About marine parks in South Australian waters - Want to bring your ideas to life? Be part of an - for Years 5 & 6
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Want to bring your ideas to life?
E N T I O N
Be part of an...
INV T I O N
C O N V E N
about marine parks in South Australian waters
An Educational Resource
for Years 5 & 6
Department for
Environment and Water
Acknowledgements Want to bring your ideas to life?
This online curriculum-linked resource
T I O N
Be part of an...
V E N
was produced by Angela from Angela
IN T I O N
E N
Colliver Consulting Services.
Dr Shelley Paull from National Parks
and Wildlife Service South Australia and CON V about marine parks in South Australian waters
colleagues from Parks Australia assisted
Contents
in the development of this resource.
The curriculum-linked resource is
designed to support teachers in schools Introduction 1
implement teaching and learning
programs about marine parks in South How to use this resource book 2
Australian waters.
This work is licensed under a Creative A suggested learning methodology 3
Commons Attribution-Non Commercial
4.0 International licence (CC BY-NC 4.0) Curriculum Connections 4
https://creativecommons.org/licenses/
by-nc/4.0/ Marine parks in South Australia 6
A suggested learning sequence 12
Appendix 18
Under this licence you can share and
adapt but must give appropriate References 19
credit, provide a link to the licence,
and indicate if changes were made. Student Project Files 23
The material may not be used for
commercial purposes. The Project File 24
The following statement must be used Resource 1.1 Your Design Brief 25
on any copy or adaptation of the
material. Resource 1.2 Define 26
Copyright: Australian Government Resource 1.2.1 Getting to know South Australia's
2020 except where indicated marine parks 27
otherwise. This work is licensed under
a Creative Commons Attribution Non- Resource 1.2.2 South Australia’s marine parks –
Commercial 4.0 International licence. zones and connections 28
While reasonable efforts have been
made to ensure that the contents of Resource 1.3 Discover 29
this educational resource are factually
correct, Parks Australia and the National Resource 1.4 Dream 33
Parks and Wildlife Service South
Australia do not accept responsibility Resource 1.5 Design 34
for the accuracy or completeness of the
contents, and shall not be liable for any Resource 1.6 Deliver 37
loss or damage that may be occasioned
directly or indirectly through the use Resource 1.7 Debrief 38
of, or reliance on, the contents of this
educational resource. Resource 1.8 Re-Design 39
All links to websites were accessed in
April 2020. As content on the websites
used in this resource book is updated
or moved, hyperlinks may not always
function.
Introduction
The ocean is inextricably linked to our land and atmosphere through complex processes that
support life. The ocean also supports rich biodiversity.
Amazingly, the ocean produces half the oxygen • develop understandings about the role of
we breathe, so no matter where on earth you marine parks in addressing complex real-
live, you are connected to the ocean and rely on world scenarios.
it to survive. As an island nation, surrounded by
• develop understandings about the
the third largest marine jurisdiction in the world,
importance of attaining sustainability for
this connection is very real for many Australians.
marine parks.
This marine environment supports incredible
habitats and species, drives our climate and • discover ideas and solutions to take
weather, provides jobs, food, and resources, action to tackle sustainability challenges
and offers us a special way of life. We have a as individuals, as a community and as the
responsibility to protect it and every Australian future decision-makers who need and use
can play their part. marine parks.
This resource book aims to support teachers in • discover and envision a range of creative
primary schools engage students in appreciating solutions to real-world problems.
more about marine parks in South Australian • design research projects with the goal
waters, both Commonwealth and State. They will of reflecting on appropriate local actions
build an understanding of where marine parks to ensure marine parks are managed
are in South Australian waters, what benefits appropriately to support marine
they provide us with, and how a variety of tools conservation goals as well as the sustainable
and techniques are used to survey, monitor, use of marine resources.
track and help protect the marine plants and
animals they help protect. • design the steps required to create
sustainable solutions for the problems.
Aim • dream and consider the many possible
solutions to deal with sustainability
In schools, there is scope for teachers to
challenges.
integrate this resource book into their existing
classroom programs. The resource book • deliver and debrief solutions.
provides schools with opportunities to:
• practise and reinforce the sustainability
messages delivered in the Australian
Curriculum Learning Areas, General
Capabilities and Cross Curriculum Priorities.
Leafy seadragon
Image: Carl Charter
an educational resource for Years 5 & 6 1
How to use this resource book
This resource book provides learning experiences to support your school’s involvement in
marine parks in South Australian waters.
Teachers can use the following learning
experiences to plan, stimulate, support, and
inspire their learning about these important
areas.
The resource book includes ideas to support
students’ involvement in investigating, exploring,
experimenting, designing, creating, and
communicating their understandings about
marine parks in South Australian waters.
Curriculum focus
This learning resource has a variety of student
activities that link to the Australian Curriculum in
STEM, particularly in Technologies and Science.
It also has many opportunities to integrate the
Sustainability Cross Curriculum Priorities and
General Capabilities.
Students develop an understanding of the
roles STEM, innovation, and design play in
understanding real-world scenarios in the
marine parks around South Australia. They
discover how STEM has, and is, enabling marine
park scientists and researchers design solutions
to deal with the challenges being experienced in
marine parks in South Australian waters.
This unit includes ideas to support students’
involvement in investigating, exploring,
designing, creating, and communicating their
understandings about marine park practices that
make use of scientific, technological, ecological,
economic knowledge. It supports students to
design, plan and evaluate marine park activities,
technologies, and equipment.
Students can invent or re-design a device, tool
or technique that can survey, monitor, track and
help protect the marine plants and animals in
marine parks in South Australian waters. The
chosen activity is not limited to activities already
occurring in these marine parks. It can include
new ideas, or ideas from elsewhere in Australia
or the world.
