Year 3/4 Program

 

Grade 3/4 programs provides a hands on field based experience exploring the different forest types of Tasmania. Understand the role of decomposers, producers and consumers in a forest ecosystem. Investigate the life cycle of a tree and understand the factors that contribute to its growth and survival.

Use a basic map to interpret the area, building a picture of the natural and human interactions that are evident in the landscape. Build a picture of the different ways that people interact with the forest and explore the complexities of the use and sustainable management of natural resources.

Curriculum Links

 

Science

Living things can be grouped on the basis of observable features and can be distinguished from non-living things. (ACSSU044)
  • Identify the components of a forest ecosystem and the connections between living and non-living things.
  • Use forest samples and other resource material to sort living and non-living components of a forest
    system.
Living things have life cycles (ACSSU072)
  • Investigate the life cycle of a tree in a forest and understand the factors that influence its survival.
  • Use role-play activities to explore the effects of fire on the natural regeneration process of plants within a forest.
Living things depend on each other and the environment to survive (ACSSU073)
  • Identify the components of a forest ecosystem and the connections between living and non-living things.
  • Explore the role of decomposers in the forest ecosystem by examining a decaying log.
  • Construct a food web and understand the relationship between different living things in a forest.
HASS
The importance of environments, including natural vegetation, to animals and people (ACHASSK088)
  • Identify why students would choose to visit a particular place, how they value that place and why.
  • Identify and record the different characteristics of a range of native and planted vegetation communities.
Record, sort and represent data and the location of places and their characteristics in different formats, including simple tables and maps, using discipline-appropriate conventions (ACHASSI054)
  • Students annotate basic map to locate natural and man-made features of a site.
Design and Technology
Recognise the role of people in design and technologies occupations and explore factors, including sustainability that impact on the design of products, services and environments to meet community needs (ACTDEK010)
  • Explore the ways that people interact with forest landscapes and the implications for forest biodiversity.
  • Investigate the ways scientists research forest systems for sustainable forest management.
  • Search for tree hollows and understand the implications of hollow dwelling animals for forest management.
Investigate food and fibre production and food technologies used in modern and traditional societies (ACTDEK012)
  • Explore the ways in which timber is used in our daily lives.
  • Follow the story of paper from nursery site, plantation coop, and forest management to research and export guidelines.
Investigate the suitability of materials, systems, components, tools and equipment for a range of purposes (ACTDEK013)
Coming soon! A new resource to take back to school after your field experience. An open ended and innovative wood product to explore the design phases.

Plan your Excursion

  •  What is the purpose of your field trip? We can develop your program to suit your learning objectives and meet your curriculum needs. Please let us know anyway we can adapt the program to suit your students’ interest and learning needs.
  • Please notify us about any student with special needs. We can adjust your program to ensure everyone is involved.
  • Take advantage of our bus subsidy and fill your bus. Why not take two classes? The FEF has two teachers so taking two groups is not a problem, depending on the program.
  • In order to make your excursion planning easier the FEF has developed a Risk Assessment Plan. This document is written by the qualified teachers of the FEF. For a copy of the risk assessment document click here.
  • Bring along parent helpers. Extra assistance is always appreciated. We will get any parent helpers actively involved in the program.
  • Organise your students into small groups 4-6 groups depending on the class size.
  • Ensure your students are supervised at all times.
  • Prepare for all-weather possibility. Ensure your student have warm clothes, comfy shoes and wet weather gear.

Have fun! The forest is an amazing place. Get involved and enjoy the adventure with your students.

The Year 3/4 program costs $150 per class. An invoice will be sent to the school following your excursion. School groups using externally hired transport may apply for a $100 bus subsidy.

Living or Non-living scavenger hunt: Explore your school for different objects. Encourage your students to sort, classify and explain their objects.

Key ideas to guide the exploration-

  • Does it grow and change?
  • Does it move by itself?
  • Does it reproduce?
  • Does it excrete?
  • Does it need air?

Guiding Questions:

  • What do living things need to survive?
  • How can you tell if something is living or non-living?
  • Do living things depend on non-living things for survival?
  • How might the living things in the forest be connected?
  • Brainstorm and list different things that might change or affect the life cycle of a forest. Discuss how humans have affected forest systems.
  • Write an imaginary conversation between a seedling, a young tree and a mature tree from their different points of view.
  • Choose a forest type and create your own forest ecosystem diagram.

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