HSC Earth and Environmental Science – Option Introduced Species and the Australian Environment | Stage 6 | Science
Summary
Duration
This excursion addresses outcomes from the NSW Earth and Environmental Science
4 hour on-site excursion to Penrith Lakes Environmental Education Centre.
Syllabus.
Focus – Option Introduced Species and the Australian Environment
Arrival time - 10:00am
This highly engaging program allows students to observe a freshwater aquatic
Departure time – 2:00pm
ecosystem and first hand collect data on introduced plants and animals. A canoe trip in
a freshwater lagoon adjacent to the Nepean river (weather permitting and a maximum
of 12 students) is often included in this program.
Arrival and departure times are guides only. Distance and bus schedules may require
modifications to the timetable.
Students also perform a first-hand investigation to measure a range of abiotic and
biotic factors the ecosystem using various scientific equipment and data collection
methods. Students then analyse the data collected and observe the relationships that
exist and the impacts of the introduced species on the ecosystem. Students are
guaranteed to be involved in a number of engaging and hands on experiences during
the course of the day. Through these students will further develop their knowledge and
understanding, field work and group work skills.
About Penrith Lakes
Learning across the curriculum
Penrith Lakes Environmental Education Centre is located on Old Castlereagh road
Cross-curriculum priorities enable students to develop understanding about and
inside the Sydney International Regatta Centre at Penrith. This great location allows us
address the contemporary issues they face.
to provide studies of land and water management at Penrith Lakes along with local
Sustainability is concerned with the ongoing capacity of the Earth to maintain all life. It
heritage sites and the environmental issues associated with the Nepean River and
provides authentic contexts for exploring, investigating and understanding systems in
Blue Mountains.
the natural and made environments. Relationships, cycles and cause and effect are
explored, and students develop observation and analytical skills to examine these
relationships in the world around them to design solutions to identified sustainability
problems.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
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Outcomes - HSC Earth and Environmental Science Option - Introduced Species - Stage 6
1. Survey of introduced species in Australia.
Students learn to:

perform a first-hand investigation by visiting a local environment and identifying, classifying and accounting for the presence of non-indigenous flora and fauna

discuss the reasons why different groups of people may have introduced plants and animals into the Australian environment

discuss the reasons why different groups of people may have different opinions on the presence of an introduced organism as a pest
2. An analysis of introduced species indicates they may impact on either the biotic and/or the abiotic aspects of the environment
Students learn to:

describe the biotic and abiotic components of a local environment

explain how some introduced species alter the abiotic characteristics of the Australian environments they colonise and why such environments are vulnerable to change

perform a first-hand investigation by visiting a local environment, to identify and distinguish between biotic and abiotic components of the environment that may have
been affected by introduced species
3. Identification of the conditions leading to introduced species becoming pests
Students learn to:


assess the relative contributions of the following conditions to one named introduced plant and one named introduced animal becoming pests:

suitable habitat

suitable climatic condition

range of food resources

relative lack of natural predators/grazers

high reproductive capacity

well-developed dispersal mechanisms
gather, process and analyze information from secondary sources and use available evidence to identify the features of the named introduced plant and animal.
4.Development of a case study on an introduced species that has had an impact on the physical and/or biological environment
Students learn to:

summarise for the above named introduced plant and animal:

the history of introduction
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
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

the environmental conditions leading to the organism becoming a pest

dispersal techniques

reproductive capacity
evaluate for the above named introduced plant and animal:

the impact on the physical environment

control strategies

analyse information from firsthand and/or secondary sources and use available evidence to assess the environmental impacts of the named plant and animal

gather and analyse information from secondary sources to determine the relative merits of different possible control strategies for the named plant and animal
Teaching and learning activities
Resources
Activity 1 – Introduction to Penrith Lakes Scheme and the local freshwater ecosystems.
Provided by PLEEC:



Introduction to Penrith Lakes Scheme, how it was formed (ex-mining site) and the development of its unique local freshwater

Student worksheets (soft copy)
environments.

All of the filed work data collection
equipment
Students are taught how to use a variety of data collection equipment to first-hand measure a range of abiotic and biotic factors
when out in the field.
Provided by visiting school:
Safety briefing on canoe use

Student worksheets (hard copy)

Student hats and Sunscreen

First aid kit and student medications
Activity 2 – Fieldwork and data collection
Provided by PLEEC:
Students go out into the ecosystem, observe the introduced species and first hand collect a range of abiotic and biotic data using

Dip nets
field work equipment;

Field work equipment including kayaks


Abiotic factors (Eg; Dissolved Oxygen) that affect the abundance and distribution of a range of plant and animals species are
Provided by visiting school:
measured by the students using a range of fieldwork equipment (e.g; Dissolved Oxygen Meter).

Student hats
Abundance and diversity of freshwater invertebrates (e.g; dragonfly Nymphs) is measured using a random dip netting method;

Sunscreen

First aid kit and student medications
this is followed by an invertebrate I.D station where students use magnifying lenses and I.D charts to identify each species caught
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
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Teaching and learning activities
Resources
and learn about some of their unique adaptations;

Abundance and distribution of freshwater aquatic weeds and their management methods.
Activity 3 – Result Analysis and Wrap Up
Provided by PLEEC:
After lunch, all of the data collected is analysed. Two main observed introduced species are discussed along with their impacts on

Interactive whiteboard
the river and wetlands. Through this unique experiential learning activity students develop a deeper knowledge and understanding
of the syllabus concepts taught.
Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.
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