Hello everyone and happy term 1 for all the teachers out there knuckling down with new classes, syllabuses and paperwork! I have 2 things that may help you in 2016….
We are proud to announce the publication of our very first free iBook educational resource! Thanks to Blacktown City Council and many teachers who helped in the design of this book it is now available for download on the iBookstore.
“What happens to the rain” is a student enquiry based multi-touch book that looks at urban water management and healthy waterways. It is highly interactive with quizzes, videos, games, pop ups and embedded apps to keep students enagaged.
Designed for Stage 3 (but useful for stage 2 and 4 also!) it comes with a 10 week unit of work for the NSW Science and Technology syllabus. The unit encompasses the skill of “working technologically”. The iBook will work on an iPad, iPhone or Mac computer.
Or find this link and all the resources on our website.
Secondly – for high schools!
Registrations are still open for the 2016 GoMAD challenge -an environmental leadership challenge for your students.This is a collaboration between Taronga Zoo, DoE, OEH and many Enviro Ed Centres to help your students Make A Difference!
Year 11 Senior Science, Earth and Environmental Science and Geography teacher professional learning. Registered BOSTES course.
“Checking the Pulse of the Hawkesbury River”
27th November 2015 @ Brewongle EEC.
Study Topics: Water for Living / Local Environment/Biophysical Interactions
Spend a day working with academics and technical staff from Western Sydney University and Brewongle on the Hawkesbury River. This excursion will focus on River Ecology and Management and provide you with enhanced expertise to teach the relevant syllabus areas of your subject.
We rely on water for all aspects of our lives. Often with hardly a thought we wash, drink, flush, swim, excrete and waste water. Do you know where your water comes from? How it got to the tap you just turned on? Where it goes after that loo flush, hot shower or car wash on the driveway? How does our water use influence the state of our rivers?
Students who visit us to study river ecology discover answers to these questions and many more as they “Check the Pulse of the Hawkesbury River”.
Yr 11 Science students from various schools have been donning their ecological stethoscopes here at Brewongle EEC for the last 6 years to test the health of the Hawkesbury River at Sackville. Thanks to the University of Western Sydney (UWS) Hawkesbury Campus, students have access to sophisticated river monitoring equipment and expertise.
This program is offered on six days throughout the year – it books up fast so please call us if you would like to involve your students. You can find more information on the program here.
It is a sensational classroom to have on a sunny day as students zoom down the Kent Reach in powerboats provided by the University to analyse some physical, chemical and biological aspects of river health.
Students who participate in this program undertake a series of assessments throughout the day to provide a river health report by the end of proceedings. We hope the real learning is to value and love our waterways. Having a first hand understanding of river health can only help these young people grow up to make good decisions for our natural resources and informed choices about how to manage water.
Tests undertaken on the day include measurements of width, depth, temperature, acidity, salinity, oxygen levels and turbidity. These physical and chemical parameters provide a snapshot of river health and students discover how to interpret this data and provide a diagnoses of any river problems they find.
Most of the treated sewage effluent from Western Sydney ends up in the river, sometimes accounting for about 60% of the flow. Students examine the effects of this effluent by sampling algae. Changes in algal numbers and diversity are an excellent biological indicator of river health and can show marked changes in the high nutrient environments that sewage effluent can create. Thanks to Galston High School for being our photograph subjects!
A multiprobe used to test various parametersMeasuring river width with a range finder.
A fashion highlight of the day includes the donning of waders to experience the joys of collecting algae as well as completing a comprehensive erosion assessment on a section of riverbank.
Upon returning to the lab, students magnify their algal samples and identify species to obtain a biodiversity assessment. Students then evaluate and synthesis their data to provide recommendations on how we can remediate and improve our waterways.
This valuable program would not be possible without the ongoing support of UWS and the UWS Office of Sustainability and we thank them for their ongoing commitment to school education and enrichment programs.
Feedback from Brett Clements – Cherrybrook Technology High School
Saw your post today about this excursion. This is one of my fav excursions for Yr 11.
We are big on project based and authentic learning here at Brewongle EEC. A new film called “Revolution” that is available to watch online may help spark student driven environmental projects in your school.
