What do we know about tropical savanna biodiversity?
What do all the following have in common? Mosquitoes, dogs,
orchids, Year 8 students, plankton, eagles, rice, frogs, elephants,
kangaroos, rats and elephants?
All living organisms (biotic), despite their diversity, share
common characteristics that distinguish them from non-living things
(abiotic).
Groups/pairs create a T Chart showing the main differences
between living and non-living things.
Characteristics of living things: growth; response to stimuli;
adapt to environment, reproduce, respire.
How do living things differ?
(size, shape, colour, habitat, mobility, behaviour, body
covering etc)
- Use this information to come up with a definition or a mind map
of biodiversity?
- What are some of the diverse types of habitats in which life
exists?
- Discuss the meaning of
biodiversity (bio-life; diversity - variety) with
students.
Biodiversity is the variety of life on Earth. It includes the
sheer variety of species on Earth, its many ecosystems and genetic
diversity (i.e. the variety of genes within a species).
Biodiversity encompasses: species diversity; ecosystem diversity
and genetic diversity.
What do we know about tropical savannas?
Use key words to create a mind map or definition.
Students complete the section
Living Savannas.
Students create a Venn diagram to illustrate the similarities
and differences between Australian, African, Asian and South
American savannas.
Refer to original mind map/definition and create a mind map for
Australia's Tropical Savannas' biodiversity. (This could be updated
throughout the unit).
Individually, or in groups, record and share:
- What questions or puzzles they have?
- What does the topic make you want to explore?
These question starters could help students think or questions:
Why ...? How would it be different if ...? What are the reasons
...? Suppose that ...? What if ...? What if we knew ...? What is
the purpose of ...? What would change if ...? These questions could
also be revisited and added to throughout the unit.
