Introduction
Key Question: What are the current risks faced by the mangrove system in an area of high human activity compared to a mangrove system in an area of low human activity?
The key question was devised after Mon Repos was identified as a suitable natural environment in which to conduct a field investigation. In order to ensure the proposed investigation made explicit links to both the Essential Learnings and the ACARA National Curriculum the focus key question was devised.
In order to answer the key question the investigation was conducted to evaluate and compare the biological behaviour of the two mangrove systems with the following foci:
The diversity of plants and animals
The interaction of the organisms with each other and their surroundings
How the mangrove uses their body system to meet the needs of their environment
Predictions of consequences as a result of the physical changes observed in the ecosystem
Curriculum Links
QCAR Essential Learnings – Science by the end of Year 9
Ways of Working
Students are able to:
Identify problems and issues, formulate scientific questions and design investigations
Plan investigations guided by scientific concepts and design and carry out fair tests
Research and analyse data, information and evidence
Evaluate data, information and evidence to identify connections, construct arguments and link results to theory
Select and use scientific equipment and technologies to enhance the reliability and accuracy of data collected in investigations
Conduct and apply safety audits and identify and manage risks
Draw conclusions that summarise and explain patterns, and that are consistent with the data and respond to the question
Communicate scientific ideas, explanations, conclusions, decisions and data, using scientific argument and terminology, in appropriate formats
Knowledge and Understanding - Life and Living
Organisms interact with their environment in order to survive and reproduce.
The diversity of plants and animals can be explained using the theory of evolution through natural selection
In ecosystems, organisms interact with each other and their surroundings
Complex organisms depend on interacting body systems to meet their needs internally and with respect to their environment
Changes in ecosystems have causes and consequences that may be predicted
ACARA National Curriculum – Science
Science Understanding - Biology
Cells and living things
Ecosystems
Theory of evolution and the diversity of living things
Science Inquiry Skills
Formulate scientific questions or hypotheses for testing
Design and conduct science investigations involving measurement and repeated trials
Gather and organise data from a variety of sources
Explain and summarise patterns in data using science concepts
Science as a Human Endeavour
Apply scientific understandings to make responsible, ethical and informed decisions about issues
Methodology
1. Appropriate sites were surveyed and selected (sites at a similar tidal level with site one in an area with evidence of high human activity and site two in an area with no evidence of human activity)
2. A 10m x 10m quadrat was constructed at each location
3. Flora and fauna at each site was identified using a dichotomous key
4. Each species was counted and recorded
5. Diagrams of each site were drawn to show location of specimens
6. Photographic evidence of method and specimens collected
7. Observations of abiotic objects and environmental factors recorded
Results
A diagram of the organisms observed at Site 1 can be viewed here.
A diagram of the organisms observed at Site 2 can be viewed here.
A table comparing the number of organisms present at each site can be found here.
Quadrat Data Table
Organism | Site 1 | Site 2 |
Orange Mangrove | 186 | 123 |
Yellow Mangrove | 0 | 142 |
Spotted Mangrove | 0 | 63 |
Mud Skipper | 0 | 2 |
Hercules Whelk | 0 | 145 |
Small Whelk | 0 | 69 |
Heron | 0 | 1 |
Discussion
What was discovered and learned?
The data collected and recorded throughout the investigation showed a clear difference between the two survey sites.
Ø There was one organism observed at site one (1) during the investigation (see Table 1); at site two (2) seven different organisms were observed.
Ø At site 1 there was one species of mangrove observed whereas in site 2 there were three species observed.
Ø At site 2 there was a higher density of mangroves observed.
Ø Site 2 had higher numbers of immature mangroves measuring less than 1 metre.
Ø A comparable number of Pneumatophores were observed at both sites.
Ø Sacrificial leaf numbers were comparable when recorded from two specimens at each site
Ø Pollution was evident in site 1.
How could this information be used to inform teaching?
In order to achieve a scientifically engaged Australia that values scientific endeavour, primary students must engage in contextualised science learning that provides pathways to develop awareness and involvement (Goodrum, Hackling & Rennie, 2001). When a child is scientifically literate, they are able to make informed decisions about the environment, and their own health and well-being. The information gathered could be used to support and inform the teaching within the strand of science as a human endeavour by demonstrating the impacts that human activity can have on an ecosystem. Teaching science in the primary classroom allows every child the opportunity to identify questions, investigate and draw evidence-based conclusions. When children are interested in and understand the world around them they are able to locate, analyse and critique information in order to form their own opinions within society (Goodrum, Hackling & Rennie, 2001). This is scaffolded by the science ways of working and supports the goals of the Queensland curriculum of creating lifelong learners (Queensland Studies Authority, 2006).
How could the investigation be modified to be used in a primary classroom?
This investigation could be successfully applied in a primary classroom by making modifications to ensure explicit teaching of the essential learning at each juncture.
How could the investigation be modified to be used in a primary classroom?
This investigation could be successfully applied in a primary classroom by making modifications to ensure explicit teaching of the essential learning at each juncture.
At the year three juncture, data would be collected as a whole class group with a single focus such as classification of organisms according to their physical characteristics. Simple task sheets with clear instructions would be given to learners and retrieval sheets would be prepared in advance by the learning manager. Graphs of data would be jointly constructed, and collaborative group work would be used to discuss the findings.
To adapt the investigation for the year five juncture the focus would be on the function of the observable characteristics and the organisms place in the ecosystem. Learners at this age would conduct the scaffolded investigation in small groups, following an explicit investigative process. Learners would select from a variety of options to present the data including table, graphs, and photographic evidence. Learners would present their findings to the class as per the ways of working for this juncture.
At the year seven juncture, the focus would be on using a dichotomous key to identify organisms, and to construct a food web for the mangrove ecosystem. Students would design an investigation to retrieve this data and present their findings in a range of scientific formats such as tables, graphs, photographic journals.
The focus question would need to be adapted to suit each year juncture and the level of teacher support would depend upon the developmental level of the cohort.
Conclusions
Did the Investigation answer the Key Question?
Key Question: What are the current risks faced by the mangrove system in an area of high human activity compared to a mangrove system in an area of low human activity?
The key question was clearly answered by the investigation as follows:
The risks face by the mangrove system at Mon Repos due to high human activity are:
The risks face by the mangrove system at Mon Repos due to high human activity are:
Ø A reduction in the diversity of plants and animals
Ø An interruption to the interaction of the organisms with each other and their surroundings
Consequences predicted: if the level of human activity and subsequent impact on the Mon repos mangrove system is sustained, then further amplification of the identified risks would be expected.
How could the investigation be improved?
The investigation was limited by a number of factors:
Ø The restricted amount of data collected
Ø A single observation of site at low tide
Ø The inexperience of the investigators
These limitations to the investigation could be rectified by visiting the site at a number of times, to gather evidence of nocturnal activities and of organisms present at varying tidal levels.
Evidence of human activity was present, although some presumptions were made due to the locations of each site. More reliable evidence about the level of and type of human activity would create a far more accurate investigation, and lead to more comprehensive findings.
Different and more thorough investigative processes and a much greater understanding of the seasonal processes of the organisms present in the mangrove ecosystem, would allow a much wider knowledge base from which to draw authentic scientific conclusions.
