The BioBarcode

TEACHER GUIDE

Club

School :

_________________________________________

© Australian Barcode For Life ProjectCONTENTS

2 © Australian Barcode For Life ProjectWelcome to

The BioBarcode Club!

Dear Teacher,

Welcome to the BioBarcode Club!

Whether this is your first time bringing DNA technology into the classroom or you’re

searching for fresh ways to connect your students with real-world science — I’m so glad

you’ve found your way here.

This program was built around a simple teaching mantra that’s guided me for years: make it

real, make it fun, and make a difference. The BioBarcode Club does exactly that. It’s hands

on, curriculum-aligned science that gives students the tools and purpose to explore their

environment in a truly meaningful way.

At its heart, this project is about empowering students to become biodiversity detectives.

Through DNA barcoding, they’ll discover how biotechnology can be used to identify species,

monitor ecosystems, and protect what’s wild — all while using the same methods that real

scientists rely on every day.

The resources in this Teachers’ Guide have been designed to support you from start to finish.

You’ll find lesson structures, curriculum links, timing suggestions and lab tips. And you don’t

need to be a biotechnology expert — just curious, open-minded, and ready to learn

alongside your students. The Student Workbook and Lab Technician Guide have been

developed to complement this guide and make classroom implementation as smooth as

possible.

Thank you for being the kind of educator who values authentic science experiences and is

willing to try something bold. Your role in shaping the next generation of thinkers, problem

solvers, and changemakers cannot be overstated.

Let’s barcode the wild — one student scientist at a time.

Warmly

Pauline Charman

Founder – BioBarcode Australia

STEM Educator | Biotechnology Enthusiast | Champion of Citizen Science

3 © Australian Barcode For Life Project4 © Australian Barcode For Life Project

Curriculum Links

Curriculum

Area

Australian Curriculum

v9.0

Western Australian

Curriculum

Biological Sciences

Classification, ecosystems, cells,

inheritance, evolution

(AC9S7U01–AC9S10U02)

Classification, ecosystems, cells,

inheritance, evolution

(ACSSU111–ACSSU185)

Science as a Human

Endeavour

Changing scientific knowledge;

role of science in society

(AC9S7H01–AC9S10H01)

Science knowledge develops

over time and impacts society

(ACSHE119–ACSHE157)

Science Inquiry Skills

Plan, conduct, analyse,

communicate ethical

investigations with tools and

technologies (AC9S7I01–

AC9S10I06)

Plan and conduct fair tests,

analyse and interpret data, use

scientific representations

(ACSIS124–ACSIS155)

Cross-Curriculum

Priorities

Sustainability

Aboriginal and Torres Strait

Islander Histories and Cultures

Sustainability

Aboriginal and Torres Strait

Islander Histories and Cultures

General Capabilities

Critical and Creative Thinking

Ethical Understanding

ICT Capability

Personal & Social Capability

Critical and Creative Thinking

Ethical Understanding

ICT Capability

Personal & Social Capability5 © Australian Barcode For Life Project

Pedagogical Approaches in

The BioBarcode Club

The BioBarcode Club is grounded in best-practice teaching strategies that foster

inquiry, engagement, and deep learning. It aligns with both the Australian and Western

Australian Science Curriculum for Years 7–10 and integrates proven pedagogical

approaches to support student curiosity, critical thinking, collaboration, and ethical

science practice. This section outlines the key pedagogical frameworks and how they

underpin the delivery of the program.

Approach

How It’s Applied in the Program

Inquiry-Based Learning

Students pose questions, investigate biodiversity using

DNA, and generate their own findings.

Project-Based Learning

(PBL)

The entire 10-week program is framed as a real-world

scientific project with a purposeful outcome.

Visible Thinking

Routines*

(*Harvard Project Zero)

Routines like “See–Think–Wonder” and “Claim–Support–

Question” support metacognition and engagement.

Two-Way Science

Opportunities to include Indigenous ecological

knowledge, where appropriate, and foster respect.

Collaborative Learning

Students work in lab groups to share ideas, test

hypotheses, and communicate results.

Hands-On/Experiential

Learning

Students engage directly with lab tools (e.g.

micropipettes, gel electrophoresis, PCR) and real DNA.

Ethical Reasoning

Activities include discussions and decisions about

biodiversity collection, sample use, and data ethics.

STEM Integration

Combines science, technology, and data analysis with

real-world applications in conservation.

Differentiated Instruction

Multiple entry points and flexible tasks allow all learners

to participate and contribute meaningfully.Project Overview

6 © Australian Barcode For Life Project7 © Australian Barcode For Life Project

Lesson 1

Introduction to the Australian Barcode For Life Project

Lesson Objectives:

Students will explore and understand why the ABFL exists

Resources

• PowerPoint: Introduction to the ABFL (insert link)
• The Plus One routine slide [INSERT LINK]
• AV Equipment: computer, Data Projector,
• Equipment for Demo only: MiniPCR thermocycler, BlueGel Electrophoresis tank,
• Micropipettes, tip boxes, tubes and practice sample solutions, 70% ethanol in spray

bottles, paper towels

Lesson Structure

Part 1 (1 hour)

1

Welcome students, introduce yourself and ensure students have name tags

2

Start PPt and talk about any site specific details for students including rules for

devices, their student work books and the importance of it.

3

Explain that this lesson will be exploring the why, what and how of the BioBarcode

Club. The first part will be exploring the why and what (powerpoint and discussion)

and the second part the how (practical use of equipment).

4

Using ‘think, pair, share” ask students, “Thinking about the environment, and the

challenges of Climate Change –

1. a) What worries you the most?
2. b) What would you most like to save or help?

5

Allowing some time (max 3 mins) for the students to express their concerns with each

other, encourage them to offer examples to the whole class.

6

Introduce the “Our Planet” video stating this is why the Biobarcode Club exists.

7

Allow students to comment on the song and visuals. 8 © Australian Barcode For Life Project

Continue with PPT Slides that outline the content and weekly sessions in the club, what

DNA barcoding is and why its being used to help identify species.

Activity: Use the Plus One Routine for students to recall what they remember from the

slides using their student journals.

Allow students 5 min break

During the break

• Set up student benches/tables with placemats, tip boxes, stands and prac tubes.
• Set out different sized boxes of gloves on the side of the room spaced in different places

around the room to allow easy access.

• Different sized lab coats in different locations for easy quick accessibility

Part 2 (1 hour)

10. Explain in this half of the session they will
11. A) explore some of the equipment used in the DNA barcoding process
12. B) and learn how to use the most important tool – the micropipette.
13. C) they will learn how to prepare themselves (use PPE) to prevent minimal

contamination of samples.

Use the PPT slides to introduce safe work practice to reduce contamination, PCR

thermocycler and electrophoresis tank and the most important manual tool – the

micropipette.

12. Practical activity – Walk around the room to show students the location of the PPE.

Stress importance of cleaning up and putting everything back where it came from

except used gloves which are binned.