Geoscience Pathways Project Newsletter (June - 24)

We are a ‘not-for-profit’ incorporated body of like-minded teachers, academics and

geoscientists. We work together to support the teaching and learning of Earth in Space (R-10)

under the Australian Science Curriculum and senior secondary (SACE) Earth and

Environmental Science (EES). Thanks to the generosity of our sponsors we continue to offer

unique and timely support as described on these pages.

TABLE OF CONTENTS

Geoscience Pathways Project Newsletter............................................................................................................. 1

Staff Spotlight .................................................................................................................................................. 2

Citizen Science through SACE Stage 2 EES ..................................................................................................... 2

Teaching about Climate Change in SACE EES ................................................................................................. 2

FREE Rock & Mineral hand specimens for schools ......................................................................................... 3

FREE PD WORKSHOPS for Primary and Secondary teachers .......................................................................... 3

Year 10 unit on Climate Change...................................................................................................................... 4

YouTube video series about Rocks – “Every Rock has a Story” K-4 ................................................................ 4

Animal Dawn Video.......................................................................................................................................... 4

The Oaklands Education Centre ...................................................................................................................... 5

STEM Women Branching Out – Flinders Photo Contest .................................................................................. 6

Equipment Loans ............................................................................................................................................ 6

Opportunities for Student Studies in National Parks ....................................................................................... 7

Opportunities for Student Studies in the Coorong in 2021 .......................................................................... 10

TERN ecosystem data for teaching .............................................................................................................. 10

Earth and Environmental Science Summer School Workbook ..................................................................... 11

International Earth Science Week ................................................................................................................ 11

Please share your experience with colleagues ............................................................................................. 12

2019/2020 Committee Members ............................................................................................................... 12

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The Copper Story: with virtual visits to Year 8 Science classrooms

Sarah Chinner and Diane Djotaroeno, (BHP geologists at

Olympic Dam), are currently preparing a YouTube

presentation about Copper for our project. They have also

offered a virtual classroom visit (zoom), by teacher

invitation, to enable students to ‘meet’, interact and ask

questions of the presenters. The production of this

resource will be fully funded by BHP. It will specifically

target Year 8 Science classes, but may be useful for other

‘subjects’ and at other year levels, including the Year 12

EES ‘Earth’s Resources’ topic. The ‘virtual classroom

visits’ by geologists will provide teachers with a unique

opportunity to appropriately address the ‘Science as a

Human Endeavour’ requirements of both the Australian

Science Curriculum and the SACE.

The aim is to have this resource ready for launch in Earth Science Week in October.

Staff Spotlight

Kelly Sharrad teaches Stage 1 and 2 Earth and Environmental Science. She

is passionate about furthering understanding and action related to Climate

Change and Sustainability in schools. Kelly was a co-writer of the SACE EES

Curriculum and has subsequently worked as a marker and subject

moderator. She feels it is important to support the teaching of EES and

currently mentors several Stage 2 EES teachers. Kelly works with the

Geoscience Pathways Project as a teacher mentor and resource writer for

the Earth and Space strand of the R-10 Australian Science Curriculum.

Citizen Science through SACE Stage 2 EES

Stage 2 Earth and Environmental Science (EES) offers a 30% externally

assessed Earth Systems Study (ESS) in comparison to the traditional exam

of other Stage 2 Science subjects. This study provides an opportunity for

students to investigate a local issue or phenomena of interest and to collect

data over a significant amount of time. This opportunity is more likely found

in the honours project of a tertiary course (for example, the honours project I

completed in my Bachelor of Science). Rarely do high school students get to

investigate an area of science that is a true unknown. In 2018, I had the pleasure of teaching Stage 2 EES

at Marden Senior College and the project that students investigated for their external study was the

growing conditions of two incredibly rare flowering plants, in collaboration with the SEEDs project run by

the Botanic Gardens. Students established their own seed orchard in a raised garden bed. They collected

weekly data on the growth of their plants in relation to environmental factors (e.g. rainfall, soil moisture,

soil pH and plant proximity) for 3 consecutive school terms. The conclusions this extensive data collection

allowed students to form will be invaluable when these plant species are eventually propagated into

environments in a rehabilitation program run by the Botanic Gardens. Due to the rare nature of these

species, scientists know very little about them. Discoveries that these students made have contributed to

scientific knowledge, which is an opportunity that high school students really appreciate. By Kelly Sharrad

