Teacher Resources
Stage 4
Welcome to
Manly SEA LIFE Sanctuary’s
Teaching Resource
To complement your visit to Manly SEA LIFE Sanctuary, please find below a suggested education program that
provides pre and post learning opportunities for your students. All are aligned to both the NSW Syllabus and
the new Australian Curriculum.
AUSTRALIAN CURRICULUM STAGE 4
(incorporating previous NSW Syllabus)
SCIENCE
Key Areas
Outcomes
Knowledge and Understanding
A student:
- Explains how advances in scientific understanding of
processes that occur within and on the Earth,
influences the choices people make about resource
management practices (SC4-13KU)
- Relates the structure and function of living things
to their classification, survival and reproduction
(SC4-14KU)
- Explains the contribution of scientific understanding
and technological advances in finding solutions to
contemporary issues (SC4-15KU)
Values and Attitudes
A student:
- appreciates the importance of science in their
lives and the role of scientific inquiry in increasing
understanding of the world around them
- shows a willingness to engage in finding solutions
to science - related personal, social and global issues ,
including shaping sustainable futures
- demonstrates confidence in making reasoned,
evidence - based decisions about the current and
future use and influence of science and technology,
including ethical considerations
Life Skills
A student:
- identifies questions and problems that can be tested
or researched and makes predictions based on
scientific knowledge
- follows a sequence of instructions to safely undertake
a range of types of investigations, individually and
collaboratively
- presents ideas, findings and information to a
given audience using appropriate scientific language,
representations and text types
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Lesson 1: Ecosystem
Lesson 2: Stream Study
Tuning in:
Tuning in:
o
o
Discuss with students the fragile nature of ecosystems and the
complexities of the earth as an ecosystem.
The world around us is full of different ecosystems, which support
life on the planet. An ecosystem consists of the living and nonliving
things that coexist in the same location. For instance, a forest
ecosystem consists of the trees, soil, plants and animals that make
their homes in the forest.
Macro invertebrates are an indicator of the health of an aquatic
ecosystem. They form an important part of the food web. The
primary producers are plants and algae. Energy is also available in
the form of leaves and detritus for these small animals. They form
the link between the producers and the larger animals like fish and
even man. Some aquatic invertebrates are unable to survive in
polluted water. Others are more tolerant of pollutants in water.
Learning Task:
Learning Task: Human intervention
To better understand how an ecosystem works, create your own
ecosystem in a jar. During this experiment, you can visually observe
how parts of an ecosystem work together.
o Stream Study
o Ecosystem in a jar
PROCEDURE:
1. Make holes in lid of glass jar and cover with part of a stocking to
stop insects escaping.
2. Fill the bottom of a large glass jar with your choice of substrate
(sand, dirt, soil) in a layer about 6 cm deep.
3. Plant a small plant in the soil, keeping it near the edge of the jar so
you have a clear view of the soil in the bottom of the jar. The small
invertebrates you will add later will crawl on the plant.
4. Add a thin layer of gravel to the top of the soil/dirt/sand.
5. Arrange some small twigs into the jar, providing additional places for
the crawling insects to climb onto and use.
6. Add any available invertebrates. Include a couple of different species
for variety where possible.
7. Sprinkle a couple of drops of water into the jar to provide some
moisture for the insects.
8. Replace the lid back on the jar and record dissolved oxygen as a
measure of health. Students can keep a record of observations over
a period of time. The longer the experiment runs the greater the
chance of the contained ecosystem failing.
TIPS:
- Store the jar indoors where the sun will not hit it directly. If you
place the jar in direct sunlight, the occupants will overheat and die.
Resources:
o Stocking, jar with lid, soil / sand / dirt, small plant / cutting, gravel,
small twigs, any available invertebrates, water (pond, tap, de-chlorinated)
Collect aquatic invertebrates from a local stream / water way / beach
and use online resources to find out the health of the stream. The
purpose of this study is to assess the population of a stream in order
to assess the level of pollution.
In this experiment, students will collect macro invertebrates from
the stream using different techniques to determine the number and
types of those who are key to water evaluation. Take water samples
from the stream and see if the results back up the invertebrate findings.
PROCEDURE:
o Indicate to students what section of the stream / water way they will
be studying. GoogleMaps can be used as a tool.
