Study Guide Loders Creek and Biggera Creek Catchments
MAY 2011
Creek Catchment Study Guide 1
Eastern sedgefrog, Litoria fallax Photo by Narelle Power
Loders Creek and Biggera Creek Catchments Study Guide
CONTENTS
PART A Contents...... i Loders Creek and Biggera Creek Catchments ...... 1 Introduction ...... 2 What Is a Catchment? ...... 3 Gold Coast Catchments...... 4 The Loders and Biggera Creeks Catchments...... 6 Catchment History ...... 7 Loders Creek Catchment...... 11 loders creek catchment association...... 13 Restoring the Catchment...... 13 Nature Trail ...... 13 Catchment overview ...... 14 Biggera Creek...... 14 Loders Creek ...... 16 Broadwater...... 18 Additional fact sheet and information also available from the Griffith Centre for Coastal Management: http://www.griffith.edu.au/__data/assets/pdf_file/0005/322871/Dunes-of-the-Gold- Coast.pdf...... 18 Local Flora and Fauna ...... 19 Flora...... 19 Fauna...... 28 Wetlands ...... 29 Wetlands ...... 30 Impacts on Catchment Health and Water Quality...... 31 Urbanisation and Waterway Modification...... 31 Catchment Management ...... 32 catchment monitoringcatchment monitoring ...... 33 catchment monitoring...... 34 Water Quality Monitoring ...... 34 Water Quality Parameters ...... 37 Macroinvertebrates...... 40 Riparian Condition and Habitat...... 43 Riparian Vegetation...... 44 Field Survey sites...... 45 Data Collection Sheets ...... 47 Habitat Assessment Sheet* ...... 48
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Circle your stream’s rating for each factor in the table below...... 49 Add up all the numbers you circled for a total score ...... 49 *This data collection sheet has been adapted from the AUSRIVAS ‘Habitat Assessment Field Sheet’ (AUSRIVAS, 2004)...... 49 Water Quality Data Sheet...... 50 Water Sample Collection Spot Overview ...... 51 Further resources...... 59 Books...... 59 Information and Fact Sheets...... 59 Maps Detailing Land Use within Loders and Biggera Creeks Catchments ...... 60 Useful Websites ...... 63 Gold Coast City Council Website: www.goldcoast.qld.gov.au ...... 63 Gold Coast Waterwatch Website: www.goldcoastwaterwatch.org ...... 63 Australian Water Education Toolkit Website: www.environment.gov.au/water/education/index.html...... 63 Waterwatch Queensland Website: www.qld.waterwatch.org.au ...... 63 Queensland Water Quality Guidelines 2009 Website: www.epa.qld.gov.au/publications?id=1414 ...... 63 Murray Darling Freshwater Research Centre Website: www.mdfrc.org.au/bugguide/display.asp?type=1&class=19...... 63 Lesson Plans ...... 64 Introduction to Activities ...... 65 The Early Years ...... 66 Early Years Activities ...... 66 Early Years Activities ...... 67 Activity 1 - Catchment Play ...... 67 Activity 2 - Cotton Ball Clouds ...... 69 Activity 3 - As Time Goes By ...... 71 As Time Goes By Worksheet...... 74 Activity 4 - Catchment Inhabitants...... 75 Catchment Inhabitants Worksheet...... 77 Catchment Inhabitants - Teachers Cheat Sheet...... 79 Activity 5 - Using Treated Water...... 80 Using Treated Water Worksheet ...... 81 Activity 6 - Water Wasters ...... 82 Water Wasters Worksheet ...... 83 Early Years Resources ...... 84 Books...... 84 Web...... 85
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Middle Years Activities...... 86 Middle Years Activities...... 87 Activity 1 - My Mini Water Cycle...... 87 Summary of Task...... 87 My Mini Water Cycle Worksheet A - How to Make Your Own Mini Water Cycle...... 90 My Mini Water Cycle Worksheet B - Information ...... 90 My Mini Water Cycle Worksheet B - Information ...... 91 Activity 2 - In My Neighbourhood ...... 92 Catchment Inhabitants - Work Sheet...... 94 Catchment Inhabitants - Teachers Cheat Sheet...... 96 Activity 3 – My Model Catchment...... 98 My Model Catchment Worksheet A – Catchment Design ...... 101 My Model Catchment Worksheet B – Catchment Work Plan ...... 102 My Model Catchment Worksheet C - Self Assessment...... 103 My Design ...... 103 What worked well?...... 103 What I would do differently next time? ...... 103 My Plan ...... 103 What worked well?...... 103 What I would do differently next time? ...... 103 My Construction...... 103 What worked well?...... 103 What I would do differently next time? ...... 103 Activity 4 - As Time Goes By ...... 104 As Time Goes By Timeline...... 106 Activity 5 - What Bugs Can Tell Us ...... 107 What Bugs Can Tell Us Worksheet A - Bug Catching Instructions...... 109 What Bugs Can Tell Us Worksheet B - Make Your Own Bug Catcher Instructions...... 110 What Bugs Can Tell Us Worksheet C - Bug ID...... 111 Draw your waterbugs and record information about them: ...... 111 Activity 6 - The Bottom Line ...... 112 Activity 7 - Catchment Controversy...... 114 Middle Years Resouces ...... 118 Books...... 118 Web...... 118 The Senior Years ...... 120 Senior Years Activities ...... 120 Senior Years Activities ...... 122
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Activity 1 - As Time Goes By ...... 122 Activity 2 - The Bottom Line ...... 125 Activity 3 - Catchment Controversy...... 128 Activity 4 - Making a Difference ...... 130 Activity 5 - Catchment Tour...... 132 Senior Years Resources ...... 134 Books...... 134 Web...... 134 REFERENCES ...... 135 Acknowledgments...... 138 Appendix 1 - Definitions ...... 139 Appendix 2 – Native Fauna...... 144 Mammals...... 144 Freshwater fish...... 145 Amphibians ...... 145 Reptiles (lizards, snakes and turtles)...... 145 Birds...... 146 Butterflies ...... 151 Dragonflies/ Damselflies...... 152 Cicadas...... 152 Crustaceans...... 152 Appendix 3 – Butterfly and Nature Trail Booklets ...... 153 Appendix 4 ...... 161 Dissolved Oxygen Conversion Chart...... 161 Converting parts per million (ppm) to percent saturation (%) with a known temperature...... 161
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LODERS CREEK AND BIGGERA CREEK CATCHMENTS
Loders Creek and Biggera Creek Catchment Study Guide 1
INTRODUCTION
This study guide was produced to bring together information on local catchments and be the central point of information for teachers and students wishing to study their local catchment. Divided into three parts, this guide commences with basic catchment information flowing into how to monitor the health of your catchment and finally lesson plans for different year levels.
Part A is a wealth of information about the Loders and Biggera Creeks Catchments including catchment information, history and the current condition of these catchments.
Part B is detailed information on how to study and monitor your local catchment from water quality to water bugs and other flora and fauna.
Part C is a large set of lesson plans, activities and resource material for teachers and gives instructions on how to explore and learn more about your local catchment.
Students and teachers who understand and care for our local catchments will help us to ensure healthier catchments and in turn, our local playgrounds like the Broadwater will benefit and the things we as a society value such as boating, fishing and the natural environment will be protected for years to come.
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WHAT IS A CATCHMENT?
A catchment is an area of land, surrounded by natural features, through which water cycles and flows to a low point such as a river, creek, lake or the ocean (Figure 1). All land is part of a catchment, from desert to swamp, and is generally bound by a natural ridgeline such as a hill or mountain. Imagine a bath tub and the plug hole. Any water that falls anywhere in the bath will flow down to the plug hole (the mouth of the creek/river) – the bath tub is the catchment.
Catchments vary in size and are defined by the features contained within them. Catchments can include all types of water (groundwater, stormwater, wastewater, rivers, creeks, lakes and dams), mountains, river flats, coastal plains and estuaries. Catchments are often broken down into a number of smaller sub-catchments that feed into a larger catchment. Management of the smaller sub-catchments affect the larger catchment as a whole.
Water is the central component of a catchment area and many activities within the catchment can affect the amount and quality of the water. Land use, vegetation types, pest animals, erosion, agricultural and chemical run-off can affect the quality of water within a catchment. As we all live in a catchment, we all impact upon water quality either directly or indirectly. The environment is much more interrelated that we initially imagine, what we do upstream has an effect on the area downstream.
Catchments provide water for farming, recreation, industry and household use as well as maintaining the natural environment and habitats for plants and animals. Good water quality depends on an understanding of and appropriate management of each of the environments in the catchment (DERM, 2010a).
Figure 1 Overview of a catchment area (GCCC, 2008b)
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GOLD COAST CATCHMENTS
The Gold Coast is Australia’s fastest growing region. It is estimated that the population may exceed 700,000 by 2026 and will potentially exceed one million by 2061.
This population lives within five main catchment areas (Figure 2):
· Pimpama River catchment
· Coomera River catchment
· Broadwater catchment
· Nerang River catchment
· Tallebudgera and Currumbin Creeks catchment These main catchment areas also contain a number of smaller sub-catchments which include:
· Albert River
· Sandy Creek
· Coombabah Creek
· Loders Creek
· Biggera Creek
· Mudgeeraba Creek
· Coolangatta Creek
· Flat Rock Creek Loders and Biggera Creeks are grouped within the Broadwater Catchment along with Runaway Bay and Southport.
All catchment areas are influenced by the same broad land uses; however the pressures on each differ depending on what is within the catchment (e.g. farming, natural areas, residential estates, industry).
The catchments of the Gold Coast are affected by high population growth in this region. Members of the community therefore need to ensure that their actions have minimal impact on catchment health. The Gold Coast City Council’s Catchment Management Unit is planning for the impacts of urban expansion and has Catchment Management Plans in place to help manage the potential impacts of this growth.
For more information on what you can do to reduce your impacts visit: www.goldcoast.qld.gov.au/t_standard2.aspx?pid=141
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Figure 2 map of Gold Coast catchment boundaries
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THE LODERS AND BIGGERA CREEKS CATCHMENTS
The Loders Creek and Biggera Creek Catchments are small catchments adjacent to each other in the centre of the Gold Coast. Part of the Broadwater Catchment, they are bordered by the Runaway Bay sub-catchment and Coomera Catchment to the north, the Pacific Ocean to the east and Nerang Catchment to the west and south.
As some of the smaller catchments of the Gold Coast, Loders and Biggera Creek catchments cover only 10 km2 and 21 km2 Did you know? respectively. Loders Creek stretches a mere 8.3 km in length The Broadwater is and Biggera Creek even less with much of the creek modified part of the Moreton to canal estates. Both creeks are lowland, coastal waterways Bay Marine Park that are primarily estuarine and are therefore tidally influenced and is also referred in much of their reach. This smaller size does not, however, to as Southern represent a smaller degree of significance. Both of these Moreton Bay. creeks flow into the Gold Coast’s best used and most visible estuary, the Broadwater (Natural Solutions, 2007a). This estuary contains highly important wetlands, seagrass beds and important remnant vegetation and is the southernmost reach of the Ramsar listed Moreton Bay Marine Park.
The Broadwater is an area highly valued by many local residents who see this area as a playground. With its protected waters, local beaches and diverse marine flora and fauna it is an area that needs to be cared for.
What happens in the creeks that feed into the Broadwater directly affects the health of the Broadwater itself. If Loders Creek and Biggera Creek Catchments are unhealthy, these creeks will be unhealthy and this will in turn affect the health of the Broadwater.
For more information on the water quality objectives prepared by the Department of Environment and Resource Management (DERM) refer to their website and the Broadwater environmental values and water quality objectives - Basin No. 146 (part), including Biggera and Loders Creeks, the Broadwater and all creeks of the Broadwater catchment and Runaway Bay. www.derm.qld.gov.au/education/teachers/catchment/index.html
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Catchment History
Loders Creek was originally named Biggera by the traditional owners of the land, the Gombemberri people (LCCA, 2002). In the Aboriginal language, Biggera means ‘iron bark’ in reference to an abundant tree species in the area. The name ‘Biggera’ has since been given to the creek and catchment immediately north of Loders Creek, after Loders Creek was renamed in reference to the first white landholder of the creek.
Traditional owners
The Gombemberri tribe (also called Kombumerri) are the traditional owners of the Gold Coast region (Heritage Australia, 2011). Their traditional lands stretched from the Tweed River in the south to the Coomera River in the north and from the coast to the foothills of Tamborine Mountain. The Gombemberri tribe were known as ‘Saltwater People’ as they lived near the ocean and used its resources (GCCC, 2009).
Early settlers to the area noted that abundant fish and shellfish, along with edible plants, provided the Gombemberri with plentiful food and a swamp near Matron and Sister Higman Park ensured a plentiful supply of both fresh water and wild duck. (GCCC, 2009)
White settlement
1770: The area of the Gold Coast was ‘discovered’ by Captain James Cook who named the two prominent nearby landmarks – Point Danger and Mount Warning to warn future sailors of the offshore reefs and dangerous conditions of the Tweed Bar.
1799: Captain Matthew Flinders was the first recorded white man to set foot on a Gold Coast Beach, passing by Point Danger on July 13, 1799 (LCCA, 2002).
1842: Surveyor Robert Dixon produced the first accurate map of the Gold Coast. At this time, Queensland was not a state in its own right, rather still a part of New South Wales (Gold Coast Info, 2011).
1865: The township of Nerang was surveyed and applications for land title allotments were opened.
Much of the Gold Coast has been extensively modified from its natural state since white settlement. Farming and land clearing inland of the coast has significantly impacted and altered the natural condition of the local area. Most notable is the construction of canal estates which have transformed coastal wetlands, estuarine mudflats and the saltmarsh/mangrove and melaleuca/tea- tree communities into primarily estuarine watercourses (DERM, 2007). In turn, the variety of habitats available to native fauna of the area has also been reduced and the natural structures of the waterways have been changed to include more hard stormwater drains rather than natural creek beds.
Historical and pre-historic use of Loders and Biggera Creeks
Loders Creek was one of the first sites settled north of the Nerang River. In 1867, the Englishman John Loder moved to the area, then known as Nerang Heads, with his wife and thirteen children. In 1877, the Loder family built on a hill overlooking the creek and established farming lands on the banks of the creek which came to be named after them (LCCA, 2002).
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This extract from The Week in 1876 advertised the area to Brisbane residents.
“Southport is confidently expected to become eventually a watering place of some note, being of comparatively easy access from Brisbane, and possessing many features not shared by the watering places in Moreton Bay in present use. Southport can be reached most readily by land from Brisbane, the distance being forty-five miles over an excellent road, Cobb and Co's coaches passing within three miles of the township. The shores of the bay, at this point, are composed of undulating ridges with hard sandy beach, quite free from mangrove. The view from the proposed township embraces a long stretch of the bay northward; the island of Stradbroke in the background, immediately opposite is the Boat Passage through which a glimpse of the ocean is obtained. Rock oysters and crabs abound, and are readily obtainable at low tide; there are also in the vicinity extensive oyster beds… both whiting, bream, rock cod and other fish can be caught from the rocks in front of the township… Southport offers many inducements to persons wishing to really enjoy a trip to the seaside.”
The settlement of Southport was highly attractive to pioneers due to its natural beauty and Loders Creek was a popular spot for fishing, crabbing and shooting wildfowl. In 1878 land subdivision in the area now called Labrador had started (LCCA, 2002).
In 1918, Southport was severed from Nerang Shire and proclaimed a separate town (a municipality). The first mayor was Alderman E. Hicks who’s first task as mayor was to preside over the celebrations announcing the end of World War 1 on 11 November 1918.
To further explore the history of Loders and Biggera Creeks refer to “As Time Goes By” activities on pages 71 (years P-3), page 105 (years 4 – 7) and 122 (years 8 – 12).
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Biggera Creek Catchment
Biggera Creek catchment is one of the most heavily modified waterways on the Gold Coast. With a total catchment area of only 21km2, it stretches from Runaway Bay in the North, through the canal estates of Runaway Islands and the newly established Harbour Quays, next to Harbour Town Shopping centre (Figure 3). Ephemeral creek Contains flowing water Much of the water that feeds Biggera Creek drains from the only after rainfall. In suburbs of Parkwood and Ernest. The creek channel drier months these can becomes visible from the Parkwood International Golf Course be just a series of small from where it meanders through Musgrave Hill, runs pools alongside the hockey fields of Keith Hunt Park, and through
Labrador before moving into the highly modified canal estates Riparian zone of Biggera Waters and entering the Broadwater. The banks of a river or A second, northern tributary drains from Arundel Hills and creek, that is the joins the main creek near Oxley Drive. This northern arm of ‘interface’ between land Biggera Creek also flows through the canal system of and water. Runaway Islands before entering the Broadwater.
The freshwater region of Biggera creek does not always contain flowing water, receiving stormwater runoff from the surrounding residential areas. During periods of low rainfall, only a series of small, stagnant pools can be found in the upper catchment. This type of creek is referred to as ephemeral. The lower, tidal region of the creek receives stormwater runoff from surrounding urban and industrial areas. A series of canals, which also receive stormwater runoff from the surrounding urban areas, surround the northern entrance of the Broadwater (Waltham, 2002).
Some of the bushland that exists in the catchment is of high conservation value (White et al, 2003) containing some of the last remaining areas of Wallum Heath habitat on the Gold Coast. Urban development and the demand for land continues to reduce this bushland.
The Biggera Creek Catchment Care Group has successfully reduced the invasion of weeds along the creek (Musgrave Avenue and Brisbane Road) and has planted a large number of native plants in the riparian zone to increase bank stability.
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Figure 3 Biggera Creek Catchment boundary (Natural Solutions, 2007a)
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Loders Creek Catchment
Loders Creek Catchment incorporates much of Musgrave Hill and northern parts of Southport, and is bordered to the north by the Labrador to the north and by Olsen Ave, Ashmore, to the west. Loders Creek has a total catchment area of approximately 10km2 and is dominated by industrial and urban land use. The creek flows through Ashmore (for approximately 8km) and Southport before entering the Broadwater estuary (Figure 4).
Loders Creek has been extensively modified with more than a quarter of the creek within the upper catchment converted to open or underground stormwater drain systems (Alletson et al, 1994; Waltham, 2002). The creek itself is highly accessible and runs adjacent to a number of schools, sporting grounds, parks and bushland.
Much of the freshwater region of the catchment has been ‘re-profiled’ in an effort to mitigate potential flood effects. This has lead to the loss of vegetation in the riparian zone (White et al, 2003). The southern tributary of the creek has been so extensively modified from its natural state that it now exists only as an ephemeral, open concrete stormwater drain.
The northern tributary of Loders Creek also begins as an open, concrete stormwater drain, before returning to a more natural, slow, meandering pool/ riffle system, prior to meeting the southern tributary. The area along the northern tributary, which retains a number of natural features has been identified as supporting an important habitat for the vulnerable Wallum Froglet (Crinia tinnula) (Hero et al, 2000).
Loders Creek is tidal to the junction of the northern and southern tributaries, approximately 3 km upstream from where it meets the Broadwater. The mouth of Loders Creek still contains natural growing mangroves while Biggera Creek no longer has mangroves at the mouth.
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Figure 4 Loders Creek Catchment boundary (Natural Solutions, 2007b)
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LODERS CREEK CATCHMENT ASSOCIATION
Community groups have been to restoring and rehabilitating sections of Loders and Biggera Creeks for a number of years. Their dedication to weed management and planting has resulted in much of the riparian vegetation present today.
The Loders Creek Catchment Association (LCCA) is a The LCCA is one of the community catchment management group made up of first catchment volunteers. LCCA aims to increase awareness of the community groups Loders creek catchment and show that through hard work established on the Gold from a collaborative community, everything you do in the Coast. It is the catchment will be reflected in the creek. The waterways and committed volunteers surrounding natural vegetation within the Loders and that have made this the Biggera catchments still provides valuable habitat for a longest running and large numbers of animals and plants, which can be restored most successful group to a natural state with input from our devoted, caring on the Gold Coast. community members.
It is these values and committed community effort that has made the LCCA the longest running and most successful catchment community group on the Gold Coast.
Restoring the Catchment
LCCA projects: Established in 1994, the LCCA is a community catchment Community gardens management group that has rehabilitated riparian and Rubbish removal Restoration work with wetland areas identified as supporting habitat for the coordinator of Corrective vulnerable Wallum froglet (Crinia tinnula) and other significant Services species. The group has also implemented a program to Revegetation and bank educate the local community on the values of Loders Creek. stabilisation work Green Corps projects A number of studies, booklets and brochures have also been Ongoing weeding produced to inform the wider community about the Community and school importance of caring for creeks and catchments (Appendix 3). Education programs and publications A Biggera Creek Care Group was established to emulate the Surveying of endangered programs undertaken by the LCCA and was initially frogs successful. Community participation declined and Biggera Research of native flora and fauna Creek is now cared for by the LCCA. Nature Trail
The LCCA has established a nature trail along Loders Creek at Beale St to the corner of Queen and Wardoo Streets, Southport. The LCCA, undertook weeding, planting and mulching of this corridor and erected signage about the flora and fauna of the area.
At the entrance to the nature trail, LCCA has also established a Butterfly garden. Habitat trees for native butterfly species have been planted throughout this area and signposted. The LCCA also hosts community information days and accompanies school excursions through this area. (Appendix 3).