Teaching about Climate Change in SACE EES

With increasing awareness of global warming and climate change through worldwide strikes lead by the

generation who will feel the brunt of our decisions, now is the time to think about how to educate the

younger generations with the knowledge and skills needed to tackle this massive, global issue. Stage 2

EES offers an extensive topic focused on the issue of climate change. Students explore the causes of

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climate change on both geological and human time scales, the major Earth Systems responsible for our

climate and the flow on effect to not only our environment but to humans as well. They learn to understand

that nothing happens in their world in isolation and all actions are interconnected to the way our Earth

functions. Hope in a bright future is fostered as students investigate alternative energy production and

circular use of resources as solutions to climate change through the other topics covered in Stage 2 EES.

By Kelly Sharrad

FREE Rock & Mineral hand specimens for schools

Free class sets for up to 20 students, comprising 280 specimens designed to meet the requirements of

both Year 8 science and SACE EES. Strictly only one kit can be provided per school, on application. Valued

at $500, they will be particularly useful for teachers of the Year 8 Rocks and Minerals topic. Kits will be

built according to demand, with priority given to schools:

(1) that are currently teaching EES, or planning to offer it in the future,

(2) that are members of our Geoscience Pathways Project (membership is free)

(3) with teachers planning to attend the following free PD workshops.

FREE PD WORKSHOPS for Primary and Secondary teachers

These workshops will be useful for both Year 8 Science and SACE EES teachers.

Workshop 1: Mineral Identification

On a date to be advised in term 4, at Marden Senior College 1- 37 Marden Road, Marden SA

In this half-day workshop teachers will be guided in the pedagogy, knowledge and skills required to teach

identification of minerals as outlined in SACE EES curriculum outline. Teachers will be given resources

(PowerPoints) that describe the main mineral identification techniques that can be used in their

classrooms to support students in the process. This will be a hands-on workshop with a quick introduction

from Kelly. A majority of the workshop will be spent with teachers learning how to identify minerals. A light

lunch will be provided.

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Workshop 2: Rock Classification

On a date to be advised in term 4, at Marden Senior College 1- 37 Marden Road, Marden SA

In this half-day workshop teachers will be guided in the pedagogy, knowledge and skills required to identify

rocks as outlined in SACE EES. Teachers will be given resources (PowerPoints) that will outline the main

rock identification techniques that can be used in their classrooms to support students in the process. This

is a hands-on workshop with a quick introduction from Kelly. A majority of the workshop will be spent with

teachers learning how to identify rocks.

Expressions of interest in the above workshops and free rock and mineral class sets should be directed to

the coordinator of the Geoscience Pathways Project: lenaltman9@gmail.com

Year 10 unit on Climate Change

Preparation of a new resource for Year 10 Science teachers is now underway.

Our team of five experienced and enthusiastic writers has started work. The team includes Bruce Baker,

Cesca McInerney, Cynthia Pyle, Bec Vogt and Kelly Sharrad. They meet regularly (via zoom) to coordinate

their efforts and to collaborate and equitably share responsibility amongst members of the group. The aim

is to have the unit ready for launch in National Science Week (15th- 23rd August).

YouTube video series about Rocks – “Every Rock has a Story” K-4

Ethan Baxter from Boston College has been developing a

YouTube channel all about rocks for students during this

tough time it includes 44 original episodes plus a brand

new Teacher-Parent Guide and accompanying teacher

resources. You can find it all here:

YouTube Channel

Teacher-Parent Guide

Link to website with additional resources

Animal Dawn Video

We’re excited to share the presentation ‘Animal Dawn’ by GSA member Diego Garcia-Bellido, recorded for

the University of Adelaide’s Research Tuesdays.

Diego is an Associate Professor in the School of Biological Sciences at the University of Adelaide and a

Senior Researcher at the South Australian Museum. He is currently an Associate Editor of Alcheringa: An

Australasian Journal of Palaeontology and is a former Secretary of the GSA Australasian Palaeontologists

(AAP) Specialist Group.