2 Be part of an INVENTION CONVENTION
A suggested learning methodology
The Project Based Learning (PBL) learning sequences used in some of the learning activities in
this book are underpinned by the work of Lee Watanabe-Crockett.
It uses the Solution Fluency methodology • Dream: The ‘Dream’ phase enables
through six phases: Define, Discover, Dream, students to imagine and develop possible
Design, Deliver and Debrief. The phases of the solutions and explanations for the challenge,
model are based on the 21st Century Fluencies problem, question, and task they have
created by Crockett et al (2011). experienced. The significant aspect of this
phase is that the students’ explanations
The Essential Fluencies are outlined extensively follow substantive conversations and higher-
in the book Mindful Assessment (Crockett, L. order thinking experiences.
& Churches, A. (2016) Mindful Assessment
(Solution Tree). See also ‘Solution Fluency’ on • Design: The ‘Design’ phase provides
the Global Digital Citizen Foundation website, opportunities for students to apply what
and the Solution Fluency video Solution they have learned to new situations, to
Fluency on YouTube (3:13 min). For reference, map production processes and so develop
the fluencies are: a deeper understanding of the challenge,
problem, question, or phenomenon.
• Define: The ‘Define’ phase begins with It is important for students to extend
lessons that intellectually engage students explanations and understandings, using
with a challenge, problem, question, and and integrating different modes, such as
task. This phase captures their interest, diagrammatic images, written language, and
provides an opportunity for them to express media.
what they know about the topic, share
• Deliver: The ‘Deliver’ phase has two
understandings being developed, and helps
stages—production and publication or
them to make connections between what
presentation. In the production phase, the
they know and the new ideas.
task comes to life—this is the doing aspect.
• Discover: The ‘Discover’ phase includes At the end of this phase, the student task
activities in which students can explore, should be completed. Next, they present or
investigate, research, read, discuss, gather, publish their work sample to an audience.
organise, and compare knowledge and data.
• Debrief: The ‘Debrief’ phase provides an
They grapple with the challenge, problem,
opportunity for students to revisit, review,
question, or phenomenon and describe it
and reflect on their own learning and new
in their own words. This phase provides a
understanding and skills. This is also when
context and enables students to acquire a
students provide evidence for changes to
common set of experiences they can use
their understanding, beliefs, and skills.
to help each other make sense of the new
knowledge or understandings. Source: ‘Solution Fluency’, Global Digital Citizen
Foundation website.
an educational resource for Years 5 & 6 3
Curriculum Connections
Content Descriptions Source: (ACARA, 2015)
Technologies (Years 5 & 6) Science (Years 5 & 6)
Design and Technologies—Knowledge and Science as a Human Endeavour – Nature
Understandings and development of science
Examine how people in design and technologies Science involves testing predictions by
occupations address competing considerations, gathering data and using evidence to develop
including sustainability in the design of products, explanations of events and phenomena and
services, and environments for current and reflects historical and cultural contributions
future use ACTDEK019 ACSHE081 ACSHE098
Investigate characteristics and properties of a Science as a Human Endeavour – Use and
range of materials, systems, components, tools influence of science
and equipment and evaluate the impact of their
Scientific knowledge is used to solve problems
use ACTDEK023
and inform personal and community decisions
Design and Technologies—Processes and ACSHE083 ACSHE100
Production Skills
Science Inquiry Skills
Critique needs or opportunities for designing,
With guidance, pose clarifying questions and
and investigate materials, components, tools,
make predictions about scientific investigations
equipment and processes to achieve intended
ACSIS231ACSIS232
designed solutions ACTDEP024
Identify, plan and apply the elements of scientific
Generate, develop, and communicate design
investigations to answer questions and solve
ideas and processes for audiences using
problems using equipment and materials
appropriate technical terms and graphical
safely and identifying potential risks ACSIS086
representation techniques ACTDEP025
ACSIS103
Select appropriate materials, components,
Compare data with predictions and use as
tools, equipment and techniques and apply
evidence in developing explanations ACSIS218
safe procedures to make designed solutions
ACSIS221
ACTDEP024-6
Communicate ideas, explanations and processes
Develop project plans that include consideration
using scientific representations in a variety of
of resources when making designed solutions,
ways, including multi-modal texts ACSIS093
individually and collaboratively ACTDEP028
ACSIS110
4 Be part of an INVENTION CONVENTION
General Capabilities Learning Goals
Literacy, ICT capability, Critical and creative Learners will:
thinking, Ethical Understanding and Personal
and Social Capability. • Understand the biodiversity values of marine
parks in South Australian waters.
Cross Curriculum Priority • Understand the human and economic
uses and values of marine parks in South
Sustainability
Australian waters.
Organising Ideas • Understand aspects of marine park
management, including sustainable use
OI 2: All life forms, including human life, are practices and take actions to ensure
connected through ecosystems on which they adherence to best environmental practices.
depend for their wellbeing and survival.
• Investigate the purposes of tools and
OI.3: Sustainable patterns of living rely on the systems that are used to survey things in
interdependence of healthy social, economic marine parks, monitor things in marine
and ecological systems. parks and track animals in the marine parks
in South Australian waters.
OI.4: World views that recognise the
dependence of living things on healthy • Invent or re-design a device, tool or
ecosystems, and value diversity and social justice technique that can survey, monitor, track
are essential for achieving sustainability. and help protect the marine plants and
animals in marine parks in South Australian
OI.5: World views are formed by experiences at waters.
personal, local, national and global levels, and
are linked to individual and community actions Learning Intention
for sustainability.