To get involved or find out more, check out their website http://www.loderscreek.org or contact Council’s Catchment Management Unit (07) 5581 6722
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CATCHMENT OVERVIEW
Biggera Creek
Biggera Creek is a small lowland coastal waterway affected primarily by its intense modification into canal estates and the tidal influence of the Broadwater. Much of the natural riparian vegetation that lines the banks of this creek has been cleared for housing developments. The creek has been concreted into canal estates in its upper reach and this lack of natural banks has had detrimental effects on the water quality.
Water quality in Biggera Creek has been monitored at four locations by Gold Coast City Council (GCCC) since July 1997 (Figure 5) and has often recorded poor water quality conditions (Table 1, Natural Solutions, 2007a).
Figure 5 Biggera Creek water quality monitoring locations.
Table 1 Biggera Creek water quality monitoring locations. Water quality monitoring Water quality issues (Natural Area point location Solutions, 2007a) Upper Estuary – northern 2.98km from mouth Generally higher nutrients, turbidity tributary and Escherichia coli (bacteria) Upper Estuary – southern 2.51km from mouth levels with low dissolved oxygen tributary Middle Estuary 1.68km from mouth Extensively modified for canal developments - channelised and sub-coastal wetlands have been developed with mangroves removed Lower Estuary Mouth of creek as it enters the Good water quality in lower estuary, Broadwater (Anglers Arms) mangroves removed.
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In most recent years, some parameters notably exceed the guideline values of the Queensland Water Quality Guidelines (QWQG) (2009):
· Nitrogen levels are consistently recorded above the guideline for tidal canals and constructed estuaries.
· Phosphorous is generally below the guideline, however in periods following heavy rainfall, this often exceeds the guideline value.
· Turbidity also increases above the guideline following rainfall. The headwaters, or upper catchment of Biggera Creek, appear to be influenced by stormwater runoff from urban residential areas (Natural Solutions, 2007a). Increased levels of nutrients, bacteria and turbid conditions are observed following heavy rainfall and are therefore most likely attributable to runoff from the catchment.
Downstream, water quality appears to improve and it is likely that tidal exchange between the Broadwater and the lower areas of the Biggera Creek estuary assists in improving water quality through the flushing of nutrients, bacteria and turbid conditions by tidal movement.
As the primary influences of poor water quality within Biggera Creek is stormwater runoff which is increased within this catchment as vegetation along the creek banks (known as riparian vegetation) and bank stability is decreased allowing greater amounts of soils and nutrients to flow into the creek.
More information on water quality parameters can be found in the Catchment Monitoring section of this guide (Part B; page 33).
A Riparian Rehabilitation Plan has been compiled for Biggera Creek and rehabilitation works have been undertaken by a local community group in an effort to improve the water quality within the creek. Presently there is ongoing rehabilitation work being undertaken by GCCC along Biggera Creek. For more information or to receive a copy of the Biggera Creek Riparian Rehabilitation Plan, contact Council’s Catchment Management Unit on (07) 5581 6722.
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Loders Creek
Loders Creek is a small lowland coastal waterway affected primarily by its intense modification of its channels into concrete drains and the tidal influence of the Broadwater. Much of the natural riparian vegetation that lines the banks of this creek was initially cleared for housing developments. The creek has been revegetated by the local community in a number of areas, however, initial clearing and the lack of natural creek banks has had detrimental effects on the water quality.
Water quality in Loders Creek has been monitored by GCCC since August 1994 (Table 2; Figure 6). The estuarine region of this system is the focus for GCCC’s monthly monitoring program, as there is often not enough water to continually monitor the freshwater region of the creek (Waltham, 2002). Historical monitoring by GCCC suggests that water quality parameters often exceed guidelines values and conditions have remained relatively consistent over time (Natural Solutions, 2007b).
Figure 6 Loders Creek water quality monitoring locations.
Table 2 Loders Creek water quality monitoring locations. Water quality monitoring point Water quality issues (Natural Area location Solutions, 2007b) Upper Estuary – northern 3.59km from mouth of creek High in nutrients and very high in tributary Escherichia coli (bacteria) levels. Upper Estuary – southern 3.36km from mouth of creek Lower dissolved oxygen, high in tributary nutrients and very high in Escherichia coli (bacteria) levels Middle Estuary Two sites: 2.10km & 2.76km from High in nutrients and very high in mouth Escherichia coli (bacteria) levels Lower Estuary 0.15km from mouth of the creek
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Water quality was more recently assessed and the parameters of Loders Creek which consistently exceed the Queensland Water Quality Guidelines (QWQG; 2009) include:
· Phosphorous - regularly above the guideline level, even in dry periods
· Turbidity - exceeds the guideline level throughout the creek in both wet and dry periods Nitrogen is consistently above the guideline level and phosphorous is often above the guideline. These nutrient levels are highest following heavy rainfall. Turbidity also increases above the guideline following rainfall.
Nutrient concentrations and turbidity appear to improve in the lower, estuarine region of Loders Creek, particularly compared to the upper estuary where higher nutrient and bacterial concentrations are often recorded. It is likely that the increased tidal exchange from the creek to the Broadwater assists to improve the water quality conditions in this section of the creek.
Nitrogen levels are, however, consistently recorded below the guideline for tidal canals and constructed estuaries. These elevated levels are probably influenced by upstream land use activities, including commercial and industrial uses and the highly urbanised nature of this catchment (Natural Solutions, 2007b).
More information on water quality parameters can be found in the Catchment Monitoring section of this guide (Part B; page 33).
A Riparian Rehabilitation Plan has been compiled for Loders Creek and rehabilitation works have been undertaken by Council and the local community in an effort to improve the water quality within the creek. Presently there is ongoing rehabilitation work being undertaken by GCCC and the LCCA along Loders Creek. For more information or to receive a copy of the Loders Creek Riparian Rehabilitation Plan, contact Council’s Catchment Management Unit on (07) 5581 6722.
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Broadwater
The Broadwater is located at the mouth of these two creeks, among others, which then enters the Pacific Ocean. What happens to the water in these creeks, flows into the Broadwater and affects its health directly as it is influenced by runoff these feeder catchments. The Broadwater contributes to improved water quality within the Loders and Biggera Creek catchments through natural tidal flushing.
Despite the highly modified nature of these feeder catchments, the Broadwater is very high in value both ecologically and as a recreational ‘playground’ for local residents. Maintaining water quality conditions in the Broadwater is highly dependent on the management of land uses within its tributaries, including Loders and Biggera Creeks.
The Broadwater is home to large areas of seagrasses, mangroves and other essential habitats to our native animals. As part of the Moreton Bay Marine Park, the Broadwater is an important ecosystem that needs to be looked after.
Dunes
The sand dunes that line our coastline are essential to the health of our beaches, providing a natural buffer for our coast from the ocean tides, salt water and storms. Dunes also provide habitat for a number of local species of flora and fauna.
You can help protect our sand dunes by not trampling native vegetation or assisting in community rehabilitation programs to remove weeds and replant native species on our local dunes.
For more information on the Broadwater, local beaches and community programs, check out BeachCare: http://www.goldcoast.qld.gov.au/t_standard2.aspx?pid=179
Additional fact sheet and information also available from the Griffith Centre for Coastal Management: http://www.griffith.edu.au/__data/assets/pdf_file/0005/322871/Dunes-of-the-Gold-Coast.pdf
Figure 7 Rolling frontal dune system, South Stradbroke Island (source:GCCC) Loders Creek and Biggera Creek Catchment Study Guide 18
LOCAL FLORA AND FAUNA
Despite their small size, these catchments contain a number of significant ecosystems and species that require careful management and protection.
Flora
Flora refers to the plant species found in the Loders and Biggera Creeks Catchments. Although much of these catchments have been cleared, naturally occurring Banksia woodland, heath and Paperbark swamp forest are native to this area (DERM, 2010c).
Figure 8 Paperbark vegetation community, Loders Creek catchment
Riparian Vegetation
Riparian vegetation is the plants that grow on the banks or side of a creek or river. These plants are important in a number of ways, most noticeably their ability to stabilise creek banks with their root systems. These plants also provide shade and habitat for animals both on land and in the creek.
In Biggera and Loders Creeks, the channelisation and clearing for development has removed much of the natural vegetation (Natural Solutions, 2007a) which has allowed the invasion of weed species, preventing regrowth of native species. This lack of large, native vegetation has lead to erosion of the creek banks and in turn the build-up of sediment (sand and soil) within the creek bed.
The lack of riparian vegetation has a number of detrimental effects to an ecosystem:
Bank erosion Sediment deposition Environmental weeds reducing habitat availability removal of a buffer zone to protect the creek from pollution risk of floodwater
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Remnant Vegetation
Remnant vegetation refers to the native plant species that would naturally be found in this area without human interference. Understanding this allows plant species lists to be constructed for the restoration and replanting of these areas.
Remnant vegetation within the Loders and Biggera Creek catchments is primarily limited to small (less than 14ha) fragmented sites which are isolated by residential and industrial areas and roadways.
The most significant area of remnant vegetation sits immediately to the north-west of these catchments, west of Olsen Avenue and to the north and south of Wintergreen Drive (approximately 50 ha in size). Once part of the largest area of remnant bushland in the catchment, extending to the corner of Smith Street and Olsen Avenue, it has been heavily impacted by the development of Griffith University and construction of the new hospital. This area is dominated by paperbark swamp forest (Melaleuca sp.) and also has contains wetlands dominated by Typha reeds.
The pressures of urbanisation and encroachment from industrial development, threaten this remnant area and there is little remaining bushland habitat in this region of the Gold Coast.
Mangroves
Mangroves are a type of marine plant that is specially adapted to living on the edge of an estuarine system (Figure 9). All marine plants are protected throughout Queensland through the Fisheries Act 1994. It is illegal to remove or damage mangroves in any way, without a permit.
· Figure 9 Mangrove lined Biggera Creek
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Mangroves are important within our marine environment for a number of reasons (DERM, 2010d):
· Create an interaction zone between land and water Did you know? · Provide essential habitat and food for at least Some seedlings have three quarters (75%) of all fish and crustacean evolved to travel in ways species caught recreationally or commercially in that change with water Australia. salinity. In buoyant salt water they lie horizontally · Provide food and essential nursery habitat for a and move quickly. On number of marine species reaching fresher (brackish) water they turn vertically, · Absorb energy from the waves, providing a roots down and lead buds natural buffer to prevent coastal erosion up, making it easier for · Trap sediments within their roots and minimise them to lodge in the mud at siltation and the smothering of marine plants a suitable, less salty site. Once lodged in the mud · Absorb pollutants such as nutrients and heavy they quickly produce metals additional roots and begin to grow. · Absorb and store carbon.
Mangroves live in the intertidal zone and are subject to high levels of salt and regular inundation from the tides and as such need to adapt to this.
Mangroves have adapted to thrive in these environments through a number of ways (DERM, 2010d):
· Minimising the absorption of salt (up to 90%) by filtering it out at the roots (salt exclusion).
· Mangrove leaves have special salt glands that are able to secrete salt.
· Bark and older leaves of the mangroves that have accumulated lots of salt fall off
· By keeping more water within, mangroves are able to dilute the salt inside their cells.
· Mangroves have thick, waxy leaves (waxy cuticle or skin) and dense hairs to minimise water loss
· Leaves have deep pores (stomata) sunk into the leaves to protect them from wind and prevent evaporation
· Leaves are often succulent, with fleshy internal tissues that store water Competition in such a harsh, salty environment is limited which allows mangroves to establish easily.
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Mangrove zones
The mangrove areas can be divided up into zones which are influenced by the different types of soils, salinity, how high the tides get (tidal reach) and their exposure to wind.
The seaward side of a mangrove community is usually dominated by mangroves best adapted to early colonisation and a wide range of soil conditions (DERM, 2011). You will usually find pioneer species, such as the Grey mangrove (Avicennia marina) in these areas as they are able to tolerate a wide range of harsh conditions.
Inland of the seaward zone is the area that only the higher (spring) tides reach and has much firmer soil and higher salinity (due to limited dilution). Some mangrove species can be found within this zone, however, saltmarsh communities and succulent plants are often found in this zone.
Further inland, the plant species vary depending on other environmental factors (e.g. rainfall). In high rainfall areas, for example, regular freshwater inundation will dilute the salt (reduce salinity) and plant species which are not necessarily salt tolerant may be found.
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Adaptations
Roots
The root systems of mangroves are adapted to survive in harsh, saline conditions. The roots support the plant in unstable soils and are essential for obtaining oxygen and nutrients.
The roots of mangroves are often quite large and emerge from the ground. Mangroves will often have a much bigger root system than the actual tree seen above the ground (like an iceberg!).
There are three types of root systems found in mangroves:
· Nutritive roots that feed on rich soil just below the surface and collect oxygen
· Radiating cable roots
· Anchor roots - for support. Mangrove roots may also often emerge from the mud (aerial roots). These roots have special breathing cells (lenticels) that draw in air. These roots, called pneumatophores) can take a variety of forms (Lovelock, 1993):
· Stilt or prop roots – anchor the plant and increase surface area
· Peg or pencil roots – like snorkels from the mud
· Knee roots – cable roots above and below the mud
· Buttress roots – blade like stilt roots
Seeds Mangrove seeds have adapted to be able to float in water along the coastline and disperse easily. Seeds are often large so that they have a greater storage capacity and therefore better chance of survival as they float on the tides (DERM, 2010d). Some seeds even begin to germinate before the drop from the parent tree so they are ready to take hold when they make land.
Mangroves within the Loders and Biggera Creek Catchments have been reduced as habitats have been replaced by concrete drainage lines for stormwater management in the upper estuarine regions of the creeks.
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Species Different mangrove species will grow in different areas dependant on the environment (soil, salinity, nutrients, waves and oxygen). The mangrove species you are most likely to encounter in these catchments is the Grey Mangrove (Avicennia marina) and the Red or Spotted Mangrove (Rhizophora stylosa). How to identify local mangroves is listed in Table 3.
Table 3 Mangrove species observed within the Loders and Biggera Creek Catchments
Common Name Botanical Name Identifying features Roots: peg or pencil roots Leaves: light green with silvery underside Grey mangrove Avicennia marina Flowers: small orange Fruit : furry small almond sized green Bark: smooth grey-white Roots: Stilt or prop roots Leaves: green - light speckled underside Red or Spotted mangrove Rhizophora stylosa Flowers: small white Fruit : 20-40cm long and tapered at end. Bark: rough, brown to dark grey Roots: no obvious above ground Leaves: oval, 7cm long River Mangrove Aegiceras corniculatum Flowers: small white and smelly Fruit : red when ripe, 5cm long and curved Bark: smooth and grey Roots: Buttress and knee roots Leaves: small yellow-green Yellow mangrove Ceriops tagal Flowers: small green-brown, orange petals Fruit : 15cm long, orange-brown Bark: cream with dark brown spots Roots: Buttress and knee roots Leaves: large green clumped Large-fruited orange Bruguiera gymnorhiza Flowers: red attached to propagule mangrove Fruit : green cigar-shaped (10-20cm) Bark: dark and rough Roots: no obvious above ground Leaves: 6-10cm, slightly toothed edge with milky sap when broken Milky mangrove Excoecaria agallocha Flowers: small, green at base of leaves Fruit : Bark: rough, grey Roots: not visible Leaves: fronds of leaflets up to 2m long Mangrove fern Acrostichum speciosum Flowers: none Fruit : none – have spores on back of leaf Bark: none For more information to easily identify these mangrove species use the field guide published by the Australian Institute of Marine Sciences, (1993) and available online: http://www.aims.gov.au/source/publications/marine-science-info/pdf/field-guide-tothe-mangroves-of-qld.pdf
Additional fact sheet and information also available from the Griffith Centre for Coastal Management: http://www.griffith.edu.au/__data/assets/pdf_file/0009/322884/Mangroves.pdf
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Seagrass
Seagrasses are a type of marine plant that are adapted to living in salt water. Found throughout the Broadwater, the health and water quality of the Loders and Biggera Creek Catchments affects seagrass distribution.
Easily confused with algae, the distinctive features of seagrasses include (DERM, 2003):
· Seagrasses have flowers, fruits and seeds whereas algae produces spores
· Seagrasses have separate roots, leaves and stems that spread out under soft sandy sediment whereas algae rarely has ‘roots’ below the surface. Algae have ‘holdfasts’ and are generally attached to hard surfaces.
· Seagrasses have a network of veins (a vascular system) to moves nutrients and gases around the plant. Algae do not.
· Seagrasses are highly productive (i.e. photosynthesis), however, require clear, usually shallow water to enable adequate exposure to sunlight. Seagrass beds are important systems that stabilise sediments and provide nursery habitat for prawn and fish species. Seagrasses also form the basis of many food chains. Seagrass beds support seaweed, sponges, hydroids and eggs of many other animals which attach to the seagrass. Seagrass are also food for marine species such as dugong and turtles. Did you know? Dugongs can eat up to Seagrass distribution (refer to figure 12) influenced by 40kg of seagrass every shelter, sediment type, turbidity and tides (McKenzie and day! Yoshida, 2007). In the Broadwater, there are a number of seagrass beds that vary in distribution, mainly due to the stress from increased sand and water movement and turbidity changes.
Recent studies have shown that seagrass distribution in the Broadwater is declining. An estimated 304 hectares of seagrass was mapped in the Broadwater in 1997, however these meadows are declining (McKenzie and Yoshida, 2007).Increases in pollution and sediments in the water column can lead to the decline of seagrasses as they can smother the seagrass beds and block out light which is essential for photosynthesis.
The main two species of seagrass found in the Broadwater are eel grass (figure 10) and dugong grass (figure 11).
For more information or further activities on seagrass in your local area contact Seagrass Watch: http://www.seagrasswatch.org/education.html
Additional fact sheet and information also available from the Griffith Centre for Coastal Management: http://www.griffith.edu.au/__data/assets/pdf_file/0015/323241/seagrass.pdf
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Figure 10 Eel grass (Zostera capricorni) Source: Department of Primary Industries, NSW
Figure 11 Dugong grass (Halophila ovalis) Source: www.sciencedaily.com Photographer: Chris Roelfsema
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Figure 12 Location of seagrass meadows in the Broadwater
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Fauna
Loders and Biggera Creek catchments are highly diverse ecosystems and support a large number and variety of plants and animals (flora and fauna). This diversity is partly due to the range of vegetation and habitat types which provide many different environmental conditions and therefore provide opportunities for fauna to live. The variety of habitats includes freshwater, estuarine and saltwater environments; wetland, mangroves, wallum heath and a variety of different vegetation communities.
There is a large variety of habitats throughout these catchments and the Broadwater itself which supports a number of significant species. Appendix 2 is a comprehensive list of animals that have been recorded in the Loders and Biggera Creek Catchment areas.
Some special animals to look out for in your catchment include (listed species, Nature Conservation Act (NCA)1992):
Mammals:
· Yellow footed antechinus (Antechinus flavipes)
· Swamp rat (Rattus lutreolus)
· Squirrel glider (Petaurus norfolcensis)
· Koala (Phascolarctos cinereus)
· Grey-headed flying fox (Pteropus poliocephalus)
· Sugar glider (Petaurus breviceps)
· Greater glider (Petaroides volans) Birds
· Little tern (Sterna albifrons)
· Rainbow bee-eater (Merops ornatus) Frogs
· Wallum froglet (Crinia tinnula)
· Green thighed frog (Littoria brevipalmata) Of the 36 frog species identified within Gold Coast City, 18 are found within the relatively small area of the Loders and Biggera Creek catchments (White et al, 2011) (Figure 13).
The Wallum froglet is listed as ‘Vulnerable’ under the NCA, and has only been recorded from eight sites within Gold Coast City, five of which occur within the Biggera Creek catchment (White et al, 2004). The near threatened Green Thighed frog has also been identified in these catchments (White et al, 2003).
Frogs are important indicators for the health of the water and natural habitat. They are able to give an indication as to the health of an environment through their presence or absence in an ecosystem. The decline in a population of frogs can act as an early warning system for potential environmental problems as they have a life cycle with both on land and in the water.
See Early Years Activity 4 (page 75) and “Catchment Inhabitants” activity on page 95 further explores the flora and fauna of Loders and Biggera Creeks and is suitable for foundation – Year 3 and Middle years (years 4 - 7) aged children.
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Figure 13 Littoria brevipalmata, green-thighed frog – one of the 18 different species of frogs living in Loders and Biggera Creek Catchments. Photo by Narelle Power
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Wetlands
Wetland is a very broad term used to describe a huge variety of aquatic habitats. For scientists, wetlands are considered to be some of the world’s most biologically diverse ecosystems and are vital to protecting our shores from wave action, absorbing pollutants and providing habitat for plants and animals (SEWPaC, 2011). Did you know? Wetlands are an area of land with soil that is saturated either permanently or seasonally. They are The Broadwater itself is a generally distinguished by their water level, with the wetland, forming part of the water table sitting higher than in many other areas of southernmost section of the land that may merely accumulate rainwater a Ramsar listed wetland, periodically. Including swamps, marshes and bogs Moreton Bay. and referred to as watersheds in America.
There are a number of different types of wetland systems in Queensland, defined by their different components (DERM, 2011), listed in table 4:
Table 4 Different wetland types definitions.
