Aldridge State High School

Subject: Year 10 Science 21 Date: Term 2 Semester 1 2013 Task number: 2 Task name: Task Type: Unit: Hervey Bay’s ecosystem’s Collection of work Where the whales play!

Focused Areas: Key Concepts: Scientific priorities: Information & Communication IC1 Technology Energy EN1 Environment Structure & properties of matter SP1 Catalysts for discovery Living systems LS1, LS2 Name:______Class:______Teacher:______

Task description:

The Great Sandy Marine Park protects a range of marine and coastal environments, including rocky shores, fringing reefs, mangroves, sea grass meadows and sandy beaches. Hervey Bay’s waters are protected by Fraser Island. The island has extensive surf beaches, separated by rocky headlands. The protection provided by Fraser Island led to the formation of shallow bays and sheltered channels, which blend into sea grass meadows, mudflats and mangroves. The marine park protects rivers, creeks and estuaries.

These habitats provide important seasonal resources and stopover points for migratory species including humpback whales, migratory wading birds and marine turtles. Resident species dependent on these habitats include dugong, dolphins, shorebirds, grey nurse sharks, fish, molluscs and cetaceans. Shallow coral reef communities form a fringe around Hervey Bay and the near-shore islands of the Great Sandy Strait. Hervey Bay has often been called the jewel in Queensland’s crown. It is also referred to as the Whale Watch Capital of the World. The quality and management of Hervey Bay’s coastal environment is crucial for tourism, this is the basis for this assessment task.

Your task is to complete:

Task 1 – Rocky Shore ecosystem booklet

Task 2 – Mangrove ecosystem booklet

Task 3 – A letter to the editor of the Fraser Coast Chronicle concerning the impact recent floods will have on the quality of the rocky shore and mangrove ecosystem and its impact on Hervey Bay (500-700 words). Information to assist you in this task can be located in:

G:\Curriculum\Common\SCIENCE21 2011\YEAR 10

Knowledge and Investigations and Issues and Impacts Overall Grade conceptual processes understanding

NAME: ______

The rocky shore is a common type of environment throughout the world. It has been formed by a number of forces acting on the rock throughout the ages. Some of these include rises and falls in sea level, ice ages, wind and sand erosion. In recent times cyclones and wave action have played their part in splitting the rock and creating cracks and pools. The result has been diversity in rock shape which has created mini habitats called MICROHABITATS, in which animals and plants can live.

The most significant factor of this environment is the activity of the sea; in particular, (a) the rising and falling of the tide and (b) the pounding action of the waves. The animals that live in this environment have a range of clever adaptations for dealing with the constantly changing conditions.

Because the conditions are very different depending on the distance from high tide mark the rocky shore is often broken up into zones. There is a set of organisms that have adapted in a particular way to each zone and they are almost exclusive, although some organisms are versatile enough to overlap from one zone into the next. Activity 1 (IP2) - AIMS  Identify and give the common names of much of the animal and plant life found on the rocky shore  Compare and explain the adaptations of these animals and plants to their rocky shore environment

METHOD 1 1. Select a total of three (3) one metre square quadrats in succession. The first at high tide mark, the second at the middle of the tidal region and the third as close to the water as possible. 2. Observe and identify all organisms in the plot, being careful to investigate areas such as the crevices and underneath rocks 3. Count or estimate the numbers of individuals in each species 4. For each species comment on any obvious adaptations you observe. Try and classify the species to phylum level and then do a simple biological drawing. 5. All observations and drawings should be placed neatly in Table 1

TABLE 1 Task Zone 1 Zone 2 Zone 3

(High Tide Mark) (mid-tide zone) (low tide mark)

Type of organisms (species)

Number of organism Obvious adaptations

Drawing

Risk Assessment: ______Activity 2 (IP2) - AIM

 To gain a better understanding of the different zones present on a rocky shore.

METHOD 2

1. Make a line transect along the seashore at right angles to the water. 2. Lay your 10 metre rope from the low tide mark and work back towards the shore. 3. If 10 metres does not reach high tide mark then you may need to lay down the extra rope. 4. Mark out the basic transect line on paper and then start adding the following features: o Slope o Shape of rock o Water levels in pools o Approximate zonation borders o Dominant organisms present in each section Complete the rough copy of your transect in the space below. A good copy is required on an A4 piece of paper showing all information in point 4.

