Field Trip Teaching and Learning Resource By Meagan Hinch
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Barwon River Ecosystem Health This resource has been developed
to highlight the pedagogical possibilities of undertaking field
work along one or a number of points along the Barwon River in
Geelong, Victoria. The field trip can assist in the application of
field work techniques as well as address the topic content for VCE
Biology Unit 2: Organisms and their Environment.
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The students will be investigating the biotic and abiotic
factors that indicate the health of the river ecosystem.
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The Barwon River flows from the Otway Ranges along the coast of
Southern Victoria and flows into the ocean at Barwon Heads. The
river system flows through Geelong, with many of Geelongs storm
water drains flowing directly into the river system. In the past
the river was used as a dump for toxic wastes and heated water from
leather tanners and other factories.
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It is important to point out that this resource can be adapted
and implemented along any waterway close to your school...... It
can also be adapted or simplified for use with middle years SOSE
and Science units..........
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VCE Biology Curriculum Links
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Unit 2: Organisms and their Environment
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Students study....... - T he relationships between living
things and their environment - Operation of biotic and abiotic
factors in the bioshpere and how factors influence the organisms
that live there - Ecosystems as self sustaining systems in which
energy flows and matter is cycled between living and non living
components of environment - How features possessed by organisms
affect their fitness and reproductive success in relation to their
habitat - Consider how species are affected by changes in
environmental condition, whether natural or human induced - Changes
that have taken place in selected ecosystems - How ecological
principles can be applied to conserve natural systems and restore
damaged ones to ensure sustainability of ecoystems - Investigate
how technologies are being used to monitor and manage natural
ecosystems and those developed to provide resources for humans
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Unit 2: Area of Study 1 Adaptations of Organisms Key Knowledge
- Diversity of living things - Biotic and abiotic factors -
Techniques to monitor environmental change - Species adaptations to
environmental change
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Unit 2: Area of Study 2 Dynamic Ecosystems Key Knowledge -
Environmental requirements of Ecosystems - Components of Ecosystems
- Population studies - Communities of organisms - Techniques for
monitoring and maintaining ecosystems - Survival within ecosystems
- Bioaccumulation of toxins in food webs - The variety and effects
of regular and short term environmental change and irregular change
on ecosystems - Longer term environmental change and its effects on
present day global distribution of organisms - Human induced
environmental change
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Unit 2: Key Skills - Investigate and enquire scientifically -
Apply biological understandings - Select and use equipment
appropriate for investigation - Evaluate experimental procedures
and reliability of data - Collect, process and record information
systematically - Draw conclusions consistent with the questions
under investigation and evidence obtained - Communicate biological
information and understandings
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Unit 2 Area of Study 2 Dynamic ecosystems Outcome 2 Students
conduct and report on a field investigation exploring the
interactions of living things in their environment and explain how
ecosystems change over time.
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Outcome 2: Field Work - Identify components of a freshwater
ecosystem - Examine relationships between organisms and their non-
living environments - Use appropriate field work techniques and
equipment to monitor the environment - Know how to record
appropriate data and interpret that data - Understand safety
requirements when working in the field
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Outcome 2: Tasks - Undertake field work - Develop a scientific
report - Classify organisms into trophic levels - Construct energy
flow pyramids - Understand how ecosystems change over time due to
natural and human influences - Use a computer program to model the
effects of human induced changes, such as pollution on the
freshwater ecosystem.
Discipline Based Learning: Science Science knowledge and
understanding Science at work Respect for the living and non living
environment To create engaged citizens who are capable of engaging
in informed debate about science and its applications Emphasis on
the role of Science and the work of scientists of addressing issues
of sustainability at a local and global level.
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Interdisciplinary Learning Communication Use of technology
Thinking process and inquiry Reasoning, process and inquiry
Reflection, evaluation and metacognition
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Australian Curriculum Assessment and Reporting Authority
(ACARA) Links
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ACARA Students should already have an understanding of the
following from previous studies of science from prep to year 10:
Science understanding: Students select and integrate appropriate
science knowledge in ways that explain and predict phenomena, and
apply that knowledge to new situations and events. Science
knowledge represents the building blocks of science understanding
but it is the dynamic nature of science understanding that will be
beneficial to citizens in an ever- changing world Science inquiry
skills: Students pose questions, plan, conduct and critique
investigations, collect, analyse and interpret evidence and
communicate findings. Students also evaluate claims, investigate
and making valid conclusions. Science as a human endeavour:
Students understand that science influences society through the
posing and responding to social and ethical issues and science
research is influenced by societal challenges or social priorities.
They understand the need for evidence-based decision making about
current and future applications of science and acknowledge that, in
making decisions about science and its practices, moral, ethical
and social implications must be taken into account. Previous study
and the Year 11 Biology unit provides a foundation for specific
learning pathways leading to VCE Unit 3 and 4 Biology and science
courses at university and technical and vocational education and
training
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Barwon River Ecosystem Health: Investigation
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Application of Field Work Techniques The following information
details how to undertake the investigation on the health of the
Barwon River Ecosystem at a chosen point along the rivers edge. It
would be beneficial to undertake this investigation at two points
along the river; one in an area with little human interference and
another closer to a built up area for comparison.
