Tasmanian Biodiversity
Topic / This learning sequence provides opportunities for students toinvestigate some characteristics of Tasmania’s flora and fauna, along with the interactions that occur between different organisms. They consider how the adaptations that plants and animals have assist their survival in the particular habitat where they are found.Students learn about ways in which scientists study plants and animals, and progress to conducting their own ecological study.
The unit culminates with students identifying threats to biodiversity in Tasmania and considering the likely impact of a proposed development.
*Teacher Note: A major part of this unit involves working with the staff of the Molesworth Environment Centre and visiting the Centre. Teachers should contact Molesworth staff to book class visits well in advance. There is a cost involved for the use of the centre.
Standard / 3 / 4
Stages / 8 – 11
Year level (s) / 5 - 8
Curriculum area/s / Science
Strand / s /
- Science as a human endeavour
- Scientific inquiry
- Scientific communication
- Science as a body of knowledge
- Living things
- Earth and space
Understanding goals /
- Students will understand some ways in which scientists study natural systems, and why this work is important. (SHE)
- Students will understand how to conduct an ecological study. (SI)
- Students will understand how to record and communicate the results of an ecological study. (SC)
- Students will understand how the characteristics that organisms have suit them to living in particular environments. (SBK-LT)
- Students will understand some of the ways in which humans impact on the interrelationships that exist in natural systems. (SBK – LT)
Unit at a glance
What do ecologists do, and how and why do they do it?
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What is special about Tasmania’s flora and fauna?
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Interactions in Tasmanian ecosystems
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Conducting own ecological inquiry at a location such as Molesworth
- Ecological survey – quadrats, transects
- Compare dry and wet sclerophyll areas
- Compare the Molesworth environment with a local/school environment
- How many different species/groups can you identify at Molesworth?
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Why is biodiversity important? What positive and negative impacts have humans had on Tasmanian biodiversity?
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What is your opinion about a proposed development? What is the likely impact on biodiversity and the natural environment? Why?
Links to the Science strands and substrands
Strand/sub-strand / Possible key questionsScience as a human endeavour (SHE) /
- How do ecologists work? Why is their work important?
- How has technology influenced the way scientists work
- How and why have the methods used by scientists changed over time? (e.g. photos instead of skins, tourists send in photos of whale sharks at Ningaloo and face recognition software identifies them)
- How does human activity impact on biodiversity?
Scientific inquiry (SI) /
- What kinds of questions can be answered by ecological studies?
- How do scientists decide what questions they are going to investigate?
- How can ecological studies be conducted fairly?
- How can we interpret the results of ecological studies?
Scientific communication (SC) /
- How do we identify different plants and animals?
- How can we record the results of ecological studies?
- How can we communicate our findings in similar ways to scientists?
Energy and force (EF) /
- Energy flow through an ecosystem
- Energy needs of animals with different lifestyles (e.g. different birds)
- What impacts can human energy production have on biodiversity?
Matter (M) /
- How is matter cycled through ecosystems?
Life and living (LL) /
- What adaptations do particular Tasmanian organisms have that suit them to their way of life / environment?
- What are some ways in which Tasmanian organisms interact with each other and the non-living parts of their environment?
- How do scientists classify Tasmanian flora and fauna? (scientific classification, keys, reproductive methods)
- How have humans affected the population numbers of different Tasmanian organisms? E.g. extinctions, introduced species
Earth and space (ES) /
- How do some changes that occur on Earth and in the atmosphere impact on Tasmanian organisms?
- How are matter and energy cycled in ecosystems?
This learning sequence can be accessed through the Science curriculum document at
1
Detailed unit overview
Activity- concepts/main ideas
1. Ecological backpacks
- how ecologists work
Procedure
- Ask students questions such as: “Who has been to a Tasmanian national or wildlife park? What native animals did you see? (You might like to start a class list/word wall of native animals) How do scientists group Tasmanian animals? What features do different animals have in common? How are they different?
- Discuss Tasmanian researchers, using ideas such as: There are people who take care of the animals at the park. Did you know there are also people working all over Tasmania to learn more about these animals in the wild to help understand and protect them? We call these people ‘researchers’. What wildlife researchers do you know of? e.g. University of Tasmania, Parks and Wildlife Service, DPIW, CSIRO, Australian Antarctic Division, TAFI, ForestryTas
- For this unit, we need to bring out the researcher in you. A researcher needs many things when going out on an exploration or field trip. Can anyone guess what some of those items may be? (Take a few answers)
- Break students into four teams. Each team gets a backpack containing items that would be used by a particular Tasmanian researcher.Each team has 10-15 minutes to review the items in their backpack. They discuss what the researcher is studying and in what kind of habitat.
- Each group reports back to the class via a role play showing how their researcher would use the equipment in the field.
/ Teacher note:
For greater effect, assemble actual backpacks and equipment.
