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.

Wildlife CSI - First Run

Ok, so this was the first multi group session in the Sanctuary for the year. I also had spent a lot of time incorporating activities that would develop collaborative and critical thinking skills in students, in line with the NPDL Framework we've been trialing. The Wildlife CSI experience has needed some work in this space for some time, so it was good to spend the time and end up with a new experience (although it really needs an App, so kids aren’t using workbooks).

I had develop the session so that students would work in a small team of CSI agents, and work through the 6 steps of the scientific process. The workbook we developed encouraged students to look at the crime scene and document the evidence that could tell a story. There were three activities in the session (click for lesson plan)–

Wildlife CSI

The Evidence

The Story

Hi Ho... a 'Sciencing' we'll go... 

The start of this session was in the Learning Centre where I  introduced students to the day and ran through both the scientific process and the collaborative learning process. I asked critical questions about what working in teams involves. 

• What do you need others to do when you're working together? 
• How do you feel when working in a group? 
• What are our expectations about working together? 

Students were excited that they were about to become CSI Agents. They were excited to put on lab coats and CSI agent badges

The Wildlife CSI activity worked well, most groups were working together to capture evidence and using the identification booklets. A quick demonstration of how to 'capture' evidence the the tablets and off they went. Students were certainly engaged… Often student would come 'bounding' up to me to show me what they'd found. Here's the teachable moment, when we can ask inquiry based questions to develop their critical thinking skills and incorporate scientific language into their vocabulary. 

The evidence session was great – students were really engaged in looking at the evidence and using microscopes. I was working my way around the room and ensuring students were able to use the equipment. Again, they were visibly excited about looking at the evidence and adding content to their workbooks - This surprised me because I normally steer clear of workbooks because I want students to engage with whats around them - but in this circumstance it really added to the exploration of the content. 

Creating stories from the Evidence

In terms of collaboration and teamwork the last session was great. Students were actively investigating their evidence on their tablets and then using this to create their story on the template. I think the session worked really well and was able to reinforce the learning outcomes. Ideally we would provide an opportunity for all teams to share their story, but time was short so we only did 2.

All in all, a great first run of a session I've had in my head for many years, that I've never really had the time to put together properly... with a few more tweeks (and possibly the development of an App) I think it will be the way I'd originally pictured it and a really great experience for students to engage with the scientific method.

More details about the Wildlife CSI experience - Here

Wildlife CSI

The Scientific Method

Have you ever wondered about unique ways of developing students understanding about the scientific method? Some years ago I was on my couch watching the Crime Scene Investigation (CSI) show and realized that the standard format of the show was the Scientific Method.
So, I had this brainwave of an idea to create an experience at the Wildlife Sanctuary - Wildlife CSI was born.

In the 2016 version of Wildlife CSI we looked over the NPDL Framework to incorporate ways that the session could incorporate opportunities for students to practice communication, collaboration and critical thinking skills into the activities. Three sessions were developed.

See a reflection of the first run of Wildlife CSI - Here

The Crime Scene

In this activity students work in small teams (4-5) and enter a crime scene filled with evidence. They are not allowed in unless they have their CSI agent badge, their lab coats and their CSI toolkit. 

The crime scene is roped off and a range of scats, tracks, animal bones, chalk outlines, taxydermmy and historical artefcats are distributed around a bushland scene. 

Teams of CSI agents move in and capture (digitally) the evidence they find. Each peice of evidence has a unique evidence number so the students can refre to it later. On their worksheets, students document their evidence numbers with a short description so it ensures no evidence is lost. 

The Evidence

Possum Scats

Back in the lab, students investigate the evidence they have found using identification booklets, microscopes and a range of other tools that help them identify and start hypothesising what the evidence means. In their workbooks students start documenting their ideas and linking these to the evidence they have collected.

The story

Finally the CSI agents gather together in the final 'scene' - the presentation room where they work on their stories and collate their evidence into an evidence logbook that tells the progression of their crime scene story. In this activity students work in their teams and critically discuss the evidence and what they conclude is a likely scenario.. students are working collaborative to critically analyse their thoughts and develop a logical argument for their crime. 

Kangaroo Hip

The important part of this process is that there is no prescribed crime - there are a number of possibilities that we introduce through the experience, but it's really up to the students creativity, imagination and ensuring that their thoughts link to the evidence collected. 

As a final step in the process each team presents their theory to the whole class. 

Developers notes: The session outlines, activity sheets and resources have been a collaborative effort between AndyEducate and Natalie Burley. 

Resources

The Crime Scene Lesson Plan

The Evidence Lesson Plan

The Story Lesson Plan

Introductory Powerpoint

Student Workbook

The Story Template

Story Example

Lesson Planning

PST's Dip Netting

OK, so now that I have a rough idea for a framework for integrating the NPDL into the wildlife sanctuary experiences, I am now heading down the road of planning the individual activities that (will) make up the suite of experiences we offer. To begin, I figured we needed something for the teachers when they are looking at the experiences we offer. Here's an example Activity Sheet for Dip Netting.  This one is aimed at grade Foundation - 2.

The other piece of work is around how we train our staff for what they are doing, so I'm also going to be creating a heap of lesson plans so that they have clarity on the outcomes. Here's an example lesson plan for the same Dip Netting Activity.

Another aspect of my planning is the creation of a training program to develop pedagogical capacity in our presentation staff. So whilst not all our staff are education trained, my plan is to integrate pre-service teachers (PSTs) with our Biological Science undergraduate staff so we can get a bit of cross understandings and professional development happening... This will hopefully transform into professional learning opportunities for teachers in following years.

One of the Sanctuary's many wetlands - The Main Lake