Collection option 1: Place a seining net across the stream. Agitate
the stream bed up stream of the net. Collect macro invertebrates in
the net. Use sieves to collect organisms. Transfer to small storage
containers or collecting buckets. Place in bottles labeled with the
group, the location, and the date.
Collection option 2: Clean the surface of rocks and debris in the
stream. Use small sieves to collect from leaves and branches in the
stream flow. Rinse into collecting bottles and containers (Label).
Collection option 3: Collect water in bottles from different areas
of the stream with bottles. Collect bottom sediment, leaves and
debris, and near the edge where growth of plants is heavy, (Label)
making sure to specify the site of collection
o Use a Petri dish grid to examine water samples (Grids can be made
ahead of time by students as a homework activity).
o Count the number and types of macroinvertebrates found in the
stream
o Assess the water quality using the pH water kit and make
conclusions about its pollution levels
o Use a Microscope to document and identify some of the interesting
residents of the stream / water way
Resources:
o Collecting net, spoons, plastic cups / zip lock bags / small sieves / ice
cube trays, collecting bottles, sieves, seining net, water pH Testing
Kits, notebooks, cameras
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Lesson 3: Excursion to Manly SEA LIFE Sanctuary
There are now two Manly SEA LIFE Sanctuary excursion options,
available to students in Year 7-10.
Option 1: Manly SEA LIFE Sanctuary Tour.
Teachers can book in for a guided program (approx 1.5hr), involving an
educational tour of the Sanctuary.
Option 2: Manly SEA LIFE Sanctuary Field Trip:
‘Field sampling of Rocky shores: Understanding the
threats to our oceans’
The Sanctuary field trip is a 4 hour program guided by Sanctuary staff.
The program allows students to apply scientific research techniques
while exploring our local rocky shore, as well as learn about the animals
within our Sanctuary.
Lesson 5: Best possible solution
Learning Task:
o
o
o
o
o
Ask students to choose a living animal or plant that they think is the
best suited to live on earth.
In choosing their living thing, ask them to consider survival,
adaptation capabilities, habitat requirements, food and water needs.
Ask them to list features of the animal and detail their reasons for
the choice.
Debate why these features make it the best.
Challenge your students with the following question:
o Can your living thing survive by itself (if all other life was wiped out)?
Resources:
o pen, paper/computers
Students will be identifying species in our rocky shore environment
using a scientific key, learning sampling techniques, undertaking transects
and recording scientific data; in an effort to understand the abundance
and biodiversity of marine life, and the factors which may affect them.
This program closely aligns with learning objectives as outlined in the
NSW Syllabus and the new Australian Curriculum.
To find out more information and to book either excursion
option to Manly SEA LIFE Sanctuary; simply contact our
Education Booking Officer: Call (02)8251 7877 or
email us [email protected]
Manly SEA LIFE Sanctuary Tour Resources: Copies of student
resources and risk assessments can be accessed and printed from
www.manlysealifesanctuary.com.au
Manly SEA LIFE SANCTUARY Field Trip Resources:Teachers will be
sent this information upon booking.
Lesson 4: Environmental management
Tuning in:
o Discuss with students; what impact do they have on the ecosystem
they inhabit?
o Think about the things you consume and the waste you produce.
Learning Task:
o
o
Ask students to make a list of positive and negative impacts they
have on other living animals and plants sharing your ecosystem.
Then ask students to write an action plan, detailing what they can do
to make a difference.
Resources:
o pen, paper/computers
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Student Self Guided Resources
Organic Oceans - Stage 4
Welcome to
Manly SEA LIFE Sanctuary’s
Teaching Resource
To complement your visit to Manly SEA LIFE Sanctuary, please find these Student Self Guided Resources, that
your students can complete when onsite. These resources are aligned to both the NSW Syllabus and the new
Australian Curriculum.
