Breeding for balance
View Sequence overviewStudents will:
- understand the criteria that were used to select plants and animals to be part of the Threatened Species Action Plan 2022-2032.
- select an endangered or threatened plant or animal to research.
- develop arguments to support the inclusion of an endangered or threatened animal on the Threatened Species Action Plan.
Students will represent their understanding as they:
- research the reproductive strategies and the vulnerabilities of threatened plants or animals.
- develop arguments or a report to support the inclusion of a plant or animal in the Threatened Species Action Plan 2022-2032.
In this lesson, assessment is summative.
Students working at the achievement standard should:
- explore how governments determine which scientific research projects should be funded.
- analyse methods and conclusions to identify facts or premises that are taken for granted to be true, and evaluate the reasonableness of those assumptions.
- select and use appropriate representations to organise, process and summarise data and information.
- analyse and connect data and information to identify and explain patterns, trends, relationships and anomalies.
- analyse the impact of assumptions and sources of error in methods and evaluate the validity of conclusions and claims.
- construct logical arguments based on evidence to support conclusions and evaluate claims.
- research how assisted reproductive technologies have become widely used since their initial development.
- compare and contrast scientific texts addressing similar topics for different purposes or audiences, and analyse the author’s selection of content or use of language and text features.
Refer to the Australian Curriculum content links on the Our design decisions tab for further information.
Whole class
Breeding for balance Resource PowerPoint
Each student
Individual science notebooks
Access to resources for researching threatened plants or animals
Lesson
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkEach student comes to the classroom with experiences made up from science-related knowledge, attitudes, experiences and resources in their life. The Connect routine is designed to tap into these experiences, and that of their wider community. It is also an opportunity to yarn with community leaders (where appropriate) to gain an understanding of the student’s lives, languages and interests. In the Act phase, this routine reconnects with the science capital of students so students can appreciate the relevance of their learning and the agency to make decisions and take action.
When designing a teaching sequence, consider the everyday occurrences, phenomena and experiences that might relate to the science that they have learned. How could students show agency in these areas?
Read more about using the LIA FrameworkWho should we save?
Introduce the idea that governments have limited funds for research and conservation and that choices need to be made about which species to support.
(Slide 40) Discuss the Threatened species action plan 2022-2032, which outlines 110 priority species and 20 places across Australia that most need support. Outline the criteria that were used to select the plants and animals that are in the plan, including:
- the current size of the population.
- how much the population size has decreased in the last 10 years or 3 generations.
- the limited geographic range of the population.
- >50% probability of the population becoming extinct in the next 10-100 years.
Ask students to select a plant or animal that may be at risk but that is not currently considered a priority species (see all priority species at Appendix 1, Threatened Species Action Plan 2022-2023). Students should research their plant or animal to determine if it is endangered, vulnerable, or threatened, and identify possible factors that might be contributing to this.
✎ STUDENT NOTES: Name and describe the animal that you have selected for a conservation breeding program. Outline the reasons for selecting this plant or animal. Record notes on the research completed for the selected plant or animal.
Threatened Species Action Plan 2022-2032
The Threatened Species Action Plan 2022-2032 was written to outline a recovery pathway for threatened wildlife across land, marine, and freshwater environments.
Australia’s unique biodiversity is central to its national identity and the cultural heritage of First Nations Peoples who have stewarded the land for over 60,000 years. However, native species and ecosystems continually face serious threats such as invasive species, habitat loss, climate change, and natural disasters, leading to one of the highest extinction rates globally.
To address this, the Threatened Species Action Plan 2022–2032 was written to outline a recovery pathway for threatened wildlife across land, marine, and freshwater environments.
Key goals of the plan include:
- preventing new extinctions.
- protecting and conserving 30% of Australia’s land and oceans.
- increasing First Nations-led recovery efforts.