Wetland Type Description Riverine wetlands are defined by a channel, basically what we refer to as a river. These wetlands have water moving through them Riverine wetlands permanently or periodically that connects two bodies of water (like pools or lakes). Lacustrine basically means lake to the average person. These Lacustrine wetlands wetlands are defined by being large open water dominated systems. These can be naturally occurring lakes or even manmade dams Palustrine wetlands are non channel environments with a high proportion of aquatic plants. These wetlands include billabongs, Palustrine wetlands swamps, bogs, springs and soaks and by definition, have more than 30% aquatic vegetation. Marine wetlands include areas of the ocean from the coastline or an Marine wetlands estuary that extends out to the limit of Queensland jurisdictional waters (three (3) nautical miles off shore). Estuarine wetlands are those that have waters from the ocean tides Estuarine wetlands that mix with freshwater run-off from the land. Much of Loders and Biggera Creeks are in this category These wetlands are hard to imagine as they occur underground and Subterranean wetlands are fed by groundwater. These can be caves or aquifers and provide water to ecosystems that are highly dependent on groundwater
Ramsar wetlands
Ramsar is a term you may come across in your research. This name is given to wetlands that are considered important on an international scale. The name “Ramsar Convention” comes from the little town in Iran where the first conference was held in 1971 to discuss wetland protection internationally and where the first agreement was made.
Australia was the one of the first countries to sign this treaty and was the first to have a wetland declared a Ramsar site, a Wetland of International Importance, with Cobourg Peninsula in the Northern Territory listed in May 1974. There are now 160 countries signed up to the Ramsar Convention with 1923 Wetlands of International Importance listed for a total area of over 187 million hectares (Ramsar, 2011). Australia alone has 65 sites consisting of over 7.5 million hectares.
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IMPACTS ON CATCHMENT HEALTH AND WATER QUALITY
Everything that flows into a waterway affects water quality and the health of the system as a whole. Rainwater, domestic runoff (e.g. from garden hoses and swimming pools) and waste water from businesses enters the stormwater system and, eventually, the waterways of our catchments.
The health and water quality of all Gold Coast catchments is influenced by a number of impacts which may have a positive or negative influence on the creeks. Negative influences are referred to as ‘pressures’ and include:
· Waterway modification (figure 14)
· Urbanisation and industrialisation of Did you know? catchment areas · Riparian vegetation loss 60% of smokers admit to flicking their cigarette butts · Loss of vegetation throughout the out of the window – ALL catchment cigarette butts on the road and footpath end up in the · Stormwater quantity, quality and creek!!! movement
· Stream and water flow barriers (Hinze Dam, for example)
· Introduced/pest animals and weed species
· Erosion and sedimentation
· Pollution
· Increased nutrient levels (from fertilisers and animal droppings). All catchments on the Gold Coast are subject to these pressures to some degree. GCCC has catchment management strategies in place to reduce the impact of these pressures on the region’s waterways (GCCC, 2008b).
Urbanisation and Waterway Modification
The greatest issues influencing the Loders and Biggera Creek’s Catchments are their highly modified state due to intense urbanisation and the removal of riparian vegetation.
In undeveloped catchments, water is filtered slowly through the ground, leaves, soil, rocks and plant root systems before entering waterways. There is generally a high diversity of plant and animal life and often a high number of small channels that drain small areas. Other pressures on water quality are minimal and riparian vegetation is generally intact.
Loders and Biggera Creeks are highly modified creeks with much of their reach concreted into contained drainage lines. These drainage lines disrupt the natural filter system and the rate at which water moves through the catchment.
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Figure 14 Waterway modification at Burrept Reserve, Biggera Creek
For ideas on the little things you can do to help improve stormwater quality and therefore the health of your catchments check Council’s website www.goldcoast.qld.gov.au/t_standard2.aspx?pid=141.
Catchment Management
GCCC has a dedicated Catchment Management Unit (CMU) which looks after the health of our local catchments through planning and partnerships with the community. This unit works with the community, government and industry to ensure the health of the Gold Coast’s waterways is maintained and improved whilst enabling growth of the city and meeting recreational demands.
For more information on catchment management contact CMU on 07 5581 6722
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CATCHMENT MONITORING
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CATCHMENT MONITORING
Monitoring is important for determining how our activities are impacting the catchment and if/how the management approaches implemented are reversing negative impacts. The main aspects of the catchment that indicates the health of the catchment are water quality, riparian condition and habitat quality. Engaging students in monitoring is a practical and interactive means of investing in them a sense of ownership and responsibility for their impacts on the environment.
Water Quality Monitoring
Physical water testing and waterbug (macroinvertebrate) sampling are the two most appropriate forms of water quality monitoring that students can be involved in. These tests assist with identifying water quality issues, and may prompt further investigations and study. These methods also help students to identify features of the catchment that may explain their results (complex reasoning).
Water quality data that is collected by students may be sent to Waterwatch. Waterwatch compiles community water quality data and uses it to provide an historical overview of changes in water quality at each monitoring site. Data obtained by students may also be reported to GCCC who will investigate the cause of any unusual monitoring results or use it to assess the effectiveness of programs undertaken to manage poor water quality and restore waterway health. See Data Collection Sheets in this section, page 47 for a sample water quality data sheet.
Community organisations and schools can access and upload water monitoring results via the Gold Coast Waterwatch website: http://www.qld.waterwatch.org.au/resources/education.html
Safe Water Quality Monitoring
Prior to undertaking water quality monitoring the issues of safety, environmental protection and consideration for others must be addressed.
Safety:
· Never test alone
· Always let someone know where you are going and how long you will be
· Always choose a test site that provides safe access to the water
· Carry drinking water (don’t drink the stream water) and mobile phone in case of emergency
· Wear appropriate protective clothing and sturdy footwear
· Be aware of areas that may flood without warning
· Limit entering the water to less than knee depth
· Wear gloves when sampling – even if the stream looks clean, it may not be
· Avoid areas that appear heavily polluted or have algal outbreaks
· Take appropriate precautions when handling test chemicals
· Always wash your hands after testing
· Be observant and aware of hidden objects or hazards and dangers including holes, snakes or electric fences.
· Health and Safety Guidelines for Community-based Waterway Monitoring (2006) is available through the Waterwatch Queensland website. This provides further information on
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how to ensure the safety of community groups and schools when conducting water quality monitoring. Stormwater Safety:
It is critical to understand the dangers of stormwater drains (figure 15) and flash flooding to ensure the safety of everyone conducting water quality monitoring. The speed and depth of stormwater can be deceptive and stormwater levels can rise quickly. GCCC has developed a comprehensive stormwater safety awareness campaign - www.goldcoastcity.com.au/m8s4life
Never conduct water quality monitoring during storms and if testing during periods of high flow, do not do so near stormwater drains. If you feel unsafe or unsure for any reason, do not test there.
Figure 15 Stormwater drains, Loders Creek
Environmental Protection:
· Always dispose of used test chemicals and samples responsibly (bring suitable waste containers)
· Do not litter
· Avoid damaging verge, bank-side and in-stream vegetation and structures
· Return macro-invertebrate samples to the water as quickly as possible to limit harm, injury or death
· Minimise the number of students collecting macro-invertebrate samples to limit impacts on riparian vegetation. Courtesy:
· Do not enter private property without permission
· Do not climb, stretch or move fences
· Leave all gates as you find them.
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Physical and Chemical Water Testing
Physical and chemical water testing can provide a basic picture of waterway health. This is essential to understanding the catchment, how it functions and how this may affect water quality. Data can be compared to water quality guidelines and any historical data you may have to establish trends and provide an indication of potential catchment issues and health.
It is important to test for a range of different parameters as they may often influence one another. This will also provide a clearer overall picture rather than looking at results independently.
Waterwatch QLD (2007) describes the various water quality parameters and measurement methodology for each parameter. A summary of commonly measured parameters is included below (page 37).
For more senior students, the Environmental Protection (Water) Policy 2009: Broadwater Environmental Values and Water Quality Objectives – Basin No. 146 (part), including Biggera and Loders Creeks, the Broadwater and all creeks of the Broadwater catchment and Runaway Bay (2010) is an effective tool for analysing water quality data from these catchments. Water quality guidelines have also been issued for Queensland (DERM, 2009), and provide the most up to date standards for what represents a ‘normal’ healthy catchment.
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Water Quality Parameters Levels of oxygen in the Dissolved Oxygen water can be affected by:
Dissolved oxygen (DO) is a measure of the amount of the rate that oxygen can oxygen gas that has dissolved into the water. Oxygen enter the water; is essential for most organisms, including aquatic plants and animals and the amount available in the the rate at which the water column can have a direct effect on their oxygen is used; survival. photosynthesis by plants A number of other environmental conditions can also and algae; influence the amount of oxygen in the water including temperature, weather, water movement and light. time of day and season Oxygen levels will vary throughout the day, dependant on the amount of sunlight available to salinity levels drive photosynthesis and the temperature of the water. water depth. The healthy range for dissolved oxygen concentration is between 85-120% (QWQG, 2009). Most DO is initially measured in mg/L and can be converted to a percentage if temperature is also known (Appendix 4).
Temperature
Temperature is the degree of hotness or coldness of a substance, in this case a body of water, and is influenced by a number of external factors such as the sun, time of day, season, and amount of shade, water movement and the activity of organisms within the water column. pH pH is a measure of the amount of acidity in the water. It is measured on a logarithmic scale ranging from 0 (extremely acidic) to 14 (extremely basic) with 7 being neutral (Figure 16). Household vinegar is acidic with a pH of approximately 3 whereas ammonia bleach has a score of approximately 12. Most freshwater creatures survive best in water with a pH of 6.5 to 8.0, however there are a number of species that are able to live in higher or lower pH levels.
Extremes of pH are generally toxic to many aquatic organisms and sudden changes to pH are usually fatal. pH can be affected by the amount of some heavy metals in the water (e.g. aluminium and iron cause a drop in pH) or the amount of carbon dioxide and other gases (high carbon dioxide leads to an increase in pH). Saltwater generally has a higher pH than freshwater therefore variations in pH will be found throughout the Loders and Biggera Creek catchments, which incorporate both fresh and saline areas.
Significant changes in pH should trigger investigations into the surrounding land uses or activities which may have disturbed and mobilised soils or enabled pollutants to enter the water.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14
Acidic Neutral Basic Figure 16 pH scale
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Turbidity
Turbidity refers to the clarity of the water. It is a measure of how ‘cloudy’ the water is and how easily light can get through the water column. Turbidity can be measured with a photometer or a Secchi disc and is measured in nephelometric turbidity units (NTU).
Turbid or cloudy water is generally influenced by the amount of suspended solids, organic matter, algae and other micro organisms within the water column. Some heavy metals and dissolved organic matter will often give an obvious colour change to the water as well.
Salinity/Conductivity
Salinity is the measure of the amount of ions or salts dissolved in the water. Seawater is more saline than freshwater and estuarine waters are generally somewhere in the middle, as this is where fresh and marine waters mix. Electrical conductivity (EC) is used as a measure of salinity and can be in mS/cm or µS/cm. Simple conversion for these units are listed in Appendix 4.
Electrical conductivity is a measure of the total concentration of inorganic ions (known as salts) such as sodium, chlorides, carbonates, magnesium, calcium, potassium and sulphates.
Flow
Flow is a measure of the speed at which water moves. Often the depth of the water can have a direct effect on the rate of flow. In shallow, narrow watercourses, water is generally forced to move faster, whereas in wide, deep pools the water has time to slow down. Flow is also dependent on the amount of water moving through a waterway.
Measured in metres per second (m/s), flow can be measured with a flow meter for accurate measurements or simply with a floating object like a leaf or tennis ball, a tape measure and a stopwatch. Eutrophication Nutrients With high nutrient levels, Nutrients are essential elements for plants and increases in plant and algae animals to survive and can enter a waterway growth can occur. from a number of sources: These plants grow so quickly its · Breakdown of dead organic matter referred to as a bloom and they can block out sunlight to the · Nitrogen gas fixation rest of the water column. · Fertilisers, animal waste, detergents, plant debris and industrial waste Without sunlight, washing into watercourses. photosynthesis (that produces oxygen) can’t occur in the water The two main nutrients that influence the column so oxygen decreases health of our waterways are nitrogen and phosphorous. This low oxygen (hypoxic) environment is usually deadly Excess nutrients, however, can lead to algae to other plants and animals in blooms and fish kills through eutrophication. the waterway.
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Water Quality Monitoring Equipment
Water quality can be measured in variety of ways. Table 5 lists the methods that can be used to measure different parameters in the field. These methods require the use of specialised equipment which can be borrowed from Waterwatch Queensland or GCCC. Staff from these organisations can also attend field trips or classroom lessons to assist with monitoring activities.
Table 5 Method of measuring physical and chemical water quality parameters.
Parameter Method Flow Handheld flow meter, Float method or Head Rod
Dissolved oxygen (DO) DO meter or Winkler method
pH pH meter or pH strips
Temperature Thermometer or digital meter
Turbidity Secchi disk, turbidity meter or turbidity tube
Electrical Conductivity Electrical conductivity meter Nutrients (nitrogen and Colour comparator, colorimeter or spectrophotometer phosphorus)
Figure 17 Water quality meter.
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Macroinvertebrates
What is a macroinvertebrate?
A macroinvertebrate is an aquatic animal without a backbone, large enough to be seen with the naked eye, which spends all or part of its life in water (streams, rivers, ponds, estuaries, wetlands, drains, and lakes). These are commonly referred to as ‘waterbugs’ (figure 18 and 19) and there are many species including snails, worms, mites, bugs, beetles, dragonflies and yabbies. They can be very small (less than one millimetre) or large (over seven centimetres in length).
Figure 18 Dragonfly nymph (Epiproctophora Figure 19 Caddisfly (Trichoptera) larvae dorsal)
Why study waterbugs?
Testing the physical and chemical properties of water can often be difficult for younger students. Waterbugs provide a visual and fun method by which the health of a waterway can be assessed.
Scientists consider waterbugs as great biological indicators. Studying the presence/absence, type, number and variety of waterbugs can provide an indication of the health of a waterway.
Different waterbugs have different life cycle stages that can live in different environmental conditions. The presence or absence of these factors will influence the types of waterbugs found. These factors may include:
· Physical: riffles, edges, pools; flow and water velocity; substrate type; presence/ absence of aquatic plants; temperature; water depth
· Chemical: pH, DO, salinity, nutrients
· Biological: food availability, life cycle, season, rainfall
· Human influences: suspended solids; presence/ absence of riparian vegetation; built barriers; runoff; sewage and industrial discharge. Waterbugs vary in their sensitivity to environmental changes. Some may survive in poor water quality, others will not. Thus the presence or absence of certain species can provide an indication as to quality of water. For example, highly sensitive waterbugs such as Mayfly larvae will only survive in water with minimal pollution. Therefore, if you find this waterbug, your waterway is more likely to be in good condition.
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Where do they live?
Waterbugs live in a range of different habitats. Each animal chooses their home depending on their habitat requirements, e.g. protection, food source, temperature.
There are four main types of waterbug habitat in the aquatic environment:
· Edge – edges of the water’s surface, including overhanging vegetation from banks – there is a definite change from stream to bank.
· Rocky or sandy pools – deeper areas where water is still or has reduced flow. Bottom substrate can be mud, silt, sand, gravel, rocks, boulders etc.
· Macrophytes or aquatic plants – plants that grow in the water
· Riffles – shallow, rocky sections of rivers with fast flow. Students should try to sample all of these habitat types to ensure the site is thoroughly investigated and the data obtained is representative of the system.
Equipment required for sampling waterbugs
· Identification book Waterbug sampling: · Recording sheets Make sure you sweep your · Fine mesh net net over as many different habitats as possible. · Large tray (white or pale colour)
· Tweezers Move rocks, water plants and bang the net on the · Plastic pipette – cut to increase size of hole banks of the creek.
· Paintbrush This will make sure you get · Magnifying glass or hand lens more variety of bugs in your net. · White ice cube tray
· Gumboots, hat, bucket and camera. Waterbug survey method
· Start downstream and work upstream (the flow will carry animals and material into the net)
· Use the net to collect a sample of waterbugs from the waterway – sweep the net for five minutes through the different aquatic habitats at your site
· If sampling amongst water plants, beat gently and scrape the net against the base of the plants
· If sampling in sediment, shuffle and kick the ground vigorously with boots to stir up dirt, debris and material
· Turn over and scrub rocks and logs in the water with the net
· Place a small amount of water in the tray and empty the contents of the net. Do not overfill – divide the contents into different trays if necessary. Wash down the side of the net into the trays (If it is muddy – let it sit for about 10 minutes)
· Sort bugs into various types using the pipette, paintbrush and tweezers (taking care not to harm them) – allow at least 20 minutes for this process
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· Sort different animals into ice cube trays, in separate sections
· Once counted – return all ‘duplicate’ bugs to the stream (in shade)
· Identify bugs and record on the recording sheet.
Refer to page 108 “What Bugs Can Tell Us” for more water bug activities suitable for students years 4 – 7.
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Riparian Condition and Habitat
The riparian zone is the banks of a river or creek that is the ‘interface’ between land and water. Bank vegetation is generally referred to as riparian vegetation; however this zone can extend much further than just the bank. The plants in the riparian zone can influence the health of a waterway and the catchment.
The plants in the riparian zone stabilises soils, reduce erosion and absorb nutrients and other substances transported by stormwater. Stream-side vegetation is a natural buffer against erosion, controls water temperature, assists with soil transport and provides habitat for local animals. If this is degraded, there is less protection against pollution entering the waterway.
A survey of the riparian zone can give an idea of what could be affecting the health of your waterway and will usually help explain results in your water testing.
Habitat Survey
A survey of the riparian zone can give an idea of what could be affecting the health of your waterway and will usually help explain results in your water testing. Habitat surveys can provide a good indication of the likely conditions of the aquatic environment.
How to perform a habitat survey:
1. Draw the site – include significant details (trees, logs, plants, rocks) and note any visible pollution. Take photos.
2. Look at the stream and ask these questions:
· Are there a variety of habitats?
· Is there evidence of erosion?
· What kind of vegetation is along the stream bank?
· What is the condition of bank vegetation? Are there gaps? Is it a wide strip of vegetation or is there no vegetation at all?
· What proportion of vegetation along the banks is native?
· Are there any obvious pollutants (bottles, plastic, car bodies, animal carcasses, slick or film on the surface, etc)? 3. If there will be ongoing monitoring – take before and after photos. Suggested photo points include: upstream and downstream from the bank, including vegetation; at a bend; from a higher viewpoint where surrounding land use can be observed.
Ideally, conduct habitat surveys over a 100 metre length of the waterway, observing both banks. Always note the length of the survey area.
Waterwatch suggests (2007) that the following habitat indicators be observed for a comprehensive habitat survey of an aquatic environment. Read the descriptions provided in the assessment data sheet (Figure 23, page 48) and choose the most accurate description of your site. Each choice will give you a score which, when added up, will give you an overall score for the waterway.
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Riparian Vegetation
Bank Vegetation
Bank vegetation refers to trees, shrubs, grasses, and other plants actually growing on the bank. The canopy is the overhanging tree cover. This vegetation provides food and shelter for aquatic organisms in the form of fallen leaves, twigs, branches and bark.
Verge Vegetation
The stream verge is different from the bank and is considered the section of land up to 30 metres from the water’s edge. Verge vegetation can provide a significant buffer to the waterway; however, many waterways in urban settings have almost no verge vegetation at all.
In-stream Cover
Fish and other aquatic organisms require snags, logs and rocks where they can shelter from predators and the current, reproduce, to help them establish territories and to provide markers that help them navigate.
Aquatic plants are also very important for fish and other animals as they not only provide food, their presence has a direct effect on the available oxygen in the water.
Bank Erosion and Stability
Waterways will experience some level of erosion naturally, usually on bends (meanders) (Figure 20). However, changes in adjacent land areas can cause a waterway to become unstable, resulting in continuous erosion along its channel. Such changes include increased run-off from impervious surfaces and piped tributaries, stock access, or direct interference such as straightening or channelling the stream. Waterways which have been channelled or stabilised with concrete banks may be stable, with little erosion; however with the lack of riparian vegetation, they should not be ranked highly in your survey.
Figure 20 Bank erosion
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Riffles, Pools and Bends
Rocks and debris in the watercourse may create shallow areas over which the water rushes quickly to form a rapid. This is called a riffle. Riffles are important for aerating (adding air and therefore oxygen) the water and providing habitat for many invertebrates. Upstream of a riffle the water is often quiet and may form a pool. Pools are important in providing deeper areas for fish.
Waterways that have a number of pools and riffles are able to support a greater variety of plants and animals than those without variety. Larger, slow-flowing rivers may not have riffles, however bends in the river may provide different habitats, as the cutting action of the water at bends provides deeper areas and areas of varying water speed.
Field Survey sites
During your field surveys, it is important to take lots of notes and photos to help you analyse your water testing results.
The maps below show suggested sampling sites for field surveys in both the Biggera and Loders Creeks (Figures 21 and 22).
Figure 21 Biggera Creek study sites
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Figure 22 Loders Creek study sites
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DATA COLLECTION SHEETS
The following activity sheets may be reproduced for use in the classroom or field and can be modified to address the curriculum requirements and/or knowledge base of each grade level.
