ESL Resource Kit (pdf. 2MB) - Ku-ring-gai Council

Discovering 

Biodiversity 

How to plan and deliver an excursion for 

English as a Second Language (ESL) class groups 

A resource for organisations and ESL teachers 

1 

Discovering

Acknowledgements 

Writing and editing 

Valerie Close 

Rosanna Luca 

Elizabeth Wilson 

Editing 

Judy Christie 

Bushland Education Centre Coordinator 

Ku-ring-gai Council 

Community Support Officer (Ethnic Communities) 

Sydney Metropolitan Catchment Management Authority 

ESL Consultant 

Regional Facilitator (Biodiversity) 


Ku-ring-gai Council initiated the English at the Garden program in 2007 and delivered several successful 

excursions with local ESL class groups at the Ku-ring-gai Wildflower Garden in St Ives. The success of the 

program and positive feedback from students and their teachers was the reason for taking the further step 

of showing other organisations how to develop a similar educational program. 

In early 2008, grant funding was provided to document and develop this excursion program and create a 

resource that can be utilised by other organisations and ESL teachers. This resource has been created through 

a partnership between the Sydney Metropolitan Catchment Management Authority and Ku-ring-gai Council. 

Funding to produce this resource was provided by the Australian Government. 

ISBN 978 0 7347 5232 1 

June 2008 


Phone: (02) 9895 7895 

This publication may be copied or reproduced for non-commercial purposes in whole or in part, provided the 

meaning is unchanged and the source is acknowledged. 

Graphic design and printing: Clickmedia Digital Printers Pty Ltd 


Introduction: About this Resource 

Purpose 

This resource is a ‘how to’ guide, designed to assist organisations and English as a Second Language (ESL) 

teachers who want to run environmental education excursions for their classes. 

This resource outlines Ku-ring-gai Council’s ESL excursion program, English at the Garden, and has been 

designed to: 

• encourage ESL classes to take excursions into natural areas 

• enhance ESL classroom teaching and learning 

• offer ideas for lesson plans and teaching activities 

The English at the Garden excursion program, which is delivered at the Ku-ring-gai Wildflower Garden, 

was developed as a way of introducing local people from culturally and linguistically diverse (CALD) 

backgrounds to Sydney’s bushland and providing them with a positive direct experience to learn about 

local flora and fauna. 

Ku-ring-gai Council’s program offers excursions that are delivered in English to enhance the students’ 

English language skills and learning, while at the same time offering them information about the local 

natural environment. The students come to the Ku-ring-gai Wildflower Garden as an ESL class group. 

Using Ku-ring-gai Council’s example, this resource is a guide for running an excursion with ESL class 

groups at varying levels, anywhere in Sydney. Individual sections can be used as single activities or the 

whole resource can be used as a full class program. 

Intended audience 

This resource is divided into two parts for two different intended audiences: 

Part A is for any organisation that delivers education about natural areas and biodiversity. It is intended for 

staff from local councils, national parks, environment centres, groups and non-government organisations. 

Many of these organisations in Sydney provide information about the local natural environment. ESL 

classes are widely held throughout Sydney. This sort of educational activity can be included as part of an 

ongoing community education program about natural areas and biodiversity, provided the organisation 

has the available resources. 

Part B is a kit for ESL teachers and includes suggested teaching activities and worksheets for before 

and after the excursion. ESL class coordinators and teachers can also refer to Part A to find out how the 

excursions are planned and delivered. 

Tip 

The delivery of the English at the Garden program is a result of a partnership between council staff and 

the ESL teachers. The council staff initiated the opportunity, invited participation from local ESL classes, 

provided the suitable venue and delivered the excursion. The ESL teachers prepared the students before the 

excursion and organised the logistics of getting the students to the venue. 

Building on this success, this resource was developed to assist other organisations and ESL teachers to work 

in partnership and deliver this type of educational program. 

Biodiversity 1

What does biodiversity have to do with learning English? 

Biological diversity is the variety of all life forms—the different plants, animals and microorganisms, the genes 

they contain, and the ecosystems of which they form a part. 

National Strategy for the Conservation of Australia’s Biological Diversity, 1996 

Australia is rich in biodiversity. When people arrive in Australia, they don’t usually receive information 

about the natural environment and Australian flora and fauna as part of migrant settlement programs. 

Even if people have lived here for many years there are still many misconceptions (e.g. some people think 

blue-tongue lizards are venomous and the bushland is a dangerous place to visit). 

The ESL biodiversity excursion is experiential learning. It is about introducing students to local native flora 

and fauna in a way that is safe and enjoyable. At the same time it nurtures an appreciation of natural areas 

as a resource to be respected, protected and shared by the whole community. 

Tip 

Beware of assumptions. Even though people are in a class learning English, it does not mean they have 

recently arrived in Australia. As well, even though people have not grown up in Australia, they might still 

have an understanding and appreciation of natural areas and biodiversity issues from their own countries 

of origin. They may also already be doing some of the positive actions recommended on the excursion. The 

excursion is about building on adult learners’ experience and knowledge, and providing them with a context 

that is relevant for living in Sydney and Australia. 

The ESL biodiversity excursion aims to encourage students to: 

• appreciate and value natural areas and the biodiversity they support 

• adopt practical and positive behaviours in the bush, at home and in the garden to help protect 

biodiversity (native flora and fauna, and the ecological systems they live within) 

• feel comfortable visiting Sydney’s natural areas 

It enhances English language learning by introducing new vocabulary and providing opportunities to work 

with new texts. 

It also supports the vision for environmental learning, outlined in the NSW Government’s Environmental 

Education Plan 2007-10 Learning for Sustainability by building the capacity of people to be informed, 

empowered, motivated, pursue lifestyles and make choices toward sustainable living. 

2 


Part A - FOR ORGANISATIONS HOSTING THE EXCURSION 

Local councils 

National parks agencies 

Environmental education 

centres 

Non-government 

environmental 

organisations 

3 

Biodiversity 


Part A - Contents 

Planning an excursion about biodiversity 5 

Finding a suitable venue 5 

Finding the target audience 5 

Making contact with organisations running ESL classes 9 

Contact lists 9 

Booking form 10 

Invitation letter 12 

Promotional flyer 14 

Before the excursion 16 

Preparing the teachers and students 16 

Pre-excursion activities 18 

The excursion 19 

Structure of activities 19 

After the excursion 24 

Post-excursion activities 24 

Evaluating the excursion 24 

Tips for guided walks 26 

Use of interpretation 26 

Being prepared 26 

Leading the walk 27 

Tips for teaching ESL students 28 

Presenting skills 28 

Structuring the presentation 29 

4 


Planning an excursion about biodiversity 

Finding a suitable venue 

The English at the Garden program utilises the Ku-ring-gai Wildflower Garden as an excursion venue. 

It’s a natural bushland area with walking tracks and an environmental education centre. Many groups 

and organisations may not have access or be near to this kind of venue. If this is the case, find out what 

sites in your local area would be suitable venues for an excursion and teaching about local biodiversity. 

Examples include: 

• a reserve 

• a park that has some native vegetation and/or trees 

• a walking track along a river, creek or wetland 

• a public garden 

• a nearby national park 

(to better plan your visit and fully utilise the facilities, it is recommended that you contact the national 

park to find out what facilities and walking tracks are there) 

Finding the target audience 

The target audience for this biodiversity excursion is adult students in ESL classes. 

Locating the ESL classes 

You will find that a number of organisations in your area host ESL classes. Examples include: 

• TAFE 

• Community Colleges 

• Churches 

• Community Centres 

• Neighbourhood Centres 

• Migrant Resource Centres 

• NSW Adult Migrant Education Service (AMES) 

• Australian Centre for Languages (ACL) 

• Colleges affiliated with English Australia and ELICOS 

To find the local ESL classes start with your local council’s Community Information Directory. Try looking 

for ESL classes and organisations involved with CALD groups in the local area by entering search words 

such as ‘education’, ‘migrant education’, ‘English classes’ and ‘ESL’. 

Biodiversity 5

St Albans Anglican Church, Frenchs Forest 

Phone: 02 9975 5410 Fax: 9975 7945 

67 Bantry Bay Rd, Frenchs Forest NSW 2086 

Mail: 67 Bantry Bay Rd, Frenchs Forest NSW 2086 

Email: ffac@pacific.net.au 

Web: www.frenchsforest.anglican.asn.au 

Description: Sunday services, 7:45am, 9:45am, 6:30pm, Sunday school 9:45am. Holds English 

as a Second Language classes for Japanese people on Wednesdays. Playgroup meets Monday and 

Friday mornings. 

Contact: Rev Brian Heath 

Disability Access: Yes (ramps and toilet facilities) 

Area Served: Mulwaree (The Forest area), Warringah 

Target Groups: Anglican; Japanese; Migrants 

Service Types: Churches and Temples; Halls and Meeting Rooms; ESL; Migrant Education; 

Religious Organisation; Christmas Carols; Christmas Carols; playgroup 

Alternative Names: Frenchs Forest Anglican Church 

Parent Organisation: Anglican Church - Sydney Diocese 

Example Contact details found in Ku-ring-gai Council’s community directory about a local organisation running 

ESL classes 

ESL classes will vary in the way they are structured and the students who attend. Some classes will cater 

for people from the same language group, other classes will be a mixed group of people speaking different 

languages of origin. Other classes may have a mix of students who have lived in Australia for several years 

and students who are new to Australia. When liaising with community colleges and TAFE, you might also 

come across terminology such as LOTE (Language Other than English) and accreditation levels 1-4. It is 

important to work with the ESL teacher and clarify what each accreditation level means and how to pitch 

your English presentation. 

