Citizen science participation Opportunities to monitor student learning Resources Optional Lesson: Can you create a wetland? Duration: 1 hour 40 minutes Suggested learning sequence Note: The duration of this lesson will depend In groups, find different items around the on if the class draws or builds a model of a school that could represent different wetland. Building a model will take a lot more parts of the wetland. Students may need time and organisation, but could be to research their wetland via a book, incorporated into other KLAs such as arts and posters or the Internet first. mathematics if time permits. Students should discuss and draw as to how they are going to construct the Introduction Review – wetland before they begin. Do a walkthrough of information already Construct the wetland. Depending on the gathered on wetlands TWLH chart, – needs of the class, this may be done concept maps, word wall, information over a number of lessons or during other tree diagram, Reef Beat posters, KLA time. student presentations on wetlands, food Label parts groups should discuss and chains and webs and science journals. – prepare labels for the different parts of Encourage students to comment on each wetland. their learning or add information to the displays they may think important. Students should also represent a food web in their wetland. Read the GBRMPA Reef Beat 2006, If drawing a wetland poster 4 all connected’. – ‘It’s This can be done individually or in pairs. Discuss the water flow from source to – sea. As a class, draw a rough sketch of Assign each student, or pair of students, a local waterway from source to sea. a wetland. – Students will need to investigate their Activity Drawing or building a wetland – wetland via books, posters and the If building model of a wetland Internet to draw a cross- section of their wetland. Split the class into groups and decide which group will build which wetland. Students will need to label all the parts of Each group should build a different the wetland and also represent the food wetland. web of their wetland.
Citizen science participation Opportunities to monitor student learning Resources Optional Lesson: Can you create a wetland? Duration: 1 hour 40 minutes Suggested learning sequence Note: The duration of this lesson will depend on if the class draws or builds a model of a wetland. Building a model will take a lot more time and organisation, but could be incorporated into other KLAs such as arts and mathematics if time permits. Introduction – Review Do a walkthrough of information already gathered on wetlands – TWLH chart, concept maps, word wall, information tree diagram, Reef Beat posters, student presentations on wetlands, food chains and webs and science journals. Encourage students to comment on their learning or add information to the displays they may think important. Read the GBRMPA Reef Beat 2006, poster 4 – ‘It’s all connected’. Discuss the water flow – from source to sea. As a class, draw a rough sketch of a local waterway – from source to sea. Activity – Drawing or building a wetland If building model of a wetland Split the class into groups and decide which group will build which wetland. Each group should build a different wetland. In groups, find different items around the school that could represent different parts of the wetland. Students may need to research their wetland via a book, posters or the Internet first. Students should discuss and draw as to how they are going to construct the wetland before they begin. Construct the wetland. Depending on the needs of the class, this may be done over a number of lessons or during other KLA time. Label parts – groups should discuss and prepare labels for the different parts of each wetland. Students should also represent a food web in their wetland. If drawing a wetland This can be done individually or in pairs. Assign each student, or pair of students, a wetland. Students will need to investigate their wetland via books, posters and the Internet to draw a cross- section of their wetland. Students will need to label all the parts of the wetland and also represent the food web of their wetland.
Reef-Guardians-2016-Year-7-Wetlands.docx