Students will build on their knowledge from Junior Park Explorers and further develop their detective skills in learning why our local green spaces are so important to our lives as humans.
Hands on activities enable them to describe the key roles in these perfectly balanced ecosystems, before students engage in a problem solving process and use this learning to propose action for the future.
|| 3 to 5
|| 1 to 4
||Available year round, predominantly in terms one and four
|| 9.30am to 12noon or
12.15pm to 2.30pm
|| Christchurch Botanic Gardens
|Number of students:
|| Minimum of 18 and a maximum of 30 students
Risk analysis and management (RAM) [DOC, 88 KB]
How biodiversity is connected within a park environment, identification, pollination, animals, as decomposers, photosynthesis, sustainability.
At the Botanic Gardens, students investigate the meaning of a balanced ecosystem and understand why these key roles are so important to our lives as humans. They will start by tuning their ears into native birds that visit the gardens before completing a sound map to log their data. Next they will then use a variety of scientific equipment to go on an insect hunt. Then they visit a native tree to see how the various roles are connected. Their final task is to problem solve ways to encourage this balanced ecosystem in their own green spaces.
Activities can be adjusted according to your students age, attention span and interest levels.
Possible success criteria
Students may be able to:
- Name at least two of the birds, trees and/ or insects that like to live in the native area of the Botanic Gardens
- Explain the important role that birds, insects and/ or trees have in our natural environment
- Explore and carry out appropriate investigations to develop simple explanations about how a balanced ecosystem works
- Use a range of scientific vocabulary (pollination, decomposition and/ or photosynthesis)
- Identify actions that they can do to encourage a balanced ecosystem in their local parks and green spaces
- Using language, symbols, and texts - students use oral, written and visual texts to understand key terms of this perfectly balanced ecosystem
- Thinking - students will use creative, critical and meta-cognitive processes to
Managing self - encouraging students to use their senses to actively create a thorough understanding of the key roles of this ecosystem by presenting them with various kinaesthetic learning activities
Relating to others - students are expected to work together in teams, to develop their excellent detective skills
Participating and contributing - students are encouraged to problem solve ways they can encourage a rich and healthy ecosystem in their own local communities.
- investigate how each of the roles of the ecosystem is connected and then
- consider the impact and wider consequences if one role is low/depleted
||Nature of science
||1 to 3
- Understanding about science: identify ways scientist work to provide evidence to support ideas
- Investigating in science; explore and find evidence, ask questions, carry our investigations
- Communicating in science; build scientific vocabulary/ language and develop understanding
- Participating and contributing: explore an issue, make decisions about possible actions
||1 to 3
- Life processes; need things to stay alive
- Ecology; how living things suited to habitat, what a habitat looks like
- Evolution: begin to group animals into scientific based classification
||Planet Earth and beyond
||1 to 3
- Earth systems: explore and describe natural features and resources, appreciate that soil and air and life forms make up our planet
For morning programme, students will have a late morning tea (about 11am). Please make sure they are well fed and watered.
Please also have your class divided into four teams. These will be their detective teams and allocated a colour (green, yellow, blue, red).
"Enjoyed the hands on activities, the map excercise, the station activities. The timing was perfect". Teacher, Year 3/4