Explain to the students that their task is to invent
OI.6: The sustainability of ecological, social and or re-design a device, tool or technique that
economic systems is achieved through informed can survey, monitor, track and help protect the
individual and community action that values marine plants and animals in marine parks in
local and global equity and fairness across South Australian waters. This is not limited to
generations into the future. techniques already in use in these areas. Ideas
can be taken from elsewhere in Australia or the
OI.7: Actions for a more sustainable future world and applied to marine parks in South
reflect values of care, respect and responsibility, Australia where appropriate.
and require us to explore and understand
environments.
OI.8: Designing action for sustainability requires
an evaluation of past practices, the assessment
of scientific and technological developments,
and balanced judgments based on projected
future economic, social, and environmental
impacts.
an educational resource for Years 5 & 6 5Marine parks in South Australia
Marine parks are internationally recognised as an important way to help us conserve marine
biodiversity and support the sustainable use of marine resources like fish, tourism potential
and oil and gas. Marine parks often work alongside other management efforts to keep our
marine environment healthy, including limiting the number of fish that can be caught and
restricting the use of harmful chemicals. The United Nations encourage countries all around
the world to look after their marine environment (Sustainable Development Goal 14). One
of the key indicators (Sustainable Development Goal Target 14.5) is the establishment of
marine parks. In Australia, 37% of our marine environment is currently protected within a
marine park: we are doing a good job meeting this global target.
In South Australia, there are 26 marine parks. What is in a name?
Nineteen of these occur in coastal waters
and are managed by the National Parks There are lots of different names for marine
and Wildlife Service South Australia and parks – which means it can get confusing
the remaining seven occur in offshore waters quickly! Often, people refer to marine parks
and are managed by Parks Australia, a in slightly different ways to distinguish their
Commonwealth government agency. purpose, their rules or who manages them. It
isn’t necessary to be across all the terms but is
This means that marine parks can be useful to be aware that even in South Australia,
established by either the Commonwealth, some marine parks are called different things
the Northern Territory, or the states. In South but have the same purpose (Sanctuary Zones
Australian waters, there is a mix of State and (core conservation zones) in State marine
Commonwealth marine parks. An important parks are the same as National Park Zones in
design principle for marine parks is that, where Commonwealth marine parks)). This article
possible, they should complement existing provides an interesting overview.
management measures. In South Australia,
the newer Commonwealth marine parks were
positioned so that boundaries and zones
align across State and Commonwealth waters,
extending protection for habitats, species and
the processes that connect them.
r nature?
parks just fo ture.
Are marine u m ans and na
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agrass or se y are often par ts The respon ared betw
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corals or se ti on – th e m o re marin e e n v ir o
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6 Be part of an INVENTION CONVENTIONSouth Australia’s State marine parks Did you know that marine parks in the Great
Australian Bight were established to protect
State and Territory governments in Australia breeding populations of southern right whales?
have established many marine parks. Some are It has both State and Commonwealth managed
natural extensions of their National Parks or marine parks. The Far West Coast Marine Park
nature reserves, whilst others are discrete sites. is managed by the State Government and the
These marine parks protect a range of habitats adjacent Great Australian Bight Marine Park is
including wetlands, inshore reefs, seagrass beds managed by the Commonwealth Government.
and all of the marine species that depend on
them. You can find your local State marine parks by
using this interactive mapping tool.
The South Australian Government manages a
network 19 marine parks in its State managed Discover the remarkable range of species the
waters. These marine parks cover 44% of these State marine parks protect on the Plants and
waters, with 6% protected within Sanctuary animals page or by visiting the life in our
Zones. They span from the Victorian border bioregions page.
to the Western Australian border and include
coastal and offshore waters, gulfs and offshore You can find out more about the science behind
islands. They are designed to represent the vast State marine parks on the Understanding the
range of habitats and ecosystems within South effectiveness of marine parks page or the
Australia's eight marine bioregions (as scale scientific reports page.
models of these bioregions). You can find out about what’s protected in
South Australia’s waters are rich and unique and individual State marine parks in the Marine
are part of the Great Southern Reef. They are in Parks Report and Management Plan sections
a temperate marine zone and support a range on Enviro Data SA.
of habitats and species of biological importance, You can find out more about South Australia’s
whilst also allowing for sustainable uses such marine environment by visiting The Rockpool,
as fisheries, tourism, shipping and other marine the Great Southern Reef, the Good Living
industries. Blog, and virtual tours of EP Marine Parks and
South Australia’s fisheries range from large- NRM Education and Experiencing Marine
scale industrial-sized fisheries such as prawn, Sanctuaries.
shark and lobster fisheries, to small-scale
community-based fisheries such as those which
operate within the Marine Scalefish and Lakes
and Coorong fisheries. These fisheries support
commercial, recreational and Indigenous
traditional fishing activities which contribute to
the social and economic well-being of the State
and many regional coastal communities.
an educational resource for Years 5 & 6 7South Australia’s Commonwealth phytoplankton and zooplankton, the bottom of
marine parks the ocean food web. Free-swimming animals of
all shapes and sizes flock to these hotspots to
The seven Commonwealth marine parks – also feed, from schools of anchovies and mackerel,
called Australian Marine Parks – off South to tunas and white sharks. Seabirds like albatross
Australia protect a total of 139,595 km². That and petrels will travel hundreds of kilometres
is a lot of ocean! Together these marine parks to feed in these locations and scientists also
protect an incredible range of habitats, plants, believe that they influence the migration routes
and animals. of species like whales.
