Gladstone Healthy Harbour Partnership Curriculum Resources
Topic: Habitats in the Gladstone Harbour
Year Level: Year 4, 5 and 6
Key Learning Areas: Science and Humanities
Content:
 Lesson One: Where do we live?
 Lesson Two: Where do I live?
 Lesson Three: There’s Grass in the Sea?
 Lesson Four: Pressure & Drivers
LESSON PLANS
TOPIC
OVERVIEW
TIMING
LESSON ONE: WHERE DO WE LIVE?
Habitats - where animals live in the Gladstone Harbour
Seagrass Meadow
Mangrove
Coral Reef
Salt Pan
Mudflat
Sandy Beach
45 minutes
TEACHING & LEARNING SEQUENCE
RESOURCES
Students will be able to:
 Define habitat,
 Describe the characteristics of habitats in the Gladstone Harbour,
 Draw the habitat animals live in in the Gladstone Harbour.
Lesson Plan
 Have students brainstorm what a habitat is and create a class definition. Use
Resource 1: Habitat Definition to collaboratively brainstorm and discuss the
characteristics of a habitat, examples, and non-examples. Students could
complete individually, small groups or as a class.
Resource 1: Habitat Definition
Resource 2: Common Gladstone
Habitats
Resource 3: Draw my habitat
Resource 4: Draw the animal
GHHP Technical Report:
 Pg23-36 ‘3.1. Environmental
reporting zones’
 Pg 51 ‘What is seagrass’
 Pg 59 ‘Corals’
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CROSS CURRICULAR PRIORITIES
DIFFERENTIATION
Differentiation
Options for defining ‘habitat’
 Provide students with the
definition and fill in the
remaining quadrants.
 Think-pair-share activity
building on individual
knowledge of what is in a
habitat.
 Have student write their own
definition at the start of the

lesson and review that
Discuss common habitats found in Gladstone. Provide students with an image
definition at the conclusion to
of each habitat found in the Gladstone Harbour and discuss the common biotic Gladstone Ports Corporation Local
Habitat Fact Sheet
create a whole class definition.
(living) and abiotic (non-living) characteristics (use Resource 2: Gladstone
http://www.gpcl.com.au/big6/
Students could use a mixture of
Habitats). Discuss the similarities and differences between the different
Documents/Fact%20Sheet_Summary_
Resource 3 and 4. Either draw the
Gladstone habitats.
animal that belongs in the habitat or
 Distribute Resource 3: Draw my Habitat to students (either mix up amongst the Habitats_Final.pdf
draw the habitat around the animal.
class or give each student each of the handouts). Have students think about
Could also cut and paste the animal
the habitat their animal lives in and draw this habitat around the animal.
onto the habitat.
Describe the key characteristics of the habitat they have drawn. Students could
label their drawings or write a paragraph describing the characteristics. Present
the drawings to the class and display the drawings in the classroom.
Checking for Understanding
 Review the class’s definition of habitat – does it apply to all the Gladstone
habitats and drawings?
 Ask students to verbally list all the Gladstone habitats, and the biotic and
abiotic conditions in each.
 Have the students identifies lots of biotic (living) and abiotic (non-living)
components in their drawings?
 Have students used the knowledge of the definition of a habitat when
constructing their habitat in their drawing?
LESSON TWO: WHERE DO I LIVE?
TOPIC
Habitats - where animals live in the Gladstone Harbour
OVERVIEW
Gladstone Harbour and its associated water bodies and islands provide important habitat, breeding sites and roosting locations for a number of iconic
marine species and migratory shorebirds. This includes marine mega fauna such as the dugong and two species of dolphins (Indo-Pacific humpback
dolphin: the Indo-Pacific humpback and bottlenose dolphins). Six species of marine turtles have been recorded within the harbour although only the
flatback turtle nests annually with most nesting recorded on the south end of Curtis Island. Nesting has been recorded within the harbour for loggerhead
and green turtles but not on an annual basis. While hawksbill, olive ridley and leatherback turtles have also been recorded in Gladstone Harbour no
nesting has been observed. Up to 20 species of migratory shorebirds have been recorded within the Gladstone Harbour area.
Dolphins
The Indo-Pacific humpback dolphin Sousa chinensis, the Bottlenose dolphin Tursiops truncatus and the Indo-Pacific (inshore) bottlenose dolphin Tursiops
aduncus, have been observed in Gladstone Harbour (DEHP 2014b), The Indo-Pacific humpback dolphin is an EPBC listed migratory species and is listed as
near threatened in Queensland under the Nature Conservation Act 1992. Cagnazzi (2013) reported that the Indo-Pacific humpback dolphins in Port Curtis
was a distinct sub-population from other populations of this species. Surveys conducted from 2006 to 2008 estimated the Port Curtis population to be 115
individuals. In 2011 the abundance estimate for the Port Curtis sub-population was about 104 dolphins (Cagnazzi 2013).
