Lesson Purpose
- Use scoop nets to catch freshwater invertebrates.
- Use a dichotomous key to identify the creatures.
- Consider the relationship between biodiversity and water quality.
Time will vary considerably depending on location of the sampling. This activity is enjoyed by all pupils. An extension of this activity is when pupils are required to use microscopes to identify the microscopic life found in their collected freshwater.
TEEC has been involved in developing a FREE app for iPads. It is entitled 'Freshwater Macro Invertebrates' and can be downloaded here.
Time Needed
60 minutes
Year Levels
Year 4-8
Instructor's Skills
TEEC staff member and class teacher.
Australian Curriculum
During the course of this activity it may be possible to target a number of the "Content Descriptions" across year levels four to eight.
Year 4
| Science Understanding |
Biological sciences- Living things have life cycles.
- Living things depend on each other and the environment to survive.
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| Science as a Human Endeavour |
Nature and development of science- Science involves making predictions and describing patterns and relationships.
Use and influence of science - Science knowledge helps people to understand the effect of their actions.
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| Science Inquiry Skills |
Questioning and predicting - With guidance, identify questions in familiar contexts that can be investigated scientifically and make predictions based on prior knowledge.
Planning and conducting - With guidance, plan and conduct scientific investigations to find answers to questions, considering the safe use of appropriate materials and equipment.
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| Extension Activity |
Processing and analysing data and information- Use a range of methods including tables and simple column graphs to represent data and to identify patterns and trends.
- Compare results with predictions, suggesting possible reasons for findings.
Evaluating - Reflect on investigations, including whether a test was fair or not.
Communicating - Represent and communicate observations, ideas and findings using formal and informal representations.
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Year 5
| Science Understanding |
Biological sciences- Living things have structural features and adaptations that help them to survive in their environment.
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| Science Inquiry Skills |
Questioning and predicting- With guidance, pose clarifying questions and make predictions about scientific investigations.
Planning and conducting - Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.
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| Extension Activity |
Processing and analysing data and information- Construct and use a range of representations, including tables and graphs, to represent and descibe odservations, patterns or relationships in data using digital technologies as appropriate.
- Compare data with predictions and use as evidence in developing explanations.
Evaluating - Reflect on and suggest improvements to scientific investigations.
Communicating - Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts.
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Year 6
| Science Understanding |
Biological sciences- The growth and survival of living things are affected by the physical conditions of their environment.
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| Science as a Human Endeavour |
Nature and development of science- Science involves testing predictions by gathering data and using evidence to develop explanations of events and phenonema and reflects historical and cultural contributions.
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| Science Inquiry Skills |
Questioning and predicting- With guidance, pose clarifying questions and make predictions about scientific investigations.
Planning and conducting - Identify, plan and apply the elements of scientific investigations to answer questions and solve problems using equipment and materials safely and identifying potential risks.
|
| Extension Activity |
Processing and analysing data and information- Construct and use a range of representations, including tables and graphs, to represent and descibe observations, patterns or relationships in data using digital technologies as appropriate.
- Compare data with predictions and use as evidence in developing explanations.
Evaluating - Reflect on and suggest improvements to scientific investigations.
Communicating - Communicate ideas, explanations and processes using scientific representations in a variety of ways, including multi-modal texts.
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Year 7
| Science Understanding |
Biological sciences- Classification helps organise the diverse group og organisms.
- Interactions between organisms, including the effects of human activities can be represented by food chains and food webs
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| Science as a Human Endeavour |
Nature and development of science- Science knowledge can develop through collaboration across the disciplines of science and the contribution of people from a range of disciplines.
Use and influence of science - Solutions to contemporary issues that are found using science and technology, may impact on other areas of society and may involve ethical considerations.
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| Science Inquiry Skills |
Questioning and predicting- Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.
Planning and conducting - Measure and control variables, select equipment appropriate to the task and collect data with accuracy.
|
| Extension Activity |
Processing and analysing data and information- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data, using digital technologies as appropriate.
- Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence.
Evaluating - Reflect on the scientific investigations, including evaluating the quality of the data collected, and identifying improvements.
Communicating - Communicate ideas, findings and evidence based solutions to problems using scientific language and representations using digital technologies as appropriate.
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Year 8
| Science Understanding |
Biological sciences- Cells are the basic units of living things and have specialised structures and functions.
- Multi-cellular organisms contain systems of organs that carry out specialised functions that enable them to survive and reproduce.
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| Science Inquiry Skills |
Questioning and predicting- Identify questions and problems that can be investigated scientifically and make predictions based on scientific knowledge.
Planning and conducting - Measure and control variables, select equipment appropriate to the task and collect data with accuracy.
|
| Extension Activity |
Processing and analysing data and information- Construct and use a range of representations, including graphs, keys and models to represent and analyse patterns or relationships in data, using digital technologies as appropriate.
- Summarise data, from students’ own investigations and secondary sources, and use scientific understanding to identify relationships and draw conclusions based on evidence.
Evaluating - Reflect on the mettod used to investigate a question or solve a problem, including evaluating the quality of the data collected, and identify improvements to the method.
Communicating - Communicate ideas, findings and evidence based solutions to problems using scientific language and representations using digital technologies as appropriate.
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