Landscapes and Landforms  

Stage 4 Geography

The Ku-rin-gai Chase National Park of northern Sydney includes natural and human landscapes.

During the day, students will identify and describe the features of the dominant riverine landscape, investigate the human landscape including how the how the area is currently used, how it is valued by different groups and the impacts of changes over time on the landscape. This fieldwork program is offered at both Kalkari/Birrwanna TrackKu-ring-gai Chase National Park West Head and Muogamarra Nature Reserve (terms 2 and 3 only).

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NEW Ecosystem Investigation

Stage 4 Science

Students will undertake a variety of scientific investigations to develop an understanding of ecosystems. Further investigations will assist them to understand the health of the estuary at Bobbin Head and the techniques scientists use when monitoring the environment and the human impacts on it.

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Plant Systems

Stage 4 Science

During the full day program, the students will work scientifically to study three distinctive vegetation types at Bobbin Head to answer the Key Question: What factors influence the different plant communities across landscapes?

Working collaboratively in small groups the students will use scientific equipment to collect data on the biotic and abiotic features of the identified vegetation communities to compare important features of each site.

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NEW Mangrove Ecosystems

Stage 5 Science

Students will undertake a variety of scientific investigations to develop an understanding of the abiotic and biotic features of the mangrove ecosystems at Bobbin Head. Furthermore, they will use observation to describe energy and material flow in this system. 

These investigations will assist them to understand the health of the estuary and both cultural and current management strategies employed to conserve this important ecosystem.

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NEW Geography Enrichment

Stage 5 Geography

During the full day program, the students will work geographically to study three distinctive vegetation types at Bobbin Head to answer the Key Question: What factors influence the different plant communities across landscapes?

Working collaboratively in small groups the students will use geographical  equipment to collect data and compare the biophysical environment of the identified vegetation communities. Students will also undertake mapping and field sketches.

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NEW Environmental Change and Management 

Stage 5 Geography

Students will conduct a Geographical Inquiry into changes over time in the management and use of the mangrove ecosystem at Bobbin Head. They will acquire, process and communicate Geographical information to answer inquiry questions about Aboriginal,1930s, current and future management of mangrove ecosystems and differing stakeholder perspectives.

Working collaboratively in small groups the students will also use mapping skills to identify location, and complete a line drawing to identify management issues.

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NEW Environmental Change and Management – Microplastics in Mangroves 

Stage 5 Geography

Students will conduct a Geographical Inquiry into contamination of the mangrove ecosystem at Bobbin Head by macro and micro plastics. They will acquire and process primary data through using fieldwork equipment and share data collected with AUSMAP (Australian Microplastic Assessment Project), a citizen science program mapping microplastics in Australian waterways. They will also view an Guringai midden site to understand Aboriginal worldview and management of mangroves.

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UPDATED Biophysical Interactions 

Stage 6 Geography

Students will utilise geographical tools to increase their understanding of the nature and functioning of the four components of the biophysical environment by investigating two different vegetation communities: mangroves and dry sclerophyll.

Students will then use what they have learnt to access the environmental impact for a fictitious proposed development of a function centre in the mangrove forest at Bobbin Head 

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NOTE: There is an online resource hub that includes a teacher programming outline and resources for schools/students wanting to complete this as a depth study. Please contact the Centre for more information.

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NEW Ecosystem Dynamics – Southern Brown Bandicoots  

Stage 6 Biology Module 3,4 and Depth Study

To determine the suitability of a site to introduce fox mitigation, scientists must first learn about the animal and then find evidence of the presence of an endangered animal in an area.

During the fieldwork day, students will collect scientific (biotic and abiotic) data to determine which of two potential wildlife camera sites is the more suitable for Southern Brown Bandicoot sampling. 

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NOTE: There is an online resource hub to support this program and that includes a teacher programming outline and resources. There are also resources and ideas for schools/students wanting to complete this as a depth study. Please contact the Centre for more information.

 

IMG_1750NEW Ecosystem Dynamics – Mangroves  

Stage 6 Biology Module 3,4 and Depth Study

The mangroves at Bobbin Head  provide an opportunity for students to investigate the biotic and abiotic relationships of a mangrove ecosystem and, through this, to propose potential impacts of climate change on mangroves in river valleys.

The fieldwork day includes biotic and abiotic investigations, the measuring, collection and analysis of data on distribution and abundance and adaptations of mangroves.

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NOTE: There is an online resource hub to support this program and that includes a teacher programming outline and resources. There are also resources and ideas for schools/students wanting to complete this as a depth study. Please contact the Centre for more information.

 

NEW Human Impacts  

Stage 6 Earth and Environmental Science Module 4 and Depth Study

To determine the suitability of a site to introduce fox mitigation, scientists must first find evidence of the presence of an endangered animal.

In the Ku-ring-gai Chase National Parks, National Parks and Wildlife (NPWS) officers have a program for fox mitigation to protect the Southern Brown Bandicoot (SBB).

During the fieldwork day, students will collect scientific data of the biotic and abiotic features of the site to determine which of two potential wildlife camera sites is the more suitable for a SBB population.

Download the program information

NOTE: There is an online resource hub that includes a teacher programming outline and resources for schools/students wanting to complete this as a depth study. Please contact the Centre for more information.