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Teacher Guide – Primary years 4 - 6 Education @ Adelaide Botanic Garden

Water and Air are our most valuable asset, not gold and diamonds. It is the essence of life on earth. Searching for life on other planets physicists look for evidence of water as an indicator. Clean water is probably responsible for the improvement of health in society over the last 100 years as much as modern medicine. It cleans, refreshes our environment and plays a part in the beauty of nature. We need to value and protect it. This walk will show how the Adelaide Botanic Garden, the State and the federal governments are trying to do just that. South Australia is one of the driest places on earth and Adelaide is a growing city in that environment.

Key trail learning outcome: The First Creek wetland in the Botanic Gardens is one solution to the problem of water shortage. It captures stormwater, uses mainly plants to clean it and then stores it underground for later use in the Garden. It is an example of how we can copy nature to ensure we have clean water.

Wetlands Discovery TrailAdelaide Botanic Garden

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Booklet Content

• Bookings • Acknowledgements • Purpose and Key ideas • Australian Curriculum Connections • How to use this guide • Guidelines for groups in the Gardens • Before you Visit • How Does the First Creek Wetland Work? • Station information • Map • Resources

Bookings: All visits to the Botanic Gardens should be booked for risk management. Self-Managed Excursions Booking online: http://www.botanic.sa.edu.au/index.php/book-online Booking by email: dehbgschools@sa.gov.au booking form here Booking by phone: 08 8222 9311 Booking by fax: 08 8222 9399 Education Manager, discussions and assistance ph: 08 8222 9344 or email: Michael.yeo2@sa.gov.au Stay up to date with what's happening by subscribing to our e-info newsletter. Subscribe online at www.botanic.sa.edu.au

Contributions to this Trail:

Content: Steve Meredith, Michael Yeo: Design Tom Chadlek

© 2015 The State of South Australia, Department for Education and Child Development and the Botanic Gardens of South Australia. This publication is protected by copyright. It may be reproduced by South Australian teachers for use with their students.

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Purpose and Key ideas of the trail:

Target year levels: years 4 - 6

Key ideas:

• The importance of water and the need to manage it well. • Wetlands are important environmental assets.

Students will investigate:

• Water harvesting, filtering and storage processes. • Wetlands as a habitat

Students are encouraged to observe, analyse, inquire, record, hypothesize and connect knowledge they already have with new learnings.

The wetland as a learning resource

A visit to the First Creek Wetland in the Adelaide Botanic Garden provides students with a unique first-hand experience of this increasingly important habitat type. The wetland is designed to be an educational space, specifically developed to assist students and the wider community with learning how wetlands can be used to filter and recycle water while at the same time improve the natural urban environment. Interpretive installations and viewing areas, including underwater views, support student learning throughout the wetland.

The wetland also forms an important part of the Garden’s water security plan. In five to eight years, the First Creek Wetland is expected to be able to recover enough water from the aquifer to irrigate the entire Adelaide Botanic Garden. It is an example of taking positive action to ensure that we have clean water in the future.

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Australian Curriculum Connections

This excursion links directly to different year levels and content in the Australian Curriculum.

General capabilities

• Literacy (students have the opportunity to record, discuss, use creative writing and reading analytic writing)

• Numeracy (various stations have opportunities to calculate and interpret numeric values as part of the program and also for extension)

• Critical and creative thinking

Cross-curriculum priorities • Sustainability

Geography Geographical Knowledge and Understanding

Year 4 The significance of vegetation to the environment and people. (ACHGK021`)

The importance of the environment to animals and people (ACHGK022`)

The natural resources provided by the environment and views on how they could be used sustainably. (ACHGK024`)

Year 8 The impact of bushfires or floods on environments. (ACHGK030`)

Science Science Understanding: Content Descriptions - Biological sciences

Year 4 (ACSSU072) & (ACSSU073) • Living things have life cycles • Living things, including plants and animals, depend on each other and the environment Year 5 (ACSSU043) • Living things have structural features and adaptations that help them to survive Year 6 (ACSSU094) • The growth and survival of living things are affected by the physical environment

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How to use this guide The Wetlands Discovery Trail self-managed education pack consists of a student guide and a separate teacher guide.

Using the Student Guide

The student guide is designed to encourage students to look closely at different parts of the wetland and respond to questions that encourage them to observe, record, think and problem solve as they walk their way around the trail. Minimal explanation assists them to interpret the space for themselves.

Using the Teacher Guide

The teacher guide provides possible responses to questions found at each station in the student guide. The responses are not exhaustive and can be expanded upon or amplified by teachers. Station information in the student guide is displayed in the teacher guide in coloured text. Certain stations have suggestions for simple demonstrations which can be conducted in class or during the visit. The trail takes approximately 1.5 hours to complete.

