Mount Compass School Swamp Excursion Guide
Transcription
Mount Compass School Swamp Excursion Guide
Mount Compass School Swamp Excursion Guide Primary Years - High School Years Mount Compass School Swamp Excursion Guide The Fleurieu Swamps are a unique, endangered type of wetland. They are rich in biodiversity, and as such a great place to visit with students. This guide provides activities for teachers and students to try at the newly upgraded Mount Compass School Swamp. Most activities are also easily adapted for any natural outdoor area. See the accompanying Teacher Resource Pack for background information, introductory lessons, follow up activities and ways to take action, curriculum links and resources. For more information, or to discuss opportunities for your school, contact your local NRM Education Coordinator: Jodie Sommerville NRM Education Coordinator Natural Resources Centre 6 Catherine St Strathalbyn SA 5343 Phone 08 8536 5624 Mobile 0422 624 721 Email [email protected] Angela Breeding NRM Education Project Officer Natural Resources Centre crn Mann & Walker St Mount Barker SA 5253 Phone 08 8391 7514 Mobile 0409 179 973 Email [email protected] Mount Compass School Swamp Excursion Guide 2 Contents Fleurieu Swamps Page 4-5 The Role of Swamps Page 6 Types of Fleurieu Swamps Page 7 Fauna of the Fleurieu Swamps Page 8 Flora of the Fleurieu Swamps Page 9 The Mount Compass School Swamp Page 10 Taking Care of our Swamps Page 11 Activities Page 12-28 Mount Compass School Swamp Excursion Guide 3 Fleurieu Swamps Found only on the Fleurieu Peninsula this unique habitat is home to many plants and animals that are endemic to the swamps. A swamp by definition is a type of wetland, but differs from what is traditionally considered a ‘wetland’ as it typically doesn’t have open bodies of water, but is characterised by a boggy peat soil, shrubby vegetation, and doesn’t dry out. Swamps are most easily identified by looking at the vegetation community. These swamps provide food, water and shelter for a wide variety of plants and animals, including many threatened species such as the Mount Lofty Ranges southern emuwren. The swamps also play an important role in improving water flow and quality. Each swamp in the Fleurieu Swamps system is unique with its own mix of water cycles, landforms, wetting and drying patterns, and vegetation, all influenced by the underlying rock and soil types. Less than 4% of swamps remain - we need to value and protect what remains Mount Compass School Swamp Excursion Guide 4 Fleurieu Swamps The Fleurieu Swamps are unlike any other swamps in Australia. Unfortunately, the swamps have reduced in size, number and condition due to threats such as land clearance, draining and overgrazing. Therefore, the Fleurieu Peninsula Swamps have been declared a critically endangered ecosystem by the Australian Government and are protected by legislation. Fleurieu Swamps Distribution Mt Compass Swamp Legend Deep Creek Conservation Park Privately owned swamps Swamps in National Parks and reserves § 5 2.5 0 5 10 Other government owned swamps National parks and reserves Kilometers Mount Compass School Swamp Excursion Guide 5 The role of swamps Natural water filters Swamps and their plants act as a filter to trap sediments and nutrients from fertilisers and pesticides. As water flows through, sediments are left, bacteria break down organic material, and water plants release oxygen into the water. Oxygen is necessary in water for fish and helpful bacteria to live. Higher quality water leaves the swamp and flows down the Nangkita and Tookayerta creeks towards Lake Alexandrina. Year-round water Like giant sponges, swamps control the effects of floods by absorbing rainfall and runoff, and then slowly releasing it during dry periods. A refuge for threatened species Although rare themselves, Fleurieu swamps are home to many threatened plants and animals. Several threatened species, including the yellow-footed antechinus, yellow-bellied water skink and endangered Mount Lofty Ranges southern emu-wren, use the fragments of habitat as a last refuge. The wren relies on the swamp vegetation for foraging and nesting. Of the approximately 170 native plant species that grow in the Fleurieu Swamps, almost half are classified as under threat. These plants are so rare that they could be faced with extinction if we do not manage our swamps well. Right: The birds and bats that live in swamps can be particularly useful in controlling insect pests in nearby farm land, improving the overall health of farms. Image courtesy of Martin Stokes. Mount Compass School Swamp Excursion Guide 6 Types of Fleurieu Swamps There are two types of swamps on the Fleurieu Peninsula. Perched wetlands Wetlands are considered perched when they occur in drainage lines over clayey weathered basement, which can attain a thickness of up to 30 m. As a result, very little water makes its way down to the watertable. Most water runs off into creeks and rivers. Permian sand wetlands Wetlands underlain by Permian Sands usually occur in the lowest parts of the landscape in valleys and depressions where they are in direct contact with the regional watertable aquifer. Because