“Revolution is an exhilarating and hard-hitting full length feature film from award-winning Sharkwater filmmaker Rob Stewart. Not only does it shed light on crucial environmental topics and how we can save the planet, but he shows how past world events have taught us what we need to do to save the future”
“Revolution is not just about the environment—it’s a film about hope and inspiration. It’s a call-to-action with an uplifting message that tells us it’s possible to alleviate the damage already done. It’s time for a Revolution!” – Movie promotion material.
I have never been asked to review a film before and I was a little chuffed when an email from the filmmakers popped into my inbox asking for my appraisal. Just let it be known that I am no film critic, just a humble green blogger! Watch Revolution and see what you think. Oh and just so you know – I watched it twice it was so good. You can view it here (you will need to rent or buy):
The best (and worst part) of this film is that it is all true. It will arm you and your students with knowledge of many of our global problems and especially how our oceans are changing due to climate change. You will travel from the Galapagos Islands to New Guinea, Madagascar, Canada’s Tar Sands to the White House. I was particularly inspired to learn about the skills of a little known cephalopod called the Flamboyant Cuttlefish (it has 8 arms, a beak, serrated tongue, tentacles and is smarter than a cat. Oh and it can also change it’s colour in an instant and is impervious to ocean acidification).
I would challenge you all to watch this movie with your students, friends and family. Brilliant cinematography and incredible ocean scenes are woven through the personal and global story by the director Rob Stewart.
Revolution is an adventure story that pretty much covers the huge mess we are making of the planet. It is in no way a doom and gloom movie though and the film left me uplifted and filled with promise for a better future. The power of the young people in the film is hard hitting and the interview with a young man called Felix Finkbeiner (yes that is his name!) is not to be missed. Here is the full interview with Felix.
This film will move your students, encourage discussion and I hope it will drive them to take action. There is a whole stack of education resources to go with the film and you can follow the links below to find them and others on the Revolution website.
Science and Technology are inherently linked. In the case of citizen science, technology has quite literally opened up a world of information. In particular, technology has bridged the divide between little Jimmy Smith in Year 5 and Professor Ignatius D. Pardalote, a global expert conducting research on the intricate feeding patterns of the Powerful Owl (Ninox strenua) in Dry Schlerophyll Woodland Communities in Eastern Australia. This link is beneficial for both parties:
Professor Pardalote can now ask Jimmy about the intricate feeding patterns of Ninox strenua in his backyard or schoolground; and
Jimmy Smith now has a very important job of recording and analysing data which will help save the Powerful Owl from extinction.
In short, citizen science engages members of the public to take part in scientific research studies by assisting to collect data about wildlife or natural areas. Robert Simpson states that citizen science can be best understood from understanding where it fits and what kinds of activities in entails:
“We are at the beginning of a citizen science renaissance online. After hundreds of years, beyond the purview of bug-collectors and bird-watchers (all very important work, I hasten to add), we are finally able to tap into the cognitive surplus – the population’s free time – and attempt truly distributed research.”
For us teachers though, it’s not about tapping into our free time – WE HAVE NONE! – It’s about taking our students outside and watching their eyes widen through binoculars as they lie on their backs and observe, or watching them channel David Attenborough as they quietly attempt to identify a bird species before it flies off. But in doing so, each and every one of them is engaged in a real-life scientific enquiry. You’re facilitating your students’ participation in a specific research project to enhance the range and depth of data available to researchers. Citizen science projects such as Birds in Backyards and School of Ants meet numerous outcomes from the new Science K-10 Syllabus, including Working Scientifically, Working Technologically, and the Natural Environment (Living World). In addition, collation and analysis of the data meets Mathematics K-10 Outcomes such as Statistics and Probability (Data) and Measurement and Geometry (Location).
School of Ants Surveys can be easily conducted in schoolgrounds.
Almost the best part of all for citizen science in schools is that all the hard work’s done! The aim of citizen science is to make data collection completely user-friendly. Those clever Professors have provided you with everything you and your students need to take part in the research. Some of them even create lesson plans and supplementary activities for your students!