When in the Garden

In the garden students must be supervised at all times. Before starting your walk please remind your group that:

• Gardens are peaceful places for people to relax and enjoy. • Walking slowly and talking quietly ensures everybody and everything will enjoy the

gardens. • Plants are fragile. Touch them gently. • Flowers, leaves, bark, seeds etc. growing on plants or lying on the ground are there

for all to enjoy. When you have finished with plant material found on the ground always return it to the garden.

• Keeping to paths and not walking on beds or borders avoids damage to plants. Risk Management

This walk with students is near water and requires close supervision by teachers and supervising adults. Please note:

• This walk is best done in small groups with direct adult supervision. • Appropriate student access to the pond edges must always be supervised by an

adult. • Sun protection is required. Insect repellent at certain times of the year is

recommended. • After working in the wetland hands should be thoroughly washed particularly

before eating. Toilets can be found nearby at the end of the tram barn.

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Before you visit

Vocab: Before you visit students will benefit from an understanding the following terms:

Science Geography

Habitat Aquifer

Pollutants catchmentAdaptation Water cycle

Macrophytes EndemicMacro-invertebrates Biodiversity

Erosion

In small groups students might research and record ideas based on the following

questions: (Some possible explanations included)

What is a catchment? A catchment is an area where water is collected by the natural landscape. Imagine cupping your hand in a downpour of rain & catching water. Your hands have become a catchment.

What is stormwater? Stormwater is rainwater that runs from roofs, roads, other hard surfaces and parks into stormwater drains. It then flows into creeks, wetlands and the sea. Stormwater can be captured, treated and used for non-drinking purposes.

What is the water cycle? Water is always cycling around, through and above the Earth. This is called the natural water cycle – the continuous movement of water between the land, ocean, rivers and creeks and atmosphere.

What is a wetland? Wetlands are natural or artificial areas where water collects and covers the soil all year or just a part of the year. They can form in many different ways and can have names like swamp, marsh, billabong and lake.

Why do we need wetlands? Wetlands can slow down floods, clean and store water, provide homes for plants and animals and provide places for us to enjoy the natural world.

What benefits could the wetland have over the long term? Besides recycling clean water and providing habitat for living things, the wetland might help educate people about the importance of water and biodiversity.

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Teacher’s station information

This information provides pictures to help locate positions, possible answers to student activities and additional information for teachers to stimulate discussion.

Teacher notes in - Black

Student information in - Brown

Possible student responses – Purple

1. Location: Bridge near National Wine Centre (student book page 3)

On the bridge orientate students to the upstream and downstream sections of the creek.

(a) Water that enters this wetland starts in the Adelaide foothills, travels through Waterfall Gully and eastern suburbs then enters the Botanic Garden near where you are standing. Where else might the water come from?

Stormwater also enters the creek as it flows through the eastern suburbs of Adelaide. Run-off from hard surfaces entering street gutters and drains.

(b) What problem might this cause for the wetland?

Stormwater from roofs and roads may contain dirt, chemical pollutants, nutrients and a wide variety of litter or debris. The cleaner the stormwater the easier and cheaper it is to recycle it. Pollutants from stormwater could quickly fill up the wetland with rubbish and over time introduce chemicals toxic to both plants and animals.

(c) The original creek has been changed to a concrete drain, how does this change the natural flow of water?

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The steep sided concrete channel reduces the width of the creek causing water to travel faster possibility increasing erosion. They are also smoother and with less obstructions that allows the water to move faster. Students draw a sketch of what they think the original creek would have looked like. It could include gently sloping banks with reed type plants in the water’s edge and shrubs and trees further up the banks. Many creeks in Adelaide were lined with River Red Gums, there are two opposite the Wine Centre.

(e) Sketch how the creek bed might have looked over 200 years ago, before Europeans arrived. Students sketch. Look downstream near the bridge. Find the trash racks. Explain how they work (f) What material would get through the racks? Particles larger than the gaps in the net get caught, some smaller particles may get through. (g) Explain the benefit of trash racks, not just nearby but much further downstream. This is a good opportunity to introduce where the rubbish ends up and what the impact is. The creek runs into the Torrens then to Henley Beach and out into the sea. The impact on sea grasses is significant. The sea grasses provide a nursery environment for sea creatures to breed and hide from larger predators. When removed they disappear reducing the food for the higher species etc.

Trash racks reduce the physical pollution of the creek leaving cleaner water to flow into the Garden and ultimately through Adelaide and down to the sea. (h) Look further downstream. What do the big rocks do? The large rocks slow the water flow as it enters the Garden.

