Teaching Sequence

30 minutes – Part A: Climate Change Case Study
30 minutes – Part B: Introducing ClimateWatch
50 minutes – Part C: Our Environmentally Engaged School
10 minutes – Reflection

Work through this resource material in the following sequence:

Part A: Climate Change Case Study

In this part of the lesson, students will be exploring the distinct characteristics of a biome as a region, using a species case study for context.

Step 1.

Share with the class that they will be looking at a case study that shows how the collection of data about plants and animals has been used to protect a vulnerable species from a changing environment. Engage in some explicit teaching to introduce students to the Shy Albatross (Thalassarche cauta). Share the following information:

The Shy Albatross is a species found on only three islands off Tasmania: Albatross Island, Pedra Branca and the Mewstone. It was believed that when Europeans first encountered this species in the late 1700s there were approximately 20,000 breeding pairs. However, people collecting Shy Albatross feathers and eggs reduced the population to around 300 breeding pairs by 1909. From this point of near extinction, the protection of this species has seen their number bounce back with a 3% increase in Shy Albatross chicks recorded between 1981–2007. Unfortunately, a new threat has begun reducing Shy Albatross numbers again.

For more information on this species and high-quality images to accompany your introduction of the Shy Albatross, see the WWF's Shy Albatross page.

For this part of the lesson, students' challenge will be to conduct online research to find out more about the Shy Albatross and create a list of the possible environmental changes that could be threatening this species. As a form of pre-assessment, begin a class discussion to create a list of changes to the environment that could threaten a species, such as loss of habitat (make sure to leave enough room to the right for you to draw the mindmap below in Step 3). If they are not already on the board add the following threats, explaining their definitions as needed: climate change, pollution, introduced species, disease, and overexploitation.

Step 2.

Now, invite students to form small groups to research the Shy Albatross. Groups will be looking for the environmental needs of this species; this could include environmental factors such as habitat and diet, or climatic features like temperature and rainfall that may be important to the species' survival. Starting points for their research have been provided in the Student Worksheet, however you should challenge students to go beyond these as they find out more about the Shy Albatross.

Consider reminding students of the Search Strategies for Googling.

Step 3.

Invite students to consider if any of the environmental changes listed on the board could prevent the Shy Albatross from accessing the species need they have researched. Explain that students will now be creating a mindmap in the Student Worksheet, visualising an environmental change that could threaten the Shy Albatross.

Demonstrate how to go about making the mindmap using the example of the Shy Albatross's diet (environmental need) of fish, squid, and crustaceans. Explain your thinking as you go through the list of environmental changes that could affect the Shy Albatross's diet; for example, you may say: 'Pollution could reduce the Shy Albatross's diet options or the pollutant could be eaten by fish, squid or crustaceans and then be eaten by the Albatross'. Now, next to pollution, add 'reduce diet options', as below:

Once the class has completed their mindmaps, hold a discussion around what has been found. Invite volunteers to suggest which threat they believe could be causing the current decline in Shy Albatross populations and why.Invite students to work in pairs creating their mindmaps. Once complete, encourage students to join up with another pair and share their mindmaps. Students can add the other group's ideas to their mindmaps as needed.

Step 4.

Now, invite students to identify the new threat facing the Shy Albatross shown in the following clip:

See the Artificial Nests Helping the Shy Albatross Battle Climate Change | National Geographic (https://www.youtube.com/watch?v=HQCeNnPHy3w)

Did any of the students identify climate change threatening the Shy Albatross's nests before watching the video?

Step 5.

Refer back to the class list of threats, explaining that once a decline in a species population is identified, scientists look at similar wide-ranging lists of possible threats. They research the most likely threats to find out what is causing species population declines. Even if the correct threats are identified, researchers need long-term data to make connections between environmental changes and species behaviour. Even so, if a species is in decline and data about the environment is available, it can be challenging to pinpoint which of the changes to the environment is the one that is actually threatening the species.

In the case of the Shy Albatross, collection of climate and species data in their habitat was already happening, so the environmental problem was identified and acted on in a timely manner.

Extension: You may choose to show students the following clip that checks back in with the Shy Albatross nests to see early results: See Cute Shy Albatross Chicks Hatch | WWF-Australia (https://www.youtube.com/watch?v=ifNGk3vZ6lg).

