Upper Primary Years 5-7 SOSE and Science

Main Idea

This unit introduces students to the Great Barrier Reef Marine Park - one of the most complex and biologically diverse systems on Earth that contains critical habitats for a number of rare, threatened, and endangered species.

Key Understandings

• Humans, plants and animals co-exist on the planet;
• The Great Barrier Reef Marine Park is biologically diverse;
• It provides a home to many unique species, 43 of which are listed as rare or threatened by the World Conservation Union (IUCN);
• The Great Barrier Reef Marine Park is under pressure;
• Extinction is a natural process. However, since the evolution of humans the rate of extinction has increased rapidly;
• When a species of plant or animal is at risk, other plants and animals that depend on it are also likely to be at risk;
• There are various causes of endangerment. These include poor environmental practises and habitat loss; and
• There are ways that people can help protect and preserve biodiversity and threatened species.

Focus Questions

• What do we mean by biodiversity and threatened species?
• Why is the biodiversity of the Great Barrier Reef Marine Park important and what threats does it face?
• What changes are likely to lead to species becoming threatened and ultimately extinct?
• How can threatened species be conserved?
• How can people become involved in protecting the Great Barrier Reef's biodiversity and threatened species?

Key Terms

action, animals, boating, conserved, danger, diving, endangered, environment, extinct, extinction, fishing, fungi, habitat, humans, importance, location, loss, major attractions, micro-organisms, mooring, observing seabirds, preserve, plants, pressure, protect. Rare, reef walking, researchers, risk, rivers, seagrass, snorkelling, species, threatened, threats, types, urban centres, vulnerable, wetland areas, whale watching.

Key Learning Areas

• Studies of Society and Environment;
• Science;
• English; and
• The Arts.

Key Competencies

• Collecting, analysing and organising information;
• Communicating ideas and information;
• Planning and organising activities;
• Working with others in teams; and
• Using mathematical ideas and techniques.

Outcomes

SOSE

In Place and Space

3.1  Students compare how diverse groups have used and managed natural resources in different environments.
3.2  Stdents create and undertake plans that aim to influence decisions abount an element of a place.
3.4  Students use and make maps to identify coastal and land features, countries and continents, and climate zones.
3.5  Students describe the values underlying pesonal and other people's actions reguarding familiar places.
3.6  Students cooperatively identify an environmental issue of concern and contribute to its resolution.
3.7  Students describe how natural and built elements give character and importance to local and international places.
3.8  Students articulate a code of environmental conduct for personal use of resources.
4.2  Students predict the impact of changes on environments by comparing evidence.
4.3  Students participate in a field study to recommend the most effective ways to care for a place.
4.5  Students explainwhether personal, family and school decisions about resource use and management balance local and global considerations.
4.8  Students develop an action plan to contribute to a positive outcome for an issue of personal concern.

Science

In Life and Living

3.1  Students draw conclusions about the relationships between features of living things and the environments in which they live.
3.3  Students describe some interactions (including feeding relationships) between living things and between living and non-living parts of the environment.
3.5  Students establish a model environment which meets the needs of living things within it.
4.3  Students make generalisations about the types of interaction which take place between the living and non-living parts of the environment.

Attached Documents

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Biodiversity & Threatened Species - Teaching Unit
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