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Some Points on Field Safety.... When choosing the sample site,
ensure it has easy access during all weather conditions. Check that
the stream bank is stable and not too slippery. Inform someone of
where you will be sampling and for how long Wear appropriate
clothing and footwear depending on the weather (e.g. Hat, warm
clothing, shoes with a good grip) Ensure you have adequate sun
protection (e.g. Sunscreen, hat, long sleeved clothes) Students
should not sample or test without supervision and instruction Be
aware of the natural environment when working at your chosen site
(e.g. Snakes, holes, prickly vegetation) Do not put yourself or
others at risk of falling into water and beware of stream currents
and undertows when sampling macro invertebrates Do not drink the
water from where you are testing as it may be polluted and ensure
to wash hands after being in the field Be aware of the safety
requirements of chemicals that are being used (MSDS of chemicals
should be taken in the field kit with you) and ensure that chemical
waste is disposed of appropriately (i.e. DO NOT release to
environment under any circumstances)
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Materials Required..... 1.Water quality monitoring results
sheets (see following slides for details) 2. Water quality testing
kit and instructions - pH strips - Conductivity meter and
calibration standard - Dissolved oxygen probe - Turbidity tubes -
Reactive Phosphorus kit - Thermometers - Sample containers (i.e.
Bucket, bottle) - Waste container - Safety equipment (e.g. Gloves,
safety glasses, first aid kit) 3. Macro-invertebrate sweep sampling
equipment - D-frame net - Magnifying glass to help with
identification - White tray to empty sample for sorting - Ice cube
trays - Plastic spoons and plastic pipettes (for transferring
invertebrates to ice cube trays) - Macro-invertebrate reference
books - Macro invertebrate sensitivity charts
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Pelican Water Flowering Eucalyptus Freshwater shrimp Spotted
Marsh Frog Fox Oxygen Huntsman Spider Fish Grass Salinity Mosquito
Platypus Oxygen Rainbow Lorikeet Wallaby Phosphorous Lathams Snipe
Reeds Tiger Snake Native mouse Black Shouldered Kite pH Algae
Mayfly nymph Light Rabbit Fungi Ant Soil Water boatmen Wood White
Butterfly Temperature Pacific Black Duck Red Wattlebird Gang Gang
Cockatoo Human Living and non-living components
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Habitat Survey The condition of the vegetation in and around
the waterway provides a good indication of the likely condition of
the aquatic environment, contributes to water quality and provides
an important source of food, shelter and breeding habitat for
aquatic and terrestrial organisms. Use the following descriptions
to assist in evaluating the condition of the habitat around your
chosen site. The habitat survey should be undertaken on both sides
of the waterway, 50 meters upstream and 50 meters downstream from
your site. In addition, photos or sketches to accompany the survey
would be complimentary.
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Habitat Survey Bank Vegetation (Terrestrial) Bank vegetation
refers to trees, shrubs, grasses etc, growing on the bank. Note
canopy (the overhanging tree cover). This vegetation provides food
and shelter for terrestrial organisms as well as aquatic organisms
in the form of fallen leaves, twigs and branches. Verge Vegetation
(Terrestrial) The stream verge is different from the bank. For the
habitat survey the verge is considered the section of land up to 30
meters from the waters edge and can be judged by similar vegetation
cover as the bank vegetation. Consider erosion. Streams naturally
erode, usually on bends (meanders). However, an unstable stream
results in continuous erosion along its channel. If the stream has
been stabilised with concrete banks, the stream will obviously be
stable with little erosion, but should not be ranked as highly as
it has no vegetation cover, or it is greatly reduced. In-stream
cover (Aquatic) In-stream cover includes snags, logs, rocks and
plants. Consider floating, submerged, emergent and sedges. It
provides aquatic animals with food, shelter from predators and the
current. Plants are important as their presence has a direct effect
on the available oxygen in the water. Protruding snags provide
roosting sites for birds.
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Habitat Survey Results Table POORGOODEXCELLENTDESCRIPTION Verge
(terrestrial) Bank (terrestrial) In stream (aquatic) OVERALL
RATING
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Investigating Abiotic Factors Abiotic factors include: -
Temperature - pH - Dissolved Oxygen - Phosphorous - Turbidity -
Salinity To maintain waterway health and diversity of life, these
factors must stay within the range of natural variation for the
specific water body being studied.
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ABIOTIC FACTORS Using the instructions and methods in the Water
Testing Kit investigate the abiotic factors of your chosen site.
Record the results in the table below.: Temperature (C) Turbidity
(NTI) pH Phosphorus (mg/L) Electrical Conductivity/Salinity (EC)
Dissolved oxygen (mg/L)