Part B: Introducing ClimateWatch

Students will now learn about a program monitoring how plants and animals are responding to climate change in their regions by recording species phenology (the timing of seasonal events such as breeding, flowering, migrating) and distribution data using citizen science.

Step 1.

Let the class know that they will now be learning about a research program run by Earthwatch called ClimateWatch. Explain that this program seeks to benefit the local area by collecting species data that in turn helps inform action taken to address environmental issues, just like what happened with the Shy Albatross. Explain that the class's challenge will be to contribute to this important data collection by encouraging the rest of the school to participate in citizen science through the ClimateWatch program. Before this, they will need to better understand the specifics of the ClimateWatch program.

Begin a student-guided inquiry, by showing a short clip about the ClimateWatch program. Invite students to write down any questions that arise about the ClimateWatch's work in the space provided on the Student Worksheet. Students may write questions such as: 'What are phenological cycles?'

ClimateWatch, an Earthwatch Initiative (https://www.youtube.com/watch?time_continue=11&v=KZef71mhisA)

Step 2.

Invite students to share their questions with the rest of the class and write them on the board as they do so. Group similar questions into themes.

Step 3.

Invite students to form groups of 3–4, advising each group to choose a set of themed questions to investigate. They will share what they find out with the rest of the class so that everyone contributes to the whole class gaining a deep understanding of the ClimateWatch program before encouraging others to participate in it.

Answers to some of the students' questions may not be available online. If this is the case, invite students to suggest other ways they might find an answer; for instance, contacting ClimateWatch.

Step 4.

Invite groups to conduct research online about each of their questions. You could suggest that students begin at the ClimateWatch site (https://climatewatch.org.au/). Each student should note information they find on their own individual Worksheet.

Step 5.

Once research is complete, coordinate students to create new groups made up of one member from each research group. Invite students to spend some time sharing what they found out about the ClimateWatch program.

Step 6.

Finish this part of the lesson by summarising the ClimateWatch program. Inform students that if the numbers of a local species declined, or if species changed their seasonal behaviour in response to climate change, ClimateWatch's data would mean that we can make informed environmental planning decisions. Scientists could check ClimateWatch's species data against data relating to other environmental factors. For data to be available, ClimateWatch needs citizen scientists to use their devices to record species sightings.

Show students the ClimateWatch app. You may do this by projecting it from a device, encouraging students to download it to their personal devices, or by having it preloaded to a class set of devices. Step students through the species recording process.

You may choose to conduct this step outside, in an area likely to have an indicator species present such as your schoolyard, local park or reserve. Invite students to record any ClimateWatch species they see.

Part C: Our Environmentally Engaged School

In this part of the lesson students will write a piece to be published in the school's newsletter, blog, social media channels, website, or other similar media channel that reaches the school community. Organise for students' work to be shared with the wider school community. If every piece cannot be published, consider getting students to collaborate on a single article or hold a class vote at the end of the lesson to select the piece/s to be published. 50 minutes has been allocated to this section, however, depending on the media channel you choose, this timing may need to be adjusted.

Students' pieces will highlight research into the geography of the local environment and will encourage others to engage in citizen science using the ClimateWatch app.

Step 1.

Now that students have an understanding of the ClimateWatch program and how the data the data is collected can help us better manage the environment, share with students that they will be working in small groups to do research, before writing and publishing a piece that motivates others in the school to engage in citizen science using the ClimateWatch app. Explain that because of their unique understanding of young people at the school, the class is in a great position to drive this change and help the school become more environmentally engaged. Highlight for the class that if each student in the school were to record one species per week using the ClimateWatch app (number of students in the school x 52), a significant contribution would be made to ClimateWatch's work monitoring and protecting the local environment.

Step 2.

Inform the class that before they can write their piece, they will need to do some background research on the local area. Students will begin this activity working in small groups, selecting a local green space to investigate, before working individually to write their final piece. This step will allow students to gain foundation knowledge of the local area, so they can then understand the interactions between geographical processes and local species in the following steps.