Tip 

Some classes will have students with mixed levels of English proficiency. This creates an added challenge for 

you as the presenter! A strategy for this situation is to ask the ESL teacher to assist with the presentation 

by backing up and explaining in more detail what you are saying. The teacher would be aware of and more 

accustomed to communicating with the students with lower levels of English skills. 

6 


Researching the main languages spoken 

The demographics and main languages spoken by your target audience will vary for each local council area. 

Check with your local council’s website or community services department to find information about the 

languages spoken by the CALD residents in your area. 

Country of Birth 

top 10 overseas birthplaces ranked 

for 2006 (persons) 

Ku-ring-gai Council 

2006 census 2001 census 

Enumerated data number % Sydney 

Statistical 

Division 

% 

number % Sydney 

Statistical 

Division 

% 

Change 

2001 to 

2006 

United Kingdom 6,979 7.0 4.2 6,773 6.8 4.7 206 

South Africa 3,833 3.9 0.7 3,731 3.7 0.6 102 

Hong Kong 2,515 2.5 0.9 2,757 2.8 0.9 -242 

New Zealand 2,168 2.2 2.0 2,214 2.2 2.1 -46 

China 2,047 2.1 2.7 1,514 1.5 2.1 533 

Korea, Republic of (South) 1,381 1.4 0.8 1,233 1.2 0.7 148 

United States of America 1,046 1.1 0.4 1,145 1.1 0.4 -99 

India 1,021 1.0 1.3 821 0.8 0.9 200 

Malaysia 972 1.0 0.5 901 0.9 0.5 71 

Taiwan 744 0.7 0.2 881 0.9 0.2 -137 

Non-English speaking backgrounds 17,715 17.8 24.0 16,958 16.9 23.0 757 

Main English speaking countries 14,691 14.8 7.8 14,518 14.5 8.3 173 

TOTAL OVERSEAS BORN 32,406 32.6 31.8 31,476 31.4 31.2 930 

AUSTRALIA 63,371 63.8 60.3 65,096 65.0 62.2 -1,725 

NOT STATED 3,609 3.6 7.9 3,580 3.6 6.6 29 

Total 99,386 100.0 100.0 100,152 

Example Information from Ku-ring-gai Council‘s Community Profile web page about the country of birth and languages 

spoken at home (data collated from last census) 

Biodiversity 7

Proficiency in English 

As well as indicating how many people speak English, the census data also provides information on the 

level of proficiency in English, ie the percentage of residents speaking English only and the percentage 

of residents who speak English well, not well, not at all etc. 

Proficiency in English Ku-ring-gai Council 

(overseas born persons aged 5 

years and over) 

Enumerated data number % Sydney 

Statistical 

Division 

% 

2006 census 2001 census 

number % Sydney 

Statistical 

Division % 

Change 

2001 to 

2006 

Speaks English only 18,919 58.4 34.6 18,651 59.2 36.6 268 

Speaks another language and 1,706 5.3 14.0 1,712 5.4 14.3 -6 

English not well or not at all 

Speaks another language and 11,686 36.1 50.4 10,964 34.8 47.9 722 

English well or very well 

Speaks another language and 57 0.2 0.6 76 0.2 0.7 -19 

English - proficiency not 

stated 

Not stated 40 0.1 0.4 79 0.3 0.4 -39 

Total 32,408 100 

Example Information from Ku-ring-gai Council’s website about language proficiency (data collated from last census) 

8 


Making contact with organisations running 

ESL classes 

Contact lists 

Now that you have a venue for the excursion and information about the ESL classes in your local 

area, start making contact to introduce the excursion program and the opportunity for the ESL classes 

to participate. 

Compile a contact list and telephone each organisation/group to get the name of the ESL coordinator 

so that you can address any letters to them and also talk to them directly to introduce yourself and your 

program. In smaller organisations, the main contact person might also be one of the ESL teachers. 

Generally, most classes are conducted on weekdays. It works best to schedule the excursion around their 

class time. Working in with the group’s existing schedule and class time is likely to maximise the number 

of students that will attend the excursion, as they would already be available. 

Tip 

ESL students tend to spend many months or a full year in the class. It is worthwhile contacting the ESL 

coordinators and teachers on a regular basis. If the class is a long term one, it is likely they may only visit 

once for an excursion. Some classes may also wish to take up the option of a second excursion, to build 

on their previous experience and learning. 

Biodiversity 9

Booking Form 

Prior to sending letters and scheduling excursions, create a booking form to collect some important 

information about the classes you will be working with. 

It is useful to know in advance: 

• the contact person for the ESL class 

• the number of students and teachers attending the excursion 

• the cultural and linguistic backgrounds of the students 

• whether the students will be doing any class work prior to the excursion about biodiversity or other 

relevant topics 

• whether any children will be attending and their ages 

In some ESL classes run by community organisations or churches, there are facilities for the students to 

bring their children. Other classes are run more informally and the students can just bring their children 

along. This ESL biodiversity excursion is targeted for adult learning, but asking in advance if there will 

be children coming means that you can plan ahead and cater the activities around having them there. 

Tip 

After you have booked in an excursion date for a group, talk to the ESL teacher to find out more 

information about the students who will be coming. What countries are they from? What is their level of 

English proficiency? Collecting information about each class group will assist with planning and delivering 

the excursion by getting an idea of the group’s level of prior knowledge, any specific needs and the levels 

of English spoken. 

10 


ESL EXCURSION BOOKING FORM 

CONTACT DETAILS 

NAME OF ORGANISATION:_____________________________________________________________ 

CONTACT PERSON:____________________________________________________________________ 

ADDRESS:____________________________________________________________________________ 

TELEPHONE:_________________ FAX:_ _________________ EMAIL:_ __________________________ 

STUDENT DETAILS 

Anticipated no. of adult students ________ 

No. of children (If applicable)_________ 

No. of teachers_ _______ 

Cultural and linguistic backgrounds of the students 

(include information of their countries of origin and languages spoken) 

_____________________________________________________________________________________ 

_____________________________________________________________________________________ 

____________________________ _________________________________________________________ 

ENGLISH LANGUAGE PROFICIENCY: MODERATE LOW MIXED 

EXCURSION DETAILS 

DATE:__________________________________ 

TIME_ __________________________________ 

COST per student (optional, some organisations charge a small fee):_ _____________________ 

WET WEATHER OPTIONS: Cancel/Shortened Indoor/Go Ahead: ___________________________ 

ALTERNATIVE ARRANGEMENTS (In case of wet weather) 

_____________________________________________________________________________________ 

TOPIC/THEMES OF INTEREST: 

_____________________________________________________________________________________ 

Would the teacher be prepared to do some pre-excursion preparation with the class if we 

suggest some sample activities? Yes No 

Example Booking form used for the English at the Garden program 

Biodiversity 11

Invitation letter 

Many people like to be directly invited to participate. Write a prospecting letter introducing yourself, your 

organisation and inviting them to participate in an excursion. Ensure your letter states who is running the 

excursion, where it will take place, the aim of the excursion, what it will deliver, and of course, what they 

need to do to book. 

Tip 

Teachers are very busy people! Follow up the letter with a friendly phone call a couple of weeks later to 

gauge their interest. 

12 


6 March 2007 

(Name) _____________________ 

ESL Coordinator 

Hornsby College of TAFE 

Northern Sydney Institute 

205 Pacific Hwy 

Hornsby NSW 2077 

Dear _______________________ 

Ku-ring-gai Council is committed to working with the community to protect our local 

environment. To assist this commitment, I’d like to introduce your ESL group to a 

Council initiative called English at the Garden. The program will introduce ESL groups 

to environmental education. 

The excursion program is designed to foster environmental values and sustainable 

living, whilst also allowing students to have fun as they learn about our unique 

urban bushland and improve their English language skills. The excursion takes place 

at the Bushland Education Centre in a beautiful bushland setting at the Ku-ring-gai 

Wildflower Garden. The Garden is located at 420 Mona Vale Road, St Ives. 

The aims of the program are to promote awareness, knowledge and positive 

actions that can be taken to protect the natural environment in Sydney and its 

biological diversity. During the ESL group visit, the students will go on a guided 

bushwalk (moderate level of fitness to suit the group), meet some local native 

animals and learn about positive practices in the home and garden to help protect 

this biodiversity. 

The whole community has an interest in protecting the environment. The English at 

the Garden program is a wonderful opportunity to get your ESL students out of the 

classroom and into our unique Australian bush, to gain knowledge, feel comfortable 

and confident in their local natural environment. 

For further information, fees and bookings, please call the Bushland Education office 

on 9424 0352 weekdays. 

Yours truly 

Valerie Close 


Example Introductory letter used for the English at the Garden program 

Biodiversity 13

Promotional flyer 

Create a simple flyer to promote the excursion program in a colourful, visual and succinct way. The flyer 

can be sent together with the prospecting letter and can also be placed on noticeboards and in brochure 

stands at libraries, local council foyers, community and environment centres. 

Make the flyer easy to read and put the name of the excursion program, where it takes place, who the 

program is for, a description in point form or in a brief paragraph and a contact telephone number. A web 

address can also be included if more information is available. 

