What is biodiversity?
Res
What is biod
What is biodiversity
iversity
ersity
t is biodiv
ource 1
Wha
focus
Suggested
tivity
for this ac
Task 4
questions
Resource 1
Resource
Task 7
• How are the two definitions the same?
• How mig
Comparing my
ht your env
• How are
the
two definitions different?
How
ironme
mig
thoughts with
ht the
yeaat
r?
Wh
• Whatenv
elseiro
would ity’
you like
out about biodiversity? ntal factor fluctuate thro
oreto? find
nm
ers
my research
ugh a
ent bef • When might
‘biodiv
term
Why?
the
there be too
rd
affe
hea
ct
the food
e you
little of the
w at affect could
HoWh
environmenta
• Where hav with?
ity’?
we
this
ers
b?
‘div
have on par
l factor?
in the food
ticular plants
was it linked h part mean – ‘bio’ and
web? How
and animals
do you kno
• How mig
s eac
?
w?
ht a scarcit
ne the term
diversity’?
• What doe
y of the env
hel5p you defi you associate with ‘bio
whole food
Task
ironmental
might this
uld
web? Why?
factor affect
What is
er words wo
the
to
• What oth
biodiversity
•
How
will
you
know
what
animals
and
plants
live
in
the
ity?
y?
ers
div
y?
Wh
t?
Wh
on of bio
me?
on is correc
space? r Tas
your definiti
defikniti
8
• What is
you that you
are
nt
fide
•
How
could
you
identify
plants?
What
do
you
need
to
look
• How con
at?
• How cou
Planning to visit
ld you
imp
• What signs of life could• you
for?
What
might these tell
Whlook
at new plants rove biodiversity in the
the outdoor
outdoor spa
would you intr
you?
these
senct the
ce?
How could
space
oduce? Wh
choaffe
e you
plants and
y? How mig
y hav
• How
could
you
use
your
other senses
to discover
animals
Wh
?
•
2
Wh
use
k
animals tha
we
ht
at
Tas
new anima
increase
will you
t live there?
engine that
ls
you
can’t
see
in
the
space?
How
could
you
identify
might
rch
sea
you
the
t?ct
biodiversity
affe
• Which
are thesebes
the plants and introduce? Why? Ho
ich
these
animals?
Wh
?
?
•
w might
use
What structu
animals tha
youout
inldthe
this one
s• cou
res
t
doo
live
term
cou
r
the
How
could
you
record
your
results?
rch
ld
re?
you introdu
the
space?
animals/plan
• What sea
ce? How mig
why?
ts that live the
t to look •at, How
ht this help
Why?
be the bes
re?
would your
plans imp
e of sites will
organisms
• What typ
in the outdoo rove the numbers and
species of
r space?
or libraries: • What impact
ks
Task 6
boo
could your
rs choose
How can we
changes hav
Ho
If the learne
e on the foo
Why? w do youwkno
w?
look for?
research the
d web?
• What
animals
and plants
did you
evidence
of in the
? Hofinddo
will you
of
be in a library
e of booksoutdoor
ks
typ
boo
at
definition
se
Wh
space?
•
uld the
section wo
biodiversity?
know was living there?
Collating
• How did you know that
each organism
• In whatthe
? How do you
ary system
you know?
findings
• How
confident
are you of your findings? Why?
a libr
uld you use
w?
• How sho
• What else could you
do
tokno
discover
other animals and
you
do
w
ex?
this?
plants
that
liveHo
in the outdoor space? How might this help?
an ind
uld you use
• How sho
Task 1
Task 3
Researching of
on
the definiti
biodiversity
use those
use? Why
you going to
b sites are
• Which we
able?
rmation is reli you think that?
ones?
info
t
tha
w
Why do
you kno
be biased?