of the sandy soils, there is very little surface runoff and groundwater provides almost all of the wetland water requirements. Mount Compass School Swamp Excursion Guide 7 Fauna of the Fleurieu Swamps The Fleurieu Swamps provide habitat for a variety of animals, including many birds. You should be able to hear several species as they search for food. In areas where most native vegetation has been cleared, swamps provide a refuge for many small birds, mammals, frogs and fish. Animals seen at Mount Compass include Australian swamp rats, brown tree frogs, eastern water skinks, superb fairy wrens, and New Holland honeyeaters. The Mount Lofty Ranges southern emu-wren is a small shy bird that lives in the Mount Compass swamp. Southern emu-wrens are very rare. Much of their habitat has been destroyed by land clearance. You may detect their presence by their high frequency chirping calls. What’s in a name? Where does the name ‘emu-wren’ come from? Look at their long stick-like tail. The six feathers resemble emu feathers, and enable them to be distinguished from other wren species. Native swamp rats build tunnel-like runways in the dense vegetation at the swamp edge. Mount Compass School Swamp Excursion Guide 8 Flora of the Fleurieu Swamps A healthy swamp usually has many different types of plants that grow at varying heights. The different plants provide a range of habitats for animals; for example, the dense older vegetation is a great hiding spot for small creatures. Different plants also indicate the different levels of wet and dry. The Fleurieu Peninsula swamps contain at least 170 native plant species. Almost half are either rare or threatened. The swamps are home to species that are classified as Endangered or Critically Endangered: the Fleurieu leek orchid, the Fleurieu guinea flower, Mount Compass oakbush, bat’s-wing fern, white beauty spider-orchid and the Osborns eyebright. Almost half of all swamp plants are either rare or threatened. Soft twig-rush Baumea rubiginosa This native can thrive in low nutrient areas. Scrambling coral fern Gleichenia microphylla This fern ‘scrambles’ over other plants with thickets growing up to 3 metres high. Common in swampy areas. Mount Compass School Swamp Excursion Guide 9 The Mount Compass School Swamp The Mount Compass School Swamp is a freshwater swamp dominated by dense shrubby vegetation, and forms part of the Fleurieu Peninsula Swamps. The Fleurieu Peninsula Swamps are a unique and endangered ecosystem that provides habitat for many animals and plants. It also plays an important role in improving water quality and flow. The boardwalk The 500 m boardwalk provides safe, easy access to the swamp. The boardwalk meanders through the shrub vegetation, over both wet and dry areas. The boardwalk was upgraded in 2013, thanks to funding from State NRM Program Community Grants, the SA Murray-Darling Basin Natural Resource Management Board and the Australian Government, and coordination by the Goolwa to Wellington Local Action Planning Association. The Mount Compass School Swamp boardwalk Map data is compiled from a variety of sources and hence its accuracy is variable. Compiled: Generated at: Datum: Projection: AW Region - 2007 and Arid Lands - 2007 Imagery (Copyright © JAXA) cannot be used for commercial purposes Copyright © Department of Environment, Water and Natural Resources 2014. All Rights Reserved. All works and information displayed are subject to Copyright. For the reproduction or publication beyond that permitted by the Copyright Act 1968 (Cwlth) written permission must be sought from the Department. Although every effort has been made to ensure the accuracy of the information displayed, the Department, its agents, officers and employees make no representations, either express or implied, that the information displayed is accurate or fit for any purpose and expressly disclaims all liability for loss or damage arising from reliance upon the information displayed. 0 90 4-Feb-2014 www.naturemaps.sa.gov.au Geocentric Datum of Australia, 1994 Lambert Conformal Conic Metres Mount Compass School Swamp Excursion Guide 10 Taking care of our swamps The Fleurieu Peninsula swamps used to cover a larger area and many joined together to form large patches of habitat for plants and animals. Unfortunately the swamps have been reduced to small, disconnected areas or ‘fragments’. Many of the swamps are no longer pristine environments as weeds and pest animals have moved in. This habitat loss is due to overgrazing, draining swamps, clearing vegetation, pollution (such as fertilisers, pesticides and herbicides), weeds and pest animals, and land development. While the Fleurieu Swamps are now protected by state and federal legislation, meaning activities such as draining swamps are prohibited, some of these threats, such as weeds, still harm the swamps. What is being done to protect the swamps? Many groups and land managers are working together to look after the Fleurieu Swamps. Conservation activities include: • Controlling weeds and pest animals such as foxes • Building fences to keep out sheep and cattle • Revegetating with native plants • Making swamps wildlife sanctuaries or