Photosynthesis

On Thursday I worked with the grade 2 and 3 students (4 classes) at Findon PS to introduce them to the concept of Photosynthesis.

We started out addressing the needs (input) of a plant: sunlight, nutrients, carbon dioxide, water etc.We then discussed what a plant produces (output): flowers, leaves, fruit, oxygen etc. The students demnstrated a good understanding of this, although they did get confused between the role of gases (carbon dioxide and oxygen). The students worked in teams to produce a diagram of these processes.

One student dressed up as the sun and the other students dressed up as trees. They acted out the lifecycle of a plant: waiting as a seed until the sun came along and gave them energy (tapped them on the shoulder). The trees grew slowly, putting out branches and leaves until they were fully grown, blowing in the breeze.

The classes then watched the Photosynthesis Song (YouTube video) and acted this out as trees.

The students really enjoyed the lesson, especially dressing up. One student commented "I think that was the best lesson this year... I love it when Andrew does fun things with us - and we learnt so much about Photosythesis".

Hands on Habitats!

 

Hands on Habitats is an experience that the La Trobe Wildlife Sanctuary has offered for a few years. Recently we have been re-vamping this experience (amongst others) to make it more 'hands-on' and to align with the new Victorian Government curriculum (AusVELS).

 

Hands on Habitats

 

Overview of experience

‘Hands on Habitats’ is the ideal introduction to (or reinforcement of) the needs of animals, and interactions with their environment. Your students will investigate three habitats in an Australian River Red Gum Woodland – Terrestrial (ground), Arboreal (trees and hollows) and Aquatic (wetland); gaining insight into the native animals that live here, how these environments function and what is required to create habitats. Optional activities can direct habitat construction back at school.

 

Our expert presenters will take full advantage of anything your class might bump into. This could include a mob of kangaroos, an orb weaver spinning an intricate web, a swamp hen with gangly feet, or a flock of ducks landing on the water.

 

Your educational experience at the La Trobe Wildlife Sanctuary is designed to stimulate the imagination and curiosity of your students and provide them with ways to safely explore, learn about, and look after their environment.

 

Standard activities

A standard experience runs for 2 hours and includes 4 activities. Each class will accompany the same presenter as they rotate through the activities.

 

 

 

AusVELS Levels F-2:

1. ‘Introduction to Habitats’
• A classroom based activity that introduces students to the habitats of the LTWS and the animals that live here
• Students construct a food chain/web that links terrestrial, aquatic and arboreal habitats
2. Dip-netting
• Using dip nets to locate aquatic invertebrates from a wetland
• Note the habitat and interactions between organisms 
3. Arboreal Habitats
• Using teamwork students take on the challenge of assembling nest boxes
• Students experience what it’s like to build a home as a Sugar Glider
4. Rock ‘n Roll
• Students roll over logs and rock in the bush and catch the cratures that live underneath
• Note the importance of shelter (protection from predators) in habitats

AusVELS Levels 3-4:

1. ‘Introduction to Habitats’ (see above) OR ‘Whose Habitat that that?’ (see below)
2. Dip-netting (see above)
3. Arboreal Habitats (see above)
4. Woodland Walk
• Students explore arboreal, terrestrial and aquatic habitats
• On a walk through the LTWS, students investigate which animals call tree hollows their home
• Students identify the habitat needs of lizards and embark on a search for their perfect home

 

AusVELS Levels 5-6:

1. ‘Whose Habitat is that?’
• Students use an information booklet to identify the needs of native animals
• Using clues from the booklet they search for the perfect habitat for these animals
2. Dip-netting (see above)
3. Arboreal Habitats
• Students investigate the different types of nest boxes utilised in the LTWS
• Using nest box cameras, students gain an intimate view into the lives of some arboreal animals
4. Woodland Walk (see above)

Extended experience / Options 

‘Standard’ experiences can be extended by adding extra activities, some suggestions have been detailed below. If your topic focus does not suit the standard activities, we can swap them. Activities and experiences can be tailored to suit your needs – contact LTWSEducation@latrobe.edu.au for more information.