Dugongs
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TIMING
The dugong Dugong dugong is an EPBC act listed marine and migratory species that is listed as vulnerable in Queensland under the Nature Conservation
Act 1992. Dugongs are found throughout the western Indo-Pacific region (eastern Africa to eastern Australia) in tropical and subtropical waters. Within
the Gladstone Harbour area, including Rodds Bay, dugongs are predominately associated with the seagrass meadows, which form the major component
of their diet. A review of the status of the dugong population in the Gladstone area was conducted by Sobtzick et al. (2013) as a component of the
Ecosystem Research and Monitoring Program currently being undertaken by GPC. This review found that the Port Curtis – Rodds Bay area provides
important habitat for a relatively small population of dugongs. They indicated that as these areas overlap with areas of human use that the risk to dugongs
from anthropogenic impacts may be substantial. This review also considered the seagrass meadows within the Gladstone area to be of regional
significance as they may provide valuable connecting habitat between dugong populations in southern Queensland (Sobtzick et al. 2013).
Marine Turtles
Six species of marine turtles have been observed in the Port Curtis region. However nesting has only been recorded for three of these species: the
loggerhead, green and flatback turtles. Sightings of the other three species are rare. The status of turtles within Gladstone Harbour has also been
reviewed as a component of the Ecosystem Research and Monitoring Program currently being undertaken by GPC (Limpus et al. 2013):
 Loggerhead turtle Caretta caretta: EPBC status, endangered, marine, and migratory. Within the port limits of Port Curtis, isolated loggerhead
turtle nesting has been recorded but not on an annual basis.
 Green turtle Chelonia mydas: EPBC status, vulnerable, marine and migratory. Within the port limits of Port Curtis, isolated green turtle nesting has
been recorded but not on an annual basis.
 Hawksbill turtle Eretmochelys imbricata: EPBC status, vulnerable, marine and migratory. There are no records of this species nesting within a
500km radius of Port Curtis.
 Olive Ridley turtle Lepidochelys olivacea: EPBC status, endangered, marine and migratory. There has been no recorded nesting of this species in
eastern Australia.
 Flatback turtle Natator depressus: EPBC status endangered, marine and migratory. The Flatback Turtles are the dominant species of nesting turtle
recorded on the beaches of Port Curtis. Most nesting occurs on the south end of Curtis Island and low density nesting can be expected on seaward
beaches within the port limits.
 Leatherback turtle Dermochelys coriacea: EPBC status, endangered, marine and migratory leatherback turtles are rarely recorded in the waters of
Port Curtis.
Migratory Shorebirds
Migratory shorebirds are EPBC Act listed migratory species. Surveys of migratory shorebirds have been conducted in the Gladstone area since 2011 as a
component of the Ecosystem Research and Monitoring Program (ERMP) currently being undertaken by GPC. In shorebird surveys conducted at five
locations in the Gladstone area in February 2014, a total of 11,590 migratory shorebirds of 20 species were counted during high tide roost surveys
conducted at sites located in the areas of Port Curtis, Fitzroy Estuary, North Curtis, and Mundoolin Inlet/Colosseum Creek. This was a 5% increase over the
number of birds recorded in 2013. Variation of this magnitude is well within the magnitude expected for migratory shorebirds (Wildlife Unlimited 2013).
During the 2014 high tide roost surveys the greatest number of birds was recorded in the Fitzroy Estuary / North Curtis Island area and the nine most
abundant species accounted for 95% of observations. These species were; bar-tailed godwit Limosa lapponica, whimbrel Numenius phaeopus, eastern
curlew Numenius madagascariensis, terek sandpiper Xenus cinereus, grey-tailed tattler Tringa brevipes, great knot Calidris tenuirostris, red-necked stint
Calidris ruficollis, grey plover Pluvialis squatarola, lesser sand plover Charadrius mongolus and greater sand plover Charadrius leschenaultia.
45 minutes
3
TEACHING & LEARNING SEQUENCE
RESOURCES
CROSS CURRICULAR PRIORITIES
DIFFERENTIATION
Differentiation
Students can be given information to
read and do this or conduct their own
research online to produce their
information sheets.
Rather than giving students the animals
they could research their own animal
that lives in that habitat.
Resource 3 and 4 could also be useful in
undertaking this task.
Students will be able to:
Resource 4: Habitat Cards and Animal
Cards
 Evaluate animal adaptations and explain why they have these adaptations
 Determine the habitat an animal lives in from their adaptations
Lesson Plan
 Divide the class into six groups. Each group is assigned a habitat found in the
Gladstone Harbour and an animal found in that habitat (Use Student Resource
4: Habitat Cards and Animal Cards).
 Students are to prepare four separate A4 sheets of information which include;
1. Name of the animal
2. Description of the animal's physical adaptations,
3. Description of the animal's behavioural adaptations
4. Picture of the animal.
 Once each group has completed their sheets of information (remove the
original name and habitat cards), mix up all the sheets and give a random one
to student. Students need to evaluate the information on their card and find
the matching sheets.
 Once in their new groups evaluate the information and on the basis of the
animal's physical and behavioural adaptations, determine which animal belongs
in the different habitats.
Checking for Understanding
 Have students identified common adaptations animals have to live in their
chosen habitat?
 Have the students been able to identify why the animals have these
adaptations?
