S

Balcombe Estuary Mount Martha

ZONE 2Local Neighbourhood

Environment

Movement Community

SUSTAIN ABILITY

Inv

Science English

HistoryMathematics

Reflective Writing Through reflective writing students will look back at the events of the excursion to Balcombe Estuary in Mount Martha. Students will be challenged to analyse the events of the day, to explore and to explain what this experience has taught them. (ACELY1696)

Procedural Text –(Writing)Waterwatch program: http://www.berg.org.au/our-work/waterwatchStudents write up the experiment for testing the pH and Oxygen level of the Balcombe Estuary. This will incorporate use of new vocabulary and will be teacher directed. (ACELA1498)

Speaking and ListeningStudents will take notes during the excursion andIn class whilst working in small groups students will compose posters about the importance of revegetation and conservation at the Estuary and Volunteering with BERG. Student’s posters will be laminated and displayed around school grounds and local community to raise public awareness (ACELA1488)

Cross-Curriculum PrioritiesAboriginal Histories and Sustainability

• Physical• Spatiotemporal• Socio-Cultural• Ecological• Political

Science Understanding

Looking at the Fauna and Flora of the Balcombe Estuary:http://www.berg.org.au/the-reserves/flora-and-faunaStudents will pick one living thing (plant or animal) and investigate its life cycle. (ACSSU073)

Science as a Human Endeavour

Students will obtain a water sample from the Estuary and complete the pH experiment. (ACSHE062)Some of the influences on this Creek are the rock and soil characteristics of the creek bed as well as plant activity and oxygen levels.

Science Inquiry SkillsStudents investigate the eradication program – principally rabbits and foxes around the Balcombe Estuary and discuss predictions about its impact/outcomes. (ACSIS064)

• Local Landscapes• Global Community• Community Partnerships• Learning outdoors/learning by doing• Learning Through Experience

• Taking Responsibility• Sustainable Practice• Place Based Pedagogy• Ecological Footprint Sustainable Living Cycle of life

Statistics and ProbabilityAfter monitoring water quality at the Balcombe Estuary, students will construct suitable date displays (bar graphs/line graphs) to represent the pH and Oxygen levels mathematically. (ACMSP096)

Measurement and GeometryLocation and Transformation – Students will draw a basic map of the Balcombe Estuary. Use simple scales, legends and directions to interpret information contained in basic maps (ACMMG090)

Historical Knowledge and UnderstandingStudents will compose a timeline through which they will compare how the Traditional Owners of this land used the creek they called Tji’tjin’garook (voice of frogs) versus the Early Settlers. This will be a group task, students will use ICT’s to present their findings.(ACHHK080)

Historical SkillsStudents will compose a chronological map of the History of the Balcombe Estuary with the focus on man’s impact through history on the environment of the Balcombe Estuary. Students will use a range of communication forms (oral, graphic, written) and digital technologies to present their findings. (ACHHS087)

Cross-Curricular

Connection Cross-Curric

ular

ConnectionCross-Curricular

Connection

Learning by doing in the

environment

Building relationships

and working across

social divisions

Balcombe

Creek

Balcombe Boardwalk

BalcombeReserve

Balcombe Estuary Rehabilitation Group (BERG)