Lesson goals

• Understand the ecological role and value of coastal ecosystems

Lesson description

Students investigate the variety of plant communities which form the coastal ecosystems of Minnamurra. Key environmental factors, such as tides and water salinity are introduced, and their role on patterns of zonation explained. Finally, students explore the ecological role coastal ecosystems play in the functioning and health of coastal environments.

Estimated time

• 40 minutes

Supporting materials

• Lesson 1 worksheet - What are coastal ecosystems?

Outcomes

Working Scientifically - Questioning and Predicting

• Develops and evaluates questions and hypotheses for scientific investigation

• Develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated scientifically, involving primary and secondary data

Module 3: Biological Diversity

• Predict the effects of selection pressures on organisms in ecosystems, including biotic and abiotic factors

Module 4 - Ecosystem Dynamics

• Investigate and determine relationships between biotic and abiotic factors in an ecosystem, including the ecological niches occupied by species.

Lesson goals

• Understand the impacts of climate change induced sea level rise upon coastal ecosystems

• Examine the adaptations of plants which assist survival within coastal ecosystems

Lesson description

Students investigate the drivers of climate change and describe the links between climate change and sea level rise. Students investigate the key environmental factors which impact the survival of living things within coastal ecosystems, including the adaptations of plants to brackish and tidal water.

Estimated time

• 40 minutes

Supporting materials

• Lesson 2 worksheet - Climate change and sea level rise

Outcomes

Working Scientifically - Questioning and Predicting

• Develops and evaluates questions and hypotheses for scientific investigation

• Develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated scientifically, involving primary and secondary data

Module 3 - Biological Diversity

• Conduct practical investigations, individually or in teams, or use secondary sources to examine the adaptations of organisms that increase their ability to survive in their environment, including: structural adaptations, physiological adaptations and behavioural adaptations

Module 4 - Ecosystem Dynamics

• Investigate changes in past ecosystems that may inform our approach to the management of future ecosystems, including the role of changing climate on ecosystems

Lesson goals

• Understand the impacts of climate change induced sea level rise upon coastal ecosystems

Lesson description

Students investigate the drivers of climate change and describe the links between climate change and sea level rise. Students assess the implications of sea level rise to coastal ecosystems in regards to coastal squeeze and investigate potential mitigation strategies which may assist in minimising the impacts upon such communities.

Estimated time

• 40 minutes

Supporting materials

• Lesson 3 worksheet - Sea level rise and coastal squeeze

Outcomes

Working Scientifically - Questioning and Predicting

• Develops and evaluates questions and hypotheses for scientific investigation

• Develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated scientifically, involving primary and secondary data

Module 4 - Ecosystem Dynamics

• Investigate changes in past ecosystems that may inform our approach to the management of future ecosystems, including the role of changing climate on ecosystems

Lesson goals

• Ensure students are well prepared for the fieldwork day at Minnamurra River.

Lesson description

Students commence their engagement with the Minnamurra River study site prior to their field trip day to ensure they are well prepared. Planning involves research on the location, environment, accessibility, tides, contingencies, ethical considerations and risk abatement necessary for the field trip.

Estimated time

• 30 minutes

Supporting materials

• Lesson 4 Worksheet - Planning an investigation

Outcomes

Working Scientifically - Planning Investigations

• Assess risks, consider ethical issues and select appropriate materials and technologies when designing and planning an investigation

Lesson goals

• Design an investigation to quantitatively measure plant and animal populations

Lesson description

Students conduct an initial qualitative survey to assess populations within the low and high tide zones. Using this information, students develop their variables and hypothesis before formulating a procedure to measure plant and animal populations with appropriate sampling techniques.

Estimated time

• 60 minutes

Supporting materials

• Lesson 5 Worksheet - Designing an investigation

Key outcomes addressed

Working Scientifically - Questioning and Predicting

• Develops and evaluates questions and hypotheses for scientific investigation

• Develop and evaluate inquiry questions and hypotheses to identify a concept that can be investigated scientifically, involving primary and secondary data

Working Scientifically - Planning Investigations

• Designs and evaluates investigations in order to obtain primary and secondary data and information

• Justify and evaluate the use of variables and experimental controls to ensure that a valid procedure is developed that allows for the reliable collection of data

• Evaluate and modify an investigation in response to new evidence

Module 4 - Ecosystem Dynamics

• Measuring populations of organisms using sampling techniques

Lesson Goals

• Collect quantitative population data

Lesson description

Following their previously developed methodology and utilising a range of digital mediums, students collect quantitative measures of biotic and abiotic conditions within Minnamurra's coastal ecosystems.

