Ecosystem explorers incursion | Stage 2 Science and Technology
Program overview
Ecosystem explorers is a Stage 2 Science and Technology incursion where students work as young ecologists to investigate ecosystems in their school grounds or a suitable nearby natural area. Using field journals and scientific fieldwork techniques, students observe living and non-living features, identify Earth’s systems, search for invertebrates and other animal evidence, and investigate habitats and food chains.
Students record their findings through labelled sketches, watercolour illustrations, tallies and simple data tables to develop an evidence-based understanding of ecosystem interactions. This program requires access to significant natural environments in or near the school. Access to a suitable nature reserve near the school provides the richest learning experience.
This program is also available as an Ecosystem explorers excursion.
Learning intentions
- We are learning to observe and record living and non-living features of an ecosystem.
- We are learning to collect and interpret evidence about living things and their habitats.
- We are learning to explain how living things depend on each other and their environment for survival.
Jump to: Program and curriculum | Essential information | Plan and prepare | Location | Related programs
Program and curriculum information
Program activities
Activities may change to suit student needs, timing, school arrangements and weather conditions.
Earth systems and nature journal
Students identify the four systems that make up Earth’s environments: the atmosphere, lithosphere, hydrosphere and biosphere. Using visual prompts and examples from the school or local natural area, they sketch and label one feature connected to each system in their field journal.
Living and non-living features
Students collect small, naturally loose items from the ground and classify them as living or non-living. They justify their decisions using observable evidence and record one selected item as a detailed watercolour illustration.
Animal evidence
Students use field guides to locate and identify evidence of animals in the school grounds or local natural area. They record observations in a data table, tally evidence by habitat layer and compare the results to identify patterns in where animal evidence occurs. They connect each observation with a possible animal.
Habitat investigations
Students investigate a habitat tree from its base to the canopy. They sketch and label features that provide animals with food, shelter, nesting places and pathways through the environment.
Invertebrate investigations
Students use simple fieldwork equipment to collect and observe invertebrates from suitable habitats. They examine where each animal was found and record observations in their field journal before returning the animals to their habitat.
Ecosystem interactions
Students use evidence from their investigations to describe how plants and animals depend on each other and their surroundings for survival. They create food chains that demonstrate the transfer of energy between plants and animals.
Suggested timetable
Two timetable models are available depending on whether the program is based primarily in the school grounds or uses a suitable nearby nature reserve.
Nature reserve timetable |
|
Time |
Activities |
| 9.30–11.00 Session 1 |
Introduction Bushwalk and activities |
| Recess | |
| 11.30–1.00 Session 2 |
Bushwalk and activities Conclusion |
| Lunch | |
School-based timetable |
|
Time |
Activities |
| 9.30–11.00 Session 1 | Invertebrate investigations or ecosystem activities |
| Recess | |
| 11.30–1.00 Session 2 | Ecosystem activities or invertebrate investigations |
| Lunch | |
Times and session durations may vary depending on the school timetable, selected natural areas and number of participating classes.
Include the school’s bell times and details of the proposed natural areas in the notes section of the booking form.
Syllabus outcomes and content
Students will learn to
- identify the systems of Earth that make up environments
- observe and classify living and non-living features of a habitat
- collect, organise and interpret data about animal evidence
- describe how plants and animals depend on each other and their surroundings
- represent the transfer of energy between plants and animals using food chains
The incursion directly supports the Science and Technology K–6 Syllabus (2024) through first-hand scientific observation, data collection and investigation of relationships within schoolyard and local ecosystems.
Science and Technology K–6 Syllabus (2024)
Physical and living systems depend on energy
Outcomes
- ST2-SCI-01 – uses information to investigate the solar system and the effects of energy on living, physical and geological systems
- ST2-DAT-01 – uses and interprets data to describe patterns and relationships
Content addressed
Living things depend on energy and materials to survive
- Identify the systems of Earth that make up environments: air – atmosphere, land – lithosphere, water – hydrosphere, living things – biosphere
- Observe and describe living and non-living things in a habitat
- Describe the transfer of energy between plants and animals using food chains, Tier 2 and Tier 3 vocabulary
- Describe ways in which plants and animals depend on each other for survival
Science and Technology K–6 Syllabus (2024) © NSW Education Standards Authority for and on behalf of the Crown in right of the State of New South Wales, 2024
Tier 2 and 3 vocabulary
Essential information
Cost, class numbers and booking
Cost
DoE school – $27 per student, GST free
Non-government school – $37 per student, GST free, minimum charge $750 per class
A minimum charge of $750 per class applies to non-metropolitan schools.