Tip 

Include at least one photo in the flyer so people can get an idea of what the excursion looks like, or the 

sorts of plants and animals they will be seeing. 

14 


ENGLISH 

at the Garden 

Ku-ring-gai Wildflower Garden, 420 Mona Vale Rd, St Ives 

ESL Classes 

English and environmental education learning in a beautiful 

bushland setting at the Ku-ring-gai Wildflower Garden. 

Go on a guided bushwalk 

Learn about local native animals and plants 

Learn how to be more environmentally sustainable in your 

home and garden 

Learn about water conservation, recycling and composting 

Bookings 9424 0353 

Example Flyer used for the English at the Garden program 

Biodiversity 15

Before the Excursion 

Preparing the teachers and students 

Excursions may be booked months or weeks in advance. Send the ESL coordinator or teacher a package 

of information soon after booking to help them prepare (and to prepare their students) for the excursion. 

Here is a list of suggestions for the information package: 

• a confirmation letter with the date, location, arrival time etc 

• information about what the students need to wear and bring 

• a map of the excursion venue 

• a plan in the case of wet weather on the day 

• pre and post-excursion activities for ESL teachers 

(See Part B ESL Teachers’ Kit for examples) 

16 


23 May 2008 

(Name) _____________________ 

ESL Coordinator 

Hornsby College of TAFE 

Northern Sydney Institute 

205 Pacific Hwy 

Hornsby NSW 2077 

Dear _______________________ 

RE: ESL EXCURSION BOOKING 

Ku-ring-gai Council’s Bushland Education Centre is pleased to offer English at the 

Garden. Your excursion date is Thursday 26 June 2008. Please call the week before 

the excursion to confirm the exact number of students that will be attending. 

The program is designed to foster environmental values, whilst also allowing 

students to have fun as they learn about our unique urban bushland and improve 

their English language skills. 

The Garden is located at 420 Mona Vale Rd, St Ives. Please meet me at the Education 

Centre. The program will begin at 10am and finish at 12 noon. The program involves 

a short slide show, showing of live native animals, a bushwalk and some group 

work and discussions. Afterwards, your group is more than welcome to stay on at 

the Garden for a BYO picnic. There is a covered picnic area with tables, chairs and 

barbecue facilities at the Education Centre. 

The cost per participant is $5.00. Kindly bring a cheque made out to Ku-ring-gai 

Council or exact cash on the day. Alternatively, Council can invoice your organisation 

after the excursion. 

In the event of wet weather, there will be an indoor program and if possible a 

shortened bushwalk. Please arrange for the students to wear appropriate clothing 

for the weather conditions and activities: practical walking shoes (not sandals, thongs 

or high heels), hats, sunscreen, raincoats and umbrellas (if necessary). 

We hope you and your group enjoy their visit. If you have any further questions, 

please contact the office on 9424 0352. 

Yours truly 

Valerie Close 


Example Confirmation letter used for the English at the Garden program 

Biodiversity 17

What to wear and bring on the day 

Ensure the teacher and students are informed about what to wear and bring on the day of the excursion. 

Here is a list of suggestions: 

• wear closed walking shoes that are suitable for bush tracks such as hiking boots or runners 

• wear comfortable casual clothing 

• wear a hat and sun protection lotion 

• bring drinking water 

• bring a camera (if they wish) 

If the weather is doubtful and the excursion is still going ahead, ask the students to bring umbrellas 

and raincoats. 

Tip 

Assisting the students to make a list of recommended items to wear and bring on the excursion could also 

be part of a pre-excursion activity and class discussion. 

Wet weather plan 

Establish a wet weather plan and confirm this with the ESL teacher before the day of the excursion. This 

could be, for example, exchanging mobile phone numbers to ring on the morning and an alternative venue 

or date for the excursion. 

Pre-excursion activities 

Pre-excursion activities can be done by the teachers and students before going on the excursion. 

It is a good idea to encourage the ESL teacher to do some preparation with the students before they 

come on the excursion. Any preparation done will enhance the students’ experience. 

The lessons will help to enhance the actual excursion by: 

• familiarising students with new vocabulary 

• encouraging them to reflect on their current knowledge, values and behaviours regarding the 

natural environment 

• preparing them for what to expect during the excursion 

(See Part B ESL Teachers’ Kit for examples of pre-excursion activities) 

18 


The Excursion 

Structure of activities 

The excursion works well if it has a structure, whilst also keeping the atmosphere of the presentations and 

activities friendly and informal. 

KEEP IT SIMPLE 

Keep the excursion simple and avoid overloading the students with too much information. Environmental 

educators can be a passionate bunch of people and this can lead to trying to tell participants everything! 

Think about what you want people to experience, what you want them to take away with them from the 

excursion. What are the few simple messages that you want the students to take home with them? What 

are the few behaviour changes that students can make that would make a difference? These could form 

your key messages. 

The English at the Garden excursion is divided into four practical activities that are based on the four stages 

of a teaching system called ‘flow learning’ developed by Joseph Cornell*. This is one example of a teaching 

strategy that can be used. You might have another strategy that works better for you. 

Each stage of the excursion has a correlating learning outcome. 

Stage 1: 

Awaken Enthusiasm 

Stage 2: 

Focus Attention 

Stage 3: 

Direct Experience 

Stage 4: 

Share Inspiration 

Visual Presentation of fauna (pictures and discussion) 

Learning outcomes: 

Build on knowledge of native wildlife 

Develop an understanding of the impact that certain human actions 

have on local flora and fauna 

Show living objects (see and touch animals/seed pods/bark/shells, 

smell leaves and flowers) 

Learning outcome: 

Provide an opportunity to see real life examples of native flora and fauna that 

are found in gardens and natural areas 

Guided Bushwalk (positive experience outdoors) 


Encourage appreciation of native flora and fauna and the health 

of natural areas 

Positive actions (group discussion) 


Develop understanding and skills for the positive everyday actions 

that can be done in the home and garden to protect biodiversity 

* Sharing the Joy of Nature - Nature Activities for All Ages 

Joseph Cornell, Dawn Publications, California USA 1989. 

Biodiversity 19

Stage 1: Awaken enthusiasm 

Welcome and connect with the students 

The excursion is about people having an enjoyable and positive experience whilst being in 

a learning environment. 

Tip 

Ask the students what languages they speak. 

If you know any words from these languages, it can be fun to say something like “Hello” or “Welcome”. 

“Huan ying” (Mandarin) 

“Chào Mùng” (Vietnamese) 

“Benvenuti” (Italian) 

Another nice thing to do is to share a story from your own personal experience with native wildlife or the 

bush. For example, your memories of playing in the bush or local creek as a child or how you felt the first 

time you saw a blue-tongue lizard or snake. 

Visual presentation of native fauna 

The first activity is a slide presentation of images showing native fauna found in the local area. The slide 

show serves three purposes: 

• to ‘awaken enthusiasm’ 

• to ascertain how much prior knowledge the students have of native plants, animals and positive actions 

• to give the students some background information 

If you are outdoors, or at a venue that does not have audio visual facilities, you can do this same activity by 

showing large colour photos of the animals. 

Tip 

Many Australian animals have 

unusual names. Not even people 

who have grown up in Australia are 

always familiar with a bandicoot, 

an antechinus or a spiny leaf insect! 

To help the students understand 

and learn the names of animals 

mentioned, first show the photo 

of the animal, say the name of the 

animal and then have the name of the 

animal pop up next to the slide image. 

20 


Stage 2: Focus attention 

The second activity is a presentation to show real life examples of things relating to native flora and fauna. 

Examples include: 

• live native animals such as a blue-tongue lizard, long-necked turtle, spiny leaf insects and stick insects 

(if you have access to these animals, or funding to pay for a wildlife show) 

• seed pods, pieces of bark 

• leaves and flowers from native plants 

• other pieces found in the bush – nests, snake skin, etc 

• shells, empty eggs 

• native plants growing at a nursery 

Tip 

Ku-ring-gai Council’s English at the Garden excursion utilises native animals that are appropriately kept by 

Council staff for educational purposes. Some of these animals require having a special permit or a licence 

to keep. The live native animal show is designed to provide a gentle and safe introduction to some animals 

commonly seen in the local area, with the opportunity for the students to ask questions. 

If you do not have access to live native animals, use whatever resources are available to provide the students 

with a hands-on experience to see, touch, smell and taste real life objects. Both the slide presentation and 

the showing of the objects, plants or animals act as visual clues to assist with what is being said in English. 

The students are then better able to understand and connect the content of the English words they are 

hearing and learning. 

Tip 

Remember that some plants 

and animals may have 

particular significance or use 

in other cultures. For example, 

the significance of snakes and 

bats in Chinese culture, or the 

medicinal and culinary uses of 

some plants. 

Biodiversity 21

Stage 3: Direct experience 

The third activity gives participants the opportunity to go on a guided bushwalk. The bushwalk is a chance 

to interpret natural features and educate the students on local flora and various characteristics of the bush. 

Having a guide lead the walk gives the student a greater sense of confidence and encourages them to feel 

comfortable with an experience that may be new or take them out of their comfort zone. 

The guided walk is designed to provide a positive and direct experience outdoors, by visiting and 

experiencing being in a natural area. 

KEEP IT SIMPLE 

Ensure the content of the guided walk 

directly matches the information just 

given in the slide show and discussion. 