 Have students discussed the usefulness of the information on the ‘new’ sheets
and if there was enough information for them to identify the habitat the animal
belonged to.
LESSON THREE: THERE’S GRASS IN THE SEA?
TOPIC
Gladstone Harbour seagrass meadows and monitoring.
OVERVIEW
Seagrasses are the only flowering plants that can live submerged in the marine environment; and they play an important role in the marine ecosystem. A
range of marine species including turtles, dugongs, crabs, sea-cucumbers and some fish species graze on seagrass. There are four families of seagrass in
the world. The seagrass indicators in the report card are based on five seagrass species from two of these families: Hydrocharitaceae and Zosteraceae.
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Seagrass meadows are one of the most important habitat types within Gladstone Harbour. Within the GHHP reporting area, there are 14 monitored
seagrass meadows. These are located within six harbour zones: The Narrows, Western Basin, Inner Harbour, Mid Harbour, South Trees Inlet and Rodds
Bay. While the area and distribution of the seagrass meadows can vary annually, at peak distribution seagrass meadows in Gladstone Harbour can cover
approximately 12,000ha. This area can include intertidal, shallow, subtidal and deep-water habitats. Seagrasses can inhabit various substrata from mud to
rock, with the most extensive seagrass beds occurring on soft substrata such as sand and mud. Seagrass meadows provide a range of important ecosystem
functions, such as sediment stabilisation, nutrient cycling and carbon sequestration. They can also provide nursery areas for juvenile fish and foraging
areas for dugongs, turtles and large fish such as adult barramundi.
Seagrasses are highly sensitive to reductions in available light and are susceptible to changes in a range of water quality parameters that effect light
penetration. High nutrient levels caused by agricultural or urban run-off can cause algal blooms that shade seagrass. Increases in water turbidity from
suspended sediments can reduce seagrass growth and reduce the size and extent of extant seagrass meadows due to a decrease in available light and the
effects of sediments settling on seagrass leaves. In Gladstone Harbour, increases in turbidity that may be associated with flooding or dredging can result in
deposits of silt on seagrass. The large tidal movements may also result in a significant resuspension of fine sediments (Condie et al., 2015). At a local scale,
dredging can impact seagrasses by increasing turbidity, direct removal, burial by dredge spoil and the destabilisation of the seafloor allowing for
resuspension of sediments (York & Smith, 2013).
Seagrass has been monitored in Gladstone Harbour since 2002 enabling changes in seagrass conditions to be assessed over that period.
2-3 Lessons
CROSS CURRICULAR PRIORITIES
TEACHING & LEARNING SEQUENCE
RESOURCES
DIFFERENTIATION
Students will be able to:
Resource 5: Light Availability Data
Differentiation
Collection Sheet
Students could complete tasks in small
 Estimate percentage of coverage
groups or as individuals. Students may
 Classify using pre-determined definitions
GHHP Report Card (Online) Habitat
need support and scaffolding to
Lesson Plan
http://rc.ghhp.org.au/reportcomplete tasks in the school yard.
 Imagine your school is a seagrass meadow in the Gladstone Harbour. You are
cards/2015/environmental
going to investigate the seagrass at your school and determine the grass
Discuss questions they are answering as
coverage, composition, biomass and coverage area using similar methods to
Seagrass
Indicators
GHHP
Report
a class before they answer them
how scientists monitor seagrass in the harbour.
https://dims.ghhp.org.au/repo
individually.
/data/public/1c0925.php
TIMING
2016 GHHP Technical Report Pg 45
‘What is seagrass’
5
Figure 1 http://education.usgs.gov/lessons/schoolyard/MapSketch.html
Checking for understanding
 Have the students correctly estimated the percentage of grass coverage?
 Have students graphed their results correctly?
 Have students answered all the questions?
LESSON FOUR: PRESSURES & DRIVERS
TOPIC
Pressures and drivers of environmental issues in the Gladstone Harbour.
OVERVIEW
Environmental drivers, threats and pressures of Gladstone Harbour. This conceptual model identifies and provides a clear understanding of how specific
drivers, threats and pressures of Gladstone Harbour link to how the harbour functions and their effects on the development of the monitoring and
reporting program.
TIMING
45 minutes
Students will be able to:
Resource 6: Persuasive Task – Seafood
Differentiation
Resource 7: Persuasive Task – Flooding
Recommend:
 Read stimulus sheet and respond to a written task.
Resource 8: Persuasive Task – Pressures Seafood Task Year 4
Lesson Plan
and threats
Flooding Year 5
 Give students stimulus sheet (Resource 6, 7, and/or 8).
Pressures and threats Year 6
 Give students planning time to read and plan their response.
2014
GHHP
Pilot
Report
Card
(Hard
 Have students write their response.
Copy) Figure 2. Environmental drivers,
Use NAPLAN Teacher advise if using
 Share responses in small groups or read aloud to the class.
threats and pressures of Gladstone
these as practice writing tasks.
Harbour.
Checking for understanding
 Have students used correct persuasive techniques in their writing?
NAPLAN Teacher Advise
 Have students addressed the task they were set?
