Year 7 Maths/Science Lesson 2

Lesson 2 - What makes Moreton Bay so special?


The purpose of this activity is to get the students tuned in to the ongoing research that is being done in Moreton Bay and to get them thinking about why it is important that we monitor and protect our marine ecosystems. 


1.As a whole class, watch the Australian Geographic video about the wild dugongs of Moreton Bay. 

2. Then read the kids Moreton Bay Fact Sheet:

3.After reading about Moreton Bay, students will then complete a Think‐Pair‐Share in their Science Notebooks. Ask the students “Why do you think that it is important for people to protect Moreton Bay? Why is it important for scientists to gather information about the seagrass meadows and the animals that rely on it for survival?” 

After all students have completed this question, get them to pair up with another student so they can share their thoughts. Remind the students to listen carefully to their partner and ask clarifying questions if they need, because they will be reporting back to the class what their partner thinks, not what they think. After sharing with their partner, ask the students to share with the class what they heard from their partner.

4.Students Recording their thinking and wonderings!
The students will complete a KWL chart about what they know, wonder and have learned about Moreton Bay and the plants and animals that live there. The students will only complete the first two columns of the chart, the “know” and “wonder” sections, as a way of recording their initial understands and knowledge. This is to make is easier to track and monitor the students understanding and growth throughout the inquiry.


Year 7 Maths/Science Lesson 1

Year 7 Maths/Science Lesson 1

Climate Graphs - Continuing on from our unit on number planes, students will be creating a climate graph. 

Climate graphs are graphs which show the average monthly temperature and precipitation of an area. Climate differs from weather as weather refers to daily conditions, while climate is the average weather in the region over many years. 

The following two worksheets provide activities for students to graph the climate of a location. Have them use the BOM link for climate information at Moreton Bay. 

Climate graph worksheets:

NOTE  - Also saved in resources and in the learning task for this class

Moreton Bay climate data: 

Once completed, the students analyse the graph and provide a written description. 

Extension: Compare the climate graph of Moreton Bay with our local climate. 

ADDITIONAL RESOURCES:‐units/years‐7‐8/inquiry‐and‐skills/years‐7‐8/y78‐is‐illus1.html

Year 9 Lesson 3 - Catalyst Video - impacts of 2009 Floods

Lesson 3 - Catalyst 

Watch the Catalyst Video on Moreton Bay and the effects of the Brisbane River Floods entitled Coastal Flood Impact at On compass there is a worksheet with the following questions to complete and submit back through compass.

Even though this video focuses on human impacts, it gives a good introduction to Moreton Bay. It provides students with a visual reference, introduces them to new terminology (such as sediment, catchment and ecosystem), and presents human impacts. Watch the video with the students and have them answer the questions. 


1.What is this video focusing on?

2.It is estimated that pre‐European times, the Brisbane River carried twenty thousand tonnes of mud to Moreton Bay. What is the figure today, and how much was estimated in the Brisbane floods? 

3.What are the differences in the last century that may account for these changes? 

4.How different is the ecosystem in the eastern side of the bay to the western side? 

5.What impacts did the scientists/ecologists expect to see in Moreton Bay? 

6.Why is seagrass important? 

7.How does flooding affect seagrasses? 

8.How do the scientists/ecologists test the seagrass for impacts? 

9. What did they find? 

10.How else have the scientists/ecologists been testing the health of Moreton Bay and what did they find? 

11.Why do the scientists/ecologists think that the eastern side of the bay suffered more than the western side?

 Once the students have completed the questions, please encourage them to read through my blog posts on this TeachLive site. They will give the students a clear insight into the day-to-day activities we are undertaking as we conduct research into the impacts of urbanisation of the Brisbane River Catchment on Moreton Bay. 

Year 9 Science Lesson 2 - 22nd of October

Lesson 2

As a class discuss the the homework tasks from Lesson 1. 

In this lesson students will be split into groups of 3-4 students, with each group allocated a different resource looking at an issue that is affecting Moreton Bay.

The following links to news articles can be used to provide students with information on the issue: 

Further information on the impacts of human activities on Moreton Bay can be found here.

Outline of task

  1. Individually students draw up the following table: 


Short and long term impacts

Management of the issue – what could be done?

Wildlife deaths


Seagrass meadows


Algal blooms




Coral reefs


In groups, students read through the article allocated to them. Groups are encouraged to do further research in order to get a better understanding of the issue. After discussion, students individually fill in the appropriate section of the table.

Students are then ‘jigsawed’ in order to create new groups (one member from each ‘issue’ in every group). The ‘experts’ in each group share their knowledge with their new group, filling in the table where necessary.

Class discussion questions

  • Which of the ‘issues’ are having the greatest impact on Moreton Bay? Why?
  • What can/should groups and individuals do about it?
  • Hypothetical – seagrass meadows disappear from Moreton Bay. What happens next?

Year 9 Science Lesson 1 - Friday 21/10/2016



Where is Moreton Bay? 

What does Moreton Bay look like? 

What is a catchment? 

What is the Moreton Bay region used for? 


The aim of these activities is for students to be able to locate Moreton Bay and use geographical terms to describe its location. Students should be able to create a map of the region showing key features and places. They should be able to apply BOLTSS (Border, Orientation, Legend, Title, Scale, Source) to the map and create an overlay map. Students should be able to create a climate graph and use geographical terms to describe Moreton Bay’s climate.


1.Have students use Google Earth to locate Moreton Bay. Allow them time to explore the area, look at photographs and map features. Encourage them to zoom out and explore the hinterland too. Questions for class discussion: 

> Do the images meet their expectations?

> What different activities do they think will occur in the Moreton Bay region and surrounds?

2.Discuss (using geographical terms) Moreton Bay’s location (e.g. Moreton Bay is located on the east coast of Australia, approximately 15 km east of Brisbane in the state of Queensland. It is located at approximately 27oS 153oE.). 

Note: The first is relative location; the second is its absolute location.

3.Provide students with the outline map of Southeast Queensland and worksheet. Have students create an overlay map of land use in the catchment area using the link below (click on the image to enlarge):

How to construct an overlay map: 

a.Provide students with a sheet of A4 tracing paper. Have them trace the outline of the map of Qld – coast and key islands etc.

b.Have them use the link above to access the different types of land use in the region. They should create a key (or copy the colours from the map) and shade the ways in which land is used in the region (you could modify it by allowing students to choose they three largest, or the three most important).

c.They should ensure their map satisfies BOLTSS.


Students are to answer the following questions:

  1. Describe Moreton Bay's relative location. What is North Stradbroke Island’s absolute location.
  2. What are the major rivers that feed into Moreton Bay?
  3. What are the major land-uses of the Brisbane River Catchment?
  4. Suggest the likely impacts of these land-uses.