Program overview
Join us for an interactive investigation into pond ecosystems. Students will explore how the needs of living organisms in ponds are supported by Earth’s systems—the biosphere, atmosphere, lithosphere, and hydrosphere. They will examine the components of these systems and learn how changes in one part can impact the entire ecosystem.
Outcomes
- Uses information to investigate the solar system and the effects of energy on living, physical and geological systems ST2-SCI-01
- Poses questions to create fair tests that investigate the effects of energy on living things and physical systems ST2-PQU-01
- Uses and interprets data to describe patterns and relationships ST2-DAT-01
Content
- Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere
- Observe and describe living and non-living things in a habitat
- Describe how Aboriginal and/or Torres Strait Islander Peoples’ practices support habitats to survive
- Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary
- Describe ways in which plants and animals depend on each other for survival
| 1 |
Dip netting Students will learn about how the needs of living things in our ponds are provided for by the hydrosphere and lithosphere. They will catch and observe water bugs in their habitat. |
| 2 |
Observe and describe living things Students will utilise our Earthlab with microscopes and magnifiers to observe, record and describe living and non-living things in our pond environment. |
| 3 |
Predator prey game Students will play our predator prey game to understand the transferral of energy through food chains and the ways in which plants and animals depend on each other for survival. |
| 4 |
Tiddalik sand art story Students will learn the story of ‘Tiddalik the frog’ and create a sand art story that they will take back to school. |
| 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 |
|
| 9:45 |
Welcome to Brewongle Safety briefing |
| 10:00 |
Dip netting (Ponds) |
| 10:50 | RECESS |
| 11:15 |
Observe and describe living things (Earthlab & Grass) |
| 12:05 |
Predator Prey game (Lookout) |
| 12:55 | Tiddalik sand art story |
| 1:35 | Reflection of activities / Wrap up / Toilets |
| 2:00 | Farewell |
| Location | Brewongle Environmental Education Centre, Sackville North |
| 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 9:45 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