Classes
A recommended maximum of six classes can participate, with up to 30 students per class.
Learning-space requirements depend on the program plan negotiated with the school. This may include access to a large indoor space for an introduction, selected activities or wet-weather delivery.
Program costs
Program costs may change. If program costs change after you book, you will be charged at the original cost.
Booking policy
Confirm final student numbers and classes 7 working school days before the program.
Risk assessment and accessibility
View incursion risk assessments
Notify Field of Mars EEC before the incursion about medical, mobility, sensory, communication or other support needs so reasonable adjustments can be considered.
The school should ensure the selected indoor and outdoor learning spaces, furniture arrangements and movement routes are accessible and appropriate for participating students.
Classroom teachers are expected to attend and actively supervise students throughout the incursion.
Students who are unwell should not attend.
What should students bring
If leaving school
School sports uniform, backpack, medication, low-waste food, water bottle, sunscreen, raincoat, hat, sturdy shoes and a reusable name tag.
Weather, cancellations and rescheduling
The incursion may be modified, postponed or cancelled if travel or program delivery is unsafe because of extreme weather or fire danger.
Cancellation or rescheduling with less than 30 school days’ notice before the booking date – $650
Cancellation with less than 14 school days’ notice before the booking date – full program cost
Cancellation due to unsafe weather or fire danger – $0
Plan and prepare
Learning space and access
Learning-space requirements will be confirmed when the program plan is negotiated with the school.
Depending on the planned activities, Field of Mars Environmental Education Centre teachers may require access to:
- a suitable indoor space for the program introduction
- classrooms or other indoor learning areas
- school grounds, gardens or nearby natural areas
- a large indoor space as an alternative during wet weather.
Where an indoor introduction is planned, provide access to a screen or projector if requested.
Ensure agreed learning spaces, outdoor areas, gates and movement routes are unlocked and available when Field of Mars Environmental Education Centre staff arrive.
Provide clear school-entry, visitor sign-in and parking instructions before the incursion. Ensure the school office and participating teachers know when staff will arrive and where each part of the program will be delivered.
Natural areas and class organisation
The program requires access to significant natural environments in or near the school. Access to a suitable nature reserve near the school provides the richest learning experience.
Reserve suitable and accessible gardens, planted areas, bushland or other natural areas where students can investigate Earth’s systems, living and non-living features, animal evidence, habitat trees and invertebrates. Inspect the selected areas before the incursion and remove or manage temporary hazards.
When using bushland or another natural area outside the school grounds, ensure all participating class teachers have visited the site and are familiar with the walking route between the school and the site. Maintain a supervision ratio of at least one adult to 15 students while away from the school grounds.
Ensure participating teachers understand the boundaries of the outdoor learning areas and the required supervision arrangements.
Include the school’s bell times and details of the proposed natural areas in the notes section of the booking form.
Location
School incursions
Planning information for incursions delivered at your school, including learning spaces, accessibility, risk management and staff access.
Extend student learning
Use these student-friendly fact sheets before or after the Ecosystem explorers incursion to support learning about living and non-living features, habitats, food chains and ecosystem interactions.
- Eucalypt forest ecosystem fact sheet – Learn about a forest ecosystem with living and non-living features, habitats and connected food webs.
- Field of Mars Reserve environment fact sheet – Explore local bushland, creek lines, habitats, plants, animals and environmental management.
- Habitat fact sheet – Learn how living and non-living features create places where organisms can survive.
- Tree habitat fact sheet – Discover how trees support animals from the base of the trunk to the canopy.
- Leaf litter habitat fact sheet – Explore forest-floor habitats where decomposers, invertebrates and small reptiles live.
- Invertebrate fact sheets – Explore insects, spiders, worms, molluscs and other small animals connected through food chains.
Learn with us
Book this incursion
Book this Stage 2 Science and Technology incursion using our online booking form.
Eucalypt forest learning resource
Use videos, virtual tours and outdoor activities to investigate forest features, vegetation layers and how animals use eucalypt forest habitats.
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