6
https://www.qcaa.qld.edu.au/p10/naplan/testpreparation/writing2/teacher-advice
7
Resource 1: Habitat Definition
DEFINITION
CHARACTERISTICS
HABITAT
EXAMPLES
NON-EXAMPLES
8
Resource 2: Common Gladstone Habitats
Each of the zones that relate to the Gladstone habitat
MANGROVE
SALT PAN (SALT MARSH)
SEAGRASS MEADOW
MUDFLAT
CORAL REEF
SANDY BEACH
1. The Narrows is lined by mangroves and saltmarsh, it provides sheltered water and is an important area for recreational and commercial fisheries (PCIMP, 2010). This
zone has one monitored seagrass meadow—an intertidal meadow comprising aggregated patches of seagrass near Black Swan Island.
2. Graham Creek is a mangrove-lined tidal inlet located near the south-west corner of Curtis Island. It is approximately 9km long and flows into the southern end of The
Narrows.
3. The Western Basin is located near the north-western end of Gladstone Harbour. The zone includes six monitored seagrass meadows. Areas of mangroves and mudflats
remain between Fisherman’s Landing and the Wiggins Island Coal Export Terminal (WICET) and on the southern tip of Curtis Island.
4. Boat Creek is a small mangrove-lined estuary connected to the western side of the Western Basin.
5. The Inner Harbour is located immediately to the east of the Western Basin and is bounded by a mangrove-dominated intertidal system on Curtis Island and the town of
Gladstone on the southern edge. Coral reefs have been recorded at Turtle, Quoin and Diamantina islands although there is little evidence that these areas have recently
supported viable coral communities (BMT WBM, 2013). There are several seagrass meadows, including one monitored seagrass meadow in the north of this zone. The
Quoin Island Turtle Rehabilitation Centre is located in the centre of this zone and the Barney Point Coal terminal is located on the south-east banks of the zone.
6. The Calliope River is fed by Gladstone Harbour’s largest freshwater catchment. The river’s main tributaries include Oakey, Paddock, Double and Larcom creeks. The
Calliope River flows into the Western Basin and is a source of turbid freshwater during floods or other high flow events. The WICET and RG Tanna’s coal terminal are
located at the mouth of the Calliope Estuary. Queensland’s largest coal-fired power station is located alongside the Calliope Estuary, approximately 4km upstream from
the river mouth, and has been operating since 1976.
7. Auckland Inlet is a tidal inlet that connects to the Inner Harbour through a complex of small streams meandering through mangrove-lined mudflats that are often
inundated at high tide. Seawater extracted from Auckland Creek is used to cool the Gladstone Power Station. Stormwater run-off outlets are located along Auckland
Creek.
8. The Mid Harbour zone is the second largest of the harbour zones, and is bounded by Facing, Curtis and Boyne Islands. Most shipping enters the harbour along the
Gatcombe channels in the southern end of this zone. This zone contains two monitored seagrass meadows, including the largest seagrass meadow in the harbour at
9
9.
10.
11.
12.
13.
Pelican Banks. Within the zone, coral reefs occur along the western side of Facing Island and on the south-east tip of Curtis Island. There are four coral monitoring sites
in this zone, which is adjacent to The Great Barrier Reef Marine Park.
Trees Inlet is a mangrove and salt pan-lined tidal inlet that flows into the Mid Harbour Zone. The zone contains one monitored seagrass meadow which sits just off the
northern tip of South Trees Island. At 10.9ha it is the second smallest of the monitored meadows.
The Boyne River is dammed at Lake Awoonga to provide potable water for the Gladstone area. Large numbers of barramundi are stocked in Lake Awoonga and may be
introduced into the Boyne Estuary when the dam overtops. The Boyne Estuary was the site of large-scale mortality of many of these introduced barramundi and other
fish in 2011. The lower reach of the Boyne River flows from the dam through predominately agricultural land that has pockets of remnant vegetation. Before entering
the south-eastern section of the Mid Harbour Zone the Boyne River flows through the residential communities of Boyne Island and Tannum Sands.
Situated in open coastal waters between Facing Island and Rodds Bay, the Outer Harbour is the largest of the 13 monitoring zones. Just over 50% of this zone lies within
the Gladstone Port Limits. The south-western boundary consists of long sandy beaches and salt pans and mangroves around the entrance to Colosseum Inlet. There are
no major industries located along the coastlines of this zone. Coral reefs occur within the zone and there are two coral monitoring sites. The north-eastern boundary
consists of open coastal water and a dredge spoil ground is located to the east of this boundary.
Colosseum Inlet is an estuarine zone that is sheltered by Hummock Hill Island. Colosseum Inlet connects to both the Outer Harbour and Rodds Bay zones. The inlet has
several large tributaries branching off the main creek and all are lined with mangroves and salt pan areas. There are no urban or industrial areas along the coastline of
this zone.
Rodds Bay is located to the south-east of the Outer Harbour Zone it is connected to Colosseum Inlet by a narrow channel behind Hummock Hill Island. The eastern side
of Rodds Bay includes a number of mangrove islands. The creeks that flow into the bay are also mangrove-lined and contain large areas of salt pans. Although there
were five sites in Rodds Bay, only three were sampled on each sampling occasion. This is because two sample sites were omitted in June 2015, and another two sites
were added (Figure 3.14). This zone also includes three monitored seagrass meadows and the Rodds Bay Dugong Protection area. This is a relatively pristine zone that
has significant biodiversity value (Vision Environment Queensland, 2011).
