GEO1SECON1 - John Wiley & Sonscatalogimages.johnwiley.com.au/Attachment/07314/... · Web viewStudents achieve this as they develop geographic knowledge, understanding, skills, values

GEOACTIVE 1 (2nd Edition) Sample Program

SAMPLE PROGRAMMANDATORY GEOGRAPHY

STAGE 4: GLOBAL GEOGRAPHY

Created by Susan Bliss

USING EXAMPLES FROM Geoactive 1: Stage 4 Global Geography 2E

ISBN: 0-7314-0126-3 © 2004

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FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY

Stage 4

Global Geography100 hours

4G1Investigating the world

4G2Global Environments

4G3Global Change

4G4Global Issues and the Role of Citizenship

GEOACTIVE 1 TABLE OF CONTENTSHow to use this bookAbout the CD Rom4G1 Investigating the World

1. The nature of geography2. Our World3. Geographical Research

4G2 Global Environments4. Global Environments5. Mountain lands6. Deserts7. Rainforests8. Polar lands

4G3 Global Change9. The changing nature of the world10. An unequal world11. Global resource use

4G4 Global Issues and the Role of Citizenship12. Global geographical issues13. Threatened habitats14. Tourism15. Access to fresh water

TIME ALLOCATIONStudents must undertake 100 hours of study in Global Geography.The syllabus does not include time allocation for each focus area as it depends on student's prior knowledge from HISE K-6

Model 1: Equal weightingsYears 7 and 8 Years 9 and 10

FOCUS AREA 4G125%

4G225%

4G325%

4G430%TIME- HOURS

Model 2: Variable weightingsMore weight given to Focus Areas 4G3/4 as some topics in 4G1/2 are studied by students in the K-6 course. As many schools do not allocate Focus Areas to specific years and study Geography in semesters or all Geography in one year (eg. Stage 4 in Year 8) suggested time allocation could be similar to this

FOCUS AREA 4G120%

4G220%

4G330%

4G430%TIME- HOURS

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RationaleGeography involves the spatial dimension (where things are and why they are there) and the ecological dimension (how humans interact with environments). Geography builds on students’ prior learning (HSIE K-6, Science and Technology) and experience to enable them to explain patterns, evaluate consequences and contribute to the management of physical, social, cultural and built environments.

AimThe aim is to stimulate students’ enjoyment of and interest in the interaction of the physical and human environments. Students achieve this as they develop geographic knowledge, understanding, skills, values and attitudes and engage in the community as informed and active citizens.

Objectives SkillsStudents will develop skills in acquiring, processing and communicating geographical information and choosing and applying appropriate geographical tools. Knowledge and understandingStudents will develop knowledge and understanding about:

the characteristics and spatial distribution of environments how people and communities modify, and are affected by, the environment how physical, social, cultural, economic and political factors shape

communities, including the global community civics for informed and active citizenship.

Values and attitudesStudents will develop interest in, and informed and responsible attitudes towards, people, cultures, societies and environments, with a commitment to:

ecological sustainability a just society intercultural understanding informed and active citizenship

Geoactives 1 integrates all the syllabus features, such as: cross-curriculum content - ICT Work, Employment and Enterprise, Aboriginal

and Indigenous, Civics and Citizenship, Difference and Diversity, Environment, Gender, Key Competencies, Literacy, Numeracy, Multicultural,

foundational knowledge and skills prior learning from Human Society and Its Environment K–6 values and attitudes fieldwork geographical issues geographical tools-maps, graphs, statistics, fieldwork and ICT geographical skills

Geoactives 1 integrates actual and virtual fieldworkFieldwork is an essential part of the study of Geography. In the mandatory Stage 4 course, fieldwork uses Australian examples in teaching/learning programs to facilitate understanding of global issues and environments. Information and communication technology provides an avenue for students to undertake virtual fieldwork activities.The use of ICT with geographical tools will assist students to gather, analyse and communicate geographical information in appropriate formats.

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Geoactives 1 integrates Information and Communication Technologies (ICT) within Stage 4

The following ICT is integrated into teaching and learning activities by the end of Stage 4 create a desktop-published document for a specific audience develop and refine search techniques using the internet collect and interpret electronic information design and create a multimedia presentation use email for a specific geographical purpose practise ethical behaviour when using email and the internet use a range of digital images, sound and other appropriate multimedia

sources to develop a multimedia presentation or webpage.Note: In addition to the required ICT listed above teachers may integrate other ICT as appropriate.

Geoactives 1 addresses all the mandatory outcomesA student:4.1 identifies and gathers geographical information4.2 organises and interprets geographical information4.3 uses a range of written, oral and graphic forms to communicate

geographical information4.4 uses a range of geographical tools4.5 demonstrates a sense of place about global environments4.6 describes the geographical processes that form and transform

environments4.7 identifies and discusses geographical issues from a range of

perspectives4.8 describes the interrelationships between people and environments4.9 describes differences in life opportunities throughout the world4.10 explains how geographical knowledge, understanding and skills

combine with knowledge of civics to contribute to informed citizenship

Goeactives 1 includes assessment 'for' and 'of' learning. Assessment tasks work towards the achievement of the Stage 4 Outcomes. A

variety of assessment techniques have been used including: diagnostic, formative and sumative tests, Internet and library research, oral presentations, essays, empathy/perspective responses, fieldwork reports, interview questionnaires, skills, geographical tools, video reports and responses to stimulus material based on geographical contemporary issues. This program selects instruments based on the principles of effective assessment and the purpose of assessment for which the measured and gathered information will be used.

Assessment tasks require students to demonstrate knowledge and understandings, apply geographical tools and be able to collect, process and communicate geographical knowledge.

Assessment tasks include both non-test type techniques (fieldwork, oral presentations, performance activities and inquiry based research assignments and projects) as well as test techniques.

Assessment ‘for’ learning is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Assessment ‘for’ learning

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uses a range of assessment strategies including self-assessment and peer assessment. It also reflects a belief that all students can improve and provides feedback that helps students understand the next steps in learning.

Changes to new syllabus Learn 'about' and learn 'to ' Assessment 'for' learning and assessment 'of' learning Greater clarification of 'Civics' and Citizenship-levels of government More specific inclusion of ICT Local area fieldwork 4G1 More learning/teaching strategies to accommodate 60 to 80 minute lessons Flexible allocation of hours for Focus Areas to accommodate school timetables-

Semester programs, combined history/geography lessons, prior K-6 knowledge Tools box-greater emphasis on the inclusion of specific tools within each Focus Area Virtual fieldwork to enable students to visit and experience other environments and

communities New topic: Globalisation and global organisations to reduce inequalities and promote

ecological sustainability Specific number of sample studies identified:

4G2- At least one global environment and at least one community and the way it interacts with the selected global environment

4G4-At least two global geographical issues 5A1 At least one natural hazard 5A2 At least one Australian community 5A3 At least two geographical issues affecting Australian environments 5A4 At least one regional and global link chosen from aid, defence, migration and

trade

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FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY

Stage 4

Global Geography100 hours

4G1Investigating the world

4G2Global Environments

4G3Global Change

4G4Global Issues and the Role of Citizenship

GEOACTIVE 1 TABLE OF CONTENTSHow to use this bookAbout the CD Rom4G1 Investigating the World

16. The nature of geography17. Our World18. Geographical Research

4G2 Global Environments19. Global Environments20. Mountain lands21. Deserts22. Rainforests23. Polar lands

4G3 Global Change24. The changing nature of the world25. An unequal world26. Global resource use

4G4 Global Issues and the Role of Citizenship27. Global geographical issues28. Threatened habitats29. Tourism30. Access to fresh water

TIME ALLOCATIONStudents must undertake 100 hours of study in Global Geography.The syllabus does not include time allocation for each focus area as it depends on student's prior knowledge from HISE K-6

Model 1: Equal weightingsYears 7 and 8 Years 9 and 10

FOCUS AREA 4G125%

4G225%

4G325%

4G430%TIME- HOURS

Model 2: Variable weightingsMore weight given to Focus Areas 4G3/4 as some topics in 4G1/2 are studied by students in the K-6 course. As many schools do not allocate Focus Areas to specific years and study Geography in semesters or all Geography in one year (eg. Stage 4 in Year 8) suggested time allocation could be similar to this

FOCUS AREA 4G120%

4G220%

4G330%

4G430%TIME- HOURS

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RationaleGeography involves the spatial dimension (where things are and why they are there) and the ecological dimension (how humans interact with environments). Geography builds on students’ prior learning (HSIE K-6, Science and Technology) and experience to enable them to explain patterns, evaluate consequences and contribute to the management of physical, social, cultural and built environments.

AimThe aim is to stimulate students’ enjoyment of and interest in the interaction of the physical and human environments. Students achieve this as they develop geographic knowledge, understanding, skills, values and attitudes and engage in the community as informed and active citizens.

Objectives SkillsStudents will develop skills in acquiring, processing and communicating geographical information and choosing and applying appropriate geographical tools. Knowledge and understandingStudents will develop knowledge and understanding about:

the characteristics and spatial distribution of environments how people and communities modify, and are affected by, the environment how physical, social, cultural, economic and political factors shape

communities, including the global community civics for informed and active citizenship.

Values and attitudesStudents will develop interest in, and informed and responsible attitudes towards, people, cultures, societies and environments, with a commitment to:

ecological sustainability a just society intercultural understanding informed and active citizenship

Geoactives 1 integrates all the syllabus features, such as: cross-curriculum content - ICT Work, Employment and Enterprise, Aboriginal

and Indigenous, Civics and Citizenship, Difference and Diversity, Environment, Gender, Key Competencies, Literacy, Numeracy, Multicultural,

foundational knowledge and skills prior learning from Human Society and Its Environment K–6 values and attitudes fieldwork geographical issues geographical tools-maps, graphs, statistics, fieldwork and ICT geographical skills

Geoactives 1 integrates actual and virtual fieldworkFieldwork is an essential part of the study of Geography. In the mandatory Stage 4 course, fieldwork uses Australian examples in teaching/learning programs to facilitate understanding of global issues and environments. Information and communication technology provides an avenue for students to undertake virtual fieldwork activities.The use of ICT with geographical tools will assist students to gather, analyse and communicate geographical information in appropriate formats.

