Program overview
Nurragingy Reserve is a place rich in history and significance. Can plants survive without animals? How healthy is the environment at Nurragingy Reserve?
This scientific investigation invites students to identify plant and animal species and understand their life cycles within the reserve. It emphasises the vital interconnections between plants, animals, and their environment, fostering a deeper appreciation for local ecosystems.
Science inquiry questions
- How can we group living things?
- What are the similarities and differences between the life cycles of living things?
- How are environments and living thing independent?
Outcomes
- Questions, plans and conducts scientific investigations, collects and summarises data and communicates using scientific representations ST2-WS-S
- Compares features and characteristics of living and non-living things ST2-4LW-S
Content
- Identifying, grouping and comparing living things
- Interdependence
- Healthy environments
Cross Curriculum Priorities
- Sustainability
| 1 |
Identifying plants Students use a dichotomous key to identify the main plant species in the area. This diversity (range in species) and abundance (number) analysis will be used to make assumptions about the health of the ecosystem. |
| 2 |
Bugs underground A diversity and abundance survey of animals that are very low on the food chain, students will gain an understanding of life cycles and the interdependence of living and non-living things. |
| 3 |
Pollinators and dispersers Students investigate the role insects and other animals play in the life cycle of plants. They use extendable poles to view inside nest boxes and take a guided walk to search for other pollenating or seed dispersing animals. |
| 4 |
Water What is “healthy” water? Students conduct tests on the ponds to analyse the water quality. Blacktown Showground is a public space. Do people influence the potential for Green and Golden Bell Frogs to inhabit the area? |
| Activity social story coming soon! | |
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Sample of a 1 group program For multiple groups/classes, the same activities are run on an alternating schedule |
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| 9:30 |
Welcome to Nurragingy Safety briefing |
| 9:50 | Bugs underground |
| 10:40 | RECESS |
| 11:00 | Identifying plants |
| 11:45 | Water quality |
| 12:30 | Pollinators & dispersers |
| 1:20 |
LUNCH Reflection of activities / Wrap up |
| 2:00 | School departs |
| Location | Nurragingy Reserve, Doonside NSW |
| Transport |
Buses are booked by the visiting school. A map to the bus parking will be sent with the schools confirmation email. Please ensure you print the map and give to the bus driver the morning of the excursion. |
| Program costs | Program costs |
| Student numbers |
Maximum student numbers are 30 students per class - up to 6 classes per day No minimum student numbers (instead possible minimum costs) |
| Supporting teachers and staff | Minimum requirement is one teacher per attending class |
| Program start and finish times |
Brewongle arrival time is 9:30 am - departure time is 2 pm * discuss prior to your visit if you require alternate times |
| Medical and welfare notifications |
Using the Brewongle medical and welfare form (sent with the confirmation email), inform Brewongle staff of any medical conditions or special requirements prior to the visit This program can be adapted for teachers and students with specific mobility requirements |
| Adverse weather |
Visit our visitor information page to view our weather trigger points for program changes On days where the weather is unsuitable, a Brewongle staff member will contact the organising teacher to discuss alternative arrangements |
| Booking and cancellation policy requirements |
Brewongle booking and cancellation policy Student attendance numbers confirmed 7 days prior to visit Cancellation fees may apply |
| Inclusive learning support | Visit our inclusive education website for further excursion support materials |
Booking enquiries
Get in touch to ask a question, plan a visit or find out more about what we offer