Experience Engage Enable
T: Telephone02 9816 1298
| Location | Start - Magdala Park, Magdala Rd, East Ryde Finish - Buffalo Creek Reserve, 117 Pittwater Rd, Hunters Hill Wallumedegal Country |
| Bus access | Supply bus driver with - Magdala Park bus information Buffalo Creek Reserve bus information. No bus entry into Buffalo Creek Reserve carpark. |
| Cost | DoE $24 per student - GST free Non-gov school cost $34 per student - GST free minimum charge $600 |
| Risk assessment | Risk management plan COVID-19 safety plan |
| Tracks | View the YouTube track overview video (note the walk is filmed in reverse). |
| Welfare | Participants will be bushwalking all day in rugged terrain. This excursion may not be suitable for people who have recently been unwell. Toilets are only available at the beginning and end of the day. |
| Bring | Writing materials, mobile device for audiovisual recording, medications, low-waste food, two water bottles, sunblock, hat and raincoat in a backpack. Sports uniform recommended. There are no shops. |
| View | Preparing for an excursion |
| Supporting resources | Available on confirmation of booking. |
| Bin access | All student waste to be taken home by students. |
| Medical or special needs | Notify Field of Mars staff prior to excursion. Sick students or adults to stay at home. |
| Extreme or wet weather | Days predicted to be above 35ºC, high winds, extreme bush fire danger and dust storms may result in the excursion being modified, postponed or cancelled. |
| Cancellations | Cancellations with less than three school weeks' notice will incur a $500 administration fee. This does not apply to cancellations due to weather, fire danger or COVID-19 restrictions. |
Time |
Activities |
| 9.30 - 10.00 | Arrive and introduction at Magdala Park (toilets) |
| 10.00 - 11.30 | Activity 1/Site 1 - Investigating biophysical interactions |
| 11.30 - 11.50 | Recess at Magdala Park (toilets) |
| 11.50 - 12.30 | Activity 2/Site 2 - Investigating ecosystem diversity |
| 12.30 - 1.00 | Activity 3/Site 3 - Investigating species diversity |
| 1.00 - 1.30 | Lunch at Buffalo Creek Reserve (toilets) |
| 1.30 - 2.00 | Activity 4/Site 4 - Investigating human interactions |
| 2.15 | Conclusion and depart from Buffalo Creek Reserve |
Students will work in pairs or groups to undertake geographic inquiry in the field. Geographic questions that focus on environmental functioning and management will be asked and data will be collected using different fieldwork techniques. Conclusions are made to help inform the sustainable management of forest environments within Lane Cove National Park.
Inquiry questions
How do the components of the biophysical environment, and people, interact in the forest in the Magdala Park bushland?
How diverse are the ecosystems in the wildlife corridor along the Lane Cove River from the Magdala Park bushland to Sugarloaf Point and how are they managed?
How diverse are the bird species at Sugarloaf Hill?
How does the biophysical environment and the activities of people impact the Powerful Owl, a threatened species found within the National Park in the Magdala Park bushland and Sugarloaf Hill?
Fieldwork
Introduction - Magdala Park
Students will assemble in Magdala Park and be introduced to the day’s fieldwork investigations. Sources such as plans of management, past and present photographs, maps and spatial data will be examined to stimulate student inquiry. Students will be guided through the planning process for fieldwork investigations including ethical considerations, equipment and methodologies and preparing for outdoor activities.
Site 1 - Magdala Park
Students will investigate the forests on the ridge at Magdala Park. These forests have been classified as Sydney Coastal Dry Sclerophyll Forests on sandstone ridges and gullies.
Students will use scientific equipment and observation to identify abiotic and biotic features of the forest. An investigation into plant adaptive features and human impacts will be conducted. Global and local factors for the establishment of the vegetation community will be assessed. Conclusions will be drawn by creating flow charts that recognise the interactions between the different components of the biophysical environment and people’s impacts.
Site 2 - The Great North Walk
As students walk from site 1 to site 3 they will identify different ecosystems, plant communities and habitats. Students will collect data on ecosystem diversity and make observations on the ways people influence the environment. Digital and non-digital methods will be used.
Site 3 - Great North Walk Sugarloaf Hill
Students will assess biodiversity on The Sugarloaf by conducting a systematic bird survey. Mathematical techniques to quantify species diversity will be employed. An investigation on ways the biophysical environment and the activities of people impact threatened species will be undertaken. Conclusions on biodiversity and appropriate management strategies will be considered.
Site 4 - Buffalo Creek Reserve
Students will work in teams to collate and analyse fieldwork data. Students present their findings and offer solutions for managing biodiversity sustainably in urban bushland areas.
Students will reflect on the inquiry and options for follow up investigations are provided.
Geography Stage 6 Syllabus (2009)
Outcomes
A student:
describes the interactions between the four components (atmosphere, hydrosphere, lithosphere, biosphere) which define the biophysical environment (P2)
explains how a specific environment functions in terms of biophysical factors (P3)
identifies the vocational relevance of a geographical perspective (P6)
selects, organises and analyses relevant geographical information from (a variety of sources) the direct observations in the fieldwork (P8)
uses maps, graphs and statistics, photographs and fieldwork to conduct geographical enquiries (P9)
address 220 Pittwater Road, East Ryde NSW 2112
telephone 02 9816 1298
We would like to pay our respects and acknowledge the traditional custodians of the land and also pay respect to Elders both past and present.
Copyright for this website is owned by the State of New South Wales through the Department of Education. For more information go to http://www.dec.nsw.gov.au/footer/copyright.