Activity: Drafting an urban nature act

In this activity, students are tasked with drafting a new set of laws to protect urban nature. First, they must highlight the major threats facing urban nature, and then come up with a law to try and mitigate each one. The new laws are then debated before being voted on.

This activity works well as a summative exercise after issues have been properly explored in other activities or lessons.

Key Stage: KS3
Time required: 60 min. Optional: extra research on current policies or issues threatening urban nature

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About this resource

Resource type: classroom activity, analytical thinking, inquiry and investigative skills
Theme: Urban Habitats

Learning outcomes

To protect the environment and biodiversity
Appreciate that scientific evidence can help to inform new laws

Curriculum links
- England
  
  Working Scientifically Skills
  
  Experimental skills and investigations
  
  ask questions and develop a line of enquiry based on observations of the real world, alongside prior knowledge and experience
  
  make predictions using scientific knowledge and understanding
  
  select, plan and carry out the most appropriate types of scientific enquiries to test predictions, including identifying independent, dependent and control variables, where appropriate
  
  use appropriate techniques, apparatus, and materials during fieldwork and laboratory work, paying attention to health and safety
  
  Citizenship
  
  acquire a sound knowledge and understanding of how the United Kingdom is governed, its political system and how citizens participate actively in its democratic systems of government
  
  develop a sound knowledge and understanding of the role of law and the justice system in our society and how laws are shaped and enforced
- Scotland
  
  Topical Science
  
  Having selected scientific themes of topical interest, I can critically analyse the issues, and use relevant information to develop an informed argument. SCN 4-20b
  
  Selects and analyses scientific content of topical interest from a range of sources, including the media.
  
  Identifies examples of bias in sources and justifies decisions in separating fact from opinion.
  
  Critically analyses a scientific issue and gives consideration to the ethical, moral, environmental, social or political implications of the scientific theme selected to develop an informed argument.
  
  Social Studies
  
  People, place and environment
  
  I can identify the possible consequences of an environmental issue and make informed suggestions about ways to manage the impact. SOC 3-08a
  
  Provides a simple explanation of at least three consequences of an environmental issue, and for each suggest how they could be managed.
  
  People in society, economy and business
  
  I can use my knowledge of current social, political or economic issues to interpret evidence and present an informed view. SOC 3-15a
  
  Reviews basic sources of evidence such as newspapers or surveys used in arguments about current affairs to form a valid opinion.
  
  Presents using appropriate methods an informed view of a current affairs issue.
  
  I understand the arrangements for political decision making at different levels and the factors which shape these arrangements. SOC 3-18a
  
  Describes the role of elected representatives and/or groups which influence the political decision-making process at local, national or international level.
  
  Third Level Scientific Skills
  
  Inquiry and Investigative Skills:
  
  Presents scientific findings:
  
  Provides supporting evidence and quotes and acknowledges sources with limited assistance
  
  Scientific Analytical Thinking Skills:
  
  Applies scientific analytical thinking skills, with increasing independence, working with less familiar and more complex contexts.
  
  Applies understanding of an increasing range of science concepts to solve problems and provide solutions.
  
  Skills and Attributes of Scientifically Literate Citizens:
  
  Demonstrates understanding of the impact of science on society and debates and discusses the moral and ethical implications of some scientific developments, demonstrating respect for the views of others.
  
  Expresses informed views about topical scientific issues, including those featured in the media, based on evidence and demonstrating understanding of underlying scientific concepts.
- Wales
  
  Science AOLE
  
  Being Curious:
  
  I can explain how the impact of our actions contribute to changes in the environment and biodiversity.
  
  I can review my own opinions based on new scientific evidence.
  
  Humanities AOLE
  
  Active Citizens KS3:
  
  I can discuss and challenge viewpoints of decision-makers and elected representatives in my community and at a national level.
  
  I can analyse and explain the impact of decisions made by local, national or global organisations on people and the environment.
- Northern Ireland
  
  Curriculum Subject Links
  
  The environment and human influences
  
  Investigate what can be done to conserve and promote biodiversity, for example, school wildlife gardens / wilderness areas, anti-pollution strategies, habitat management etc.
  
  Curriculum Skill Links
  
  Listen to and take part in discussions, explanations, role-plays and presentations
  
  Contribute comments, ask questions and respond to others’ points of view
  
  Communicate information, ideas, opinions, feelings and imaginings, using an expanding vocabulary
  
  Thinking, Problem-Solving and Decision-Making
  
  Show deeper scientific understanding by thinking critically and flexibly, solving problems and making informed decisions, using Mathematics and ICT where appropriate
  
  Work effectively with others