protecting them with a Heritage Agreement Mount Compass School Swamp Excursion Guide 11 Activities Photo Points Human Impacts The Mount Compass School Swamp has several photo points set up. Students can contribute to monitoring changes at the swamp by taking photos and sending them to the Goolwa to Wellington Local Action Planning (LAP) Association. Students can also set up their own photo points at school or in a local area (ask for permission first). Students imagine what the local area used to look like, identify what human activities have caused changes, and predict what changes might occur in the future. Frogs Students learn about frogs in the local area and play a game to learn about frog mating calls. Plant ID Students use the Plants of the Fleurieu Peninsula Swamps booklet to identify plants and learn about their features. Bird Watching Students use bird identification charts or books to identify local bird species. Water Monitoring Students carry out scientific tests to test water quality and make predictions about the results. Geocaching A geocache is a hidden container housing a log book, pen or pencil and (if there is room) trinkets for people to exchange. Officially they are registered on the geocaching website (www.geocaching.com). Students learn about geocaching, then find caches e.g. at the Mount Compass School Swamp. Habitat Game Students play a game that shows the concept and impact of habitat fragmentation and reduction. Students discuss the causes of habitat loss and ways to protect and rehabilitate habitats. Magic Spot Students take time out in a natural setting to sit, watch, smell, listen, think and look. They can participate in creative activities if they wish. Mount Compass School Swamp Excursion Guide 12 Setting up photo points The Mount Compass School Swamp has several photo points set up. Students can contribute to monitoring changes at the swamp by taking photos and sending them to the Goolwa to Wellington Local Action Planning (LAP) Association. Students can also set up their own photo points at school or in a local area (ask for permission first). Big idea: Changes to the environment can be monitored by setting up photo points and comparing photos over time. Year levels: 4-10 Learning areas: Science, Geography At the Mount Compass School Swamp Take photos at the photo points found in the swamp. Send your photos to the GWLAP. Compare your photos to previous photos (these will gradually be available from the GWLAP). Questions for years 4-7 Questions for years 8-10 What difference do you see? What difference do you see? What similarities do you see? What similarities do you see? What has caused these changes? What has caused these changes? How do you think the photos will look in 20 years? Why? What impact do you think these changes have on living things? What could be done to ensure the changes are positive? How do you think the photos will look in 20 years? Why? What could be done to ensure the changes are positive? Mount Compass School Swamp Excursion Guide 13 Frogs Students learn about frogs in the local area and play a game to learn about frog mating calls. Big idea: Frogs are an important part of the environment and can indicate if the environment is healthy or not. Year levels: 4-10 Learning areas: Science At the Mount Compass School Swamp or local area Discuss the threats to frogs and identify any you can see in the area: • Vegetation clearance • Pollution • Habitat fragmentation • Pest animals – Gambusia (mosquito fish), cats and dogs, cane toads Play the Frog Mating Game: Each student receives a card with a picture of either a male or female frog and their mating call. If you haven’t already, download the ‘Frog Croakers’ app and listen to the different mating calls. The students with the male frog cards stand together (representing the frogs in a pond, swamp or creek), while the female frogs are scattered in the area around them. The males make their frog calls and the females find a male of their species with the loudest call (deeper, more resonant calls represent stronger males). Any frogs who don’t find a mate are out of the game. Swap cards and repeat several times. Questions for years 4-7 Questions for years 8-10 What are the threats to frogs? What are the threats to frogs? Can you see any of those threats in this area? Can you see any of those threats in this area? What happened during the Frog Mating Game? What happened during the Frog Mating Game? What happened to the frogs who couldn’t find a mate? What happened to the frogs who couldn’t find a mate? What would happen if frogs disappeared from this area? What would happen if frogs disappeared from this area? Frogs are known as ‘bio-indicators’. What does this mean? What other plants and animals might be bio-indicators? Frog Mating Game cards Print copies of the following page to ensure there are enough cards for each student. Cut out cards (each card has image and accompanying text) and distribute to students. Mount Compass School Swamp Excursion Guide 14 MALE FEMALE Southern Bell Frog Southern Bell Frog Call: Long modulated growl followed by a series of short grunts Call: Long modulated growl followed by a