Living Things Need Energy & Materials To Survive

Please find our day outline as follows:

9:30 am – 2:30 pm (5 hours)
Our Rangers will happily work around your bell times and scheduled breaks to create a schedule that suits your school day.

Introduction (Approx. 45 mins)
Meet our Rangers and our lineup of exciting taxidermies, the line up is always changing

Activity Rotations
Students split into groups of approx. 35, each led by a Ranger. Groups rotate through all activities in different orders.

Activity 1: Bug Catching

Activity 2: Bird Houses

Activity 3: Habitats

Activity 4: Waterworks

Activity 5: Running Game (If time permits)

Wrap-Up & Goodbye
A final farewell from our Rangers, already excited for your next adventure!

Our Rangers will arrive approximately 45 minutes early to set up.

Please note this schedule is a guide and may vary slightly on the day.

This program links directly to NSW syllabus outcomes. Relevant outcomes are shown below:

ST2-SCI-01 uses information to investigate the solar system and the effects of energy on living, physical and geological systems;
ST2-PQU-01 poses questions to create fair tests that investigate the effects of energy on living things and physical systems;
ST2-DAT-01 uses and interprets data to describe patterns and relationships;
ST2-DDT-01 uses a design process to create products to address user needs or opportunities;
ST2-DDT-02 designs and uses algorithms, represents data and uses digital systems for a purpose.

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;
• Describe how the needs of living things are provided by the atmosphere, hydrosphere and lithosphere;
• Describe the relationship between habitat, ecosystem, and environment;
• Observe and describe living and non-living things in a habitat;
• Pose questions to conduct fair tests to determine the effects of soil, water and light energy on plants;
• Describe how Aboriginal and/or Torres Strait Islander Peoples’ practices support habitats to survive;
• 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.

Body systems work together to enable movement

• Recognise that all animals are either invertebrates with no spine, or vertebrates with a spine;
• Compare ways invertebrates and vertebrates move on land, in water and in the sky;
• Recognise that the human muscular and skeletal systems work together to enable movement;
• Identify parts of the human skeleton that offer protection and support;
• Model how bones, muscles and joints work together to cause movement.

The cost of this exciting adventure is $24.00 + GST per student.
(Minimum charge x35)

This price includes:

• A pre-completed Risk Assessment to make planning easy;
• Full administrative support from our team;
• All materials and equipment provided, you bring the kids, we’ll bring… well, everything else;
• Enthusiastic and knowledgeable Rangers leading the fun;
• A syllabus-aligned program designed to deliver real learning in a hands-on, exciting way.