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How are environments and living things interdependent?

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How are environments and living things interdependent?

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How do natural processes and human actions change the Earth’s surface over time?

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How do natural processes and human actions change the Earth’s surface over time?

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Why Do We Test Water Quality? Types of Water Testing

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Why Do We Test Water Quality? Types of Water Testing

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Macroinvertebrates and the Health of an Ecosystem

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Macroinvertebrates and the Health of an Ecosystem

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Macroinvertebrates and the Health of an Ecosystem.pdf

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Contribution of Macroinvertebrates to a Healthy Ecosystem

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Contribution of Macroinvertebrates to a Healthy Ecosystem

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Contibution of Macroinvertebrates to a Healthy Ecosystem.pdf

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An example of erosion mitigation

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An example of a mesh trap

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Complete your report. Reminder: your report is located in the Google Drive.

1.    Record your planning work on your individual science Padlet.

2.    Discuss and evaluate possible solutions.

3.    Make a joint decision about the best solution.

4.    Identify what materials would be required.

5.    Plan the steps required to develop a model of the solution.

6.    Draw and label a diagram of the model.
7.    Upload your completed design brief to the Google Drive.

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In this activity you are asked to plan and design a method or product as a solution to problems in the Buffalo Creek wetland.

In your assessment you will present:

A design brief showing your evaluation of past and proposed solutions, the materials required to construct a model, the production steps for the model and a labelled diagram of your model.

A model of your design solution.

A presentation explaining the benefits of your solution. Your presentation should identify how your solution addresses the problem.

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Engineering is a way of solving problems – what problems do you want to solve?

Look at this VIDEO to be inspired

Source: Australian Broadcasting Corporation (2013)

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1.    Construct your model as a group.

2. Present a three-minute presentation to the class.

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Lesson 8 – Identifying a  Design Need and Opportunity

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Lesson 8 – Identifying a  Design Need and Opportunity

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1.    Work with Field of Mars EEC to establish potential solutions to the problems identified in earlier class investigations.
2.    Download the design brief template from Google Drive. Any planning notes or diagrams should be recorded in your individual science Padlet.

3.    As part of your group, identify the problem that you wish to focus on.

4.    Identify the solutions that are currently in place (for example pollution traps, sediment traps).

5.    Evaluate whether these solutions work well.

6.    Record your plan in the design brief template and load your progress to the Google Drive. Title the file with your name.

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Lesson 7 – Data Analysis and Communication of findings

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Lesson 7 – Data Analysis and Communication of findings

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Complete your report. Reminder: your report is located in the Google Drive.

1.    Communicate your data and findings clearly. You may use column graphs, tables or diagrams.

2.    Explain your findings.

3.    Identify the strength and weaknesses of your investigation method.
4.    Upload your completed report to the Google Drive.

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Lesson 6 – Conducting Investigations – Buffalo Creek Wetland

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Lesson 6 – Conducting Investigations – Buffalo Creek Wetland

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1.    Remember that you can use a range of methods to record your observations and measurements.

2.    Conduct your data collection safely and as a group.

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In your assessment you will investigate the impact of the environment on aquatic macroinvertebrates in eh Buffalo Creek wetland.

In your assessment you will work in a collaborative research team to work scientifically, design your investigation, undertake a fair test, and record your data.

Your report you will:

Record a title for your investigation

Record your question for your investigation

Record your prediction

Record what you changed, measured and kept the same

Record your data observations

Present your analysis of the data

Present your findings

Record your evaluation about your investigation

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Lesson 5 – Working Scientifically to Assess the Health of Macroinvertebrates

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Lesson 5 – Working Scientifically to Assess the Health of Macroinvertebrates

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1.     In groups of 5 discuss how you would Work Scientifically to assess the health of macroinvertebrates in the wetland.

2.     Post ideas on your individual science Padlet about areas you would like to investigate. Think about areas such as water quality, number and diversity of macroinvertebrates, pollution audit.

3.     Discuss water testing and what it may demonstrate.

4.     Discuss the concept of fair testing.
5.     Download the Investigation report template from Google Drive. Any planning notes or diagrams should be recorded in your individual science Padlet.

6.     Develop questions for a scientific investigation.

7.     Identify what will be changed, measured and kept the same.

8.     Identify what resources required for the investigation, and how data will be recorded.

9.     Identify predictions for the investigation.

10.   Discuss your plan with the teacher.

11.   Record your plan in the investigation report template and load your progress to the Google Drive. Title the file with your name.