A range of additional field data sheets can be downloaded from the AUSRIVAS or Waterwatch websites and adapted for use by students and teachers:
· http://ausrivas.canberra.edu.au/
· http://www.qld.waterwatch.org.au/index.html
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Habitat Assessment Sheet*
Name of monitoring group (School/ Class): Person(s) conducting assessment: Survey: Date of Survey: / / 20 Time of Survey: am/pm GPS coordinates: Length of stream surveyed metres
Excellent Good Fair Poor Very Poor Bank vegetation (10) (8) (6) (4) (2) Mainly undisturbed native Mainly native vegetation. Little Medium cover, mixed native/ Introduced ground cover, little Introduced ground cover with vegetation. No signs of alteration. disturbance or no signs of recent site introduced. Or one side cleared, native understorey or overstorey, lots of bare ground, occasional disturbance. the other undisturbed. predominantly introduced tree. Also includes sites with vegetation. concrete lined channels. Verge vegetation (10) (8) (6) (4) (2) Mainly undisturbed native Well‐vegetated wide verge corridor. Wide corridor of mixed native and Very narrow corridor of native or Bare cover or introduced cover vegetation on both sides of the Mainly undisturbed native vegetation exotics, or one side cleared and the introduced vegetation. such as pasture. stream. Verge more than 30m. on both sides of stream; some other a wide corridor of native introduced or reduced cover of vegetation. native vegetation. In stream cover (10) (8) (6) (4) (2) Abundant cover. A good cover of snags. Logs or Some snags or boulders present Only slight cover. The stream is No cover, no snags, boulders Frequent snags, logs or boulders boulders, with considerable areas of and/or occasional areas of in‐ largely cleared, with occasional submerged or overhanging with extensive areas of instream, in‐stream and overhanging stream or overhanging vegetation. snags and very little in‐stream vegetation. No undercut banks. aquatic vegetation and overhanging vegetation. vegetation. Generally no Site may have rock or concrete bank. overhanging vegetation. lining. Bank erosion and stability (5) (4) (3) (2) (1) Stable: no erosion/ sedimentation Only spot erosion occurring, little Localised erosion evident. A Significant active erosion evident Extensive or almost continuous evident. No undercutting of banks, undercutting of bank, good relatively good vegetation cover. especially during high flows. erosion. Over 50% of banks have usually gentle bank slopes, and vegetation cover, usually gentle bank No continuous damage to bank Unstable, excessive areas of bare some form of erosion: very lower banks covered with root mat slopes, no significant change to bank structure or vegetation. banks, limited vegetation cover. unstable with limited vegetation grasses, reeds or shrubs. structure. cover.
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Riffles, pools and bends (flowing water only) (5) (4) (3) (2) (1) Wide variety of habitats. Riffles and Good variety of habitats – e.g.: riffles Some variety of habitat – e.g.: Only slight variety of habitat. All Uniform habitat. pools of varying depths, bends and pools or bends and pools. occasional riffle or bend. Some riffle or pool with only slight Straight stream, all shallow riffle present. Variation in depth of riffle and pool. variation in depth. variation in depth. or pool of uniform depth e.g.: channelled stream or irrigation channel.
Stream Habitat Rating
Circle your stream’s rating for each factor in the table below.
Rating Bank Vegetation Verge Vegetation In Stream Cover Bank erosion and stability Riffles, pools and bends Excellent 10 10 10 5 5 Good 8 8 8 4 4 Fair 6 6 6 3 3 Poor 4 4 4 2 2 Very Poor 2 2 2 1 1
Add up all the numbers you circled for a total score: ______
Stream Habitat Rating: Excellent 36-40 Site in natural or virtually natural condition: excellent habitat condition. Good 29-35 Some alteration from natural state: good habitat condition. Fair 20-28 Significant alterations from the natural state but still offering moderate habitat; stable. Poor 12-19 Significant alterations from the natural state, with reduced habitat value; may have erosion or sedimentation problems. Very Poor 8-11 Very degraded, often with severe erosion or sedimentation problems.
*This data collection sheet has been adapted from the AUSRIVAS ‘Habitat Assessment Field Sheet’ (AUSRIVAS, 2004)
Figure 23 Sample Habitat Assessment Field Data Sheet
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Water Quality Data Sheet
Using the water testing kit supplied by your teacher, investigate the physical and chemical parameters of your site.
www.bom.gov.au Location: Loders Creek / Biggera Creek Rainfall in past 24 hrs: ______mm Gold Coast Seaway (Station: 040764)
Class: Cloud cover: __ _ / 8 (Amount of sky covered in cloud e.g. no cloud = 0; half = 4; total cover = 8) Date: / / 20
Recorder(s):
Instrument calibration: _____ /_____ / 20_____
DO Turbidity Conductivity Temp Comments (What else do you see? Colour of Site Time DO (%) pH (mg/L) (NTU) (µS/cm) (oC) the water? Does it smell?)
Upstream
Downstream
Further notes:
Figure 24 Sample water quality data sheet.
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Water Sample Collection Spot Overview
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Macro-Invertebrate Recording
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Stream habitat record
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Physio-chemical data collection
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Vegetation Identification
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Site Sketch
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FURTHER RESOURCES
Books
Coastal Sand Dunes – Their Vegetation and Management by the Beach Protection Authority of Queensland
Loders Creek – Caring for our backyard habitat by the Loders Creek Catchment Association
Coastal Plan Pocket Guide – The Gold Coast Region by Griffith University
A pocket sized booklet providing an introductory field guide to common coast plant species that can be found along the Gold Coast coastline.
Information and Fact Sheets
Our Coast Information Sheets by Griffith University http://www.griffith.edu.au/environment-planning-architecture/griffith-centre-coastal-management/community- programs/coasted/our-coast-discovering-our-coast-and-caring-for-our-coast
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Maps Detailing Land Use within Loders and Biggera Creeks Catchments
Land use within the catchments is divided into the following categories (GCCC, 2003):
· Community purposes
· Designated development
· Residential
· Industry/ Business
· Local Area Plan
· Marine Industry
· Private Open Space
· Public Open Space
· Tourist and Residential. The maps below show how these land uses are divided up within the Loders Creek and Biggera Creek Catchments.
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Useful Websites
Gold Coast City Council Website: www.goldcoast.qld.gov.au
Gold Coast Waterwatch Website: www.goldcoastwaterwatch.org
Loders Creek Catchment Association Website: www.loderscreek.org
Centre for Coastal Management Website: www.gu.edu.au/centre/gccm/
Department of Water’s Water Education Tools Website: www.water.wa.gov.au/Tools/Water+education+tools/default.aspx
Healthy Waterways Website: www.healthywaterways.org
Ecosystem Health Monitoring Program Website: www.ehmp.org
Australian Water Education Toolkit Website: www.environment.gov.au/water/education/index.html
Waterwatch Queensland Website: www.qld.waterwatch.org.au
ABC Science – Scribbly Gum nature forum Website: http://www2b.abc.net.au/science/scribblygum/
SeagrassWatch Website: www.seagrasswatch.org
GECKO Website: www.gecko.org.au
South East Queensland Catchments Website: www.seqcatchments.com.au
Catchment Detox Game Website: www.catchmentdetox.net.au
Australian and New Zealand Guidelines for Fresh and Marine Water Website: www.mincos.gov.au/publications/australian_and_new_zealand_guidelines_for_fresh_and_marine_water_quality
Queensland Water Quality Guidelines 2009 Website: www.epa.qld.gov.au/publications?id=1414
Murray Darling Freshwater Research Centre Website: www.mdfrc.org.au/bugguide/display.asp?type=1&class=19
Australian Online Coastal Information – by Geoscience Australia Website: http://www.ozcoasts.org.au/
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LESSON PLANS
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INTRODUCTION TO ACTIVITIES
These activities are organised in terms of age as determined by Education Queensland:
· Early = Foundation to Year 3
· Middle = Year 4 - 7
· Senior = Year 8 - 12 It is understood that teachers and parents will make their own judgements as to the appropriateness of each of the activities to the particular needs of the children participating. The activities are presented in the following format:
· Resources. A short list of resources relevant to catchment topics for each age group.
· Activities. Used to inspire each child’s interaction and investigation of the topics related to catchments. o Summary of Task. We have delivered each lesson plan as a Task to align with the new Australian Curriculum (Australian Curriculum Assessment and Reporting Authority, 2009).
o Equipment. A list of required equipment and resources. This can be removed if not applicable.
o Steps. The guide to completing the lesson. This can be removed if not required.
o Extensions. Ideas for how to extend the lesson for children who are ready.
o Australian Curriculum Achievement Standards. Only English, Science, Maths and History to grade 10 have been represented, as they were the only standards published at the time of print (Australian Curriculum Assessment and Reporting Authority, 2009).
o Worksheets. If required by the activity, worksheets are added for use and/or modification.
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THE EARLY YEARS Foundation to Year 3
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EARLY YEARS ACTIVITIES
Activity 1 - Catchment Play
Summary of Task
Children will have the opportunity to interact with a pretend catchment while they develop their language and understanding of animals.
Suggested Duration
Set up and play for as long as the children remain engaged
Equipment
· Large plastic tub and play sand (or sand pit)
· Bucket
· Toy animals (frogs, snakes, insects) Steps
1. Fill a large plastic tub with sand (if you have no sand pit).
2. Dig a hole in the sand big enough to fit the bucket inside.
3. Fill the bucket with water.
4. Place the animals around the sand and in the water.
5. Let the children play in their catchment.
Extensions
Students create the catchment.
Students build more into the landscape (trees, mountains and buildings).
Students could add the water from the top of a mountain and watch it flow to the bucket.
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
By the end of the Foundation year students make observations of familiar objects and F materials and explore their properties and behaviour. They describe changes to things in their local environment. They share their 1 observations with others. By the end of Year 2 students pose questions about their experiences, record and represent their observations and communicate their ideas to others. Students describe 2 changes to objects, materials and living things. They identify that certain materials have different uses, that resources from the Earth are required by living things and describe examples of where science is used in people’s daily lives. 3 Students describe features common to living things.
English
Year Indicators In informal classroom settings students communicate clearly and purposefully and F engage in pair, group and class discussions, and participate actively in group tasks. Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary 1 related to the topic and content of texts to discuss ideas and to share responses. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on 2 topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts. They attend to others’ views and respond appropriately. They explain ideas, events and actions, referring closely to selected detail. They make relevant connections between visual and written elements in multimodal texts.
3 They contribute actively to group discussions, asking relevant questions and building on others’ ideas and providing useful feedback. They communicate expressively and clearly about familiar ideas and information to known small audiences, in mostly informal situations. They order ideas in sequence, and provide relevant details to support ideas.
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Activity 2 - Cotton Ball Clouds
Summary of Task
Children participate in a guided investigation of the water cycle.
Suggested Duration
20 minutes
Equipment
· One cotton ball for every child
· Some flat pans or containers filled with approximately one centimetre of cold water Steps
1. Each child has a cotton ball to hold - their pretend cloud!
2. They discuss how the cloud feels. (Heavy or light? Soft or hard? Warm or cold?)
3. They observe the cloud filling with water as they place the cotton ball gently over the cold water. (Explain at the child’s level of understanding that water that has evaporated has travelled up to the cloud and it is a lot colder up in the sky, so the vapour turns into water, and it is filling up the cloud).
4. They observe and discuss how different the cloud feels now that the water has soaked in. (Heavy or light? Soft or hard? Warm or cold? )
5. They observe and discuss that the water is dripping from the cloud – it is raining! (What is happening with the water? Yes, the water is dripping from the "cloud". Why? The cloud cannot hold all that water, is too heavy. What do we call it when water falls from the clouds because they are too heavy with water? Yes, you are right - rain! It is raining! And what happens to the water? Yes, it is coming right back into the pan, and the pan could be a stream, river, ocean or the ground).
Extensions
· Students watch “The Many Adventures of Drippy the Raindrop” (see resources)
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
Students make observations of familiar objects and materials and explore their F properties and behaviour. Students describe changes to things in their local environment. They share their 1 observations with others. Students describe changes to objects, materials and living things. They identify that 2 certain materials have different uses, that resources from the Earth are required by living things and describe examples of where science is used in people’s daily lives. 3 Students describe features common to living things.
English
Year Indicators
In informal classroom settings students communicate clearly and purposefully and F engage in pair, group and class discussions, and participate actively in group tasks. Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary 1 related to the topic and content of texts to discuss ideas and to share responses. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions. Students use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on 2 topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts. Students attend to others’ views and respond appropriately. They use monitoring and self-correcting strategies to clarify meaning when reading, viewing and listening to an increasing range of types of texts. They explain ideas, events and actions, referring closely to selected detail. They make relevant connections between visual and written elements in multimodal texts. 3 Students contribute actively to group discussions, asking relevant questions and building on others’ ideas and providing useful feedback. They communicate expressively and clearly about familiar ideas and information to known small audiences, in mostly informal situations. They order ideas in sequence, and provide relevant details to support ideas.
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Activity 3 - As Time Goes By
Summary of Task
Children will have the opportunity to learn about how the traditional owners of the catchments used and interacted with the land and compare that to how it is used today through the following:
· Students participate in a visit from traditional owners, focusing on local land-use, traditions and artefacts.
· They discuss how they personally use different parts of the catchment (e.g. go to the park, go fishing).
· They draw how the catchment would have looked with the Aboriginal inhabitants and now.
· They present their drawings to the class, explaining the difference and similarities between the two drawings. Suggested Duration
Half day
Equipment/Resources
· Visit from traditional owners: Yugambeh Aboriginal Museum, Language and Heritage Centre, Beenleigh, (07) 3807 6155
· ‘As Time Goes By’ work sheet
· Drawing materials Extensions
· Students enact aboriginal ceremonies
· Students create a play or book about Aboriginal land use
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Relevant Australian Curriculum Achievement Standards
History
Year Indicators
F Students identify experiences or events that are personally significant to them. Students pose questions to find out about their own past using at least one type of historical source. They identify similarities and differences between families using sources and important family events. Students relate a story about their past using different forms of communication (oral, graphic, role play). 1 Students pose questions about the past using historical sources. Students use sources about the past to compare features of objects from the past and the present and to identify how some aspects of life have changed over recent time while others have remained the same. They identify personal and family events that have significance. Students recall what happened in an event and relate stories about life in the past using different forms of communication (oral, graphic, written, role play). When telling their stories, they use familiar terms denoting time. 2 Students pose and answer questions about the past using different historical sources. Students use a variety of sources about the past. They recognise physical signs of the past in the present and explain how and why daily life changed over time. Students explain the significance of a person, site or event to the development of their local community. Students describe an event or place or relate stories about their community’s past. They present their information using written, spoken and visual texts. When telling their stories, they use appropriate terms denoting time. 3 Students pose questions about the past and locate relevant information from different historical sources. They identify traces of the past in the present and can explain their significance. Students use historical sources to compare key aspects of the past with the present. They identify and explain important changes and continuities over time. Students explain the significance of people and events to the development of a community. Students compose historical texts, including narratives, using appropriate historical terms. They present their information using a range of communication forms (written, spoken, and visual).
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English
Year Indicators
F Students listen to, read and view a range of spoken, written and multimodal texts from familiar contexts. They interpret and provide relevant explanations of characters and main events in imaginative texts, and key ideas and visual features in short informative texts, making connections to personal experience. They demonstrate understanding by retelling orally one or two ideas and events from short texts listened to or viewed. Students link two or more ideas or events in written and spoken texts. They use and understand familiar vocabulary, predictable text structures and common visual patterns. In informal classroom settings students communicate clearly and purposefully and engage in pair, group and class discussions, and participate actively in group tasks. 1 Students listen to, read and view a range of spoken, written and multimodal texts, recognising the different purposes of these texts. They understand literal and some inferred meanings in imaginative and informative texts and accurately recall some key ideas. Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics.
2 Students listen to, read and view a range of spoken, written and multimodal texts, recalling details and some main ideas and key facts. Students create imaginative, informative and persuasive written, spoken and multimodal texts for different purposes and audiences, drawing on their own experiences, their imagination and ideas they have learned. They use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts. 3 Students listen to, read and view a range of spoken, written and multimodal texts, identifying their different purposes. They attend to others’ views and respond appropriately. They use monitoring and self-correcting strategies to clarify meaning when reading, viewing and listening to an increasing range of types of texts. They explain ideas, events and actions, referring closely to selected detail. They share personal responses to and opinions about texts, providing relevant supporting information and detail. Students create a range of imaginative, informative and persuasive written, spoken and multimodal texts for familiar and unfamiliar audiences. They contribute actively to group discussions, asking relevant questions and building on others’ ideas and providing useful feedback. They communicate expressively and clearly about familiar ideas and information to known small audiences, in mostly informal situations. They order ideas in sequence, and provide relevant details to support ideas.
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As Time Goes By Worksheet
Draw an Aboriginal family from the past enjoying the outdoors. Draw your family enjoying the outdoors.
I wonder what they would be doing, what they would be eating, I wonder what they would be doing, what they would be eating, what the landscape would look like? what the landscape would look like?
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Activity 4 - Catchment Inhabitants
Summary of Task
This activity will give children the opportunity to create artistically while they learn about the plants and animals that live in their catchment.
· Students design the overall painting in a group. (Make sure to include water (river or lake), ground and trees. Decide with the children what shape the river or lake will take, what colours you will need).
· They paint or colour in the landscape as a group.
· They discuss and colour in the different animals and plants that live in their catchment (using the ‘Catchment Inhabitants’ worksheet).
· They match the plants and animals to the appropriate habitat (Drawing or cut up the ‘Catchment Inhabitants’ worksheet). Suggested Duration
1 -2 hours
Equipment
· Large sheet of paper
· Paint and paint brushes or coloured felt tip pens
· Catchment Inhabitants Worksheet
· Scissors
· Glue Extensions
· Students research an animal further - what do you eat?
· Students research endangered species that live in the catchment.
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Relevant Australian Curriculum Achievement Standards
English
Year Indicators
F In informal classroom settings students communicate clearly and purposefully and engage in pair, group and class discussions, and participate actively in group tasks. 1 Students create short imaginative, informative and persuasive spoken and written texts for a limited range of purposes. They include several related ideas on familiar topics, use visual features to support meaning, and include beginnings and endings to indicate sequence. They select vocabulary to enhance meaning, and use relevant vocabulary related to the topic and content of texts to discuss ideas and to share responses. They use different interaction conventions including asking questions and making comments, adjusting communication to suit their audience and purpose. They interact in pair, group and class discussions and make short presentations of a few connected sentences on familiar and learned topics. 2 Students use everyday language and topic-specific vocabulary to discuss ideas about areas of interest with peers. They engage effectively in group and class discussions, and ask questions to clarify and extend others’ ideas. They express their opinions on topics of interest, providing some supporting evidence for their points of view. They discuss how to interact appropriately with audiences in the classroom and other familiar contexts. 3 Students attend to others’ views and respond appropriately. They use monitoring and self-correcting strategies to clarify meaning when reading, viewing and listening to an increasing range of types of texts. Students create a range of imaginative, informative and persuasive written, spoken and multimodal texts for familiar and unfamiliar audiences. They contribute actively to group discussions, asking relevant questions and building on others’ ideas and providing useful feedback. They communicate expressively and clearly about familiar ideas and information to known small audiences, in mostly informal situations. They order ideas in sequence, and provide relevant details to support ideas.
Science
Year Indicators
F Students make observations of familiar objects and materials and explore their properties and behaviour. They suggest how the environment affects them and other living things. 1 Students share their observations with others. 2 Students describe changes to objects, materials and living things. They identify that certain materials have different uses, that resources from the Earth are required by living things and describe examples of where science is used in people’s daily lives. 3 Students describe features common to living things.
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Catchment Inhabitants Worksheet
Here are some of the native animals and plants that live in your catchment. Please colour in and name your animals and plants.
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Catchment Inhabitants - Teachers Cheat Sheet
Here are some of the native animals and plants that live in your catchment. Please colour in and name your animals and plants with the correct colours.
Name: Koala Name: Butterfly Name: mangrove
Name: Swamp Crayfish/Yabby Name: Frog
Name: Swamp Wallaby
Name: Native Water Rat
Name: Seagrass
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Activity 5 - Using Treated Water
Summary of Task
· Students identify how they use the water from their catchment.
· Students discuss the importance of this water being treated. Suggested Duration
20 minutes
Equipment
· ‘Using Treated Water’ worksheet Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
F Students suggest how the environment affects them and other living things. 1 Students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes to things in their local environment. They share their observations with others. 2 Students identify that certain materials have different uses, that resources from the Earth are required by living things and describe examples of where science is used in people’s daily lives. 3 Students describe features common to living things. They use their knowledge of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations.
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Using Treated Water Worksheet
Colour the eight objects that show the different ways we use treated water.
Source: Environment Canada, 2009
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Activity 6 - Water Wasters
Summary of Task
· Students identify how they use the water from their catchment.
· Students discuss the importance of not wasting water. Suggested Duration
20 minutes
Equipment
· ‘Water Wasters’ worksheet Extensions
· Students identify others ways that they use water. Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
F Students suggest how the environment affects them and other living things. 1 Students describe objects and events that they encounter in their everyday lives, and the effects of interacting with materials and objects. They describe changes to things in their local environment. They share their observations with others. 2 Students identify that certain materials have different uses, that resources from the Earth are required by living things and describe examples of where science is used in people’s daily lives. 3 Students describe features common to living things. They use their knowledge of the movement of the Earth, materials and the behaviour of heat to suggest explanations for everyday observations.