In some areas of the parks, water depths Fewer humans venture to the farthest reaches
are quite shallow (~15 metres). Here, where of these marine parks but they do support
conditions are warmer, lighter, and more economically important commercial fisheries and
protected, coral, and rocky reefs and seagrass the oil and gas sector. Did you know? The Great
beds thrive. The residents of these habitats are Australian Bight supports Australia's most valuable
quite familiar – you will find Australian sea lions, fishery, the Southern Bluefin Tuna Fishery.
octopus, flathead, rock lobster and weedy sea
dragons. These areas are used by a wide range • Australian Marine Parks website
of people including recreational fishers and • Australian Marine Parks are managed
tourism operators. in networks – take a look at the South-
west Marine Parks Network and South-
As you move further offshore, the seafloor east Marine Parks Network . Encourage
slopes away and conditions become more students to identify the seven Australian
hostile for humans – but biodiversity still Marine Parks that occur along the South
flourishes. The seafloor can be broadly Australian coastline and research each one.
characterised in three zones: the continental
shelf, continental slope and the abyssal plain. • Australian Marine Parks protect natural
Examples of all three zones are found in values – use the Australian Marine
Australian Marine Parks, with some areas Parks Science Atlas to explore these
6000 metres below the ocean surface. Depth in more detail. Using the interactive
strongly influences the types of animals you find map, select the park of your choice and
living on the seafloor, as does substrate and select the ‘natural values’ tab at the top.
gradient. Substrates can be categorised into Encourage students to identify at least one
many different types but they’re broadly hard or biologically important area, bioregion and
soft – the soft areas are made up of sands and key ecological feature that occurs in an
muds and can look quite sparse at first glance Australian Marine Park off South Australia.
but provide a great home for many burrowing • Look at the species that live within the
animals like worms, molluscs and brittle stars. marine parks using Atlas of Living Australia
The hard areas provide a great surface for a – the interactive map. Turn on the marine
range of habitat-building species like corals and parks layer, using the menu to the left.
sponges which in turn provide food and shelter Double click on the park of your choice to
for other plants and animals. Seafloor gradient is see a list of species that have been recorded
influenced by features like hills, valleys, canyons, to occur there. Encourage students to
or the continental slope. Some of these features search for records of species like Australian
are immense, like the Murray Canyon in Murray sea lion, flesh-footed shearwater, shy
Marine Park which is bigger than the Grand albatross, laternfish and sperm whale.
Canyon. These features influence the movement
of surrounding water, creating localised currents • Look at habitats or habitat characteristics
that benefit filter feeders; they are often within Australian Marine Parks using the
associated with higher benthic (animals that live interactive mapping site Seamap. The
in association with the seafloor) diversity. Did menu to your left contains different layers
you know? These offshore marine parks are an of information under 5 key groups – go to
important feeding ground for Australian sea Management Region Layers and select Aus
lions who dive to depths of 80 metres to eat Marine Parks (2018) – click on the eye icon
benthic species like perch, rays, and cuttlefish. to see the information.
If a seafloor feature is large enough, they TOP TIP!
also influence water movements further Use the zoom function to highlight waters off
away, creating eddies and upwellings. These South Australia. Encourage students to toggle
oceanographic habitats aggregate nutrients through the layers, turning data on and off
in the water column, fuel hotspots of
to explore what we know about the marine
environment.
8 Be part of an INVENTION CONVENTIONAlternatively, explore the following features and
discussion points to help students understand
important aspects of the offshore marine
environment:
> Sea surface temperature (SST) is
a habitat characteristic of the pelagic
environment. Sustained areas of low
SST can indicate upwellings or meso-
scale eddies which drive enhanced
productivity. Show the Third-party
layer tab – SST seasonal variation
layer (see image below). Red/orange
areas indicate higher SST (warmer
waters) and blue areas indicate lower
SST (colder waters). Can you spot
South Australia’s most famous seasonal
pelagic feature, the Bonny Upwelling
on the map? What do you notice about
the waters in the gulfs or areas like
Streaky Bay or Smoky Bay?
> Bioregions are areas of the seafloor > Seafloor features influence benthic and
with broadly similar characteristics and pelagic marine communities. Review
communities. They were defined to Australian Marine Park’s Key Ecological
help Australia select marine park areas Features here and see if you can see
that included all our marine habitats where these features occur using the
and species. Show the Management Third-party Layers Tab – Regional
Regions Layer Tab – IMCRA. How – Aus Hillshaded Bathymetry layer.
many bioregions are present in Encourage students to name three
South Australia’s offshore waters and key ecological features that occur in
how many are represented within an Australian Marine Parks around South
Australian Marine Park? Australia?
> Bathymetry or depth is significant > Consider economic activities within
habitat characteristic that influences Australian Marine Parks including
what species are found in an area. shipping, oil and gas, and commercial
Show the Bathymetry Layers Tab – fishing (you can view these in Seamap).
50m Resolution Bathymetry Grid. Ask You can also read:
the students to think about species
– 2017 government report ‘The
that like to live at 15 m depth vs 150
Economic contribution of South
m depth – what differences are there
Australia’s marine industries’
be that might affect the ability to live
there… light, pressure, temperature. – Generic infographics – tourism and
ocean wealth
an educational resource for Years 5 & 6 9Managing marine parks Not all knowledge is new! Aboriginal people,
South Australia’s traditional owners, have
Managing marine parks is challenging. It collected knowledge about coastal lands and
depends of lots of different people working the marine environment for thousands of years
together to contribute their knowledge and and passed it from generation to generation
skills. through stories. Over the last 20,000 years, sea
levels have risen inundating land they once used.