It may be tempting to point out a lot of 

interesting things along the way, but this 

is likely to overload the students with 

too much information and take away 

from their sensory experience of being 

outdoors. Wherever you are, in the bush, 

in a park or in a suburban street, point 

out things that represent fauna habitat 

and the negative impacts on native flora 

and fauna. Remember to relate the 

information back to those key messages. 

22 


Stage 4: Share inspiration 

The fourth activity focuses on the positive and practical actions that the students can make after the 

excursion, when they go home and/or next time they are in the bush. 

One way to conclude the excursion is to have the students sit in small groups or as one whole group (if 

possible in a circle) and ask them to talk about one thing they learnt on the excursion. This activity is an 

opportunity to invite them to share (in English) something new they learnt, tell the group about a positive 

action they already do around the home or garden and nominate one new action they will try to adopt to 

help protect biodiversity. 

The activity could be led using focus questions such as: 

• What is a new thing you learnt about today? 

• What positive actions can you do in your home and garden? 

• What positive actions can you do in your community? (e.g. joining a local Bushcare project) 

• What positive actions can you do when you are walking in the bush? 

Tip 

The excursion and related activities can be adapted to engage and inform people about any type 

of natural area or environmental issue including water conservation, waste reduction, composting 

and recycling. 

For example, English in the Garden has a short discussion about sustainable living as the last part of the 

excursion. Participants are divided into cluster groups of 4 to 6 people. Each group has a few objects on 

the table in front of them, such as a green bag, energy efficient light, shower timer, trigger hose nozzle and 

bucket. Each group is asked to have a discussion (in English) to identify how each item contributes to 

sustainable living around the home. 

Biodiversity 23

After the excursion 

Post-excursion activities 

Post-excursion activities can be done back in the ESL classroom. The activities are designed to help to 

reinforce what the students experienced and learnt during the excursion. The activities done after the 

excursion can provide an opportunity for the students to: 

• ask questions and clarify any new vocabulary that has not been understood 

• learn more about a particular topic or area they found interesting during the excursion 

See Part B ESL Teachers’ Kit for examples of post-excursion activities. 

Evaluating the excursion 

By establishing at the start what are your desired outcomes and key messages for the excursion, you can 

evaluate how well it is working, both during and after its implementation. 

Your excursion program may have one main desired outcome and a number of secondary outcomes. In the 

case of the English at the Garden program the main outcome is to teach students about local biodiversity. 

The secondary outcomes are to provide people with an opportunity to have a direct and positive experience 

in the natural world and to enhance their English language skills. 

It’s always important to do an evaluation during and after the excursion to assess: 

• whether it’s working 

• how well it’s working 

• how the students are responding 

• what works, what doesn’t and how you can adjust the excursion accordingly 

The responses and feedback from the students and ESL teachers are essential parts of the evaluation. Their 

perspective can sometimes give feedback that you weren’t expecting and add another dimension to your 

educational activity. Student feedback can be collected by using an evaluation questionnaire. For example, 

a simple questionnaire could be given at the end of the excursion for the students to complete individually 

or in pairs. Doing the questionnaire in pairs means students can assist each other in reading and answering 

in English. 

Here are some other ways to monitor and evaluate the success of the excursion: 

Observing the students’ responses 

Observations can be made by looking at: 

• the students’ level of participation, interest and engagement 

• feedback and comments given by the students and teachers 

• the standard of work by students in the pre and post-excursion activities 

• the survey results 

• a comparison between pre and post-excursion surveys 

24 


Tip 

Taking photos and short videos is a great way to observe and evaluate the level of interest, enjoyment and 

learning by the students. Remember to ask permission before taking photos and videos. Written permission 

is also required in some circumstances. 

Self evaluation 

As the excursion facilitator, your own impressions and observations are also an important part 

of the evaluation. 

• What worked? Why? 

• What didn’t? Why not? 

• How did the presentation work? How did the venue work? 

• How did the guided walk work? Was the track appropriate? Was it too long? 

• Did it have places where you could stop with a large group of people? 

• Did you fit everything into the allocated time? Did you have to make any adjustments to the excursion 

or presentations? 

• How many students and teachers attended? 

• Did you learn anything new about working with ESL students? 

• What could you do differently next time? 

• How can you promote and share the successes of the excursion program with your management, 

colleagues and peers in other organisations? 

Biodiversity 25

Tips for guided walks 

Use of interpretation 

Interpretation is relaying and relating on-site information to the students. You are interpreting, so 

explain things that you see in the bush as you find them, and in a way that is interesting, entertaining 

and educational. 

Tip 

Making connections between the students and what you’re interpreting helps the students to understand 

how the information relates to them. 

Being prepared 

The experience of taking the students into the natural world and the sensory aspects that go with this 

will enhance their learning experience. Some good planning and preparation beforehand will add to the 

effectiveness of the guided walk as you will be more confident of what to expect along the way, what to 

point out and what to talk about. 

Selecting a walking route 

If you are the person guiding the walk, get to know the local area and select an appropriate place to visit. 

An appropriate site is one that offers an easy to medium level walk, is fairly level and has an established 

walking track in place. Easy access to the track by walking, public transport or car is also important. 

Know the walking route beforehand 

Always visit the area before the excursion to decide on which route you want to take and to familiarise 

yourself with the walk. It also gives you the opportunity to become aware of some of the natural features 

of the walk that will provide interesting topics to discuss on the day of the excursion. Know the best 

places to stop, where you can have the whole group easily see and hear you. 

Tip 

You can develop suggestions for the Excursion word list (see Part B ESL Teachers’ Kit) based on the things 

you see along the way. Take along a pen and note pad to write down any appropriate words that can be 

used for the word list. 

Prepare the students at the start of the walk 

At the start of the walk tell the students what they can expect and briefly outline what is ahead to help 

them understand the purpose of the walk. 

26 


Leading the walk 

Knowing how to physically manage the group on the walk will enhance the students’ comprehension 

and interest. 

Pace the walk according to the group’s needs 

Be aware of the weather conditions on the day and how the group is responding, ie if it is hot weather, 

go on a shorter walk, lead the walk at a slower pace and as much as possible, stop in shady spots. 

Know where the sun is 

Know what direction the sun is in and avoid having the sun shining into the students’ eyes when you 

stop to talk. Stand in a spot where the participants won’t need to look into the sun but will have their 

backs to the sun. 

Stay in front of the group 

By leading the group you can set the pace. It is recommended to have the teacher at the back of the 

group to help keep everyone together and moving along. 

Face the group 

Talk to the group, not to the object you are talking about. Look around and talk to the whole group 

not just the students closest to you. Maintain eye contact while you talk. 

Make sure everyone can see and hear you 

Stopping points along the way need to be accessible and big enough for the size of the group. If there 

are children in your group, have them come up front as the adults can see over them. 

Keep stops brief 

3 to 5 minutes maximum is usually a suitable amount of time to stop and talk. When you are 

scheduling the excursion program and allocating time for the walk, remember to build in the time 

for stops. 

At stops along the way 

Wait until the whole group has caught up before starting your interpretation. While you are waiting for 

the rest of the group to catch up, prompt the students who are waiting to ask questions or ask them to 

look around for something in particular. 

Biodiversity 27

Tips for teaching ESL students 

Developing certain skills in speaking and presenting can enhance your presentation and the level of 

English comprehension by the students. 

Presenting skills 

Use of words 

Be mindful of the choice of words and your use of the English language. Avoid the use of jargon, 

acronyms or Australian slang. There is no need to over-simplify either. Just speak plain English! 

It’s OK to use a limited number of complicated or ‘large’ words if they are matched with simpler smaller 

words to explain the larger word. An example of this is the word ‘biodiversity’. Explain that it is two 

words put together, ‘biological’ and ‘diversity’, and means the variety of all living things, including plants 

and animals. 

Tip 

‘Biodiversity’ is a conceptual word that is not used all over the world. The word may be too complicated 

for beginner level English students, and in this case it a good idea to leave it out all together during the 

excursion. Alternative words such as ‘nature’, ‘plants’ and ‘animals’ would be easier to comprehend and can 

still convey the key messages of the excursion. Higher and advanced level English students are more likely 

to understand the word ‘biodiversity’ as they will have a greater capacity to check their vocabularies and 

break it up into smaller words. 

Another useful technique for introducing a large or new word is to write it on a white board after you say 

it to the students. Say the word again as you write it. Explain the word and check that the students have 

understood it. 

Speech clarity 

Speaking with clear pronunciation (diction) assists with oral comprehension. 

Expression 

Vocal variety and expression (inflection) helps to keep the audience engaged, adds interest and helps them 

understand what you’re saying. 

Pace of delivery 

Speak at a pace that is appropriate for the students’ level of English speaking skills. A mistake made by 

some presenters is to talk too slowly or in a monotone which can come across as patronising or boring. If 

there is a mix of English language levels in the class group, you’ll probably find that keeping everyone in 

the whole group engaged can be challenging. 

28 


Tip 

Sometimes during the class, students like to assist each other with the explanations, both in English and 

in their own languages. This can help to keep the advanced level students engaged while the others are 

catching up. 

Volume 

Speak at a volume that ensures everyone in the room or on the bushwalk can easily hear. This will avoid 

frustration and loss of interest among students up the back. 

Tip 

If you have a soft voice, invest in a portable personal microphone. Also, practise with it before using it with 

a group for the first time so that you are familiar with the equipment and the degree to which it amplifies 

your voice in various situations and conditions. 

