All lessons › Human impacts on the environment › Lesson 4
Australian primary science · Years 5–6 · Lesson 4 of 7
Your question, your investigation
Inquiry question: What can we investigate about human impacts in a place we know?
Marked no materials needed
Planning an investigation
What students learn
A useful investigation question names a focus and an observable comparison or change. Choose a method that fits: repeated observations, a comparison of places, or research using trusted sources. Not every environmental question is a fair test. Agree on a safe, achievable plan with your teacher before collecting evidence.
Success criteria
- I can choose a question that evidence could answer.
- I can plan a repeatable method and explain the risks.
- I can say what I will measure and keep consistent.
Preparation and materials
Before this lesson: Students have explored habitat changes, pollution and conservation options in lessons 1–3. Keep previous work available.
- 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
- Optional observations: stay in the teacher-approved school area. Do not touch litter, wildlife, drains or creek water.
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.
- Read the supplied scenario; offer students a teacher-approved local investigation or an entirely digital route.
- Pairs choose a focus, explain why it matters and discuss their evidence needs.
- Choose an issue and write your question and prediction.
- Decide whether you need observations, a comparison or research.
- Plan what to record, where, when and how often. For comparisons, say what will stay consistent.
- Identify a risk, permission or practical limit. Ask your teacher to approve the plan.
- Swap plans: could another pair follow yours? Revise it.
- Compare with another pair and revise the plan or explanation.
Teacher modelling prompt
Model narrowing how can we help nature? to where is loose litter most common in our school? Plan equal-sized observation areas, matched times and repeated days. Contrast this with a research question about suitable local plants, which needs reliable sources rather than a litter count.
Record and explain evidence
Recording question: What can we investigate about human impacts in a place we know?
| Chosen question | Method and evidence needed | Where and when | What stays consistent | Risk or permission |
|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ |
Example recording headings; record actual observations, including inconclusive results.
Discussion prompt
How would you use your own investigation to evaluate these claims?
Check understanding
What should pupils know? What makes your chosen question investigable?
Explain with evidence: Why does your method fit your question?
Apply the idea: Name one risk or limitation and how you will manage it.
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.