For us EEC teachers, the best part of all is seeing students become aware of the world they live in and seeing them apply that awareness to action. Not only does citizen science add to learning outcomes for students and research outcomes for scientists, it starts little Jimmy Smith and his classmates on a journey of discovery to make a difference to the environment around them. They’ve found out the “What?”, now let them ask “Why?”… Why are there far less small birds than big birds in our schoolground? Is this a good thing? Why are there lots of one species but not many other species? And most importantly, how will we make our schoolground a better habitat for native birds and other animals?
So you take a feathery local species, like a Tawny Frogmouth, you mix in a crime scene, some suspects, plenty of hands on investigating and SHAZAM, you have yourselves an outdoor, eco-mystery challenge that never fails to grip primary age students.
Our Eco Mystery day – ‘The Tawny Tragedy‘ is one of our most engaging programs. Students eyes widen when they arrive at Brewongle to discover a crime scene complete with police tape and the chalk outline of the victim.
After reading the police report and discovering the food, water and shelter needs of the Tawny Frogmouth, the investigations begin.
Our ponds will be scoured for water bugs and tadpoles – are there are any water quality issues that may have killed Tawny? The forest and house areas are tested for health and possible food contaminents.
Weeds, feral animal prints and a habitat assessment will round out the day of mystery solving. Students are left to ruminate on their evidence and decide on a cause of death. A forensic police report arrives hot off the fax. Recommendations are sought by Brewongle staff to prevent this occurring in the future.
Could you replicate something like this in your school if you can’t visit us or your nearest Environmental Education Centre? This program is a fantastic example of engaging students in the outdoors. Students are required to use higher order thinking, problem solving and creativity skills. Literacy and numeracy are embedded and students emerge with knowledge and understanding of how an ecosystem works. Of course it also has all the syllabus links needed to fit in to the Australian Curriculum. Thanks to Barnier Public School for solving the crime!
The term ‘food forest’ conjures up images of an abundant edible landscape similar to the chocolate landscape of Willy Wonka in the movie “Charlie and the Chocolate Factory”. I think it is a wonderful term that should inspire us to create ecosystems of food in our schoolyards, backyards and community places. It has ended up in my vocab via a local Permaculture Design Course I am undertaking.
Permaculture is an Australian born philosophy of living. In my head it has meant organic gardening with plenty of hippy stuff thrown in. In reality permaculture is based in ecology, traditional knowledge and is dedicated to working with natural elements rather than against them.
It is truly all about sustainable living – and I think many of the teachings could easily be implemented in our school and backyard gardens.
When designing or creating our indoor and outdoor living spaces, Permaculture encourages close observations of natural influences like sun, wind, water, wildlife, soil and vegetation. Permaculture strives for a self contained, high yield system of growing food.
To create a food forest, we need to harness the power of ecosystem interactions that occur in nature. In most of our food gardens – plants are taken out of their ecosystem role and planted in a very different habitat. What if we could harness the power of plant and animal specialisation to help in our food growing? Large scale monocultures and commercial production are the opposite of this way of growing.
Image from “Earth Users Guide to Permaculture” Rosemary Morrow.
Think of the different layers of vegetation that occur in a forest. We have ground covers, shrubs, small to large trees, climbers, fungi and the list goes on. The idea of a food forest is to replicate this with food producing plants. The Australian bush is a food forest for the knowledgeable and certainly provided abundant food for Aboriginal Australia for thousands of years.
The benefits for your soil, your belly and the creatures in your garden are tremendous. Consider stacking plants into vegetation layers, planting to protect from sun and wind, creating a microclimate in your garden and promoting biodiversity.
Slope, water retention, windbreaks, aspect, soils, mulches, plant selection, pest management, nutrient creation and retention and pruning need to be on your list of considerations.
Rosemary Morrow has written an excellent book on Permaculture design – “An Earth Users Guide to Permaculture” and can be purchased online at most book stores.