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Water Wasters Worksheet
There are many ways people waste water outside. Colour in four ways.
Reference: Environment Canada, 2009
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EARLY YEARS RESOURCES
Books
In the Rain with Baby Duck by Amy Hest and illustrated by Jill Barton
This book in the Baby Duck series allows children to explore water in the form of rain.
In the Small, Small Pond by Denise Fleming
This book helps children discover all of the animals living in ponds.
One Well: The Story of Water on Earth by Rochelle Strauss
This book helps children see their water use in a global context.
The Drop in my Drink by Meredith Hooper
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Web
EekoWorld
Website: www.pbskids.org/eekoworld/index.html?load=air_water
An online resource that uses the EekoCreature and the EekoHouse to explore scientific concepts. The air and water component is relevant to catchment education.
The Many Adventures of Drippy the Raindrop by Joel M. Kimball
A free online book that takes students on a journey through the water cycle.
Read more: www.drippytheraindrop.com/DrippysWorldTrialStories/ToMountainsAndBack/Entry.htm
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THE MIDDLE YEARS Year 4 - 7
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MIDDLE YEARS ACTIVITIES
Activity 1 - My Mini Water Cycle
Summary of Task
· Students follow the instructions in the ‘How to make your own mini water cycle’ instructions (page 91).
· Students create their mini water cycle.
· Students predict what will happen.
· Students observe the water cycle.
· Students discuss what they observed and how it relates to the planet. Suggested Duration
One hour
Equipment
· Watered pot plant
· Clear plastic bag (big enough to cover plant)
· String Extensions
· Students discuss what happens if the plant is NOT left in the sun?
· Students predict how long can the plant survive in the bag? What is it missing?
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
4 They describe how they and others use science to ask questions and make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science understanding can influence their own and others’ actions. Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion of objects. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal. 5 Students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. They describe patterns in their results, report on their findings and reflect on the methods that they have used. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases. 6 Students plan investigations to answer questions relating to simple cause-and-effect relationships. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. 7 Students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods. Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They explain why some resources are not renewable and describe changes to water during the water cycle. 8 They compare physical and chemical changes and describe differences between substances using the particle theory. They describe examples of how different forms of energy cause change in simple systems.
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English
Year Indicators
4 Students listen to, read and view a range of spoken, written and multimodal texts, describing connections between their own experiences and those presented in the texts. They recognise the function of text purpose in shaping a text and describe characteristic differences between imaginative and informative texts. They identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understanding. Students create structured spoken, visual and written texts for imaginative, informative and persuasive purposes. They contribute actively to group discussions of ideas and present opinions, understanding how language is used differently when giving opinions or reporting information. They use simple and complex sentences, consistent tenses and appropriate punctuation to support meaning. 5 Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Individually and in groups they present oral reports of findings from investigations on various topics to peers. 6 Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. 7 Students synthesise information, ideas and viewpoints from a variety of texts to draw reasoned conclusions. They use their increasing vocabulary, and accumulated knowledge of text structures and language features, to support their interpretation and evaluation. Students create well-constructed spoken, written and multimodal texts to inform, entertain, persuade and narrate in which meaning is supported by planned structures and organisation. They interact with others in groups to exchange, debate and substantiate ideas and opinions. In expressing or challenging a point of view, they draw appropriately on personal knowledge, textual analysis, and other relevant texts they have experienced. They effectively use a variety of clause and sentence structures, paragraphing and punctuation to sustain meaning and to support the structural coherence of the text. 8 Students create sustained and coherent written, spoken and multimodal texts in a variety of forms to explore significant ideas, report events, express opinions, and respond to others’ views. In constructing texts, they take into account intended purposes, the needs and interests of audiences, selecting vocabulary and appropriate text structures and language features to clarify intended meanings and to create specific effects. They select language devices to build cohesion in texts, clearly showing connections between ideas and information.
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My Mini Water Cycle Worksheet A - How to Make Your Own Mini Water Cycle
Equipment
· Pot plant
· Water Jug
· Clear plastic bag (big enough to cover plant)
· String Suggested Duration
30 minutes
Steps
1. Water your pot plant.
2. Place the bag over the plant and tie with the string.
3. Place on a sunny windowsill.
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My Mini Water Cycle Worksheet B - Information
Predictions
Write what you think will happen in the bag?
Observations
Write what you see happening in the bag?
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Activity 2 - In My Neighbourhood
Summary of Task
· Students choose an animal and a plant from their catchment to research
· Students research the animal and plant using a number of information sources
· Students develop conclusions from their research
· Students present report in format that they choose Suggested Duration
Four hours
Equipment
· Internet access
· Species identification books (e.g. Wildlife of Greater Brisbane, Queensland Museum) Extensions
· Students research other animals and plants that live in the catchment. Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
4 Students describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal. 5 Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. They describe the place of Earth in space. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases. 6 Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. 7 Students identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea. 8 Students describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results. They describe a situation where scientific knowledge has been used to solve a real- world problem and demonstrate an awareness of how the application of science can affect people in different ways.
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English
Year Indicators
4 Students listen to, read and view a range of spoken, written and multimodal texts, describing connections between their own experiences and those presented in the texts. They recognise the function of text purpose in shaping a text and describe characteristic differences between imaginative and informative texts. They identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understanding. Students create structured spoken, visual and written texts for imaginative, informative and persuasive purposes. They use simple and complex sentences, consistent tenses and appropriate punctuation to support meaning. 5 Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Individually and in groups they present oral reports of findings from investigations on various topics to peers. 6 Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They collaborate with others to share and evaluate ideas and opinions, and to develop different points of view. 7 Students synthesise information, ideas and viewpoints from a variety of texts to draw reasoned conclusions. They use their increasing vocabulary, and accumulated knowledge of text structures and language features, to support their interpretation and evaluation. Students create well-constructed spoken, written and multimodal texts to inform, entertain, persuade and narrate in which meaning is supported by planned structures and organisation. They effectively use a variety of clause and sentence structures, paragraphing and punctuation to sustain meaning and to support the structural coherence of the text. 8 Students create sustained and coherent written, spoken and multimodal texts in a variety of forms to explore significant ideas, report events, express opinions, and respond to others’ views. In constructing texts, they take into account intended purposes, the needs and interests of audiences, selecting vocabulary and appropriate text structures and language features to clarify intended meanings and to create specific effects. They select language devices to build cohesion in texts, clearly showing connections between ideas and information.
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Catchment Inhabitants - Work Sheet
Here are some of the native animals and plants that live in your catchment. Please colour in your animals and plants with the correct colours and fill in the blanks.
My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
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My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I eat: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I live: ......
My size is: ......
Who eats me?: ......
My Name: ......
I live: ......
My size is: ......
Who eats me?: ......
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Catchment Inhabitants - Teachers Cheat Sheet
Here are some of the native animals and plants that live in your catchment. Please colour in your animals and plants with the correct colours and fill in the blanks.
My Name: Koala
I eat: Eucalyptus leaves
I live: in the trees
My size is: average 10kg
Who eats me?: Domestic and feral dogs and cats
My Name: Butterfly
I eat: vines
I live: in the rainforest
My size is: the size of a child’s hand
Who eats me?: Birds eat me
My Name: Swamp Crayfish/Yabby
I eat: decomposing leaves, dead animals, algae
I live: in swamps and burrows
My size is: a 20 cent piece
Who eats me?: Platypus eat me
My Name: Native Water Rat
I eat: grass, water plants
I live: around wet, dense vegetation
My size is: approximately 20cm (not including their tail)
Who eats me?: Birds
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My Name: Wallum froglet
I eat: waterbugs
I live: swampy areas, paperbark forest
My size is: up to 30mm
Who eats me?: Birds, fish, cane toads
My Name: Swamp Wallaby
I eat: grass
I live: around swamps and forest
My size is: up to a metre high
Who eats me?: Wild and domestic dogs
My Name: mangrove
I live: next to waterways
My size is: up to 20 metres depending on the species
Who eats me?: Birds, crustaceans and fish
My Name: Seagrass
I live: submerged in shallow salt water
My size is: variable
Who eats me?: Dugongs and fish
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Activity 3 – My Model Catchment
Summary of Task
Students create a model catchment to demonstrate the effect gravity has on water movement through the catchment.
· Students design a model catchment.
· They plan the construction of the model.
· They build the model.
· They assess the success of their model and their plan. Suggested Duration
Two days
Materials
· ‘My Model Catchment Design’ worksheet (page 102)
· ‘My Model Catchment Work Plan’ worksheet (page 103)
· ‘My Model Catchment Self Assessment’ worksheet (page 104)
· Drawing materials
· Other materials as per the student’s design. Extensions
· Students assess each other’s models.
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Australian Curriculum Achievement Standards
Science
Year Indicators
Students pose questions about their world and predict possible outcomes from investigations. They describe how they and others use science to ask questions and make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science 4 understanding can influence their own and others’ actions. Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion of objects. Students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. When carrying out investigations they use equipment in a way that improves the 5 accuracy of their measurements and observations. They describe patterns in their results, report on their findings and reflect on the methods that they have used. They identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations. 6 Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They explain why some resources are not renewable and describe changes to water during the water 7 cycle. They describe how unbalanced forces change the motion of objects and how changes in the position of objects in space cause other observable effects. They describe how evidence has led to an improved understanding of a scientific idea.
Loders Creek and Biggera Creek Catchment Study Guide 99
English
Year Indicators
Students listen to, read and view a range of spoken, written and multimodal texts, describing connections between their own experiences and those presented in the texts. They recognise the function of text purpose in shaping a text and describe characteristic differences between imaginative and informative texts. They identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understanding. They compare ways in which their own and others’ opinions about texts are shaped by individual experiences, and expand their own understanding by taking 4 account of different opinions and interpretations. Students create structured spoken, visual and written texts for imaginative, informative and persuasive purposes. They select vocabulary to provide specific detail about people, things and ideas and draw ideas from personal, literary and researched resources. Individually and collaboratively, they create imaginative texts based on favourite plots, events and characters, and informative and persuasive texts that present ideas in a planned sequence. They use simple and complex sentences, consistent tenses and appropriate punctuation to support meaning. Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They predict readers’ needs when organising ideas and develop coherent texts by varying sentences and paragraphs for specific effect and 5 linking related ideas. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex 6 sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic. Students create well-constructed spoken, written and multimodal texts to inform, entertain, persuade and narrate in which meaning is supported by planned structures 7 and organisation. In expressing or challenging a point of view, they draw appropriately on personal knowledge, textual analysis, and other relevant texts they have experienced. Students create a range of imaginative, informative and persuasive types of texts, for 8 example narratives, procedures, performances, reports and discussions, and begin to create literary analyses and transformations of texts.
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My Model Catchment Worksheet A – Catchment Design
Draw your design. Think about:
How the landscape will look (trees, mountains, rivers, roads and buildings)? How you will use gravity to move the water through your catchment? What resources to use to allow the movement of the water? Where the water will pool?
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My Model Catchment Worksheet B – Catchment Work Plan
List the things you included in your catchment design:
· ·
· ·
· ·
· ·
· ·
· ·
Materials I will need to build my model:
· ·
· ·
· ·
· ·
· ·
Instructions to construct my model:
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My Model Catchment Worksheet C - Self Assessment
My Design
What worked well?
What I would do differently next time?
My Plan
What worked well?
What I would do differently next time?
My Construction
What worked well?
What I would do differently next time?
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Activity 4 - As Time Goes By
Summary of Task
Students learn about how the traditional owners of the catchments used and interacted with the land and how the changes in land uses and interactions over the decades have affected the catchment.
· Students research historical land uses of the catchment area.
· Students participate in a visit from traditional owners concentrating on local land use, traditions and artefacts.
· Students research and discuss the changes since European colonisation using historical photographs.
· Students make conclusions on how development has affected the catchment ecosystem. Suggested Duration
Two days
Equipment
· Visit from traditional owners: Yugambeh Aboriginal Museum, Language and Heritage Centre, Beenleigh, (07) 3807 6155.
· ‘Time Line’ worksheet (for the younger years - the older students can develop their own) on page 107 Extensions
· Students discuss ways that they can improve the catchment health.
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Relevant Australian Curriculum Achievement Standards
History
Year Indicators Students place some of the key events and people they have studied in chronological sequence and they create simple timelines. Students pose questions about the past and locate relevant information from a range of historical sources. Students use a range of 4 historical sources to examine the reasons for and impact of historical events. They use sources to identify different points of view in the past and the motivations of individuals and groups. Students explain the significance of events in bringing about change. Students place some of the key people and events they have studied in chronological sequence and they create timelines with annotations referring to time and place. When researching, students develop questions about the past to inform an historical inquiry. They identify relevant sources and locate information and evidence related to their 5 inquiry. Students compare and record relevant information from a range of sources. Students identify the causes and effects of an event or development and the feelings and motivations of individuals and groups at the time. They explain the significance of people and events in bringing about change. Students place key people, events and ideas they have studied in chronological sequence and create timelines with annotations referring to events and changes. When researching, students develop a focused inquiry question for investigation. They identify 6 a range of sources and locate relevant information and evidence related to their inquiry. Students identify and describe cause and effect and significant changes and continuities over time. They identify motivations for the actions of past individuals and groups and the historical significance of an individual, group or event. Students sequence some of the main events, people and societies they have studied. They categorise time into periods, and interpret timelines. When researching, students develop historical questions, plan an inquiry and identify relevant historical sources. Students select and categorise relevant historical information from a range of sources. 7 They examine sources to determine their origin, to identify meaning, point of view, values and attitudes. Students describe the context for people’s actions in the past and the historical significance of an individual, group or event. They describe change and continuity over time and suggest reasons for changes. Students place some of the main events, people and societies they have studied within a chronological framework, with reference to periods of time and dating conventions for describing the past. When researching, students formulate historical questions, plan an inquiry and identify relevant historical sources using information technologies and other methods. They locate information from both primary and secondary sources and use it as evidence to answer inquiry questions. Students select and organise relevant historical 8 information from a range of sources. They identify the origin and purpose of primary and secondary sources. Students distinguish between fact and opinion and make a judgment about the usefulness of historical sources. They examine sources to identify and describe points of view, attitudes and values. Students explain the context for people’s actions in the past and the historical significance of individuals, groups and events. They recognise and describe the nature of significant changes and continuities and link effects to causes.
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As Time Goes By Timeline As Time Goes By
(PICTURES PROVIDED BY GCCC – HISTORY AND HERITAGE)
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Activity 5 - What Bugs Can Tell Us
Summary of Task
Students investigate the role macroinvertebrates (waterbugs) play in the assessment of water quality:
· Students make their own waterbug catchers
· Students catch waterbugs
· Students identify the waterbugs they catch
· Students make conclusions about what their waterbugs indicate about water quality Suggested Duration
1 day including ½ day in the field
Equipment
· Bug catching instructions (page 110)
· ‘Make Your Own Bug Catcher’ instructions (page 111)
· ‘Bug ID’ worksheet (page 112)
· Waterbug guide booklet (Waterwatch – available from Gold Coast City Council’s Catchment Management Unit, phone 5581 6722). Extensions
· Students investigate how the food chain would change if some of the waterbugs weren’t found or if different waterbugs were found.
· Students investigate the roles that insects play in nature.
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
4 Students pose questions about their world and predict possible outcomes from investigations. They describe how they and others use science to ask questions and make predictions. They record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science understanding can influence their own and others’ actions. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal. 5 Students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. When carrying out investigations they use equipment in a way that improves the accuracy of their measurements and observations. They describe patterns in their results, report on their findings and reflect on the methods that they have used. Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. They identify cause-and-effect relationships in the natural world. 6 Students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making. 7 Students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods. Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea. 8 Students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.
Loders Creek and Biggera Creek Catchment Study Guide 108
What Bugs Can Tell Us Worksheet A - Bug Catching Instructions
Equipment
· Identification book
· Fine mesh net
· Large tray (white or pale colour)
· Tweezers
· Plastic pipette – cut to increase size of hole
· Paintbrush
· Magnifying glass or hand lens
· White ice cube tray
· Gumboots, hat, bucket and camera Steps
Start downstream and work upwards (flow will carry animals and material into your net)
· Use the net to collect a sample of waterbugs from the waterway – sweep the net for five (5) minutes through the different aquatic habitats at your site.
· If you are sampling amongst water plants, beat gently and scrape net against the base of the plants.
· If sampling in sediment, shuffle and kick ground vigorously with boots to stir up dirt, debris and material.
· Turn over and scrub rocks and logs in the water.
· Place small amount of water in tray and empty contents of net into sorting tray. Do not overfill – divide into different trays. Wash down side of net into trays (If muddy – let it sit for about 10 mins).
· Sort bugs into various types using pipette, paintbrush and tweezers (care not to harm) – allow at least 20 minutes.
· Sort different animals into ice cube trays in separate sections.
· Once counted – return all ‘duplicate’ bugs to stream (in shade).
· Identify bugs and record (draw them and take photos).
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What Bugs Can Tell Us Worksheet B - Make Your Own Bug Catcher Instructions
Equipment needed
· Wire coat hanger
· Needle and thread
· Panty-hose (stockings)
· String or tape
· A stick or rod Instructions
1. Bend the coat hanger so that it is almost square.
2. Cut the legs off the panty-hose half way.
3. Tie the legs together to form a basket. You may need to trim some more off the legs.
4. Place the panty-hose through the coat hanger and fold the waist band of the panty-hose over the coat hanger to form a hem. It is important to fold the panty-hose so that the hem is outside the net. This will prevent water animals from becoming lodged in the hem.
5. Sew the hem to hold the coat hanger firmly in place.
6. Attach the coat-hanger to the stick or rod using string or tape.
Now that you have made your own dip net, remember to take it on your field trip!
Source: Waterwatch Queensland, 2011
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What Bugs Can Tell Us Worksheet C - Bug ID
Draw your waterbugs and record information about them:
Name:
Features:
Number found:
Name:
Etc...Features:
Number found:
Name:
Features:
Number found:
Name:
Features:
Number found:
Name:
Features:
Number found:
Name:
Features:
Number found:
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Activity 6 - The Bottom Line
Summary of Task
Students assess the current health of their catchment through:
· Students complete water sampling (physical and chemical)
· Students complete a habitat assessment
· Students look at the land use and vegetation maps in the study guide to decide where they will do water sampling. Suggested Duration
2 days including ½ day in the field
Equipment
· Testing equipment can be borrowed from Gold Coast City Council’s Catchment Management Unit. For more information, phone 5581 6722.
· Equipment and assistance can also be provided by Waterwatch Queensland (07) 5520 6026, Jacobs Well Environmental Education Centre (07) 5546 2317 or Numinbah Valley Environmental Education Centre (07) 5533 4148.
· Catchment Maps
· ‘Habitat Assessment’ worksheet
· ‘Importance of Water Testing’ and ‘Safe Water Quality Monitoring’ section of the Study Guide. Extensions
· Students brainstorm ways to improve their catchment health.
· Students develop correspondence t express their thought and feelings regarding catchment health and issues. This can be a letter to the editor, to their local member or councillor, blog postings or any other appropriate media/government outlet.
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
4 Students record observations and measurements and identify patterns in data, including cause-and-effect relationships. They describe situations where science understanding can influence their own and others’ actions. Students use the properties of materials to explain how objects and materials behave. They identify changes to the observable world and suggest explanations for the motion of objects. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal. 5 Students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. When carrying out investigations they use equipment in a way that improves the accuracy of their measurements and observations. 6 Students plan investigations to answer questions relating to simple cause-and-effect relationships. When carrying out investigations, they collect relevant data and apply the concept of a fair test. They reflect on the processes that they have used and demonstrate an awareness of science inquiry methods in their work. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making. 7 Students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. They plan procedures for investigations that take into account the need for fair testing and use equipment that improves fairness and accuracy. They communicate their observations and data clearly, summarise their data where appropriate, and suggest improvements to their methods. They distinguish between pure substances and mixtures and plan appropriate methods to separate mixtures. They explain why some resources are not renewable and describe changes to water during the water cycle. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea. 8 They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results. Students describe the structure and function of two different types of cells and describe the functioning of a major system in a multi-cellular organism. They compare physical and chemical changes and describe differences between substances using the particle theory. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.
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Activity 7 - Catchment Controversy
Summary of Task
· Students research how the new Light Rail will impact their catchment.
· Students write a newspaper article either agreeing or disagreeing with the development. Suggested Duration
2 days over project period
Extensions
· What other developments in the catchment might have an effect? e.g. the new hospital?
· What about a debate regarding those that agree v those that disagree?? Too complex?
