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The Aquatic Environment Education Centre at Wonga Wetlands

2007 Curriculum Offerings

VICTORIA

In the first four years of The Aquatic Environment Education Centre at Wonga Wetlands over 14 000 local students have visited, many of these multiple times. To avoid dissatisfaction with repetition we have decided to broaden the curriculum so that over their school “life” students will get a greater variety of experiences at Wonga Wetlands. The following is a suggested regime, but schools may request ANY curriculum offering remembering that their students may have already done “Birds and Bugs” THREE times !!

To help overcome these deficiencies, particularly for the K – 4 students, we are working to provide a “Wiradjuri Experience” at our Wiradjuri Cultural and Educational Centre.

Members of the local community, Liz Heta and Simon Williams, will provide information about the various structures at the Centre and how these were involved in the life of the indigenous people as well as providing a hands-on art lesson, using aboriginal themes.

Please contact Mike Copland on 0260513800 for details.

“Normal” curriculum

Years K-1-2“Bugs and Leaves”

A)Students will collect Macroinvertebrates (bugs) from Bagnall’s Range Lagoon, sort them and identify them.

B)Students will collect leaves from River Red Gum Trees, measure them and simply graph them.

VELS Level 1

By participating in very simple investigations involving observation and measurement they learn about basic procedures and processes, including collecting and recording data.

VELS Level 2

Students begin to generate questions about situations and phenomena, and suggest forms of observations and measurements that are appropriate for the investigation of their questions. They continue to practise basic procedures and processes, including those involving safety. They begin to recognise simple patterns in data and describe them in terms that represent conclusions drawn from the data. E.g. Are leaves taken from different parts of the tree different in size? Why will we find most bugs near the bank and reeds?

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Year 3Land and Water Habitats

The students will investigate the relationships between the living and non-living components of a “wet” habitat and a “dry” habitat (hands-on) and how the changes to these components affect certain plants and animals.

Year 4“River to Road – Ecological Walk”

Students will commence their walk from the River Murray and make their way back to The Aquatic Environment Education Centre noting the changes in habitats and their living and non-components along the way.

VELS Level 3

Students begin to understand how different parts work together in plants and animals to produce change and to aid in survival; for example, growth and movement. They learn to classify things that they find in their environment as living (biotic) or non-living (abiotic). They investigate how humans affect the survival of living things and change the environment, and how interactions between living things in the environment change.

Year 5Plant and Animal classification

Students will collect Macroinvertebrates from Bagnall's Range Lagoon, sort them and classify them according to established protocols.

Year 6Food Chains / Food Webs-Observations and Hypotheses

The students will test (hands-on) given Hypotheses relating to Food Chains and Food Webs.

VELS Level 4

Students explain changes in terms of cause and effect. They apply the terms relationships, models and systems appropriately as ways of representing complex structures. They identify and explain the relationships that exist within and between food chains in the environment.

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Year 7Land and Water Habitats, Native and Introduced Plants and Animals

The students will undertake a walk around sections ofWonga Wetlands where they will make observations and collect specimens in order to better understand human impacts (both past and present), on these habitats.

Year 8“Birds and Bugs”

Hands-on exercises involving the “Bugs” (macroinvertebrates) in Bagnall's Range Lagoonand the Birds of Wonga Wetlands.

VELS Level 5

Students explain the relationships, past and present, in living and non-living systems, in particular ecosystems, and human impact on these systems. They analyse what is needed for living things to survive, thrive or adapt, now and in the future. They explain how the observed characteristics of living things are used to establish a classification system. Students explore how scientific work has led to the discovery of new knowledge and understanding about the natural world and changed our understanding of ourselves and our future. They learn that the nature of scientific thinking is not static and relies upon knowledge, understanding and skills that are built up over time, shared and reflected upon, while incorporating new ideas, thinking and experimental evidence.

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Year9“Waterview Treatment Works and Wonga Wetlands”

An on-site visit to Waterview followed by a walk through Wonga Wetlands observing the processes and their management.

