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Presentations by relevant individuals and organizations have been used throughout the life of the project.
1. National Parks and Wildlife:
As an introductory session
at the beginning of the project, soon after the discovery of a 
dead
bandicoot near the school, Steve Mallick from the Tasmanian National
Parks and Wildlife Service visited all classes to discuss the role of the
service in protecting and maintaining animals and their habitats. A focus
was on the Eastern Barred Bandicoot, its habitat, threats and why it was
considered a threatened species. It was followed by a short walk to the
beach to examine signs of bandicoot homes. Children were encouraged to
look for signs near their own homes and for things that may be causing
bandicoots problems.
2. Coastcare Representatives
Lynne Sparrow, local Coastcare representative, made regular visits to classes to update them on the project and what was happening at the "site". One the major presentations she made to classes was a series of slides showing bandicoots and their common habitats and ways in which the actions of people affected the local animals. Children were able to recognize sites located near the school and to identify places that they may see a bandicoot. They were also able to see and feel a an example of a stuffed bandicoot.
These presentations served
as stimulus material for recount activities, and as a 
valuable
part of the ongoing collection of information used in the study of
habitat and the production of articles, brochures, artworks and plays.
Key Learning Outcomes:
Given that talks and presentations
were used as stimuli for further activities, no specific outcomes or references
to other learning areas have been listed.
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Soon
after the project began, a Friday "spotlighting night" camp was held
for students and parents to become more familiar with the bandicoot. A
group of approximately thirty gathered at the school around dusk and broke
into three groups, each with an expert leader. In darkness, each group
forayed into the Millington's Beach Coastal Reserve and local area and,
with the aid of strong torch light, searched for bandicoots.
At a prearranged time the
groups reassembled back at school and shared experiences; how many bandicoots
(if any) they saw, where they were and what the animals were doing. The
students, along with some adults and teachers then spent the night in sleeping
bags at the school.
As a result of the experience,
the children were able to observe live bandicoots in their
natural environment, getting an idea of the type of habitat they prefer
by the numbers of the animal seen. After the camp, students were involved
in writing recounts and articles about the night for the school newsletter
and local papers.
An overnight camp was an
effective way to solve parents' late night transport problems and provided
an excellent "orientation" experience to heighten interest in the project.
Key Learning Outcomes:
SOSE: Place and
Space (Describing places according to features) 3.4
ENGLISH: Speaking
and Listening (Interacting using texts) 1.1, 2.1, 3.1
Writing
(Texts)1.9, 2.9, 3.9, 4.9, 5.9 (Contextual Understanding) 1.10,
2.10,3.10,4.10 (Linguistic Features) 1.11, 2.11, 3.11,
4.11, 5.11, 6.1, (Strategies) 1.12, 2.12, 3.12, 4.12, 5.12,
6.12
SCIENCE: Working
Scientifically1.14 (Conducting investigations)1.15,
2.15 (Observations and conclusions) Life And Living 1.7, 2.7 3.7,
4.7(Living together)
HEALTH AND PHYSICAL EDUCATION:
Human Relations 1.13, 2.13
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An
activity central to the work undertaken by the 2/3/4 class was the creation
of a map of the local area an the location of bandicoot sightings on it.
The underpinning intention behind the activity was to apply the knowledge
about bandicoot habitat they had gained from previous experiences, assist
Coastcare's planning and to raise the community's awareness.
The activity began with
a local excursion. The children took a walk around Orford in the immediate
vicinity of the school. They took notice of local features of
importance including hills, roads, parks and trees and notable buildings.
They also looked for telltale signs of bandicoot homes. This excursion
formed the basis of a mapping activity. With assistance of official maps
of the local area, a scale version was drawn up, integrating with a deeper
Mathematics unit on scale. Local features of importance were then located
and highlighted. The central focus however was to illustrate bandicoot
sightings, their numbers and to note clusters in specific areas. Children
were encouraged to look for signs of bandicoots and report any sightings
to school or to Lynne Sparrow, Coastcare co-ordinator. An article for the
local newspaper was also prepared by students, asking for information and
reports of bandicoot sightings. All information was then translated into
pictorial form and located on the map.
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This mapping activity successfully integrated a number of learning areas, giving meaning to a unit on scale, involving students in an excellent mapping experience in which they were able to become familiar with maps and mapping conventions, applying knowledge gained so far from the project and assisting in the projects development.
Key Learning Outcomes:
SOSE: Place
and Space (Features of Places) 1.4, 2.4, 3.4
MATHEMATICS:
Chance and Data (Collecting Data) 1.24, 2.24 (Organising Data) 1.25,
2.25, 3.25 (Interpreting Data) 2.27, 2.28
Space (Using spatial ideas) 1.7
(Visualising, analysing and representing...) 1.8, 2.8, 3.8, 4.8
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Adopt-a-Site: 
A key part of the link between
Coastcare's preservation work and the school curriculum work has
been the establishment, enhancement and maintenance of the Millington's
Beach Coastal Reserve Eastern Barred Bandicoot Site. An area of the Coastal
Reserve close to the school was identified early as a prime habitat area
for the Eastern Barred Bandicoot. It was at this site that the successful
Spotlighting Night was held. In the area a number of factors had come into
play to threaten the viability of the bandicoot population. Changes to
the flow of the nearby river estuary have dramatically changed the coastline;
the beaches width extending by around 200 metres. A number of introduced
weeds have become established in the area, ranging from feral garden plants
to stands of radiata pine. These have flourished at the expense of
the bandicoots' favoured open scrubby habitat. The actions of residents
whose homes have encroached on the area have further strained the population.
