AS4 - Biodiversity Walk
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Syllabus references
Outcomes
Core Content: 4.8.2 classification
a) classify living things according to structural features
b) identify a range of animals using simple
keys
4.10 a) describe some adaptations of living things to factors
in their environment
Skills: 4.15 a) make and record observations and measurements
accurately
Pre – reading
C1
Biodiversity Information Sheet,
E1
Biodiversity Environmental Issues Sheet
Sub
– Catchment Information Sheet for your school’s sub-catchment
1. Pre-walk Activities
Estimated Time 2 hours
Plan the walk
a. Identify the sub-catchment that
your school is located in. Identify where the catchment or sub-catchment
boundaries are in relation to the landscape. This is best done
with the assistance of topographic maps and aerial photographs.
b. On the aerial photo and topographic
maps identify vegetation zones. Choose a path for your walk.
2. Biodiversity Walk
Estimated time: Half Day
Valuable first hand information can be gathered by direct observation.
Optional equipment: Field Guides and binoculars
Key features to look for along the walk:
- Keep an eye out for any signs of pollution or other threats
to biodiversity. As you walk keep a look at for birds. Complete
the Bird Sighting Record Sheet. If you are not sure of the bird’s
name, carefully record its size and colouring. Then check out
your bird field guide, school library for bird books.
- Note what other animals you see, if you don’t see any
you may see evidence of their presence eg tracks, trails, burrows
or you may hear their calls.
- Observe the major plant communities and weeds. Note any relationships
you observe between plant communities and soil type.
- Collect specimens of weeds to press later. Use the weed and
plant identification guides provided with this kit, or go to
school library.
4. Make a Sketch Map
As you walk the catchment gather the following information for
a birds eye view sketch map:
- Location of catchment boundaries
- Path of water course
- Native vegetation
- Parks and playing fields
- Location of your school
- Major roads and railways
Decide on a system of symbols for each of the above and use these
to draw a rough sketch map of the route taken for the walk.
5. Sit Quietly
Sit quietly for a few minutes.
Look around you – what do you feel as you sit there?
Describe the vegetation cover.
What proportion is native or exotic plants?
Describe any visible signs of pollution.
Close your eyes for a few moments. What sounds do you here?
Make a note of your thoughts, feelings and impressions. Be
creative!
After the Biodiversity Walk
6. Make a Biodiversity Map
Back in the classroom, create a large-scale catchment
map. Mark in catchment boundaries. (A topographic map and aerial
photographs will help). Use coloured pencils or crayons to illustrate
the information collected during the catchment walk. Each group
can report to the entire class about what they observed.
7. Make a Herbarium
a. Use the weed guide to identify
any weeds collected during the walk and use plants guide to identify
native species.
b. Collect small specimens of plants
(leaves, flowers) for drying and pressing.
c. Place the plants between a few
sheets of newspaper and cover with heavy books.
d. Change the newspaper regularly
to prevent the plant going mouldy.
e. Once the plants are dry and
pressed, they can be stored in plastic sleeves or laminated for
preservation.
f. Research the features
of the plants collected during the walk and include the background
information within the herbarium.
g. Label each plant with common
name, scientific name, location found and background information.
8. Research the birds, animals and plants observed during the
walk.
a. Each student selects one plant
and one animal observed during the walk.
b. Students research the plants
and animals and prepare a report to present to the class about
their findings. The report should include information about the
distribution and ecology of the selected species.
Links and Resources
Record animal sightings on this sheet. If you are unsure of the
bird or animal name, check in your field guide or your library.
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What does the animal look like? What is its approximate size?
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Alone or in a group?
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What was it doing?
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Where did you see it?
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What is its name?
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Small, maybe 10 cms from beak to tail, blue, black and
brownish bird with straight tail sticking up in the air.
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In a group of 6 birds
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Hopping around on the ground, catching insects.
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On the edge of the creek, near site signs for bush regeneration.
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Blue wren
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Identify the problems that could impact on the environment of the
catchment.
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What did you see?
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Where?
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Source of Problem
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Litter caught in the reeds in the creek bed
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Domain Creek.
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People dropping litter on streets and pathways which is
washed into creek during rain.
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