Frame today as putting science to work: "Scientists don't just learn about living things — they use what they know to help solve real problems." Introduce conservation as taking action to protect living things and their habitats.
Model what a considered, evidence-based response looks like, using a worked example (e.g. a threatened local species). Think aloud through three moves:
Stress the difference between an opinion ("we should save it") and an evidence-based response ("replanting native trees would help because it restores the nesting hollows the species needs").
Read one short case study together as a class. Co-construct a response on the board using the three-move structure:
- Issue: name what is threatening the species or habitat;
- Evidence: pull two facts from the source that show the effect on survival;
- Action + reason: propose one conservation action and justify it.
Model how to quote or point to evidence rather than guessing. Ask the class to judge: "Is this action supported by the evidence? How do we know?"
In pairs, students research their assigned local issue using the source sheet/devices and build a short response poster covering:
- the environmental issue and the living thing affected;
- two pieces of evidence showing the effect on survival;
- one conservation action and a reason it would help.
Conference with each pair on the strength of their evidence as they work.
Exit ticket: one action and one reason it would help the species survive.