Physical and living systems depend on energy - Pond predators

Syllabus 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

Syllabus outcomes

• ST2-SCI-01 - uses information to investigate the solar system and the effects of energy on living, physical and geological systems
• ST2-PQU-01 - poses questions to create fair tests that investigate the effects of energy on living things and physical systems
• ST2-DAT-01 - uses and interprets data to describe patterns and relationships

Activity 1 - Dipnetting

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. 

Activity 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. 

Activity 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.

Activity 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. 

There are no pre-excursion activities for this program.

There is no worksheet required for this program.