During+your+visit

What to do while you are there....
 * ======Introduce yourself to the person operating at the site. Ask them one question about their work in the area. ======
 * ======Identify one aspect of your environment that engages each of the senses: sight, smell, touch, taste and hear. ======
 * ======Create a food web for the animals you witness in the environment. ======
 * ======Observe a group of animals. Where possible follow their movements – brainstorm descriptive and factual words about their existence. Include: adjectives, opinion statements as well as factual information about the way they live – habitat, foods etc. ======
 * ======Compose a narrative artwork expressing the elements of the trip and the emotions you felt – include symbols to express yourself. ======
 * ======Identify one item in the environment, for example: a leaf, feather etc. Sketch in detail the item with a secondary illustration of the source of the item. ======
 * ======As a springboard for a children’s learning resource. Find a quiet space and right the letters of the alphabet down the side of the page. Select ONE word that starts with each letter to explain this space. ======
 * ======Compose five statements that begin with: This place… ======
 * ======Colours from nature – if you were to compose an artwork that represents this environment which colours would you use? Where possible collect examples for the colours OR use pencils to create a colour page that shows the different shades you would require. Annotate the samples to show what elements of the space they represent. Examples: browns from the earth, greens from plants, black from charcoal, yellow from the wattle flowers, etc. ======
 * ======Create 3 descriptive similes or metaphors to describe this environment. ======
 * ======Sketch the area as you imagine it in the past as described by the guide. Alternatively you could apply the changes that may affect the environment in the future and sketch the future environment. ======
 * ======Select ONE plant item – Write down the common name, proper term and what it was used for. ======
 * ======On the day before the trip place a plastic sheet on the ground and cover it with sand (2cm deep) place a second plastic sheet and then place ground cover over the top. Observe the site the next day (or if possible on a few separate occasions) by taking photo evidence and identify the marks in the sand. Identify possible animals that have been in the area. ======
 * ======Working in pairs draw a map of the site. Identify which direction you are moving in. Discuss how past generations were able to find their way. Find out how to use the stars to find out which direction is South. ======
 * ======Design a fish trap using natural materials (plant materials). When you return to school research Indigenous fish traps and map out any similarities in your design. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Bush tucker is a term used to describe foods found in the Australian bush. List foods that were traditionally eaten in this area. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Consider our national symbols e.g. wattle, coat of arms etc. Compose a brainstorm of which symbols relate to this community. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Design your own National symbols stamp: [] ======

<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%; padding-left: 30px;"> Try to incorporate additional items that are specific to this local community.

 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Create a series of images of the environment using – digital camera, drawing and ‘earth art’ using materials from the ground at the site. Rank them on their effectiveness in communicating information about the environment. (consider their representation of detail) ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Homes hike – spend 5 minutes walking in the area and make a list of animal homes that you find and write the animals you believe live there. E.g. nests, spider webs, ant hills. Try to be specific in identifying the type of species. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Sketch half an object in the environment. Swap with a partner have them undertake a treasure hunt to find the item and complete the drawing. Could include a – type of leaf from a tree, physical artefact, animal, ants nest etc. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Identify an aspect of the environment that will require conservation to extend its existence in the future. List the potential threats and devise a plan to protect and support it. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">After the excursion sweep out the bus to collect material that was transported from the site. Sweep through the materials and make statements about the environment. Invite a visitor to the class e.g. Principal and see if they can guess the location of the trip. Make some hypothesis of the effect of man on the environment by assessing rubbish and plant matter. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Imagine you are compiling a time machine for future generations to discover. Write ONE statement and ONE illustration to place at the site. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Assess the human impacts on the environment at this site. Brainstorm projects that could enhance the environment: consider the- reduce, reuse and recycle process. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Gather the information of the day by compiling information on the 5w’s – who, what, when, where and why. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Identify and describe one area of the environment that has changed over time, it may be an animal population, rock face, the break-down of an aspect of the environment etc. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Meet a tree – blindfold a student and lead them to a tree. Allow them two minutes to ‘get to know the tree’ they can touch etc. Lead them back to the beginning and have them identify the tree from sight. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">Students use binoculars and cameras to undertake bird watching. Using Ipod apps OR Australian Bird Guide students identify birds in the environment. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">When you visit the site take a heavy log with nails screwed into it. Move into an open area and blindfold students. Have one student make a path through the environment. Take off the blind folds and in small groups have students take turns at trying to follow the tracks and find the missing person. ======
 * ======<span style="font-family: Verdana,Geneva,sans-serif; font-size: 130%;">How to measure a tree – numeracy task. ======