For a plant or animal to be selected to be part of the Plan, it needs to satisfy the criteria outlined on the IUCN Red List. The IUCN Red List evaluates a species’ risk of extinction using quantitative criteria that focus on population size, geographic distribution, and threats. Criteria assess factors such as population decline, limited range, and the severity of threats faced. A species is placed in a higher risk category if it meets any one of these criteria. The assessment process places strong emphasis on the quality of data used and the careful handling of uncertainty to ensure accurate and reliable results.
The Threatened Species Action Plan 2022-2032 will be reviewed in 2027.
The list of priority species that have been identified is located in Appendix 1 of the plan.
Australia’s unique biodiversity is central to its national identity and the cultural heritage of First Nations Peoples who have stewarded the land for over 60,000 years. However, native species and ecosystems continually face serious threats such as invasive species, habitat loss, climate change, and natural disasters, leading to one of the highest extinction rates globally.
To address this, the Threatened Species Action Plan 2022–2032 was written to outline a recovery pathway for threatened wildlife across land, marine, and freshwater environments.
Key goals of the plan include:
- preventing new extinctions.
- protecting and conserving 30% of Australia’s land and oceans.
- increasing First Nations-led recovery efforts.
For a plant or animal to be selected to be part of the Plan, it needs to satisfy the criteria outlined on the IUCN Red List. The IUCN Red List evaluates a species’ risk of extinction using quantitative criteria that focus on population size, geographic distribution, and threats. Criteria assess factors such as population decline, limited range, and the severity of threats faced. A species is placed in a higher risk category if it meets any one of these criteria. The assessment process places strong emphasis on the quality of data used and the careful handling of uncertainty to ensure accurate and reliable results.
The Threatened Species Action Plan 2022-2032 will be reviewed in 2027.
The list of priority species that have been identified is located in Appendix 1 of the plan.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkScience education consists of a series of key ideas and core concepts that can explain objects, events and phenomena and link them to the experiences encountered by students in their lives. The purpose of the Anchor routine is to identify and link students’ learning to these ideas and concepts in a way that builds and deepens their understanding.
When designing the Act phase of a teaching sequence, consider the core concepts and key ideas that are relevant. The Anchor routine provides an opportunity to collate and revise the key knowledge and skills students have learned, in a way that emphasises the importance of science as a human endeavour.
Survival risks
(Slide 41) Discuss what students know about how their chosen animal reproduces. Identify if the selected animal uses r-strategy, K-strategy, or a combination of both strategies to reproduce.
- What factors put the plant or animal at risk?
- Does it produce many or few offspring?
- How many offspring does each female produce during its lifetime?
- How much do parents care for or teach their offspring?
- What are the risks that parents or offspring encounter during their lifetime?
- When is the plant or animal most at risk?
- How does this affect the survival of the species?
✎ STUDENT NOTES: Outline the risks the plant or animal faces at different stages of its life cycle. Identify when the plant or animal is most at risk and why.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkWhen students use their knowledge and skills in new ways, they also have an opportunity to develop and use their creative and critical thinking skills. With scaffolded support, they can become more confident to work in a team and develop a stronger sense of autonomy. This results in stronger student outcomes, attitudes and sense of empowerment.
When designing a teaching sequence, consider what activity would allow students to showcase their knowledge and skills. Consider the current abilities of your students. What are they capable of explaining? What props could they design or build that would support their explanations? How much information would they need in their design brief to support their thinking? How does this connect with their lives and interests?
Planning for survival
(Slide 42) Outline the six prioritising principles that were used to select the priority species and places included in the Threatened Species Action Plan (see Appendix 3):
- Risk of extinction: prioritising species and places under severe and imminent threat.
- Multiple benefits: prioritising species and places where recovery action will benefit other species.
- Feasibility and effectiveness: prioritising species and places where action can make a difference and is cost-effective.
- Importance to people: prioritising species and places of cultural significance.
- Uniqueness: prioritising species and places that are unlike any other.
- Representativeness: achieving balance in selected species and places.
Remind students how to identify valid sources of data and information by identifying who is producing the information and the purpose of publishing the data.