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Resource 3: Draw my habitat
ANIMAL COLOUR IN
NO BACKGROUND
DRAW HABITAT
11
Resource 4: Habitat Cards
Cut out to give to groups
Seagrass
Mangrove Coral Reef
Meadow
Mudflat
Sandy
Beach
Dugong
Mud Crab
Turtle
Yellow
Chat
Sandpiper
Bream
Salt Pan
Animal Cards
Cut out to give to groups
12
Resource 5: Light availability task sheet
Part A: Seagrass Meadow Coverage
Seagrass meadows form one of the most important habitat types within Gladstone Harbour. Within the GHHP
reporting area there are a total of 14 monitored seagrass meadows in six harbour zones. While the area and
distribution of the seagrass meadows can vary on an annual basis, at peak distribution seagrass meadows in
Gladstone Harbour can cover an area of approximately 12,000ha. Scientists determine seagrass meadow boundaries
and coverage using helicopters to obtain and aerial view.
Task One: Draw an aerial view map of your school in the space below and shade/colour in the grass areas (use
google earth or a map of your school). Try to draw your diagram so it fits in the whole space below.
13
Task Two: Determine the coverage of grass at your school by estimating the percentage of coverage. Do this by
counting the numbers of squares on your diagram that contain grass. Each square represent 1% of coverage of your
school (there are 100 squares - 10 by 10 squares)
Task Three: Determine if your school’s seagrass meadows is an isolated patch, aggregated patch or continuous cover
by using the definitions below.
Isolated patch
Aggregated patch
Continuous cover
The majority of area within the meadows consists of un-vegetated area with isolated
patches of grass.
Comprised of numerous grass patches but still feature substantial gaps of unvegetated area
The majority of area is comprised of continuous grass cover interspersed with a few
gaps of un-vegetated area
Part B: Seagrass Composition, Biomass and Light Availability
Task One: Build a 20cm by 20cm quadrate by using one of the following methods or researching your own:
 A4 paper/card and cut out the square leaving the boarder like a frame.
 Transparent sheets (OHTs) and print/draw a quadrate square on.
 Build a more substantial quadrat using polypipe and cut four 20cm pieces and thread fishing line through
and tie together or use elbow joins.
You can subdivide your quadrat to help you estimate percentage of coverage. See the images below for options for
subdividing your quadrat.
No subdivision
Square = 100%
4cm subdivision
Each square = 4%
10cm subdivision
Each square = 25%
2cm subdivision
Each square = 1%
Task Two: Randomly select 10 different locations around your school (remember your entire school is a seagrass
meadow so do not just select ‘grassy’ areas) and record the following data in the data table.
a) Percentage of grass cover: place your quadrat down in the area and estimate percentage of grass coverage
in the quadrat.
b) Coverage type: determine the coverage type using the following definitions based on your percentage of
grass cover in a.
Low coverage
Less than 30% coverage
Moderate coverage 30 to 70% coverage
High coverage
Greater than 70% coverage
c) Light availability: determine the light availability in the area using the following definitions and your
observation.
High light
Full sunlight throughout the day (ie. middle of the oval)
Moderate light An area that has mostly sunlight throughout the day but might have small amount of
shade during the day (ie area between buildings/trees)
Low light
Heavily shaded area that may get a small amount of direct sunlight during the day (ie.
at the base of large tree)
No light
Either no light or in an area that does not get any direct sunlight during the day (ie.
under a building)
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d) Grass composition: determine the grass composition by counting the number of species of grass seen in the
quadrat.
Site #
Site
Location/Name
Percentage of
Grass Coverage
(%)
Coverage Type
(low, moderate or
high)
1
2
3
4
5
6
7
8
9
10
15
Light Availability
(no, low,
moderate or high)
Grass Composition
(number of
species)
Part C: Data Analysis and Evaluation
Task One: Graph your results.
a) Plot your data for percentage of grass cover and light availability by placing each of the site number (1 to 10)
on the graph.
b) Plot your data for percentage of grass cover and species composition (number of species) by placing each of
the site number (1 to 10) on the graph.
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Task Two: Answer the following questions in full sentences.
a) Did you find grass was present in all your sample sites? Give some reasons that might explain this.
b) Did you find grass was not present in all your sample sites? Give some reasons that might explain this.
c) If you were a scientist and saw the percentage coverage of seagrass what might be the reasons that there
would not be seagrass coverage in the ocean?
d) How did the density (percentage of coverage) of grass compare in each sample site?
e) Do you think the combined results of all your sites sampled accurately represent the larger study area (your
school grounds)? Please explain. What might be some problems with the data you collected?
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f)
Was there a relationship between percentage of grass cover and light availability (in your first graph)?
Explain why you think you might have seen this result.
g) Was there a relationship between percentage of grass cover and grass composition (in your second graph)?
