Model improving a vague question—“Which place has more life?”—into a measurable question about species richness or abundance in two specified habitats. Include systematic or random sampling, quadrats or transects as appropriate to the proposed site.

23–36 minutes – Elaborate: team planning

Place students in five groups of three, with roles of ecologist, method specialist and ethics/safety officer. Each group chooses a comparison relevant to the school environment, such as two habitat types, shaded and open areas, or areas with different levels of human disturbance. Using the biodiversity investigation planner, groups develop a question, hypothesis, prediction, variables, sampling design, equipment list, data table and proposed analysis. The teacher conferences with each group, checking that the question is feasible within available time and access.

36–44 minutes – Ethical and safe design review

Groups exchange plans with another group and use the risk, ethics and peer-review prompts to provide two strengths and one improvement. Students check for hazards such as uneven ground, heat, stinging insects, allergens and manual handling, and propose controls. They also consider minimising trampling, disturbance and collection of organisms, respecting culturally significant places and following site permissions and school procedures.

44–50 minutes – Share and refine

Each group gives a one-minute briefing: investigation question, hypothesis, sampling method and one ethical or safety control. The class identifies whether the proposed data would support a valid comparison across space or time. Groups make one final revision to their plan in response to peer or teacher feedback.

50–53 minutes – Evaluate: individual exit response

Students complete the final section of the individual evaluation and exit response: “A biodiversity investigation is reliable when…”, followed by one improvement they would make to their group’s design. Collect plans and responses as evidence of individual understanding. Preview that the next lesson will finalise procedures and prepare fieldwork data-recording materials.

Resources

the biodiversity planning slide deck
the biodiversity investigation planner
Whiteboard and markers
Images or short scenarios showing contrasting local habitats
School grounds map or aerial site sketch
Access to local environmental information or approved site descriptions
Sample quadrat, transect or sampling diagrams
Timer and group-role cards
School risk-assessment and fieldwork-approval procedures

Assessment

Formative questioning during the biodiversity discussion checks understanding of genetic, species and ecosystem diversity.
Group investigation plans are assessed for a focused question, testable hypothesis, appropriate sampling, sufficient data, risk controls and ethical treatment of living organisms.
Individual exit responses identify each student’s understanding of reliability and ability to evaluate a design.

Differentiation

Provide the EAL/D students with a word bank, visual examples and sentence frames such as “The biodiversity of ___ will be greater than ___ because…”. Allow oral rehearsal before writing.
Give students requiring additional support a partially completed investigation planner, a choice of feasible habitat comparisons and teacher check-ins at each planning stage.
Extend confident students by requiring justification of sample size, consideration of bias, a comparison of species richness and relative abundance, or a prediction about how results may change over time.
Use mixed-ability groups with rotating, purposeful roles. Avoid requiring students to disclose personal circumstances; provide a quiet planning location and brief written instructions for students who become distracted or miss learning time.