series of short grunts MALE FEMALE Banjo Frog Banjo Frog Call: A single musical “bonk” Call: A single musical “bonk” MALE FEMALE Spotted Grass Frog Spotted Grass Frog Call: Rapid “uk-ukukuk” Call: Rapid “uk-ukukuk” MALE FEMALE Common Froglet Common Froglet Call: Like a rattle, 3-5 notes of “uck, uck, uck, uck -----------uck, uck, uck” Call: Like a rattle, 3-5 notes of “uck, uck, uck, uck -----------uck, uck, uck” MALE FEMALE Brown Tree Frog Brown Tree Frog Call: A loud high pitched “weep-eepeep” of 10 to 20 notes Call: A loud high pitched “weep-eepeep” of 10 to 20 notes MALE FEMALE Painted Frog Painted Frog Call: A series of echoes “tok, tok, tok, tok” Call: A series of echoes “tok, tok, tok, tok” MALE FEMALE Bibron’s Toadlet Bibron’s Toadlet Call: A short grating, upwardly inflecting “ark” Call: A short grating, upwardly inflecting “ark” All frog images courtesy of Steve Walker. Mount Compass School Swamp Excursion Guide 15 Plant identification Students use the Plants of the Fleurieu Peninsula Swamps booklet, the Mount Compass Swamp plant identification chart or a plant ID book to identify plants and map where they grow. Big idea: Plants grow in different areas within an ecosystem due to various factors. Year levels: 4-10 Learning areas: Science At the Mount Compass School Swamp or local area Identify common plants using the Mount Compass Swamp plant identification chart or a plant identification book. Using a map of the area, mark where the different plant communities are found and where large individual species are growing. Questions for years 4-7 Questions for years 8-10 What plants live here? What plants live here? Where do the plants in our ID chart/book live? Where do the plants in our ID chart/book live? Why do certain plants live in certain areas? e.g. wet areas, dry areas, hilly areas Why do certain plants live in certain areas? e.g. wet areas, dry areas, hilly areas How have plants adapted to live in this area? Mount Compass School Swamp Excursion Guide 16 Swamp Plant Identification Chart Scientific name: Gleichenia microphylla Common name: Coral fern Forms dense mounds Scientific name: Blechnum minus Common name: Soft water-fern Forms clumps Scientific name: Acacia retinodes Common names: Swamp wattle, silver wattle Tall shrubs or small trees up to 8 m high Scientific name: Phragmites australis Common names: Common reed, bamboo reed These reeds can cover huge areas Scientific name: Leptospermum Common name: Tea-tree Tall shrub, up to 5 m high © M. Fagg, Australian National Bot. Gardens Scientific name: Acacia longifolia Common name: Sydney golden wattle WEED species. Grows very quickly Scientific name: Viminaria juncea Common names: Golden spray, native broom Less than 1 m to 5 m high Scientific name: Gahnia sieberiana Common name: Red-fruit saw-sedge Leaves are sharp and will cut you Mount Compass School Swamp Excursion Guide 17 Mt Compass Swamp Plant Map Map the vegetation of the Mount Compass School Swamp by drawing and shading areas of different vegetation types (e.g. patches of tea-trees). Mark Viminaria and Gahnia plants by writing a ‘V’ for Viminaria and a ‘G’ for Gahnia plants. Map data is compiled from a variety of sources and hence its accuracy is variable. AW Region - 2007 and Arid Lands - 2007 Imagery (Copyright © JAXA) cannot be used for commercial purposes Copyright © Department of Environment, Water and Natural Resources 2014. All Rights Reserved. All works and information displayed are subject to Copyright. For the reproduction or publication beyond Mount Compass School Compiled: Generated at: Swamp Excursion Datum: Projection: 4-Feb-2014 www.naturemaps.sa.gov.au Guide 18 1994 Geocentric Datum of Australia, Lambert Conformal Conic Bird watching Students use bird identification charts or books to identify local bird species. Big idea: Birds have features which help them survive in their environment. Year levels: 4-10 Learning areas: Science At the Mount Compass School Swamp or local area Using a bird identification book or the Fleurieu Swamps Bird ID Chart, explore the area in pairs or small groups to spot birds. Sitting quietly in one spot may be more conducive to spotting shy birds. Students record the birds they find. Ask students to look at the features of the birds they found and think about where they saw the birds. Answer the questions below and discuss how structure is related to function e.g. shape of beak indicates what food the bird would eat. Questions for years 4-7 Questions for years 8-10 What birds did you see? What birds did you see? Where did you see the birds? e.g. in a tree, a shrub, in grass, on water, flying Where did you see the birds? e.g. in a tree, a shrub, in grass, on water, flying Look at the features of the bird (it’s beak, feet, wings, feathers, etc). Based on these things: Look at the features of the bird (it’s beak, feet, wings, feathers, etc). Based on these things: • Where do you think this bird lives? • What do you think it eats? • How does it avoid predators? Why are birds important? • Where do you think this bird lives? • What do you think it eats? What eats it? • How does it avoid predators? Why are birds important? What would happen if you removed