Species Interactions in the Intertidal Ecosystem

Excursion Program Overview

Students will participate in theory and field activities to gain a better understanding of the interactions between intertidal species at Ricketts Point Marine Sanctuary. They will be introduced to trophic levels, food webs and the potential impacts of human activities on marine ecosystems. Students will conduct a field investigation to determine the abiotic and biotic factors present in the intertidal zone. Fieldwork skills including quadrat surveys, species identification, classification, observation and data recording will also be developed.

Your program includes:

• Overview of Victoria’s Marine National Parks systems and the role they play in the protection of Victoria’s marine biodiversity.
• Introduction to species interactions within an ecosystem.
• Overview of trophic levels and marine food webs.
• Activity demonstrating the impacts of human activities on marine food webs.
• Discussion of abiotic/biotic factors in the intertidal zone.
• Introduction to survey techniques and environmentally responsible behaviour.
• Developing knowledge of the role of research and data collection in the management of Victoria’s marine resources.
• Practical experience in quadrat surveys, data collection and interpretation.
• Ricketts Point is within the traditional Sea Country of the Bunurong (Boon Wurrung) People, a clan of the Kulin Nation, who have a deep connection to this area, using it for gathering seafood, fresh water, and important ceremonies.  The 4 hour program includes an overview on how the Bunurong lived, what they ate, how they cared for country, the seasons and much more.

Inclusions and Notes

Restrictions: Delivery of program is tide dependent. Please provide alternative dates that spread across at least two weeks.

Prior knowledge required: Some understanding of trophic levels and food webs. Familiarity in the use of dichotomous keys, species identification charts and scientific nomenclature. Knowledge of data collection techniques including quadrat surveys.

Sampling techniques used in this program are adapted from Parks Victoria Sea Search Intertidal Reef Survey easy-level of difficulty method. It is recommended teachers and students review intertidal species identification charts for Ricketts Point Marine Sanctuary and quadrat sampling methods (found at https://www.parks.vic.gov.au/get-into-nature/volunteering/sea-search).

Equipment needed: A copy of workbook, clipboard and pencil per student. Appropriate clothing and footwear (long sleeve top, long pants, jacket, hat/beanie, soft-soled shoes e.g. runners, snacks, lunch, water and sunscreen).

Equipment supplied by Gould League: Workbook, tape measure, quadrats, algal dichotomous keys, species identification charts.

Curriculum Links

SCIENCE: Science as a human endeavour – Use and Influence of Science
The use of scientific knowledge to address socio-scientific issues and shape a more sustainable future for humans and the environment may have diverse projected outcomes that affect the extent to which scientific knowledge and practices are adopted more broadly by society VC2S10H03
SCIENCE: Science Understanding – Biological Science
The structures of reproductive cells and organs in plants and animals are related to their functions; processes of sexual and asexual reproduction enable survival of a species VC2S10U01
SCIENCE: Sciency Inquiry – Questioning and predicting
Investigable questions, reasoned predictions and hypotheses can be used in guiding investigations to test and develop explanatory models and relationships VC2S10I01
SCIENCE: Science Inquiry – Planning and Conductivity
Valid, reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying and controlling for possible sources of error and bias in sampling or in making observations VC2S10I02
– planning investigations using a range of scientific investigation methodologies such as fieldwork, locating and using information sources, conducting surveys, and using modelling and simulations, case studies, participant observations and interviews
– using secondary data to analyse evidence for the theory of evolution by natural selection, including the fossil record, chemical and anatomical similarities, and geographical distribution of species
– determining the reproducibility of a field investigation using survey techniques that seek to answer a question
Valid, reproducible investigations to answer questions and test hypotheses can be planned and conducted, including identifying and controlling for possible sources of error and bias in sampling or in making observations VC2S10I02
– planning investigations using a range of scientific investigation methodologies such as fieldwork, locating and using information sources, conducting surveys, and using modelling and simulations, case studies, participant observations and interviews
SCIENCE: Science Inquiry – Processing, modelling and analysing
 Ecosystems consist of communities of interdependent organisms and abiotic components of the environment; matter and energy flow through these systems VCSSU121
SCIENCE: Science Inquiry – Evaluating
The validity and reproducibility of investigation methods and the validity of conclusions and claims can be evaluated, including by identifying assumptions, conflicting evidence, biases that may influence observations and conclusions, sources of error and areas of uncertainty VC2S10I06
Arguments based on a variety of evidence can be constructed to support conclusions or evaluate claims, including consideration of any ethical issues and cultural protocols associated with accessing, using or citing secondary data or information VC2S10I07
– justifying a conclusion based on the primary data generated through an investigation
SCIENCE: Science Inquiry – Communicating
Communicating and justifying scientific ideas, findings and arguments for diverse audiences involves the selection of appropriate presentation formats, content, scientific vocabulary, conventions, models and other representations, and may include the use of digital tools VC2S10I08