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Click here to read about water quality and wetlands

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Lesson 4 – Pollution and Aquatic Macroinvertebrates -  Buffalo Creek Wetland

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Lesson 4 – Pollution and Aquatic Macroinvertebrates -  Buffalo Creek Wetland

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1.     Identify sources of pollution in the wetland.

2.     Identify sources of soil erosion in the wetland.

3.     Video record these sources using an IPad. Using Clips or IMovie record a  commentary to identify why the pollution impacts negatively on the aquatic macroinvertebrates. Load the video here. Title the video with your name.

4.     Think about the impact of pollution on sustainability of the wetland. Record your thoughts in your individual science Padlet.

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Macroinvertebrates - Pollution Sensitive Rating Scale

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Macroinvertebrates - Pollution Sensitive Rating Scale

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Sydney water assists environmental monitoring by rating freshwater macroinvertebrates on a scale from 1 to 10 according to their sensitivity to pollution. The higher the sensitivity to pollution the higher the rating – see rating scale (Sydney Water, n.d.).

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Lesson 3 – Aquatic Macroinvertebrates and Sensitivity to Pollution

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Lesson 3 – Aquatic Macroinvertebrates and Sensitivity to Pollution

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1.     Utilise the photographs of aquatic macroinvertebrates from Buffalo Creek. Classify the aquatic macroinvertebrates utilising the adjacent guide here.

2.     Note the pollution sensitivity rating of the aquatic macroinvertebrate.

3.     Using Pic Collage annotate the photographs, noting the name and the sensitivity rating.
4.     Using Pic Collage annotate the photographs of living and non-living thins. Note how they help or harm macroinvertebrates.
5.     Go to the google drive link here. In the annotated Pic Collage folder, create a new folder with your name as the title and upload your annotated Pic Collage.

6.     Using your individual science Padlet, record your thoughts or ideas of the types of challenges faced by aquatic macroinvertebrates in the Buffalo Creek wetland.

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What are Living Things and Non-Living Things

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What are Living Things and Non-Living Things

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Characteristics of living things

-        Grow

-        Move by themselves

-        Taking and using food, water and air

-        Respond to stimuli in their surroundings

-        Eliminate waste

-        Produce offspring

Non-living things do not have all of these characteristics (Source, NESA, 2017)

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Lesson 2 - Visiting Buffalo Creek Wetland

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Lesson 2 - Visiting Buffalo Creek Wetland

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1.     Visit the Field of Mars EEC and Buffalo Creek Wetlands.

2.     Ask questions about sustainability challenges in the wetland, including those facing aquatic macroinvertebrates.

3.     With the support of the EEC take photographs of aquatic macroinvertebrates.

4.     Take photographs of both living and non-living things that impact on the environment of the aquatic macroinvertebrates.

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Find local businesses, view maps and get driving directions in Google Maps.

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Lesson 1 Introduction – Wetlands, Ecosystems and Aquatic Macroinvertebrates

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Lesson 1 Introduction – Wetlands, Ecosystems and Aquatic Macroinvertebrates

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1.     Where is Buffalo Creek Wetland?

2.     What do we mean by the following concepts: ecosystem, habitat, food chain, wetland and aquatic macroinvertebrates? Research these concepts using Google and the material on this class Padlet.

3.     Consider the connection between these and represent them in a mindmap using your individual science Padlet under lesson 1.

4.     When you hear the word sustainability what do you think it means. Using your individual science Padlet, record your thoughts under lesson 1.

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How do natural processes and human actions change the Earth’s surface over time?

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How do natural processes and human actions change the Earth’s surface over time?

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How are environments and living things interdependent?

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How are environments and living things interdependent?

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Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface (ST2-10ES-S) 

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Investigates regular changes caused by interactions between the Earth and the Sun, and changes to the Earth’s surface (ST2-10ES-S) 

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Compares features and characteristics of living and non-living things (ST2-4LW-S) 

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Compares features and characteristics of living and non-living things (ST2-4LW-S) 

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Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-2DP-T 

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Selects and uses materials, tools and equipment to develop solutions for a need or opportunity ST2-2DP-T 

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Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations (ST2-1WS-S) 

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Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations (ST2-1WS-S) 