the flowers from this area? Or the tall trees? Mount Compass School Swamp Excursion Guide 19 Water monitoring Students carry out scientific tests to test water quality and make predictions about the results. Big idea: By testing and observing water samples, we can learn about water quality and make predictions about the results. Year levels: 4-10 Learning areas: Science, Geography, Maths At the Mount Compass School Swamp or local area Students make predictions about the water quality at a local waterbody. • Will the data be in the good, average or bad range? • Why do you think this? What things might affect the water quality? Following the instructions in the Waterwatch Resource Pack on the Natural Resources SAMDB website, collect water sample and test water quality factors: salinity, turbidity, pH, nitrates and phosphates. Each student/pair/group collects data. Collate data. Reflect on results and draw conclusions. Note: to collect, identify and record macroinvertebrates see the ‘Critters Galore’ resource available from the Natural Resources SAMDB website. Questions for years 4-7 Questions for years 8-10 • Are the results in the good, average or bad range? • Are the results in the good, average or bad range? • Why do you think we got these results? What things can affect water quality? • Why do you think we got these results? What things can affect water quality? • What impacts does water quality have on other things like plants, animals and people? • What impacts does water quality have on other things like plants, animals and people? • What can we do to improve water quality? • What can we do to improve water quality? Mount Compass School Swamp Excursion Guide 20 Human impacts Students imagine what the local area used to look like, identify what human activities have caused changes, and predict what changes might occur in the future. Big idea: Human activities affect the natural environment in both positive and negative ways. Year levels: 4-10 Learning areas: Science, Geography, History At the Mount Compass School Swamp or local area Ask students to imagine what they think this area looked like 200 years ago and 50 years ago: Close your eyes. Notice the sounds around you. Listen for the sounds of animals and of plants moving in the breeze. What can you feel on your skin? Is there a cool breeze, warm sun, leaves tickling your legs? What can you smell? Is it a pleasant smell? Now imagine that as we stand here, we are suddenly transported back in time. It is now 50 years ago. What do you see? What do you hear, and feel, and smell? Is it the same or different to the year 2014? Think about what is different and what might have caused these changes. We are travelling back in time again, this time to 200 years ago. What do you notice now? What do you see, hear, feel and smell? How different is it to 2014? How different is it to 50 years ago? Now open your eyes, and record your thoughts. Students record their ideas by writing or drawing. Discuss students’ ideas and ask them to identify the difference between now, 50 years ago and 200 years ago. Students explore the area and record the human activities and their impacts that they can see. Discuss their findings. Ask students to predict what the area might look like in 50 years time. Discuss their predictions and why they think them. Mount Compass School Swamp Excursion Guide 21 Questions for years 4-7 Questions for years 8-10 • What do you think this area looked like 200 years ago? What about 50 years ago? • What do you think this area looked like 200 years ago? What about 50 years ago? • What do you think caused the changes between 200 and 50 years ago? • What do you think caused the changes between 200 and 50 years ago? • What human activities can you identify that might be affecting this area now? • What human activities can you identify that might be affecting this area now? • What impacts are they having on the living and non-living things here? • What impacts are they having on the living and non-living things here? • Are these good or bad impacts? • Are these good or bad impacts? Consider social and economic impacts, not just environmental impacts. • What do you think this area will look like in 50 years? • Why do you think it will look like this? What human activities will continue, stop, change or start that might affect this area? • What can you do that might affect this area? • What do you think this area will look like in 50 years? • Why do you think it will look like this? What human activities will continue, stop, change or start that might affect this area? • What can you do that might affect this area? • What activities are humans currently doing to improve this area? • What happens when necessary human activities such as farming conflict with the needs of the environment? Should the environment or humans be given priority? Mount Compass School Swamp Excursion Guide 22 Geocaching A geocache is a hidden container housing a log book, pen or pencil and (if there is room) trinkets for people to exchange. Officially they are registered on the geocaching website (www.geocaching.com). Students learn about geocaching, then find caches e.g. at the Mount