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Geoactives 1 integrates Information and Communication Technologies (ICT) within Stage 4

The following ICT is integrated into teaching and learning activities by the end of Stage 4 create a desktop-published document for a specific audience develop and refine search techniques using the internet collect and interpret electronic information design and create a multimedia presentation use email for a specific geographical purpose practise ethical behaviour when using email and the internet use a range of digital images, sound and other appropriate multimedia

sources to develop a multimedia presentation or webpage.Note: In addition to the required ICT listed above teachers may integrate other ICT as appropriate.

Geoactives 1 addresses all the mandatory outcomesA student:4.1 identifies and gathers geographical information4.2 organises and interprets geographical information4.3 uses a range of written, oral and graphic forms to communicate

geographical information4.4 uses a range of geographical tools4.5 demonstrates a sense of place about global environments4.6 describes the geographical processes that form and transform

environments4.7 identifies and discusses geographical issues from a range of

perspectives4.8 describes the interrelationships between people and environments4.9 describes differences in life opportunities throughout the world4.10 explains how geographical knowledge, understanding and skills

combine with knowledge of civics to contribute to informed citizenship

Goeactives 1 includes assessment 'for' and 'of' learning. Assessment tasks work towards the achievement of the Stage 4 Outcomes. A

variety of assessment techniques have been used including: diagnostic, formative and sumative tests, Internet and library research, oral presentations, essays, empathy/perspective responses, fieldwork reports, interview questionnaires, skills, geographical tools, video reports and responses to stimulus material based on geographical contemporary issues. This program selects instruments based on the principles of effective assessment and the purpose of assessment for which the measured and gathered information will be used.

Assessment tasks require students to demonstrate knowledge and understandings, apply geographical tools and be able to collect, process and communicate geographical knowledge.

Assessment tasks include both non-test type techniques (fieldwork, oral presentations, performance activities and inquiry based research assignments and projects) as well as test techniques.

Assessment ‘for’ learning is designed to enhance teaching and improve learning. It is assessment that gives students opportunities to produce the work that leads to development of their knowledge, understanding and skills. Assessment ‘for’ learning

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uses a range of assessment strategies including self-assessment and peer assessment. It also reflects a belief that all students can improve and provides feedback that helps students understand the next steps in learning.

Changes to new syllabus Learn 'about' and learn 'to ' Assessment 'for' learning and assessment 'of' learning Greater clarification of 'Civics' and Citizenship-levels of government More specific inclusion of ICT Local area fieldwork 4G1 More learning/teaching strategies to accommodate 60 to 80 minute lessons Flexible allocation of hours for Focus Areas to accommodate school timetables-

Semester programs, combined history/geography lessons, prior K-6 knowledge Tools box-greater emphasis on the inclusion of specific tools within each Focus Area Virtual fieldwork to enable students to visit and experience other environments and

communities New topic: Globalisation and global organisations to reduce inequalities and promote

ecological sustainability Specific number of sample studies identified:

4G2- At least one global environment and at least one community and the way it interacts with the selected global environment

4G4-At least two global geographical issues 5A1 At least one natural hazard 5A2 At least one Australian community 5A3 At least two geographical issues affecting Australian environments 5A4 At least one regional and global link chosen from aid, defence, migration and

trade

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Focus Area 4G1 Investigating the World

The Nature of GeographyChapter 1

Suggested timeFocus Area 4G1: 20hours

(depending on prior knowledge of students

HSIE K-6)Focus An introduction to the discipline of Geography and the nature of geographical inquiry

Note: Many students enter Stage 4 Geography with prior geographical knowledge from Human Society and Its Environment K–6. Pretest your students before you start your lessons to avoid overlap of content

Syllabus outcomes Suggested ICT Resources

A student (p2):4.1 identifies and gathers geographical information4.2 organises and interprets geographical information4.3 uses a range of written, oral and graphic forms to

communicate geographical information4.4 uses a range of geographical tools4.5 demonstrates a sense of place about global

environments4.6 describes the geographical processes that form and

transform environments4.10 explains how geographical knowledge,

understanding and skills combine with knowledge of civics to contribute to informed citizenship.

The use of the Internet is a source of information for research, extension activities, students with learning problems, geographical tools, digital images, group work, independent learning as well a providing a variety of perspectives. Students will:

collect and interpret electronic information

use Geoactives CD Rom and complete activities and worksheets

use the Internet links to extra worksheets at Jaconline www.jaconline.com.au

create a desktop-published document

develop and refine search techniques

observe and record latest changes to our physical and human world using satellite imagery (p2,13)

collect and interpret photographic images p12,13,16,19,20,21

research geographical issues from a variety of perspectives:

SMHwww.smh.com.auCNN www.cnn.comABC www.abc.net.auBBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.org

Geoactive 1 Bliss S and Paine J. John Wiley and Sons Australia Ltd, 2005.Includes knowledge and understandings, values and attitudes, integration of skills based activities incorporating mandatory tools, cross curriculum content, key competencies, civics and citizenship, websites, worksheets, maps, photographs, newspaper articles, puzzles, models, diagrams, glossaries, satellite imagery, sample studies and student centred, experiential and inquiry based learning activities using multiple intelligencesCD Rom contains the contents of the whole book as well as extra activities and tools/skills exercisesActivities:

Geoskills Toolbox: p2,7,11, 13,19,23 Knowledge and Understanding:

p6,9,10,13,15,17,19,21,23 Extension worksheets:

o Inside the earth (1.1)o Build a city block (1.5)o Tornadoes in the USA (1.7)o Flood! (1.8)o Natural Hazard Report (1.9)

CD Rom (with textbook) Internet links to extra worksheets at Jaconline

www.jaconline.com.auGlossary p3Geofacts p13,18,Survivor Game p24-25Jacaranda Atlas and CD Rom Videos (Classroom Video)

Biophysical environment 22 min Air, water vapour and weather 21 min Water and the water cycle 22 min Plate tectonics 15min The shape of the land geomorphology 40 min Volcanoes 22 min Climate and the giant Panda 7 min Built Environment 26 min Classroom video People and the environment 40 min Products harm environment and what you can do

16m Global cooperation. Rebuilding Rabaul after

volcanic eruption (AusAID) 26min Impact of development-building a new mine in PNG

43 Natural disasters 20 min (and CD Rom) Rural urban migration 20 min

Other suggested resources:NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ NSW Department of Education and Training www.curriculumsupport.nsw.edu.auand the Teaching and Learning Exchange, TaLEs

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http://www.curriculumsupport.nsw.edu.au/

http://www.boardofstudies.nsw.edu.au/

http://www.jaconline.com.au/

http://www.newint.org/

http://www.worldpress.org/

http://www.bbc.co.uk/

http://www.abc.net.au/

http://www.cnn.com/

http://www.smh.com.au/




Students learn about Students learn to Integrated student centred learning/teaching activities and assessment tasks

(‘for’ learning and ‘of’ learning)The nature of Geography

the physical elements of environments: p4-7

air flora and fauna soil solar energy (heat and light) water

physical processes –water cycle, weather (insolation, climate), biotic (ecosystems,food webs), geomorphological (plate tectonics, weathering, erosion). p4-5 topography,.p4-5 formation, interaction and managingspheres sustainably p6-7 Focus: acid rain- human interaction inthe physical environment and itsmanagement p7

the human elements of environments: p8-13

agricultural- definition,subsistence, commercial, shifting, nomadic. Issues: blue green algae, fertilisers, salinity, pesticides, irrigation, HYV’s, GM food,hydroponic. p8-9

settlements(definition, rural,urban, skyscrapers, slums, favelas, top 10 tallest buildings, satellite imagery p10-11, 12-13

location (in relation tophysical environments, transport, resourcesand defence locations) p10-11

economic ( rural/urban migration, push/pull forces, world’s top tencities) p9

political (rural/urbanplanning and zoning, restrictions on migrationto cities. p9

sociocultural (inequality-rich/poor, urban/rural, developed/developing

countries) Detailed noted chapter 10

the interaction of the physical and human elements: p14-25

Increasing population p12, p14 Results: increasing desertification, flooding,

bushfires, deforestation, salinity, landslides p14-15

Sample studies:Tornadoes (atmosphere) p16-17Tsunamis (hydrosphere) p18-19Landslides (lithosphere) p20-21Pandas (biosphere) p22-23.

Impacts of Terrible Twisters, Terrifying Tsunamis and Levelling Landslides on humans and how communities respond as active informed, responsible citizensp16-21The disappearing Precious Pandas and local to global citizenship p22-23

classify features of the environment as physical or human elements p4-13

record patterns of physical and human elements of environments p4-13

identify patterns resulting from the interaction of the physical and human environments p14-23integrate geographical tools e.g. photographs, different types of maps, satellite imagery, ICT, diagrams, 3D diagrams, line graphs, statistics, flow diagrams(water cycle, acid rain), time line

integrate ICT by creating a desktop-published document and develop and refine search techniques using the internet

integrate geographical skills, tools and geographical issues integrate cross curriculum content e.g. civics and citizenship, environment, difference and diversity, literacy, numeracy, foundational knowledge and skills and values and attitudes

integrate key competencies: collecting, analysing and organising information, communicating ideas and information, planning, organising activities, working with others and in teams, using mathematical ideas and techniques, using technology and solving problems.