Explain why you think you might have seen this result.
h) If you were to do your sampling again, what things might you change? Why might you make these changes?
i)
Do you think plot sampling is a good way to study large areas? Why or why not? Explain.
j)
If you were a scientist studying this seagrass patch, do you think it is a healthy habitat? Please explain.
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Resource 6: Persuasive Task – Urban run-off
https://www.qcaa.qld.edu.au/p-10/naplan/test-preparation/writing2/persuasive-writing
Urban run-off is having a big impact on the health of the Gladstone Harbour.
YOUR TASK is to write a letter the Mayor and explain how urban run-off is having an impact on the health of the harbour. Explain how urban run-off is impacting and what
council could do to improve this.
You need to tell the Mayor:



Your reasons for thinking the way that you do
how you feel about urban run-off affecting the health of the harbour
why you feel that way.
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Resource 7: Persuasive Task – Flooding
Flooding is a major concern to the health of the Gladstone Harbour.
What do you think?
Do you agree or disagree with this point of view?
Maybe you see both sides of the issue.
Decide what you believe.
Write to convince a reader of your opinions.
Start with an introduction — introduce your ideas to the reader and get them interested by clearly stating what you think about the topic.
Give your opinions — make your ideas sound convincing by giving reasons and using evidence to explain and expand on them.
End with a conclusion — write a final paragraph that sums up your ideas, completes your argument and convinces the reader of your opinions.
Remember to:





plan your writing
write in sentences
pay attention to your spelling and punctuation
choose your words carefully to convince a reader of your opinions
check and edit your writing so that it is clear for a reader.
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Resource 8: Persuasive Task – Pressures and Drivers
Environmental drivers, threats and pressures of Gladstone Harbour. This model provides an understanding of how specific drivers, threats and pressures of Gladstone
Harbour link to how the harbour functions and their effects on the development of the monitoring and reporting program.
Your task is to select a threat and pressure of the Gladstone Harbour and persuade the audience if it is or is not a major threat to the environment.
Use one of the pieces of stimulus as a starting point or source of ideas.
Decide on your point of view.
Plan the arguments you intend to use and the evidence to support them.
(Definition of threat, pressure, driver)
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Appendix A: Links to Australian Curriculum
The following Science and Humanities content descriptors and inquiry skills have been identified from version 7.5 of the Foundation to Year 10 Australian Curriculum which
are suited to the Gladstone Healthy Harbour Partnership Year 4, 5 and 6 curriculum resources.
Australian Curriculum
SCIENCE
Science Understanding
Y
Biological Sciences
Chemical Sciences
4
Living things have life cycles (ACSSU072)
Living things depend on each other and the
environment to survive (ACSSU073)
Natural and processed materials have a range
of physical properties that can influence their
use (ACSSU074)
5
Living things have structural features and
adaptations that help them to survive in their
environment (ACSSU043)
The growth and survival of living things are
affected by physical conditions of their
environment (ACSSU094)
Solids, liquids and gases have different
observable properties and behave in different
ways (ACSSU077)
6
Earth & Space Sciences
Sudden geological changes and extreme weather
events can affect Earth’s surface (ACSSU096)
Science as a Human Endeavour
Y
Nature & Development of Science
4
5
6
4
Use & Influence of Science
Science involves making predictions and describing patterns and relationships (ACSHE061)
Science involves testing predictions by gathering data and using evidence to develop explanations
of events and phenomena and reflects historical and cultural contributions (ACSHE081)
Science involves testing predictions by gathering data and using evidence to develop explanations
of events and phenomena and reflects historical and cultural contributions (ACSHE098)
Science Inquiry Skills
Y
Questioning & Predicting
With guidance, identify questions in
familiar contexts that can be
investigated scientifically and make
predictions based on prior
knowledge (ACSIS064)
5 With guidance, pose clarifying
& questions and make predictions
6
Physical Sciences
Earth’s surface changes over time as a result of
natural processes and human activity
(ACSSU075)
Planning & Conducting
With guidance, plan and conduct
scientific investigations to find answers
to questions, considering the safe use
of appropriate materials and
equipment (ACSIS065)
Consider the elements of fair tests and
use formal measurements and digital
technologies as appropriate, to make
and record observations accurately
(ACSIS066)
Identify, plan and apply the elements
of scientific investigations to answer
questions and solve problems using
Science knowledge helps people to understand the effect of their actions (ACSHE062)
Scientific knowledge is used to solve problems and inform personal and community decisions
(ACSHE083)
Scientific knowledge is used to solve problems and inform personal and community decisions
(ACSHE100)
Processing & Analysing Data &
Information
Evaluating
Communicating
Use a range of methods including
tables and simple column graphs to
represent data and to identify
patterns and trends (ACSIS068)
Compare results with predictions,
suggesting possible reasons for
findings (ACSIS216)
Reflect on investigations, including
whether a test was fair or not
(ACSIS069)
Represent and communicate
observations, ideas and findings using
formal and informal representations
(ACSIS071)
Construct and use a range of
representations, including tables and
graphs, to represent and describe
Reflect on and suggest improvements
to scientific investigations (ACSIS091)
(ACSIS108)
Communicate ideas, explanations and
processes using scientific
representations in a variety of ways,
22
about scientific investigations
(ACSIS231) (ACSIS232)
equipment and materials safely and
identifying potential risks (ACSIS086)
(ACSIS103)
Decide variables to be changed and