Compass School Swamp. Big idea: Geocaching (placing and finding hidden containers) connects us to our local area. Year levels: 4-10 Learning areas: Information Technology, Geography, Maths, Health and Physical Education (draft) At the Mount Compass School Swamp or local area with geocaches nearby Using the Geocaching app or a GPS, find caches in the area. Bring trinkets to swap - consider making trinkets beforehand (don’t include anything that can identify individuals). Questions for years 4-7 Questions for years 8-10 What did you notice while you were looking for the geocaches? What did you notice while you were looking for the geocaches? Can geocaching help the environment? Can it hurt it? What are the benefits of geocaching? Social, physical, mental, etc. How can we make sure we don’t harm the environment when we’re geocaching? What are the environmental impacts of geocaching - good and bad? What do you know about this area? What makes it important? How can we prevent or rectify the negative impacts? At each geocache location, what makes this a good spot to hide a geocache? What do you know about this area? What makes it important? At each geocache location, what makes this a good spot to hide a geocache? How has geocaching affected the way people connect with places? Mount Compass School Swamp Excursion Guide 23 Habitat game Students play a game that shows the concept and impact of habitat fragmentation and reduction. Students discuss the causes of habitat loss and ways to protect and rehabilitate habitats. Big idea: The fragmentation and reduction in size of habitats has negative impacts on native animals. Year levels: 4-10 Learning areas: Science, Geography At the Mount Compass School Swamp or local area Lay out several large sheets, towels, drop cloths or use ropes or string to mark patches that represent habitats. To begin with, large areas should be shown, with corridors between sections. Tell students that they are native animals (students can pick animals or you can assign animals native to the area). Ask if students know what we call places where animals and plants live (‘habitat’). Explain that the areas marked on the ground represent their animals’ habitat. Each student selects a patch as their home. Each ‘patch’ can only hold five students. On your instruction, students move from patches of habitat, pretending to look for food, shelter, mates, water, etc. They can use the corridors or open space to move around. They cannot spend more than 5 seconds in one patch. When you yell ‘Habitat!’ all students must stand within their patch of habitat. Any students left outside the habitat after three seconds are out of the game (they have perished because they couldn’t find a safe place to live). This represents the local area about 300 years ago - there were plenty of resources and places to live. Fold over the sheets or move the ropes to reduce the size of habitat available. Remove a corridor. Explain that this represents settlers moving to the area and cutting down trees. Play the game again. Discuss the changes (e.g. more students can’t find habitat in time). Reduce the size of the habitats again (some habitats will no longer be connected to others - this represents ‘habitat fragmentation’). More land is cleared to build towns, roads, farms, etc, swamps are drained and filled. Feral animals are introduced. Pick two students to be a fox and a cat (you can use sashes to identify them). Play the game again, but this time, any students outside the patches of habitat or corridors can be caught by the fox and cat as they move around. Students caught are out of the game. Ask what the students noticed this time. Discuss the role of corridors that join the patches together. Reduce the size of habitats again (patches should be very small now, with few or no corridors joining the patches). This represents the landscape today - only small patches of native habitat remain. Play the game again. What happened? Discuss the questions below. Mount Compass School Swamp Excursion Guide 24 Questions for years 4-7 Questions for years 8-10 Why can you only have a certain number of animals in each patch? Why can you only have a certain number of animals in each patch? Why did the habitat disappear or get smaller? Why did the habitat disappear or get smaller? What happened to the animals caught outside the habitat? What happened to the animals caught outside the habitat? Why do animals need big patches of habitat? Why do animals need big patches of habitat? How do corridors between the patches of habitat How do corridors between the patches of habitat help animals? help animals? What are people doing to increase the size of habitats now? What are people doing to increase the size of habitats now? What can you do personally to help look after habitats? What can you do personally to help look after habitats? Is it better to have a few large patches of habitat or lots of small patches? Why? Why is conserving habitat important to humans? Mount Compass School Swamp Excursion Guide 25 Magic Spot Students take time out in a natural setting to sit, watch, smell, listen, think and look. They can participate in creative activities