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
4 Students pose questions about their world and predict possible outcomes from investigations. They describe how they and others use science to ask questions and make predictions. They describe situations where science understanding can influence their own and others’ actions. They describe how interrelationships are essential for the survival of living things and identify major changes in the life cycle of a plant or animal. 5 Students pose questions relating to investigations, predict what might happen when things are changed, and assist in the planning of methods to test these predictions. Students describe how developments in science have improved our understanding of the world and have enabled people to make decisions based on scientific knowledge. Identify cause-and-effect relationships in the natural world and describe physical differences between solids, liquids and gases. 6 Students plan investigations to answer questions relating to simple cause-and-effect relationships. They represent data and knowledge using introductory scientific language and graphical representations. Students suggest explanations for observable changes and they predict the effect of environmental changes on living things. They compare different types of change in materials. They describe how developments in science have affected peoples’ lives and identify examples where scientific knowledge is used in decision making. 7 Students pose questions and apply scientific concepts to everyday problems and make general predictions based on their experiences. Students predict the effect of single changes on systems involving living things and suggest ways to classify organisms based on observable differences. They explain why some resources are not renewable and describe changes to water during the water cycle. They identify where science knowledge is used to propose solutions to problems and describe examples of where people use science in their work. They describe how evidence has led to an improved understanding of a scientific idea. 8 Students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.
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English
Year Indicators
4 Students listen to, read and view a range of spoken, written and multimodal texts, describing connections between their own experiences and those presented in the texts. They listen for key points in spoken texts including presentations and discussions. They recognise the function of text purpose in shaping a text and describe characteristic differences between imaginative and informative texts. They identify literal information in texts and make inferences, integrating and linking ideas and asking questions to clarify understanding. They explain some ways in which speakers, authors and illustrators engage the interest of audiences. They share their own judgments and preferences about texts, and respond to others’ viewpoints, selecting some relevant textual evidence to support their opinions. They compare ways in which their own and others’ opinions about texts are shaped by individual experiences, and expand their own understanding by taking account of different opinions and interpretations. Students create structured spoken, visual and written texts for imaginative, informative and persuasive purposes. They select vocabulary to provide specific detail about people, things and ideas and draw ideas from personal, literary and researched resources. They use simple and complex sentences, consistent tenses and appropriate punctuation to support meaning. 5 Students make links between information and ideas from a number of different sources to understand experiences, ideas and information beyond their immediate experience. They discuss the connections between particular structures, language features, simple literary devices, and the purposes of texts. They compare ways in which their own and others’ viewpoints about texts are shaped by individual values and experiences, and expand their own understanding by taking account of different opinions and interpretations. Students create a variety of sequenced written, spoken and multimodal texts for different purposes and audiences. They select information and ideas from personal, literary and researched resources, and adapt imaginative ideas and situations from literature. They predict readers’ needs when organising ideas and develop coherent texts by varying sentences and paragraphs for specific effect and linking related ideas. They select specific vocabulary to express and develop ideas, to engage and persuade readers and to convey emotions. They write clear, well-structured sentences and paragraphs and use punctuation to provide structure and meaning in their writing. Individually and in groups they present oral reports of findings from investigations on various topics to peers. 6 Students analyse and explain how specific structures, language features, and simple literary devices contribute to the main purposes of texts and their effects on readers and viewers. They identify and record key points to clarify meaning, and distinguish between relevant and irrelevant supporting detail. They listen to and respond constructively to others’ opinions by offering alternative viewpoints and information. They select relevant evidence from texts to support personal responses and to develop reasoned viewpoints. They compare and accurately summarise information on a particular topic from different texts, and make well-supported generalisations about the topic. Students create well-structured written, spoken and multimodal texts for a range of imaginative, informative and persuasive purposes, for a broadening number of audiences. They make considered choices in spoken and written texts from an expanding vocabulary, and growing knowledge of grammatical patterns, complex sentence structures, cohesive links, and literary devices. They use some complex sentences to connect and develop ideas in written texts. They select specific details to sustain a point of view. They organise longer written texts by using paragraphs on particular aspects of the topic.
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Year Indicators
7 Students listen to, read and view a range of spoken, written and multimodal texts, analysing and comparing text structures and language features and vocabulary choices, to show how these shape meaning and influence readers. They make inferences, drawing on textual evidence, increasing their awareness of purpose, audience and context, and their knowledge of a growing range of literary techniques. They synthesise information, ideas and viewpoints from a variety of texts to draw reasoned conclusions. They use their increasing vocabulary, and accumulated knowledge of text structures and language features, to support their interpretation and evaluation. Students create well-constructed spoken, written and multimodal texts to inform, entertain, persuade and narrate in which meaning is supported by planned structures and organisation. They select appropriate vocabulary to show shades of meaning, feeling and opinion, to express ideas clearly and to engage and elicit a response from the audience. In expressing or challenging a point of view, they draw appropriately on personal knowledge, textual analysis, and other relevant texts they have experienced. They effectively use a variety of clause and sentence structures, paragraphing and punctuation to sustain meaning and to support the structural coherence of the text. 8 Students listen to, read and view a range of spoken, written and multimodal texts interpreting key information, concepts and issues, and evaluating the effectiveness of language choices used to influence readers, viewers and listeners. They summarise and synthesise the main ideas and viewpoints in texts and evaluate the supporting evidence. They support their own opinions with specific textual evidence, and evaluate evidence used by others. They explain ways in which different groups in society are represented in literary, persuasive and informative texts drawn from a range of social and historical contexts. They compare and describe text structures and language features in texts, and explain how these are designed for a variety of purposes and audiences. Students create sustained and coherent written, spoken and multimodal texts in a variety of forms to explore significant ideas, report events, express opinions, and respond to others’ views. In constructing texts, they take into account intended purposes, the needs and interests of audiences, selecting vocabulary and appropriate text structures and language features to clarify intended meanings and to create specific effects. They select language devices to build cohesion in texts, clearly showing connections between ideas and information.
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MIDDLE YEARS RESOUCES
Books
Window by Jeannie Baker
Asks how these changes in this neighbourhood will affect the catchment/water/animal life of the area.
Water Bug Guide by Waterwatch Queensland
This pocket-sized, waterproof booklet contains large, colour illustrations and simple descriptions of waterbugs, for use by the community and students in the field.
Frogs of Loders Creek and Biggera Creek Catchments by the Loders Creek Catchment Association
This pocket sized booklet is designed to help you to identify all of the 18 frog species that live in Loders and Biggera Creek Catchments. Contact the Gold Coast City Council or the Loders Creek Catchment Association for a free copy.
Web
Catchment Detox by ABC Science
Website: www.catchmentdetox.net.au
Play Catchment Detox to see if you successfully manage a river catchment and create a sustainable and thriving economy.
Test Your Water Sense by Queensland Department of Environment and Resource Management
Website: www.epa.gov/watersense/quiz/game_kids.html
A PacMan style game which encourages you to avoid water wasters.
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Water Use Table by the Queensland Environmental Protection Agency
Website: www.epa.gov/watersense/docs/drop_table508.pdf
A template to record water use to help them see how they can reduce this use.
Student and Family Pledge to Filter Out Bad Water Habits by the Queensland Environmental Protection Agency
Website: http://www.epa.gov/watersense/docs/drop_pledge508.pdf
A template for you to make a commitment to reduced water usage.
Songs For Teachers
Website: www.songsforteaching.com/environmentnature/cleanwaterconservationgreen.htm
Free to use songs about water.
EcoKids
Website:http://www.ecokids.ca/pub/eco_info/topics/water/story_of_water/index.cfm
Community Groups
Engineers Without Borders
Website: www.ewb.org.au/explore/chapters/seqld
Engineers Without Borders create awareness through education initiatives, workshops and speaker nights and often will come to your school. Through a variety of hands-on activities and experiments with students they demonstrate simple water engineering concepts.
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THE SENIOR YEARS YEARS 8 - 12
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SENIOR YEARS ACTIVITIES
Activity 1 - As Time Goes By
Summary of Task
Students learn about how the traditional owners of the catchments used and interacted with the land and how the changes in land uses and interactions over time have affected the catchment.
· Students research historical land uses in the catchment.
· Students identify how changes in land use have affected the catchment ecosystem.
· Students report their findings using a variety of media. Suggested Duration
2 days spread over project period
Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
9 Students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas. Students use knowledge of body systems to explain how complex organisms respond to external changes. They use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe interrelationships between science and technology and give examples of developments in science that have affected society. 10 Students explain and predict how change, including that caused by human activity, affects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.
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History
Year Indicators
9 Students place some of the main events, people and societies they have studied within a chronological framework, with specific reference to the locations affected and periods of time, and use of dating conventions for describing the past. When researching, students develop inquiry questions and plan an inquiry. They identify and locate both primary and secondary sources using information technologies and other methods. They process information from these sources and use it as evidence to answer inquiry questions. Students analyse sources for origin, purpose, context and usefulness. They process historical information from a range of sources. Students examine sources to identify and describe different points of view, values, attitudes and perspectives. They explain the context for people’s actions and experiences in the past. Students explain change and continuity over time and explain the significance of individuals, groups and events over the short and long term. They link effects to causes and explain those links. Students compose historical texts, particularly explanations and discussions (incorporating historical argument) and use evidence from primary and secondary sources to support their conclusions. They use appropriate historical terms, concepts and appropriate acknowledgement or referencing of source material in their historical texts. They present their findings in a range of forms, in particular written and visual texts, including digital technologies. 10 Students place some of the main events, people and societies they have studied within a chronological framework, with specific reference to dates and terms for describing the past, the duration of particular historical changes, and the locations affected. When researching, students develop and enhance inquiry questions and plan an inquiry. They identify and locate a range of primary and secondary sources using information technologies and other methods. Students process and synthesise information from these sources and use it as evidence to answer inquiry questions. Students analyse and draw conclusions about the usefulness of primary and secondary sources, taking into account their origin, purpose, context, and reliability. Students suggest reasons for the different points of view, values, attitudes and perspectives that they identify in sources. They explain change and continuity over time with reference to the actions, motives, values of individuals and groups. Students make reasoned judgments about the significance of individuals, groups and events. They explain the multiple causes and effects of events. Students compose historical texts, particularly explanations and discussions (incorporating historical argument) and use evidence from primary and secondary sources to support their conclusions. They use appropriate historical terms, concepts and appropriate acknowledgement or referencing of source material in their historical texts. They present their findings in a range of forms, in particular written and visual texts, including digital technologies.
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English
Year Indicators
9 Students listen to, read and view a range of spoken, written and multimodal texts, recognising how events, situations and people can be represented from different perspectives, and identifying stated and implied meaning in texts. They infer meaning by interpreting and integrating ideas and information from different parts of texts.
Students create engaging representations of people, places, events and concepts in coherent and well-structured written, spoken and multimodal texts for specified purposes. They connect and organise ideas and information in logically sequenced texts. They use a variety of text structures and language features for particular purposes and effects. They select relevant subject matter to advance arguments logically and to persuade others. They make vocabulary choices that contribute effectively to the precision and persuasiveness of texts. They use a variety of appropriate punctuation to support meaning in complex sentences.
10 Students listen to, read and view a range of spoken, written and multimodal texts, identifying and explaining values, attitudes and assumptions. They select appropriate textual evidence to support interpretations, recognising what is stated explicitly in the text and what is implied. They compare and contrast structural features and key ideas in oral, visual and written texts, and synthesise information from various sources to reach considered conclusions. They offer reasoned explanations of the varied impact and influence of language choices in oral and written texts on audience responses. They identify and evaluate strategies used by speakers to respond to and influence audience expectations.
Students create a wide range of coherent and sustained written, spoken and multimodal texts to articulate complex ideas and to explore social issues of global and local concern. They choose appropriate language to establish relationships with different audiences in a variety of contexts. They take into account the demands of purpose and audience in constructing imaginative texts and cohesive and logical arguments that address different viewpoints, attitudes and perspectives. In constructing longer spoken, visual and written texts, they logically sequence and organise content to manage the flow of information and ideas, to engage audiences and generate aesthetic and emotional appeal. Students vary vocabulary choices and sentence structures for impact, and correctly use appropriate punctuation when creating complex sentences and complex texts for formal purposes.
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Activity 2 - The Bottom Line
Summary of Task
Students assess the current health of their catchment through:
· Students identify the data and research they will need to collect to assess catchment health
· Students plan methods to collect data
· Students identify the types and locations of land use activities in the catchment during desktop and field surveys
· Students collect field data using the appropriate equipment/recording methods
· Students map land use influences
· Students assess the health of their catchment based on this information
· Students self-assess the effectiveness of their methods and report. Suggested Duration
Four days spread over the project period, including one day in the field.
Equipment
· Internet access
· Water quality monitoring equipment
· Digital camera
· Habitat Assessment and Water Quality Data sheets Extension
· Students compare the health of their catchment to the health of others.
· Students investigate the health of their catchment through the Health Waterways Ecosystem Health Monitoring program
· Students present the findings of their assessment.
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Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
9 Students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas. Students use knowledge of body systems to explain how complex organisms respond to external changes. They use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe the structure of atoms and explain chemical changes in terms of the behaviour of atoms. They describe a range of chemical reactions and explain their importance. They compare, in qualitative terms, how two different forms of energy can be transferred. They describe interrelationships between science and technology and give examples of developments in science that have affected society. 10 Students develop questions and hypotheses and independently design and carry out appropriate methods of investigation. When designing and undertaking investigations they take into account the need for accuracy, safety, fairness, ethical actions and collaboration. They identify where digital technologies can be used to enhance the quality of investigations and they communicate using scientific language and representations appropriate to the content. Students demonstrate an understanding of the scientific theories that explain the origin of the universe and the evolution of life on Earth. They use relationships between force, mass and acceleration to predict changes in the motion of objects. They explain and predict how change, including that caused by human activity, affects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.
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English
Year Indicators
9 Students listen to, read and view a range of spoken, written and multimodal texts, recognising how events, situations and people can be represented from different perspectives, and identifying stated and implied meaning in texts. They infer meaning by interpreting and integrating ideas and information from different parts of texts. They identify and explain how text structures and language features of texts, including literary techniques, are designed to appeal to audiences. They compare, contrast and evaluate their own responses to texts and different interpretations presented by others. Students create engaging representations of people, places, events and concepts in coherent and well-structured written, spoken and multimodal texts for specified purposes. They use a variety of strategies to participate effectively in conversations, discussions and debates, to ask questions to clarify meaning, and to express their own ideas and viewpoints. They collaborate and negotiate with others to solve problems, and to deliver planned, multimodal presentations. They connect and organise ideas and information in logically sequenced texts. They use a variety of text structures and language features for particular purposes and effects. They select relevant subject matter to advance arguments logically and to persuade others. They make vocabulary choices that contribute effectively to the precision and persuasiveness of texts. They use a variety of appropriate punctuation to support meaning in complex sentences. 10 Students listen to, read and view a range of spoken, written and multimodal texts, identifying and explaining values, attitudes and assumptions. They select appropriate textual evidence to support interpretations, recognising what is stated explicitly in the text and what is implied. They compare and contrast structural features and key ideas in oral, visual and written texts, and synthesise information from various sources to reach considered conclusions. They analyse and debate others’ interpretations, and evaluate the evidence used to support these interpretations. They offer reasoned explanations of the varied impact and influence of language choices in oral and written texts on audience responses. They identify and evaluate strategies used by speakers to respond to and influence audience expectations. Students create a wide range of coherent and sustained written, spoken and multimodal texts to articulate complex ideas and to explore social issues of global and local concern. They engage in discussions that build on others' ideas, solve problems, justify opinions and develop and expand arguments in novel ways. They choose appropriate language to establish relationships with different audiences in a variety of contexts. They take into account the demands of purpose and audience in constructing imaginative texts and cohesive and logical arguments that address different viewpoints, attitudes and perspectives. In constructing longer spoken, visual and written texts, they logically sequence and organise content to manage the flow of information and ideas, to engage audiences and generate aesthetic and emotional appeal. Students vary vocabulary choices and sentence structures for impact, and correctly use appropriate punctuation when creating complex sentences and complex texts for formal purposes.
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Activity 3 - Catchment Controversy
Summary of Task
· Students imagine a change to their catchment that would have a major impact.
· Students research the environmental, economic and social impacts of this change.
· Students debate whether or not the change should go ahead. Suggested Duration
One day spread over the project period
Extensions
· Students decide of what types of regulations developers could adhere to protect the catchment.
· Students investigate a significant historical change in the catchment and report on the environmental, social and economic impacts of this change.
Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
9 Students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists Students use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe interrelationships between science and technology and give examples of developments in science that have affected society. 10 Students identify where digital technologies can be used to enhance the quality of investigations and they communicate using scientific language and representations appropriate to the content. Students explain and predict how change, including that caused by human activity, affects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.
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English
Year Indicators 9 Students listen to, read and view a range of spoken, written and multimodal texts, recognising how events, situations and people can be represented from different perspectives, and identifying stated and implied meaning in texts. They infer meaning by interpreting and integrating ideas and information from different parts of texts. They draw conclusions about events and key ideas, justifying these with selective use of textual evidence. They interpret and critically evaluate the use of visual and non-verbal forms of language used to establish relationships with different audiences. They compare, contrast and evaluate their own responses to texts and different interpretations presented by others. Students use a variety of strategies to participate effectively in conversations, discussions and debates, to ask questions to clarify meaning, and to express their own ideas and viewpoints. They collaborate and negotiate with others to solve problems, and to deliver planned, multimodal presentations. They connect and organise ideas and information in logically sequenced texts. They use a variety of text structures and language features for particular purposes and effects. They select relevant subject matter to advance arguments logically and to persuade others. They make vocabulary choices that contribute effectively to the precision and persuasiveness of texts. 10 Students listen to, read and view a range of spoken, written and multimodal texts, identifying and explaining values, attitudes and assumptions. They select appropriate textual evidence to support interpretations, recognising what is stated explicitly in the text and what is implied. They compare and contrast structural features and key ideas in oral, visual and written texts, and synthesise information from various sources to reach considered conclusions. They analyse and debate others’ interpretations, and evaluate the evidence used to support these interpretations. They offer reasoned explanations of the varied impact and influence of language choices in oral and written texts on audience responses. They identify and evaluate strategies used by speakers to respond to and influence audience expectations. Students create a wide range of coherent and sustained written, spoken and multimodal texts to articulate complex ideas and to explore social issues of global and local concern. They engage in discussions that build on others' ideas, solve problems, justify opinions and develop and expand arguments in novel ways. They choose appropriate language to establish relationships with different audiences in a variety of contexts. They take into account the demands of purpose and audience in constructing imaginative texts and cohesive and logical arguments that address different viewpoints, attitudes and perspectives. In constructing longer spoken, visual and written texts, they logically sequence and organise content to manage the flow of information and ideas, to engage audiences and generate aesthetic and emotional appeal.
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Activity 4 - Making a Difference
Summary of Task
Students make a difference through:
· Students write a plan to improve the health of their catchment
· Students compare their plan with GCCC’s Catchment Management Plans and studies (GCCC’s Catchment Management Unit can be contacted on (07) 5581 6722 for information and copies of these plans and studies).
· Students communicate their plans to local government, through their local Councillor or local member and through the Catchment Management Unit
· Students enact parts of their plan that are feasible. Suggested Duration
Two days spread over the project period
Extension
· Students compare the mitigation strategies use by different countries for effectiveness
· Students enact parts of their plans that are feasible, i.e. developing promotional material, media (newspaper, blogs, etc) articles, developing partnerships with LCCA to undertake field restoration projects Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
9 Students use their knowledge to pose different types of questions that can be investigated using a range of inquiry skills. They apply their knowledge of science to explain phenomena in the environment and their own lives and describe how knowledge has developed through the work of scientists. They plan experimental procedures which include the accurate control and measurement of variables. They identify inconsistencies in results and suggest reasons for uncertainty in data. They use scientific language and representations when communicating their results and ideas. Students use knowledge of body systems to explain how complex organisms respond to external changes. They use knowledge of interrelationships to describe how changes affect ecosystems. They explain geological features and events in terms of geological processes and timescales. They describe a range of chemical reactions and explain their importance. They describe interrelationships between science and technology and give examples of developments in science that have affected society. 10 Students demonstrate an understanding of the scientific theories that explain the origin of the universe and the evolution of life on Earth. They explain and predict how change, including that caused by human activity, affects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.
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English
Year Indicators
9 Students listen to, read and view a range of spoken, written and multimodal texts, recognising how events, situations and people can be represented from different perspectives, and identifying stated and implied meaning in texts. They infer meaning by interpreting and integrating ideas and information from different parts of texts. They interpret and critically evaluate the use of visual and non-verbal forms of language used to establish relationships with different audiences. They identify and explain how text structures and language features of texts, including literary techniques, are designed to appeal to audiences. They connect and organise ideas and information in logically sequenced texts. They use a variety of text structures and language features for particular purposes and effects. They select relevant subject matter to advance arguments logically and to persuade others. They make vocabulary choices that contribute effectively to the precision and persuasiveness of texts. They use a variety of appropriate punctuation to support meaning in complex sentences. 10 Students listen to, read and view a range of spoken, written and multimodal texts, identifying and explaining values, attitudes and assumptions. They select appropriate textual evidence to support interpretations, recognising what is stated explicitly in the text and what is implied. They compare and contrast structural features and key ideas in oral, visual and written texts, and synthesise information from various sources to reach considered conclusions. They offer reasoned explanations of the varied impact and influence of language choices in oral and written texts on audience responses. They identify and evaluate strategies used by speakers to respond to and influence audience expectations. Students create a wide range of coherent and sustained written, spoken and multimodal texts to articulate complex ideas and to explore social issues of global and local concern. They choose appropriate language to establish relationships with different audiences in a variety of contexts. They take into account the demands of purpose and audience in constructing imaginative texts and cohesive and logical arguments that address different viewpoints, attitudes and perspectives. In constructing longer spoken, visual and written texts, they logically sequence and organise content to manage the flow of information and ideas, to engage audiences and generate aesthetic and emotional appeal. Students vary vocabulary choices and sentence structures for impact, and correctly use appropriate punctuation when creating complex sentences and complex texts for formal purposes.