Science plays an important role in both creating The ancient coastline (visualise it here), which
marine parks and looking after them. Scientists now lies between 90 and 120 meters below the
have spent years studying South Australia’s ocean’s surface, indicates where the land once
unique marine environment which means met the sea. This means that traditional owners
we know a lot about the animals, plants, and have strong cultural connections to many areas
habitats here, especially if they occur close within marine parks and have a central role to
to shore or have an important commercial play in their management. Each group also have
or community value. Less is known about the their own traditional language and connection to
habitats and species that live in deeper water: their own Country. You can find out the traditional
exploring the midnight zone pushes the very owners of your local land and sea by using this
limits of our technical ability and is expensive. map. Use this book about the language of
In the marine environment, scientists use a range the Barngarla people to learn some traditional
of methodologies to learn about an area (this Barngarla language and then search for the
cool infographic provides a good overview). language of your local First Nations people.
Typically, researchers will start by looking at the Sharing what we know about marine parks is
habitat. This is because the presence or absence another important part of management. It is
of certain habitat characteristics give us lots of important that marine park users understand the
clues about the kinds of animals and plants that rules or know where to access them. Information
are likely to live there or where to focus your about the marine parks in South Australia are
research efforts. In shallow water, you can create broadcast in a range of ways including through
habitat maps using high-resolution photography websites, apps, social media, handouts, and
and satellite imagery or in deeper water, we signs. For others, education and engagement
use remote cameras to capture images and helps build an appreciation for our marine
equipment that send out sound waves to “see” environment, the role of marine parks and an
seafloor features. understanding of the direct and indirect benefits
they provide us all. Tour operators that operate
TOP TIP!
in marine parks such as Experiencing Marine
Interactive mapping tools are a great way Sanctuaries play a pivotal role in this education.
to explore marine parks and interrogate Sharing fantastic photographs and interesting
available scientific data. Explore State facts and figures is a great way to achieve this.
marine parks using Naturemaps (switch With technological advances, you do not have to
layers on and off to see different features) visit a marine park to enjoy it or take care of it.
and Commonwealth marine parks using Education makes a big difference to the way
the Science Atlas or these maps. You can people use marine parks – most of us want to do
also view outer marine park boundaries and the right thing – but there are still people that do
management zones using these tools. not know the rules or choose not to obey them.
In these instances, it is important that marine park
You can find out about South Australia’s coastal staff are on (or above) the water to make sure
marine habitats here. everyone is following the rules. In South Australia,
In addition to helping us discover new things State and Commonwealth agencies work
about the marine environment, scientists also together to deliver this compliance program. This
monitor the things we already know. Regular compliance work is a key part of ensuring threats
surveys can include counting the number are removed, which will give the protection the
and type of species observed in specific areas best chance of positively influencing the animals
(called reference sites). This type of data helps and plants in these zones. If we do not remove
us understand how our marine environment is the threats from a zone (by not ensuring people
changing over time and if we’re making the right are doing the right thing), then when we carry
management decisions. You can find out the out the monitoring, we may not get the results
latest Status Report for South Australia’s State we expect. An effective compliance program
marine parks here. complements the monitoring program and
ensures the marine parks are managed effectively.
10 Be part of an INVENTION CONVENTIONThe essential question: For example, can you re-engineer a baited
remote underwater video system (BRUVs) to
What can you do to monitor, survey, track and work at 200 metres depth? Or could you design
protect the marine plants and animals in marine one for your local school?
parks in South Australian waters?
Can you think of a way to track the vulnerable
Scenario: listed (EPBC Act 1999) Australian sea lion as it
rests, plays and forages to determine how it is
South Australia’s marine environment is using marine park waters? You can watch this
fortunate to have a network of 26 marine video to find out how this is being done already.
parks. Nineteen of these occur in coastal This video also shows how drones are being
waters and are managed by the National used to monitor populations.
Parks and Wildlife Service South Australia
and the remaining seven occur in offshore Can you think of a way to monitor and manage
waters and are managed by Parks Australia, a the potential impacts of ecotourism on the
Commonwealth government agency. surrounding environment. The shark cage
diving industry is an example of best practice in
South Australia is home to some of the world’s nature based tourism, monitored and managed
most amazing marine plants and animals. It by the South Australian Government. You can
boasts colourful marine sponge gardens, the find out more by watching this short film.
iconic leafy sea dragon, the giant Australian
cuttlefish, and marine mammals such as the Can you research a local Aboriginal Sea-Country
Australian sea lion, southern right whales and story and explore how that story tells us what
common bottlenose dolphin. In fact, Australia’s animals and plants lived in that location and at
southern waters are home to 7,500 marine what point in time. How has this changed?
species, 85 per cent of which are endemic which
means they are not found anywhere else in the Could you re-design some other type of
world. The Great Southern Reef is thought to tracking, monitoring or surveying device? Which
be more biodiverse than the Great Barrier Reef. one? How? Why?
Did you know that the South Australian Record information about what you discover
Government is undertaking the largest ongoing and then think about how you might share your
marine biodiversity monitoring programme in ideas with others.
South Australia’s history? You can find the latest Set up an activity day where teachers, students,
results here. and parents can learn all about the surveying,
An example of this is the collaborative monitoring, or tracking techniques used by
monitoring and research expedition to Western scientists to learn or monitor biodiversity in
Eyre (Commonwealth) and Investigator (State) marine parks.
Marine Parks around Pearson Island. Find out
more about what the team did here or view the
short film of their adventures here. As part of
a Design Team, your challenge is to think like a
scientist, engineer, traditional owner or designer
and re-engineer a device, tool or technique
that can be used to survey, monitor, or track the
marine plants and animals that live in the marine
parks around South Australia.
an educational resource for Years 5 & 6 11A suggested learning sequence
Step 1: Define area, or do they travel for part of their lifecycle?