Pretest prior knowledgeMind/concept maps What are the physical and human elements of the environment? What are the physical processes? How does the physical environment affect humans? How do humans affect the physical environment? What are the main environmental issues facing the 21st century? What should we do about environmental problems as informed, responsible local and global citizens?Draw a time line on the formation of the four spheres (atmosphere, lithosphere, hydrosphere and biosphere) p6Fieldwork: Observe and record physical and human elements in the playground and local areaOrganise a class trivia competition on the physical and human elements of the environment using these quiz and trivia siteshttp://www.lizardpoint.com/fun/geoquiz/asiaquiz.htmlhttp://members.aol.com/bowermanb/quiz.htmlhttp://geography.about.com/cs/quizzesandtrivia/Multiple Intelligence: boil the kettle and describe the operation of the water cycle; design a model of an active volcano; work out what you eat for a week, draw the food web and explain whether it is simple or complex; research the life of a person who climbed Mt Everest and the problems of limited oxygen; create a poster identifying patterns resulting from the interaction of the physical and human environmentsPerspectives: De Bono’s hats.Divide class into conservation groups, (eg. WWF), developers, town planners, farmers, industrialists and governments. Each group will present the impacts of increasing population on the physical environment as an oral reportEmpathy exercise. Imagine you live in a developing country and have just experienced a natural disaster, such as a tsunami, earthquake, volcanic eruption or landslide. Describe your life and how active citizens could help, such as NGOs and AusAID. http://www.ausaid.gov.au/Imagine you are employed as a town planner. What are the problems of increasing population on the physical environment? http://popplanet.org/PopPlanet/ Is it sustainable?Research. Increasing human interaction has contributed to desertification, salinity, deforestation, acid rain, global warming and blue green algae. Refer to one issue and research ten current Internet articles. Present findings as a newspaper report.Satellite Refer to the satellite images of physical and human

elements of the environments. Classify five physical and five human elements and identify the resulting patterns http://www.gesource.ac.uk/worldguide/satellite.html

View the earth today from satellite and describe the physical and human environmentshttp://www.fourmilab.ch/earthview/satellite.html

Video clips on the net.Describe why virtual fieldwork can give you a better understanding of the topic Volcano world

http://volcano.und.nodak.edu/vw.html Chill out with a glacier http://www.glacier.rice.edu/ Dynamic earth, flood, tornado, tidal wave,

hurricane, wonders of weather, avalanche, earthquakes, understanding cities http://school.discovery.com/ontv/videoclips/

Interactive models: Look at the interactive water cycle model and record

the pattern and path of the water cycle http://www.wrc.wa.gov.au/schools/water_cycle.html

Refer to the interactive river system and record its changing pattern before and after human interaction http://www.nationalgeographic.com/geographyaction/rivers/

Refer to the plate tectonics interactive model. Does a cracked hard boiled egg remind you of anything? Record the changing pattern of plate tectonics. How could an

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http://www.nationalgeographic.com/geographyaction/rivers/

http://www.nationalgeographic.com/geographyaction/rivers/

http://www.wrc.wa.gov.au/schools/water_cycle.html

http://school.discovery.com/ontv/videoclips/

http://www.glacier.rice.edu/

http://volcano.und.nodak.edu/vw.html

http://www.fourmilab.ch/earthview/satellite.html

http://www.gesource.ac.uk/worldguide/satellite.html

http://popplanet.org/PopPlanet/

http://www.ausaid.gov.au/

http://geography.about.com/cs/quizzesandtrivia/

http://members.aol.com/bowermanb/quiz.html

http://www.lizardpoint.com/fun/geoquiz/asiaquiz.html


earthquake affect humans? What can be done as informed citizens to reduce the adverse impacts of earthquakes?http://www.pbs.org/wgbh/aso/tryit/tectonics/

Photo literacy. With increasing urbanisation you can create a lot of real estate out of a small ground area by building skyscrapers. Visit this site and describe two buildings. What would it be like to live in one of these buildings? How would you manage a fire, cyclone or an earthquake? Compare the lifestyle of a person living in a skyscraper with a person living in a favela http://www.greatbuildings.com/types/types/skyscraper.html; http://www.favelatour.com.br/Photographic images http://wcatwc.gov/tpic.htm. Describe the interaction of the physical on the human environment in five photographs. Select one photograph and draw a sketch. Tornadoes. Read the Tornado Project's Terrific, Timeless and Sometimes Trivial Truths about Those Terrifying Twirling Twisters! What were the ten top US killer tornadoes? What are their suggestions for tornado safety? Describe some of the myths and misconceptions about tornadoes http://www.tornadoproject.com/Brainstorm the effects of human interactions on the Australian environmentHot seat: Debate for and against an increase in the Australian population in relation to the environment. Refer to this Online Opinion Internet site for a variety of perspectives. This site has links to other perspectives http://www.onlineopinion.com.au/view.asp?article=2008Tsunamis. When and where were the most recent tsunamis? What are tsunami safety rules? http://wcatwc.gov/subpage1.htmHave fun and read the tsunami warning book. Record the pattern of a tsunami? How should citizens behave before, during and after a tsunami? http://wcatwc.gov/book01.htmLandslides. Where were the latest landslides? Identify the changes to the physical and human environments after five different landslides?http://sts.gsc.nrcan.gc.ca/landslides/index_e.asp?CaId=7&PgId=11Panda. Test your knowledge of Pandas by answering this quizhttp://www.panda.org/news_facts/education/quiz/ques.cfmPrepare a PowerPoint presentation on the problems of the interaction of humans on the decline of the Panda and how active citizens are making a differenceWhat can you do to conserve endangered animals?http://www.kidsgowild.com/www. giant pandabear.com/ http://www.riverdeep.net/current/2001/02/020101_panda.jhtmlCivics and citizenship. How are active citizen groups working to conserve Pandas? https://secure.worldwildlife.org/forms/panda_adopt_1.cfm http://www.pandasinternational.org/http://www.wildlife-plant.gov.cn/en/panda/index0.htmGroup workHow should active citizens sustainably manage acid rain, disappearing Pandas, landslides and tornadoes? Select one issue and present report as PowerPoint or posterUse puzzlemaker to test the glossary on page 3 http://www.kids.net.au/profiles/665.phpHave fun-test your knowledge and understanding of the earth

games, quizzes, puzzles and triviahttp://members.aol.com/bowermanb/landgames.html literacy, quizzes and lesson planshttp://www.nationalgeographic.com/education/

Extension research: Discuss the reasons for an increasing number of environmental refugees. What should we do as active informed citizens? http://www.earth-policy.org/Updates/Update33.htmFuture scenario. Imagine you are living in the year 3000. Draw the physical and human environment. Present as a poster. Write a repot on the interaction of physical and human elements

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http://www.earth-policy.org/Updates/Update33.htm

http://www.nationalgeographic.com/education/

http://members.aol.com/bowermanb/landgames.html

http://www.kids.net.au/profiles/665.php

http://www.wildlife-plant.gov.cn/en/panda/index0.htm

http://www.pandasinternational.org/

https://secure.worldwildlife.org/forms/panda_adopt_1.cfm

http://www.riverdeep.net/current/2001/02/020101_panda.jhtml

http://www.giantpandabear.com/

http://www.kidsgowild.com/

http://www.panda.org/news_facts/education/quiz/ques.cfm

http://sts.gsc.nrcan.gc.ca/landslides/index_e.asp?CaId=7&PgId=11

http://sts.gsc.nrcan.gc.ca/landslides/index_e.asp?CaId=7&PgId=11

http://wcatwc.gov/book01.htm

http://wcatwc.gov/subpage1.htm

http://www.onlineopinion.com.au/view.asp?article=2008

http://www.tornadoproject.com/

http://wcatwc.gov/tpic.htm

http://www.favelatour.com.br/

http://www.greatbuildings.com/types/types/skyscraper.html

http://www.pbs.org/wgbh/aso/tryit/tectonics/


Assessment : for learning’ and ‘of learning.’ diagnostic, formative and summative oral, written, group work and ICT

For example students are able to: use puzzlemaker or make a crossword to test the glossary on page 3; prepare a PowerPoint presentation to record patterns of physical and human elements of the environment; able to prepare a media record noting the changes to the physical environment over a month and how active citizens are working towards an ecological sustainable environment; conduct a debate for and against the cloning of the Panda; play the Survival Game p24 or ‘Global Bingo’ game (each group writes 20 questions on the physical environment for other groups to answer eg longest river in the world) and contribute to class discussion by demonstrating their understanding of the interaction of the physical and human environmentsOthers……………………………………………………………………………………………………………………………………………………..Teacher feedback: For example teacher collates student responses on OHP from mind map and brainstorming activities; gives written and/or oral feedback following class discussion, research, group work, debate, video report, empathy exercise, poster and PowerPoint presentation. Others……………………………………………………………………………………………………………………………………………………..…………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….Webquests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse………Satellite images………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..

Evaluation: Were all students with different abilities adequately catered –learning problems and gifted and talented? Yes/No Comments......................................................................................................................................................................................................................Student evaluation. Did the students enjoy the topic? Yes/NoComments ……………………………………………………………………………………………………………………………………………..Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks) ………………………………………….………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………Registration. Date commenced………………………………………Date completed………………….Teacher’s signature …………………..

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13



Our WorldChapter 2




Note: Geographic tools should be integrated within all Focus Areas rather than taught in isolationSyllabus outcomes Suggested ICT Resources

A student (p26)4.1 identifies and gathers geographical information4.2 organises and interprets geographical information4.3 uses a range of written, oral and graphic forms to





The use of the Internet is a source of information for research, extension activities, students with learning problems, geographical tools, digital images, group work, independent learning as well a providing a variety of perspectives. Students will:

collect and interpret electronic information (eg, diversity of interactive maps)



create a desktop-published document on different map projections


observe and record how hand drawn maps are being replaced by satellite imagery and GIS

collect and interpret photographic images p 37

Geoactive 1 Bliss S and Paine J. John Wiley and Sons Australia Ltd, 2005. Includes knowledge and understandings, values and attitudes, integration of skills based activities incorporating mandatory tools, cross curriculum content, key competencies, civics and citizenship, websites, worksheets, maps, photographs, newspaper articles, puzzles, models, diagrams, glossaries, satellite imagery, sample studies and student centred, experiential and inquiry based learning activities using multiple intelligencesCD Rom contains the contents of the whole book as well as extra activities and tools/skills exercisesActivities:

Geoskills Toolbox: p26,31,33,39,41 Knowledge and Understanding: p29,35,37,40 Extension worksheets:

o Make a map projection (2.1)o Cities of the World (2.7)


www.jaconline.com.auGlossary p27Geofacts p32,36,39,41Jacaranda Atlas and CD RomVideos (Classroom Video)

Making maps 19 min CV Latitude and longitude 17 min CV Time 16 min CV


Students learn about Students learn to Integrated student centred learning/teaching activities and assessment tasks

(‘for’ learning and ‘of’ learning)Our world

global representation using maps p28-29 the importance and use of latitude p30 the importance and use of longitude p30-33global patterns of physical and human features

p34-41

Map projections-Mercator, Mollweide, Peters and

recognise continents using different map projections p28-29 use latitude to describe the global pattern of climate, including the spatial and seasonal change in insolation p34-37 use longitude to

Mind maps-list all the maps that have been used in the past, the present and maybe in the futureAnswer the key geographical questions. What is a map? Why do we have maps? Have maps changed over time? Why are map projections not an exact representation of the globe? What maps would you use to visit a friend in the next suburb, a friend in India, walking in the Blue Mts or sailing in the Pacific Ocean? What is the purpose of latitude and longitude? Why do we watch the Olympic Games in Athens and the World Soccer Championships in Europe in the middle of the night in Australia? Will satellite and GIS replace hand drawn maps?