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To remedy the situation Coastcare has, in consultation with the community, developed a management plan for the site, involving the removal of pine trees and introduced species and the planting of bandicoot friendly native species. Classes from Orford Primary have been closely involved in all areas of this ongoing work. |
2.) Site Clearance and Maintenance: A major undertaking was was the removal of weeds, most notably the removal of a stand of tall pines. Before any of this was done, older children were encouraged to explore key issues regarding the preparation and maintenance of the site. For example; What kind of habitat does the bandicoot prefer? What things about the site contribute to threats to the bandicoot. Do we need to inform anyone of what we are doing? Although a professional was engaged to remove the larger trees students were involved in removing smaller and less established plants as well as the general cleanup of the site.
3.) Planting: All students were involved in the re-planting of native bandicoot friendly species around the school and at the Millington's Beach site. With the help of Coastcare representatives, students learnt what was necessary to prepare a site and to successfully plant new seedlings. They also became familiar with the species most favoured by the bandicoot.
4.) Ongoing Maintenance: At various times of the year, particularly in February/March after a dry summer, students are involved in the maintenance of the site and the watering of plants. It is hoped that the tending of the site becomes part of school and community culture and as such becomes a lifelong experience.
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All this work has been supported in the general curriculum by other routine activities regarding weeds and habitat in a variety of areas. For example, language work has at times involved spelling of plant names as well as language questions and puzzles centred on habitat and plant life. By being involved in all of these activities, students have explored a key SOSE area (Place and Space). They have taken part in routines and co-operated to care for a significant place, identifying key issues regarding the care of that place and the animals that live in it. |
SOSE: Place and
Space (Features of Places) 1.4, 2.4
(People and Places) 1.5,
2.5, 3.5, 4.5, 5.5, 6.5
(Care of Places) 1.6, 2.6,
3.6
MATHEMATICS: Chance
and Data (Collecting Data) 1.24, 2.24, 3.34
(Organising Data) 1.25, 2.25,
3.35
(Displaying Data) 1.26/1.27,
2.26, 3.26, 4.26
(Interpreting Data) 2.27,
3.27
HEALTH AND PHYSICAL EDUCATION:
Human Relations 1.13, 2.13
ENGLISH: Speaking
and Listening: (Texts) 1.1, 2.1, 3.1, 4.1
(Contextual Understanding)
1.2, 2.2, 3.2
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A focus for children's investigations in the lower primary area was the creation of collages depicting the major threats to the Eastern Barred Bandicoot. After listening and participating in presentations by Coastcare and the national parks and Wildlife Service, as well as participating in their own class research, the class talked about key themes including what being "threatened" meant, survival, people's effects on the animal and threats from other animals. Given a template comprising of a photocopied bulldozer and bandicoot, the children chose a theme and
used
magazines, cut-outs plus their own drawings and paintings to compose
a scene. Images chosen included bulldozers, cats and dogs, cleared farmland
and houses. The result was a series of works which dramatically and
graphically told a story of habitat destruction and displacement by introduced
animals. The activity enhanced the children's understandings and promoted
learning from each other in a way which provided a wonderful focus for
the information they had gained. Children were able to identify and explain
key themes regarding the bandicoot and their own relationship to
its survival. Its value was equal as a group or individual exercise.
Key Learning Outcomes:
SOSE Place and
Space (Interpretations and Perspectives) 2.3, 3.3
THE ARTS Creating,
Making and Presenting 1.21, 2.21, 3.21, 1.22, 2.22, 3.22
SCIENCE Life and
Living (Living Together) 1.7, 2.7, 3.7, 4.7
(Structure and Function)
1.8, 2.8
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The design an creation of
of brochures by upper primary children to inform local residents of the
project was a focus for investigations, providing both a meaningful context
for children's writing and an effective way of distributing information
to the community. The activity began with the identification of key topics
to research. As a group, children identified key themes and ideas that
needed to be addresses by the brochure. These included; what the project
was, where it was happening, what the major threats to the bandicoot were,
what helped protect bandicoot numbers, what he school and Coastcare were
doing and how the community could help. Children then identified
what they already knew and what they needed to find out from the limited
resources they had.
After investigations were completed, the students compiled draft versions
of their brochures with the aid of professional examples. The children
identified writing and design techniques and used them for their
own, which were checked and edited. After final drafts were prepared,
students prepared and rehearsed what the would
say to householders as the distributed the pamphlets. Finally, groups of
chidden distributed them to nearby houses, explaining briefly what the
brochures contained.
This activity gave focus
and meaning to students writing and investigation. It also familiarised
them with professional examples of texts, while the distribution of the
end results gave them valuable experience in speaking for a purpose. New
information technology word processing packages could add another dimension
to the activity.
Key Learning Outcomes:
SOSE Investigation,
Participation and Communication, ( Investigation) 1.16, 2.16, 3.16,
4.16
(Communication) 1.17, 2.17,
3.17, 4.17
Place and Space (People
and Places) 1.5, 2.5, 3.5, 4.5, 5.5
(Care of Places) 1.6, 2.6,
3.6
ENGLISH Writing
(Texts) 1.9, 2.9, 3.9, 4.9
(Contextual Understanding)
1.10, 2.10, 3.10, 4.10
(Linguistic Structures) 1.11,
2.11, 3.11, 4.11
(Strategies) 1.12, 2.12a,
2.12b, 3.12a, 3.12b, 4.12a, 4.12b
SCIENCE Life and
Living (Living Together) 1.7, 2.7, 3.7, 4.7
(Structure and Function)
1.8, 2.8
(Biodiversity, Change and
Continuity) 1.9, 3.9
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