• How do
t information
• Could tha
Bridgend Outdoor Schools
Ysgolion Awyr agored
Pen-y-Bont ar Ogwr
1
KS3
Science
KS3
Science
What is biodiversity
Learners are invited to mind map their thoughts
as to what ‘biodiversity’ means. They then
apply their ideas to an actual outdoor space
and suggest how biodiversity in this space
could be improved. Within the activity, they
build food chains into food webs and look at
how environmental factors affect food webs.
They could then go on to build pyramids of
numbers for their food web.
Res
What is biod
What is biodiversity
iversity
ersity
t is biodiv
ource 1
Wha
Task 4
Resource 1
Tasity
k7
s activ
Resource
1
tions for thi
us ques
ggested foc
• How are the two definitions the same?
• How mig
Comparing my
ht your
• Ho
How
are the two definitions
different?
w mig
thoughts with
ht the
year? ? What environmental factor
fluctuate thro
• env
What
else would
youity’
like
toore
find out about biodiversity?
bef
ironm
• Wh
my research
ugh a
ent
en might the
‘biodivers
term
Why?
the
rd
affe
re be too little
hea
ct the food
e you
What affe
of the environ
w could
ct
Ho
• Where hav with? web?
ity’?
me
this have on
‘divers
in the food
particular pla ntal factor?
was it linked h part mean – ‘bio’ and
web? How
nts and ani
do you kno
s eac
? • How might
doe
mals
term
ity’?
at
the
w?
ers
Wh
•
define
‘biodiv a scarcity of the
whole food
Task
this5 help you uld you associate with
environmenta
might
web? Why?
l factor affe
What is
er words wo
ct the
to
• What oth
biodiversity
•
How
will
you
know
what
animals
and
plants
live
in
the
ity?
y?
ers
biodiv
Why?
rect? Wh
on of
me?
nition is cor
Taskt you
your definiti space?
tha 8 r defi
• What is
fident are
• you
How could you identify plants? What do you need to look
• How con
at?
• How cou
Planning to visit
ld
youfor?
impWhat
• What signs of life
look
might
these tell
rove bio
• could
Whatyou
divers
the outdoor
new plants
ity in the out
wo
you?
door space?
these affeyou
senuld you introduce?
How could
space
chopla
e ct senses
the
y havother
•
How
could
you
use
your
to discover animals Why?
Wh
?
•
2
Wh
use
k
we inc
at new anima nts and animals that live How might
Tas
will
rea
seyou
engine
ls
that
you
can’t
see
in
the
space?
How
could
you
identify
there?
mig
rch
ht
sea
you introdu
these affect
biodiversity
best?
• Which
the
ce?
are
the
Wh
ich
pla
these
animals?
y?
Wh
nts
?
How might
and animals
in thesout
this one?
ld you use• What structures
coudoo
that live the
could you intr
r you record
• How
could
your results?
rch term
re?
the ani
oduce? Ho
• What sea space?
why?
at, ls/p
k ma
lants that live
w might this
• t to
Holoo
there?
help
Why?
w would you
be the bes
r plans imp
e of sites will
organisms
rov
e
• What typ
the
numbers and
in the outdoo
• arie
species of
r space?
Whs:at impact
ks or libr
Task 6
could your
choose boo
How can we
cha
How do you
the learners
nge
If
s have on
Why? know? w do
k for?
research the
• What
animals
plantsadid
you find
Ho evidence of in the the food web?
you looand
ks will
in library?
of
e of boo
definition
se books be
outdoor
space?
the
• What typ
tion would
w living there?
biodiversity? Collating
theat sec • How did you know that each
organism
• In wh
you knowas
w do
Ho
?
tem
w?
you kno
findings
• How confident
are you of your findings? Why?
a library sys
uld you use
w?other animals and
• How sho
• What else could you do
to discover
w do you kno
ex?inHo
this?
plants an
thatind
live
the outdoor space? How might this help?
uld you use
• How sho
Su
Task 1
Task 3
Researching of
on
the definiti
biodiversity
use those
use? Why
you going to
b sites are
• Which we
e?
tion is reliabl
rma
ones?
info
think that?
t
Why do you
you know tha
be biased?