✎ STUDENT NOTES: (Slide 43) Develop an argument for why your selected animal or plant should be included in the priority species list. Address each of the prioritisation principles that are outlined in the action plan. Suggest a potential breeding program that could be used to support the survival of the species.
Identifying valid data
Students need to consider the validity, accuracy, and reliability of secondary data.
When guiding students in collecting secondary data, encourage them to consider the validity of the source to ensure the accuracy and reliability of the information gathered. These sources typically undergo peer review before publication.
Valid sources can include:
- educational textbooks (check the publication date).
- government or educational institution websites.
- scientific journals and articles.
- encyclopaedias.
Encourage students to read widely on the topic, avoiding fiction books, non-educational websites or social media or blogs. They should check their potential sources for currency, authority, accuracy, and purpose.
One approach is the CRAAP method, published by the QUT Library.
- C – Currency: When was it published or posted? Has the information been updated? Is the information out of date?
- R – Relevance: Is it related to the task, unbiased, and appropriate for the intended audience?
- A – Authority: Is the author qualified or an expert in their field? Is the source peer-reviewed or from a trusted institution?
- A – Accuracy: Is the content supported by evidence, free of errors, and properly referenced?
- P – Purpose: Is the source intended to inform or persuade? Is it academic, or are they trying to sell a product?
This structured approach encourages students to critically assess the secondary data source so that they use credible information in their investigations.
When guiding students in collecting secondary data, encourage them to consider the validity of the source to ensure the accuracy and reliability of the information gathered. These sources typically undergo peer review before publication.
Valid sources can include:
- educational textbooks (check the publication date).
- government or educational institution websites.
- scientific journals and articles.
- encyclopaedias.
Encourage students to read widely on the topic, avoiding fiction books, non-educational websites or social media or blogs. They should check their potential sources for currency, authority, accuracy, and purpose.
One approach is the CRAAP method, published by the QUT Library.
- C – Currency: When was it published or posted? Has the information been updated? Is the information out of date?
- R – Relevance: Is it related to the task, unbiased, and appropriate for the intended audience?
- A – Authority: Is the author qualified or an expert in their field? Is the source peer-reviewed or from a trusted institution?
- A – Accuracy: Is the content supported by evidence, free of errors, and properly referenced?
- P – Purpose: Is the source intended to inform or persuade? Is it academic, or are they trying to sell a product?
This structured approach encourages students to critically assess the secondary data source so that they use credible information in their investigations.
The Act phase empowers students to use the Core concepts and key ideas of science they have learned during the Inquire phase. It encourages students to develop a sense of responsibility as members of society—to act rather than be acted upon. It provides students with the opportunity to positively influence their own life and that of the world around them. For this to occur, students need to build foundational skills in an interactive mutually supportive environment with their community.
When designing the Act phase, consider ways that students could use their scientific knowledge and skills. Consider their interests and lifestyles that may intersect with the core concepts and key ideas. What context or problem would provide students with a way to use science to synthesise a design? How (and to whom) will students communicate their understanding?
Read more about using the LIA FrameworkA key part of Science Inquiry, the Communicate routine provides students with an opportunity to communicate their ideas effectively to others. It allows students a chance to show their learning to members of their community and provides a sense of belonging. It also encourages students to have a sense of responsibility to share their understanding of science and to use this to provide a positive influence in the community.
When designing a teaching sequence, consider who might be connected to the students that have an interest in science. Who in their lives could share their learning? What forum could be used to build an enthusiasm for science. Are there members of the community (parents, teachers, peers or wider community) who would provide a link to future science careers?
Read more about using the LIA FrameworkShare to save
Students present their report to the rest of the class, or produce posters that invite younger students to ‘sponsor’ the animal.
The audience could provide feedback on the presentations or posters by nominating a plant or animal (not their own) that they have been convinced should be part of a conservation program.
Reflect on this lesson
You might:
- consider what factors people respond to when deciding to sponsor an animal.
- consider how you might improve the way you present the information to maximise the interest of sponsors.