Module Overview

Situated within a megadiverse biodiversity-hotspot, Singapore has drastically-reduced natural areas but remains surprisingly species-rich. However, many of us lack exposure to nature in a highly-urban Singapore – leading to the commonly-asked colloquial question – “Singapore got biodiversity meh?”. This module offers a holistic study of Singapore’s natural history (i.e., biodiversity, as well as the philosophies and methods in the study of biodiversity itself), allowing students to appreciate how the combination of rich natural heritage, colonial history, infrastructural capabilities and cultural biases has created unique opportunities and challenges for biodiversity studies in Singapore.

In the course of the module, we will study how Singapore’s biodiversity landscape, as well as the motivations and methods for studying biodiversity, have evolved across Singapore’s history. In retracing how prominent naturalists explored Singapore’s biodiversity in the past, we imagine how they would do it today using current techniques. In becoming naturalists, students will apply knowledge from multiple disciplines, and also practise naturalist skills that can be intuitively picked up by non-biologists. As such, this module has a strong science-based field and lab component. Finally, this module features a component that emphasizes science communication and public engagement, a skill-set that has often been lacking in science pedagogy.

A naturalist has both knowledge of the natural world as well as a set of skills that allows them to study it. In this module, a student will acquire natural history knowledge, organised into four realms:

1. Biodiversity: Certain core concepts in biodiversity are important to a naturalist when they design their research of the natural world. Here, students learn about the terminologies and definitions used in biodiversity and natural history studies. They will also learn about the factors affecting biodiversity, and how natural history studies relate to other scientific and anthropocentric concerns (e.g., ecosystem services).
2. Singapore’s Natural Heritage: A naturalist must have some prior knowledge of the natural world that they investigate. Here, students will learn about the types of natural habitats in Singapore, as well as a history of natural history from Singapore’s colonial era (e.g., famous naturalists such as A.R. Wallace and H.N. Ridley) to the present day (e.g., the numerous nature appreciation groups). They will also learn about how the Anthropocene and human change has affected Singapore’s natural history, and vice-versa.
3. Organismal Biology: Likewise, a naturalist must have some prior knowledge about the organism that they intend to study. Here, students will learn how to study the organismal biology (i.e., forms and functions, population patterns, and ecological interactions) of three groups of organisms across the energy pyramid of life: plants, insects and birds.
4. Species-based Research: Specimens are central to the research conducted by natural historians. Here, students learn about species concepts and how these concepts affect the identification process for a specimen, and also how the methods and motivations for research have changed for naturalists in the past, to biologists today.

Furthermore, students will practise the skills used by a naturalist to study the natural world. Students will practise five types of skill-sets:

1. Natural History Documentation: A naturalist needs to be able to document natural phenomena and organisms in an organized, scientific way. Here, students will learn how to organise field notes, as well as basics in scientific illustration in order to document a specimen both in the field and in the lab.
2. Specimen handling: In addition to documentation, a naturalist needs to know how to deal with specimens for further study. Here, students learn how to collect, process and preserve different types of specimens, and how to prepare them for scientific study.
3. Identification: A naturalist needs to be able to identify the organism that they are studying. Here, students will learn how to use taxonomic identification tools such as dichotomous keys and spot-character sets to help them identify specimens.
4. Data Analysis: A naturalist will then need to make sense of the data they collect so that their findings can make biological sense. Here, students will learn how to analyse their findings and relate them to ecological and biological phenomena.
5. Science Communication: As with any researcher, naturalists need to be able to communicate their findings to their target audience. Here, students will learn how to present their findings into a format that can be utilized by other researchers, as well as translate scientific concepts and findings into a version that the layperson can relate to.

Please note that certain portions of the lesson plan may be changed/swapped around, subject to circumstances as they arise (e.g., inclement weather which can affect field trips). Due to Lunar New Year in Week 4, Class no. 6 will be scheduled as a make-up class, with the actual date to be discussed in class.

There will be no final examinations for this module. Students will be graded entirely based on the following continual assessments:

Field/Laboratory-based Assignments (60%)

Class Quizzes (10%)

Science Communication Assignments (25%)

Overall Class Participation (5%)

As there are new components being introduced into the module, there may be some minor reshuffling of assessment percentages. Any changes will be discussed with the class beforehand.