• How do
t information
• Could tha
Opportunities to develop
LNF
Literacy
Numeracy
Oracy across the curriculum: Developing and
presenting information and ideas.
Developing numerical reasoning: Identify
processes and connections, Represent and
communicate, Review.
Reading across the curriculum: Locating,
selecting and using information, Responding to what
has been read.
Writing across the curriculum: Organising ideas
and information, Writing accurately.
Using number skills: Use number facts and
relationships, Fractions, decimals, percentages and
ratio, Calculate using mental and written methods,
Estimate and check.
Curriculum
KS3 Science
Skills – C1,2; EP 3, 6, 7; ED3, 4, 5; ER2, 4.
Range – IO4, 5
2
KS3
Science
What is biodiversity
Resources
Resources included with this activity
1
Suggested questions in sets, relating to each section of the source square, which can be given to
each pair as they start each section. Conversely, these questions can be used by the teacher.
Resources that need to be made available
1
2
Computers, internet.
Learners will also need a means of identifying plants and animals. The most commonly used keys
and guides are those produced by the Field Studies Council at http://field-studies-council.org/
although you may have your own keys/books in school.
Risk assessment
Prior to carrying out outdoor activities, please read Assessing risk in outdoor spaces (hyperlinked). You will
need to follow your own school’s health and safety guidelines and subsequently make your own risk assessments that directly relate to the outdoor space that you are going to use.
How to run the activity
Preparation
Learners will need some prior knowledge of using identification books/leaflets and keys.
Doing the activity
Invite learners to think about biodiversity and what it might mean. This should lead to a
variety of ideas that could be researched before visiting the local outdoor space. Learners
could work in pairs or small groups in the field and throughout the rest of the activity.
Task 1: What is biodiversity to me?
Ask learners to mind map their ideas as to what biodiversity means to them. You could ask
them to break up the word and give meanings for each part. Towards the end of say 10
minutes, learners could write a ‘golden sentence’ to define biodiversity. As they work, you
could pose questions such as:
•
•
•
•
•
Where have you heard the term ‘biodiversity’ before? What was it linked with?
What does each part mean – ‘bio’ and ‘diversity’? How might this help you define the
term?
What other words would you associate with ‘biodiversity’? Why?
What is your definition of biodiversity?
How confident are you that your definition is correct? Why?
3
KS3
Science
What is biodiversity
Task 2: How can we research the definition of biodiversity?
Most learners at this point will come up with generic answers as to how they will research
the definition; responses such as ‘on the internet’ or ‘in books’ or ‘go to the library’ are very
low level. To try and move learners away from such responses ask them questions such as
those below:
•
•
•
Which search engine will you use? Why have you chosen this one?
What search terms could you use? Which are the best? Why?
What type of sites will be the best to look at, why?
If the learners choose books or libraries, ask questions such as:
•
•
•
•
What type of books will you look for? Why?
In what section would these books be in a library? How do you know?
How should you use a library system? How do you know this?
How should you use an index? How do you know?
Task 3: Researching the definition of biodiversity
Learners will need to decide how they are going to present their definition, as images, a
poster or text. Give a limited time for research and suggest the maximum ‘size’ of their
definition. This will help them to develop good précis skills. You might wish to ask questions
of the learners as they are researching, such as:
•
•
•
Which web sites are you going to use? Why use those ones?
How do you know that information is reliable?
Could that information be biased? Why do you think that?
Task 4: Comparing my thoughts with my research
Ask learners to compare their original definition with their researched definition. As they do
this ask them to articulate their thoughts:
•
•
•
How are the two definitions the same?
How are the two definitions different?
What else would you like to find out about biodiversity? Why?
4
KS3
Science
What is biodiversity
Task 5: Planning to visit the outdoor space
Explain to learners that they are going to visit a local outdoor space and note the range of
organisms that live there. Before the visit, learners will need to be practised in using either
identification books or keys in order to identify organisms in the outdoor space. In order to
plan their exploratory enquiry you could ask:
•
•
•
•
•
How will you know what animals and plants live in the space?