Talk description: Although the rise of animal life on Earth has fascinated humanity for centuries, tracing its

origins to an exact point in history has proven difficult. The Ediacara Biota—approximately 555 million years

old—are recognised as the first known macroorganisms. Yet their assignment to the animal kingdom

remains controversial, with some scientists believing animal life didn’t take off until the Cambrian

“explosion”, around 20 million years later. New research conducted jointly by the University of Adelaide and

the South Australian Museum, however, aims to resolve the debate. Comprehensive comparisons are

being conducted between Ediacaran records and those from Kangaroo Island’s internationally significant

Emu Bay Shale Cambrian fossil site, with findings tested against modern marine invertebrates (Courtesy

University of Adelaide YouTube Channel).

Watch the video here: https://www.youtube.com/watch?v=39vlt1N5o5A (58mins)

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The Oaklands Education Centre

The Oaklands Education Centre: An exciting,

purpose-built home for the partnership between the

City of Marion and Flinders University, providing a

place for education, research and studies into

wetlands, and showcasing the site’s stormwater re-

use scheme.

These facilities are free to use and a unique

government agencies, environmental groups and

members of the Aboriginal community, who can

book the facility for their educational or meeting

needs.

The centre contains:

• Classroom for 25-30 students

• Air conditioning and heating

• Disability access

• Kitchen

• Toilet

Oaklands Wetland

Oaklands Wetland plays an important role in our

community. Around 85,000 new plants have created

a habitat for many different species of animals,

including parrots, ducks, cockatoos and wader birds

such as spoonbills, ibis and gulls. Fish and frogs live

in the wetland, plus many different types of insects

like dragonflies and mayflies.

The wetland is fully operational and can treat up to 400 million litres of stormwater each year. Water is

cleaned as it moves slowly through a series of ponds, which each use natural processes in various ways to

clean the water. To function properly, the wetland needs calm water, healthy plants and native animals to

all play their part. The Oaklands wetland provides a great space for schools to further educate their STEM

students.

Oaklands Wetland Educational Modules

Designed for high school students and aligned with the SACE curriculum, Flinders University has created

various educational modules where students are able to participate in water-related STEM activities -

topics included are groundwater, environmental health and ecology. Students get first-hand experience of

practical activities such as conducting a theoretical risk assessment to see whether wetland water is safe

for its intended use. The activities will be of particular use to the new science as a human endeavour

strand of the SACE curriculum. There will also be unique opportunities to have your class led, in

conjunction with your teacher, by a PhD researcher from Flinders University. This not students to see and

discuss potential future tertiary education and career pathways in STEM.

To book a module, email stem@flinders.edu.au

For more information about the site, visit https://www.flinders.edu.au/study/schools-teachers/oaklands-

wetland

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STEM Women Branching Out – Flinders Photo Contest

Equipment Loans

We offer short-term loans of equipment including class sets of sighting compasses, clinometers, GPS units

and a ‘Quakecaster’ (designed by the USGS).

For more information about our teaching resources and services please visit our website:

www.geosciencepathways.org.au

If your school is not already a member you can join our project (free) by contacting our webmaster:

geoscience.pathways@gmail.com

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Opportunities for Student Studies in National Parks

Connecting National Parks successes and issues to possible Earth Systems Studies for SACE Earth and

Environmental Science. The following are examples of opportunities have been suggested by National

Parks SA rangers.

1. Anstey Hill Conservation Park

There is a current overpopulation of

Koalas in the park. While the koala is in

decline across its natural range, South

Australia and the Mount Lofty Ranges

represent a haven for an animal that is

in decline nationally. However, koalas

are not native to the Mount Lofty Ranges

region. They were introduced to the area

and have since prospered.

Students could research this history.

Then, through a well-designed field

investigation they could monitor the

habitat in a defined area within the park,

to determine whether the area is

adequately supporting the koala population. They could identify species of Eucalyptus that are favoured by

koalas and monitor the effects of koala grazing on the health of trees across the defined area. They would

need to devise scientifically sound methods of recording data and numbers seen throughout the park.

Also: Nature Play SA’s 40 Things to do in Anstey Hill Recreation Park Brochure

CONTACT: National Parks SA Ranger Aislinn McAleer : Aislinn.McAleer@sa.gov.au

https://landscape.sa.gov.au/hf/land/our-parks/schools-in-parks/anstey-hill-recreation-park-education-

pack

2. Para Wirra Conservation Park

Issue # 1:

Fire was used by Aboriginal people to farm and to manipulate the Australian landscape for thousands of

years. Many Australian plants require the heat and/or smoke from a fire in order to germinate. Today, fire

is still used by park rangers and fire management staff to influence the density and amount of vegetation.

