Organise and represent the data from your school grounds survey to communicate the findings. Propose improvements to biodiversity at your school and ways in which the school grounds could be used in the future. Follow the steps of the sustainability action process in project proposals.
Location of biodiverse areas
- Where are the most important biodiverse areas within the school?
Significance of biodiverse areas
- How are the biodiverse areas important to people, the local community and local wildlife?
- Are they local remnant species?
- Do they provide food and shelter for animals?
- Are they part of a threatened community such as Cumberland Plain Woodland?
- How are these trees significant to people, the community and local wildlife?
- Are they the largest trees in the area?
- Location of areas of low biodiversity
- How are these areas used by people?
- What are the causes of low biodiversity?
Physical factors influencing biodiversity
- What are the main physical factors affecting the school grounds?
- Is there noise from motor vehicles?
- Are there windy areas?
- Are there storm water overflow and drainage issues?
Areas suitable for native plantings
- Are there areas of the school grounds that are not used?
- Could these areas be planted?
- Could structures such as vertical gardens or planter boxes be installed?
- Does people movement and use of areas need to be managed?
- Does water flow or drainage need to be improved?
Recommendations that protect or enhance biodiversity
- Specifically, how can biodiversity be protected or enhanced in your school grounds?
- What areas need to be protected?
- What areas can be improved?
- What plants and habitat features can be planted and installed?
- What infrastructure, people and skills are required for ongoing maintenance and management?
School grounds in the future
- How would you like your school grounds to be in 10 years?
Communicating information is the final step in scientific and geographical investigations. In the geographical inquiry process students also propose individual and collective action and predict its effects.
Biodiversity investigations can lead to students using design and production skills to research, plan, produce and implement design solutions that enhance biodiversity within the school.