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14







McArthur’s Upside Down.Maps from a Eurocentric and Australian perspectiveStrengths and weaknesses of a diversity of projections p28-29

Traditional Aboriginal map. Compare with other maps

World maps-climate zones, temperature, precipitation, landforms (plate tectonics), political p34-40

Latitude and longitude, hemispheres, date line, Meridian of Greenwich, equator, Tropics of Cancer and Capricorn, Arctic and Antarctic Circles, north and south polesUse latitude and longitude and alpha-numerical to find physical and human elements and World Heritage sites on a map. P30

Latitude and climate-seasons, angle of the sun’s rays p34

Altitude and climate- lapse rates p 34

Climate zones and extreme weather events p37, p36

Time zones-GMT, International Date Line, daylight saving p33

Extreme physical facts and figures p39

Global patterns of human features – countries by area, cities of the world, population increase, population density, quality of life indicators eg. IMR, GDP, life expectancy, birth rates p40-41. More details in Chapter 10

explain world time zones p32-33 describe global patterns of physical and human features p38-41

integrate ICT by refining search techniques using the internet

integrate geographical skills, tools, issues and perspectives

integrate cross curriculum content and key competencies:

What is the purpose of daylight saving? Why do we experience a hot Christmas while Europeans experience snow? When do the solstices and equinoxes occur?Cartoon literacy p36Fieldwork:

draw a map of the school design an orienteering path in the school suggested out door activities to enable students be

able to read maps http://www.inquiry.net/outdoor/games/ripley/stalking/reading_maps.htm.

Multiple Intelligences Cut an orange to explain projections Copy an Aboriginal map and describe its physical

and human features Collect a variety of maps and make a collage List ten songs, poems or books about other

countries. Locate countries on a Mollweide map projection

Prepare a menu for another country. Research the countries latitude, longitude, seasons, how far is it from Australia as the ‘crow flies’, climate zone, average annual temperature and precipitation, political boundaries, time difference with Australia, population, population density and quality of life

Make a compassPlan a trip to 10 overseas cities. Record their latitude and longitude. Work out when you will travel and what you should wear. These sites may help you http://www.cia.gov/cia/publications/factbook/ and http://www.worldclimate.com/What is the degree confluence project? Find 5 degree of confluence sites and research the places. Present as a poster http://www.confluence.org/index.phpPerspectives. Explain why map projections show different perspectives:http://hum.amu.edu.pl/~zbzw/glob/glob0.htm. Up side down map http://www.flourish.org/upsidedownmap/Test your knowledge. Complete these easy, interactive activities. Map games http://members.aol.com/bowermanb/mapgamesMap wizard http://interactive2.usgs.gov/learningweb/fun/map.aspLatitude and Longitude quiz http://www.pittsford.monroe.edu/jefferson/calfieri/maps&globes/latitudequiz.htmlCo ordinates on a map http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8928Videos. Write a report on a video shown in the classroom. Determine whether the material was biasedGroup work. Imagine your group were famous cyclists and wanted extra practice before you went to compete in the Tour de France. Design your practice route and present your map as a posterMaps and globes: What are maps? http://www.thenetwork.sa.edu.au/it_into_lit/units/wickedwww/Activity_files/Activity5.pdThousands of maps, globes and graphs http://members.aol.com/bowermanb/maps.htmlWorld Atlas political-interactive http://www.sitesatlas.com/Atlas/PolAtlas/index.htmWorld Atlas physical–interactive http://www.sitesatlas.com/Atlas/PhysAtlas/physatlas.htmTime:Virtual globe http://anutime.com/globe/3Den.html - sunlight and darknessWorld time zones http://www.worldtimezone.com/Elements of maps and how to read themWhat do maps show http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htmExploring maps – lesson notes http://interactive2.usgs.gov/learningweb/teachers/exploremaps.htmHow to read maps http://www.geocities.com/EnchantedForest/8112/map.html

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http://www.geocities.com/EnchantedForest/8112/map.html

http://interactive2.usgs.gov/learningweb/teachers/exploremaps.htm

http://interactive2.usgs.gov/learningweb/teachers/exploremaps.htm

http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm

http://interactive2.usgs.gov/learningweb/teachers/mapsshow.htm

http://www.worldtimezone.com/

http://anutime.com/globe/3Den.html

http://www.sitesatlas.com/Atlas/PhysAtlas/physatlas.htm

http://www.sitesatlas.com/Atlas/PolAtlas/index.htm

http://members.aol.com/bowermanb/maps.html

http://www.thenetwork.sa.edu.au/it_into_lit/units/wickedwww/Activity_files/Activity5.pd

http://www.thenetwork.sa.edu.au/it_into_lit/units/wickedwww/Activity_files/Activity5.pd

http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8928

http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=8928

http://www.pittsford.monroe.edu/Jefferson/CALFIERI/Maps&Globes/LatitudeQuiz.html

http://www.pittsford.monroe.edu/Jefferson/CALFIERI/Maps&Globes/LatitudeQuiz.html

http://interactive2.usgs.gov/learningweb/fun/map.asp

http://members.aol.com/bowermanb/mapgames

http://www.flourish.org/upsidedownmap/

http://hum.amu.edu.pl/~zbzw/glob/glob0.htm

http://www.confluence.org/index.php

http://www.worldclimate.com/

http://www.cia.gov/cia/publications/factbook/

http://www.inquiry.net/outdoor/games/ripley/stalking/reading_maps.htm

http://www.inquiry.net/outdoor/games/ripley/stalking/reading_maps.htm


http://www.iapad.org/tips/mapreading.htmSymbols –legend http://www.es.mq.edu.au/courses/GEOS264/maps/mapch1/tsym.htmScale http://maps.nrcan.gc.ca/maps101/scale.html http://geography.about.com/cs/maps/a/mapscale.htmhttp://mac.usgs.gov/mac/isb/pubs/factsheets/fs01502.htmlLatitude and longitude: Tutorial http://www.lakelandsd.com/tutorial/instructions.htmlLatitude http://www.ruf.rice.edu/%7Efeegi/Longitude http://www.pbs.org/wgbh/nova/longitude/find/Compass – finding the way http://www.units.muohio.edu/dragonfly/find/find/index.htmlx. How a compasses works http://www.howstuffworks.com/compass.htmSeasons Excellent audio explanation http://kids.msfc.nasa.gov/earth/seasons/EarthSeasons.asp


For example students are able to: debate for and against the use of different map projections, complete an orienteering path through the school, use ICT to complete fun quizzes, write a video report and prepare a poster on the confluence projectTeacher feedback: For example teacher collates student responses on OHP from mind map and key geographical questions, gives written and oral feedback on poster, use of ICT, video report and completion of orienteering path.Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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16

http://kids.msfc.nasa.gov/earth/seasons/EarthSeasons.asp

http://www.howstuffworks.com/compass.htm

http://www.units.muohio.edu/dragonfly/find/find/index.htmlx

http://www.pbs.org/wgbh/nova/longitude/find/

http://www.ruf.rice.edu/~feegi/

http://www.lakelandsd.com/tutorial/instructions.html

http://mac.usgs.gov/mac/isb/pubs/factsheets/fs01502.html

http://geography.about.com/cs/maps/a/mapscale.htm

http://maps.nrcan.gc.ca/maps101/scale.html

http://www.es.mq.edu.au/courses/GEOS264/maps/mapch1/tsym.htm

http://www.es.mq.edu.au/courses/GEOS264/maps/mapch1/tsym.htm

http://www.iapad.org/tips/mapreading.htm



Geographical ResearchChapter 3




Note: Integration of geographical toolsSyllabus outcomes Suggested ICT Resources

A student (p48):4.1 identifies and gathers geographical information4.2 organises and interprets geographical information4.3 uses a range of written, oral and graphic forms to





The use of the Internet is a source of information for local area fieldwork and geographical inquiryStudents will:


observe and record changes to the physical and human environments in the local area using the Internet for satellite imagery, maps, synoptic charts and digital photographs

research local geographical issues from a variety of perspectives:

SMHwww.smh.com.auABC www.abc.net.au visit

Yellow Pages and draw sketch map of the local area http://www.yellowpages.com.au

visit NSW Community Builders for examples of active citizenship in the local area p72 www.communitybuilders.com

visit local council, sustainable homes, Macquarie Centre, Streamwatch, Waterwatch, Landcare, Oz Green, Bureau of Meteorology





Geoskills Toolbox: p48,51,59,61.63,66,75 Knowledge and Understanding: p50,53,57,65,75 Extension worksheets:

o The Bermuda Triangle (3.2)o Choropleth mapping skills (3.3)o Make a scale model (3.5)o Watch the weather (3.6)o Children’s cloud book (3.7)


www.jaconline.com.au Fieldwork:

o Local area/school yard (3.9)o Shopping centre (3.10)

Glossary p49Jacaranda Atlas and CD Rom Videos CV Classroom Video

Weather forecasting 19 min CV Weather in Australia 20 min CV Air ,water vapour and weather 21min CV People power 22min CV Streetscape studies 22min CV


Suggestions for PowerPoint presentationshttp://www.leesummit.k12.mo.us/its/powerpoint.htmhttp://ed.uwyo.edu/tech/tutorials/powerpoint_design.htmKidspiration – tutorials http://www.leesummit.k12.mo.us/its/kidspiration.htm

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http://www.leesummit.k12.mo.us/its/kidspiration.htm

http://ed.uwyo.edu/Tech/tutorials/powerpoint_design.htm

http://www.leesummit.k12.mo.us/its/powerpoint.htm






http://www.communitybuilders.com/

http://www.communitybuilders.com/

http://www.yellowpages.com.au/

http://www.yellowpages.com.au/





Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks

(‘for’ learning and ‘of’ learning)Geographical research

key geographical questions p50 fieldwork: the use of geographical tools in

investigating the physical and human environment p68-p73(local area) p74-75 (local shopping centre)

Key geographical questions - What? Where? Why? How? p50

Different perspectives on answering the key geographical questions –global, indigenous, gender, socio-cultural

