Physical and Living Systems Depend on Energy | Kamay Botany Bay EEC
Stage 2 - Science and Technology
Location
Kamay Botany Bay EEC - Kamay Botany Bay National Park, Kurnell
Unit description
This hands-on fieldwork excursion immerses students in the coastal bushland and shoreline environments of Kamay Botany Bay National Park. Through scientific investigations and fieldwork observations, students explore how living and non-living things interact within ecosystems and how plants and animals depend on water, soil, air and sunlight for survival. Students investigate the relationship between habitats, ecosystems and environments while observing evidence of food chains, energy transfer and environmental interdependence within bushland and shoreline habitats.
Students also explore Dharawal perspectives of caring for Country through investigations of bush tucker, medicine plants and sustainable environmental practices.
schools with 4 groups
Through classification activities, habitat investigations and movement challenges, students identify vertebrates and invertebrates and examine how body structures support movement and survival in different environments. Students develop scientific inquiry skills by observing, recording, comparing and communicating evidence collected throughout the excursion.
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ST2-SCI-01 – uses information to investigate the solar system and the effects of energy on living, physical and geological systems
Please note - we will use information to investigate the effects of energy on living, physical and geological systems only
Living things depend on energy and materials to survive
- Identify the systems of Earth that make up environments: air-atmosphere, land-lithosphere, water- hydrosphere, living things-biosphere
- Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere
- Describe the relationship between habitat, ecosystem and environment
Body systems work together to enable movement (schools with 4 groups)
- Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine
| 10:00 - 10:30 | Introduction, fruit break and toilets |
| 10:30 – 11:30 | Bushland ecosystem investigation |
| 11:30 – 12:30 | Dharawal Knowledge and Sustainable Care for Country |
| 12:30 – 1:00 | Lunch |
| 1:00 – 2:00 | Shoreline Ecosystem Investigation |
| 2:00 | Toilet break, reflection, wrap up, roll call and departure |
* There may be variations to timetable based on specific location, group size and weather
Students will:
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Investigate the bushland ecosystem by identifying living and non-living things and exploring how soil, water, sunlight and shelter support survival within habitats.
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Explore Dharawal knowledge and sustainable care for Country through investigations of bush tucker, medicine plants and traditional environmental practices.
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Compare shoreline and bushland ecosystems by observing habitats, food chains and the relationships between plants, animals and environmental conditions.
School with 4 groups
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Classify animals as vertebrates or invertebrates and investigate how body structures and movement support survival in different environments at Kamay Botany Bay National Park.