Pond Studies

How are pond animals and plants dependent on each other?

The pond studies program at Molesworth can focus on freshwater macro invertebrates, life cycles, requirements of living things, adaptations of organisms or water quality testing.

We start with a short discussion about pond life and invertebrates. We can talk about identification of pond life, ecosystems and biodiversity.

At the pond children collect freshwater macroinvertebrates to identify and describe. We elaborate on our discussions back at the Centre and extend children’s knowledge about ecosystems.

Students are able to participate in Waterwatch testing at the pond and/or creek. Comparative studies of the creek and the pond can also be undertaken.

Pond_S.jpg

Incorporation into the Biodiversity program, or Sustainability program are also options.

Science Scope and Sequence: Foundation to Year 6 -

Science Understanding:

Foundation

1

2

3

4

5

6

Biological Science

Living things have basic needs, including food and water.         (ACSSU002)

Living things have a variety of external features.

Living things live in different places where their needs are met.

Living things grow, change and have offspring similar to themselves.

Living things can be grouped on the basis of observable features and can be distinguished from non-living things.

Living things have life cycles

Living things, depend on each other and the environment to survive.

Living things have structural features and adaptations that help them to survive in their environment.

The growth and survival of living things are affected by the physical conditions of their Environment.

 Science as a Human Endeavour:

 

Foundation

1                2

3                4

5                6

Nature and development of science

Science involves observing, asking questions about, and describing changes in objects and events

Science involves observing, asking questions about, and describing changes in objects and events 

Science involves making predictions and describing patterns and relationships. 

Use and influence of science

People use science in their daily lives, including when caring for their environment and living things

Science knowledge helps people to understand the effect of their actions

Scientific knowledge is used to solve problems and inform personal and community decisions

Science Inquiry Skills:

 

Foundation

1              2

3              4

5              6

Questioning and Predicting

Pose and respond to questions about familiar objects and events

Pose and respond to questions, and make predictions about familiar objects and events

With guidance, pose questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge

With guidance, pose clarifying questions and make predictions about scientific investigations

Planning and Conducting

Participate in guided investigations and make observations using the senses.

Participate in guided investigations to explore and answer questions

With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment

 

Processing and analysing data and information

Engage in discussions about observation and represent ideas

Through discussion, compare observation with prediction.

 

 

Evaluating

 

Compare observation with those of others

 

Reflect on and suggest improvements to scientific investigations

Communicating

Share observations and ideas

Represent and communicate observations and ideas in a variety of ways

Represent and communicate observations, and ideas and findings using formal and informal representations

 

Options for investigations at Molesworth linked with the Science and Sustainability Curriculum

  1. Investigate how pond organisms/minibeasts go about collecting food and oxygen.

  2. Discuss other requirements for survival such as shelter and finding a mate.

  3. Examine the amazing features of a selection of pond creatures and discuss the similarities and differences between different organisms. Eg compare features for food collection, reproduction, respiration and so on.

  4. Identify ways that these features meet the needs of the organism in an aquatic environment.

  5. Examine the fascinating range of ways minibeasts grow – eg growing external skeletons compared with growing larger within their soft skin.

  6. Investigating how macro invertebrates change over their life, eg from larva or nymph to winged insect.

  7. Explore the similarities and differences between adults and young invertebrates.

  8. Introduce basic classification of the animal world, by discussing the important features of insects, arachnids, gastropods, roundworms, flatworms and so on.

  9. Discuss why classification is important in science.

  10. Observe the features of living things compared to non- living things, eg growth, respiration, reproduction, movement, excretion, and so on. Discuss how mini-beasts go about these activities.

  11. Detailed examination of the various life cycles of pond mini-beasts. Discuss the differences between larval and nymphal metamorphosis and compare to humans.

  12. Discuss sexual compared with asexual reproduction.

  13. Examine the pond ecosystem as a whole and discuss the interrelationship between the pond plants and animals and their dependence on each other for survival.

  14. Introduce the concept of energy in an ecosystem.

  15. Discuss the range of physiological and behavioural adaptations, for example in the insect kingdom, often the young organism will live in a different habitat from the adult to reduce competition on food resources.

  16. Investigate evolution of mouth parts for feeding, and structural features of insects that limit their physical size.

  17. Investigate predator-prey relationships.

  18. Conduct animal activity studies on the behaviour of pond macro invertebrates.

  19. Compare a pond habitat with the creek at Molesworth.

  20. Conduct some water quality testing and discuss how pollution affects the conditions of a habitat.

  21. Look, feel, listen and smell the pond ecosystem.

  22. Imagine what it would be like to be a pond creature.

  23. Generate questions about who lives at the pond and why?

  24. Make predictions about the kinds of animals you would find at the pond and describe some similarities these creatures might have.

  25. Predict how the pond might change over the course of a year or in relation to extreme weather events.

  26. Predict how human actions influence the pond ecosystem.

  27. Discuss how Aboriginal People of Tasmania may have understood the pond ecosystem

 

The Pond Studies program links with the following cross curriculum Sustainability organising ideas.

 Systems

OI.1

The biosphere is a dynamic system providing conditions that sustain life on Earth.

OI.2

All life forms, including human life, are connected through ecosystems on which they depend for their wellbeing and survival.

OI.3

Sustainable patterns of living rely on the interdependence of healthy social, economic and ecological systems.

 Futures

OI.6

The sustainability of ecological, social and economic systems is achieved through informed individual and community action that values local and global equity and fairness across generations into the future. 

OI.7

Actions for a more sustainable future reflect values of care, respect and responsibility, and require us to explore and understand environments.

OI.8

Designing action for sustainability requires an evaluation of past practices, the assessment of scientific and technological developments, and balanced judgments based on projected future economic, social and environmental impacts.

OI.9

Sustainable futures result from actions designed to preserve and/or restore the quality and uniqueness of environments.