How are these marine parks connected via
Objective: Have students illustrate their physical processes like currents or upwellings?
understanding of the challenges set out in the See Resource 1.2.2 in the Students Project
scenario by providing an oral definition of the Files.
task.
Scientists, engineers, traditional owners
Share the essential question with the class and and designers
talk about the tasks that need to be addressed.
See Resource 1.1 in the Students Project Files. Talk about the role western science, Aboriginal
knowledge, engineering and design play in
Present the scenario, assign teams if identifying, establishing and managing marine
appropriate, and ask learners to define the tasks parks. This work usually starts with a question
they have been set. See Resource 1.2 in the or ‘brief’. Explain how the brief they have
Students Project Files. been given is to think like a scientist, engineer,
traditional owner or a designer and invent or
Marine parks re-engineer a device that can survey, monitor, or
Explain to the class that marine parks are an track marine plants and animals in marine parks
important tool for protecting marine biodiversity in South Australian waters.
and ensuring we can use marine resources Present the scenario again, assign pairs or small
sustainably. groups if appropriate, and ask students to define
Talk about how they also play an important the task they have been set.
role in supporting our economy and providing Prerequisite for progression:
social benefits – for example, marine tourism
(like Cuttlefest in Whyalla), shark cage diving Ask students to articulate their understanding
or enjoying a day at the beach. Discuss how of the task/challenge through oral conversation
marine parks complement fishing management and if appropriate, a written (scribed) statement.
measures.
Note: The Prerequisite for Progression are
Explain how there are two types of marine parks the checkpoints that occur at the end of each
in South Australian waters: those managed by stage of the learning sequence. This is the
South Australia which occur in near-shore waters time when formative feedback is given to the
(out to 3 nautical miles - which is approximately students about what they have accomplished
5.5 kilometres from the coast) and Australian in that stage. It describes what the students
Marine Parks which are managed by the must complete before they move onto the next
Commonwealth government and occur between phase of the unit. (Crockett, et, al, 2011)
3 and 200 nautical miles from shore. Note: A
nautical mile (M) is a unit of distance equal to
1852 metres.
Challenge students to locate the marine parks
and record their names and locations in their
Student Project Files. Remind students that they
should be able to locate 26 marine parks. Ask
learners to see if they can identify who manages
each park (State or Commonwealth). See
Resource 1.2.1 in the Students Project Files.
Ask learners to look deeper into these marine
parks and the types of management zones each
marine park contains. Ask students to think
about the different activities that are allowed in
each zone – and to think about how a mix of
zones ensure all uses and the needs of all users
can be met. Think about how animals and plants
utilise these marine parks. Are they resident or
migratory, do they spend their whole life in one
12 Be part of an INVENTION CONVENTIONStep 2: Discover Introduce baited remote underwater video
system or BRUVs and explain how this method
Objective: Have students research, read, view, is used to collect some of the necessary data
listen to, discuss, gather, organise ideas and – including identifying and counting marine
information about devices, tools and techniques animals and plants. Watch this video about
that can survey, monitor, or track marine plants how BRUVs are being used to monitor or read
and animals in marine parks in South Australian this paper. Review the video on the Western
waters. Eyre expedition and see how BRUVs was used
to collect data in deeper waters. Talk about
Surveying, monitoring, tracking, and where the use of BRUVs is appropriate and its
protecting plants and animals in marine limitations with depth.
parks
Invite students to list the names of species they Read this blog about BRUVs use in South Australia
think might be monitored, tracked, or surveyed Discover how students at Cocos Island District
in marine parks. They can start with a State or High School built a baited remote underwater
Commonwealth marine park. video system (BRUVs) platform to conduct fish
Talk with students about the conservation surveys in their lagoon for Science Week in 2016.
objective of marine parks – think about the Go further and view some BRUVs footage
various habitats, plants and animals we know from the Woodbridge School Marine Discovery
occur in State and Commonwealth marine Centre in Tasmania.
parks in South Australian waters. Discuss the
common marine threats (climate change, Ask students to identify the challenges of
marine pollution, ship strikes, fishing, human surveying deep-sea marine environments – the
disturbance, resource use, coastal development, recent Deep-sea Coral and Canyon Adventure
invasive species) and how they might impact undertaken by the R/V Falkor highlights the
the marine environment. Brainstorm how challenges of surveying nearby Bremer Canyon
marine parks might help protect the marine (This canyon is part of the Bremer Marine Park
environment by helping to reduce the impacts in the South-west Marine Parks Network off
of those threats. Western Australia).
Think about what kinds of information you Surveying techniques
might need about these habitats, plants and
animals to understand them (i.e., you need Ask students to begin finding out about the
to identify them and count them) – and what surveying techniques used by Geoscience
kinds of steps would scientists need to take to Australia to help understand more about
track them over time (i.e., regular visits, same the animals found within the different ocean
sites, compare diversity and abundance). What zones and the seafloor. Ask students to use
questions can we answer with this kind of data? the information and record four interesting
Can we determine if a marine park is working points about the surveying techniques used by
using this kind of data? How would these results Geoscience Australia.
differ across a marine park zone that offered Research the RV Investigator which undertakes
high protection (i.e., Sanctuary or National Park research and monitoring in Commonwealth
Zones) versus one that offers partial protection waters, including Australian Marine Parks.
(Habitat Protection or Multiple Use Zones)? The videos below provide an overview of
Brainstorm and record ideas about the different the techniques they use and show how their
ways the students think researchers might different equipment works:
survey, monitor, or track the different animals, • Surveying the ocean with the RV
plants and habitats that live in marine parks Investigator
around South Australia.