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2. Location: Wetland water intake. (Student book page 5) Look on the vineyard (southern) side of the creek walk upstream and find where water is diverted from First Creek into the wetlands. Keep away from the edge of the creek.

DANGER: There is a steep drop off near the concrete edge of the creek wall, please supervise students carefully at this point. (a) Why is there a cage here? The cage over the inlet pipe prevents larger debris getting into the wetlands. (c) Is the shape of the cage important? Explain. The angled shape of the cage deflects the creek flow washing away larger debris likely to block the cage, the water then swirls and comes in the back.

3. Location: Gross pollutant or Sediment Trap (student book page 5)

Water travels underground from first creek to the gross pollutant trap buried under your feet. Look at the diagram on the steel plate that explains how it works. Water and floating litter is spun to the sides of spinning screen. Water is thrown to the outside of the screen through the fine mesh while litter is trapped by the mesh and eventually drops to the bottom. The filtered water is sent off to the settling pond. (a) Is the trap designed to catch small or large particles before they reach the wetland? Explain. The trap captures smaller particles. If the smaller size litter was allowed through it would quickly fill up the settling pond and slow down the water cleaning process. Demonstration back at school: Poor a jug containing coarsely chopped vegetables and water into a salad spinner. Spin it, talk about how it works in a similar way to the gross pollutant trap.

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4. Location Wetland - Settling Pond (student book page 6) Look over the railing at the first of THREE major ponds that make up the wetland. This is the settling pond.

(a) Is the water still or fast flowing here? Water is relatively still in the settling pond.

(b) What happens to the sediment after it has been still for a while?

Over time the pond will fill up with sediment and will need to be cleaned out.

(c) Over time, what problem might this cause? Wildlife around this pond includes different types of water birds like ducks and ibis. The bird poo increases the nitrogen level and may cause algae.

(d) Would the water be clean enough for safe use (drinking) after leaving the pond? Why?

No, the water would not be safe for reuse at this stage as it still contains chemical pollutants like detergents, oils and fertilizers. The water may also contain harmful micro-organisms like bacteria.

Demonstration back at school: Swirl dirty water in a clear glass jar. Wait and observe sediment settling on the bottom.

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5. Location: Wetland Crossing - Filter Pond (student book page 6)

Students will need to be managed well through this section. In particular it is important to spread them out so that they do not bunch up and push people in front of them or lose sight of their feet.

On the trash rack side of the pond walk next to the wetlands until you see to the rock crossing.

DO NOT go across until directed to do so by your supervisors.

Water flows from the settling pond to this filter pond. This crossing and another mounded bank further down divide the pond into three sections.

(a) List the differences you can see between the filter pond and the sediment pond.

Differences between this pond and the settling pond are:

• Water flows slowly through the filter pond. It is relatively still in settling pond

• Water is shallower and more spread out at this end of the filter pond

• Plants cover a far greater area in the filter pond.

This is a good opportunity to discuss the biodiversity of life in a wetland and hence their importance. (The importance of Biodiversity too)

(b) Do many of the plants have common features? If so what are they?

Many plants here have numerous, narrow, spear-like stems that grow from a clumping base. Plants also vary in the length of stems, growth shape, colour and flower heads especially those on the drier edge of the filter pond.

A good opportunity to inquire about adaptation.

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6. Location: Reeds – Filter Pond (student book page 7)

DANGER: If it is safe to do so walk carefully with your supervisors to the reed sculpture in the middle of the pond. You are now in the middle of the working heart of the wetland surrounded by mainly reed-like plants.

(a) What problems might be faced by wetland plants living here? Problems faced by plants living here include saturated soils with little oxygen, strong competition from other aggressive plant types, changing water availability and flow rates, changing water quality and drying out in summer.

(b) Look closely at nearby reeds and soil. Why are the following features important for living in wetlands? Tall narrow stems. Tall, narrow stems assist plants in reaching light and growing above a changing water level.

(c) Why are the flowers high up on the plant? Flowers high up on the plant are more likely to release their pollen in the wind or attract insect pollinators.

When water trickles through the reeds something living on them helps to takes out the nutrients and pollutants from the water.

(e) As a class group look at the metal sign nearest to you to identify which of the following is the water cleaner. An animal/ an insect/ a bacteria/ a plant.

Microscopic life in the form of algae and bacteria growing on the roots and stems of reeds help to clean the water by taking out pollutants and nutrients. This ultra-thin layer of life is sometimes called ‘biofilm’. Plants absorb nutrients.

(f) Reeds slow down / speed up the flow of water through wetlands.