This is an important part of park management. Fire has the ability to reduce fuel load and to stimulate

renewal of landscapes. ‘Prescribed burns’ are fires that are deliberately lit to reduce fuel loads. The

reduction of fuel load within a particular area helps to reduce the risk of a bushfire by removing leaf litter,

vegetation and canopy cover within the prescribed burn area. Ecologists, park rangers and fire

management staff investigate areas to burn that won’t have a hugely negative effect on populations of

animals and other biota living in the area. Burning areas too often can greatly reduce animal populations

and biodiversity. It is essential to adequately plan for prescribed burns to reduce the risk of damage to a

system. Burning can alter soils, water, air quality, flora and fauna. A typical fire scar can be seen on the

main road in Para Wirra Conservation Park. This area is sign posted.

EES students could visit Para Wirra Conservation Park to investigate the effects of fire on the Para Wirra

ecosystem, water and soil. They could compare areas of unburnt vegetation to recently burnt areas and

areas burnt 10-20 years ago. They could collect and record data on plant density, diversity of species,

canopy cover and diversity of storey layers.

Issue #2:

Adelaide’s average temperature is expected to increase by 0.6°C–1.3°C by 2030 as compared to 1990.

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This is coupled with an expected doubling of the number of days over 35°C compared to the long -term

average by 2070. South Australia is also projected to experience increases in time in drought.

EES students could investigate how these changes are likely to affect the amount and severity of fires

within the Mount Lofty Ranges, and more specifically, within the Para Wirra Conservation Park.

CONTACT: National Parks SA Ranger Peter Hannon : Peter.Hannon2@sa.gov.au

https://landscape.sa.gov.au/hf/land/our-parks/schools-in-parks/para-wirra-conservation-park-education-

pack

Para Wira Virtual tour

A teacher-focused

virtual tour of selected

sites within Para Wirra

Conservation Park,

including links to

education resources

3. Adelaide International Bird Sanctuary

The Adelaide International Bird Sanctuary extends from St Kilda to Port Parham along upper Gulf St

Vincentin South Australia. This piece of land is a pivotal stopover for approximately 27,000 migratory

shorebirds. It is one of the longest continuous coastal reserves in the state, second only to the Coorong.

Issue #1: loss of habitat

Migratory shorebirds face many threats to their survival. One of which is the loss of habitat from sea level

rise, caused through a warming climate. Shorebirds require low gradient, low energy coastal systems to

hunt for food, where they can wade through shallow water along the intertidal zone searching for food.

They are not adept swimmers. They can only enter flight whilst standing on land, not floating on water.

Land that joins low gradient, low energy coastlines is often dedicated to industrial purposes. To prevent

flooding of this land, many countries construct sea walls that prevent flooding of land behind the shorebird

habitat This results in the inundation of low gradient, low energy coastlines and the loss of habitat for

migratory shorebirds.

EES students could study extinction of species (in general), with a subsequent focus on the ruddy

turnstone. They could work collaboratively to collect and collate appropriate field data in the park, analyse

their data and report their findings (both from the literature and from their own field data), from the point

of view of interactions between the hydrosphere, geosphere and biosphere.

Issue #2: disturbance

Other threats faced by migratory shorebirds are disturbances by dogs, people, vehicles and predators.

When disturbed birds may stop feeding to walk or fly away from a real or perceived threat. This utilises

precious energy that will be needed for the migration back to the Arctic Circle.The migration from the Arctic

Circle to the sanctuary is a hugejourney that requires shorebirds to use a lot of energy. Some species of

birds fly non-stop for eight days, not sleeping, eating or drinking whilst in flight. In order to make this

journey, some species of birds will increase their body weight by 70 percent in the form of fat. This added

weight is used by the bird whilst in flight and is critical to the birds’ ability to make the journey across the

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East Asian Australasian Flyway.

EES students could study the effects of disturbance on migratory shorebirds within the sanctuary. This

could be done by monitoring birds at sites at Thompson Beach, Port Gawler and St Kilda.