Risk Assessment:

______Activity 3 (IP2) - AIM

 To gain a better understanding of the varying conditions in the different zones

METHOD 3

1. Walk along the rocky shore from the supralittoral zone (sand) and see if you can determine roughly where one zone ends and another begins 2. Choose an area of about 1metre squared in each of the three zones and measure the physical factors using the required instruments (Thermometer, salinity meter and observations) 3. Complete exercise 1 4. In each area of 1 metre square study the animal life and determine the way in which the animal life is suited to its particular environment 5. Complete exercise 2

Exercise 1A (i) Temperature

- Of high water level pool ______

- Of medium water level pool ______

- Of low water level pool ______

(ii) Salinity

- High water level ______

- Medium water level ______

- Low water level ______

(iii) Sun/shade. Express the amount of sunlight as a reading and as a percentage

- High water level ______

- Medium water level ______

- Low water level ______

Risk Assessment:

______EXERCISE 1b – complete the following questions in the space provided. (i) Study the temperature readings and analyse your answers in terms of the different zones, indicating whether these are the results you would have expected to obtain (IP3). ______

(ii) Study the salinity results. Do they differ from pool to pool? Compare and explain why do you think this is the case? (KCU2) ______

(iii) Study the levels of sunlight. Is there a marked difference between the zones? Use your knowledge of zonation to describe and explain the results. (KCU1) ______

EXERCISE 2

1. Describe and explain the specific conditions the living organisms have to tolerate in each of the zones? (KCU1) a)______b)______c)______

2. Describe and explain how some of the animals withstand the pounding of the waves (use specific examples – from activity 1). (KCU1) ______3. When marine animals are exposed to the air for any significant period of time, describe what physical difficulties will they experience? Explain how some of the animals manage to survive such exposure (use specific examples). (KCU1)

______

4. Are the species on the upper surfaces of the rocks the same as those found on the lower surfaces of rocks? If not, compare and explain how these species differ and why? (KCU2)

______

5 a. You are to design and present a Rocky Shore ecosystem food web (on an A4 piece of paper or on the computer) concentrating on the species that are present in the Rocky Shore ecosystem typical of GA taker’s Bay, Point Vernon (Use the organisms located in activity 1 you may include: birds and humans and other known sea life in Hervey Bay) (IP3).

You MUST include in your food web:

 At least three examples in each the following categories: herbivores, producers, carnivores, omnivores, decomposers, Invertebrates, Vertebrates (species OR genus level if there are many)  Labels of levels: producers, consumers (1st, 2nd….etc), decomposers  More types of consumers than producers (an inverted pyramid)

b. Name the producers in this environment. Describe where they are most commonly found and explain why they are most commonly found here? (KCU1) ______

c. Describe and explain how your food web functions. (KCU1) ______d. Compare the interrelationships within your food web, to identify, explain and evaluate the impacts on your food web by (KCU2 & II1):

 Removing humans: ______

 A decrease in population of one of your 1st order consumers in your food web: ______