Year 10 Ecosystem component (plants, animals, soils, water) interactions

Students investigate the biotic and abiotic factors of a Transect across Bagnall's Range Lagoon (the Resource) and determine how to best manage the habitat so that it is “sustainable”.

VELS Level 6

Identification and classification of the sources of waste generated, and description of their management, within the community, using AlburyCity’s Waterview Waste Water Treatment Plant as a specific example, to explain the sustainable management of a resource.

Students investigate sources of waste generated within the community and consider waste treatment and management options. They learn how wastes are generated and how the procedures used to manage these wastes contribute to environmental sustainability.

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Year 11Local ecosystem study for HSC/VCE Biology/Senior Science

The Aquatic Environment Education Centre at Wonga Wetlands has a designated River Red Gum Area and Resource Kits for five Year 11 Groups consisting of:

• instruction sheets for equipment
• digital camera
• reference texts
• light meter
• thermometer
• binoculars
• clinometer
• magnifier
• soil pH test kits
• large and small tape measures
• basic stationery
• note book and graph pad
• trowel and soil container

A typical Field Trip would occupy 4 hours plus lunch and recess and include a classroom presentation prior to the field work. Schools can provide their own Task Sheets or can obtain a generic set of Task Sheets for photocopying and distribution before the Field Trip.

THE CHARGES FOR 2007 HAVE BEEN SET BY THE WONGA WETLANDS COMMUNITY ADVISORY COMMITTEE AS: $3 PER STUDENT PER DAY PLUS $1 PER WATER QUALITY CHEMICAL TEST FOR NITRATES, PHOSPHATES, DISSOLVED OXYGEN AND HARDNESS.

The Aquatic Environment Education Centre at Wonga Wetlands

2007 Curriculum Offerings

NSW

In the first four years of The Aquatic Environment Education Centre at Wonga Wetlands over 14 000 local students have visited, many of these multiple times. To avoid dissatisfaction with repetition we have decided to broaden the curriculum so that over their school “life” students will get a greater variety of experiences at Wonga Wetlands. The following is a suggested regime, but schools may request ANY curriculum offering remembering that their students may have already done “Birds and Bugs” THREE times !!

To help overcome these deficiencies, particularly for the K – 4 students, we are working to provide a “Wiradjuri Experience” at our Wiradjuri Cultural and Educational Centre.

Members of the local community, Liz Heta and Simon Williams, will provide information about the various structures at the Centre and how these were involved in the life of the indigenous people as well as providing a hands-on art lesson, using aboriginal themes.

Please contact Mike Copland on 0260513800 for details.

“Normal” Curriculum

PLEASE NOTE THAT ALL UNITS HAVE BEEN ALIGNED WITH THE APPROPRIATE NSW BOS “SCIENCE STAGES (Science and Technology KLA)” AND THAT TEACHERS WILL BE PROVIDED WITH WORKSHEETS FOR DUPLICATING BEFOREHAND (IF THEY REQUIRE THEM!)

Years K-1-2“Bugs and Leaves”

A)Students will collect Macroinvertebrates (bugs) from Bagnall’s Range Lagoon, sort them and identify them.

B)Students will collect leaves from River Red Gum Trees, measure them and simply graph them.

Stage 1 Skills&Outcomes Students will investigate natural environments and use various senses in observing, investigating and explaining the structure and relationships of the bugs and leaves they find. They will get to know and understand the features of the environments in which the bugs and leaves live and how living things depend on other living things to survive (all 3 years)

*******************************************

Year 3Land and Water Habitats

The students will investigate the relationships between the living and non-living components of a “wet” habitat and a “dry” habitat (hands-on) and how the changes to these components affect certain plants and animals.

Year 4“River to Road – Ecological Walk”

Students will commence their walk from the River Murray and make their way back to The Aquatic Environment Education Centre noting the changes in habitats and their living and non-components along the way.

Stage 2 Outcomes Students will make accurate observations and describe these observations, or record them as diagrams, tables and graphs (both years).

Students will propose explanations using simple observations (both years)

*******************************************************

Year 5Plant and Animal classification

Students will collect Macroinvertebrates from Bagnall's Range Lagoon, sort them and classify them according to established protocols.

