Ideas for a foundation science course
Curriculum focus and learning context
Focus statement
Humans make an impact on our environment – for good or bad.
Learning context
One possible learning context is a project on the school environment – for example, the restoration of a degraded stream flowing through the school (or a piece of waste land, or a disused school garden area, etc).
Students identify that a row of aging pine trees is encroaching on the stream. The trees, surrounding weeds and other plant rubbish need to be removed. Mulch is required for new plants.
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Achievement objectives
- LW Ecology:
- Investigate the impact of … human actions on a New Zealand ecosystem.
- PEB Interacting systems:
- Develop an understanding of … carbon cycling around Earth.
- LW Life processes:
- Relate key structural features and functions to the life processes of … micro-organisms and investigate environmental factors that affect these processes.
- NoS Investigating in science:
- Develop and carry out more complex investigations, including using models.
- Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables.
- NoS Understanding about science:
- Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument.
- NoS Participating and contributing:
- Develop an understanding of socio-scientific issues by gathering relevant scientific information in order to … take action where appropriate.
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Possible learning activities
Students could:
- collect baseline data on populations of pest and native species using tracking tunnels
- conduct five-minute bird counts
- sample the water to determine its turbidity, pH, flow rate etc., at various times (after rain, during drought)
- identify areas that are worth conserving, such as wāhi tapu (sacred places)
- draw a map of the area to scale, from a bird’s eye view
- investigate upstream and downstream features (using Google Earth as a tool) to identify likely sources of human impact
- compare the animal and plant life (invertebrates, seedlings, etc) under the pines with other areas along the stream
- explore options for commercially felling the pines
- investigate the carbon implications of felling pine trees (the balance between photosynthesis and respiration in living trees; decomposition by microbes; the burning of timber as fuel)
- propose possible actions to address any carbon impact
- rebuild and replant banks (including stabilising steps, mulching, fencing, etc)
- investigate composting; design and build a compost heap to deal with plant rubbish and provide mulch and compost for the ongoing planting project
- reflect on their portfolio of activities collected throughout the year and make a presentation about their restoration project to the Board of Trustees, including a proposal for action based on the evidence they have gathered (for example, the best way to restore the stream).
Possible further developments
The activities could be extended to:
- identifying species by their tracks
- exploring the job of a conservation worker
- exploring exotic versus native species
- exploring different sampling methods (quadrats and transects, pitfall traps, etc)
- considering options for using the pine materials (mulch, timber, etc)
- considering the impact of removing the pines on the balance of the food webs and ecosystem
- inviting a local expert to identify appropriate species to replant the stream banks and developing the skills to do the replanting
- propagating plants from seeds and/or cuttings
- developing a proposal for further restoration of a school area and presenting it to the Board of Trustees.
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Possible NCEA assessments
This learning allowed students to be assessed using a number of related achievement standards:
- AS90160 Agricultural and horticultural science 1.5: Demonstrate knowledge of the impact on the environment of primary production management practices (3 credits, internal)
- AS90925 Biology 1.1: Carry out a practical investigation in a biological context (4 credits, internal)
- AS90926 Biology 1.2: Report on a biological issue (such as introduced pests or run-off from dairy farms) (3 credits, internal)
- AS90950 Science 1.11: Investigate interactions between humans and micro-organisms (4 credits, internal)
- AS90951 Science 1.12: Investigate the biological impact of an event on a New Zealand ecosystem (4 credits, internal)
- AS90953 Science 1.14: Demonstrate understanding of carbon cycling (4 credits, internal)
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Sample year 11 course (literacy and numeracy)
This sample course suggests how students could be assessed against the literacy and numeracy unit standards.
Last updated December 17, 2012
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