How could you identify plants? What do you need to look at?
What signs of life could you look for? What might these tell you?
How could you use your other senses to discover animals that you can’t see in the
space? How could you identify these animals?
How could you record your results?
Once learners have planned for their visit, and armed with their books, keys and apps,
they should visit the space and collect their findings. They may need to continue their
identification of some organisms back at school, especially if they recorded bird song in the
outdoor space.
Task 6: Collating the findings
Ask groups of learners to pool their findings and to discuss:
•
•
•
•
What animals and plants did you find evidence of in the outdoor space?
How did you know that each organism was living there?
How confident are you of your findings? Why?
What else could you do to discover other animals and plants that live in the outdoor
space? How might this help?
Once there is a class list ask learners to consider the food chains that might exist in the
outdoor space and to draw a few to show their thoughts. These food chains could then
be collated to develop a food web for the outdoor space, using images to produce a class
display.
Task 7: How might the environment affect the food web?
Ask learners to think about environmental factors such as light intensity, water availability
and temperature and how these might fluctuate in the outdoor space. You could ask each
group or pair to write a short paragraph describing how one of these factors might change
throughout the year. Each group could then go on to try and explain how these fluctuations
would impact upon the food web for the outdoor space. Learners could present their ideas
to the rest of the class in say a short presentation of two minutes. Again this is useful to
develop their précis skills. In order to structure their thoughts, you could ask questions such
as:
•
•
•
How might your environmental factor fluctuate through a year?
When might there be too little of the environmental factor? What affect could this have on
particular plants and animals in the food web? How do you know?
How might a scarcity of the environmental factor affect the whole food web? Why?
You could then go onto developing fictitious data for the food web in terms of the number of
each organism so that learners can build their own scaled pyramids of numbers for individual
food chains in the food web.
5
KS3
Science
What is biodiversity
Task 8: How could we increase biodiversity in the outdoor space?
Ask learners to reflect on their understanding of biodiversity and apply this to their outdoor
space. Thinking about their food web, ask them to consider how they could improve
biodiversity in their outdoor space. You could ask:
•
•
•
•
•
•
How could you improve biodiversity in the outdoor space?
What new plants would you introduce? Why? How might these affect the plants and
animals that live there?
What new animals might you introduce? Why? How might these affect the plants and
animals that live there?
What structures could you introduce? How might this help the animals/plants that live
there?
How would your plans improve the numbers and species of organisms in the outdoor
space?
What impact could your changes have on the food web? How do you know?
In an ideal world, learners would be able to carry out their ideas in the outdoor space. If
this is not possible, they could research on the internet as to how biodiversity has been
increased in other local outdoor spaces, such as primary school grounds. Learners could
develop their ideas into a poster presentation for classroom display and/or assessment
purposes.
Assessment against the LNF
Many aspects and elements could be demonstrated by learners as they carry out this activity. The main
focus areas of the activity within the LNF are shown as shaded boxes in the tables below.
Literacy
Strand
Oracy across the
curriculum
Reading across
the curriculum
Element
Developing and presenting
information and ideas
Locating, selecting and using
information
Responding to what has been read
Organising ideas and information
Writing across
the curriculum
Aspect
Speaking
Listening
Collaboration and discussion
Reading strategies
Comprehension
Response and analysis
Meaning, purposes, readers
Structure and organisation
Language
Writing accurately
Grammar; Punctuation; Spelling;
Handwriting
6
KS3
Science
What is biodiversity
Numeracy
Strand
Developing
numerical reasoning
Element
Identify processes and connections
Represent and communicate
Review
Use number facts and relationships
Fractions, decimals, percentages and ratio
Using number skills
Calculate using mental and written methods
Estimate and check
Manage money
Length, weight/mass, capacity
Using measuring
skills
Time
Temperature
Area and volume; Angle and position
Using data skills
Collect and record data; Present and analyse data; Interpret results
7