# Invertebrate Conservation Challenge

In partnership with Invertebrates Australia, student teams choose a threatened Australian invertebrate, research the threats it faces, and create a Conservation Pitch Deck proposing a solution. Six lessons that turn your classroom into a conservation science lab!

## Year levels

Years 3–6

## Duration

6 lessons (~45 min each)

## Submissions

Submit anytime

## What students do

Students step into the role of conservation biologists and work through a structured, inquiry-based investigation.

- Explore what invertebrates are and how they support ecosystems through food chains and ecological interactions
- Select one of 12 threatened Australian invertebrate species from a list curated by Invertebrates Australia
- Research the threats facing their chosen species – from habitat loss to climate change
- Analyse what would happen if the species was lost from its ecosystem
- Design a conservation plan and create a Conservation Pitch Deck
- Submit the pitch to the Arludo Invertebrate Conservation Challenge (optional)

## The science behind it

The Invertebrate Conservation Challenge gives students a practical way to explore food chains, ecosystems, and the role of invertebrates in maintaining ecological balance.

It is aligned to the Australian Curriculum’s Year 3-6 biological sciences:

- **Year 3:** AC9S3U01 compare characteristics of living and non-living things and examine the differences between the life cycles of plants and animals
- **Year 4:** AC9S4U01 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships
- **Year 5:** AC9S5U01 examine how particular structural features and behaviours of living things enable their survival in specific habitats
- **Year 6:** AC9S6U01 investigate the physical conditions of a habitat and analyse how the growth and survival of living things is affected by changing physical conditions

## How the Conservation Challenge Works

1. ### Learn
   Students are introduced to Australian invertebrates, their ecological role, and the threats they face from habitat loss, climate change, and human activity.

2. ### Research
   Each team selects a threatened invertebrate species and researches its specific threats, using the Invertebrates Australia Cheat Sheet as a starting point for their investigation.

3. ### Pitch
   Teams complete their Conservation Pitch Deck - a structured presentation proposing a creative and evidence-based conservation solution for their chosen species.

## Australian Curriculum and NSW Syllabus Links

### YEARS 3 & 4 SCIENCE UNDERSTANDING

AC9S4U01 explain the roles and interactions of consumers, producers and decomposers within a habitat and how food chains represent feeding relationships.

### YEARS 3 & 4 SCIENCE INQUIRY

- AC9S3I01/AC9S4I01 pose questions to explore observed patterns and relationships and make predictions based on observations.
- AC9S3I04/AC9S4I04 construct and use representations, including tables, simple column graphs and visual or physical models, to organise data and information, show simple relationships and identify patterns.
- AC9S3I05/AC9S4I05 compare findings with those of others, consider if investigations were fair, identify questions for further investigation and draw conclusions.
- AC9S3I06/AC9S4I06 write and create texts to communicate findings and ideas for identified purposes and audiences, using scientific vocabulary and digital tools as appropriate.

### YEARS 3 & 4 DESIGN AND TECHNOLOGIES

- AC9TDE4P02 generate and communicate design ideas and decisions using appropriate attributions, technical terms and graphical representation techniques, including using digital tools.
- AC9TDE4P04 use given or co-developed design criteria including sustainability to evaluate design ideas and solutions.
- AC9TDE4P05 sequence steps to individually and collaboratively make designed solutions.

### YEARS 5 & 6 SCIENCE AS A HUMAN ENDEAVOUR

AC9S5H02/AC9S6H02 investigate how scientific knowledge is used by individuals and communities to identify problems, consider responses and make decisions.

### YEARS 5 & 6 SCIENCE INQUIRY

- AC9S5I01/AC9S6I01 pose investigable questions to identify patterns and test relationships and make reasoned predictions.
- AC9S5I04/AC9S6I04 construct and use appropriate representations, including tables, graphs and visual or physical models, to organise and process data and information and describe patterns, trends and relationships.
- AC9S5I05/AC9S6I05 compare methods and findings with those of others, recognise possible sources of error, pose questions for further investigation and select evidence to draw reasoned conclusions.
- AC9S5I06/AC9S6I06 write and create texts to communicate ideas and findings for specific purposes and audiences, including selection of language features, using digital tools as appropriate.

### YEARS 5 & 6 DESIGN AND TECHNOLOGIES

- AC9TDE6P02 generate, iterate and communicate design ideas, decisions and processes using technical terms and graphical representation techniques, including using digital tools.
- AC9TDE6P04 negotiate design criteria to evaluate design ideas, processes and solutions.
- AC9TDE6P05 develop project plans that include consideration of resources to individually and collaboratively make designed solutions.

## The Conservation Challenge Is 100% Free

- 6 Digital Lessons
- Interactive and inquiry-based - no student accounts required
- Threatened Species Cheat Sheets
- Expert background information on 12 invertebrate species, curated by Invertebrates Australia
- Conservation Pitch Deck Template

## What teachers and parents ask us

- What is Invertebrates Australia?+
- Which invertebrate species can students choose?+
- Do all teams have to choose different species?+
- Why invertebrates?+
- Are Lessons 1 and 6 done individually?+