Module 5

Investigating Coastal and Marine Environments
through Science

Activities	OHTs
Readings	Resources

Resource 1	Science - A Curriculum Profile for Australian Schools	Resource 2A	Investigating Plankton from the Mangroves	Resource 2B	Change and the Mangroves
Resource 2C	Field Excursion to the Mangroves - Junior Secondary	Resource 2D	Investigating Common Barnacles in the Mangroves	Resource 3A	Analysing Science Activities
Resource 3B	"Working Scientifically"	Resource 4A	The Real Distributions of Mangrove Oysters	Resource 4B	Design Your Own Field Trip

Resources

Resource 3A

Analysing Science Activities

Read and discuss the four activities in Resource 2A-2D and tick which science processes are used in the activities.

Working Scientifically Activity A Activity B Activity C Activity D

Observation

Data Collection

Data Analysis

Generalisation

Analyse the four activities again by ticking the appropriate boxes in the table.

Working Scientifically Activity A Activity B Activity C Activity D

Quantitative data used

Qualitative data used

No data used

Generalisation supported by data

Generalisation not supported by data

Which of the four activities 'best supports' the generalisation reached? Why?

Resource 3B

"Working Scientifically"

Source: Adapted from Australian Education Council (1994) Science: A Curriculum Profile for Australian Schools, Curriculum Corporation, Carlton, Victoria; and Science Curriculum Framework, Australian Capital Territory, Canberra.

Science - A Curriculum Profile for Australian Schools

Strand: "Working Scientifically"

6.13: Plans procedures to investigate hypotheses and predictions for situations
6.16: Assesses conclusions in relation to other evidence and sources
6.18: Analyses cost and benefits of alternative scientific choices
7.15: Identifies the limitations of particular forms of information and analysis

Science Curriculum Framework - Australian Capital Territory

Strand: "Working Scientifically, Investigating, Using Science, Acting Responsibly"

Upper primary

Make predictions, hypotheses and inferences
Recognise controlled variables, logical reasoning and fairness

(Junior) High School

Investigate seek information, test hypothesis and make predictions
Design, carry out, report on and evaluate investigations involving variables
Use sampling and statistical techniques.

(Senior High School) Post Compulsory

Make hypotheses
Design and carry out controlled scientific investigations
Give detailed evaluations to investigations
Discuss relationships between results and predictions,
Test the objectivity, falsifability, reliability, internal consistency and validity of scientific explanation

Resource 3C

ACT Science Curriculum Framework

Source: Macquarie Research Ltd (1996) Coast and Marine Schools Project. Stage 1 - Part 4: Links with Curriculum, Final Report, Macquarie University, Table 4.A.13.

**Strand: Working Scientifically**
Band	Outcomes
Band	Investigating: Using Science: Acting Responsibly
Early Years of Schooling	Coastal and marine issues can be used to: express own ideas about the marine world reflect on own ideas make guesses make observations and measurements with and/or without equipment carry out own investigations classify, record information develop prediction, hypothesising and fair testing skills know name and properties of some objects act responsibly in the care of marine environments identify ways science is used in daily life present findings in a variety of ways.
Lower Primary	express own ideas about the marine world reflect on own ideas make guesses plan and carry out investigations make predictions and hypothesise make observations and measurements with and/or without equipment locate, classify and record information organise and communicate findings in a variety of ways formulate ideas discuss limitations of investigations build a vocabulary of scientific terms describe the ways indigenous people use science.
Upper Primary	find out about everyday phenomena investigate the use of science in a community explore environmental impact of a scientific application publish and present findings consider scientific elements which affect the marine environment discuss how science can improve quality of life in marine environment recognise contributions to science by scientists using a variety of resources formulate questions to increase scientific understanding choose, classify and record information make predictions, hypotheses and inferences recognise controlled variables, logical reasoning and fairness use simple measuring devices.
High School	Coastal and marine issues can be used to: make precise measurements investigate, seek information, test hypothesis and make predictions design, carry out, report on and evaluate investigations involving dependent and independent variable use sampling and statistical techniques design equipment record findings using scientific and mathematical conventions present structured reports work in groups discuss scientific information from environmental, religious, social, legal and economic viewpoints discuss advantages and disadvantages of scientific advances communicate to a range of people in many forms reflect on own knowledge discuss work of professional scientists.
Post Compulsory	carry out investigations individually and in a group make hypotheses design and carry out controlled scientific investigations present findings in a variety of ways and to a range of audiences use direct and indirect methods to investigate relationships give detailed evaluations to investigation discuss relationships between results and predictions examine a wide range of views make conclusions synthesise information from a range of sources test the objectivity, reliability, internal consistency and validity of scientific explanation evaluate scientists' works examine the practical implications of findings from a wide variety of view points.

Resource 4 A

The Real Distributions of Mangrove Oysters

Background Information

The Sydney rock oyster, Saccostrea commercialis, live on the trunks of the grey mangrove, Avicennia marina. It was observed that there were more oysters on the trees at the front of the mangrove forest and fewer on trees at the near the back of the mangrove forest. They were counted in these two areas of the mangrove forest. The quadrat size was 50x50 cm. Write down the hypothesis and null hypothesis that the collected data were intended to test.

Hypothesis

Null Hypothesis

Results

**Oysters on Trees in a Mangrove Forest**
Seaward Zone			Landward Zone
Quadrat No.	Site A	Site B	Quadrat No.	Site A	Site B
1	42	64	1	1	3
2	161	17	2	7	1
3	79	66	3	1	8
4	17	68	4	11	1
5	22	28	5	4	7

Calculate the average number of oysters in each zone.
Plot on a graph the average number (y-axis) versus the zones (x-axis).
Write a sentence describing the results.
Was the null hypothesis supported or rejected? Why?
Was your generalisation supported or rejected? Why?
Suggest 3 additional generalisations which include the factors which could be causing this pattern.

Resource 4B

Design Your Own Field Trip

The aim of this activity is for you to design your own field trip to investigate coastal and marine environments using the scientific process discussed so far.

Issues you need to consider:

How will you structure the field trip so that the method is followed and yet allow the students to make their own decisions?
Where will you include time for the students to make observations and formulate questions?
Where will you include the identification of plants and animals?
How will you provide guidance for students to approach their own sampling and testing?