Dombrovskis, Peter, 1945-1996. (1995). Frankland Range, Southwest National Park, Tasmania, 1995 [transparency] / Peter Dombrovskis. https://nla.gov.au/nla.obj-150007802
- Using the Australian Government: Bureau of Meteorology website find a chart of historical weather data for your location: you can choose to look at aspects such as temperature, rainfall, humidity, etc. Choose a month and have the class graph the changes across the years. Discuss the best way to represent this data.
- What information can be taken from the graph?
- Are there any trends shown?
- Can the class make any predictions based on the information?
- Repeat the exercise with different weather data (humidity, rainfall or temperature).
- Does the data from the second graph correlate with the data from the first?
- Visit a local park, nature reserve, wildlife sanctuary or have a National Parks ranger speak to students about the ecosystems in the local area. What animals can be found there? What is the current status of plants and animals in these areas? What dangers are there to consider?
- Have students devise a story about their house, but write about it as if they are an animal living in a biome. Writing prompts could include:
- What features does the house have that supports them?
- What other flora or fauna do they interact with to help them survive day to day.
- What are the biggest challenges they face?
- If one part of their biome were removed, how would that impact them?
- Have them include drawings and indicate important parts of their environment.
- As a class, consider how we live our lives and what things we do (or don’t do) that could be harmful to the environment. Discuss ways the class, collectively or individually, can work towards a greener way of living: even little things like recycling or turning off the tap can help.
