Stage 2 Follow-up Activities

FOLLOW-UP ACTIVITIES

1. Look at school environment and design a plan that will develop the range of habitats necessary to encourage insect and bird life.

• Draw on the data you collected at ErinEarth to develop ideas.
• Along with the design develop an action plan that will present how this plan will be completed.
• Submit design and action plan to the School Council for approval.
• Seek support from The Parent teachers Association. It would be beneficial to include parents in this project.

2. Set up a special notice board in the reception area of the school with information and class work on environmental issues.

• The design and action plan for increasing habitats in the school grounds could be displayed here.
• A list of Drought resistant plants or bird attracting scrubs might also be displayed.
• Photographic or art displays might also become a feature in this area.

3. Draw a diagram or design posters to show the construction of a compost heap and then develop one in the school grounds. Invite other classes/parents to a demonstration of its construction.

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Any of the above activities might become the basis for a presentation at Assembly.

4. To further explore the nature of life cycles and adaptations, students can refer to their drawings made on the ErinEarth site and conduct research to find out the nature of each creatures life cycle.

• Another activity arising from this might include the certain characteristics that each creature has that helps it survive within its habitat. eg Ducks – webbed feet, oiled feathers for water resistance and so on.
• Mount a classroom display (photos or drawings) of the diversity of forms within one species – the Wattle.
• All data collected during the four group activities should be used by the individual groups to prepare a presentation on the topic they explored.
• Revisit the initial charts that were constructed before the visit (word wall, concept map, Human impact chart) and see how much more students can fill in. This could be done in their ErinEarth visit groups.

5. Revisit their personal charts on What they know/need to know and fill in and expand upon the entries. This might lead to personal research on selected topics.

• Raise the issue of change and why it has become so necessary on our planet (Climate change).
• In revisiting the Human Impact chart encourage students to think about their personal commitment/pledge to changed behaviours in the environment. Ask how this might allow students’ to ‘walk lightly on the earth’.
• Set up a way to monitor weather and try to relate this to a changing plant and animal environment.

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