 Clearing your nominated rocky shore producers: ______

Criteria Sheet – Task 1 Q A B C D E

Act  assessment and management of risk; safe  assessment and management of risk; safe  assessment and management of risk;  management of risk; safe use of  safe, directed operation of 1 IP2 selection and use of equipment and purposeful selection and use of equipment and safe selection and use of equipment and equipment /technology to gather data equipment /technology use of technology to gather and enhance the appropriate use of technology to gather technology to gather data reliability of data and information reliable data  assessment and management of risk; safe  assessment and management of risk;  management of risk; safe use of selection and use of equipment and purposeful  assessment and management of risk; safe safe selection and use of equipment and equipment /technology to gather data  safe, directed operation of use of technology to gather and enhance the Act. selection and use of equipment and technology to gather data equipment /technology 2 IP2 reliability of data and information appropriate use of technology to gather  management of risk; safe use of  assessment and management of risk; safe reliable data  assessment and management of risk; equipment /technology to gather data selection and use of equipment and purposeful safe selection and use of equipment and  safe, directed operation of use of technology to gather and enhance the  assessment and management of risk; safe technology to gather data Act 3 equipment /technology reliability of data and information selection and use of equipment and Ex1A (i,ii,ii appropriate use of technology to gather  i) -  Systematic analysis and interpretation of reliable data Partial analysis of data and IP2 data using appropriate quantitative and information relating to zonation qualitative techniques to identify trends, and water temperature Ex1b relationships and anomalies relating to zonation  Analysis and interpretation of data using  Rudimentary analysis of data or and water temperature appropriate quantitative and qualitative i – information relating to zonation techniques to identify trends and anomalies and water temperature IP3  systematic analysis of data using relating to zonation and water temperature  statements of simple appropriate quantitative and qualitative  comparison and explanation of complex interrelationships between techniques relating to zonation and water interrelationships between scientific ideas, scientific ideas and concepts temperature concepts, theories, processes and phenomena  comparison and explanation of relating to zonation and salinity  statements of simple scientific relating to zonation and salinity levels in rock interrelationships between scientific ideas, levels in rock pools ideas relating to zonation and ii- pools concepts, theories, processes and phenomena KCU salinity levels in rock pools relating to zonation and salinity levels in rock 2  description of interrelationships  statements of scientific pools  description and explanation of complex between scientific ideas, concepts, information relating to zonation scientific information relating to zonation theories, processes and phenomena and sunlight and sunlight  description and explanation of scientific relating to zonation and salinity levels  statements of isolated scientific iii- information relating to zonation and in rock pools facts relating to zonation and KCU sunlight sunlight 1  description and explanation of complex  statements of scientific scientific information relating to specific  description of scientific information information relating to specific living conditions able to be tolerated by  description and explanation of scientific relating to zonation and sunlight living conditions able to be organisms in each zone information relating to specific living tolerated by organisms in each  statements of isolated scientific Ex2 conditions able to be tolerated by zone facts relating to specific living 1 – organisms in each zone  statements of scientific conditions able to be tolerated by KCU  description and explanation of complex information relating to an organisms in each zone 1 scientific information relating to an  description of scientific information organisms adaptation to the force organisms adaptation to the force of waves  description and explanation of scientific relating to specific living conditions of waves 2 –  description of physical difficulties faced by information relating to an organisms  statements of isolated scientific KCU able to be tolerated by organisms in marine animals during low tide and adaptation to the force of waves  statements of scientific facts relating to an organisms 1 each zone information relating to physical explanation of complex scientific  description of physical difficulties faced adaptation to the force of waves difficulties faced by marine animals