Key Areas
A student:
- Explains how advances in scientific understanding of
processes that occur within and on the Earth,
influences the choices people make about resource
management practices (SC4-13KU)
- Relates the structure and function of living things
to their classification, survival and reproduction
(SC4-14KU)
- Explains the contribution of scientific understanding
and technological advances in finding solutions to
contemporary issues (SC4-15KU)
Values and Attitudes
A student:
- appreciates the importance of science in their
lives and the role of scientific inquiry in increasing
understanding of the world around them
- shows a willingness to engage in finding solutions
to science - related personal, social and global issues ,
including shaping sustainable futures
- demonstrates confidence in making reasoned,
evidence - based decisions about the current and
future use and influence of science and technology,
including ethical considerations
Life Skills
A student:
- identifies questions and problems that can be tested
or researched and makes predictions based on
scientific knowledge
- follows a sequence of instructions to safely undertake
a range of types of investigations, individually and
collaboratively
- presents ideas, findings and information to a
given audience using appropriate scientific language,
representations and text types
Outcomes
Knowledge and Understanding
AUSTRALIAN CURRICULUM STAGE 4
(incorporating previous NSW Syllabus)
SCIENCE
2
Organic Oceans
o
Describe what features lionfish use to protect themselves.
o
What features does the egg of a Port Jackson Shark have to increase the rate of survival? What environmental
pressures are overcome by these features? What other ways do sharks combat these factors?
o
Draw a picture of a seahorse.
Label three physical features that help
them survive.
1)
2)
3)
o
What factors are present within our freshwater display that affects the survival of our reptiles? What factors are
needed for survival but aren’t observed? How are these factors met?
3
Organic Oceans Cont...
o Describe three features of the Wobbegong Shark, which help it hunt.
1)
2)
3)
o
Cuttlefish are cephalopods. What other cephalopods can you find on this level? What features help you link these animals?
o
Coral reefs are a dynamic ecosystem. List the factors that affect the survival of a coral colony within the reef.
o
Draw and label a diagram of a
Little Penguin. Include all key
features and write a brief
description of each.
4
Organic Oceans Cont...
o
What environmental factors do penguins have to contend with that most birds avoid? What features do penguins
possess that allow them to overcome these factors?
o
Draw two sets of shark jaws and label the key features that help determine what prey items are targeted.
o Turtles are aquatic reptiles. Describe two features that help them survive in this environment.
1)
2)
o
Draw and label a diagram of a Grey
Nurse Shark. Include all key
features and a brief description of each.
5
Organic Oceans Cont...
o
Observe the Grey Nurse Sharks in our Oceanarium. Add to your previously drawn diagram, two other features the
Grey Nurse Shark possesses that help it survive.
o
Observe the fish in the Oceanarium. Construct a table listing similar features possesses by the fish observed and as
many different adaptations as you can. Are there any visible features you can see that the fish share with penguins?
Similar features
o
Adaptations
From your observations thus far create your own aquatic animal. Draw a diagram labeling key features that
either help it survive, be the ultimate predator or both! List the strengths and weaknesses of your creation.
What environmental factors need to be considered? Can an animal have all possible benefits? Why / why not?
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SEA LIFE Conservation Fund Australia
– we do a lot so here’s the quick guide
Established in 2005, the SEA LIFE Conservation Fund (formerly Sydney Aquarium Conservation Fund) has been
dedicated to protecting and conserving our coasts and aquatic habitats. Inspiring stewardship of aquatic environments is
our mission so future generations can enjoy the full range of species and marine environments we enjoy today.
What does that mean?
Unfortunately, aquatic animals face many threats, such as:
o Habitat destruction - coastal development means
we’re impacting directly on often sensitive habitats
like seagrass meadows upon which many species rely
o Climate change – rising sea temperatures and
increased acidification are drastically affecting coral
and other organisms on the Great Barrier Reef
o Getting caught in fishing or shark nets
o Pollution - ingestion and entanglement in rubbish
especially plastic bags and bottles, has a big impact
on animals, often fatally
o Boat strike -surface breathing animals like dugongs
and turtles are particularly susceptible to strikes
We do as much as we can by raising funds for projects and education campaigns and
getting people like you, passionate about these very special places and animals so we
can help protect and conserve them into the future.
SLCF campaigns to conserve and protect the marine and freshwater
environments to address these many threats and create pressure to bring about
positive change.
SLCF funds research and educational projects that will help protect and restore
threatened species and habitats.
SLCF supports other organisations which are doing their bit to address the many
issues facing our environment.
SLCF educates and raises awareness through the media, events, schools initiatives, websites and much more. By
spreading the word we improve understanding about our precious coast and its inhabitants, and what can be done to
conserve them.
Contact us to learn more about SLCF and other ways to
get involved. Via email [email protected] or online at
www.SEALIFEconservation.org.au
SLCF is a Registered Environmental Organisation. This means that all donations over $2 are tax deductible.
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