• Measuring our oceans on the RV
Investigator
• Mapping the seafloor on the RV
Investigator
• Trawling to sample biodiversity on the RV
Investigator
an educational resource for Years 5 & 6 13Encourage the class to reflect on how it Think about how Australian sea lions use rocky
often takes a lot of different skills to collect coasts and beaches in State marine parks like
the necessary data – research teams often Southern Kangaroo Island Marine Park to rest
bring together oceanographers, modellers, and nurse their young and head further offshore
species specialists, statisticians and equipment to waters within Western Eyre or Murray Marine
technicians. Parks to forage. Watch a video about Australian
sea lions to learn how scientists are tracking
As a class, learn about CSIRO’s underwater this species. Look at this land-based tour you
robot Starbug X that monitors and surveys can do at Seal Bay and consider some of the
ocean ecosystems. Invite students to sketch the information marine park rangers share with
robot and label its different parts identifying visitors. Ask students how they think this type
what they do. of education contributes to the protection of
this species. This additional video also details
Marine mammal
how drone technology is being used to monitor
(whale, dolphin and seal) research
Australian sea lion populations.
Ask the students who has seen a marine
mammal and if they know what species it was Talk about how many people enjoy seeing whales,
– ask about what features they can remember dolphins and seals in marine parks and how tour
about their animal and see if you can decide operators can make a business by taking them
together what it might have been. Talk about there – this creates economic benefits (business)
the types of marine mammals found in South and social benefits (it is fun and interesting to go
Australian waters – the most commonly and see marine animals up close). Talk about how
sighted are southern right whale, humpback this is one way marine parks benefit humans – ask
whale, Indo-Pacific bottlenose dolphin, long- students to think about what kind of rules tour
nosed fur seal and Australian sea lions. Discuss operators might need to follow to make sure
how all marine mammals are protected by marine life stays safe.
law in Australia. Ask students to think about
The shark cage diving industry is an example
what threats might impact these animals -
of ecotourism managed and scientifically
entanglements in fishing gear or other debris,
monitored by the South Australian Government.
ship strikes, eating plastics – and the different
You can find out more by watching this short
ways we can help protect them from these
film.
threats (Hint – including marine parks).
You can use these resources to find out about
Use the resources from the South Australian
rules around respecting marine mammals.
Whale Centre and the Head of Bight Whale
Centre for more information. • Respect marine mammal’s personal space
Ask the class to see if they can find out what • Whale watching tips
the conservation status of South Australia’s
• Adelaide Dolphin Sanctuary users' guide
common whale, dolphin and seal species are.
You can use the Species Profile and Threats Ask students to find the traditional words for
(SPRAT) database to determine this. What is whales, dolphins and seals in their local First
the difference between a species being listed as Nations language. Can they find a dreamtime
endangered versus vulnerable? story about these animals and what does that
tell us?
Discuss how these marine animals use different
marine parks – e.g. southern right whale As a class, discover more about some of the
nursery in Far West Coast, Thorny Passage or research being done to monitor the southern
Encounter Marine Parks or migrate through the right whale population in South Australia (the
offshore waters in the Great Australian Bight, Great Australian Bight Right Whale Study
Western Eyre or Nelson Marine Parks. Consider and the Encounter Bay Right Whale Study).
the Indo-Pacific dolphins in the Adelaide Learn how researchers identify individual whales
Dolphin Sanctuary. Encourage students to from lumps of hardened skin on their heads
think about why it might be important to have a called callosities. Ask the class why it might
network of marine parks? (Hint: marine species be important to identify individual whales
depend on different areas of the ocean to when monitoring the population? Discuss how
support different behaviours)
14 Be part of an INVENTION CONVENTIONeveryone can contribute to this monitoring Ask the class to think about what this data can
effort through the Whale Watch citizen science be used for (i.e. create maps and climatologies)
project (see log sightings data base to that help us understand the ocean’s different
understand more.) zones.
Look further afield and discuss the Australian Stimulate thinking by asking the following
Institute of Marine Science (AIMS) and its questions:
research programs that focus on the vulnerable
humpback whale and the endangered pygmy • What might an ocean probe need so that it
blue whale populations in Australia’s north-west. can be propelled into the ocean?
• What might it carry and contain so that it
Invite students to think about a way they might
can communicate with scientists?
be able to survey, monitor or track migratory
species like the Australian sea lion or southern • What might it need so that it can stay deep
right whale in a marine park. Brainstorm and within the ocean?
record the student’s ideas on an ‘Ideas Wall’.
• What equipment will it have so that it can
Understanding the physical characteristics send its data back to scientists?
of the ocean • What design features will it need to be able
As a class, view the ABC Education video (5:04 to resurface?
mins) and learn about a nautical robot that the Invite students to draw their own ocean robot
CSIRO named Argo. design. Ask students to think about what kinds
of data their robot will collect and what ocean
Discover what an argo float is. How does
zone it will be suitable for (and hence what
their design help them sink, come back to the
marine park it could be used in). Include labels
surface, and float? What kinds of technology do
of its equipment and its instruments.
they rely on to make them work?
As a class, build understanding by sharing ideas
Learn about the data it collects and how this
and recording issues that the class would like to
helps us understand ocean habitats and threats
know more about.
like climate change.