information relating to an organisms by marine animals during low tide and  description of scientific information during low tide and/or an  statements of isolated scientific 3 – adaptation to the air exposure explanation of scientific information relating to an organisms adaptation to organisms adaptation to the air facts relating to physical KCU 1 relating to an organisms adaptation to the force of waves exposure difficulties faced by marine  comparison of species in high and low tide the air exposure  description of scientific information  statements of simple animals during low tide and/or an rock pools and explanation of complex relating to physical difficulties faced interrelationships between organisms adaptation to the air interrelationships between scientific ideas,  comparison of species in high and low tide by marine animals during low tide scientific ideas and concepts exposure 4 – concepts, theories, processes and phenomena rock pools and explanation of and/or an organisms adaptation to relating to species in high and low  statements of simple scientific KCU the air exposure tide rock pools and/or how and/or ideas relating to species in rock 2 relating how and why the species differ interrelationships between scientific ideas, concepts, theories, processes and phenomena why they differ pools  systematic analysis and interpretation of relating how and why the species differ  description of species in high and low data and information using appropriate tide rock pools of interrelationships  partial analysis of data and quantitative and qualitative techniques to  analysis and interpretation of data and between scientific ideas, concepts, information to design a rocky identify trends, relationships and information using appropriate theories, processes and phenomena shore ecosystem food web 5 –  rudimentary analysis of data or anomalies to design a rocky shore quantitative and qualitative techniques relating to how and/or why the species containing some of the required information to design a rocky A - ecosystem food web containing all the to identify trends and anomalies to differ elements shore ecosystem food web IP3 required elements design a rocky shore ecosystem food web containing all the required elements  analysis of data and information using appropriate quantitative and  Description of where producers are most qualitative techniques to design a commonly found and explanation of rocky shore ecosystem food web  statements of scientific containing most of the required information relating to where complex scientific information relating to  Description of where producers are most elements producers are most commonly why they are found there. commonly found and explanation of B- found and/or why they are found scientific information relating to why  statements of isolated scientific KCU  there facts relating to producers 1 Description and explanation of complex they are found there.  Statements of scientific scientific information relating to how your  Description of scientific information information relating to how your food web functions  Description and explanation of scientific relating to where producers are most  Statements of isolated scientific information relating to how your food food web functions C- commonly found and/or why they are KCU facts relating to food webs  Compare and explain the complex web functions found there. 1  Statements of the interrelationships within your food web in interrelationships within your  Compare and explain the  Description of scientific information relation to the effects in your food web by: food web in relation to the effects interrelationships within your food web relating to how your food web  Superficial statement within your a. Removing humans in your food web by: in relation to the effects in your food food web in relation to the effects functions b. Decreasing 1st order consumer in your food web by: D- web by: a. Removing humans KCU c. Clearing mangroves/nominated rocky and/or 2 a. Removing humans  Description of the interrelationships a. Removing humans shore producers st st b. Decreasing 1 order consumer b. Decreasing 1 order consumer within your food web in relation to and/or and/or st c. Clearing mangroves/nominated rocky the effects in your food web by: b. Decreasing 1 order consumer c. Clearing mangroves/nominated shore producers a. Removing humans and/or rocky shore producers b. Decreasing 1st order consumer c. Clearing mangroves/nominated c. Clearing mangroves/nominated rocky shore producers  identification and explanation of issues and  identification of issues and evaluation of scientific impacts relevant to rocky shore producers scientific impacts related to the the removal of:  identification and explanation of issues removal of: a. Removing humans and scientific impacts relevant to the a. Removing humans II1  statements about issues and removal of: b. Decreasing 1st order consumer and/or scientific impacts the removal of: a. Removing humans a. Removing humans c. Clearing mangroves/nominated rocky b. Decreasing 1st order consumer st  identification and description of b. Decreasing 1 order consumer and/or shore producers issues and scientific impacts related to and/or c. Clearing mangroves/nominated rocky the removal of: b. Decreasing 1st order consumer from the designed food web c. Clearing mangroves/nominated shore producers a. Removing humans and/or rocky shore producers st from the designed food web b. Decreasing 1 order consumer c. Clearing mangroves/nominated from the designed food web c. Clearing mangroves/nominated rocky shore producers rocky shore producers from the designed food web from the designed food web

NAME: ______

Mangroves are angiosperms that grow where the land meets the sea. They live between the mean sea level and the highest tides on a substrate of mud and sand. The continual rise and fall of the tide means constant change. They have evolved a number of unique adaptations that enable them to overcome the problems of changing tides, changing temperature and salinity. Other problems that are faced by these trees are water-logged soil and lack of oxygen.

The animals such as fish, crabs, snakes and birds living amongst the mangroves have also adapted in special ways to cope with the unusual conditions of this ecosystem. Together they form an intricate food web that is very easily disturbed.

Mangrove forests are among the world’s most productive ecosystems but the transfer of energy from producer to consumer depends on the activity of decomposer organisms. The organic matter in the soil originated from decomposition of plant litter produced by the mangrove trees themselves. The debris is slowly broken down under slightly acidic conditions by microscopic bacteria and fungi which release sulphuric acid (rotten egg gas). This leads to the unusual smell in the mangrove environment. Angiosperms – flowering plants 1. Read “Mangroves in Focus” – Chapter 3 pages 44-46 or research on the internet, the seven (7) listed Mangroves below. Select and summarise the relevant information to complete the table below.