measured in fair tests, and observe
measure and record data with accuracy
using digital technologies as
appropriate (ACSIS087) (ACSIS104)
HUMANITIES
Knowledge & Understanding
Y
History
4
5
6
The diversity of Australia's first peoples and the
long and continuous connection of Aboriginal
and Torres Strait Islander Peoples to
Country/Place (land, sea, waterways and skies)
(ACHASSK083)
The nature of contact between Aboriginal and
Torres Strait Islander Peoples and others, for
example, the Macassans and the Europeans, and
the effects of these interactions on, for example,
people and environments (ACHASSK086)
observations, patterns or
relationships in data using digital
technologies as appropriate
(ACSIS090) (ACSIS107)
Compare data with predictions and
use as evidence in developing
explanations (ACSIS218) (ACSIS221)
including multi-modal texts (ACSIS093)
(ACSIS110)
Geography
Civics & Citizenship
The importance of environments, including
natural vegetation, to animals and people
(ACHASSK088)
The custodial responsibility Aboriginal and
Torres Strait Islander Peoples have for
Country/Place, and how this influences views
about sustainability (ACHASSK089)
The use and management of natural resources
and waste, and the different views on how to
do this sustainably (ACHASSK090)
The role of local government and the decisions it
makes on behalf of the community
(ACHASSK091)
The differences between ‘rules’ and ‘laws’, why
laws are important and how they affect the lives
of people, including experiences of Aboriginal
and Torres Strait Islander Peoples (ACHASSK092)
The different cultural, religious and/or social
groups to which they and others in the
community belong (ACHASSK093)
The influence of people on the environmental
characteristics of places in Europe and North
America and the location of their major
countries in relation to Australia (ACHASSK111)
The influence of people, including Aboriginal
and Torres Strait Islander Peoples, on the
environmental characteristics of Australian
places (ACHASSK112)
The environmental and human influences on
the location and characteristics of a place and
the management of spaces within them
(ACHASSK113)
The impact of bushfires or floods on
environments and communities, and how
people can respond (ACHASSK114)
The effects that people's connections with, and
proximity to, places throughout the world have
on shaping their awareness and opinion of
those places (ACHASSK142)
How people with shared beliefs and values work
together to achieve a civic goal (ACHASSK118)
The difference between needs and wants and
why choices need to be made about how limited
resources are used (ACHASSK119)
Types of resources (natural, human, capital) and
the ways societies use them to satisfy the needs
and wants of present and future generations
(ACHASSK120)
The shared values of Australian citizenship and
the formal rights and responsibilities of
Australian citizens (ACHASSK147)
The effect that consumer and financial decisions
can have on the individual, the broader
community and the environment (ACHASSK150)
The reasons businesses exist and the different
ways they provide goods and services
(ACHASSK151)
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Economics & Business
Inquiry & Skills
Y
Questioning
4
Pose questions to investigate people,
events, places and issues
(ACHASSI073)
5 Develop appropriate questions to
& guide an inquiry about people,
6 events, developments, places,
systems and challenges
(ACHASSI094) (ACHASSI122)
Researching
Locate and collect information and
data from different sources, including
observations (ACHASSI074)
Record, sort and represent data and
the location of places and their
characteristics in different formats,
including simple graphs, tables and
maps, using discipline-appropriate
conventions (ACHASSI075)
Sequence information about people’s
lives and events (ACHASSI076)
Locate and collect relevant information
and data from primary and secondary
sources (ACHASSI095) (ACHASSI123)
Organise and represent data in a range
of formats including tables, graphs and
large- and small-scale maps, using
discipline-appropriate conventions
(ACHASSI096) (ACHASSI124)
Sequence information about people’s
lives, events, developments and
phenomena using a variety of methods
including timelines (ACHASSI097)
(ACHASSI125)
Analysing
Evaluating & Reflecting
Communicating
Examine information to identify
different points of view and
distinguish facts from opinions
(ACHASSI077)
Interpret data and information
displayed in different formats, to
identify and describe distributions
and simple patterns (ACHASSI078)
Draw simple conclusions based on
analysis of information and data
(ACHASSI079)
Interact with others with respect to
share points of view (ACHASSI080)
Reflect on learning to propose
actions in response to an issue or
challenge and consider possible
effects of proposed actions
(ACHASSI081)
Present ideas, findings and conclusions
in texts and modes that incorporate
digital and non-digital representations
and discipline-specific terms
(ACHASSI082)
Examine primary and secondary
sources to determine their origin and
purpose (ACHASSI098) (ACHASSI126)
Examine different viewpoints on
actions, events, issues and
phenomena in the past and present
(ACHASSI099) (ACHASSI127)
Interpret data and information
displayed in a range of formats to
identify, describe and compare
distributions, patterns and trends,
and to infer relationships
(ACHASSI100) (ACHASSI128)
Evaluate evidence to draw
conclusions (ACHASSI101)
(ACHASSI129)
Work in groups to generate
responses to issues and challenges
(ACHASSI102) (ACHASSI130)
Use criteria to make decisions and
judgements and consider advantages
and disadvantages of preferring one
decision over others (ACHASSI103)
(ACHASSI131)
Reflect on learning to propose
personal and/or collective action in
response to an issue or challenge,
and predict the probable effects
(ACHASSI104) (ACHASSI132)
Present ideas, findings, viewpoints and
conclusions in a range of texts and
modes that incorporate source
materials, digital and non-digital
representations and discipline-specific
terms and conventions (ACHASSI105)
(ACHASSI133)
ACARA General Capabilities
The Australian Curriculum includes seven general capabilities. These are:
 Literacy
 Numeracy
 Information and communication technology capability
 Critical and creative thinking
 Personal and social capability
 Ethical understanding
 Intercultural understanding.