Using geographical tools and skills to answer key geographical questions (eg. maps, fieldwork, statistics, photographs) Essential features of maps- BOLLTS p52-53 Maps for different purposes – political, sketch,

topographic, physical ,tourist, précis, choropleth, satellite imagery, theme, flow, synoptic charts, UBD p54-57

Topographic maps-contours, contour interval, gradient, legend, colours, area and grid references, spot heights, physical and human elements, form line diagrams (plateau, valley, ridge, cliff, saddle, hill), cross sections p58-61

Weather maps/charts (synoptic)-isobars, high and low pressure systems, cold and warm fronts, cyclones, pressure gradient, hectopascals, barometer, anticyclone p62-63

Cloud identification –strato, cumulo and cirro, nimbus, cumulonimbus, rainbows, tornadoes, smog, frost, lightning, fog, cloud cover p64-65

Photographs types p51 Photograph and line diagrams –rice (interaction

of physical and human environments p66

Local area fieldwork p68-73‘school, home or local area’

a. Physical environment p68-70Location, maps, climate and weather, clouds, catchment, water quantity and quality, landforms (topographic maps)and soil, plants and animalsEnvironmental issues-air ,water, soil and noise pollution, declining native species, use of water and unsustainable energy sourcesActive civics and citizenship-responsibilities of the three levels of government p70.Laws (Clean Air Act, water restrictions in Sydney), individuals (recycle waste, solar energy, use public transport, native gardens), groups (Landcare) and local government (recycle garbage)

b. Human environment p71-73Roads, transport, settlements (types of homes),

apply key geographical questions to a local environment p68-75 use geographical tools to measure and record elements of the local environment p51-67 present geographical information about the local environment using a range of written, oral (p71)and graphic forms (p71, 72) use a variety of information sources conduct fieldwork-observe, record, collate and analyse information in the local area p68-75 explore different perspectives in the local area - interviews, surveys, questionnaires uses fieldwork to assist in the interpretation of, and decision-making about geographical phenomena

integrate tools in local area physical environment

use compass, street directory and topographic map; draw sketch map to scale; record temperature and precipitation; record wind speed using Beaufort scale; identify cloud types and cloud cover; draw local catchment; measure water quality, pH, velocity, turbidity, temperature; count water bugs; survey litter along roadside; collect and interpret synoptic maps and compare and analyse fieldwork results

integrate tools-in local area

Answer the key geographical questions? What is geographical research? p48 What are the key geographical questions? P50Describe the different types of photos and draw a form line diagram p51Select three photographs from home and/or the Internet that show ground, aerial and oblique perspectives. Paste into book and labelFind a photo of New York and identify the features on the satellite image p56Complete local area fieldworkDraw the Beaufort scale as a picture graph p69Draw a time line showing the changes to your local area since 1788Perspectives: De Bono’s hats.Divide class into conservation groups, local council, state government, housing developer, retailer, industrialist, park ranger, student and unemployed person. Each group will present their perspective on the impacts of a new industrial site in the local area, as a newspaper reportVisit the local shopping centre and complete surveys and interviews p71, 75Conduct a class survey on immigration p72List the advantages and disadvantages of on line shopping for shopping centresActive involved citizenship – become involved in a local environmental and cultural issue (eg. Clean up Australia, visiting older people without families). Write a report on the advantages of volunteers in the communityDebate for and against the dumping of nuclear waste in your backyardDesign a map for buried treasure in the school. Then ask your friend to find the treasure by following your map and written directions. How well do you construct maps?Draw a cross section from A to H and Mt Erin to the railway station p59Use weather instruments and record temperature, precipitation, wind and humidity in local area, Weather kit http://www.bom.gov.au/info/weatherkit/section2/barom2.shtmlIdentify and draw the types of clouds and cloud cover in the local area http://www.bom.gov.au/info/weatherkit/section2/cloud.shtmlBecome involved in Project Atmosphere Australia On-Line for schools http://www.schools.ash.org.au/paa/paa.htm and Airwatch http://www.environment.gov.au/net/airwatch.html.Collect the latest weather map and satellite imagery http://www.bom.gov.au. Compare this report with the weather in your local areaCollect 20 songs or poems related to weather (eg. Singing in the rain). Present as a posterTest. Complete weather crossword http://www.bom.gov.au/info/weatherkit/section3/cross.shtmlMake a collage of buildings in your local area using local newspaper and real estate material p71Visit the local council p71 and draw a table of its functionsResearch homes in local area p71. Compare with other local areasGroup work. Divide into groups. Draw a sketch of either a sustainable school, home or transport for your local area p71. Research the decline of the local corner shop p71Draw a transect of the main shopping centre in your local area p71Interview a person who can tell you about the shopping area 40 years ago p71. List the changesInterview a person who belongs to a local group or club p72. Summarise its functions and advantages to the local community

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http://www.bom.gov.au/info/weatherkit/section3/cross.shtml

http://www.bom.gov.au/info/weatherkit/section3/cross.shtml

http://www.bom.gov.au/

http://www.environment.gov.au/net/airwatch.html

http://www.schools.ash.org.au/paa/paa.htm

http://www.bom.gov.au/info/weatherkit/section2/cloud.shtml

http://www.bom.gov.au/info/weatherkit/section2/cloud.shtml

http://www.bom.gov.au/info/weatherkit/section2/barom2.shtml

http://www.bom.gov.au/info/weatherkit/section2/barom2.shtml


government departments, industry, retail, agriculture

Demographics -social and economic profile of your community (ABS, Community Builders NSW) population, income, age, religion, occupation, birthplace, ancestry. Changing multicultural profile (from original Aboriginal inhabitants)Community based services- local clubs, churches, volunteer and charity organisations (Rotary, Red CrossSocio-economic issues –street dwellers, crime, unemployment, lack of parks, sporting facilities, doctors, transport, pools, theatres), communication local to global linksCelebrations in the local community (Australia Day, Anzac Day, market days)

c. Changes to the local physical and human environmentsChanging population (size, age, socio-economic status, density), changing landuse, shopping centres, transport, types of homes, industries (smokestack to high tech). Gentrification of suburbs, rural decline, suburbanisation (rural areas become housing estates)Macquarie shopping centre p74-75Conflict over changes –developers versus conservationists, role of active citizenship and the three levels of government.Sustainable future for the local area- sustainable home, transport, energy. Building stronger local communities

d. Contemporary geographical issues in the local area p73 Traffic

human environment

street transect, landuse survey, questionnaires, photographs, interviews

integrate geographical skills, geographical issues, cross curriculum content and key competencies:

Research the demographics of your local area p72. (ABS) Present as oral report Brainstorm. Suggest strategies for a stronger local community p72List the yearly events in your local community p73. Present as a poster to encourage tourists to the local areaDraw a flow map showing the links between your community and others (some may be overseas) p73Draw a map of your local area showing government facilities (local, state and federal)Present an oral report on Aboriginal sites and multicultural changes to your local areaGroup work. Research one local environmental issue (eg.water pollution, traffic congestion, disappearing native animals) and one local social issue (eg. unemployment, poverty, crime, inadequate houses) and present to class as a written reportEmpathy exercise. Imagine you were homeless living in the local park. Describe your life. How could active citizens help you?What environmental disaster has happened to your community in the last 10 years? (storm, fire, hailstorm, flood). Explain the disaster and how governments, individuals and groups assisted. Future scenario. Imagine your local area in the year 2050. Draw the local physical and human environment. Present as a poster. Weather mapsLearn about weather http://www.bom.gov.au/lam/Units of work for teachers http://www.bom.gov.au/lam/Students_Teachers/learnact.htmGet the latest weather map http://www.bom.gov.au/weather/national/charts/synoptic.shtml Topographic mapshttp://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.htmlhttp://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.htmlReading topographic maps and symbolshttp://mac.usgs.gov/mac/isb/pubs/booklets/symbols/reading.html;http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/moreinformation.htmlExtension: Geographic technology in local areahttp://geography.about.com/od/geographictechnology/GPS http://geography.about.com/od/geographictechnology/a/gps.htmGIS http://geography.about.com/library/weekly/aa080397.htmGIS and teachers http://www..king.ac.uk/geog/gis_for_teachers/


For example students are able to: complete fieldwork and ICT tasks; conduct surveys and interviews, draw a sketch map of the local area, measure rainfall and precipitation, sketch and identify different clouds, test water quality, draw a transect of local shopping centre, write a letter to the local council on an environmental issue and present research questions as posters, PowerPoint, collages or video reportOthers ………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher: gives written and/or oral feedback following fieldwork, completion of geographical tools, group work, photo sketching, poster and PowerPoint presentation. Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….Webquests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse

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http://geography.about.com/library/weekly/aa080397.htm

http://geography.about.com/od/geographictechnology/a/gps.htm

http://geography.about.com/od/geographictechnology/a/gps.htm

http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/moreinformation.html

http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/moreinformation.html

http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/reading.html

http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/reading.html

http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.html



http://www.bom.gov.au/weather/national/charts/synoptic.shtml

http://www.bom.gov.au/lam/Students_Teachers/learnact.htm

http://www.bom.gov.au/lam/


………Satellite images………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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Focus Area 4G2 Global Environments and Communities

OverviewChapter 4



HSIE K-6)Focus The geographical processes that form and transform global environments, and human interactions within

environments

Note: Further details on global environments (polar, mountain, desert and rainforest) and the interaction of at least one community that interacts with each specific global environment is covered in more detail in Chapters 5,6,7 and 8


A student (p76):4.1.identifies and gathers geographical information4.2. organises and interprets geographical information4.3.uses a range of written, oral and graphic forms to

communicate geographical information4.4.uses a range of geographical tools4.6.describes the geographical processes that form and

transform environments4.8.describes the interrelationships between people and

environments4.10.explains how geographical knowledge,


The use of the Internet is a source of information for research, extension activities, students with learning problems, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:


design and create a multimedia presentation





use satellite imagery

observe and record latest changes in global environments using satellite imagery - volcanic eruption and movement of glacier

http://school.discovery.com/lessonplans/programs/satelliteimages/ collect

and interpret photographic images of different environments p76,78,79,80,81 and their communities p82,83,84,85

research


Geoskills Toolbox: p 81,85 Knowledge and Understanding: p81, 83, Extension worksheets:

o World Crossword (4.2)o Locating global environments (4.2)



o Local global environments eg. wetlands (Homebush Bay, Towra Point), grasslands (Dubbo Zoo Environment Centre), rivers (Hawkesbury, Georges, Murray and Cooks), coasts (Botany Bay)Details of fieldwork in Geoactives 2

o Virtual fieldwork eg. coral reefo Refer to other suggested actual and/or

virtual fieldwork for Mountains (Chapter 5), Deserts (Chapter 6), Rainforests(Chapter 7), Polar Lands (Chapter 8)


