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Session 9: Life Above and Below the Swan/Canning River. Rostrata Primary School Years Claire Davenhall and Nikki Barnett

by Claire,

Session 9 - DATE 31.7.25

90-minute session in the classroom:

Warm Up Term 3

Life Above and Below the Swan/Canning River. What Do We Want to Protect?

The Swan and Canning rivers support a diverse array of plant and animal life. Ecosystems range from freshwater pools in the upper reaches of the Canning River to wide estuarine expanses where salinity and tidal forces bring a marine environment.

We had a group discussion on what needs to be protected above the water? They came up with birds including ospreys, parrots, hawks, kingfishers, honeyeaters, owls, magpies and cockatoos. Mammals include water-rats, quenda, brush-tail possums and bandicoots. Large reptiles include dugites, western tiger snakes, bob-tailed skinks and western bearded dragons, as well as many smaller lizards, but not crocodiles. A fabulous array of spiders and insects, including butterflies.

What needs to be protected below the water? We discussed Aquatic animals: Species of fish including bull sharks, cobbler, herring, mullet, black bream, whiting, flathead and blowfish. There are 25-30 dolphins that live in the River, crustaceans including prawns and mussels.
Also waterbirds, including the black swan, cormorant, herons, darters, pelicans, ducks, ibises, frogs, including the motorbike frog, long-necked turtle, seahorses and  jellyfish

Main Activity (one photo)

Over the 7 weeks, we will:
🔎 Investigate life above and below the water — from birds to tortoises!
📖 Research endangered species and threats to their habitats.
🌏
Learn about how humans and nature interact along the river.
🎨 Create a powerful collaborative artwork we can present to inspire others about keeping the river ecosystem balanced, happy, and safe for the future.

Our first task was to set up our reflection tool, so we headed out to the park next door and gathered up sticks to make animals that live above or below the Swan River. They peeled off the bark with veggie peelers and stuck it together with brown craft tape.

Reflection with the students

Each week, they will wrap a length of wool around their animal in the creative habits colours. The animals will then form a Collaborative Ephemeral Installation (that could be recreated at the WA Museum) about keeping the river ecosystem balanced, happy, and safe for the future.

After the session:

Planning with the Teacher
(refer back to your original Term Plan document, discuss successes, explore challenges and make changes.)

Most of them completed the task. I think any who was away will make a simple snake. The gardener wasn't too happy about us collecting sticks and peeling them in the oval. We had to be careful that they picked up everything and didn't leave a mess. That kind of threw us off guard.

Working with students
(what is emerging, what is engaging them/not, what’s making them curious.)

They were quite excited about the project It was nice to get outside on such a gorgeous day.

Ideas moving forward
(ideas for next session, future lessons, discussed with teacher, do you need the teacher to do anything before you return.)

Next week, we can look at threats to the animals. Read the Somebody Swallowed Stanley book. Connect to the UN sustainable goals Life on Land - https://globalgoals.org/goals/15-life-on-land/

Resources
(do you need anything, who will source it?)

I’ll bring in some Ariel maps - to show the river, and we can connect to the local indigenous stories of creation.
They can then research an animal they want to look more deeply into.

How can you share learning outcomes/stories of transformation with the wider school community (e.g. Connect newsletter, staff meeting, school newsletter, school social media platforms)

We will have an exhibition.