Balcombe Estuary Mount Martha ZONE 2 Local Neighbourhood

1. Inv Science S English Environment SUSTAIN ABILITY Science Understanding Looking at the Fauna and Flora of the Balcombe Estuary: http://www.berg.org.au/the-reserves/flora-and-fauna Students will pick one living thing (plant or animal) and investigate its life cycle. (ACSSU073) • Taking Responsibility • Sustainable Practice • Place Based Pedagogy • Ecological Footprint Sustainable Living • Cycle of life Speaking and Listening Students will take notes during the excursion and In class whilst working in small groups students will compose posters about the importance of revegetation and conservation at the Estuary and Volunteering with BERG. Student’s posters will be laminated and displayed around school grounds and local community to raise public awareness (ACELA1488) Building relationships and working across social divisions Learning by doing in the environment Balcombe Estuary Mount Martha ZONE 2 Local Neighbourhood Movement Community BalcombeBoardwalk Balcombe Estuary Rehabilitation Group (BERG) Balcombe Creek • Local Landscapes • Global Community • Community Partnerships • Learning outdoors/learning by doing • Learning Through Experience • Physical • Spatiotemporal • Socio-Cultural • Ecological • Political Science as a Human Endeavour Students will obtain a water sample from the Estuary and complete the pH experiment. (ACSHE062) Some of the influences on this Creek are the rock and soil characteristics of the creek bed as well as plant activity and oxygen levels. Procedural Text –(Writing) Waterwatch program: http://www.berg.org.au/our-work/waterwatch Students write up the experiment for testing the pH and Oxygen level of the Balcombe Estuary. This will incorporate use of new vocabulary and will be teacher directed. (ACELA1498) Balcombe Reserve Cross-Curricular Connection Cross-Curricular Connection Cross-Curricular Connection Mathematics History Cross-Curriculum Priorities Aboriginal Histories and Sustainability Statistics and Probability After monitoring water quality at the Balcombe Estuary, students will construct suitable date displays (bar graphs/line graphs) to represent the pH and Oxygen levels mathematically. (ACMSP096) Historical Knowledge and Understanding Students will compose a timelinethrough which they will compare how the Traditional Owners of this land used the creek they called Tji’tjin’garook (voice of frogs) versus the Early Settlers. This will be a group task, students will use ICT’s to present their findings. (ACHHK080) Reflective Writing Through reflective writing students will look back at the events of the excursion to Balcombe Estuary in Mount Martha. Students will be challenged to analyse the events of the day, to explore and to explain what this experience has taught them. (ACELY1696) Science Inquiry Skills Students investigate the eradication program – principally rabbits and foxes around the Balcombe Estuary and discuss predictions about its impact/outcomes. (ACSIS064) Historical Skills Students will compose a chronological map of the History of the Balcombe Estuary with the focus on man’s impact through history on the environment of the Balcombe Estuary. Students will use a range of communication forms (oral, graphic, written) and digital technologies to present their findings. (ACHHS087) Measurement and Geometry Location and Transformation – Students will draw a basic map of the Balcombe Estuary. Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)