Common Scientific Leaves: Leaf: Salt glands: Root type Distinguishing name name features opposite or Colour Position

alternate Size Size

Milky Mangrove

River Mangrove

Black Mangrove

Grey Mangrove

Spotted Mangrove

Yellow Mangrove

Orange Mangrove

Use this information to design a dichotomous key to use in the field (in any/all months of the year) that allows identification of seven types of mangroves: “milky mangrove”, “grey mangrove”, river mangrove”, “spotted mangrove”, “yellow mangrove”, “orange mangrove”, & “black mangrove” (IP4).

You MUST include the scientific names in your key and may any sketches that make identification easier

This can be completed by copying and completing the table into a word document AND then using this information to type onto a word document or draw onto an A4 or A3 piece of paper, your dichotomous key.

2. Mapping – Draw a map of Gataker’s Bay, using your dichotomous key identify Mangroves in the Bay and draw on your map where the particular species of mangroves are located. Ensure that you devise a method to identify different types of mangroves (IP3). This task can be completed by sketching Gataker’s Bay on an A4 or A3 piece of paper and adding in the map the location of the mangroves.

3 - AIMS 1. To determine the specific conditions that mangroves tolerate daily 2. To observe the ways in which mangroves have adapted to the tough conditions of an estuary 3. To differentiate between the adaptations of the three different species

PROCEDURE • Spend time walking along the rocky shore and identify the conditions that are unique to the environment of a mangrove. • For each of these conditions determine how the mangroves have adapted and explain these adaptations in your notes • Draw the root systems for three types of mangroves, explaining how they assist the mangrove in its environment All drawings must be completed in a sharp 2B pencil and should be large enough to show detail. Please label each٭ drawing and add an approximate scale (e.g. x3) and a title.

ACTIVITY 1

MANGROVE Trunk and Roots Leaf Seed

3. Risk Assessment: ______

4 a) Describe and explain what specific conditions do mangroves tolerate which are unique to the estuarine environment? (KCU1)

1.______2.______3.______4.______b) Describe three species of mangroves and explain how the specific root structure assists each plant in coping with its environment (KCU1) 1.______2.______3.______c) Describe and explain two adaptations that enable the mangroves to grow in a salty environment. (KCU1) ______d) Interpret and apply your scientific knowledge to generate two well-reasoned ways in which mangroves help to make an estuary fertile. (KCU3)

1.______2.______e) Synthesis the data and information about mangroves and draw a well-reasoned, justified conclusion relating to the importance of mangrove communities? (II2) ______f) Analyse a range of factors to give reasons why mangrove communities are constantly being destroyed in Queensland. (II3) ______

Criteria Sheet – Task 2 1 -  discriminating selection and presentation  selection and presentation of scientific  selection and presentation of  presentation of scientific  presentation of information – IP4 of scientific data/ideas, using scientific data/ideas, using scientific convention scientific data/ideas to make meaning data/ideas in a variety of formats – designing of a dichotomous key convention and terminology, to clearly and terminology, to convey meaning to a accessible in a variety of formats – designing of a dichotomous key convey meaning to a variety of intended variety of intended audiences using designing of a dichotomous key audiences using appropriate formats – appropriate formats – designing of a designing of a dichotomous key dichotomous key  Partial analysis of data and  Systematic analysis and interpretation of  Analysis and interpretation of data using  systematic analysis of data using information relating to mapping  Rudimentary analysis of data or data using appropriate quantitative and appropriate quantitative and qualitative appropriate quantitative and mangroves information relating to mapping 2 - IP3 qualitative techniques to identify trends, techniques to identify trends and qualitative techniques relating to mangroves relationships and anomalies relating to anomalies relating to mapping mapping mangroves mapping mangroves mangroves

 assessment and management of risk; safe  assessment and management of risk;  safe, directed operation of  assessment and management of risk;  management of risk; safe use of equipment /technology 3 – IP2 selection and use of equipment and safe selection and use of equipment and purposeful use of technology to gather and appropriate use of technology to gather safe selection and use of equipment equipment /technology to gather enhance the reliability of data and reliable data and technology to gather data data information