Body language and facial expressions 

Body language and facial expressions enhance your presentation and help to engage the audience, improve 

their level of understanding and keep their attention. 

Use of props and visual aids 

Having something visual assists with oral comprehension. An example of this is talking about a nest box 

and showing a real one at the same time. 

Tip 

A good combination is a moderate pace of speech, changes in pitch and tone of your voice and the use of 

props to visually support what you are saying. 

Biodiversity 29

Structuring the presentation 

The way in which you structure the presentation can also enhance the students’ comprehension of what is 

being said. There are usually three distinct parts to a presentation: introduction, body and conclusion. 

Make sure you have an introduction that engages the audience. Think of it as a hook. An example of this 

might be an anecdote or a brief personal story that reflects your message and relates to your group. The 

introduction can also include a brief outline of your presentation so that the audience knows what the 

whole presentation will cover. The body is the main part of your presentation and should contain all of the 

major points and key messages. The conclusion can sum up what you have already spoken about, briefly 

revisit your main point and reinforce your overall message. 

Tip 

You can structure the guided walk in this way also. Have a beginning (this includes the reason for the walk 

and the theme if you have chosen one), a key message (for example, many native plants and animals living 

together reflect a healthy natural environment) and a conclusion (this includes recapping what you spoke 

about and saw on the walk). 

Remember that your presentation doesn’t have to be just you as a talking head at the front of the room! 

From the beginning of your presentation, invite the students to participate and interact at any time by 

asking questions or making comments. 

You can encourage more interaction at specific times during the presentation by giving time for the 

students to briefly discuss (in pairs or in small cluster groups) a topic you’ve just introduced. As the 

presenter you could also ask the students a question or make a comment and ask for feedback. These 

opportunities give ESL students a chance to practise their English language skills and the new words and 

concepts they are learning from the presentation. 

Tip 

And lastly, remember to make the excursion fun! 

While the excursion is about building on the students’ 

knowledge, encouraging positive actions and learning 

English, it is just as important to foster an appreciation 

and the sense of enjoyment in being among Sydney’s 

wonderful natural areas. 

30 


Part B - ESL TEACHERS’ KIT 

31 

Biodiversity Discovering 31

Part B - Contents 

About the ESL Teachers’ Kit 33 

How to organise an excursion for your class 34 

Pre-excursion activities (in the classroom) 35 

Warm-up activity 36 

Excursion word list 37 

Activity 1: Matching activity 38 

Activity 2: Sharing local experiences 40 

Activity 3: Reading an information report 42 

Activity 4: Trivia quiz 46 

Activity 5: What is biodiversity? 48 

Activity 6: Reading a recount 50 

Activity 7: A survey 52 

Activity 8: Practising questions 54 

Activity 9: Reading a map 56 

Post-excursion activities (in the classroom) 60 

Activity 10: Revisiting the survey 61 

Activity 11: Writing a thank you letter 62 

Activity 12: Writing a recount 64 

Activity 13: Reading an information report 66 

Suggestions for other activities 68 

Fact sheets 69 

Bandicoots 69 

Long-necked turtle 70 

Eastern Blue-tongue lizard 71 

Bushcare Volunteering 72 

32 


About the ESL Teachers’ Kit 

The ESL Teachers’ Kit is to help you, the teacher, make the most of the biodiversity excursion. 

The kit provides suggestions about: 

• arranging an excursion for your class 

• classroom activities that can be done before the excursion to prepare the students 

• classroom activities that can be done after the excursion to reinforce and build on what the students 

have learnt. 

The requirements for excursions will vary for each class group. The teaching activities are based on a word 

list used for excursions in the Ku-ring-gai Council area. This word list is a sample based on an excursion to 

a bushland area. You may need to modify the word list for your excursion if you are in a different part of 

Sydney or visiting a different type of natural area (such as a wetland, river or beach). 

Also included are matching worksheets for most of the activities, which can be copied or reproduced in 

whole or in part, with acknowledgement of this resource. The worksheets are samples. The worksheets 

might also need to be modified to suit the language levels and needs of your students. 

Biodiversity 33

How to organise an excursion for your class 

To find environmental educators who could run an excursion for your students, some good places to start 

looking include: 

• local councils 

• environmental education centres 

• field studies centres 

• national parks 

• wildlife, coastal or marine environment centres 

Tip 

In your local council, look for the 

people with job titles such as: 

• Bushcare coordinator 

• Bushland education 

coordinator 

• Environmental officer 

• Environmental project officer 

• Sustainability officer 

• Biodiversity officer 

• Natural Resources officer 

34 


Pre-excursion activities 

It is a good idea to do some preparation with your students before they go on the excursion. Any 

preparation that you do will enhance the students’ experience (and yours!). 

You will find some useful resources in this section which include: 

• teaching suggestions ( Teachers’ notes) 

• a list of words likely to be used on the excursion ( Excursion word list) 

• activities and matching worksheets 

The resources are designed to: 

• familiarise the students with new vocabulary and the pronunciation of new words 

• encourage them to reflect on their current knowledge, values and behaviours regarding the 

natural environment 

• prepare them for what to expect during the excursion 

Biodiversity 35

TEACHERS’ NOTES 

Warm-up activity: Discussion only 

There is no worksheet for this activity. 

Purpose 

• Build context by drawing on students’ own experiences 

• Identify English words that will assist students to communicate during the excursion 

1. 

2. 

Show a poster or photos of a local natural area. 

Ask students to describe and comment on what they see. 

Ask them about their experiences and memories of the bush/forest/woods/wild places in their country 

of origin. 

Sample questions 

• Did you live close to a natural area? 

• Did you go walking there? 

• Did you like being there? Why/why not? 

• Did the bush/forest have a particular smell? 

• Did you hear anything as you walked through the area? 

• What did the area look like? Was it very open? Were there tracks? 

• Were there lots of trees? Flowers? Many kinds or just a few? 

• Did you see any animals/wildlife on your walks? What did you see? 

• Was it a safe place for them to live in? Why/Why not? 

• Do you think there were more animals there in the past? Why/Why not? 

• Were these places different to natural bushland areas here? In what way? 

36 


PRE-EXCURSION WORKSHEET 

Excursion word list 

Marsupials 

Sugar Glider 

Ringtail Possum 

Brushtail Possum 

Birds 

Kookaburra 

Tawny Frogmouth 

Frogs and reptiles 

Green Tree Frog 

Diamond Python 

Legless Lizard 

Blue-tongue Lizard 

Long-necked Turtle 

Insects 

Stick Insect 

Spiny Leaf Insect 

Scribbly Gum Caterpillar 

Scribbly Gum Moth 

Plants 

Banksia 

Bottlebrush 

Lemon scented Tea-tree 

Scribbly Gum (scribbles) 

Key words 

nature 

habitat 

biodiversity 

environment 

Other words 

behaviour_________________________ 

camouflage_______________________ 

mate_____________________________ 

native____________________________ 

__________________________________ 

__________________________________ 

__________________________________ 

__________________________________ 

Discovering Biodiversity ESL resource developed by Ku-ring-gai Council and Sydney Metropolitan Catchment 

Management Authority, 2008. 

May be reproduced if this notice appears. 

Biodiversity 37


Activity 1: Native Animal Match 

Purpose 

• Find out how much students know about local fauna 

• Introduce students to the types of native fauna found in their area 

• Familiarise them with meaning and pronunciation of words on word list 

1. Hand out Activity 1: Native Animal Match 

2. Go through names of animals. Ask students to listen and repeat. Don’t match with photos 

at this stage. 

3. Ask students to do the matching exercise, first individually, then to compare their answers with 

a partner. 

4. Pairs can report back on how they’ve matched the items. 

5. Hand out the Excursion word list. 

6. Ask students to find the same animals on the list and tick them. 

Students can keep a tally of the words they learn as you introduce them in the activities. 

38 



Activity 1: Native Animal Match 

Draw a line from the name to the matching animal 

Blue Tongue Lizard 


Tawny Frogmouth 

Sugar Glider 

Green Tree Frog 

Kookaburra 




Biodiversity 39


Activity 2: Sharing local experiences 

Purpose 

• Extend students’ knowledge of local fauna and flora 


Take photos or illustrations of the animals and plants on the list into class so that you can show them to 

your students as they mention or ask about them. 

1. Hand out Activity 2: Sharing local experiences 

2. Give the students a few minutes to read the instructions on the worksheet. While they are doing that, 

draw up a table on the board (with two headings: native animals, native plants) 

3. Then start a discussion by asking the questions below 

• Have you been on any bushwalks in Sydney? 

• Did you see any native animals on your walk? 

• Do you enjoy bushwalking? Why/Why not? 

• Do you see native animals in your garden? 

• And in your street? And in your local park? Which ones? 

• And what about plants? 

• Do you know the names of any Australian native plants? 

• Do you have any growing in your garden? 

4. As the students provide information about animals and plants they’ve seen, write the names up on 

the board. 

5. Give them an opportunity to listen to the names and repeat them. 

6. Ask them if they’ve found any of the names on the Excursion word list. 

7. They can record any additional names on their worksheet. 

Bonus activity: For advanced level English students: 

Purpose 

• Extend students’ knowledge and use of words on the word list 


1. Hand out the Excursion Word List. 

2. Students can form groups of three or four and do the activity together. 

3. Tell a simple oral story or form simple sentences using words from the word list. 

40 



Activity 2: Sharing local experiences 

Have you been on any bushwalks in your local area? Did you see any native animals on 

the walk? What about your own street and garden? Do native animals visit there? Do 

you have any native plants growing in your garden? 