CONTACT: National Parks SA Ranger Tammy Leggett: Tammy.Leggett@sa.gov

https://landscape.sa.gov.au/hf/land/our-parks/schools-in-parks/adelaide-international-bird-sanctuary-

national-park-education-pack

Virtual tour

A teacher-focused

virtual tour of selected

sites within the

Adelaide International

Bird Sanctuary

National Park -

Winaityinaityi

Pangkara, including

links to education

resources.

4. Cobbler Creek Recreation Park

Cobbler Creek Recreation Park is sandwiched between Golden Grove and Salisbury in Adelaide’s northern

metropolitan suburbs. It is one of the largest undeveloped tracks of land in metropolitan Adelaide and is

home to a variety of plant and animal species. The park contains the largest remaining stand of Mallee Box

(Eucalyptus porosa) grassy woodland along the Adelaide Plains.Only three percent of remnant vegetation

exists along the Adelaide plains and Cobbler Creek Recreation Park is recognised as an important remnant

vegetation site and a place that offers a number of recreational activities for park visitors. Historically,

Cobbler Creek was used as a sheep grazing property. The effects of this can still be seen today.

Issue #1: pest plant

One of the greatest challenges facing the park is the invasion of Coolatai grass. This is an introduced

species that displaces native vegetation, smothers native ground cover and burns faster and hotter than

many native species. Hence, the presence of Coolatai grass is considered a fire risk. Students could study

the effect of an introduced species on an ecosystem, in particular the changes that introduced species

make to the functions of an ecosystem.

Students could research areas of remnant bushland and compare these to Cobbler Creek Recreation Park,

ensuring that links between the hydrosphere, geosphere and biosphere are clearly recognised.

Issue #2: water

The quality and quantity of water across the world is essential for people and for flora and fauna.

Plants through transpiration and shading, cool the air and ground around them. Vital to the Cobbler Creek

ecosystem is access to water. With a warming climate, the benefit of using plants to cool the

neighbourhoods where humans live is critical. At the same time, there are more and more pressures on

water to be used for purposes other than watering plants. Cobbler Creek is part of a network of wetlands

and retention ponds within the City of Salisbury that alter the movement of water from the hills to the sea

by storing stormwater in dams, wetlands, creeks and rivers. Through this process, water is filtered, injected

into underground aquifers and used at a later stage. This process is known as Aquifer Storage and

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Recovery (ASR).

EES students could study the quality of water from the Cobbler Creek dam to the Greenfields Wetlands

prior to the water being injected into the aquifer. The investigation could include recording changes in

stormwater quality over time and in different locations. Possible focus questions include:

• What roles do plants play in cleaning stormwater?

• How do plants clean stormwater?

CONTACT: National Parks SA Ranger Aislinn McAleer : Aislinn.McAleer@sa.gov.au

Opportunities for Student Studies in the Coorong in 2021

1. Carbon Cycling in the Coorong Lagoon

One possible student project is around local C cycling in the Coorong lagoon and the related CO2 cycle.

(e.g. the question if parts of the lagoon act as sink vs. source of CO2), and what impact that has on local

carbonate/CaCO3 formation vs. dissolution). Together with a colleague at Waite campus (Prof. Luke

Mosley) researchers at the University of Adelaide have been taking pilot measurements with a new

portable CO2 analyser, and if this system proves to be robust, it might be an option for a smaller student

project.

CONTACT Dr. Juraj Farkas : juraj.farkas@adelaide.edu.au

2. Identifying salinity and nutrient threats

Another possible student project is to investigate salinity and nutrient threats to the keystone aquatic plant

Ruppia tuberosa. Students could survey salinity and evidence of nutrients (filamentous algae or slime), and

relate this data to the number of seeds found in shallow waters. This would require some sieves to find the

seeds, but these are large and fairly identifiable (i.e. just about to the naked eye). The students would also

need to be able to measure salinity. Most equipment they are likely to have access to wouldn’t cover the

hyper saline range in the Coorong, but they could dilute the samples (a useful exercise in itself) and then

calculate that salinity).

CONTACT John Tibby: john.tibby@adelaide.edu.au

Australia’s Land Ecosystem Observatory

TERN measures key terrestrial ecosystem attributes over time, from continental scale to field sites at

hundreds of representative locations. TERN openly provides model-ready data that enables researchers to

detect and interpret changes in ecosystems.