Fragile ecosystems Palau’s coral reefs at risk 25min Wetlands Homebush Bay 22min River landforms – source to sea 26min Coastal ecosystems 20min


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21




http://school.discovery.com/lessonplans/programs/satelliteimages/






global environmental issues from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Global Environments

types of global environments and their location:

coasts (p80 and fieldwork activities Geoactive 2) coral reefs (p81 and

Australian examples Geoactive 2) deserts(p 79, chapter

6 and Australian examples Geoactive 2) grasslands(p79 and

Australian examples Geoactive 2) mountains(p78,

chapter 5 and Australian examples Geoactive 2) polar lands(p78,

chapter 8 and further details Geoactive 2) rainforests(p79,

chapter 7 and Australian examples Geoactive 2) rivers(p80 and

Australian examples and fieldwork Geoactive 2) tundra (p78, content

within chapter 8) wetlands(p78 and

Australian examples Geoactive 2)

Overview of global environments p76-81 mountains, wetlands, polar, tundra,

deserts, grasslands and rainforests p78 locating global environments p78-79, 117,

88, and 143,166. Additional information in Geoactive 2

from the mountains to the sea –rivers, coasts and coral reefs p80-81

Environments and communities p82-83 Lake Titicaca and the Uro community –

living on reeds p82 Somalia and the nomadic pastoralists p83

Environments and change p84-85 Amazon rainforest and the Kayapo Indians

p84 Climate change- king tides in Tuvalu p85

and active citizenship

locate different global environments p78-81 describe the interaction of humans with environments eg. Lake Titicaca p82, nomadic pastoralists in Somalia p83, Kayapo Indians in Amazon rainforest p84 describe the changes to global environments and impacts on communities eg. king tides in Tuvalu p85 use geographical tools such as photographs p76 p81, maps (worksheets), diagrams )p 76-85 analyse a newspaper article p85

Pretest students prior knowledge Answer the key geographical questions? What are global environments? Where are the different global environments located? P78. How do humans interact with different global environments over time? Is the interaction of humans ecologically sustainable? How do individuals, community organisations and government actions contribute to the ecological management of environments?Refer to the map locating deserts p117. List 5 deserts (cold or hot) and describe their location Refer to map locating mountains experiencing earthquakes and volcanic activity p88. List 3 earthquakes and 3volcanic eruptionsDescribe the different environments in the photos p78, 79. List the coldest, steepest, driest and hottest environments? Describe whether each photo is aerial, oblique or ground. Draw a form line diagram of two environments p78. Answer questions on photos p81Present a collage of global environments like p79Describe the movement of water as it falls from the sky and moves from the top of the mountain to the ocean p80. When will it be moving fastest and slowest?Explain why most communities live in coastal areas. Refer to the map p12. What are the problems of too many people living in coastal environments? What could occur with global warming?Research. Using the Internet and locate the latest natural disasters over the last year on a world map. Describe their environments and the impact of the disaster on communities. Present as PowerPoint or posterhttp://ghostchild.com/Natural_disasters_earthquakes_hurricane_latest.html http://www.angelfire.com/on/predictions/View the latest environmental disasters using satellitehttp://earthobservatory.nasa.gov/NaturalHazards/Extension: More data and interactive maps at http://www.ngdc.noaa.gov/seg/hazard/hazards.shtmlWrite a video report on an environment under threat from human interaction and how it is being managed. e.g. Palau’s coral reefs at riskImagine you lived on Tuvalu p85. Global warming is predicted to flood your lying coral island. Explain how individuals, community organisations and government actions can contribute to the sustainable management of the environment. Global citizenship. All environments are prone to disasters. Explain how the United Nations is contributing to a better life for more communities suffering from natural disasters.http://www.irinnews.org/AsiaFP.asp?SelectTheme=Natural_DisastersRefer to the newspaper article on king tides in Tuvalu and complete questions p85Perspectives: De Bono’s hats p85. Divide class into conservation group, a person living in Tuvalu, car manufacturer, Tuvalu government, industrialists, solar energy expert, oil sheik, coal miner, community that lives on low lying coastal strip and a person who promotes the Kyoto Protocol. What are their different perspectives on global warming? What are the effects of global warming on coastal, coral reefs and polar environments? Each group will present their perspective as an oral report

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http://www.irinnews.org/AsiaFP.asp?SelectTheme=Natural_Disasters

http://www.irinnews.org/AsiaFP.asp?SelectTheme=Natural_Disasters

http://www.ngdc.noaa.gov/seg/hazard/hazards.shtml

http://earthobservatory.nasa.gov/NaturalHazards/

http://www.angelfire.com/on/predictions/

http://ghostchild.com/Natural_disasters_earthquakes_hurricane_latest.html

http://ghostchild.com/Natural_disasters_earthquakes_hurricane_latest.html





http://www.cnn.com/



Conduct a class survey on the different environments the students in the class have visited. What environment would they like to live? Give reasons for their answers. Collate results and write a reportGroup work and citizenship – the changes to environments has had some devastating effects on communities that depend on the environment for essential resources. Each group will research one environmental issue that has had an adverse impact on the community (eg. clearing wetlands and less shellfish for indigenous fishing communities, clearing grasslands and less tigers). Present as an oral reportResearch the Okavango delta in Botswana (p76). Draw a map locating the environment. Describe the geographical processes of wetlands. Draw a wetlands ecosystem. Describe the interaction of humans on the environment. Suggest strategies for ecological sustainability. Go on a cyber safarihttp://www.nationalgeographic.com/okavango/Okavango delta communities in Botswanahttp://www.mindspring.com/~okavango/Debate for and against the use of fertilizers that are causing blue green algae in Lake Titicaca p82. Describe strategies for ecological sustainability Compare the lifestyle of a Uro p83, Kayapo p84 and a Somalian clan p83 and how they interact with their environmentsRefer to the different global environments and their climate graphs p113, 119,145, 167,. What environment all year is the hottest and wettest, coldest and driest, hottest and driest?Climate graphs. Research 4 other global environments located on the coast (eg. Singapore), coral reef, wetland and on a river http://www.worldclimate.com/ Draw two environments as climate graphs. Compare their temperature and precipitationInterview a person who lived in another environment such as Antarctica. Describe the environment and how communities adaptExtension. Global environments are linked. Refer to photo p78 and describe the changes to the rainforest and its global impacts on other environments such as coral reefs, mountains and polar areas (eg. clear rainforest increased CO2, increased global warming, decreasing polar areas and dying coral reefs)Scattered under the waters of 101 countries and territories coral reefs are dying because of human interaction. List human interaction and strategies for sustainable managementhttp://www.npca.org/marine_and_coastal/coral_reefs/national_parks.aspdying The clearing of wetlands can destroy the movement of birds and fish around the globe. Discuss using examplesImagine you were a whale living in Antarctica. What other environments do you visit on your yearly holiday around the world?Marine species such as whales and birds move between different environments. Write a report and present as a multi media presentationPresent an oral report on how indigenous people interact with different environments p82-85. eg. Navajo Indians in grasslands in America http://www.nativeweb.org/ Have fun answer the natural hazards kids quizhttp://www.ngdc.noaa.gov/seg/hazard/kqStart.shtml


For example students are able to present a collage of different global environments, map the location of different environments, research the Okavango delta in Botswana and the interaction of humans using the Internet, debate for and against the use of fertilisers on Lake Titicaca’s environment and its impacts on communities, compare different climate graphs for different environments, participate in fieldwork on a global environment, prepare a media file on current environmental disasters and compare the management of environments of traditional Indigenous peoples with management in the 21st centuryOthers………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher provides written and/or oral feedback following group work, debate, video report, collage and PowerPoint presentation. Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………

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http://www.ngdc.noaa.gov/seg/hazard/kqStart.shtml

http://www.nativeweb.org/

http://www.npca.org/marine_and_coastal/coral_reefs/national_parks.aspdying

http://www.npca.org/marine_and_coastal/coral_reefs/national_parks.aspdying


http://www.mindspring.com/~okavango/

http://www.nationalgeographic.com/okavango/


Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….Webquests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse………Satellite images………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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MountainsChapter 5




environments

Note: Students must study at least one global environment (polar, mountain, desert and rainforest) and the interaction of at least one community





environments4.10. explains how geographical knowledge,


The use of the Internet is a source of information for research, virtual fieldwork, students with learning problems, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:







observe and record latest changes in global environments using satellite imagery-volcanic eruption

http://school.discovery.com/lessonplans/programs/satelliteimages/ collect

and interpret photographic images of mountain environments and their communities

research environmental issues in mountain environments from a variety of perspectives:

SMHwww.smh.com.au


Geoskills Toolbox: p86,88,95,96,97,100,111,113 Check and challenge p112-23 Knowledge and Understanding:

p89,91,93,95,96,99,105,106,108,109,111,112 Geofacts p89,99,111 Extension worksheets:

o Design an earthquake proof house (5.1)o Classifying mountains (5.2)o Make a volcano (5.3)o Write a myth (5.4)



o Snowy Mountains (see Geoactive 2)o River (see Geoactive 2)o Coast (see Geoactive 2)o Virtual fieldwork

Climb Mt Everest http://www.nationalgeographic.com/channel/highspeed/everest/

Visit Yellow Mountain China http://www.chinavista.com/travel/huangshang/hotspring.html

Visit a volcanohttp://teacher.scholastic.com/

fieldtrp/science/volcano.htm.Glossary p87Jacaranda Atlas and CD Rom Videos CV Classroom Video

Volcanoes 22min Plate tectonics 15min Sherpas of Nepal 21min Glaciers and glaciation 25min People of Pogera 20min


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http://teacher.scholastic.com/fieldtrp/science/volcano.htm

http://teacher.scholastic.com/fieldtrp/science/volcano.htm

http://www.chinavista.com/travel/huangshang/hotspring.html



http://www.nationalgeographic.com/channel/highspeed/everest/











CNN www.cnn.comABC www.abc.net.auBBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.org


