Research and Development - ENVIRONMENTAL SCIENTIST

Local Pond Water Exploration

Biomethane Technology

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Local Pond Water Exploration

Middle

Australian Curriculum General Capability: Critical and creative thinking

1. Collect a sample of a local creek or pond in a jar.

2. After asking permission to use the kitchen trays, empty the contents of your jar into the tray.

3. Take photos of any insects or pond life and try to identify the creatures present by using the following NSW Water Watch guide:

Biomethane Technology

Secondary

Australian Curriculum General Capability: Critical and creative thinking

Australian Curriculum Cross Curriculum Priorities: Sustainability Priority

Cooperative Learning Activity

1. In groups of 3 - 4 students, read the following article from The Conversation 26 November 2020 

2. Write down the facts and figures. What is impressive? Why? Why not? Keep in mind the question "What is the mathematics involved?"

3. Explain the terms "biomethane" and "zero emissions" and their links.

4. Although the drought might have broken in some areas, water is still and always will be a consideration in Australia. Read the following article from The Conversation 25 October 2019

5.  "Freshwater is essential to human existence, and to the functioning of the ecosystems that support us. Australia is the driest populated continent on earth and can yield only a limited amount of freshwater. The average annual rainfall in Australia of around 470mm a year is well below the global average. Despite this, Australians are the greatest per capita consumers of water, using an average of 100,000L of freshwater per person each year. This figure increases tenfold if the water embodied in the food and products we consume is included." (Source: Your Home; 2013)

6. Read through the information on Future Feed and the use of Asparagopsis (seaweed) to reduce cows' methane gas through burping.

After reading each article, conduct a Think-Pair-Share strategy within your group of 3 - 4 students. Each student will come up with one question for each of the Question Quadrants:

7. Share your 4 questions with the others in your group.

8. As a class, discuss the resulting questions. 

9. How would your group of  3- 4 students let your community know about the leaps and bounds in biomass production [from the first article]

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