📘 BIOLOGY PROJECT
Name of School: Pamushana High School
Name of Candidate: Chikovo Wyne M
Candidate Number: 3042
Centre Number: 060344
Level: Form 4
Learning Area: Biology
Project Title: Investigating the Threats to Biodiversity at and Around Pamushana High School
Project Objective: To investigate major threats to biodiversity within Pamushana High School and its
surroundings, analyze their effects, and propose sustainable biological solutions for biodiversity
conservation.
Stage 1: Problem Identification (5 Marks)
Biodiversity — the variety of plant and animal life in a particular habitat — is essential for the balance of
ecosystems. At Pamushana High School and in nearby communities, biodiversity is under severe threat. I
observed fewer birds and insects than in previous years, reduced natural vegetation, and an increase in
visible human activities that disturb natural habitats.
Some students cut down trees for firewood, and others trample or pick plants unnecessarily. Domestic
animals like goats and cattle often graze near school grounds, damaging small shrubs and herbs. Waste
is thrown in nearby bushes, and burning of plastics is sometimes carried out. These activities not only
reduce biodiversity but also harm soil fertility, reduce air and water quality, and disrupt ecological food
chains.
✅ Statement of Intent
This project seeks to explore and document the threats to biodiversity in and around Pamushana High
School. It further aims to raise awareness, encourage conservation action, and suggest practical
biological interventions that the school can implement to conserve biodiversity and restore ecological
balance.
✅ Design Specifications
The solution(s) to be developed must:
1. Target specific threats identified through observation and research.
2. Be ecologically sustainable and promote natural regeneration.
3. Use biological principles, such as conservation, ecological balance, and plant-animal interaction.
4. Be participatory, involving students, teachers, and the school community.
5. Be educational, promoting awareness and behavioral change.
6. Include observable/measurable results, such as species count or habitat improvement.
Stage 2: Investigation of Related Ideas (10 Marks)
My research included observations, interviews with school staff and science teachers, online research,
and library study. Here are the key threats and related ideas explored:
1. Deforestation: Trees are cut for firewood or to clear land. This reduces tree cover and animal
habitats.
👉 Solution idea: Reforestation using native tree species.
2. Pollution: Litter (especially plastics), smoke from burning waste, and runoff water affect soil,
water, and air quality.
👉 Solution idea: Establish waste disposal zones and awareness programs.
3. Overgrazing: Cattle, goats, and donkeys graze freely around the school, especially in the bush
area, leading to loss of grass species and soil erosion.
👉 Solution idea: Fencing off vegetation regeneration zones.
4. Uncontrolled Bush Fires: Fires set for land clearing destroy ground-dwelling animals, insects,
and seedlings.
👉 Solution idea: Create fire break zones and fire control policies.
5. Climate Change Effects: Unpredictable rainfall patterns and rising temperatures are reducing
available water and altering growing seasons for plants.
👉 Solution idea: Plant drought-tolerant native plants.
6. Poaching and Trapping: Birds and small mammals are sometimes trapped by students.
👉 Solution idea: Wildlife education and conservation clubs.
7. Invasive Species: Non-native plants (e.g., lantana camara) are spreading and displacing
indigenous plant life.
👉 Solution idea: Manual removal and replacement with native flora.
Stage 3: Generation of Ideas / Possible Solutions (10 Marks)
From the ideas above, I generated the following project-based solutions:
💡 Idea 1: Establishing a Biodiversity Conservation Garden (BCG)
Plant a variety of indigenous plant species that support insects, birds, and small animals.
Include labels for education and awareness.
Build small insect hotels using wood and leaves.
Create a compost area for organic waste from the school kitchen.
💡 Idea 2: School Biodiversity Awareness Campaign
Launch a campaign with posters, drama presentations, and speeches.
Establish a “Biodiversity Day” where students clean the environment, plant trees, and conduct
awareness activities.
Use school assemblies for biodiversity facts and pledges.
💡 Idea 3: Monitoring and Protection of Threatened Areas
Use student eco-monitors to report illegal tree cutting, fires, or animal trapping.
Fence off at-risk natural zones to allow for regeneration.
Keep weekly records of animal and plant sightings.
Stage 4: Development of Selected Idea (10 Marks)
Selected Idea: Establishing a Biodiversity Conservation Garden (Idea 1)
Why chosen?
It provides a hands-on learning experience.
It’s a lasting project with visible results.
It allows both flora and fauna to thrive.
It directly restores part of the lost biodiversity.
Development Steps:
1. Site Selection: Chose a 5m x 5m area near the lab with enough sunlight.
2. Clearing and Soil Prep: Removed litter and weeds, dug the soil, and added compost.
3. Species Selection: Selected native trees and shrubs like Acacia karroo, Cassia abbreviata, and
local flowering herbs.
4. Planting: Planted during early August with help from other students.
5. Labelling: Used weatherproof tags to label each plant with its biological name and use.
6. Monitoring: Recorded plant growth, insect presence, and any birds sighted.
Stage 5: Presentation of Results (10 Marks — EXPANDED)*
1. Visual Presentation
I created a display board showing the full development of the garden in stages. It includes:
o Photographs of the cleared area, planting day, and fully grown plants.
o Close-up images of pollinators like butterflies, bees, and ants.
o Sketches of birds spotted nesting in the area.
o A map showing where each plant was placed.
2. Graphical Data Presentation
Bar Graph 1: Number of species observed (insects, birds, and plants) per week over a 4-week
period.
Pie Chart: Composition of plant species in the garden by type (trees, shrubs, herbs, grasses).
Table 1: Plant Growth Rate
Date Plant Species Height (cm) Notes
01/08/2025 Acacia karroo 12 cm New leaves observed
08/08/2025 Cassia abbreviata 10 cm Ant activity noticed nearby
15/08/2025 Lippia javanica 9 cm Flowering started
3. Written Results Summary
Total species observed: 8 plant species, 5 insect species (including butterflies, ants, bees), 2 bird
species.
Insect activity: Increased over 4 weeks, suggesting improving habitat.
Plant survival rate: 100% of planted species survived due to consistent watering.
Student involvement: 12 students participated in planting and maintenance.
4. Educational Materials Produced
3 biodiversity awareness posters:
o “Protect Our Biodiversity – Save One, Save All”
o “Don’t Burn, Don’t Cut – Let Nature Breathe”
o “Biodiversity Is Life – Respect It”
Information leaflets handed out in class.
5. Community/School Involvement
A science teacher offered compost from the garden lab.
Headmaster granted permission to fence the area.
School cleaner helped fetch water during holidays.
Stage 6: Evaluation and Recommendations (5 Marks)
Evaluation:
✅ Achievements:
A functioning biodiversity garden was successfully established.
Noticeable return of birds and insects.
Improved student awareness on environmental issues.
First practical conservation project at Pamushana High School.
⚠️Challenges:
Limited access to water during holidays.
Some students tried to pick flowers or step into the garden.
Difficulty in identifying some species due to lack of field guides.
Recommendations:
1. Scale up the garden to other areas of the school such as near the dining hall and hostels.
2. Install a watering system using greywater from school sinks.
3. Introduce biodiversity education in the Life Science curriculum.
4. Build a simple fence to protect the garden from livestock.
5. Organize quarterly biodiversity audits by science students.
6. Collaborate with local environmental groups for tree donations and awareness materials.