Year 6Food Chains / Food Webs-Observations and Hypotheses

The students will test (hands-on) given Hypotheses relating to Food Chains and Food Webs.

Stage 3 OutcomesStudents will make detailed observations using appropriate technologies (both years)

Students will identify data which support a particular prediction (both years)

Students will devise tests that will support or disprove a prediction (year 6)

*******************************************************

Year 7Land and Water Habitats, Native and Introduced Plants and Animals

The students will undertake a walk around sections ofWonga Wetlands where they will make observations and collect specimens in order to better understand human impacts (both past and present), on these habitats.

Year 8“Birds and Bugs”

Hands-on exercises involving the “Bugs” (macroinvertebrates) in Bagnall's Range Lagoonand the Birds of Wonga Wetlands.

Stage 4

Focus Area 4.3 Identifies areas of everyday life that have been affected by scientific developments (both years)

Domain 4.10Identifies the factors affecting survival of organisms in an ecosystem (both years)

Skills 4.14Students will make first hand investigationsunder instruction (both years)

4.16 Students will access information from identified secondary sources( (both years)

****************************************

Year9“Waterview Treatment Works and Wonga Wetlands”

An on-site visit to Waterview followed by a walk through Wonga Wetlands observing the processes and their management.

Year 10Ecosystem component (plants, animals, soils, water) interactions

Students investigate the biotic and abiotic factors of a Transect across Bagnall's Range Lagoon (the Resource) and determine how to best manage the habitat so that it is “sustainable”.

Stage 5

Focus Area 5.3 Evaluates the impact of applications of science on society (both years)

Domain 5.11 Analyses the impact of human resource use on the biosphere to evaluate methods of conserving, protecting and maintaining the Earth’s resources. (year 9)

5.10 Assesses human impact son the interaction of biotic and abiotic features of the environment (year 10)

Skills 5.14 Undertakes first-hand investigations with safety and competence (both years)

5.15 Gathers first-hand data accurately(both years)

5.16Accesses information from a wide range of secondary sources

***************************************************************************************************************

Year 11HSC/VCE Biology/Senior Science.Local ecosystem study.

The Aquatic Environment Education Centre at Wonga Wetlands has a designated River Red Gum Area and Resource Kits for five Year 11 Groups consisting of:

• instruction sheets for equipment
• digital camera
• reference texts
• light meter
• thermometer
• binoculars
• clinometer
• magnifier
• soil pH test kits
• large and small tape measures
• basic stationery
• note book and graph pad
• trowel and soil container

A typical Field Trip would occupy 4 hours plus lunch and recess and include a classroom presentation prior to the field work. Schools can provide their own Task Sheets or can obtain a generic set of Task Sheets for photocopying and distribution before the Field Trip.

Year 12HSC Chemistry Stage 6

9.4 Chemical Monitoring and Management, 5. Human activities impacts on waterways.

This Unit will be delivered according to individual school requirements, however the following is suggested:

• Visit to normal classes at school before the field trip to discuss “catchments and water quality” this takes about ½ hour.
• Meet at Waterworks to observe the River and go through the plant to see the processes and discuss the “chemistry” involved. (1 – 1.5 hours) Take a water sample from the River and the “tap”.
• Drive to Wonga Wetlands and conduct some water quality tests on the water samples. Recess break. (1.5 hours)
• The tests available are:

pH

EC

Nitrates*

Phosphates*

Hardness*

Dissolved Oxygen*

Turbidity

• Drive to Waterview Treatment Works and walk through the plant again observing the processes and discussing the “chemistry”. (1hour)
• Return to Wonga Wetlands for lunch and the completion of the water quality tests. (1 hour)

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THE CHARGES FOR 2007 HAVE BEEN SET BY THE WONGA WETLANDS COMMUNITY ADVISORY COMMITTEE AS: $3 PER STUDENT PER DAY PLUS $1 PER WATER QUALITY CHEMICAL TEST FOR NITRATES*, PHOSPHATES*, DO* AND HARDNESS*.

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