1. 

Discuss these questions with your teacher and the other students in the class. 

If you don’t know the names of the native animals and plants you’ve seen, just give 

a short description. For example: 

“There are some noisy birds in a tree in our street. They’re very colourful.” 

“I’ve got a small bush with round yellow flowers growing in the garden.” 

You might also find some of the names you need on the Excursion word list. 

Tick them if you use them. 

2. 

Record names on the table. 

Native Animals 

Native Plants 

1. 1. 

2. 2. 

3. 3. 

4. 4. 

5. 5. 




Biodiversity 41


Activity 3: Reading an information report 

Purpose 

• Introduce more words from word list 

• Familiarise students with the type of information that might be given during the excursion 

• Build skills required for reading information reports 

1. Hand out Activity 3: Reading an information report 

2. Give students five minutes to do the matching words and their definitions exercise and then compare 

answers with a partner. 

3. Invite students to read answers to the whole group. 

4. Introduce the information report. Ask what it’s about. 

5. Give the students a few minutes to skim the report and do the sequencing exercise. 

General statement about the animal (paragraph 1) 

What happens when it moves around (paragraph 7) 

What it does in and out of the water (paragraph 5 and 6) 

What it eats (paragraph 4) 

What it looks like (paragraph 3) 

Where it lives (paragraph 2) 

Then: 

5. Give the students time to read the report in more detail and try the questions. 

6. Read it through with them and invite them to share their answers. 

42 




1. 

Match the words and their definitions. 

Draw a line from the word on the left to its meaning on the right. 

Turtle 

Warm up by sitting or lying in the sun 

Common 

The place where an animal or plant usually lives 

Pond 

Animal that lives on or near water and has a large shell 

covering it’s body 

Bask 

Small animal with a large head and a long tail which 

develops into a frog 

Tadpole 

Present in good numbers 

Habitat 

A narrow river 

Creek 

A small area of water 

Biodiversity 43



2. 

Have a quick look at the report. What’s it about? 


The Long-necked Turtle is a freshwater turtle. 

It is common in most freshwater habitats in the Sydney region. It is found in ponds, 

creeks and rivers. 

Its shell is brown on top and yellow below with black markings. It has a long neck, 

which is usually about half as long as its shell. 

It eats tadpoles, frogs and fish. 

Although it lives mainly in the water, it comes out to lay its eggs in soil near the 

water’s edge. 

It also basks on logs or rocks above the water and drops back into the water when 

it senses danger. 

It sometimes changes waterholes when it rains. Because it moves slowly, it is often 

run over by cars when it crosses roads. 

3. 

Each paragraph in the report gives different information about the animal. Number the 

information in the order in which it appears. The first number has been done for you. 

General statement about the animal paragraph 1 

What happens when it moves around 

What it does in and out of the water 

What it eats 

What it looks like 

Where it lives 

_ ________________ 

_ ________________ 

_ ________________ 

_ ________________ 

_ ________________ 

44 




4. 

Read the report in more detail. 

Then complete the sentences. Tick the missing words. 

a. 

b. 

c. 

d. 

e. 

f. 

g. 

h. 

i. 

The long-necked turtle lives in ______. 

fresh water 

salt water 

It’s ______ in the Sydney region. 

often seen 

rarely seen 

The top and bottom of its shell are ______. 

the same colour 

different colour 

Its neck is ______ than its shell. 

longer than 

shorter than 

It eats ______. 

water plants 

tadpoles and fish 

It can be seen sitting ______ on a rock or a log. 

under the water 

above the water 

It doesn’t lay its eggs ______ 

on land 

in the water 

You will sometimes see this turtle on ______ crossing roads. 

wet days 

cold days 

It doesn’t move ______ so it is often hit by cars. 

slowly 

quickly 




Biodiversity 45


Activity 4: Trivia Quiz 

Purpose 

• Recycle words on the word list and make sure the students have understood and retained 

the vocabulary 

The questions in this activity are based on the sample word list. You will need to change them if you have 

developed a different list. 

1. Hand out Activity 4: Trivia Quiz 

2. 

Explain how the quiz works. 

3. Students can form pairs or groups of three or four. Number the tables where each group sits. Each 

group should give itself a name and choose a scribe. 

4. Ask students to fill in the top part of the form. 

5. Tell them there will be two rounds. You’ll give them clues and they’ll write the names of native animal 

or plants on their score sheet. All the answers are words on the Excursion word list. You can give the 

clues one by one orally or hand them out as a written set, depending on whether you want a listening 

or reading focus. 

6. Work on one round at a time. Give the groups time to discuss and write the answers for each clue. 

They may need to use their Excursion word list to help them out with spelling the names. Check the 

answers and get the groups to tally their points. 

7. Then ask a bonus question about an Australian animal which is not on the list but which most people 

know, e.g. koala or kangaroo. Check answers and get groups to tally the total score. Declare a winning 

group for each round. You might need some tie-breaking questions if there’s a draw. 

Example clues for each round: 

Round 1 

1. It has a coloured tongue. What is it? 

2. It looks like a stick. What is it? 

3. It leaves scribbly marks on gum trees. What is it? 

4. Its flowers smell like a lemon. What is it? 

5. It runs around on the roof at night and can wake you up. What is it? 

Round 2 

1. It doesn’t have any legs but it’s not a snake. What is it? 

2. It sits around in family groups and laughs a lot. What is it? 

3. It sits still and pretends to be a branch when you get too close. What is it? 

4. Its flowers sometimes look like candles in the bush. What is it? 

5. It swallows its dinner whole. What is it? 

46 



Activity 4: Trivia quiz 

What you need: Your Excursion word list 

1. Get into groups of two, three or four. 

2. Give your group a name—an Australian animal or plant perhaps! 

3. Choose one person to write for the group. 

4. For each round: 

• listen to the clue 

• select an answer from your Excursion word list 

When your group agrees on an answer, write it on your score sheet. 

5. Then listen for the bonus question. The answer is not on your word list. 

6. Discuss the answer with your group and then write it on your score sheet. 

TRIVIA SCORE SHEET 

Team name:_________________________ 

Table number:_ ______________________ 

Number of players:___________________ 

Round 1 (two points per question) 

Round 2 (two points per question) 

1. 1. 

2. 2. 

3. 3. 

4. 4. 

5. 5. 

Score: 

Bonus question (5 points!) 

Score: 

Bonus question (5 points!) 

Total score: 

Total score: 




Biodiversity 47


Activity 5: What is biodiversity? 

Purpose 

• Work on complex key words from the Excursion word list ie complex key words, plurals. etc 

1. Hand out Activity 5: What is biodiversity? 

2. Ask the students to use their bilingual dictionaries to find the meaning of each word. Students may not 

find ‘biodiversity’ in their dictionary. Explain or give a clue about the words ‘bio’ (life, living things) 

and ‘diversity’ (variety). 

3. Discuss and agree on a definition of the word in English. For example, for ‘biodiversity’ you might 

come up with ‘the number and variety of plants and animals in a particular area’. 

48 



Activity 5: What is biodiversity? 

Work with the Excursion word list and your own dictionary. 

1. Look up these words in your dictionary. What do they mean? 

Write them in your own language. 

nature 

habitat 

biological 

diversity 

________________________________________________________________________ 

________________________________________________________________________ 

________________________________________________________________________ 

________________________________________________________________________ 

biodiversity ________________________________________________________________________ 

2. 

Work out English meanings for them with the rest of the class. 

Write the meanings here in English. 

nature 

habitat 

biological 

diversity 

________________________________________________________________________ 

________________________________________________________________________ 

________________________________________________________________________ 

________________________________________________________________________ 

biodiversity ________________________________________________________________________ 




Biodiversity 49


Activity 6: Reading a recount 

Purpose 

• Extend knowledge of words from the word list 

• Build skills required for reading written recounts 

1. Hand out Activity 6: Reading a recount 

2. Introduce the recount. 

3. Ask the students to scan the recount very quickly and find the names of two native animals. 

4. Read the recount to the students. 

5. Then ask them to read the recount again and answer the questions. They can share and check their 

answers with the whole group. 

You could examine the key language features of a recount at this stage but this is probably best done before 

students write recounts after the excursion. 

50 



Activity 6: Reading a recount 

A walk in the park 

Yesterday my friend and I went for a walk in a nearby park. It’s a beautiful place 

with lots of native plants. It’s a good place for birds too. 

We saw banksia trees and bottlebrush flowers. We also looked at some funny 

scribbles on a scribbly gum tree. 

As we were walking, we saw a kookaburra sitting in a tree. It was looking at us 

so we sat down and watched it for a short time. Every now and then it made its 

laughing call. 

After a short time it flew away and we went down to the creek. While we were 

there, we saw a long-necked turtle sitting on a rock in the water. It was warming 

itself in the sun. 

As we walked home, my friend and I talked about the local environment and how 

there are so many plants and animals. We feel lucky to have such a diversity of plants 

and animals here in Australia. 

We enjoyed our walk very much and plan to go to the park again very soon. 

Read the story and answer the questions. Tick True or False. 

a. The two friends went walking in a park. 

True 

False 

b. They only looked at the plants. 