 statements of isolated scientific  description and explanation of scientific  description of scientific information facts relating to the conditions  description and explanation of complex information relating to the conditions relating to the conditions mangroves  statements of scientific mangroves tolerate unique to the 4a – scientific information relating to the mangroves tolerate unique to the tolerate unique to the estuarine information relating to the estuarine environment KCU1 conditions mangroves tolerate unique to estuarine environment environment conditions mangroves tolerate the estuarine environment unique to the estuarine environment  description and explanation of complex  statements of isolated scientific 4b – scientific information relating to the root  description and explanation of scientific  description of scientific information  statements of scientific facts relating to the root structure KCU1 structure of 3 species of mangroves and information relating to the root structure relating to the root structure of 3 information relating to the root of mangroves and how this allows how this allows the plant to survive of 3 species of mangroves and how this species of mangroves and how this the plant to survive allows the plant to survive allows the plant to survive structure of mangroves and how  description and explanation of complex this allows the plant to survive  statements of isolated scientific 4c – scientific information relating to two  description and explanation of scientific  description of scientific information  statements of scientific facts relating to adaptations which KCU1 adaptations which enable mangroves to information relating to two adaptations relating to two adaptations which information relating to adaptations enable mangroves to grow in a grow in a salty environment which enable mangroves to grow in a enable mangroves to grow in a salty salty environment salty environment environment which enable mangroves to grow in a salty environment  Interpretation and application of scientific  Superficial statements about real- 4d – knowledge and information to generate  Application of scientific knowledge and  Generation of scientific explanations  Identification of scientific world phenomena relating to ways KCU3 reasoned explanations of real-world information to generate informed of real-world phenomena relating to information about real-world which mangroves help make an phenomena relating to two ways which explanations of real-world phenomena two ways which mangroves help phenomena relating to ways which estuary fertile. mangroves help make an estuary fertile. relating to two ways which mangroves make an estuary fertile. help make an estuary fertile. mangroves help make an estuary fertile.  Synthesis of data to draw well-reasoned conclusions and express justified positions 4e – II2 relating to the importance of mangroves to  Synthesis of data to draw informed  Use of data and information to  Statements of conclusions and  Statements of opinions relating to a community. conclusions and express positions express plausible conclusions and positions relating to the the importance of mangroves to a relating to the importance of mangroves positions relating to the importance importance of mangroves to a community.  Analysis of a range of factors influencing to a community. of mangroves to a community. community. the development of scientific knowledge  statements about developments relating to why mangrove communities are  explanation of a range of factors  Description of factors influencing the  Identification of factors that in science relating to why 4f – II3 constantly being destroyed in Queensland. influencing the development of scientific development of scientific knowledge directly led to developments of mangrove communities are knowledge relating to why mangrove relating to why mangrove scientific knowledge relating to constantly being destroyed in communities are constantly being communities are constantly being why mangrove communities are Queensland destroyed in Queensland destroyed in Queensland. constantly being destroyed in Queensland.

TASK 3: Letter to the Editor (KCU1, KCU2, IP4, II1, II2 & II3)

In 1992, the Mary River flooded twice. In the summer of 2010/11 and 2011/12 Queensland experienced a La Nina again causing the Mary River to flood. As a result of this Hervey Bay’s marine ecosystem was severely affected. Using your knowledge about rocky shore and mangrove ecosystems and further research, you are to write a ‘Letter to the Editor’ relating to the impact the recent floods may have on the marine ecosystems of Hervey Bay and how this in turn could affect Hervey Bay.

To complete this task:  Examine all factors studied relating to ecosystems.  Include in your letter : o A description of Hervey Bay and its marine ecosystems including that of rocky shore and mangrove ecosystems o A description of the marine life which can be located in Hervey Bay o Hervey Bay as a tourist destination o Information about recent floods o Research analysis about how AND why the floods will impact Hervey Bay’s marine ecosystems  In conclusion, give an overall assessment of the health of the Bay and its impact on the local area.  This information must be presented in the form of a ‘Letter to the Editor’ which should be 250 words in length.  The letter must be accompanied with a bibliography.

