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Southwest Edition Be a Bush Scientist Southwest edition Be a Bush Scientist Written and designed by Felicity Bradshaw Produced by the Centre for Learning Technology, The University of Western Australia, for the SPICE program Acknowledgements SPICE resources and copyright Be a Bush Scientist was designed and written by Felicity All SPICE resources are available from the Centre for Bradshaw. It was inspired by researching how animals Learning Technology at UWA. Selected SPICE resources function in their natural environment, under the tutelage are available through the websites of Australian State and of Professor Don Bradshaw at The University of Western Territory Education Authorities. Australia (“UWA”). It has benefited from his many suggestions and contributions. Copyright of SPICE resources belongs to UWA unless otherwise indicated. For more information, or assistance implementing Be a Bush Scientist, contact Felicity through Teachers and students at Australian and New Zealand [email protected] schools are granted permission to reproduce, edit, recompile and include in derivative works the resources The program owes its inception to two Primary School subject to conditions detailed at spice.wa.edu.au/usage. teachers: Angela Spry, Year 1 teacher at Christ Church Grammar School, who took on the project in its formative All questions involving copyright and use should be year; and Jennifer Russell, Year 1 teacher at Woodlands directed to SPICE at UWA. Primary School, who taught the expanded program in her Web: spice.wa.edu.au biological sciences module. It has been guided by Jennifer’s email: [email protected] expertise in teaching science to young children. Phone: (08) 6488 3917 Translating the program into a format suitable for the Centre for Learning Technology (M016) curriculum was undertaken by Assoc. Prof. Christine Howitt The University of Western Australia at the Graduate School of Education, UWA. 35 Stirling Highway Others who have contributed to this program include Crawley WA 6009 Professor Stephen Hopper, Professor Kingsley Dixon and Professor Hans Lambers, all from UWA. Developed by the Centre for Learning Technology, UWA. Production team: Jan Dook, Dan Hutton, Paul Ricketts, Kate Vyvyan and Michael Wheatley. Bush scientists photo by Jennifer Russell ast1176 | Be a Bush Scientist (teacher guide — Southwest edition) developed for the Department of Education WA © The University of Western Australia 2014 for conditions of use see spice.wa.edu.au/usage version 1.2 revised February 2015 page 2 Contents: Be a Bush Scientist Overview background ...............................................................................5 learning pathway ..........................................................................6 technical requirements......................................................................6 links to Australian Curriculum ................................................................7 flowchart .................................................................................8 preparation for all activities ................................................................10 Part 1: Bush story purpose & outcomes.......................................................................12 materials needed .........................................................................12 activity summary..........................................................................12 background information for teachers.........................................................13 activity guide ............................................................................14 Part 2: Exploring plants purpose & outcomes.......................................................................18 materials needed .........................................................................18 activity summary..........................................................................18 background information for teachers.........................................................19 activity guide ............................................................................20 Part 3: Exploring animals purpose & outcomes.......................................................................24 materials needed .........................................................................24 activity summary..........................................................................24 background information for teachers.........................................................25 activity guide ............................................................................27 Part 4: Exploring leaves and litter purpose & outcomes.......................................................................30 materials needed .........................................................................30 activity summary..........................................................................30 background information for teachers.........................................................31 activity guide ............................................................................31 Part 5: Flowers purpose & outcomes.......................................................................34 materials needed .........................................................................34 activity summary..........................................................................34 background information for teachers.........................................................35 activity guide ............................................................................37 Part 6: Food purpose & outcomes.......................................................................40 materials needed ........................................................................ .40 activity summary..........................................................................40 background information for teachers.........................................................41 activity guide ............................................................................42 Part 7: Connections purpose & outcomes.......................................................................44 materials needed .........................................................................44 activity summary..........................................................................44 background information for teachers.........................................................45 activity guide ............................................................................46 ast1176 | Be a Bush Scientist (teacher guide — Southwest edition) developed for the Department of Education WA © The University of Western Australia 2014 for conditions of use see spice.wa.edu.au/usage version 1.2 revised February 2015 page 3 Appendices for use in: page Appendix A How to make My bush Part 2: Exploring plants 48 notebook Appendix B Bush library Part 2: Exploring plants 49 Appendix C Master data table (plants) Part 2: Exploring plants 58 Appendix D What invertebrate is it? Part 3: Exploring animals 59 Appendix E Master data sheet (animals) Part 3: Exploring animals 61 Appendix F Leaf worksheet Part 4: Exploring leaves and litter 62 Appendix G Pollen library Part 5: Flowers 63 Appendix H Certificates and badges Part 6: Connections 64 Digital resources for Be a Bush Scientist are available on CD-ROM or USB. They include electronic copies of this teacher guide, its appendices and audiovisual resources (PowerPoint presentations and video). Digital resources folder on CD-ROM or USB preparation Licence to take fauna forms My bush notebook templates Part 1: Bush story Introducing honey possums presentations Honey possum feeding on bottlebrush video Part 2: Exploring plants Introducing plants presentations Bush library library Bush trees templates Part 3: Exploring animals Introducing animals presentations What invertebrate is it? worksheet Part 4: Exploring leaves and litter Introducing leaves and litter presentations Part 5: Flowers Introducing flowers presentations Pollen library library Part 6: Food Introducing food presentations Honey possum feeding on honey solution video Honey possum feeding on jug flower video Part 7: Connections Introducing connections presentations Bush Scientist certificates and badges templates ast1176 | Be a Bush Scientist (teacher guide — Southwest edition) developed for the Department of Education WA © The University of Western Australia 2014 for conditions of use see spice.wa.edu.au/usage version 1.2 revised February 2015 page 4 Background Be a Bush Scientist is an integrated science Students progressively recreate in their classroom program, designed for students in Years 1 to 4, that the main components of an area of bushland demonstrates values of the natural environment through the construction of an ‘ecogram’. This and introduces concepts of biodiversity and provides a model for understanding how the bush sustainability. The program has been written for ‘works’. Each component in the ecogram is physically the study of remnant banksia woodland, but is connected with another, based on relationships such adaptable to other types of native bush, or areas of a as: producer and consumer (leaf and caterpillar, school that contain some natural habitat. worm and kookaburra …); parts of life cycles (tree- leaf-litter, flower-pollinator-seed …); or habitat What is the value of natural bush? Why do we need (litter-beetle). In this way, the bush is represented to conserve it? visually as a single ‘organism’, or ecosystem, with The level of biodiversity within the bush is
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