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Activity 5 - Catchment Tour
Summary of Task
Students visit different areas of the catchment and record water quality data, habitat and observed species, land uses and impacts to catchment health at each site (upstream/ freshwater, estuary and downstream at the Broadwater)
Equipment
· Water quality meter and data sheet
· Macroinvertebrate sampling requirements (see the ‘Macroinvertebrates’ section of the study guide, page 40)
· Habitat assessment worksheet
· Digital camera Suggested Duration
One day, including half a day in the field
Extensions
· Compare the data collected at each site and investigate the impacts of different land uses on each site. Relevant Australian Curriculum Achievement Standards
Science
Year Indicators
8 By the end of Year 8 students investigate questions to reach conclusions consistent with scientific knowledge. They describe how science inquiry contributes to an understanding of the world. Students measure and control variables, present data and findings that support their conclusions, and describe how improvements to methods could improve the quality of their results.
Students describe the structure and function of two different types of cells and describe the functioning of a major system in a multi-cellular organism. They compare physical and chemical changes and describe differences between substances using the particle theory. They describe examples of how different forms of energy cause change in simple systems. They describe a situation where scientific knowledge has been used to solve a real-world problem and demonstrate an awareness of how the application of science can affect people in different ways.
9 The Science Inquiry Skills and the Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standards and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content is taught in an integrated way. The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
Over Years 7 to 10, students develop their understanding of microscopic and atomic structures, how systems at a range of scales are shaped by flows of energy and matter and
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Year Indicators
interactions due to forces, and develop the ability to quantify changes and relative amounts. In Year 9, students consider the operation of systems at a range of scales. They explore ways in which the human body as a system responds to its external environment and the interdependencies between biotic and abiotic components of ecosystems. They are introduced to the notion of the atom as a system of protons, electrons and neutrons, and how this system can change through nuclear decay. They learn that matter can be rearranged through chemical change and that these changes play an important role in many systems. They are introduced to the concept of the conservation of matter and begin to develop a more sophisticated view of energy transfer. They begin to apply their understanding of energy and forces to global systems such as continental movement.
10 The Science Inquiry Skills and Science as a Human Endeavour strands are described across a two-year band. In their planning, schools and teachers refer to the expectations outlined in the Achievement Standard and also to the content of the Science Understanding strand for the relevant year level to ensure that these two strands are addressed over the two-year period. The three strands of the curriculum are interrelated and their content should be taught in an integrated way.
The order and detail in which the content descriptions are organised into teaching/learning programs are decisions to be made by the teacher.
In the Year 10 curriculum students explore systems at different scales and connect microscopic and macroscopic properties to explain phenomena. Students explore the biological, chemical, geological and physical evidence for different theories, such as the theories of natural selection and the Big Bang. Atomic theory is developed to understand relationships within the periodic table. Understanding motion and forces are related by applying physical laws. Relationships between aspects of the living, physical and chemical world are applied to systems on a local and global scale and this enables students to predict how changes will affect equilibrium within these systems.
10A By the end of year 10 students develop questions and hypotheses and independently design and carry out appropriate methods of investigation. When designing and undertaking investigations they take into account the need for accuracy, safety, fairness, ethical actions and collaboration. They identify where digital technologies can be used to enhance the quality of investigations and they communicate using scientific language and representations appropriate to the content. Students demonstrate an understanding of the scientific theories that explain the origin of the universe and the evolution of life on Earth. They use relationships between force, mass and acceleration to predict changes in the motion of objects. They explain the basis of the periodic table and use this organiser to distinguish between elements, and use knowledge of chemical change to predict the products of chemical reactions They explain and predict how change, including that caused by human activity, affects the sustainability of systems at a local and global level. They describe factors that have guided scientific developments, predict how future applications of science and technology may affect people’s lives, and evaluate information from a scientific perspective.
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SENIOR YEARS RESOURCES
Books
Frogs of Loders Creek and Biggera Creek Catchments by the Loders Creek Catchment Association
This pocket sized booklet is designed to help you to identify all of the 18 frog species that live in Loders and Biggera Creek Catchments. Contact the Gold Coast City Council or the Loders Creek Catchment Association for a free copy.
Web
Catchment Detox by ABC Science
Website: www.catchmentdetox.net.au/
Play Catchment Detox to see if you successfully manage a river catchment and create a sustainable and thriving economy.
Australian Online Coastal Information – by Geoscience Australia
Website: www.ozcoasts.org.au/
OzCoasts provides comprehensive information about Australia's coast, including its estuaries, coastal waterways and climate change impact. This helps to generate a better understanding of coastal environments, the complex processes that occur in them, the potential environmental health issues and how to recognise and deal with these issue.
For more useful websites see page 43.
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REFERENCES
Alletson, T., Moffatt, B., White, D. and Dillon, D. (1994). Loders Creek Community Education, Southport, Queensland
AUSRIVAS (2004). AUSRIVAS Habitat Assessment Sheet, http://ausrivas.canberra.edu.au/index.html accessed 12/03/11
Australian Curriculum Assessment and Reporting Authority (2009). The Australian Curriculum www.australiancurriculum.edu.au accessed 15/04/11
Lovelock, C (1993). Field guide to the Mangroves of Queensland. Australian Institute of Marine Science, Brisbane.
Department of Environment and Resource Management (2011). WetlandInfo www.epa.qld.gov.au/wetlandinfo/site/ accessed 8/03/11 Queensland Government, Brisbane
Department of Environment and Resource Management (2010a). Teachers Catchment Information www.derm.qld.gov.au/education/teachers/catchment/index.html accessed 02/04/11
Department of Environment and Resource Management (2010b). Broadwater environmental values and water quality objectives – Basin No. 146 (part), including Biggera and Loders Creeks, the Broadwater and all creeks of the Broadwater catchment and Runaway Bay, Queensland Government, Brisbane
Department of Environment and Resource Management (2010c). WetlandInfo - Mangroves http://www.derm.qld.gov.au/wetlandinfo/site/factsfigures/FloraandFauna/Flora/mangroves.html accessed 13/04/11, Queensland Government, Brisbane
Department of Environment and Resource Management (2010d). Pine Ridge Conservation Park http://www.derm.qld.gov.au/parks/pineridge/index.htm accessed 13/04/11, Queensland Government, Brisbane
Department of Environment and Resource Management (2010e). Wetland Definitions, http://www.epa.qld.gov.au/wetlandinfo/site/WetlandDefinitionstart/WetlandDefinitions.html accessed 13/04/11, Queensland Government, Brisbane
Department of Environment and Resource Management (2009). Queensland Water Quality Guidelines – version 3, Queensland Government, Brisbane
Department of Natural Resources and Water (2007). Queensland Community Waterway Monitoring Manual, Queensland Government, Brisbane
Department of Natural Resources and Water (2007). Health and Safety Guideline for Community Based Waterway Monitoring, Queensland Government, Brisbane
Department of Sustainability, Environment, Water, Population and Communities (2011). Protected Matters Search Tool – LGA Gold Coast City Queensland, accessed 13/04/11
Ecosystem Health Monitoring Program (2010). Information, Fact Sheet, www.healthywaterways.org/EcosystemHealthMonitoringProgram/2010ReportCardResults/CatchmentResults accessed 23/03/11
Environment Canada (2009) Explore Water with Holly Heron http://www.ec.gc.ca/eau- water/default.asp?lang=En&n=88C2C5AD-1 accessed 15/03/11
Loders Creek and Biggera Creek Catchment Study Guide 134
Foster, D. (1994). Waterwatch Queensland Technical Manual, Department of Primary Industries, Queensland Government, Brisbane
Foster, D., Rob, J. and Yorkston, T. (1995). Waterwatch and Your Catchment, Department of Primary Industries, Brisbane, Queensland
Gold Coast City Council, (2010) Population facts and figures. www.goldcoast.qld.gov.au/t_standard2.aspx?pid=255 accessed 25/03/11
Gold Coast City Council (2009) A slice of Southport History – take a bite. http://www.goldcoast.qld.gov.au/t_standard2.aspx?pid=8505 accessed 21/03/11
Gold Coast City Council, (2008a). Protecting Riparian Environments, Fact Sheet www.goldcoast.qld.gov.au/attachment/environment/catchment_management/riparian-vegetation-factsheet.pdf accessed 24/02/2011
Gold Coast City Council (2008b), Coomera River Catchment Study Guide, Gold Coast City Council, Gold Coast, Queensland
Gold Coast City Council, (2006), Environmental Weeds of the Gold Coast, Gold Coast, Queensland
Gold Coast City Council (2003). Our Living City – Gold Coast Planning Scheme 2003. Gold Coast City Council, Gold Coast, Queensland
Gold Coast Info (2011) History of the Gold Coast. http://www.goldcoastinfo.net/resources/history/ accessed 21/3/2011
Gold Coast Water, (2008), Make Your Water Mark! Watersaver Education Program: Middle and Secondary School Kit, Resource Book, Gold Coast, Queensland
Gold Coast Waterwatch (2006), Water Bug Guide, Booklet, Australia
Gooderham J & Tsyrlin E., (2005), The Waterbug Book, Book, Australia, ISBN 0643066683
Hero, J.-M., B. Dadds, D. White and D. White (2000). New records of the “Vulnerable” Wallum Froglet in the Gold Coast Shire, Queensland. Ecological Management and Restoration. 1:74-75
Heritage Australia, 2011. Gold Coast City History Society. http://www.heritageaustralia.com.au/search.php?state=QLD®ion=27&view=1350 accessed 21/03/11
Information Queensland (2004). Directory of Important Wetlands - 250km spatial data, accessed November 2009, Queensland Government, Brisbane
Kefous, K. (1994), Writing Landcare Studies into your Curriculum, AGTA 1994 Conference Proceedings
Kelly, K. (1992), Catchment Care Education Kit, Department of Primary Industries, Queensland
Lee J. et al, (2006), The Impact of Urbanisation on Coastal Wetlands: a case study of Coombabah Lake southeast Queensland, Report, Coastal CRC, Australia, ISBN 1921017155 (online) www.ozcoasts.org.au/pdf/CRC/54-coombabah.pdf
Loders Creek Catchment Association (LCCA; 2002) www.loderscreek.org accessed 21/03/2011.
Loders Creek and Biggera Creek Catchment Study Guide 135
Loders Creek Catchment Association (LCCA; 2004a), Loders Creek Butterfly Garden, Gold Coast, Queensland
Loders Creek Catchment Association (LCCA; 2004b), Loders Creek Nature Trail, Gold Coast, Queensland
McKenzie, l. and Yoshida, R. (2007). Proceedings of workshops for monitoring seagrass habitats in South East Queensland, Seagrass Watch. DPI & Fisheries, www.seagrasswatch.org accessed 23/03/11
Meyer, E., Hero, J-M., Shoo, L. and Lewis, B. (2006). National recovery plan for the wallum sedgefrog and other wallum-dependent frog species. Report to Department of the Environment and Water Resources, Canberra. Queensland Parks and Wildlife Service, Brisbane
Mitchell M. and Stapp, W (1995), Watershed Monitoring by Students: Education that Improves Water Quality and the Lives of People, in S Chamala and Keith (eds), Participatory Approaches for Landcare, Australian Academic Press, Brisbane, pp 237-252
Natural Solutions (2007), Loders Creek Riparian Rehabilitation Plan, Gold Coast City Council, Gold Coast, Queensland
Natural Solutions (2007), Biggera Creek Riparian Rehabilitation Plan, Gold Coast City Council, Gold Coast, Queensland
Queensland Studies Authority (QSA; 2010), Studies of Society and Environment (SOSE), web link www.qsa.qld.edu.au/7298.html accessed 23/02/11
Reese, E. (2010) La Niña Vs. El Niño. AccuWeather Inc. www.accuweather.com/blogs/news/story/38971/la- nina.asp accessed: 17/10/2010
Ramsar, 2011. The Ramsar Convention of Wetlands, www.ramsar.org accessed 08/03/11
SEWPaC 2011. Department of Sustainability, Environment, Water, Populations and Community website. www.environment.gov.au/water/policy-programs/environment/index.html accessed 08/03/11
Waltham, N. (2002), Health of the Gold Coast Waterways Report 2002, Gold Coast City Council, Gold Coast, Queensland
Queensland Government; (2007) Essential Learnings, Queensland Studies Authority, www.qsa.qld.edu.au/assessment/3160.html
Waterwatch Queensland (2008) Poster, www.qld.waterwatch.org.au/images/resources/poster_healthycatchment.jpg; accessed 02/04/11
Riverland Waterwatch; The River Murray Story; Teacher Resource Pack www.samdbnrm.sa.gov.au/Portals/7/SAMDB_RM_Story.pdf; accessed 23/9/08h
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ACKNOWLEDGMENTS
Benowa High School (Anthony (AJ) Presto, Shane Riley and Sol Parten)
Catherine Williams, Southport State School
Councillor Margaret Grummitt, Gold Coast City Council
Damian White, ddwfauna
Doug White and Jeannie White, Loders Creek Catchment Association
Marjolein Oram, Catchment Officer, Gold Coast City Council
Naomi Edwards, Beachcare Coordinator, Griffith Centre for Coastal Management
Southport State High School (John Parer, Pat Foreman, Tony Lappi and Stuart Russell)
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APPENDIX 1 - DEFINITIONS
Aerobic The presence/use of oxygen.
Algae Chlorophyll-containing, mainly aquatic organisms lacking true stems, roots and leaves.
Anaerobic In the absence of oxygen.
Anoxic The absence of oxygen
ANZECC Australian and New Zealand Environment and Conservation Council
Aquatic Of, in or relating to water.
Aquatic macrophyte Submerged, emergent or floating aquatic vegetation that is visible to the naked eye.
Bacteria Single celled, microscopic organisms which do not have a membrane enclosed nucleus.
Bank The edge of a river or creek where water meets the land.
Benthic Pertaining to the bottom of a body of water.
Biodiversity The number and variety of different species within a specific area.
Biological Related to, or affecting life or living organisms.
Buffer A defined area or zone that acts to keep two or more areas distinct, e.g. an industrial land use and a watercourse may have a buffer of trees between them.
Carnivore A flesh-eating animal.
Catchment A catchment is an area or basin of land bounded by natural high features such as hills or mountains, from which all run-off water flows to a low point such as a stream, river or the sea.
Climate The meteorological elements, such as temperature, humidity, atmospheric pressure, wind, and rainfall, characteristic of a geographical area.
Concentration The abundance of a constituent divided by the total volume of a mixture, e.g. the amount of salt in water.
Crustaceans A grouping of hard-shelled animals with paired, jointed appendages. This group includes prawns and crabs.
Debris The scattered remains of something broken damaged or destroyed.
Degraded Degeneration of a structure, area or function, causing a reduction in value or quality.
Diffuse Pollution from a range of sources/activities, the impact of which would be discrete or negligible in isolation, however is compounded by the multiple inputs.
Disperse To distribute, spread or scatter in different directions over a wide area.
Dissolved oxygen The amount of oxygen dissolved in the water.
Disturbance A change in median environmental conditions that causes a pronounced impact on an ecosystem.
Diversity The degree of variation of life forms within a given ecosystem.
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Dominant Any of one or more types of plants or animals that by abundance, size or habits, have an important influence on the conditions of an area.
Drainage The natural or artificial removal of surface and subsurface water from a specific area.
Ecosystem A natural unit consisting of all plants, animals and micro-organisms (biotic factors) in an area, functioning together with all of the non-living physical (abiotic) factors of the environment.
Edible A substance that can be eaten.
Emergent macrophytes Aquatic plants that emerge above the surface of the water.
Ephemeral Watercourses which fluctuate between wet and dry states, generally holding water seasonally and/or following precipitation.
Encroachment Implies advancement beyond defined/usual limits.
Endangered A population which is at the risk of becoming extinct due to its low numbers or from threats to its ecological niche.
Erosion The process of weathering and transport of solids in the natural environment. The deposition of these solids in another area is generally referred to as sedimentation.
Estuary The transition zone between river and ocean environments, where fresh and salt water mix.
Eutrophic An aquatic system, rich in nutrients, that promotes a proliferation of plant life, especially algae, which reduces dissolved oxygen content and may therefore impact on aquatic life.
Excrete The separation and discharge of waste matter and other non-useful materials by an organism.
Faeces A waste product from an animal’s digestive tract originating from digested food.
Faecal coliform Bacteria present in the faeces of mammals, used as an indicator of the presence of human faeces, bacteria, viruses, and pathogens in the water column.
Fauna Animal life.
Filter To remove impurities by means of a fine, physical barrier.
First flush First flush is the initial runoff following rainfall.
Flood The overflowing of water onto land that is normally dry.
Flora Plant life.
Fragmentation The alteration of habitat that results in the separation of habitat units previously linked.
Geological Referring to the study of the Earth’s structure and the processes which have shaped it.
Groundwater Water located beneath the ground surface in soil pore spaces.
Habitat The environment which a species normally inhabits.
Herbivore An animal that feeds mainly on plants.
Holistic Concerning the whole system as a function of its parts.
Hydrocarbons Organic compounds consisting entirely of hydrogen and carbon. Includes oils, petroleum and degreasers.
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Hydrology The study of the movement, distribution and quality of water.
Indicator Something that points towards an issue of environmental or ecosystem health.
Industrialisation The development of industry on an extensive scale, causing social and economic changes.
Influence The power affecting a thing or course of events.
Irrigation The artificial application of water to the soil to assist in the cultivation of plant life, e.g. horticulture.
Integrated Catchment The management of water, land and social and ecological resources as a Management system, rather than discrete units, to ensure these values are managed sustainably.
Leachate Water that, in passing through soil or other substrate, extracts solutes, suspended solids or any other component of the material through which it has passed.
Least Concern A category assigned to a population or species that has been evaluated and is not listed as Endangered, Vulnerable or afforded any other conservation status.
Logarithmic A scale of measurement where an increase of one is a tenfold increase (i.e. 1,2,3,4 = 1, 10, 100, 1000)
Lower catchment The area of a catchment where the water is discharged – the lower catchment refers to the least distance upstream from the outfall point.
Macro-invertebrates Macro – visual to the naked eye Invertebrates – creatures without an internal backbone
Macrophyte Aquatic plant.
Mangrove An marine plant with the ability to tolerate and thrive in a marine influenced (saline) environment.
Marine Pertaining to the ocean or sea.
Migratory A species or population that travels large distances regularly or seasonally for food or reproductive needs.
Mitigate To lessen the severity, intensity or magnitude of an effect.
Modification A deliberate alteration or change.
Niche The specific area an organism inhabits in its environment and its role or function in an ecosystem.
Nutrient An essential component for growth and life.
Omnivore An animal that feeds on both animal and vegetable matter.
Outfall The place where a sewer, drain or stream discharges - usually its outlet to the ocean.
Pesticide A chemical used to kill or prevent pests. pH Chemical property of the water (or soil) describing its acidity or alkalinity.
Photosynthesis Biological process whereby green plants use sunlight as an energy source to convert carbon dioxide (CO2) into sugars (energy) and oxygen.
6CO2 + 12H2O + sunlight = C6H12O6 + 6H2O + 6O2 carbon dioxide + water + sunlight = glucose + water + oxygen
Physico-chemical Relating to both physical and chemical properties. The physical chemistry of water.
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Phytoplankton Small, usually microscopic plants (such as algae), found in lakes, reservoirs, and other bodies of water.
Pneumatophores Breathing roots of a mangrove. Roots that extend out of the ground and are able to breathe air.
Point source pollution A specifically identified, single source of pollution.
Pollution The release of harmful environmental contaminants, usually as a result of human activity.
Pool A small body of still water or an accumulation of standing water.
Predator An organism that feeds on another organism.
Pressure A force or influence applied to an ecosystem that has an negative effect or causes stress on the system.
Profile The cross-sectional view of the water column or the bank of a creek describing physical, chemical and biological features.
Rapids A section of a watercourse where water moves at an increased rate and has a higher velocity and turbulence.
Ramsar wetlands Wetlands that are considered important on an international scale. The name ‘Ramsar’ comes from the town in Iran where the first conference was held in 1971 to discuss wetland protection internationally and where the first agreement (treaty) was made and signed.
Reach A section of a watercourse.
Recreation An activity that is seen as leisure and refreshes the body or mind through enjoyable activity.
Rehabilitation The restoration of an entity to its normal state.
Remnant vegetation The remaining part of a community of plants. Often used to refer to a small residual habitat or piece of land.
Re-profile To re-establish the profile of the water column.
Respiration Biological process describing breathing – respiration uses oxygen and generates carbon dioxide. Plants and animals respire 24 hours/day.
Riffle Shallow areas in waterways where rocks, pebbles, cobbles or boulders disrupt the surface flow of water – smaller than rapids.
Riparian The vegetation on the side of the waterway. Generally considered to be the area up to 30 metres on each side of the waterway.