Encourage students to find more examples of
Talk about how the floats are designed to
what people are doing are to survey, monitor
travel through the oceans to collect scientific
and track marine life and bring their findings
information. Explain that they measure
back to class.
temperature and salinity, two very important
physical characteristics of the ocean that Prerequisite for progression:
determine where marine plants and animals like
to live. Discuss how they transmit their data to Students have worked as a class, individually
land-based centres via satellites. Think about and in teams and collected research on devices
how the probes are deployed. and techniques that can survey, monitor, track
and help protect the marine plants and animals
an educational resource for Years 5 & 6 15in marine parks in South Australian waters. that can survey, monitor, track and help protect
Websites, videos, images, and stories are used to the marine plants and animals in marine parks
contextualise understanding. Students will share in South Australian waters. They have answered
their ideas with peers, the teacher and family. the questions posed in the dream phase.
Step 3: Dream Step 4: Design
Objective: Ask students to imagine how they Objective: Ask students to explain, prepare and
are going to invent or re-design a device, tool action how they are going to invent or re-design
or technique that can survey, monitor, track and a device or techniques that can survey, monitor,
help protect the marine plants and animals in track and help protect the marine plants and
marine parks in South Australian waters. animals in marine parks in South Australian
waters.
Ask design teams to create a vision for their
device or technique that they are re-imagining. Invite students, in pairs or small groups, to begin
See Resource 1.4 in the Students Project Files. drafting their designs for their solutions.
Further develop ideas for possible solutions Ask students to draft the steps involved in
using sketches and labels. making their solutions.
Ask students to visualise their most creative Ask students to gather the materials, tools, and
solution. Ask students to think about the equipment needed and then design and create
following questions: their solution.
• Will the design be stationary, or will it move? Ask students to illustrate the steps involved in
their product, system, or technology to survey,
• Will it need any kind of technology?
monitor or track marine plants and animals in
• How will it help us understand the marine marine parks. Remind them that they need to
habitats, plants, or animals in marine parks communicate their design ideas, and instructions
in South Australian waters? in labelled drawings and then build a model of
it.
Invite students to think about what different
materials, tools, or equipment they will need to The students then need to write a procedure
make their solution a reality. of how to use the designed solution. They
then evaluate their design, and suggest
Progressions for Learning:
improvements, where necessary, giving reasons.
The class have brainstormed ideas to begin See Resource 1.5 in the Student Project Files.
re-designing their device, tool or techniques
Students will then use their labelled drawing,
model, and procedure in a presentation to
spread the word about what might be possible.
Invite a peer class group to the class to hear
from the students and find out more about
creating a survey, monitoring tool, or tracking
device for marine plants and animals in marine
parks in South Australian waters.
Progressions for Learning:
16 Be part of an INVENTION CONVENTIONStudents can document in oral or written/ designed survey, monitoring tool, or tracking
digital forms how this project is to occur. The device to help protect the marine plants and
understanding is demonstrated by the students animals in marine parks in South Australian
explaining their thinking to a peer in the class. waters.
Step 5: Deliver Step 6: Debrief
Objective: Have students deliver their re- Objective: Assess the results of the re-designed
designed survey, monitoring tool or tracking survey, monitoring tool or tracking device to
device to help protect the marine plants and help protect the marine plants and animals in
animals in marine parks in South Australian marine parks in South Australian waters.
waters.
Ask students to reflect on their learning and
The Delivery phase has two stages – production draw something they learnt that was new.
and publication. In the production stage the
project comes to life – this is the doing phase. Ask students to describe what worked well and
At the end of this phase, the publication/ not so well in their efforts to design their re-
presentation of the re-designed survey, tool, or designed solution.
device that the design teams are re-imagining
Invite students to reflect on the learning by
should be completed.
completing a self-assessment activity. Ask
Ask students to design and create their questions like:
individual design samples required in this unit.
• How has my/our attitude and behaviour
See Resource 1.6 in the Students Project Files.
changed because of my learning?
In the Publish phase, students get to showcase • How well did I/we contribute to any team
all their thinking and planning. This is the time learning activities?
when students present their designs to each
other or an audience and is a good time for • How can I/we apply what I/we have learned
peer or self-assessment. to another topic? See Resource 1.7 in the
Students Project Files.
Ask students to share their designs with others.
Progression for learning:
Each Design Team has solutions for a re-
an educational resource for Years 5 & 6 17Appendix
Australian Marine Parks protect
our offshore marine environment
The Australian Government manages waters Managing our marine parks
between 3 and 200 nautical miles offshore. Water
s is a balancing act.
North Network
Multiple Use
State
Zone
North-west
Network National Park
Zone
Habitat Protection
Zone
s
er
t
aNorfolk
w Island 3 NM (5.5 km)
te
Sta
South-west
Network
South-east
Network Zoning shows where different
activities are permitted.
Green zones
Green zones protect important
locations like breeding and feeding
areas. Here you can watch wildlife,
snorkel, dive and do research.
Yellow zones
Yellow zones protect sea floor habitats
like reefs and seamounts. Watch
wildlife, snorkel, dive, do research and
fish, but don’t disturb the seafloor.
Blue zones
Australian Marine Parks cover 2.8 million km2.
Blue zones allow other sustainable
That’s an area the size of Queensland, activities like fishing. Here, and in
NSW and Victoria combined! yellow zones, Australian fishers can
provide us with the seafood we love.
Australian Marine Parks
Marine parks achieve the best conservation and sustainable
use outcomes when park users, Traditional Owners and local
communities are engaged and supportive. We work alongside
our stakeholders to deliver all aspects of management so that
they’re places we can all enjoy and benefit from.
protect habitats support sustainable are amazing
and species marine industries places to enjoy
Australian Marine Parks
Visit parksaustralia.gov.au/marine to learn more
18 Be part of an INVENTION CONVENTIONYou can also read