True 

False 

c. The bottlebrushes were flowering. 

True 

False 

d. There were some strange scribbles on the banksia trees. True 

False 

e. They didn’t see any birds. 

True 

False 

f. They sat down for a while to watch a long-necked turtle. True 

False 

g. On their way home they talked about the plants and animals. True 

False 

h. The two friends had a good time in the park. 

True 

False 




Biodiversity 51


Activity 7: A Survey 

Purpose 

• For students to assess their own awareness of issues and topics that will be discussed during 

the excursion 

1. Hand out Activity 7: A Survey 

2. Ask the students to complete the survey form on their own. 

3. Remind them that the survey is not a test. 

Keep the completed surveys so they can be referred to again after the excursion, and used for 

the evaluation. 

52 



Activity 7: A survey 

Biodiversity survey 

1. Do this survey on your own. 

2. Answer as many questions as you can. 

3. If you can’t answer all the questions now, don’t worry! It is not a test! 

You’ll be able to answer them after the excursion. 

4. Give the completed survey to your teacher. It will be used again after the excursion. 

Biodiversity Survey 

A 

Can you name three native animals that visit your garden or street? 

1. 

2. 

3. 

_________________________________________________________________________ 

_________________________________________________________________________ 

_________________________________________________________________________ 

B 

Can you name three native plants that grow in your garden or your street? 

1. 

2. 

3. 

_________________________________________________________________________ 

_________________________________________________________________________ 

_________________________________________________________________________ 

C 

Why is it good to have native plants in your garden? 

1. 

2. 

_________________________________________________________________________ 

_________________________________________________________________________ 

D 

Blue-tongued lizards often have problems living in gardens. Why? 

1. 

2. 

_________________________________________________________________________ 

_________________________________________________________________________ 

E 

What three things can you do at home and in the garden to help look after the 

natural environment? 

1. 

2. 

3. 

_________________________________________________________________________ 

_________________________________________________________________________ 

_________________________________________________________________________ 




Biodiversity 53


Activity 8: Practising questions 

Purpose 

• Prepare students for active participation in the excursion 

• Practise question formation 

1. Hand out Activity 8: Practising questions 

2. Move around room and assist students with question formation as they write their two questions. 

3. Invite pairs to build lists of questions on butcher’s paper or on the board. 

54 



Activity 8: Practising questions 

1. Choose one of the animals or plants on the Excursion word list. 

What would you like to know about the animal or plant you’ve chosen? 

Prepare two questions you’d like to ask. 

Write your questions here. 

Question 1 

________________________________________________________________________________ 

Question 2 

________________________________________________________________________________ 

2. 

Find out if someone else has chosen the same animal or plant. 

Join them and share questions. Add their questions to your list. 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 

___________________________________________________________________________________ 




Biodiversity 55


Activity 9: Reading a map 

Purpose 

• Practise map reading skills 

• Familiarise students with location 

• Discuss how to get to the excursion venue 

This is a sample activity only. You might like to use it to practise reading maps and then move on to the 

map provided for your excursion. 

1. Hand out Activity 9: Reading a map 

2. 

3. 

Ask students to work on the exercises in pairs. 

Invite pairs to share answers with whole group. 

To prepare students for reading a key, you could: 

4. Block out the names next to the symbols (e.g. toilets, parking and so on). 

5. Photocopy the symbols only. 

6. Ask the students to tell you what the symbols mean. 

or 

7. Ask them to work in pairs and write a name next to each symbol. 

8. For example, next to a symbol of a picnic table the students might write down ‘picnic area’ or next to 

the symbol of a person on a slippery slide, they might write down ‘playground’. 

9. Invite them to share their answers with the class. 

56 




Work in pairs. 

1. 

Have a look at the map and answer the questions on the next page. 

MAP: KU-RING-GAI WILDFLOWER GARDEN 

Cowan 

Creek 

Tree 

Fern Gully Creek 

Endlicher 

Point 

Phantom 

Falls 

Lamberts 

Clearing 

Ku-ring-gai 

Creek 

Cunninghams 

Rest 

Ponds 

Visitor 

Centre 

Mona Vale Road 

Dampiers 

Clearing 

Entry 

Richmond 

Avenue 

MAP key 

Management Trail 

Unsealed Tracks 

Sealed Tracks 

Bentham Track 

Caley Track 

Smiths Track 

Browns Track 

Banks Track & Boardwalk 

Solander Trail 

Senses Track 

Mueller Track 

Biodiversity 57



a. 

What’s the name of the park? 

___________________________________________________________________________________ 

b. 

What’s the name of the nearest main road? 

___________________________________________________________________________________ 

c. 

Circle the entrance. Which road is it on? 

___________________________________________________________________________________ 

d. 

Find the Education Centre. Is it close to the entrance? 

___________________________________________________________________________________ 

e. 

Which is the longest walking track? 

___________________________________________________________________________________ 

f. 

Is it sealed or unsealed? 

___________________________________________________________________________________ 

g. 

Which is the shortest walking track? 

___________________________________________________________________________________ 

h. 

Will you be able to walk near a creek? 

___________________________________________________________________________________ 

58 




2. 

You would like to visit this place one Sunday. 

Is it the right place for you, your family and friends? 

Toilets 

Disabled Access 

Parking 

Picnic Shelter 

Picnic Area 

Barbeques 

Self Guided Walk 

Playground 

Have a look at the map key. 

Tick the things that you can do in the park. 

Can you do these things in the park? Yes No 

Cook your own food 

Eat under cover if it rains 

Park your car 

Take a friend who is in a wheelchair 

Take your children to play somewhere 




Biodiversity 59

Post-excursion activities 

The excursion can be used as a basis for further work in the classroom. 

By doing this, you will: 

• reinforce what the students experienced and learnt during the excursion 

• give them an opportunity to clarify any questions, words or terms they didn’t understand 

• give them an opportunity to learn more about a topic they found particularly interesting during 

the excursion 

You will find suggestions for activities in the Teachers’ notes. 

The activities are designed to: 

• build on the work done before and during the excursion 

• encourage the students to use their experience to produce a range of text types 

The post-excursion activities can also help to evaluate what and how much the students learnt before and 

during the excursion. 

Your choice of texts will depend on: 

• your curriculum framework 

• the language level and needs of your learners 

60 



Activity 10: Revisiting the survey 

Purpose 

• For students to assess their gains in knowledge about biodiversity and other environmental issues 

• Evaluate what and how much the students learnt on the excursion 

1. 

2. 

3. 

4. 

5. 

Refer students to the survey form they completed in the pre-excursion phase. 

Students can complete the sections they weren’t able to complete the first time they did the survey. 

They can also add information to other answers if they want. 

Invite students to share answers with the whole class. 

Discuss the results. 

Ask for feedback on the excursion. 

Biodiversity 61


Activity 11: Writing a thank you letter 

Purpose 

• Show appreciation to the staff and organisation which led the excursion 

• Give feedback on aspects of the excursion 

• Build skills required for writing letters 

• Allow teachers to evaluate what and how much the students learnt on the excursion 

1. 

2. 

3. 

4. 

5. 

6. 

7. 

8. 

9. 

Involve the whole class in the process. 

If you have a model letter, hand it out (or you can use the example here). 

Read through it and check comprehension. 

Analyse it with the students, ie: 

• identify the parts of the letter 

• identify the purpose and content of each paragraph 

• point out key language features and provide activities to practise them 

(clozes, jumbled paragraphs, etc) 

Ask students what they would like to include in their letter. 

Ask for a volunteer to list ideas on the whiteboard. 

Content should probably include: 

• thanking the organisation and/or the person who took them on the walks 

• mentioning some of the things they saw or did 

• saying what they liked most 

• mentioning some of the things they learnt 

• concluding with an appreciative statement 

Discuss the number of paragraphs and content of each paragraph. 

Discuss the audience and how formal/informal the language will be. 

Then: 

10. Prompt the students as they jointly construct the letter. 

11. Act as scribe and write the letter up on the whiteboard 

12. Model the techniques drafting, editing and proof-reading. 

62 


Example Thank you letter sent to Ku-ring-gai Council staff 

Biodiversity 63


Activity 12: Writing a recount 

Purpose 

• Reflect on value of the excursion 

• Recycle acquired vocabulary 

• Practise past tenses 

• Build skills required for writing recounts 

• Evaluate what and how much the students learnt on the excursion 

1. Review A walk in the park (pre-excursion Activity 6). 

2. Analyse it with the students, ie: 

• identify the different stages (title, orientation, record of events, reorientation, personal response) and 

the purpose of each stage 

• point out key features (reference to people and things, past simple and past continuous tenses, 

temporal conjunctions, circumstances of time and place) 

• ask students to find as many examples as they can of each feature 

3. Brainstorm different ways of making a personal response. 

Then: 

4. Help students construct a recount of the excursion, stage by stage. 

5. If you’ve taken photographs, ask students to sequence them and use them as a framework for 

their writing. 

6. Act as prompt and scribe as the class jointly creates the recount. 

7. Encourage linking simple clauses with time and other conjunctions. 

8. Model drafting, editing and proof-reading techniques. 

9. You can then ask students to draft their own recount of the excursion. Remind them that, they can 

say what they liked the most about the excursion or mention something new that they learnt in the 

personal response part of the recount. 

