Science in the Bush

For some years we have been offering an experience that provides students with an insight into some of the scientific processes we use to understand ecosystems. In 2016 we have renamed this experience Science in the Bush. Essentially this is a version of the Minibeasts Wonderland experience, except with more specific data collection outcomes, aimed at students in years 7-10.

There are three main activities:

Aquatic Sampling

In small teams students take samples of the aquatic invertebrates in Fozzies wetland, the highlight of this activity is being able to go right out into the wetland with a pair of waders on. Students are able to apply a scientific method for catching invertebrates to ensure that the sample is consistent with other groups sampling.

Terrestrial Sampling

Students use quadrats to determine the presence and abundance of terrestrial invertebrates in a given area (1m x 1m).  In this session I incorporated 'Graphically Grubs' as a way of creaing their data on site.

Identification and Analysis

Back in the Learning Centre we use dissection microscopes to identify and quantify the animals that have been caught in each environment and use this to form a discussion around the health and diversity of a woodland ecosystem.

First Run for 2016

The students from a school just up the road from the sanctuary attended the session today. There was fantastic bunch of eager grade 7 students keen to jump into the wetland (after a bit of encouragement) and get their sample of invertebrates. It did take a little to warm the students to the ideas of engaging with nature, most being preoccupied with cleanliness and fairly sterile environments, so this place with bugs and mud and where 'anything can happen' may have left them a bit concerned.

Once the students got past this, however, they really engaged and worked well in their teams to collect and analyse there samples.

The invertebrate ID session that I was working on previously, worked really well with this group and asking them why they made a particular conclusion really allowed them to critically engage with the topic. In the Terrestrial session I found two students having a rigorous discussion about their animals and using markers on the worksheets to describe how they had determined what animal it was - this was some great evidence of Creative and Critical Thinking.