Get in touch with your local permaculture community:
I do not normally drive into the city, as my commute usually involves some quiet country roads and a ferry crossing. However – I had to battle traffic on the M4 for two days. Madness! 90% of cars had one driver. It was gridlock. Why not catch the train, carpool or even better ride a bike! It struck me as ironic that I was driving to a sustainability event through a completely unsustainable and crazy transport system.
Picture thousands of enthusiastic, interested and keen to be green students, teachers and providers mingling under the sun at Sydney Olympic Park, Homebush. This is the annual Youth Eco Summit, a showcase of curriculum based sustainability ideas, activities and sharing over 2 days.
The NSW Environmental Education Centres and many other providers were out in force to inspire students and teachers to act and teach in a way that will enable a sustainable use of our planet and it’s precious resources. If you needed ideas to implement the cross curriculum focus of sustainability in your teachings then this was the place to be! From composting, wormfarming, sustainable houses, energy use, solar power, growing food, native animals, transport, agriculture, international links, video conferences – it was a smorgasbord of ideas.
Brewongle ran workshops on healthy soils. We loved seeing students getting their hands dirty and eating our produce. They discovered first hand what makes a great soil for growing. The answer? PLENTY OF COMPOST! A rich soil full of organic matter will contain the micro critters, fungi, nutrients, water holding capacity and chemistry that enable plant growth.
Students could then pop next door to build a worm farm with Longneck Lagoon EEC and talk to Eric Brocken from the Hawkesbury Earthcare Centre at UWS Richmond campus and learn how to make wicked compost. Thanks to the Earthcare Centre for providing free seeds for schools to take and plant in their own vege patches.
Brewongle staff have been busy preparing a range of new incursions, excursions, camps and teacher professional learning – check out the links below to book for this term or next year.
Incursions:
Stage 2 & 3 Creative Arts and Science. Two programs involving art, technology and the environment. We come to your school, provide all the equipment, expertise and activities. Linked to the new syllabuses for the Australian Curriculum.
Excursions to Brewongle EEC:
Stage 4 & 5 Science. Two innovative programs that will engage your students in authentic citizen science and real life ecology programs. All designed around the new syllabus for the Australian Curriculum.
Climatewatch Citizen Science is a first hand investigation into how local plant and animal species are responding to climate change. Use technology and contribute data to a national citizen science project!
Adventure Conservation Day Program or 3 day Camp is a partnership with NSW National Parks & Wildlife, Landcare and local bush regeneration contractors. Students will kayak the Hawkesbury River and discover first hand how to manage our waterways.
Venue – University of Western Sydney Discovery Centre, Richmond Campus.
‘Place, People, Pedagogy’: A Story for all Learners aims to build teacher cultural competencies to incorporate the new learning cross- curriculum priority Aboriginal and Torres Strait Islander histories and cultures into teaching and learning.
From the latest Birds in Backyards newsletter – time to get bird watching!:
Aussie Backyard Bird Count
Join Birds in Backyards and BirdLife Australia to celebrate National Bird Week 2014 by taking part in the biggest citizen science project to hit Aussie shores. The Aussie Backyard Bird Count is almost upon us! From October 20 to 26, go out into any patch you count as your ‘backyard’ and tell us what birds you see in a 20 min period.
The app is now available for download on iphones and android devices. Just search for ‘Aussie Bird Count’. The app also includes the BIBY Bird Finder to assist you with any mystery birds. Enter a couple of characteristics of the bird you saw to bring up a list of potential sightings (we have 400 of the more than 800 Australian birds in the Finder). Also remember when searching for a bird by name to be broad (e.g. Yellow) to bring up all birds with that in their name and note that different birds can go by a few different names – e.g.:
Magpie-larks are also known as Pee-Wees and Mudlarks
Crow can refer to anyone of 6 or so Australian crows and ravens –so check which one is found in your area.
You can also enter data on the website: http://www.aussiebirdcount.org.au – and there you will also find a calendar so you can search for Bird Week events in your area to go along to as well as, a range of tips from us here at BIBY on creating a bird-friendly garden.
So get out there and get involved. Help us reach our target of 100000 birds seen over the week (and go into the draw to win some great prizes). I know we can do it!
Brewongle Environmental Education Centre 