Year 9/10 – Food Cycles and Systems
Understand the importance of classification in organising food webs and ecosystems, investigate the role of science in maintaining biodiversity and explore significance of renewable resource for living sustainably. Collect data from different forest types and explore the characteristics of a forest. Examine the ways people interact with forest landscapes. Consider the significance of forests and timber products for carbon storage and future perspectives.
*The year 9/10 program can be offered as an incursion or day long field excursion and content can tailored to your unit goals.
Understand the importance of classification in organising food webs and ecosystems, investigate how water moves through a natural and modified landscape, and explore the global carbon cycle. Collect data from different forest types, and learn about managing landscapes for different purposes.
Our Secondary school programs include both in-class and field-based experiences and cater for students from grades 7-10.
Classroom-based programs can include a brief introduction to forest ecosystems, the distribution and characteristics of Tasmanian forest types. Following this we have a number of options for further investigations including: classification and biodiversity, food chains and food webs and exploring how land-use, across a landscape, can have impacts on the water cycle. We can also explore the cyclical nature of carbon, and the impacts that humans can have on that cycle.
Field-based programs include data collection on different forest types, and observing the factors that effect the distribution of forests. Students construct food webs, and learn about interactions within the forest system. We discuss the roll of understanding landscapes and geomorphology when managing an area of land for different purposes. Students explore the renewable nature of biodiversity, and the non-renewable nature of soil and geological features from erosion/landslips etc. Classes can also include teachings on the cyclical nature of carbon, and the impacts that humans can have on that cycle.
Secondary programs may include investigating:
- Forest ecosystems, energy flows and regeneration cycles
- Forest science and research
- People and forests – social, environmental and economic values
- Forest management practices across landscapes and land tenures
- Renewable and non-renewable resources
- Timber harvesting, processing and products, and future directions
- Managing forests in the landscape and sustainability
- Carbon cycles, forests, forest products and futures
Please contact us for more details about planning your schools experience, to make a booking, discuss the cost structures and our transport subsidy options.
Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems (ACSSU176)
- Explore the features of producer, consumers and decomposers and their role in a forest system.
- Practical data collection from different forest areas, biotic and abiotic factors including fire evidence observation.
- Understanding regeneration cycles – matching these with forest types and understanding the role of fire in regenerating eucalypt forests.
- Creating a complex food web and understanding the flow of energy through the trophic levels.
Global systems, including the carbon cycle, rely on interactions involving the biosphere, lithosphere, hydrosphere and atmosphere. (ACSSU189)
- Understanding the carbon cycle through a practical group activity and the role that forests play.
- Exploring how human influences and attitudes to carbon will affect the future use of forests.
Plan, select and use appropriate investigation types, including field work and laboratory experimentation, to collect reliable data; assess risk and address ethical issues associated with these methods (ACSIS199)
- Students undertake ecological survey techniques to interpret the feature of a forest.
Human-induced environmental changes that challenge sustainability (ACHGK070)
- Understanding the distribution of vegetation communities and their distribution across the landscape.
- Explore the concepts of biodiversity and sustainability in relation to how people interact with a chosen landscape.
The application of environmental economic and social criteria in evaluating management responses to the change (ACHGK075)
- Explore the concept of ecosystem services and the challenges of managing a natural system to balance environmental, social and economic values on a sustainable basis.
- Investigate, at a local, regional and state-wide level, the roles which communities and governments play in balancing the biological and cultural values of places.
Design and Technology
Investigate and make judgements on how the characteristics and properties of materials, systems, components, tools and equipment can be combined to create designed solutions (ACTDEK046)
- Students investigate forest products, their features and properties.
- Students examine the role of forest products in sustainable futures.
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.
- 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.
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.
The secondary program costs vary depending on the experience provided and will be negotiated with the development of the program. An invoice will be sent to the school following your excursion. School groups using externally hired transport may apply for a $100 bus subsidy.