 

• Extended Introduction to Habitats
• Short presentations allow students to engage with minibeasts (invertebrates) and lizard lounges
• An intimate look into the lives of some of Australia’s native animals through the LTWS’s nest box camera feeds
• Frog Bog
• Students are introduced to the habitat requirements of frogsand the steps involved in creating a man-made wetland
• Students get to act out the steps using a model wetland (Please note: students do not get to create an actual wetland – see consultancies and incursions below)
• Lizard Lounge
• Students are introduced to the habitat requirements of lizards and the steps involved in constructing a ‘lizard lounge’
• Students get to act out the steps constructing their own lizard lounge in LTWS
• Close Encounters
• Using a video camera or one of our microscopes, students get ‘up-close and personal’ with minibeasts. Can be tailored to suit students at lower F-2 or higher 3-6 AusVELS levels
• Bee / Ant / Butterfly game
• A fun, team-building activity that focuses on the habitats of ants, bees or butterflies and their interaction with plants / flowers
• Nest Box construction
• For higher AusVELS levels with adequate adult supervision (1 adult per 5 students) only. In teams, students follow instructions and use tools to construct their own nest box. Allow more time for this activity. Additional costs may apply
• My Footprint
• Higher AusVELS level students are introduced to the concept of an ecological footprint and, as a class, calculate their own footprint. They discuss ways in which they can become more sustainable and reduce their impact on the environment
• Pull-apart-a-Poa
• Poa (native grass tussocks) provide habitat for many small animals. Students investigate this habitat by pulling apart tussocks and collecting any creatures they find. Best when combined with Potting-up-a-Poa
• Potting-up-a-Poa
• Poa can reproduce via division. Poa pulled apart can be potted and grown into indepedant tussocks. Students follow instructions to pot up their own Poa, which can be taken home or to school to be planted.

Habitat Creation consultancies and incursions are also available.

 

 

Pre- and Post-trip resources

 

La Trobe Wildlife Sanctuary Resources

• Introduction to Habitats presentation (Levels F-6)
• Aquatic invertebrate identification sheet
• Compost invertebrate identification sheet
• Close Encounters activity
• Bug Info sheets
• LTWS DYI Nest Box kits
• Nest Box Footage (please contact us if interested in this footage)
• Butterfly pots activity

 

External Resources

• Australian Government ‘Hands on for Habitats’ teachers resource (Leveles F-7): http://www.environment.gov.au/system/files/resources/46de2525-fff1-4071-9682-9a98d034943c/files/teachersguide.pdf
• Australian Government ‘Discovering Wetlands in Australia’ teachers resource (Levels 3-6), includes animal origami, fact sheets, word games and videos http://www.environment.gov.au/resource/discovering-wetlands-australia
•  Australian Museum ‘Wild Kids’: information about different Australian habitats and animals http://australianmuseum.net.au/wild-Kids
• Habitat web / ecological connections (North American focus, but can be adapted to local plants and animals) http://happeninhabitats.pwnet.org/pdf/Habitat_Web_Activity.pdf
• Animal based activities (colouring in, dot-to-dot, word search etc) http://www.durrell.org/Kids/Puzzles--activities//Kids/Puzzles--activities
• Biomes imaginary creature packet and Biomes matching cards (North American focus) http://scienceforkidsblog.blogspot.com.au/2013/04/biomes-freebie-next-generation-science.html
• BBC habitats (information about British habitats and the animals that live there) http://www.bbc.co.uk/nature/habitats
• Interactive information about animals and their predators (international) http://www.whateats.com/
• Food web and animal identification key interactive online game (North American Focus) http://www.sciencekids.co.nz/gamesactivities/foodchains.html
• Producer / Consumer / Decomposer interactive online game http://www.sheppardsoftware.com/content/animals/kidscorner/games/producersconsumersgame.htm
• Increasing complexity food chain interactive game http://www.sheppardsoftware.com/content/animals/kidscorner/games/foodchaingame.htm
• Nest box plans for Australian Birds (Birds in Backyards) http://www.birdsinbackyards.net/Nest-Box-Plans
• A range of activities, including possum nest box designs, at World of Animal Welfare: http://www.woaw.org.au/teachers/learning-resources/activities/
• Video ‘Australian Wood Ducks using a nest box’ http://www.youtube.com/watch?v=Y6G71M7YEzY
• Garden activities for kids http://www.gardening4kids.com.au/category/garden-activities/
• Australian Government ‘Build a Lizard Lounge’ http://www.environment.gov.au/system/files/resources/db37051e-a47c-4475-b6a9-564a044ac569/files/lizard.pdf
• BugLife teachers resources (British focus) including activities, colouring sheets and information http://www.buglife.org.uk/activities-for-you/children-and-schools/bug-resources-schools
• Simple Bug Hotel for Kids http://www.redtedart.com/2013/06/26/simple-bug-hotel-for-kids/
• Corroboree Frog Education Kit http://wirraminna.org/wirra-projects/corroborree-frogs/Corroborree_Frog_Education_Kit.pdf
• Build a frog pond: http://www.fnpw.org.au/resources/habitats-for-australian-animals/native-frog-ponds
• Supporting Native fish in your garden http://www.backyards4wildlife.com.au/uploads/BFW%20FS%20-%20Native%20Fish.pdf 
• Parks and Woodland activities (Bristish focus) http://www.nhs.uk/Change4Life/supporter-resources/downloads/C4L_W4L_Fun_Games_for_ParksandWoodlands.pdf

School Energy Audit

On World Environment Day (June 5th), the Findon Biodiversity Group conducted and Energy Audit with the help of Mark Smith from Planet Savers Australia.