10. The students can get feedback from you and others in the class. 

11. They can illustrate their recounts with photographs if they have any. 

64 


POST-EXCURSION WORKSHEET 

Activity 12: Writing a recount 

Title 

Orientation 

(Set the scene; who, 

what, where, when) 

A Walk in the Park 

Yesterday my friend and I 1 went for a walk in a nearby park 6 . It’s 

a beautiful place with lots of native plants. It’s a good place for 

birds too. 

Record of Events 

(In the order in which 

they happened) 

We 1 saw banksia trees and bottlebrush flowers. We also looked at 

some funny scribbles on a scribbly gum tree. 

As 3 we were walking 2 , we saw a kookaburra 1 sitting in a tree 6 . 

It 1 was looking at us so 4 we sat down and watched it for a short 

time 5 . Every now and then it made its laughing call. 

After 3 it flew off, we went 2 down to the creek. While we were 

there, we saw a long-necked turtle sitting on a rock in the water. It 

was warming itself in the sun. 

Reorientation 

(Rounds off recount; links 

back to orientation in 

some way) 

As we walked home, my friend and I talked about the local 

environment and how there are so many plants and animals. 

We feel lucky to have such a diversity of plants and animals here 

in Australia. 

Personal response 

(Optional) 

We enjoyed 7 our walk very much 7 and 4 plan to go to the park 

again very soon. 

Examples of key features 

1 

Reference to people and things: my friend and I > we; a kookaburra > it 

2 

Past simple and past continuous tenses: went; were walking 

3 

Temporal conjunctions: as; after 

4 

Other conjunctions: so; and 

5 

Circumstances of time: for a short time 

6 

Circumstances of place: in a nearby park; in a tree 

7 

Personal response: We enjoyed ... very much 




Biodiversity 65



Purpose 

• Learn more about native animals and plants 

• Build skills required for reading information reports 

1. Revisit Long-necked Turtle (pre-excursion Activity 3). 

2. Analyse the text with your group, ie: 

• discuss the purpose of information reports (ie how they describe or document how things are) 

• talk about way they are organised (ie identify the different stages: title, general statement and 

description and the purpose of each stage) 

• identify the topic of each paragraph in the description stage (e.g. habitat, food) 

• point out key features (e.g. generic reference; noun groups; verbs ‘to be’ and ‘to have’; present simple 

tense; conjunctions; clauses beginning with the name of the thing described or the pronoun that 

replaces it) 

• ask students to find as many examples as they can of each feature 

3. Introduce activities that practise some of these features, e.g. building noun groups, joining clauses 

with conjunctions 

Then: 

4. Select one of the fact sheets in this Teachers’ kit or find another suitable one for your excursion location 

and theme. 

5. Cut up the paragraphs and ask students to sequence them. 

6. Read through the fact sheet. Practise reading strategies, eg skimming, scanning, reading for details and 

working out the meaning of unfamiliar words. 

7. Students can search for key features and highlight them. They can compare them with the features they 

found in Long-necked Turtle. 

66 


POST-EXCURSION WORKSHEET 


title 

general statement 

(identifies subject) 


The Long-necked Turtle 1/6 is a freshwater turtle 2 . 

description 

(series of 

paragraphs) 

habitat 

It 6 is common in most freshwater habitats 2 in the Sydney region, eg 

ponds and creeks. 

description 

Its shell is brown on top and yellow below with black markings. It has 3 a 

long neck, which is 3 usually about half the length of its shell. 

food 

It eats 4 tadpoles, frogs and fish. 

behaviour 

Although 5 it lives 4 mainly in the water, it comes out to lay its eggs in soil 

near the water’s edge. 

It also basks on logs or rocks above the water and 5 drops back into the 

water when 5 it senses danger. 

It sometimes changes waterholes when it rains. Because 5 it moves slowly, 

it is often run over by cars when it crosses roads. 

Examples of key features 

1 

generic reference: The Long-necked Turtle (although singular in form, it represents the whole class) 

2 

noun groups: a freshwater turtle; most freshwater habitats 

3 

verbs ‘to be’ and ‘to have’: is; has 

4 

present simple tense: eats, lives 

5 

conjunctions: although; and; because; when 

6 

name/pronoun at the beginning of the clause: The long-necked turtle … /It … 




Biodiversity 67


Suggestions for other activities 

As a whole group or individually, the students could: 

• keep a log of local flora and fauna that they learn about or see 

• write an opinion text on the importance of biodiversity 

• design a promotional flyer for an area of local bushland, including a map and key 

• write or verbally report on an animal or plant from another part of the world 

• write or give a spoken recount of a weekend excursion to another park or bushland area 

• research opportunities for becoming involved in local council environmental initiatives, e.g. workshops, 

Bushcare, tree planting, putting a nest box in the garden 

• read instructions on related topics, e.g. composting, planting native trees 

• design and conduct surveys on related topics, e.g. litter, recycling, park use 

Tip 

To find information about the local plants, animals and natural areas, find out what educational resources 

are available at your local council, national park or environmental education centre. 

68 


FACT SHEET 

What native animal is that? 

Bandicoots 

• Bandicoots are marsupials. That means they have a pouch. 

• Bandicoots are active at night time. That means they are nocturnal. 

• Bandicoots live alone and are territorial - means one bandicoot claims one area of its own. 

• They make a nest of leaves, grasses and twigs on the ground. 

• Bandicoots can sometimes be seen hopping around people’s gardens. 

• They grow to 50cm in length with long snouts, thin tails 

and brown fur. 

• Baby bandicoots are born 12 1 

/2 days after mating - the shortest gestation time of 

any mammal. 

• Two to four babies are born. 

• Bandicoots like to eat beetle 

larvae found in the ground - 

conical shaped holes in 

lawns show bandicoots have 

been active. 

• Bandicoot holes in lawns mean 

harmful beetle larvae have 

been removed and the top part 

of the soil gets air which is good 

for healthy lawn growth. 

• Threats to bandicoots are loss 

of habitat, cars, foxes and cats. 




Biodiversity 69

FACT SHEET 


long-necked turtle 

• Long-necked turtles live in freshwater ponds, creeks, rivers, farm dams and backyard ponds. 

• They have a long neck that they stretch out to catch food under the water and get its nose out 

of the water to breathe air. 

• Turtles are reptiles. They are cold blooded meaning they cannot warm themselves up from the 

inside of their body and have a hard shell. The shell has scales on it which it sheds. 

• Long-necked turtles like to eat small fish, fish eggs, insect larvae, small frogs, tadpoles and a 

variety of fresh water plants. 

• The long-necked turtle lays up to 24 eggs in the early summer. Eggs are laid into a shallow 

hole dug by the turtle. Incubation takes between 2 months and a year! Soil temperature 

determines what sex the baby turtles will be when they hatch. 

• Turtles have claws 

that are used for 

climbing out of 

water and digging 

holes for egg laying. 

They also have 

water-tight ears. 

• Threats to Longnecked 

turtles are 

meat eating birds 

like magpies and 

currawongs, eels, 

snakes, goannas 

and cars (getting run 

over while crossing 

the road). 




70 


FACT SHEET 


Eastern blue-tongue lizard 

• Eastern Blue-tongue lizard is the largest of the skink family and is found in the Sydney area. 

They are not poisonous. 

• They grow to 40-50cm in length, are grey, brown and black in colour with stripes. They have 

wedge-shaped heads, flat bodies and a fairly short, thick, pointy tail. 

• Blue-tongue lizards do have a blue tongue that they flick in and out while looking for food or 

when moving around. 

• They produce live 

young and usually 

have 6 to 12 babies 

but can sometimes 

have up to 30. 

• Blue-tongue lizards 

like to eat a variety 

of insects, snails, 

slugs, native fruits 

and berries. Because 

they like to eat snails, 

they are good to have 

around the garden as 

a natural pest control. 

• They live on the ground and shelter at night in hollow logs, in rock crevices or under leaves 

and mulch. 

• Threats to Blue-tongue lizards are loss of habitat, cars (lizard gets run over while crossing the 

roads or sun baking on roads), cats (lizard gets attacked), lawn mowers and whipper snippers 

(lizard gets run over by machine and fatally cut), snail bait poison (lizard gets poisoned by eating 

poison snails) and people mistakng Blue-tongues for snakes and killing them. 




Biodiversity 71

FACT SHEET 

Bushcare Volunteering 

Sydney has many natural areas which are home to many native 

plants and animals. These natural areas are also important 

places to enjoy and look after. 

Bushcare is a program in which community volunteers work 

with local councils to look after the bush. Anyone is welcome 

to join Bushcare and be part of a local project to care for our 

precious bushland. 

As a Bushcare volunteer, you can learn about tree planting, 

how to remove weeds, grow native plants and monitor 

native wildlife. 

Bring a Bushcare volunteer is also fun and good for your health! 

Bushcare programs give people an opportunity to: 

• Get outdoors regularly 

• Do some exercise 

• Learn new skills 

• Make new friends in your community 

• Be part of a group of people who share similar interests 

There are Bushcare groups working all over Sydney. 

Bushcare volunteers usually work once a month for a few hours 

to plant trees, remove weeds, monitor wildlife and many other 

interesting activities. 

You can ring your local council to find out about Bushcare in 

your area. 

Photos provided by the Sydney Metropolitan Catchment Management Authority, Lane 

Cove Council, Sutherland Council, City of Canada Bay and the Mizaan Ecology Program. 




72

ESL Resource Kit (pdf. 2MB) - Ku-ring-gai Council

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