Civics & Citizenship · Year 9 · Global Citizenship and International Law · Term 3

Global Environmental Governance: Biodiversity

Investigating international efforts to protect biodiversity and address environmental degradation, and designing solutions.

• ACARA Content Descriptions
• AC9C9K03

About This Topic

Global environmental governance on biodiversity focuses on international efforts to halt species loss and ecosystem damage. Year 9 students investigate causes such as habitat destruction, invasive species, overexploitation, and climate change, plus consequences like disrupted food chains, reduced pollination services, and threats to human food security. They study key agreements including the Convention on Biological Diversity (CBD), Convention on International Trade in Endangered Species (CITES), and Australia's role in global forums.

This content aligns with AC9C9K03 by building skills in analyzing global issues and proposing solutions. Students compare national laws, for example Australia's Environment Protection and Biodiversity Conservation Act 1999, with international approaches that demand cross-border collaboration and shared responsibilities.

Active learning suits this topic well. Simulations of UN negotiations or group proposal designs for endangered ecosystems like the Great Barrier Reef let students navigate real-world complexities. These hands-on methods turn abstract diplomacy into practical experience, strengthen persuasive communication, and encourage commitment to global citizenship.

Key Questions

1. Analyze the causes and consequences of biodiversity loss globally.
2. Differentiate between national and international approaches to environmental protection.
3. Design a proposal for an international initiative to protect a specific endangered ecosystem.

Learning Objectives

• Analyze the primary drivers of global biodiversity loss, such as habitat destruction and climate change.
• Compare and contrast the effectiveness of national environmental protection laws with international agreements like the CBD and CITES.
• Design a detailed proposal for an international initiative aimed at protecting a specific endangered ecosystem, including objectives, stakeholders, and funding strategies.
• Evaluate the role of international organizations and treaties in addressing transboundary environmental issues.
• Explain the consequences of biodiversity loss on ecosystem services and human well-being.

Before You Start

Australia's System of Government and Parliament

Why: Students need to understand how laws are made and implemented at the national level to compare them with international governance structures.

Global Issues and Australia's Place in the World

Why: A foundational understanding of global interconnectedness is necessary to grasp the concept of international environmental governance.

Key Vocabulary

Biodiversity	The variety of life on Earth at all its levels, from genes to ecosystems, and the ecological and evolutionary processes that sustain it.
Ecosystem Services	The benefits that humans receive from ecosystems, such as clean air and water, pollination of crops, and climate regulation.
Convention on Biological Diversity (CBD)	An international treaty that aims to conserve biodiversity, sustainably use its components, and fairly share the benefits arising from the use of genetic resources.
Convention on International Trade in Endangered Species (CITES)	An international agreement between governments aimed at ensuring that international trade in specimens of wild animals and plants does not threaten their survival.
Habitat Fragmentation	The process by which large, continuous habitats are broken up into smaller, isolated patches, often due to human activities like agriculture and urbanization.

Watch Out for These Misconceptions

Common Misconception

Biodiversity loss is mainly a local problem solved by national laws alone.

What to Teach Instead

Loss often stems from global factors like trade and climate change, requiring international cooperation. Role-play simulations help students see interconnected causes and why treaties matter. Group discussions reveal how national actions support but cannot replace global efforts.

Common Misconception

International agreements are as enforceable as national laws.

What to Teach Instead

Treaties rely on voluntary compliance and diplomacy, unlike binding domestic legislation. Debate activities expose enforcement challenges, while proposal designs teach students to build realistic accountability measures. Peer feedback strengthens understanding of soft power in governance.

Common Misconception

All countries contribute equally to biodiversity protection efforts.

What to Teach Instead

Wealthier nations often lead funding and tech, while developing countries host most biodiversity. Jigsaw research on agreements highlights equity issues, and carousel debates foster empathy for diverse roles in global solutions.

Active Learning Ideas

Jigsaw: Biodiversity Agreements

Assign small groups to research one agreement (CBD, CITES, or Ramsar Convention). Experts create posters summarizing goals, successes, and challenges, then jigsaw into mixed groups to teach and discuss. Conclude with a class chart comparing agreements.

50 min·Small Groups

Debate Carousel: National vs International

Pairs prepare arguments for or against 'National laws suffice for biodiversity protection.' Rotate to debate three stations with different ecosystems (coral reefs, rainforests, wetlands). Vote on strongest cases and reflect on cooperation needs.

45 min·Pairs

Proposal Pitch: Endangered Ecosystem Initiative

Small groups select an ecosystem like the Daintree Rainforest, analyze threats, and design an international initiative with budget, partners, and metrics. Pitch to class 'UN panel' for feedback and revisions.

60 min·Small Groups

Case Study Stations: Biodiversity Hotspots

Set up stations for global hotspots (Amazon, Great Barrier Reef). Groups rotate, noting causes of loss, responses, and gaps. Share findings in a whole-class gallery walk.

40 min·Small Groups

Real-World Connections

• The World Wildlife Fund (WWF) works with governments and local communities in the Amazon rainforest to implement conservation strategies that protect jaguars and their habitats, directly addressing biodiversity loss.
• Marine biologists employed by national fisheries departments collaborate with international bodies like the International Commission for the Conservation of Atlantic Tunas (ICCAT) to set quotas for tuna fishing, aiming to prevent overexploitation and ensure the sustainability of fish stocks.
• The United Nations Environment Programme (UNEP) coordinates global efforts to combat desertification, working with countries in the Sahel region of Africa to restore degraded lands and protect the biodiversity that depends on them.

Assessment Ideas

Discussion Prompt

Pose the question: 'Which is more effective in protecting biodiversity, national laws or international agreements, and why?' Ask students to provide specific examples from their research to support their arguments, citing at least one national act and one international convention.

Quick Check

Provide students with a short case study of an endangered species (e.g., the Snow Leopard). Ask them to identify two major threats to its survival and propose one specific action that could be taken at the national level and one at the international level to protect it.

Peer Assessment

In small groups, students present their initial ideas for an international initiative to protect an endangered ecosystem. Peers provide feedback using a checklist: Is the ecosystem clearly identified? Are the proposed actions specific and measurable? Are potential challenges considered? Students then revise their proposals based on feedback.

Frequently Asked Questions

What are the main causes and consequences of global biodiversity loss?

Primary causes include habitat destruction from agriculture and urbanization, pollution, invasive species, overfishing, and climate change. Consequences range from species extinctions and ecosystem service losses like clean water and medicine sources, to economic impacts on fisheries and tourism. In Australia, this affects iconic sites like the Great Barrier Reef, underscoring the need for global analysis in Year 9 civics.

How do national and international approaches to environmental protection differ?

National approaches involve domestic laws like Australia's EPBC Act, enforced within borders with clear penalties. International efforts, such as the CBD, promote cooperation through targets and reporting but lack direct enforcement, relying on diplomacy. Students differentiate these by mapping examples, revealing why layered strategies are essential for issues like biodiversity.

What are key international efforts to protect biodiversity?

Major frameworks include the CBD for conservation planning, CITES regulating endangered species trade, and Aichi Targets for 2020 goals now evolved into the Kunming-Montreal Framework. Australia participates via commitments to halt loss by 2030. Teaching these builds awareness of multilateralism's role in addressing transboundary threats.

How can active learning help students understand global environmental governance?

Active methods like UN negotiation role-plays or ecosystem proposal pitches immerse students in decision-making complexities, making abstract treaties tangible. Group jigsaws on agreements promote shared expertise, while debates sharpen analysis of national versus international roles. These approaches boost engagement, critical thinking, and real-world application, aligning with AC9C9K03 skills for global citizenship.