Curriculum link

Geography year 4

• Collect and record relevant geographical data and information from the field and other sources (VCGGC074)
• Identify and describe locations and spatial distributions and patterns (VCGGC072)
• Types of natural vegetation and the significance of vegetation to the environment, the importance of environments to animals and people, and different views on how they can be protected; the use and management of natural resources and waste, and different views on how to do this sustainably (VCGGK082)

It’s all green

Students will investigate local biodiversity and the human impact at Sir William Fry Reserve

 

Activity 1:

• Students will explore Park, during the incursion students will use the ‘Seek by iNaturalist’ app in groups of 4. Using the app students will identity plants, insects and birds
• Students will record what they sheet on the Field walk observation sheet
• Once back at school, students will upload observations to goggle sheet titled ‘Biodiversity audit’
• As a class, students will analyse the graphs generated on google sheet, they will pay attention to the species frequency, native and introduced species
• Students will use Canva to create an infographic summarising what they found and explain why biodiversity matters for local ecosystems

 

 

Using two digital tools allows fieldwork observations to be meaningful and have geographical data. The Seek by iNaturalist app is accessible, age-appropriate and helps students notice biodiversity they may overlook due to not knowing what it is. Students importing their data into google sheet, encourages students to analyse patterns and integrates mathematics into the lesson. The Victorian curriculum content descriptor for this lesson focuses on students collecting recording and interpreting geographical information, teachers can assess this through the visual graphs students make and how they analyse these graphs. By making patterns visible to students, it is deepening students understanding of sustainability and empowers students to evaluate the environmental health of their own community space.

 

 

Activity 2:

• Students will review photographs taken during excursion, they will select images that show where there is human interaction (Skate Park, litter, paths)
• Students will use canvas to create a photo Journal that analyses:

Environmental care

Evidence of human impact

Questions or concerns

Actions that the local community can take to protect the reserve

• Students will finish with writing a short persuasive paragraph to the bayside council recommending practical actions to save the park (eg. More bins)

 

The photo Journal activity draws directly from students lived experiences during the reserve incursion. Students are asked to use real images they have taken to create a personal connection to the local environment students experienced. Visual resources support  nn all learners by providing concreate evidence to analyse, it also helps students practice their observations skills. The structure of the Journal prompts students to interpret environmental features and identity the human influence in the place they visit. This resource also fosters ethical and active citizenship by encouraging students to propose practical environmental improvements for their own community.

 

Word count: 499

 

Learning experience 2

 

Caring for our local environment

Curriculum link

Place, space and interconnection

Identify and describe the characteristics of places in different locations at a range of scales (VCGGC071)

Data and information

Collect and record relevant geographical data and information from the field and other sources (VCGGC074)

 

Activity 1:

• Students revisit their observations from their incursion, they will identity areas where they can see environmental plants and where improvements could be made
• Students will explore Kingston webpage on the bee program, as a class brainstorm ideas on how the bee program is helping to keep the reserve sustainable
• In small groups students brainstorm a ‘School Nature action plan’ to implement at the reserve, this plan has three possible contributions

1. Participating in iNaturalist observations
2. Volunteering in working bees
3. Promoting wildlife habitat in the school grounds

• On class padlet students will post their action ideas and resource that helps their idea

 

The Kingston Council bee program allows students to observe an authentic, place-based environmental information that directly connects to where they visited. This resource invites meaningful learning for students that shows real community action that students can engage with beyond the classroom. The padlet in this lesson supports collaborative learning, allowing students to upload resources, ideas and examples. This padlet is used as an interactive, visual format that depends on understanding by helping students connect their incursion observations with realistic sustainability contributions. Both resources allow students to value themselves as active participants in maintaining and improving their local environment.

 

Activity 2:

• Students create a cause-and-effect flow chart, this will show how individuals actions influence the environmental quality. This could include how they use the footpath or pick up rubbish
• Students will suggest three actions they can take to support the reserve
• Using padlet students will write down their actions
• In groups students will review all students’ suggestions, each group will come up with their top two most impactful ideas
• Students will write a short persuasive letter with evidence (photos) on ways the reserve can be improved and kept sustainable.

 

The cause and effect flow chart helps students visualise relationships between individual behaviours and environmental outcomes. This plays as a key concept in understanding sustainability. By mapping these relationships, students develop a deeper understanding of sustainability and impacts before they propose action plans. Padelt is used again to promote collaboration and allows students to compare and evaluate actions which are most impactful. Encouraging students to use photos from the incursion provides real-world evidence to support students persuasive writing. These resources together guide students in analysing local environmental issues and communicating informed, evidence-based recommendations for sustainability at Sir William Fry reserve.

 

450 words