TERN ecosystem data for teaching

This useful booklet of ideas for schools was published in May 2020

Download the ‘TERN data for students’ summary document and data spreadsheet.

TERN has assembled data into an easily downloaded spreadsheet, teachers and students have access to

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large, authentic, environmentally related data sets—including from more than 700 TERN Ecosystem

Surveillance monitoring plots.

The data in the Excel spreadsheet provide quick and easy access, all without requiring complex data

processing tools, such as R Studio. An accompanying summary document provides information and

explanation to help you get started using the TERN datasets.

You can use this resource to help gain an insight into scientist-collected data, and to analyse and

understand Australian ‘big data’, open-source data, field methods, statistics, and habitat variables.

Usefully, the document has a number of ideas and suggestions on how students can utilise the data

available.

https://www.tern.org.au/wp-content/uploads/TERN_data_for_students.pdf

Earth and Environmental Science Summer School Workbook

John Mignone has freely provided this extensive and valuable resource book, based on

his many years of experience as a geoscience educator in South Australian schools. It

contains 80 excellent practical and research activities for science students from years

5-12. Chapters are available from our GPP website but the entire book can be freely

downloaded from:

http://www.energymining.sa.gov.au/minerals/knowledge_centre/stem_in_earth_science/teaching_resour

ces

The Future of Geoscience Education

There was a huge international virtual (Zoom) forum on 10th June, about the future of geoscience

education. More than 500 geoscientists participated in this unique 3-hour event. Although largely UK

focused, presenters like Iain Stewart and many others talked about the growing lack of new students, low

levels of interest in studying the geosciences at university and some of the possible future consequences.

We recommend that all SA science teachers look at the video (link below) of this important international

event and the ideas and strong rationale presented for change, with particular reflection on the current low

level of uptake of SACE Earth and Environmental Science in SA schools.

https://www.youtube.com/watch?v=r-PbVAOyADc

International Earth Science Week will be on October 11 - 17, 2020 and will celebrate the

theme "Earth Materials in Our Lives." Since 1998, the American Geosciences Institute has organized this

national and international event to help the public gain a better understanding and appreciation for the

Earth sciences and to encourage stewardship of the Earth. The GPP will plan ways of encouraging local SA

school participation at our next meeting (and AGM) in September.

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Please share your experience with colleagues

If you have particular resources that you have found useful in your teaching of SACE EES topics, or in

your teaching any geoscience topic at any year level of the Earth and Space sub-strand of the Australian

Science Curriculum (R – 10), please share these resources with other teachers by:

emailing your resources or useful links to: lenaltman9@gmail.com

Joining our Project: geoscience.pathways@gmail.com (Joining is free)

subscribing to our newsletter (also free), and/or attending our occasional workshops:

www.geosciencepathways.org.au

2020 AGM & Committee Meeting 16-9-2020

The Geoscience Pathways Project 2020 AGM will be at Marden Senior College on Wednesday

16th September from 4:30 pm. Nominations for committee membership are invited for the

following: Chairperson, Secretary, Treasurer, and members (up to 10).

A light supper will be provided

The AGM will be followed by a normal meeting of the newly elected committee.

PLEASE CONSIDER SUPPORTING OUR PROJECT BY NOMINATING

FOR OUR COMMITTEE

2019/2020 Committee Members

The following are the 14 members of our new Geoscience Pathways Management Committee elected at

our AGM on 24th July:

Len Altman (Geoscience educator, GPP Coordinator)

Carol Aldous (Flinders University Education lecturer)

Rod Austin (Geophysicist/ TRT/ teacher mentor)

Dillon Brown (PhD student, University of Adelaide)

Dylan Irvine (Flinders University, Groundwater Hydrologist)

Luke McKay (Teacher-geologist)

Cesca McInerney (University of Adelaide)

Bernd Michaelsen (Geologist DEM)

John Mignone (Geoscience educator/)

Cynthia Pyle (Geoscience educator)

Peter Reeve (PhD student, Flinders University)

Christian Riebeling (Henley High School)

Kelly Sharrad (Teacher-geologist, Treasurer)

Jan Varga (PhD student, University of SA)

Amanda Vernik (GPP Webmaster, GPP Secretary)

Thank you to our members for their dedication and support to the Geoscience Pathways Project.