(‘for’ learning and ‘of’ learning4)Select a mountain environment

the spatial distribution p88 the major geographical processes 108-101– atmospheric processes p108, 113,5, 105– biotic processes p105– geomorphic processes p90-97, p110-111– hydrologic processes p98100 the way humans, including indigenous groups, interact with the mountains 102-111

Select at least one community and the way it interacts with mountain environment: p102-111

the way the mountain environment influences the community the way the relationship between the community and the mountain environment is changing strategies and processes that individuals, groups and governments use to influence change the way the community is responding to these changes

Overview of mountains p88Restless earth p88-89

Earthquakes, weathering, erosion, plates, tectonic activity, continental drift

Mountain building p90-91Folding, faulting, volcanoes, earthquakes

Volcanic mountains p92-93Lava, dormitory, active, crater, magma, vent, ash cloud, lightningTypes of volcanoes-shield, dome, cinder, composite

Living with volcanoes p94-95Benefits – building material, minerals, thermal energyPredicting eruptions-seismographsPreparing for eruptionsLessening the effects of eruptionsSatellite imageryHuman interaction and management

Mount Etna, Sicily p96-97Photograph, topographic map, newspaper articleHuman interaction

Shaping mountains p98-99Weathering, ‘V” and “U” shaped valleys, glaciers, plucking, erosion, cirques, horns, arêtes, hanging valleys and fiordsHuman interaction

Tasman Glacier p100-101Photograph, topographic map

Communities and the way they interact with mountains p102-111Western Highlands of PNG- Mt Hagen p102-105

Physical characteristicsClimate – altitude, lapse rates, snowlineVegetation and altitudeSettlement Homes, pigs, gardens, transport, families, gender, tea, coffee

recognise the spatial distribution of a mountain environment p88-89

describe the geographical processes that shape the mountain environment p88-111

draw and describe the operation of a simple mountain ecosystem

describe the interaction of humans with the environment p102-111

describe the interrelationship of the mountain environment and a specific community p102-111

explain how individuals, community organisations and government actions are contributing to the current management of the mountain environment p102-111 and 20-21(landslides)

identify the responsibility of government to the community and its mountain environment p111

integrate geographical tools such as identifying features on a world map such as locating earthquakes, volcanoes and plates p88, map 108, 3D diagram p90,9, photos p91, topographic maps of Tasman Glacier p100-101 and Mt Etna p97, transect p106, vegetation zones p105, temperature inversion diagram p108, column graph p111, statistics p113, climate graph

Pretest students prior knowledge Answer the key geographical questions? Where are mountains located? How are mountains formed? What and where are the largest mountains? Why is the temperature colder and the air contains less oxygen the higher you walk up a mountain? What plants and animals live in high mountain areas? What is orographic rainfall and what are its effects on vegetation?? Why is one side of a mountain warmer than the other side? Why do landslides and avalanches occur on steep mountain slopes? What is the lapse rate? Why are alpine ecosystems fragile and are at risk from human interaction? Who lives in mountains? What is transhumance? What is the effect of global warming on mountain areas? Why are steep slopes terraced for farming? Why should governments restrict the number of people climbing Mt Everest? How do individuals, communities and governments reduce the impacts of clearing steep slopes, building settlements and transport routes? What are the strategies for ecological sustainability of areas subject to landslides, avalanches, transhumance and excessive tourism?Draw a mind map of human interaction in mountain areas? Hook Activity: What is the difference between breaking and bending? Hand out rocks and play dough and ask the students to bend them. Which one bends? Why? Why is it difficult to bend rocks? Can rocks bend? Encourage them to think about heat, pressure and time to bend a rock. Can rocks bend and flow at the right temperatures and pressures?Describe the different geographical process that causes folding and faulting Extension. Research the Richter scale and draw a sketch on what damage would occur at different scales 1 to 12. (1 is not felt and 12 objects are thrown in the air). Present research as a poster http://pubs.usgs.gov/gip/earthq4/severitygip.htmlInternet interactive exercises

Make a quake and see whether the building survives. http://dsc.discovery.com/anthology/unsolvedhistory/earthquake/interactive/interactive.html

What are the differences between earthquakes caused at sea and on land? http://teacher.scholastic.com/activities/science/earthquake_interactives.htm. Then write a report analysing this website

Design an earthquake -proofhouse p89Find the latest earthquakes in the last month. Draw these places on a Mercator map http://neic.usgs.gov/neis/bulletin/bulletin.html. Which ones are on the plates? Describe the geographical process that caused these earthquakesResearch the expected future movement of plates. Will it affect Australia? Identify the responsibility of governments to the communitiesHow can earthquakes cause tsunamis? (p18-19)Describe the interactions of humans as active citizens before and after a volcanic eruption in the sketch on page 94Visit the online volcanic atlas and maps. Select two volcanoes and describe their geographical processes that have shaped that environment http://picasso.ngdc.noaa.gov/cgi-bin/seg/haz/volc_world.pl http://vulcan.wr.usgs.gov/Volcanoes/Cascades/ImageMaps/CascadeRange/cascade_range.htmlhttp://www.msnbc.com/news/wld/graphics/volcano_dw.htmImagine you were a drop of rain that fell as snow in the high mountains. Describe you adventure as you travelled through warmer lands to the ocean. Explain the changes to valleys you passed and the changing geographical processes.

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http://www.msnbc.com/news/wld/graphics/volcano_dw.htm

http://vulcan.wr.usgs.gov/Volcanoes/Cascades/ImageMaps/CascadeRange/cascade_range.html

http://vulcan.wr.usgs.gov/Volcanoes/Cascades/ImageMaps/CascadeRange/cascade_range.html

http://picasso.ngdc.noaa.gov/cgi-bin/seg/haz/volc_world.pl

http://neic.usgs.gov/neis/bulletin/bulletin.html

http://teacher.scholastic.com/activities/science/earthquake_interactives.htm

http://teacher.scholastic.com/activities/science/earthquake_interactives.htm

http://dsc.discovery.com/anthology/unsolvedhistory/earthquake/interactive/interactive.html

http://dsc.discovery.com/anthology/unsolvedhistory/earthquake/interactive/interactive.html

http://pubs.usgs.gov/gip/earthq4/severitygip.html





http://www.cnn.com/


Conflict between communities –western impact on traditional lifestylesSustainable management

Communities in Nepal p106-109Physical – landform, climate (temperature inversion, less oxygen)Interaction of humans-soil degradation, terracing, fuelwoodTourism –changing Sherpa cultureSustainable management

Avalanches: a natural hazard in mountain lands p110-111

Characteristics of avalanchesHuman interactionSustainable management of avalanches

p113 Extension: Global warming melts Peruvian peaks (23rd July 2004). Describe the impacts of global warming on glaciers. How will it affect ecosystems and the interaction of humans, such as tourism? Identify the local and global groups and governments responsible for the sustainable management of these environmentshttp://www.swissinfo.org/sen/swissinfo.html?siteSect=143&sid=5101922Answer questions on the picture graph on mountains on page 39If you were to walk up a mountain that is 5000 metres and the temperature at 1000metres is 40oC. What would be the temperature at the summit? What is this called? p5Why do landslides occur when vegetation has been cleared on steep slopes p20-21Imagine you lived near the San Andrea Fault p89. Describe its processes and the impacts on the communities living in California if it was to move. Suggest strategies for ecological sustainability. Write newspaper article on a mountain disasterMake a volcano p93Describe the advantages of thermal energy in NZ.Imagine you are on a trek to climb the mountain on page 86. What problems could you envisage?Research the changing biotic process in a mountain as you climb a mountain located at the equator until you reach the snow line p105Collect photographs of vegetation (eg. alpine grass, coniferous trees, moss) and animals (eg. Llama, mountain goat, mountain lion, snow leopard, condor) that exists in mountain areas and how they have adapted to the environment. Present as a posterCompare the biotic processes in the two photographs on p98Draw and describe a simple mountain ecosystemResearch the impact of climate change on the biotic processes (vegetation) in mountain areas and how they should be sustainably managedhttp://www.grida.no/climate/vital/28.htmRefer to map locating mountains experiencing earthquakes and volcanic activity p88. List 3 earthquakes and 3volcanic eruptionsDescribe the environments in the photos p86, 91, 98, 103, 107. Draw a form line diagram of two photos. Describe the processes and human interactionsIf you were employed as a developer to build a tourist resort in the high mountains, design the accommodation, transport and activities that would attract tourists. Present your design as a poster. What environmental problems would you have to manage for a sustainable tourist resort? What will be the effect of global warming on these areas in the future?Organise a trip to global mountain environments where you ski in Whistler Canada, trek in Nepal, visit the Buddhist monks in Tibet, rock climb in Iran, cycle in the Tour de France, be part of a mule trek to the holy city of Axum in Ethiopia, visit the underground caves in Afghanistan, join Hindu priests climb Mt Batur in Bali to collect holy, sketch Mt Fuji in Japan, walk the Milford Sound in New Zealand, take a boat trip along the fiords in Norway, visit the Kurds living in Iraq’s mountains, visit a Darjeeling tea plantation in India, visit the World Heritage site of Luzon with rice terraces on its mountain slopes stay at a Swiss chalet, visit an active volcano in Asia, follow a farmer practicing transhumance and visit a mining town in PNG. Complete a world map showing the path of the trip including latitude and longitude at each place. Describe the interrelationship of the environment with the different communities and the responsibility of governments for ecological sustainability. Research how individuals, community organizations, overseas aid organisations and government actions are contributing to the current management of NepalWrite a video report on mining in the highlands of PNG. List its advantages and disadvantages. Suggest strategies for sustainabilityGroup work and citizenship – the changes to mountain environments has had some devastating effects on communities that depend on the environment for essential resources. Each

