All lessons › Our Future Schoolyard › Lesson 2
Australian primary science · Years 3–6 · differentiated · Lesson 2 of 2
Our Future Schoolyard · Years 5–6
Inquiry question: How could we improve biodiversity, shade and habitat at our school?
Marked no materials needed
Analysing secondary data
What students learn
Use connected systems and scientific evidence to compare possible responses to a real-world question.
Success criteria
- I can distinguish observations, simulated evidence and future assumptions.
- I can compare two solutions using evidence, trade-offs and uncertainty.
- I can design a repeatable check and revise a recommendation.
Preparation and materials
Before this lesson: Students have met the linked core science idea; model data-reading first if needed.
See the interactive lesson for preparation and material requirements.
Teacher setup
- Open the supplied simulated data; choose the year-band task.
- Plan two 30-minute sessions, or one 60-minute lesson. Optional local investigations require additional equipment and a school safety check.
Safety and adaptations
- Use supplied data indoors. Outdoor work requires teacher supervision and school approval. Never enter floodwater, light fires, touch hot surfaces or disturb wildlife.
Review your school policies and curriculum requirements before teaching.
How to investigate
The lesson sequence should leave pupils with evidence to interpret, not only an activity to finish.
- Notice: How could we improve biodiversity, shade and habitat at our school?
- Understand: read the science and compare the simulated data. Map dependencies, identify a confounding difference between sites, and design repeat observations with equal search effort. Compare a habitat garden, a shade structure and keeping play space.
- Imagine: describe two possible futures, one with a change and one without. Say what you are assuming.
- Design: compare two solutions, including who benefits, resources needed and a disadvantage.
- Test: Plan equal-duration observations at two sites without disturbing animals. Test the proposal on the supplied data first; an actual school change needs adult approval.
- Reflect: explain your recommendation, what is uncertain, and how your thinking changed.
Teacher modelling prompt
Think aloud: “The example table suggests a pattern. It is simulated, so it is not evidence about our school. I need further observations before making a local claim.” Model one comparison from the table.
Record and explain evidence
Recording question: How could we improve biodiversity, shade and habitat at our school?
| Option / trial | Evidence or measurement | Benefit and limitation |
|---|---|---|
| ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Compare these claims and justify your answer.
Provided example or reference data
SIMULATED DATA — invented for practising reasoning; not measured at a real school
| Site | Kinds of small animals observed | Shade (%) |
|---|---|---|
| Lawn | 2 | 10 |
| Garden | 5 | 45 |
| Paved area | 1 | 5 |
Check the data source in the teacher lesson. Illustrative or fictional data are not measurements collected by your class.
Check understanding
What should pupils know? Explain one science connection behind your proposal.
Explain with evidence: Which evidence influenced you, and what is one limitation?
Apply the idea: What would you investigate before a real decision?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.