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http://www.acara.edu.au/curriculum/general_capabilities.html
ACARA Cross Curriculum Priorities
Aboriginal and Torres Strait Islander histories and cultures
The Aboriginal and Torres Strait Islander histories and cultures priority provides the opportunity for all young Australians to gain a deeper understanding and appreciation
of Aboriginal and Torres Strait Islander histories and cultures, deep knowledge traditions and holistic world views. This knowledge and understanding will enrich all
learners’ ability to participate positively in the ongoing development of Australia through a deepening knowledge and connection with the world’s oldest continuous
living cultures.
The Aboriginal and Torres Strait Islander histories and cultures priority has been developed around the three key concepts of Country/Place, Peoples and Cultures:
 The first key concept highlights the special connection to Country/Place by Aboriginal and Torres Strait Islander Peoples and celebrates the unique belief systems
that connect people physically and spiritually to Country/Place.
 The second key concept examines the diversity of Aboriginal and Torres Strait Islander Peoples’ culture through language, ways of life and experiences as
expressed through historical, social and political lenses. It provides opportunities for students to gain a deeper understanding of Aboriginal and Torres Strait
Islander Peoples’ ways of being, knowing, thinking and doing.
 The third key concept addresses the diversity of Aboriginal and Torres Strait Islander societies. It examines kinship structures and the significant contributions of
Aboriginal and Torres Strait Islander people on a local, national and global scale.
Asia and Australia’s engagement with Asia
The Asia and Australia’s engagement with Asia priority provides the opportunity for students to celebrate the social, cultural, political and economic links that connect
Australia with Asia. This priority will ensure that students learn about and recognise the diversity within and between the countries of the Asia region. They will develop
knowledge and understanding of Asian societies, cultures, beliefs and environments, and the connections between the peoples of Asia, Australia, and the rest of the
world. Asia literacy provides students with the skills to communicate and engage with the peoples of Asia so they can effectively live, work and learn in the region.
The Asia and Australia’s engagement with Asia priority has been developed around three key concepts; Asia and its diversity, achievements and contributions of the
peoples of Asia and Asia-Australia engagement:
 The first key concept highlights the diversity within and between the countries of the Asia region, from their cultures, societies and traditions through to their
diverse environments and the effects of these on the lives of people.
 The second key concept examines the past and continuing achievements of the peoples of Asia, identifies their contribution to world history and acknowledges
the influences that the Asia region has on the world’s aesthetic, and creative pursuits.
 The third key concept addresses the nature of past and ongoing links between Australia and Asia, and develops the knowledge, understanding and skills, which
make it possible to engage actively and effectively with peoples of the Asia region.
Sustainability
25
The Sustainability priority provides the opportunity for students to develop an appreciation of the necessity of acting for a more sustainable future and so address the
ongoing capacity of Earth to maintain all life and meet the needs of the present without compromising the needs of future generations.
This priority will allow all young Australians to develop the knowledge, skills, values and world views necessary for them to act in ways that contribute to more sustainable
patterns of living. It will enable individuals and communities to reflect on ways of interpreting and engaging with the world. The Sustainability priority is futures-oriented,
focusing on protecting environments and creating a more ecologically and socially just world through informed action. Actions that support more sustainable patterns of
living require consideration of environmental, social, cultural and economic systems and their interdependence.
The Sustainability priority is futures-oriented and calls on students to act sustainably as individuals and to participate in collective endeavours that are shared across local,
regional and global communities. It emphasises the interdependence of environmental, social, cultural and economic systems.
The Sustainability priority has been developed around three key concepts: systems, world views and, futures:
 The first key concept explores the interdependent and dynamic nature of systems that support all life on Earth as well as the promotion of healthy social,
economic and ecological patterns of living for our collective wellbeing and survival.
 The second key concept presents the issues surrounding sustainability in a global context. This concept allows for a diversity of world views on ecosystems, values
and social justice to be discussed and linked to individual and community actions for sustainability.
 The third key concept is aimed at building the capacities for thinking and acting in ways that are necessary to create a more sustainable future. The concept seeks
to develop reflective thinking processes and empower young people to design action that will lead to a more equitable, respectful and sustainable future.
http://www.acara.edu.au/curriculum/cross_curriculum_priorities.html
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