CROSS-CURRICULUM PRIORITY: Aboriginal and Torres Strait Islander Histories and Cultures
COUNTRY AND PLACE
Aboriginal and Torres Strait Islander communities of Australia maintain a deep connection to, and responsibility for, Country and Place and have holistic values and belief systems that are connected to the land, sea, sky and waterways. VC2CCPACP1
The occupation and colonisation of the land now known as Australia by the British, under the now overturned doctrine of terra nullius, were experienced by Aboriginal and Torres Strait Islander Peoples as an invasion that denied their occupancy of, and connection to, Country and Place. VC2CCPACP2
CULTURE
Aboriginal and Torres Strait Islander societies are diverse and have distinct cultural expressions, such as language, customs and beliefs. Aboriginal and Torres Strait Islander Peoples have the right to maintain, control, protect and develop their cultural expressions, while also maintaining the right to control, protect and develop culture as Indigenous Cultural and Intellectual Property. VC2CCPAC1
Aboriginal and Torres Strait Islander Peoples’ ways of life reflect unique ways of being, knowing, thinking and doing. VC2CCPAC2
Aboriginal and Torres Strait Islander people belong to the world’s oldest continuous cultures. Aboriginal and Torres Strait Islander Peoples demonstrate resilience in the maintenance, practice and revitalisation of culture despite the many historic and enduring impacts of colonisation, and they continue to celebrate and share the past, present and future manifestations of their cultures. VC2CCPAC3
PEOPLE
Australia has 2 distinct First Nations Peoples; each encompasses a diversity of nations across Australia. Aboriginal and Torres Strait Islander Peoples have occupied the Australian continent and adjacent islands from time immemorial. VC2CCPAP1
Aboriginal and Torres Strait Islander Peoples have sophisticated political, economic and social organisation systems, which include but are not limited to family and kinship structures, laws, traditions, customs, land tenure systems and protocols for strong governance and authority. VC2CCPAP2
The significant and ongoing contributions of Aboriginal and Torres Strait Islander Peoples and their histories and cultures are acknowledged locally, nationally and globally. VC2CCPAP3

CROSS-CURRICULUM PRIORITY: Sustainability
INTERRELATIONSHIPS OF SYSTEMS
All lifeforms are connected through Earth’s systems (the lithosphere, biosphere, hydrosphere and atmosphere), on which they depend for their well-being and survival. VC2CCPSIS1
Sustainable patterns of living require the responsible use of resources; circular economies; maintenance of clean air, water and soils; and the restoration of healthy environments and habitats with ecological integrity. VC2CCPSIS2
Economic, social, environmental and cultural systems influence the sustainability of Earth’s systems. VC2CCPSIS3
WORLDVIEWS
Worldviews influence local and global action and, therefore, impact the interdependence of Earth’s systems. Worldviews can play a crucial role in achieving sustainability. VC2CCPSWV1
Worldviews are formed by different experiences at a personal, local, national and global level, and are linked to individual, community and political mandates and actions for sustainability.VC2CCPSWV2
Worldviews that are based on, but not limited to, the 4 pillars of sustainable development consider the intergenerational impact of current and future actions. VC2CCPSWV3
RESPONSIBLE DESIGN
Responsibly designed products and services aim to minimise the human impact on the environment and restore the quality, ecological integrity and diversity of economic, social, environmental and cultural systems. VC2CCPSRD1
Responsible design considers unexpected consequences that might impact individuals, communities and ecological integrity in the future. Creative, empathetic and innovative design is integral to the achievement of sustainable living. VC2CCPSRD2
Responsible design requires a recognition and appreciation of land custodianship, past practices, contemporary research and technological advancements, and balanced and informed decisions based on understanding possible interconnected economic, social, environmental and cultural impacts. VC2CCPSRD3
FUTURES THINKING
Sustainable futures thinking is based on informed views that consider possible and desirable futures. It leads to individual, community, organisational and political action that reduces risk. VC2CCPSFT1
Sustainable futures thinking creates desirable futures that value local, community, national and global equity and fairness across generations and into the future. VC2CCPSFT2
Sustainable futures thinking requires individuals to think creatively, seek information, identify a variety of possibilities, reflect and evaluate actions, and collaborate with and influence others as they work towards desired futures. VC2CCPSFT3

The Victorian Curriculum F-10 content elements are © VCAA, reproduced by permission. Victorian Curriculum F-10 elements accurate at time of publication. The VCAA does not endorse or make any warranties regarding this resource. The Victorian Curriculum  F-10 and related content can be accessed directly at the VCAA website.