if they wish. Big idea: Being still and quiet in nature allows us to reflect, recharge and connect with nature. Year levels: 4-10 Learning areas: Health and PE, The Arts, English At the Mount Compass School Swamp or local area Ask students to find their own special spot in a natural area where they are comfortable and not distracted by others. Students sit, stand or lay in their ‘magic spot’ for a period of time. They may write or draw as a way to capture their thoughts. They may look at, smell, and touch their surroundings, but must remain quiet. At the end, students regroup and reflect on their experiences. Questions for years 4-7 Questions for years 8-10 How did you feel in your magic spot? How did you feel in your magic spot? How do you feel now? How do you feel now? What did you see, hear, smell, touch? What did you see, hear, smell, touch? What did you think about in your magic spot? What did you think about in your magic spot? Did you write or draw something? Share your work if you would like. Did you write or draw something? Share your work if you would like. Would you have a similar experience in a built environment? Mount Compass School Swamp Excursion Guide 26 Connecting with nature Any of these activities can be undertaken in a school yard and or any outdoor area as nature is all around. Connecting with nature is developing the senses to appreciate your surroundings. Repeating activities in a number of locations across time enhances the learning and makes the link that everything is connected. Big idea: Connecting with nature encourages appreciation of local areas and a desire to look after these places. Year levels: 4-10 Learning areas: Health and PE, The Arts, English, Geography Nature’s Carpet Sit or lay on any area that acts as nature’s carpet (lawn, leaf litter under trees, moss area, etc). Explore the area by touch, sight, smell, sound. Use a magnifying glass if available. Discuss the texture, sounds, living things, diversity and the complexity of the carpet. Why is the carpet important? How does the carpet change over time? Nature’s Window Either have some cardboard picture frames prepared or have students use their two hands to make a frame. Each student or pair places the frame on the ground or holds it up at eye level. Explore what is in the ‘picture’. Students show other students their picture and talk or write about what they see. Nature’s Cinema Find a place where students can sit down so they don’t touch or talk to each other. Being quiet, watch the ‘cinema’. The movement of wind blowing across grass, birds in flight, etc make the cinema. If there is no wind movement it becomes a static picture and the activity can be repeated at other locations. You are encouraging observation. Nature’s Symphony Away from each other and being quiet, students hear the music in nature: wind in trees, faint breeze, bird song, human activity, etc. Even silence is part of the music. Alternatively find some smooth-barked trees and have students put their ear to the trunk and hit the trunk in different places and hear the music. Mount Compass School Swamp Excursion Guide 27 Nature’s Words Students find a space away from each other and be quiet. Ask students to look around and use words and phrases to describe what they see, hear, feel, how they are inspired, etc by their surroundings. You might have each person come up with three words or phrases and after collecting them turn them into a group poem or piece of prose. Nature’s Patterns Ask students to think of shapes and repeated patterns. Define the search area and provide some recording material (paper, pencils, camera, etc) and have students search for different shapes and patterns: squares, triangles, cylinders, parallel lines, etc. Patterns might be found in pine cones, tree trunks, leaves, whorls, flowers, etc. Nature’s Rainbow Have a series of paint chips (available at hardware stores) and give students several different colours. Have them find objects in nature that are the same colour. Arrange the paint chips and the matching objects in rainbow order and take a photo. Sensory Walk Lay a rope on a course that goes over, under, around natural objects (trees, shrubs, large rocks). Blindfold students who must complete the course by holding onto the rope and slowly moving along it using other senses. If clothing is not an issue it may go through muddy, wet areas but prior thought needs to be given to the potential route. How did you feel? What objects do you think you went over, under, around? What other things did you feel, smell, hear? Mini Trail Using large colourful pins mark out a mini trail on an interesting tree (3-4 points only, 5-10 cm apart) and have students explore the trail. Students should look very closely at the surface and feel the trail with their hands. Use magnifying glasses if available. Alternatively in a small area place 3-4 numbered stakes at points of interest and do the same thing. Wow! Make a big deal of a cloud pattern, sunrise, sunset, bird sound, etc. Ask “Did you hear/see that?”, “Wow, how great is that?”. Students take turns pointing out other things that make them go ‘Wow!’ Mount Compass School Swamp Excursion Guide 28