Activity Introduction
Quick summary: Students communicate their MangroveWatch findings based on primary and secondary evidence. Their interpretation of data and critical evaluation of the evidence-gathering process is used to formulate conclusions and suggestions for ecological actions to conserve mangroves and salt marshes. Students work through a scaffold for creating a scientific report for a specific purpose to complete this sixth and final lesson.
This lesson is the final part of a six-lesson unit of work. This unit can be used in sequence to guide your students through conducting fieldwork in your local area as part of the MangroveWatch citizen science program.
The lessons in this unit have been developed in partnership with Earthwatch and MangroveWatch. Earthwatch is a global not-for-profit organisation that uses citizen science to empower people to save the natural world, and works with all sectors to create a society that lives in balance with nature. MangroveWatch is a not-for-profit organisation that focuses on the research, education and conservation of mangrove and tidal wetland environments globally.
Learning intention:
- Students will understand how to create a scientific report to communicate their understanding of the causes and effects of variables influencing the ecological stability and conservation of mangroves and salt marsh.
- Students understand how natural selection gives rise to adaptations by species to changing environmental conditions.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 9 Science
- Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
- Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS172)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS174)
Year 10 Science
- Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere (ACSSU189)
- Critically analyse the validity of information in primary and secondary sources and evaluate the approaches used to solve problems (ACSIS206)
- Communicate scientific ideas and information for a particular purpose, including constructing evidence-based arguments and using appropriate scientific language, conventions and representations (ACSIS208)
Year 11 and 12 Science – Biology
- Represent data in meaningful and useful ways; organise and analyse data to identify trends, patterns and relationships; qualitatively describe sources of measurement error, and uncertainty and limitations in data; and select, synthesise and use evidence to make and justify conclusions (ACSBL004)
- Select, construct and use appropriate representations, including classification keys, food webs and biomass pyramids, to communicate conceptual understanding, solve problems and make predictions (ACSBL006)
- Communicate to specific audiences and for specific purposes using appropriate language, nomenclature, genres and modes, including scientific reports (ACSBL007)
Syllabus outcomes: SC5-14LW, SC5-7WS, SC5-8WS, SC5-9WS, SC5-12ES.
General capabilities: Critical and Creative Thinking, Literacy.
Cross-curriculum priority: Sustainability OI.7.
Relevant parts of Year 9 Science achievement standards: Students analyse how biological systems function and respond to external changes with reference to interdependencies, energy transfers and flows of matter. They analyse trends in data, identify relationships between variables and reveal inconsistencies in results. They analyse their methods and the quality of their data, and explain specific actions to improve the quality of their evidence. They evaluate methods and explanations from a scientific perspective and use appropriate language and representations when communicating their findings and ideas to specific audiences.
Relevant parts of Year 10 Science achievement standards: Students describe and analyse interactions and cycles within and between Earth’s spheres. When analysing data, selecting evidence and developing and justifying conclusions, they identify alternative explanations for findings and explain any sources of uncertainty. They construct evidence-based arguments and select appropriate representations and text types to communicate science ideas for specific purposes.
Year 11 and 12 Science students:
- use science inquiry skills to design, conduct, evaluate and communicate investigations into biodiversity and flows of matter and energy in a range of ecosystems.
Topic: Biodiversity.
Unit of work: MangroveWatch – Years 9 to 12.
Time required: 180 minutes.
Level of teacher scaffolding: Medium – the worksheets are scaffolded to guide students. This approach frees the teacher to support students through the problem solving process and the communication of a scientific report.
Resources required:
- Student Worksheet – one copy per student
- Internet access
- Natural Selection Factsheet
- Report Writing Guide
- Resources students need to present and create a scientific report for a specific purpose and audience
- Scientific Report Assessment Rubric
- Whiteboard, butcher’s paper or interactive whiteboard
Keywords: Natural selection, adaptations, ecological stability, causes and effects, coastal squeeze, abiotic, biotic, variables, biodiversity.
Cool Australia, MangroveWatch and Earthwatch would like to acknowledge the generous contributions of The Protecting Wetlands for the Future Project in the development of these teaching resources. The Protecting Wetlands for the Future Project is funded by the partnership between the Australian Government’s Reef Trust and the Great Barrier Reef Foundation.
Teacher Preparation