 
-->The students visited each room in the school (even the staff room!) to assess energy use. They examined natural light readings, temperature levels, light switches, heating and cooling systems, hot water systems, vents and all appliances that run on electricity. Here is a copy of the Energy Counting sheet the students used.
A report will be compiled by Planet Savers Australia and the results will be presented by the Findon Biodiversity Group. The students hope to encourage teachers and other students to make better choices when it comes to energy and the environment.  

The leaders have decided that a 'Switch Off' campaign will make a large impact to the use of energy in their school, so they have created signs and installed them in all the classrooms. Have a look at the sign here. 

From Dinosaurs to Kangaroos

I often refer to the ‘Dinosaur Principal’ when I speak about the complexities of language and problem solving that young (F-3) students are capable of exhibiting. Anyone who has a 6 to 8 year old (particularly boys) would know that there is a certain fascination around Dinosaurs. In the classes I worked with at Findon there was at least one student in each class who had an exceptional knowledge of Dinosaurs and a large proportion could name at least 5 or 6, as well as describe features of them.

So the teachers at Findon chose this lesson (From Dinosaurs to Kangaroos) as the ‘Carrot’ to develop a unit around understanding animals and their features, as well as how animals have evolved and adapted over time. These are quite complex concepts, but I figure, if a student can name and describe in detail a Tyrannosaurus Rex and their interactions with other Dinosaurs, then they are capable of understanding concepts of evolution, ecology, adaptation and complex interactions that occur in nature.

I delivered the lesson to four different classes with a 1 hour time slot for each group. There were two grade 2 classes, a 2/3 class and a grade 3 class so there was slight variation in the way each session was approached, with the predominantly grade 2 sessions focused more on activity, rather than the presentation.  If I do this lesson again, I would probably re-write the topic to cover two sessions; one on the classification of Dinosaurs and another on modern animals (with similar features). Another aspect worth reviewing would be how to establish a deep understanding of the concepts in individual students. So a follow up lesson could include a reflection on the session and a word match game that could clearly demonstrate a link between the features of animals and their behavior.

The lesson was delivered in three parts (See the Full Lesson Plan):

1. Expert talk (approx 30mins). I introduced the students to the concept of a dinosaur and how they are categorised. The students had an opportunity to express their own knowledge by answering questions such as "What does Bipedal mean?", "How many horns does a Triceratops have?", "How many toes does an Ornithopod have?" I related dinosaurs to the annual Inverloch Dinosaur dig and the students handed around a piece of mudstone and some examples of fossils.
2. Exploration (10-15mins) Students explored a variety of animal bones and asked questions about the particular features - especially different types of teeth.
3. Explanation / Elaboration (10-15mins) We played 'Animal Bingo'. The students worked in teams to match animals and features (such as sharp teeth, grinding teeth, long neck etc.) to the words on the bingo sheet (carnivore, omnivore, herbivore, arboreal etc.).

The 'From Dinosaurs to Kangaroos' presentation and 'Animal Bingo' sheets are available as resources for teachers.

Close Encounters

This week, Andrew visited CLT OV, as I was away. Using microscopes, they had an up-close look at some minibeasts that occur in wetlands at the Sanctuary.
For many students this was the first time they had used microscopes, and the students were very excited (and a bit disgusted) to see the minibeats up close. Andrew asked the students to pay close examine the minibeasts and answer simple questions, such as: What colour is it? How many legs does it have? Does it have any other appendages?
At the end of the session, the teacher asked Alana to stand up and talk to the rest of the class about what she had experienced…

I found a bit red worm that was called a blood worm… it sucks the blood of other animals (not people) and that is why it is red.

There is also another animal that looks like a lady beetle, but it is smaller and black with lots of blue legs – it was called a blue legged water mite.

The 'Close Encounters' activity is available as a resource for teachers

- Amanda Dare (Education Senior Officer)