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LEARNING HUB · CLASSROOM

Classroom investigations with living data

Each activity starts with a researchable question and uses public SpeciesWatch pages as evidence. Teachers may shorten or extend the sequence; students never need an account.

01Ages 13–1835–50 min

Does protected mean safe?

Can the presence of a protected area prove that nearby species are safe from environmental pressure?

Investigation sequence

  1. 1Open Protected vs vulnerable in Living Maps.
  2. 2Choose three regions with protected-area records and compare nearby fire detections.
  3. 3Select two threatened species whose geography is relevant to the regions.
  4. 4Write a claim that distinguishes legal designation from measured ecological condition.

Evidence cautions

  • Protected-area points are representative records, not every protected polygon.
  • Fire points are satellite heat detections, not confirmed habitat loss.
  • A species occurrence is evidence of a recorded observation, not current abundance.

Outcome: A short claim-evidence-reasoning paragraph with at least one limitation.

02Ages 14–1940–60 min

What does an extinction-risk category tell us?

Why can two species in the same IUCN category face very different futures?

Investigation sequence

  1. 1Filter Species Explorer to one threatened category.
  2. 2Choose two species from different taxonomic groups or habitats.
  3. 3Compare population trend, threats, known occurrences and references.
  4. 4List what the shared category communicates and what it cannot communicate.

Evidence cautions

  • Risk category summarizes criteria; it is not an extinction date.
  • Population estimates may describe different units and periods.
  • Geographic range, generation length and threats change the meaning of risk.

Outcome: A comparison table followed by a 150-word interpretation.

03Ages 15–university45–70 min

When is a red dot evidence?

What additional evidence is needed before a satellite hotspot can support a habitat-loss claim?

Investigation sequence

  1. 1Inspect the seven-day fire layer and choose one cluster.
  2. 2Record what the map directly shows and what it does not show.
  3. 3Read the fire story and the source description for NASA FIRMS.
  4. 4Design a verification plan using land cover, repeated observations or field reports.

Evidence cautions

  • Sensors detect thermal anomalies with spatial and temporal limits.
  • One hotspot can have several possible causes.
  • Causal claims require corroboration beyond proximity on a map.

Outcome: An evidence ladder from observation to cautious conclusion.

04Ages 16–university60–90 min

Build a better extinction clock

How would changing category weights or the catalogue composition change an urgency index?

Investigation sequence

  1. 1Read how the current urgency index is calculated.
  2. 2Record the category distribution from the dashboard.
  3. 3Propose an alternative weighting system and justify it.
  4. 4Predict which changes reflect biodiversity and which reflect curation of the catalogue.

Evidence cautions

  • A composite index embeds editorial and mathematical choices.
  • A stable formula can still change when the underlying collection changes.
  • Transparency and versioning make an index auditable.

Outcome: A proposed formula, assumptions and a paragraph explaining possible misuse.