Upper Parramatta River Catchment Education Resource Kit, 2002

CS3 - Stage 6 Biology

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Introduction

This document aims to identify activities that can be performed in the Upper Parramatta River Catchment and are relevant to modules in the NSW Stage 6 Biology Syllabus. The document will highlight opportunities created by using the Upper Parramatta River Catchment to integrate columns 1, 2 and 3 in the modules and hence enrich learning and manage teaching time more efficiently.

8.3 The Local Environment

Contextual Outline (from syllabus)

The environment has an impact on all organisms in ways that a Biology student will learn to recognise and explain. Students are able to draw on existing knowledge of their own local area and expand on their understanding of biological concepts that can be identified through careful analysis of the biotic and abiotic factors operating.

While the study of the relationships of organisms with each other and with their physical environment can be theoretically presented in a classroom setting or by using simulations of natural populations, communities and even ecosystems, the study of ecology in the field is essential. Study of this module must include field experience of a local terrestrial or aquatic ecosystem to observe and measure some of the abiotic parameters to which the main plant and animal species are adapted and to study some of the trophic, competitive and symbiotic interactions between organisms in that ecosystem.

Students should be encouraged to analyse and report on those aspects of the local environment that have been affected by people and propose realistic solutions to the problems that exist. The report should include:

a statement of purpose;
a clear and detailed definition of the area studied;
any background material collected on the area;
appropriate presentation of data collected;
analysis of data;
suggestions of the relationships that exist in the area;
and an assessment of human impact on the area.

Assumed Knowledge

Domain: knowledge and understanding

Refer to the Science Stages 4 –5 Syllabus for the following:

5.0a distinguish between biotic and abiotic features of the local environment

5.0b describe the importance of cycles of materials in ecosystems

5.10c describe some impacts of human activities on ecosystems

5.0d discuss strategies used to balance human activities and needs in ecosystems

with conserving, protecting and maintaining the quality of the environment

5.11.2a relate pollution to contamination by unwanted substances.

Syllabus Objectives	Syllabus Outcomes
Students will develop knowledge and understanding of: the nature and practice of Biology implications of biology for society and the environment	A Student: P2 applies the processes that are used to test and validate models, theories and laws of science with particular emphasis on first-hand investigations in Biology P4 describes applications of biology which affect society or the environment
Domain: Knowledge and Understanding
Syllabus Objectives	Syllabus Outcomes
Students will develop knowledge and understanding of: biological diversity environmental interactions	A Student: P7 describes the range of organisms in terms of specialisation for a habitat P8 analyses the interrelationships of organisms within the ecosystem
Domain: Skills
Syllabus Objectives	Syllabus Outcomes
Students will develop skills in: planning investigations conducting investigations communicating information and understanding developing scientific thinking and problem-solving skills working individually and in teams	A Student: P11 identifies and implements improvements to investigation plans P12 discusses the validity and reliability of data gathered from first-hand investigations and secondary sources P13 identifies appropriate terminology and reporting styles to communicate information and understanding in Biology P14 draws valid conclusions from gathered data and information P15 implements strategies to work effectively as an individual or as a member of a team
Domain: Values and Attitudes
Syllabus Objectives	Syllabus Outcomes
Students will develop positive values about and attitudes towards:themselves, others, learning as a life long process, Earth and Environmental Science and the environment.	P16. demonstrates positive values about, and attitudes towards, both the living and non-living components of the environment; ethical behaviour; and a desire for critical evaluation of the consequences of the applications of science

Core Content

Outcomes

Students Learn To:

Students:

Skills

Activities/ Teaching Learning Sequence

P2, P7, P8

3.Each local aquatic or terrestrial ecosystem is unique

Students learn to

•define the term adaptation and discuss the problems associated with inferring characteristics of organisms as adaptations for living in a particular habitat

•identify some adaptations of living things to factors in their environment

•identify and describe in detail adaptations of a plant and an animal from the local ecosystem

•recall some impacts of human activities on ecosystems

•recall the relationship between pollution and contamination by unwanted substances

•recall strategies used to balance human activities and needs in ecosystems to conserve, maintain and protect the quality of the environment

•identify the impact of humans in the ecosystem studied:

•choose equipment or resources and undertake a field study of a local terrestrial or aquatic ecosystem to identify data sources and:

–measure abiotic variables in an ecosystem being studied using appropriate instruments and comparing these with recorded values, relating this to the distribution of organisms

–estimate the size of a plant and an animal population in an ecosystem using transects and/or random quadrats and/or capture-recapture and/or tagging/marking techniques

–collect, analyse and present data to describe the distribution of the plant and animal species whose abundance has been estimated

–describe two trophic interactions found between organisms in the area studies

–identify data sources and gather, present and analyse data by:

-tabulation of data collected in the study

-calculation of mean values with ranges

-graphing changes with time in the measured abiotic data

-evaluating variability in measurements made during scientific investigations

•process and analyse information and present a report of the investigation of an ecosystem in which the purpose is introduced, use the methods described and the results shown graphically and use available evidence to discuss their relevance

•gather information from first-hand and secondary sources to construct food chains and food webs to illustrate the flow of matter and energy and the relationships between member species in an ecosystem

P11, P12 P14

Information Sheets

C1 - Biodiversity

C10 - Vegetation Communities

1. Vegetation Communities

1. What % of original bush cover remains in the Upper Parramatta River Catchment?

2. What is a green belt?

Why are they important?

What are the main green belts in the Upper Parramatta River Catchment?

3. What factors influence the distribution of flora and fauna in the Upper Parramatta River Catchment

4. Examine the maps and transparencies of, Soil Profile, Vegetation Communities, Management Status and Endangered Species and Conservation Status.

What is the correlation between soil type and vegetation communities?

What is the relationship between endangered species and vegetation communities? How do you account for this relationship?

What is the relationship between management status and vegetation communities? How do you account for this relationship?

2. Field Trip

Use the Streamwatch water bug detective guide to construct a key for macroinvertebrates.

Visit the chosen test site.

Carry out a macroinvertebrate study of the chosen creek and use the Streamwatch water bug detective guide to determine a pollution rating of the waterway.

Use the school data logger, Streamwatch kit or other kit to perform tests for pH, DO, Turbidity, Phosphates, TDS, Faecal Coliforms and Temperature.

Comment on the correlation between the water quality results and the types of macroinvertebrates present and the water bug pollution rating.

Choose two of the macroinvertebrates found and make scale drawings of each.

Label 3 adaptations of each macroinvertebrate and relate these to the stream environment in which they live.

Use the habitat assessment sheets (Activity Sheet AS7) to carry out a habitat assessment of the creek at your test site.

What are the predominant plant types at your site? Identify as many as you can.

Are any weeds present? Use the weed deck to identify as many weeds as you can.

Choose one weed and make a scale drawing of it and of its major features including leaves, flowers and any fruiting bodies.

Describe the adaptations that make this a successful weed.

3. Changes over time

Examine past water quality data for your site (or the nearest available site) obtained from the Streamwatch website, www.streamwatch.org.au

Present the data in the form of a graph for each parameter to show trends over time.

Calculate mean values for each parameter.

Account for any variations.

Examine aerial photos from 1951 and 2001. Use the photos to list the changes you can observe that have occurred over this 50 year period.

4. Report

Use the above information and the results of your field trip to write a report about the human impact on ecosystems in the Upper Parramatta River Catchment. The report should cover the purpose of the investigation, the methodology and results of investigations.

CS3 - Stage 6 Biology

Domain: Skills

Syllabus Objectives

Syllabus Outcomes