Science Week - Teaching about Biodiversity and Climate Change

The theme for Science Week this year is "Species Survival More the just Sustainability". As part of Science Week, in collaboration with OceanEarth, Ocean Youth and the Australian National Maritime Museum, The Harbour School Sydney held a professional learning evening for teachers at the Maritime Museum. This is a summary of my presentation: "Engage and Inspire - Proactive approaches to teaching about climate change and biodiversity".

This presentation was focused on practical examples that can be implemented in schools and classrooms. One of the ways that this can be done is through student investigations and fieldwork. Science and Geography are both mandatory subjects that include an investigation or inquiry as part of the core content. The processes for investigation or inquiry in the syllabuses for both subjects align quite easily, and associated field work provides an excellent opportunity for students to engage with biodiversity in a hands-on way.

Biodiversity refers to the variety of living things within a given area. There are a range of ways that schools and classes can integrate practical projects to learning about biodiversity: school gardens, habitat restorations projects, bushcare collaborations, streamwatch activities and biodiversity monitoring.

School gardens provide opportunities for use of outdoor spaces for learning about biodiversity. Examples include: wildlife habitats, rainwater gardens, and pollinator gardens. 

• Wildlife habitats are outdoor spaces incorporating native plants and natural habitats (e.g. frog ponds) to attract local wildlife.
• Rainwater gardens are landscaped areas to collect, absorb and filter rainwater from hard surfaces such as roofs and playgrounds.
• Pollinator Gardens are gardens designed to attract bees, wasps and butterflies by providing nectar and pollen rich plants.

Links:

• Kitchen Gardens Program
• AgriFutures

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There are a range of habitat restoration projects taking place in and around the harbour which address biodiversity and which are led by several of the universities. In some cases there may be opportunities for schools to engage with these projects to learn about biodiversity, engage with community organisations, research institutions and/or universities and learn about careers. An example is Living Seawalls installations on a school's seawall - obviously only relevant for a few schools, or growing mangrove seedlings for schools along rivers or creeks.

Link:

• ​Living Seawalls

There are many local bushcare or Landcare groups that schools can connect with to learn about biodiversity in their local community. This also enables students to contribute to protecting biodiversity, connect with community and learn in a hands on way. Students can learn about water quality, the role of vegetation in filtering and retaining water, the interconnection between organisms, and terrestrial and aquatic environments.

Link:

• Landcare NSW

​Streamwatch enables students to monitor the quality and health of local waterways to contribute data to the scientific community. It raises awareness about the importance of water quality monitoring and conservation, and supports efforts to protect and preserve our waterways. Students ca identify and record the species of plants, insects, fish, and other organisms present in the stream. By learning to recognize different species and understanding their roles in the ecosystem, students gain insights into biodiversity.

Link:

• Streamwatch

Monitoring biodiversity as part of an investigation, enables students to develop ideas and strategies to improve biodiversity and contribute to citizenship science projects. 

• iNaturalist app - allows students to record their observations, upload photos and video and geotag the location.
• Wilderlab - EDNA - allows classes to collect water samples and run them through a filter, send them back to the lab for analysis and recieve a report, "wheel of life" diagram showing all organisms that have passed through the water, and a table with taxon results. These tests should be repeated over time.
• Network Blue Schools (currently in South Australia but moving into NSW) - a STEM program that enables students to build a low-cost research buoy known as a 'Rig', access underwater cameras and conduct cutting-edge marine experiments. This program is currently operating in South Australia, but is looking to expand in 2025.

Links

• iNaturalist
• Wilderlab
• Network Blue Schools

Carbon Footprint Calculators allow students to get a clear picture of their impact on their environment and how their activities impact on carbon emissions. They can take actions to reduce consumption, change transport habits, make dietary changes and conserve energy.

While School Gardens have been discussed in terms of how they can address biodiversity, they can also be used to help students understand important ideas related to climate change. An understanding of the link between food miles and climate change allows students to make better decisions about the food they consume.

• Vegie gardens are the easiest way for students to see the connection between food production and consumption.
• Students can work with school canteens to reduce meat and diary products and implement other sustainable practices, e.g. composting.
• Connections between farms /agriculture enterprises and schools allows students to see links between food production and consumption.
  

Link

• `Eco-Schools: Gardens

Students should be encouraged to use forms of Sustainable transport like buses, riding their bikes and walking. Messaging in newsletters and school assemblies that links transport choices with climate change can reinforce the impact of personal choice. This also provides an opportunity for student engagement with the School Senior Executive, P&C and wider community to support sustainable transport by advocating for infrastructure like bus shelters and bike racks and lockers, as well as staffing crossings.

There are a number of excellent climate simulations that can be used to help students understand inter-relationships between causes and consequences of climate change. 

• Climate Fresk involves collaborative exploration of the causes and consequences of climate change based on the reports of the Intergovernmental Panel on Climate Change to create a “fresk”. Facilitators can lead students through the Climate Fresk.
• En-Roads was developed by Climate Interactive, and is a freely-available simulation model that enables users to explore the consequences of energy, economic growth, land use, and other policies on climate change.

Links:

• Climate Fresk
• En-Roads

Energy Audit
Schools can engage companies that can undertake energy audits and ongoing consumption monitoring to find ways to conserve energy, work with School Infrastructure NSW (SINSW) to install solar and battery storage, and install LED lights can reduce the school’s carbon footprint, save lighting costs and improve lighting conditions.
Links:

• Applied Energy
• My Energy Group
• Achieving Large Scale Energy Impact in Schools

To ensure that environmental targets are a priority at your school, staff and students can advocate for environmental objectives to be part of your school’s school plan. This makes schools and school leadership accountable for environmental targets.