Invite students to form groups of 3–4 and access an internet-enabled device. Project a satellite map such as Google Maps or Google Earth. Pinpoint your school and slowly zoom out so that some of the surrounding green spaces are visible. Explain to the class that they will be choosing one of the green spaces to focus on in their piece. This choice will be completely up to the group; however, there are factors that they can take into account before making a selection.
Hold a class discussion to list (on the whiteboard) factors that students should consider before selecting an area, remembering that the aim is to find a place that others in the school will likely visit to use the ClimateWatch app in. Some factors might include if there is public access to the area, or distance from the school.
Invite groups to search the local area on their devices, and select a green space based on the class's list of factors on the board.

Step 3.

Step students through the environmental profile in the Student Worksheet, to be completed based on the area that students have selected. Encourage students to make notes on their Student Worksheet about what is needed in each section as you talk. You can adapt the following text to describe each section of the environmental profile:

Area Location (address, and longitude and latitude) – On Google Maps you can click on the area to find the longitude and latitude.
Background – Find the local history of the site. This should include traditional owners of the land and any significant changes to the area that have led to its current state.
Biogeographic Region (can be found on this map https://regions.ala.org.au/#rt=States+and+territories) – Once you have found the name of the biogeographic region from the map you can research this region using another website. In this section, describe the key characteristics of plants and animals in the area. This section should be a broad overview of the area that generalises about the flora and fauna, for instance: 'This area is a predominantly dry desert'.
Surroundings – Use a satellite map to view the area. Describe the areas directly surrounding the space, for instance: 'The area has roads and other hard surfaces on all sides. Most of the surroundings are suburban housing'.
Biodiversity (can be found here https://biocache.ala.org.au/explore/your-area) – Include any key species that may be of interest to your audience. This could possibly include ClimateWatch species, endangered or threatened species, or species that are well known/iconic in the area.
Future Plans – Are there any plans to change the surrounding environment in the near future that you feel would impact the area? Include suggestions of how these plans could impact your selected area.
Likely Threats – Consider what is needed to ensure this area can thrive into the future. Do any of the surroundings or future plans for the area threaten to negatively alter the environment?
Sources – As you research, keep a list of reliable resources that you can cite in your article.

If there are reliable websites about your local area, such as councils sites, feel free to direct students to these resources as a starting point.

Step 4.

Invite students to individually review their environmental profiles and to either highlight or underline information that would be of particular importance to their audience. This information can become the basis of their written piece.

Step 5.

Discuss the media channel students' work could be shared on. Work with the class to identify any limitations, such as minimum/maximum word counts, and opportunities, such as the ability to embed images or clips.

Remind students of the literacy skills that they have practiced in their English class that could be of use here, such as writing informative or persuasive texts. Because citizen science is a community endeavour, effective communication is often key to its success.

Invite students to draft their written pieces, including selected information from their environmental profiles in the Student Worksheet. Once drafts are complete, encourage students to find a partner and share their work, seeking informal feedback to use in their final article.

Step 6.

Invite students to complete their final written piece in a form that can be collected at the end of the lesson.

Reflection

Invite students to complete the following reflection in the Student Worksheet:

Refer to your environmental profile and imagine how you would like the area that you studied managed into the future. Describe the actions you would like taken to conserve this area and why you feel they are important.

Differentiated Learning

Extensions

Organise a gallery walk where students can view and give informal feedback on each other's articles. This is also a great way to allow students to learn about the other surrounding areas in their local environment and compare it to the space that they studied.
Invite students to create a communication plan that they can implement once their article is live/shared.

Provisions for Learning Support

Consider conducting your online research as a class or providing students with a reliable website to begin their research, such as Wildscreen Arkive (https://www.arkive.org/shy-albatross/thalassarche-cauta/) or the Atlas of Living Australia (https://bie.ala.org.au/species/urn:lsid:biodiversity.org.au:afd.taxon:f8b5e12a-96fe-4bce-893d-a6b319a4ae90#overview).
If students need literacy support, invite them to create their articles in pairs or small groups.

Teacher Reflection

Take this opportunity to reflect on your own teaching:

What did you learn about your teaching today?
What worked well?
What didn't work so well?
What would you share?
Where to next?
How are you going to get there?

Citizen Science - Managing Environmental Change with ClimateWatch

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