All lessons › Human impacts on the environment › Lesson 6
Australian primary science · Years 5–6 · Lesson 6 of 7
More than one way to help
Inquiry question: Which response best fits our evidence and the needs of our community?
Marked no materials needed
Evidence-based decision making
What students learn
Environmental decisions often have more than one reasonable response. Match each option to the cause of the problem, then compare likely benefit, effort, cost, maintenance and effects on other users. Explain why your choice fits your evidence; identify what would change your mind.
Success criteria
- I can propose at least two possible responses.
- I can compare them using evidence and clear criteria.
- I can justify a choice while acknowledging a limitation.
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.
- Write the question your recommendation must answer.
- Propose two or three actions, including your own idea if useful.
- Choose comparison criteria and explain why they matter.
- Use your evidence to compare benefits, limits and maintenance needs.
- Choose an action or combination and explain a trade-off.
- Ask another pair what evidence might change your decision; revise it if needed.
- Compare with another pair and revise the plan or explanation.
Teacher modelling prompt
Compare posters alone with secure lids plus clear routines for a litter problem. Posters may explain the issue, while lids target one pathway. Do not assume either guarantees success. Ask what evidence and resources support the choice.
Record and explain evidence
Recording question: Which response best fits our evidence and the needs of our community?
| Possible action | Evidence it addresses | Likely benefit | Cost or maintenance question | Trade-off | Reason for choosing or rejecting |
|---|---|---|---|---|---|
| ________________ | ________________ | ________________ | ________________ | ________________ | ________________ |
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? Explain a trade-off in your preferred option.
Explain with evidence: Why is your recommendation better supported than another option?
Apply the idea: What information would you need before carrying it out?
Teacher answer guidance and saved classroom work are available through the main lesson experience where supported.