Runoff The overflow of water, usually rainfall, which is not absorbed by the soil.
Salinity Refers to the concentration of salt in water – ocean water has high salinity, drinking water has low salinity.
Saltmarsh An environment in the upper intertidal zone (above the mean spring-tide) that receives brackish water and is dominated by a certain type of plant.
Sediment A naturally occurring material that is broken down through erosion and is transported by a liquid.
Silt Granular material between the size of sand and clay, derived from soil or rock.
Spring Underground water that is held in the soil and rocks, that reaches the surface.
Stability The state of being stable and resistant to change.
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Stormwater The waters collected through a drainage system with the purpose of moving waters away from infrastructure quickly.
Sub-catchment A component/area of a catchment that has individual catchment functions, however enters a larger catchment prior to reaching the ocean.
Tide The periodic variation in the surface level of the ocean.
Tidal flushing The action of salt water entering an estuary with the tide and renewing salts and nutrients whilst removing some wastes.
Toxic Poisonous or otherwise harmful to life forms.
Tributary A watercourse which flows into a parent river or lake and does not flow directly to the ocean.
Turbidity The measure of water cloudiness or ability to allow light infiltration.
Upper catchment The area of the catchment in the hills and foot hills – the upper catchment refers to the furthest distance upstream from the outfall point.
Upstream Against the current of a river, towards the source of the stream, away from the outflow.
Urban Areas of residential and/or commercial development.
Vegetation A general term for plant life within an area.
Visible Able to be seen or open to view.
Vulnerable A species is vulnerable if: its population is declining because of threatening processes, or its population has been seriously depleted and its protection is not secured, or its population while abundant, is at risk because of threatening processes, or its population is low or localised or depends on limited habitat that is at risk because of threatening processes’ (Nature Conservation Act 1992).
Wallum A type of coastal ecosystem that is characterised by nutrient poor and acidic, sandy soils.
Watercourse A significant accumulation of water. A conduit through which water flows.
Weir A small, in-stream structure designed to limit and modify water flow, generally for separating saline and fresh waters.
Wetland A low area of land that is often saturated with water including lakes, rivers, swamps, marshes, bogs, etc.
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APPENDIX 2 – NATIVE FAUNA
Mammals
Scientific Name Common Name Conservation status (QLD) Antechinus flavipes Yellow-footed antechinus Least Concern Canis familiaris Dog Introduced Felis catus Cat Introduced Hydromys chrysogaster Water rat Least Concern Isoodon macrourus Northern Brown Bandicoot Least Concern Lepus capensis Brown hare Introduced Macropus agilis Agile wallaby Least Concern Macropus giganteus Eastern grey kangaroo Least Concern Macropus parryi Whiptail wallaby Least Concern Macropus rufogriseus Red-necked wallaby Least Concern Miniopterus australis Little bent-wing bat Least Concern Miniopterus schreibersii oceanensis Eastern bent-wing bat Least Concern Mormopterus norfolkensis East coast freetail bat Least Concern Mus museulus House mouse Introduced Perameles nasuta Long-nosed bandicoot Least Concern Petauroides volans Greater glider Least Concern Petaurus breviceps Sugar glider Least Concern Petaurus norfolcensis Squirrel glider Least Concern Phascolarctos cinereus Koala Vulnerable Pseudocheirus peregrinus Common ringtail possum Least Concern Pteropus alecto Black Flying fox Least Concern Pteropus poliocephalus Grey headed Flying fox Qld: Least Concern Australia: Vulnerable Pteropus scapulatus Little Red Flying fox Least Concern Rattus fuscipes Bush rat Least Concern Rattus lutreolus Swamp rat Least Concern Rattus rattus Black Rat Introduced Scotorepens greyii Little broad-nosed bat Least Concern Scotorepens orion South-eastern broad-nosed bat Least Concern Tadarida australis White-striped freetail bat Least Concern Trichosurus vulpecular Common Brush tail Possum Least Concern Vulpes vulpes Red fox Introduced Wallabia bicolor Swamp wallaby Least Concern Xeromys myoides Water mouse Vulnerable
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Freshwater fish
Scientific Name Common Name Conservation status Anguilla reinhardtii Long Finned Eel Gambusia holbrooki Mosquito fish Introduced/ Pest species Hypseleotris galii Firetail gudgeon
Amphibians
Scientific Name Common Name Conservation status Crinia parinsignifera Beeping froglet Least Concern Crinia signifera Clicking froglet Least Concern Crinia tinnula Wallum froglet Vulnerable Limnodynastes peroni Brown striped Frog/ Least Concern Striped marsh frog Limnodynastes terraereginae Scarlet sided pobblebonk Least Concern Litoria brevipalmata Green thighed frog Near Threatened Litoria caerulea Common green treefrog Least Concern Litoria fallax Eastern Dwarf Tree Frog/ Least Concern Eastern Sedge frog Litoria gracilenta Graceful treefrog Least Concern Pseudophryne major Great brown broodfrog Least Concern Pseudophryne raveni Copper backed broodfrog Least Concern Rhinella marina Cane Toad Introduced/ Pest species
Reptiles (lizards, snakes and turtles)
Scientific Name Common Name Conservation status Cryptoblepharus virgatus Wall Skink Least Concern Ctenotus robustus Striped skink Least Concern Demansia psammophis Yellow Face whip Snake Least Concern Dendrelaphis punctulata Green Tree Snake Least Concern Lamprophilis delicata Grass Skink Least Concern Lialis burtonis Burton's legless lizard Least Concern Morelia spilota Carpet Python Least Concern Physignathus lesueurii Eastern Water Dragon Least Concern Pogona barbata Bearded Dragon Least Concern Pseudechis porphyriacus Red-bellied black snake Least Concern Pseudonaja textilis Eastern brown snake Least Concern Tiliqua scincordes Eastern Blue Tongue Lizard Least Concern Varanus gouldii Sand monitor Least Concern Varanus varius Lace monitor Least Concern
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Birds
Scientific Name Common Name Conservation status Acanthiza chrysorrhoa Yellow-rumped thornbill Least Concern Acanthorhynchus tenuirostris Eastern spinebill Least Concern Acridotheres tristis Indian myna Introduced Accipiter cirrocephalus Collared sparrowhawk Least Concern Accipiter novaehollandiae Grey goshawk Near Threatened Acrocephalus stentoreus Clamorous reed-warbler Least Concern Actitis hypoleucos Common sandpiper Least Concern Amaurornis olivaceus Bush-hen Least Concern Anas superciliosa Pacific black duck Least Concern Anseranas semipalmata Magpie goose Least Concern Anthochaera chrysoptera Little wattlebird Least Concern Apus pacificus Fork-tailed swift Least Concern Aquila audax Wedge-tailed eagle Least Concern Ardea ibis Cattle egret Least Concern Ardea intermedia Intermediate egret Least Concern Ardea modesta Eastern great egret Least Concern Ardea pacifica White-necked heron Least Concern Ardenna bulleri Buller's shearwater Least Concern Ardenna carneipes Flesh-footed shearwater Least Concern Ardenna grisea Sooty shearwater Least Concern Ardenna pacifica Wedge-tailed shearwater Least Concern Ardenna tenuirostris Short-tailed shearwater Least Concern Arenaria interpres Ruddy turnstone Least Concern Artamus leucorynchus White-breasted woodswallow Least Concern Burhinus grallarius Bush stone-curlew Least Concern Butorides striata Striated heron Least Concern Cacatua galerita Sulphur-crested cockatoo Least Concern Cacatua sanguinea Little corella Least Concern Cacatua tenuirostris Long-billed corella Least Concern Cacomantis flabelliformis Fan-tailed cuckoo Least Concern Cacomantis pallidus Pallid cuckoo Least Concern Cacomantis variolosus Brush cuckoo Least Concern Calidris acuminata Sharp-tailed sandpiper Least Concern Calidris alba Sanderling Least Concern Calidris canutus Red knot Least Concern Calidris ferruginea Curlew sandpiper Least Concern Calidris melanotos Pectoral sandpiper Least Concern Calidris ruficollis Red-necked stint Least Concern Calidris tenuirostris Great knot Least Concern Calonectris leucomelas Streaked shearwater Least Concern Calyptorhynchus banksii Red-tailed black-cockatoo Least Concern Calyptorhynchus funereus Yellow-tailed black-cockatoo Least Concern Calyptorhynchus lathami Glossy black-cockatoo Vulnerable
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Scientific Name Common Name Conservation status Ceyx azureus Azure kingfisher Least Concern Chalcites basalis Horsfield's bronze-cuckoo Least Concern Chalcites lucidus Shining bronze-cuckoo Least Concern Chalcites minutillus minutillus Little bronze-cuckoo Least Concern Chalcophaps indica Emerald dove Least Concern Charadrius bicinctus Double-banded plover Least Concern Charadrius leschenaultii Greater sand plover Least Concern Charadrius mongolus Lesser sand plover Least Concern Charadrius ruficapillus Red-capped plover Least Concern Charadrius veredus Oriental plover Least Concern Chenonetta jubata Australian wood duck Least Concern Chlidonias hybrida Whiskered tern Least Concern Chlidonias leucopterus White-winged black tern Least Concern Chroicocephalus novaehollandiae Silver gull Least Concern Chthonicola sagittata Speckled warbler Least Concern Cisticola exilis Golden-headed cisticola Least Concern Colluricincla harmonica Grey shrike-thrush Least Concern Colluricincla megarhyncha Little shrike-thrush Least Concern Columba leucomela White-headed pigeon Least Concern Columba livia Rock dove Introduced Coracina novaehollandiae Black-faced cuckoo-shrike Least Concern Coracina papuensis White-bellied cuckoo-shrike Least Concern Coracina tenuirostris Cicada bird Least Concern Cormobates leucophaea White-throated treecreeper Least Concern metastasis (southern) Corvus coronoides Australian raven Least Concern Corvus orru Torresian crow Least Concern Coturnix pectoralis Stubble quail Least Concern Coturnix ypsilophora Brown quail Least Concern Cracticus nigrogularis Pied butcherbird Least Concern Cracticus tibicen Australian magpie Least Concern Cracticus torquatus Grey butcherbird Least Concern Cuculus optatus Oriental cuckoo Least Concern Cygnus atratus Black swan Least Concern Dacelo novaeguineae Laughing kookaburra Least Concern Daphoenositta chrysoptera Varied sittella Least Concern Dicrurus bracteatus Spangled drongo Least Concern Egretta garzetta Little egret Least Concern Egretta novaehollandiae White-faced heron Least Concern Egretta sacra Eastern reef egret Least Concern Elanus axillaris Black-shouldered kite Least Concern Elseyornis melanops Black-fronted dotterel Least Concern Entomyzon cyanotis Blue-faced honeyeater Least Concern Eolophus roseicapillus Galah Least Concern Eopsaltria australis Eastern yellow robin Least Concern
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Scientific Name Common Name Conservation status Ephippiorhynchus asiaticus Black-necked stork Near Threatened Erythrogonys cinctus Red-kneed dotterel Least Concern Esacus magnirostris Beach stone-curlew Vulnerable Eudynamys orientalis Eastern koel Least Concern Eurostopodus mystacalis White-throated nightjar Least Concern Eurystomus orientalis Dollarbird Least Concern Excalfactoria chinensis King quail Least Concern Falco berigora Brown falcon Least Concern Falco longipennis Australian hobby Least Concern Falco peregrinus Peregrine falcon Least Concern Gallinula tenebrosa Dusky moorhen Least Concern Gallirallus philippensis Buff-banded rail Least Concern Gelochelidon nilotica Gull-billed tern Least Concern Gerygone albogularis White-throated gerygone Least Concern Gerygone levigaster Mangrove gerygone Least Concern Glossopsitta concinna Musk lorikeet Least Concern Glossopsitta pusilla Little lorikeet Least Concern Grallina cyanoleuca Magpie-lark Least Concern Haematopus fuliginosus Sooty oystercatcher Near Threatened Haematopus longirostris Australian pied oystercatcher Least Concern Haliaeetus leucogaster White-bellied sea-eagle Least Concern Haliastur indus Brahminy kite Least Concern Haliastur sphenurus Whistling kite Least Concern Hieraaetus morphnoides Little eagle Least Concern Hirundapus caudacutus White-throated needletail Least Concern Hirundo neoxena Welcome swallow Least Concern Hydroprogne caspia Caspian tern Least Concern Larus dominicanus Kelp gull Least Concern Larus pacificus Pacific gull Least Concern Lathamus discolor Swift parrot Endangered Lichenostomus chrysops Yellow-faced honeyeater Least Concern Lichenostomus fasciogularis Mangrove honeyeater Least Concern Lichmera indistincta Brown honeyeater Least Concern Limicola falcinellus Broad-billed sandpiper Least Concern Limosa lapponica Bar-tailed godwit Least Concern Limosa limosa Black-tailed godwit Least Concern Lonchura castaneothorax Chestnut-breasted mannikin Least Concern Lonchura punctulata Nutmeg mannikin Introduced Macronectes giganteus Southern giant-petrel Endangered Macronectes halli Northern giant-petrel Vulnerable Macropygia amboinensis Brown cuckoo-dove Least Concern Malacorhynchus membranaceus Pink-eared duck Least Concern Malurus cyaneus Superb fairy-wren Least Concern Malurus lamberti Variegated fairy-wren Least Concern Malurus melanocephalus Red-backed fairy-wren Least Concern
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Scientific Name Common Name Conservation status Manorina melanocephala Noisy miner Least Concern Manorina melanophrys Bell miner Least Concern Meliphaga lewinii Lewin's honeyeater Least Concern Melithreptus albogularis White-throated honeyeater Least Concern Merops ornatus Rainbow bee-eater Least Concern Microcarbo melanoleucos Little pied cormorant Least Concern Morus serrator Australasian gannet Least Concern Myiagra rubecula Leaden flycatcher Least Concern Myzomela sanguinolenta Scarlet honeyeater Least Concern Ninox boobook Southern boobook Least Concern Ninox strenua Powerful owl Vulnerable Nycticorax caledonicus Nankeen night-heron Least Concern Ocyphaps lophotes Crested pigeon Least Concern Onychoprion fuscata Sooty tern Least Concern Oriolus sagittatus Olive-backed oriole Least Concern Pachycephala pectoralis Golden whistler Least Concern Pachycephala rufiventris Rufous whistler Least Concern Pachyptila salvini Salvin's prion Least Concern Pachyptila turtur Fairy prion Least Concern Pandion cristatus Eastern osprey Least Concern Pardalotus striatus Striated pardalote Least Concern Passer domesticus House sparrow Introduced Pelecanus conspicillatus Australian pelican Least Concern Petrochelidon ariel Fairy martin Least Concern Phalacrocorax carbo Great cormorant Least Concern Phalacrocorax sulcirostris Little black cormorant Least Concern Phalacrocorax varius Pied cormorant Least Concern Philemon citreogularis Little friarbird Least Concern Philemon corniculatus Noisy friarbird Least Concern Phylidonyris niger White-cheeked honeyeater Least Concern Platalea flavipes Yellow-billed spoonbill Least Concern Platalea regia Royal spoonbill Least Concern Platycercus adscitus Pale-headed rosella Least Concern Platycercus elegans Crimson rosella Least Concern Platycercus eximius Eastern rosella Least Concern Platycercus venustus Northern rosella Least Concern Plectorhyncha lanceolata Striped honeyeater Least Concern Plegadis falcinellus Glossy ibis Least Concern Pluvialis fulva Pacific golden plover Least Concern Podargus strigoides Tawny frogmouth Least Concern Poliocephalus poliocephalus Hoary-headed grebe Least Concern Porphyrio porphyrio Purple swamphen Least Concern Pseudobulweria rostrata Tahiti petrel Least Concern Psophodes olivaceus Eastern whipbird Least Concern Pterodroma leucoptera Gould's petrel Least Concern
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Scientific Name Common Name Conservation status Pterodroma macroptera Great-winged petrel Least Concern Pterodroma neglecta Kermadec petrel Qld: Least Concern Australia: Vulnerable Pterodroma nigripennis Black-winged petrel Least Concern Puffinus gavia Fluttering shearwater Least Concern Puffinus huttoni Hutton's shearwater Least Concern Rhipidura albiscapa Grey fantail Least Concern Rhipidura leucophrys Willie wagtail Least Concern Rostratula australis Australian painted snipe Vulnerable Scythrops novaehollandiae Channel-billed cuckoo Least Concern Sphecotheres vieilloti Australasian figbird Least Concern Sterna hirundo Common tern Least Concern Sterna striata White-fronted tern Least Concern Sterna sumatrana Black-naped tern Least Concern Sternula albifrons Little tern Endangered Strepera graculina Pied currawong Least Concern Streptopelia chinensis Spotted dove Introduced Sturnus tristis Common myna Introduced Sturnus vulgaris Common starling Introduced Sula leucogaster Brown booby Least Concern Sula sula Red-footed booby Least Concern Tachybaptus novaehollandiae Australasian grebe Least Concern Thalassarche cauta Shy albatross Vulnerable Thalassarche melanophris Black-browed albatross Qld: Least Concern Australia: Vulnerable Thalasseus bengalensis Lesser crested tern Least Concern Thalasseus bergii Crested tern Least Concern Threskiornis molucca Australian white ibis Least Concern Todiramphus macleayii Forest kingfisher Least Concern Todiramphus sanctus Sacred kingfisher Least Concern Trichoglossus chlorolepidotus Scaly-breasted lorikeet Least Concern Trichoglossus haematodus Rainbow lorikeet Least Concern moluccanus Tringa brevipes Grey-tailed tattler Least Concern Tringa incana Wandering tattler Least Concern Tringa nebularia Common greenshank Least Concern Tringa stagnatilis Marsh sandpiper Least Concern Vanellus miles Masked lapwing Least Concern Vanellus tricolor Banded lapwing Least Concern Zosterops lateralis Silvereye Least Concern
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Butterflies
Scientific Name Common Name Acraea a andromacha Glasswing Appias paulina ega Common albatross Belenois java teutonia Caper white Candalides e erinus Small dusky-blue Catopsilia p pomona Lemon migrant Cephrenes augiades sperthias Orange palm-dart Cressida c cressida Big greasy Danaus chrysippus petilia Lesser wanderer Danaus p plexippus Monarch Delias a argenthona Northern jezabel Delias nigrina Common jezabel Euploea core corinna Common crow Eurema brigitta australis No-brand grass yellow Eurema hecabe phoebus Grass yellow Eurema s smilax Small grass yellow Graphium eurypylus lycaon Pale triangle Graphium sarpedon choredon Blue triangle Hypolimnas bolina nerina Blue moon Junonia villida calybe Meadow argus Leptotes plinius pseudocassius Plumbago blue Melanitis leda bankia Evening brown Ocybadistes flavovittata Narrow-brand grass-dart Ocybadistes walkeri sothis Green grass-dart Papilio a aegeus Orchard swallowtail Papilio demoleus sthenelus Chequered swallowtail Phaedyma s shepherdi Common aeroplane Pieris r rapae Cabbage white Polyura s semprionus Tailed emperor Prosotas d dubiosa Purple line blue Protographium l leosthenes Fourbar swallowtail Psychonotis caelius taygetus Green-banded blue Suniana sunias Wide-branded grass dart Tirumala hamata Blue tiger Trapezites s symmomus Splendid ochre Vanessa itea Yellow admiral Vanessa kershawi Painted lady Zizina l labradus Common grass blue
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Dragonflies/ Damselflies
Scientific Name Aeshna brevistyla Anaciaeschna jaspidea Australestes leda Austroargiolestes icteromelas Crocothemis nigrifrons Diplacodes bipunctata Diplacodes haematodes Hemianax papuensis Hemianax papuensis Hemicordulia australiae Ischnura a aurora Ischnura heterosticta Nannodiplax rubra Orthetrum caledonicum Orthetrum sabina Orthetrum villosovittatum Pantala flavescens Rhyothemis graphiptera Rhyothemis phyllis chloe Trapezostigma loewii
Cicadas
Scientific Name Common Name Abricta curvicosta Floury baker Birrama varians Black tree ticker Chlorocysta vitripennis Small bottle cicada Cicadetta hackeri Paperbark cicada Cicadetta oldfieildii Wattle cicada Glaucopsatria viridis Bottle cicada Pauropsalta annulata Psaltoda claripennis Psaltoda harrisii Yellowbelly Tamasa tristigma Brown bunyip
Crustaceans
Scientific Name Common Name Cherax depressus Orange fingered yabby Tenuibranchiurus glypticus Swamp crayfish
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APPENDIX 3 – BUTTERFLY AND NATURE TRAIL BOOKLETS
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APPENDIX 4
Dissolved Oxygen Conversion Chart
Converting parts per million (ppm) to percent saturation (%) with a known temperature.
· Line up your ruler between the temperature of the water and the ppm measurement you calculated.
· The ruler will fall along the percentage saturation line at an equivalent range.
·
Figure 25 Dissolved Oxygen conversion chart
Electrical Conductivity Conversion
When comparing data in estuarine areas the most important thing to remember is that the units of measurement should be consistent. To convert from µS/cm to mS/cm divide by 1000. For example:
1000 µS/cm = 1.0 mS/cm
T o convert mS/cm to µS/cm, multiply by 1000. For example:
3.0 mS/cm = 3000 µS/cm
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