Tag Archives: learning-resources

New Resources to Support Sustainability Education

Written by: Marcel Bruyn, Strategic Learning

Sustainability is a cross-curriculum priority of the Australian Curriculum. Sustainability addresses the ongoing capacity of Earth to maintain all life. The AC website states that: “Education for sustainability develops the knowledge, skills, values and world views necessary for people to act in ways that contribute to more sustainable patterns of living.”

In Science: “… students appreciate that science provides the basis for decision-making in many areas of society and that these decisions can impact on the Earth system. They understand the importance of using science to predict possible effects of human and other activity and to develop management plans or alternative technologies that minimise these effects.”

Many Australians live in coastal areas and occupy catchments which supply waterways that empty into the ocean. So there is a direct link between healthy waterways and healthy marine environments, and for much of Queensland that includes coral reef environments.

Reef environment
Reef environment

The catchment and/or marine environments are an ideal foci for a school sustainability program. Here are links to excellent educational programs and resources to support the implementation of a sustainability program in your school:

Organisations and educational programs

  • Reef Guardian Schools – Great Barrier Marine Park Authority. The program encourages schools to commit to the protection and conservation of the world heritage listed Great Barrier Reef. The program helps to protect the Reef by promoting their ideas, initiatives and activities to communities to encourage all people to “do their bit to look after it!”. It focuses on: Curriculum offerings; Management of Resources; On-the-ground projects in your school and community and Education of the community. “
  • ReefED: online resources and activities from GBRMPA.
  • Australian Marine Environment Protection Association: AUSMEPA provides FREE educational resources on this website to help teachers plan and undertake a unit of work about key marine environmental issues, including climate change and storm water pollution.
  • Reef Check Australia: The Reef IQ Educational Program includes courses and workshops that allow students to undertake simulated coral reef surveys in the classroom.
  • Marine Education Society of Australasia.
  • Ocean Life Education ‘Brings the Sea to You’ with fun marine education programs including live marine animals designed to inspire students of all ages to appreciate and take responsibility for the marine ecosystem.
  • The Global Learning Centre is a not-for-profit community organisation dedicated to supporting education for justice, peace and sustainability.
  • Healthy Waterways: An NGO that provides information and resources on water education in South East Queensland including: information, resources and games.
  • The Up a Dry Gully Schools Program challenges primary and secondary students to explore and understand how water must be safe, secure and sustainable for our future.
  • CSIRO: CarbonKids is an educational program that combines the latest in climate science with education in sustainability.
  • CSIRO Education, North Queensland: Eco-enigma – An environmental case study where the class becomes a scientific team preparing an environmental impact report. By measuring heavy metal levels in fish, analysing silt in a river etc, students find out who is responsible for the environmental health problems of Sunny Valley.
  • Department of Sustainability, Environment, Water, Population and Communities: Australian water education resources.
Reef Biodiscovery microsite at Queensland Museum
Reef Biodiscovery microsite at Queensland Museum

Excursions

Local Government

Many local governments have resources and staff to support sustainability education. For example:

Queensland Museum Resources

The museum has a rich repository of authoritative information and resources, including online content, interactive learning objects, games and school loan kits.

  • Biodiscovery and the Great Barrier Reef: Biodiscovery is the quest for bioactive chemicals from living organisms. Investigate some of the factors affecting the survival of reef organisms and how human activities and climate change are having an impact on the reef.
  • Backyard Explorer: An invertebrate biodiversity audit resource kit that can support biohealth assessment component of a sustainability program.
  • The museum provides loan kits that support object-based learning. For example: Marine Life: Explore a variety of marine life and how they interact with their environment and each other. Investigate interactions between living things and suitability for a marine habitat.Content of the Marine Life Loan Kit available from the Queensland Museum

But I eat lots of carrots!

Image of Quentin the Quoll
Quentin the Quoll talks about nocturnal animals

Did your mum ever tell you to eat lots of carrots because they would help you to see better in the dark? Whilst carrots and other orange and yellow fruits and vegetables will help to prevent certain eye ailments, to see really well at night you actually need special eyes.

Like other nocturnal animals, Quentin the Quoll was able to find food and evade prey even on the darkest of nights. In fact before the disappearance of dinosaurs, most land mammals were nocturnal since dinosaurs were their main predators. Today there is more of a balance but animals such as owls, possums, gliders, many frogs, bats, wombats, koalas, phascogales, many wallabies and geckoes are but a few of the Australian animals that still use the cover of night to survive.

So how do nocturnal animals see so well in the dark?                  Eye of Tawny Frogmouth chick

Of course there are variations in eye features across different animals but scientists have discovered some common characteristics. The most obvious one is eye and pupil size. Some animals like owls, frogs and geckos have eyes that take up a much larger percentage of their skull compared with diurnal (daytime active) animals. Their large eyes and pupils give them large lenses and therefore bigger retinas so that they maximise the amount of ambient light they collect. However, larger eyes means reduced space for each eye to move within the skull, so these nocturnal animals have developed the ability to rotate their necks way past their shoulders to compensate.

Sugar glider

As well as eye size, nocturnal animals have retinas which are filled with rods, the eye cells which detect low light levels. They often have few or no cones which are the eye cells responsible for detecting bright light and colour. Again this helps to maximise the amount of light being collected but as a result, nocturnal animals are thought to have little colour vision and things probably look blurry.

Consequently, nocturnal animals also rely on their senses of smell and hearing.

One final common characteristic in nocturnal eyes is a thick, reflective membrane directly beneath the retina. This membrane, called the tapetum lucidum, collects and resends light back to the retina a second time, giving the rods another chance to absorb the image information. This also explains why some nocturnal animals’ eyes seem to glow in the dark when a light is shined on them. Cats too have nocturnal glow in the dark eyes, which explains why they are such a threat to wildlife at night.

Image of the Graceful Treefrog
Graceful Treefrog

The purpose of this blog is two fold. Firstly, it is hoped that this information will support the delivery of the Australian Curriculum: Science. It is most directly linked to the Year 5 Science Understandings (Biological sciences — Living things have structural features and adaptations that help them to survive in their environment) and Science as a Human Endeavour (Use and influence — scientific knowledge is used to inform personal and community decisions). However, it is also a real life example of the Year 5 Science Understandings (Physical sciences — Light from a source forms shadows and can be absorbed, reflected and refracted) and will provide teacher background information for Science Understandings in Year 1(Earth and space sciences — Observable changes occur in the sky and landscape) and Year 3 (Biological sciences — Living things can be grouped on the basis of observable features…)

The second purpose is to make you aware of a new Queensland Museum digital resource called Squawks in the night. It is a slide show designed specifically for Early Years learners, with simple text that relates directly to the photos and a few animal calls. The resource is located on the Queensland Museum website via the following link.

http://southbank.qm.qld.gov.au/Learning+Resources/~/media/Documents/Learning%20resources/QM/Resources/Kids%20collection/squawks-in-the-night.ppt

We welcome any feedback or requests for particular topic discussions/resources. Please contact QM teachers 07 3842 9835.