Assessment for learning
Assess students’ :
- ability to identify a variety of Tasmanian animals and their features
- understanding of the work of plant or animal researchers
- understanding of why biodiversity is important.
2. Biodiversity word web / Word Web activity
The example Biodiversity word web sheet can be enlarged to A3 and used to explore or show understanding of fundamental concepts covered in this unit. Students draw connecting lines with a word or phrase to explain why or how the chosen concepts are linked. Complete individually or in groups.
It could also be used as a pre-test to assess student understanding before the unit begins, or a post-test to assess understanding at the end of the unit.
The Word Web might be a precursor to students creating a mind map or concept map, using their own ‘categories’, which could be added to throughout the unit. / Assessment for learning
Assess students’ :
- Understanding of the terms on the Biodiversity word web sheet
3. Guest speaker - researcher
- How ecologists work
For background information see
Invite an ecologist or other wildlife researcher to talk to students about their work – for example, from one of the organisations listed in point 2 above. Ask the ecologist to explain what they do, why their work is important and why biodiversity is important.
or
Explore online resources about scientists e.g. YouTube videos, Learning Federation objects / Assessment for learning
Assess students’ :
- understanding of the work of some Tasmanian plant or wildlife researchers
4. Adaptations
- Adaptation to environment
Have students complete the ‘bird beak activity’ to illustrate the advantage of particular adaptations in particular habitats. This activity show that that different beaks make birds suited to feeding on different materials.
Many versions of this activity exist, for example:
The picture book The Best Beak in Boonaroo Bay may be a useful resource, particularly for primary students.
A similar optional activity can be found on the Monterey Bay Aquarium website, where students design fish suited for particular habitats:
Discuss adaptations that different Tasmanian animals and plants have – use stuffed animals (available for loan from Museums) or photos. Information on Tasmanian wildlife is available at:
For example:
- Kangaroo – fur keeps them warm, strong back legs allow jumping, pouch provides place for young, tail provides balance, homoeothermic (warm blooded) so they can function at different temperatures.
- Grasshopper – big hind legs allow jumping, biting mouthparts allow chewing of leaves, colour provides camouflage, compound eyes allow predators to be spotted quickly.
- Little penguins – streamlined body shape reduces energy required to swim through water, oily waterproof feathers provide insulation, counter-shading for camouflage, come ashore in groups after dark to avoid predators.
- Blue gum – waxy covering on leaves reduces water loss and protects against insects, height allows access to more sunlight.
Students complete worksheet (2 options attached) showing the structural, physiological and behavioural adaptations displayed by different organisms. Examples of Tasmanian organisms can be viewed on a slideshow at:
or
Each student is assigned a Tasmanian plant or animal and carries out a library research project to identify the range of adaptations that a particular organism possesses, andthenproduces a poster/diagram/powerpoint or similar to display in the classroom. / Assessment for learning
Assess students’ :
- understanding of the term adaptation
- ability to identify how the features that an organism has suit it to particular way of life
5. Tasmanian habitats
- Tasmanian habitats
- Ecology
- Ecosystem
e.g. wetlands, rainforest, dry sclerophyll, alpine, urban, coastal, pond, river, cave, marine.
Wildlife documentaries such as Nature of Australia ,and The Blue Planet may prove valuable sources of information.
Discuss the terms ecosystem, ecology, habitat / Assessment for learning
Assess students’ :
- ability to identify some of the different habitats / ecosystems that occur in Tasmania
6. Classifying and keys
- Classification
- Key
- Major Australian groups
Explain some of the major groups that scientists use. e.g. plants/animals, vertebrates/invertebrates, fish/birds/reptiles/mammals/amphibians, arthropods/annelids/echinoderms/molluscs/coelenterates, crustaceans/arachnids/insects/myriapods, placentals/marsupials/monotremes.
Demonstrate how to use a key to identify different animal groups.
e.g. A number of useful lessons can be downloaded from:
Have students create their own dichotomous key. e.g. to students in the class / shoes / licorice allsorts / nails
Explain that all plants and animals have been given a two part name (binomial nomenclature) and that the two parts tell us information about the genus and species that each belongs to. Look at some scientific names – can you guess anything about the organism from its name? / Assessment for learning
Assess students’ :
- understanding of the major groups that scientists use to classify animals
- ability to create and use dichotomous keys
7. Identifying Tasmanian plants and animals
- Identifying Tasmanian plants and animals
- Individual research project on a particular group of Tasmanian plants or animals
- Use the Eucaflips (folded identification charts that were sent to Tasmanian schools ; also available in bookshops) to identify Tasmanian eucalypts in your local area
- Use the Parks and Wildlife Service Tasmanian Mammals poster to identify photos of local mammals
- Use the Frogs of Tasmania poster or visit to identify some frogs from your local area by their calls
- Use various guidebooks to identify invertebrates found in your school (e.g. Wings for insects)
Assess students’ :
- ability to use identification guides to identify Tasmanian organisms
8. Food chains and food webs
- Food chain
- Food web
- Energy flow
View a video on food chains/food webs. e.g. Brain pop -
Use food web/food chain interactive games to investigate food chains. For example or Use Learning Federation Objects such as those listed in the Resources section. To access these objects, go to the eCentre, then the Resource Centre and type the object’s name into a search.