Estimated time

• 5 hours

Supporting materials

• Lesson 6 Worksheet, Part 1 - Species diversity and identification

• Lesson 6 Worksheet, Part 2 - Conducting an investigation

• Lesson 6 Worksheet, Part 3 - Ecological inquiry skills

Key outcomes addressed

Working Scientifically - Conducting Investigations

• Conducts investigations to collect valid and reliable primary and secondary data and information

• Use appropriate technologies to ensure and evaluate accuracy

Module 4 - Ecosystem Dynamics

• Measuring populations of organisms using sampling techniques

Lesson goals

• Processing and analysis of quantitative population and abiotic data

Lesson description

Using recently collected and historic data, students process and analyse their findings to seek trends in population dynamics and driving abiotic factors. Once analysed, students represent their findings with the use of appropriate graphs and figures.

Estimated time

• 60 minutes

Supporting materials

• Lesson 7 Worksheet - Processing and analysing data

• Lesson 7 - Data Processing Google Sheet

Key outcomes addressed

Working Scientifically - Processing Data and Information

• Selects and processes appropriate qualitative and quantitative data and information using a range of appropriate media

• Select qualitative and quantitative data and information and represent them using a range of formats, digital technologies and appropriate media

• Evaluate and improve the quality of data

Working Scientifically - Analysing Data and Information

• Analyses and evaluates primary and secondary data and information

• Derive trends, patterns and relationships in data and information

• Assess error, uncertainty and limitations in data

• Assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest improvements to investigations

Lesson Goals

• Draw conclusions and make predictions in regards to the future of Minnamurra River's coastal ecosystems.

Lesson description

Students integrate their primary data with appropriate secondary sources and models and apply their critical thinking skills in order to predict future implications and risks to Minnamurra River's coastal ecosystems under climate change and sea level rise.

Estimated time

• 60 minutes

Supporting materials

• Lesson 8 Worksheet - Application of secondary sources

Key outcomes addressed

Working Scientifically - Analysing Data and Information

• Analyses and evaluates primary and secondary data and information

• Derive trends, patterns and relationships in data and information

• Assess error, uncertainty and limitations in data

• Assess the relevance, accuracy, validity and reliability of primary and secondary data and suggest improvements to investigations

Lesson goals

• Assess, evaluate and devise mitigation strategies to combat future potential issues posed by coastal squeeze.

Lesson description

Students research worldwide strategies and techniques such as land reclamation, living shorelines and artificial reefs which are being deployed in an effort to maintain biodiversity within coastal ecosystems undergoing pressures stemming from sea level rise and coastal squeeze.

Estimated time

• 60 minutes

Supporting materials

• Lesson 9 Worksheet - Problem Solving

Key outcomes addressed

Working Scientifically - Problem Solving

• Solves scientific problems using primary and secondary data, critical thinking skills and scientific processes

• Use modelling (including mathematical examples) to explain phenomena, make predictions and solve problems using evidence from primary and secondary sources

• Use scientific evidence and critical thinking skills to solve problems

Lesson goals

• Communicate research findings to a target audience

Lesson description

Throughout the depth study, students investigated coastal ecosystems, the threats posed by sea level rise, conducted first-hand research and compared their findings to those of secondary sources. The assessment task requires students to communicate their findings and recommendations for future management to a target audience by producing a website via Google Sites or a similar web platform.

Estimated time

• 3.5 hours

Supporting materials

Sample assessment task

Sample marking rubric

Key outcomes addressed

Working Scientifically - Communicating

• Communicates scientific understanding using suitable language and terminology for a specific audience or purpose

• Select and use suitable forms of digital, visual, written and/or oral forms of communication

• Select and apply appropriate scientific notations, nomenclature and scientific language to communicate in a variety of contexts

• Construct evidence-based arguments and engage in peer feedback to evaluate an argument or conclusion