WEBSITES TO HELP: http://www.dar.csiro.au/information/climatechange.html http://www.bom.gov.au/climate/change/ http://www.ncdc.noaa.gov/oa/climate/globalwarming.html http://www.climatehotmap.org/ http://www.climatehotmap.org/oceania.html http://www.climatecrisis.net/thescience/ http://www.mesa.edu.au/friends/seashores/zonation.html http://www.rockyshores.auz.info/back_info05.htm http://amonline.net.au/invertebrates/marine_overview/chapt5cg.html http://amonline.net.au/invertebrates/marine_overview/chapt5ch.html http://www.seagrasswatch.org/publications.html http://www.derm.qld.gov.au/environmental_management/coast_and_oceans/marine_habitats/index.html http://www.wettropics.gov.au/st/st_tropical.html http://www.abc.net.au/news/stories/2011/01/19/3116750.htm

Criteria Sheet – Task 3 KCU1  Description and explanation of complex  Describe and explain the scientific  Describe the scientific information  Statements scientific information  Statement of isolated scientific scientific information relating to the information relating to the marine relating to the marine ecosystems in relating to the marine ecosystems fact. marine ecosystems in Hervey Bay ecosystems in Hervey Bay Hervey Bay in Hervey Bay

 Compare and explain the complex  Compare and explain the  Describe the interrelationships  Statements of simple  Statements of simple scientific KCU2 interrelationships between the Mary River interrelationships between the Mary between the Mary River and the interrelationships between the ideas and the Great Sandy Straits Marine River and the Great Sandy Straits Marine Great Sandy Straits Marine Mary River and the Great Sandy ecosystems ecosystems ecosystems Straits Marine ecosystems

 Interpretation and application of scientific  Application of scientific knowledge of  Generation of a real-world scenario  Identification of scientific  Superficial statements about the KCU3 knowledge of the Mary River to generate a the Mary River to generate an informed about the impacts flooding will have knowledge about the impacts impacts flooding will have on reasoned real-world scenario about the real-world scenario about the impacts on Hervey Bay’s marine ecosystems flooding will have on Hervey Bay’s Hervey Bay’s marine ecosystems impacts flooding will have on Hervey Bay’s flooding will have on Hervey Bay’s and tourism. marine ecosystems and tourism. and tourism. marine ecosystems and tourism. marine ecosystems and tourism.  Discriminating selection and presentation  Selection and presentation of scientific  Selection and presentation of IP4 of scientific data/ideas, using scientific data/ideas, using scientific convention scientific data/ideas to make meaning  Presentation of scientific  Rudimentary analysis of data or convention and terminology, to clearly and terminology, to convey meaning to a accessible in a variety of formats that data/ideas in a variety of formats information that being a letter to convey meaning to a variety of intended variety of intended audiences using being a letter to the editor that being a letter to the editor the editor audiences using appropriate formats that appropriate formats that being a letter . being a letter to the editor to the editor

 Identifies and explains issues relating to  Identifies and explains issues relating to  Identifies and describes issues relating  Identification of issues relating to  Statements about issues and II1 the flooding of the Mary River and the flooding of the Mary River and to the flooding of the Mary River and the flooding of the Mary River and impacts relating to the flooding of impacts the flooding has on the Great impacts the flooding has on the Great impacts the flooding has on the the Mary River evaluates the impacts the flooding has on Sandy Straits Sandy Straits Great Sandy Straits the Great Sandy Straits  statements of opinions relating to  synthesis of data to draw well-reasoned  synthesis of data to draw informed  use of data and information to  statements of conclusions and the flooding of the Mary River and conclusions and express positions express plausible conclusions and positions relating to the flooding of the impacts this has on the Great II2 conclusions and express justified positions relating to the flooding of the Mary positions relating to the flooding of the Mary River and the impacts Sandy Straits relating to the flooding of the Mary River River and the impacts this has on the the Mary River and the impacts this this has on the Great Sandy Straits and the impacts this has on the Great Great Sandy Straits has on the Great Sandy Straits  statements about developments  identification of factors that Sandy Straits in science relating to estuarine  explanation of a range of factors  description of factors influencing the directly led to developments of  Analysis of a range of factors influencing rivers and marine ecosystem II3 influencing the development of scientific development of scientific knowledge scientific knowledge relating to the development of scientific knowledge knowledge relating to estuarine rivers relating to estuarine rivers and marine estuarine rivers and marine relating to estuarine rivers and marine and marine ecosystem ecosystem ecosystem ecosystems. MANGROVE FOOD WEB