Use thedrawings and photos of Tasmanian plants and animals provided by the Parks and Wildlife Service Tasmania (attached) to create food chains / food webs which show the energy flow through an ecosystem. If pictures are gluedto magnets they can be manipulatedon a magnetic whiteboard. Give students the animal diet cards (attached) which list the diet of the animals shown in the pictures and have them use whiteboard markers to draw inarrows that show energy flow though the food web (remember that the arrows show where the energy goes to, so, for example, an arrow would point form grass to a kangaroo). If magnets are not available, use blutak. Students could record this food web individually in their books.
Use the activity to discuss and model key ideas such as: What would happen if certain animals die out or decline in numbers? What would happen if a new species were introduced to the ecosystem? (A picture of a feral cat is included in the drawings to facilitate this.)
Possible extension might include research on bioaccumulation. Students could be asked to explain why the use of toxic chemicals can cause greater problems for animals higher up the food chain.
Note:
The food web cards and pictures would be useful for a variety of other activities. These activities need to be adapted to suit your class, but some possibilities include:
- What’s my rule? A concept attainment game. Students place some or all of the cards and/or pictures into one or more groups according to a ‘rule’ (such as ‘marsupials’, ‘top-order predators’, ‘herbivores’, ‘invertebrates’) and other students have to guess the ‘rule’ used.
- Celebrity heads. Students have a matching picture and information card placed on them so that they cannot see it. This could be done using masking tape on their back, or using a large string or elastic loop which they wear around their neck. They ask other students questions about their organism to try to gain enough information to guess ‘their’ identity. This can be done with a ‘panel’ of about three students, or it can be done as a whole class with students mingling simultaneously and sitting down once they have ‘found’ their identity.
- Memory Game. The pictures and information cards are placed face down, and students take it in turns to lift two cards (a picture and an information card). If the two cards correspond to the same organism, the student keeps the pair. If they do not match, they are placed back in their original spots. The winner is the person with the most pairs of cards.
Assess students’ ability to:
- interpret the information contained in food chains and food webs
- create food chains and food webs
9. Ecological study techniques
- conducting an ecological inquiry
- data collection
- perform a transect survey to look at the plants and animals present in a particular area e.g. up a slope,
- perform a quadrat survey to investigate leaf litter invertebrates.
- shake trees to collect and identify the invertebrates living in different species of trees.
- use appropriate field guides to identify the plants and animals in a particular area.
- collect evidence to evaluate what kinds of animals use the area e.g. tracks, scats, traces.
- conduct Waterwatch testing in pond or stream environments e.g. water testing, macroinvertebrate sampling.
- take digital photos to record habitat features.
- Observing where in trees different birds are found (e.g. in canopy of tall trees, amongst shrubs, on ground)
Assess students’ ability to :
- work as part of a team to conduct an ecological study
- collect, record and interpret data
10. Ecological study of a local area
- local ecological study
Produce a report (e.g. formal science report, letter to local council, powerpoint) comparing the local area to that at Molesworth, or to a different environment (e.g. compare wet and dry sclerophyll).
or
Produce a management plan for your local area. See / Assessment for and of learning
Assess students’ ability to :
- identify a question that can be investigated as an ecological study
- collect data that will allow them to answer the question they posed.
11. Identifying threats to biodiversity
- threats to
- biodiversity
Identify measures that are / could be taken to overcome these threats.
Investigate one current threat to Tasmanian biodiversity and write a newspaper or magazine article summarising the threat and action that could be taken to overcome it. / Assessment for and of learning
Assess students’:
- ability to identify threats to biodiversity in a familiar area
- understanding of actions that may overcome threats to biodiversity
12. Impact of a proposed development
- Impact of a proposed development
or
Consider the impact of a proposed development that has been highlighted in the media (e.g. Ralph’s Bay development, pulp mill, resort at Lake St Clair or CrescentBay).
Produce a consequences wheel to show the potential impact of the development.
Diamond Ranking of issues: Once students have brainstormed potential issues about the local or topical development, they choose the nine most important issues. Individual students or groups then ‘rank’ these issues according to importance using the attached Diamond Ranking sheet. This forces students to decide which issues are most important, and can be a useful introductory activity for a class discussion, or culminating activity following a class discussion.
The most important issue is placed at the top, the next two most important are underneath this, and so on.
Organise a class role play in which participants take on the role of different interest groups and speak at a public meeting to present their group’s viewpoint on the proposal. This could be modelled on the WhaleBay activity at / Assessment of learning
Assess students’:
- understanding of how interacting factors impact on natural areas
This learning sequence can be accessed through the Science curriculum document at