(g) How does slowing down the speed of water help clean the water? Slowing down the flow increases the time plants have to filter the water.

Demonstration back at school: Add food dye to water, place a stick of celery with leaves left on in it in the dyed water. Leave overnight and observe. Talk about how plants absorb water and dissolved nutrients.

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7. Wetlands Lookout – Pumps and Storage (student book page 8)

Continue on to the lookout on the other side of the pond. You can clearly see from here the 3 separate parts of the filter pond separated by rock causeways.

Water is pumped from the deep end of the filter pond to be stored underground. When water is needed for re-use, a different pump draws the water up from underground into the storage pond. From there it is pumped into the garden.

The explanation sign will help students understand the flow of water:

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8. Plant ponds – Water Loving Plants (student book page 8)

Many of the plants in these small tanks are extremely rare endemic species. Some are nationally listed as threatened with extinction. This may be a good discussion point. Walk down past the trickling waterfall to the plant ponds. Water plants have many different features to help them survive in water of different quality. Stop and enjoy looking at and learning about just a small fraction of the world’s water plants. a) Use the sign to help complete the following table:

Feature Plant Name

Floating leaves Water lily

Carnivorous Grass trigger plant

Filters water Grey rush

Thrives in poor quality water Soft twig rush, Streaked arrow-grass, Louisiana iris

Provides food Nardoo

Native to South Australia River buttercup, Leafy twig-sedge

(b) What things might cause a threat to our native water plants.

Introduced water plants can rapidly overtake our waterways threatening native plants. Increased numbers of droughts due to climate change may also threaten their survival.

9. Web of Life – Underwater viewing (student book page 9)

Walk down to the glass viewing panels next to the biodiversity panel.

Did you know that there is more life in a healthy wetland than in almost any other habitat? Much of it is very small.

Look for water creatures (macro invertebrates) through the glass panel both near the surface and in the water.

(a) Draw one of the animals. Student drawing of macro invertebrate.

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10. Bridge - Storage pond (student book page 9)

The water in the storage pond is ready to be pumped to the garden to water the plants.

(a) Where was water pumped from to get to here?

This water was pumped from the underground aquifer 130 metres underground up to the Storage Pond.

(b) What are the benefits of only storing water here in this pond for a short period of time before using it to water the garden?

Benefits of only having to store water here for a short period of time before using it on the garden are reduced water loss due to evaporation, soakage, reduction in algae growth and less chance of contamination by animal droppings and microorganisms.

(d) What are some benefits of using this recycled water?

Benefits of using this recycled water include:

• Increased water available for re-use and less demand on traditional water supplies

• Reduction in pollution of water flowing into rivers and the ocean, increased wildlife habitat.

Literacy opportunity

Water is so important to all life and has a special beauty that many people have written about it. Some ideas are inscribed on the metal circles inlayed into the bridge. Students might be inspired to engage in creative writing here (or find a quiet spot) about water.

11. Cracked Earth Sculpture – Storing water underground in an aquifer (student book page 10)

Walk over to and stand in the middle of the rock sculpture. Now imagine you have become a microscopic drop of water and you are 100 metres under the ground here, the blocks surrounding you are tiny sand grains!

(a) Can you fit between the grains (blocks)? Students check.

(b) Can all of your class fit between the sand grains?

Class or group checks to see if they can fit between the sand grains (blocks)?

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The cracked earth sculpture is a model of an aquifer (or underground water storage), the spaces between sand grains or cracked rock fill up with water seeping from the ground above. Water will be pumped from the wetland into an aquifer 100 metres below for 5 to 8 years, from then on it is expected to supply the garden with 100 mega litres per year. (c) How big is 100 megalitres?

12. 12. Kaurna Sculpture – the original wetland

Over 200 years ago, before Europeans arrived, Adelaide had many wetlands especially between where the city is now and the sea. These wetlands were important to traditional Kaurna Aboriginal people.

The sculpture here represents a Kaurna shelter or wadli, without a full covering.

(a) Near a wetland what plant material could be used to cover a shelter?

Paperbark

(b) What else might a wetland provide for traditional Kaurna people?

Food, water, tanning materials

Use the signs around the wadli to find answers to the following questions:

(c) What is the Kaurna name for water?

Para

Web Resources A wide range of web resources are available to support your pre and post wetlands visit.

http://www.greenhub.org.au/water/water-for-life/

http://www.waterwatchadelaide.net.au/

http://www.environment.gov.au/resource/discovering-wetlands-australia

http://www.urrbraewetlandlc.org/importance.html

http://www.sawater.com.au/SAWater/Education/LearningProgram/EDLinks.htm