All lessons › Human impacts on the environment › Lesson 1
Australian primary science · Years 5–6 · Lesson 1 of 7
When a habitat becomes islands
Inquiry question: How can clearing and roads change the survival of living things?
Marked no materials needed
Pattern seeking
What students learn
Removing or dividing native vegetation can change food, shelter, shade and safe movement. Observations help us investigate impacts, but one comparison cannot prove a cause.
Success criteria
- I can explain the difference between habitat loss and fragmentation.
- I can use numbers to describe a pattern.
- I can name another explanation and say what evidence we need.
Preparation and materials
Before this lesson: Students know habitats provide food, water and shelter. Revisit Survival in habitats if needed.
- iPads with Bottlebrush Education open — 13 (one per pair)
- Projector or big screen — 1
Teacher setup
- Open this lesson’s student view and supplied source on the projector.
- Check iPads are charged.
Safety and adaptations
Follow school science and equipment risk assessment procedures for the materials used.
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.
- Offer a choice of focus, such as a local organism, habitat change or pollutant. Accept more than one defensible conclusion; ask students to explain their evidence.
- Read the scenario and table together.
- Pairs compare sightings at the three sites and draw a simple map of each habitat.
- Build two cause-and-effect chains linking human changes to an organism’s needs.
- Write a conclusion using two numbers and one limitation.
- Suggest a repeated observation that would make the comparison stronger. Optionally explore Food web what-ifs.
Teacher modelling prompt
Model: native shrubs removed → fewer sheltered places and less insect food → small birds may find survival harder. Read 12 versus 5 bird sightings aloud. Say: this fits our prediction, but weather or observation differences could also affect sightings.
Record and explain evidence
Recording question: How can clearing and roads change the survival of living things?
| Human change | Habitat condition changed | Possible effect on survival | Evidence | Another explanation or next check |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
Which claim fits the strength of our evidence?
Provided example or reference data
Made-up teaching data: one 10-minute observation per site
| Site | Habitat | Small native bird sightings |
|---|---|---|
| A | Connected native bush | 12 |
| B | Separated patches | 5 |
| C | Patches with established shrub connection | 9 |
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? How are habitat loss and fragmentation different?
Explain with evidence: Use two numbers to compare B and C. What can you conclude?
Apply the idea: What would you check before choosing a corridor planting?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.