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http://www.grida.no/climate/vital/28.htm

http://www.swissinfo.org/sen/swissinfo.html?siteSect=143&sid=5101922

http://www.swissinfo.org/sen/swissinfo.html?siteSect=143&sid=5101922


group will research one environmental issue and its positive and negative impacts on the community (eg. mining in mountain areas in PNG and Peru). Present as an oral reportDebate for and against climbing Mt EverestCompare the lifestyle of a person living in their holiday ski lodge in Whistler with a nomadic herder in TibetThe Internet enables more Nepalese to obtain information on the sustainable management of their environment. Refer to this site and write a report on the strategies for future ecological sustainability. http://www.panasia.org.sg/nepalnet/Explain how the Nepalese community has contributed to the current management of the environment in line with Agenda 21 adopted at the Earth Summit in 1992 http://www.nssd.net/country/nepal/NepSCDP.htmRole play. Zoologist, animal trader, tourist, lumberer, farmer, trekker, skier, shifting cultivator, developer, small scale subsistence farmer, conservationist, World Heritage site manager, Sherpa, person living in Mt Hagen, miner, person that moves animals up and down the slopes with the seasons (transhumance), road builder, earthquake specialist, vulcanologist, disasters manager or a Buddhist monk in Nepal. Describe their different perspectives on the management of mountains. Which groups are promoting sustainable futures? Present as PowerPoint, multi media or a poster on their different perspectivesGroup work. Divide into four groups and research NGOs, international government organisations, governments and community groups that have implemented strategies for sustainable mountain environments. Present findings as an oral reportEarthquakes- digital images and detailshttp://www.ngdc.noaa.gov/seg/hazard/slideset/earthquakes/Volcanic activity- digital images and detailshttp://www.ngdc.noaa.gov/seg/hazard/slideset/volcanoes/Landslides-digital images and detailshttp://www.ngdc.noaa.gov/seg/hazard/slideset/landslides/Faults –digital images and details same as page………………http://www.ngdc.noaa.gov/seg/hazard/slideset/other_hazards/Erosional landforms-digital images and detailshttp://www.ngdc.noaa.gov/seg/hazard/slideset/other_hazards/Management- warnings and information of natural hazardshttp://www.ngdc.noaa.gov/seg/hazard/activity/intro.htmlWorld disastershttp://www.pbrla.com/weather_natdisasters.htmlWorld satellite images of disastershttp://www.eos.ubc.ca/courses/eosc114/EOSC114disasters/DisasterWatch.html


For example students are able to plan a trip to different mountain environments, interpret photographs, research current mountain disasters, answer topographic map questions, design an earthquake home, write a video report, participate in role play, design and create a multi media presentationOthers………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher provides written and/or oral feedback following role play, video report and topographic map exercises.Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….Webquests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse………Satellite images

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http://www.eos.ubc.ca/courses/eosc114/EOSC114disasters/DisasterWatch.html

http://www.eos.ubc.ca/courses/eosc114/EOSC114disasters/DisasterWatch.html

http://www.pbrla.com/weather_natdisasters.html

http://www.ngdc.noaa.gov/seg/hazard/activity/intro.html

http://www.ngdc.noaa.gov/seg/hazard/slideset/other_hazards/

http://www.ngdc.noaa.gov/seg/hazard/slideset/other_hazards/

http://www.ngdc.noaa.gov/seg/hazard/slideset/landslides/

http://www.ngdc.noaa.gov/seg/hazard/slideset/volcanoes/

http://www.ngdc.noaa.gov/seg/hazard/slideset/earthquakes/

http://www.nssd.net/country/nepal/NepSCDP.htm

http://www.panasia.org.sg/nepalnet/


………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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DesertsChapter 6




environments








The use of the Internet is a source of information for research, virtual fieldwork, students with learning problems, extension activities, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:







observe and record latest changes in global environments using satellite imagery-showing increasing desertification

collect and interpret photographic images of desert environments and their communities

research environmental issues in desert environments from a variety of perspectives:

SMHwww.smh.com.auCNN www.cnn.comABC www.abc.net.au

Geoactives 1 Bliss S and Paine J. John Wiley and Sons Australia Ltd, 2005.Includes knowledge and understandings, values and attitudes, integration of skills based activities incorporating mandatory tools, cross curriculum content, key competencies, civics and citizenship, websites, worksheets, maps, photographs, newspaper articles, puzzles, models, diagrams, glossaries, satellite imagery, sample studies and student centred, experiential and inquiry based learning activities using multiple intelligencesCD Rom contains the contents of the whole book as well as extra activities and tools/skills exercisesActivities:

Geoskills Toolbox: p114,119,121,123,133,134,137 Check and challenge p138-139 Knowledge and Understanding:

p116,119,121,123,125,129,131,133,135,137 Geofacts p118,131, Extension worksheets:

o Desert plain crash (6.1)o Alien climographs (6.2)o Water in the desert (6.3)o Create a desert animal (6.5)



o Australian deserts (see Geoactive 2)o Virtual fieldworkhttp://www.field-trips.org/tours/sci/desert/_tourlaunch5.htm and http://teacher.scholastic.com/fieldtrp/science/deserts.htm


Gods must be crazy- San in the Kalahari desertDesertification 24 min CVEcological niches- Surviving the Sahel 14min CV


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http://teacher.scholastic.com/fieldtrp/science/deserts.htm

http://teacher.scholastic.com/fieldtrp/science/deserts.htm

http://www.field-trips.org/tours/sci/desert/_tourlaunch5.htm

http://www.field-trips.org/tours/sci/desert/_tourlaunch5.htm



http://www.cnn.com/





BBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.org


(‘for’ learning and ‘of’ learning4)Select a desert environment

the spatial distribution p117 the major geographical processes p118-125, 130– atmospheric processes p118-121– biotic processes p124-125– geomorphic processes p122-123– hydrologic processes p120-121 the way humans, including indigenous groups, interact with the deserts p126-129 (Geoactives 2 Aboriginal people in Australia)

Select at least one community and the way it interacts with desert environment: p126-135,138

the way the desert environment influences the community the way the relationship between the community and the desert environment is changing strategies and processes that individuals, groups and governments use to influence change the way the community is responding to these changes

Location of deserts 116-118 extremely arid, arid and semi arid deserts hot and dry deserts global examples

Why deserts are hot 118-119 latitude and altitude climate graphs diurnal range cloud cover interrelationship of communities – Coober

Pedy

Why deserts are dry p120-121 Location on earth - west side of continents

between latitudes 15 and 35 degrees north and south

High pressure systems Orographic precipitation and rain shadow

area Cold ocean currents. Peru and links to

abundant fish Emergency water supply p139 Impacts of El Nino and global warming

Diversity of desert landforms p122-123 Processes

Wind, water, heat and coldWeathering, erosion, transportation and deposition

LandformsMesa, butte, dunes, salt lake, alluvial fan, inselberg, wadisOasis and underground water (see Geoactives 2)

Cross sections of landforms 123 139

recognise the spatial distribution of a desert environment p117

describe the geographical processes that shape the desert environment 118-122, 125, 130

draw and describe the operation of a simple desert ecosystem 124-125

describe the interaction of humans with the desert environment p126-129,131

describe the interrelationship of the desert environment and a specific community p102-111

explain how individuals, community organisations and government actions are contributing to the current management of the desert environment p. 131-133

identify the responsibility of government to the community and its desert environment p134-135, 136-137

integrate geographical tools such as identifying features on a world map such as locating deserts p117, maps 121,127,130,134, world desertification 136-137, diagrams 120,122, 126; photos p114, 117, 119,128, 131, 133,136,138; climate graphs 119, 135; topographic maps-cross section of a Mesa 123, 139; satellite imagery 132, 134; table 116

Pretest students prior knowledge Answer the key geographical questions? Where are deserts located? How are desert landforms formed? Why is the climate hot and dry all year? What happens after rainfall? What are the causes and impacts of wind storms? What is the diurnal range large? Why are deserts generally located on west sides of continents? How does the camel and other animals adapt to the environment? How do plants adapt to the hot and dry environment? What is the effect of orographic rain on desert areas? Why is it not advisable to settle in wadis? How does the baobab tree adapt to a desert environment? Why are desert ecosystems at risk from increasing human interaction? Who lives in deserts? What is nomadic herding? What is grown in an oasis? How are individuals, communities and governments reducing desertification? How does the mining of oil in deserts impact on global warming? What are the strategies for ecological sustainability of desert areas? Each student researches one of these questions and presents findings as an oral report. Ensure students do not overlap with the same questionsDraw a mind map of human interaction in desert areasAlmost one third of the world’s area is covered in semi arid and arid environments. Suggest sustainable strategies to green these areasSatellite images can show changes to deserts over time. Refer to these satellite images and describe the different desert environments. Why are dust storms a problem? How could they be managed?http://www.gesource.ac.uk/worldguide/satellite_deserts.htmlThe next major war is predicted to be over scarce water resources rather than oil. Research the lack of water and increasing population in the arid Middle East. How could this be sustainably managed?Transect. If you were to travel from west to east Australia p121 along the Tropic of Capricorn describe the changing landforms and climates.While travelling the world’s deserts tourists buy coloured salt in Tunisia, travel by camel in Morocco, eat dates and vegetables grown in oasis in Syria, drink goat’s milk and live in black tents in the Middle East. Organise a world trip to global desert environments visiting caves in Saudi Arabia, underground homes in Matmata, Tunisia where Star Wars was filmed, live in an underground hotel in Cappadocia, Turkey, live in a Berber tent in Iran, have lunch with the San in the Kalahari desert, ride camels with the Tuareg in the Sahara, stay at an oasis in Morocco, take pictures of the glaciers in Patagonia and visit a oil well and a salt mine in the Middle East. Draw the trip on a world map, find latitude and longitude for each place and present as a multimedia presentationDesign an ecotour to a desert. Describe what the tourists could look at, live in and mode of travel. Present as a posterLet’s survive. Explain why it is easy to get lost and die in a desert. Suggest strategies for survival.Multiple Intelligences.

Make a list of movies, poems and songs that involve deserts. Describe their message

Play the game who will survive p139 Go on a virtual fieldtrip Make a model of four desert landforms.

The Afghanistan desert mountain areas are filled with thousands of natural caves. Most are used for irrigation and to hide weapons and people. Osama bin Laden spent millions to create a network of crisscrossing tunnels and fortified underground dwellings. Refer to the Internet and describe the interrelationship of the Afghan environment with the community. Deserts are used as dump sites for nuclear waste and as

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http://www.gesource.ac.uk/worldguide/satellite_deserts.html





Desert ecosystem p124-125 Biotic processes, food webs, ecosystems Animal survivors Staying cool Food and water supplies Plant survivors Upside down beetle p131

Communities in the Sahara Desert –Bedouin p126-129 the way the desert environment influences the community –nomadic herders, water from oasis and underground wells, beliefs and cultures, shelter-tent, growing crops on oasis the way the relationship between the community and the desert environment is changing-population increase and desertification, tourism, oil wells, military outposts, camel replaced by four wheeled drives, young people moving to towns, disappearing cultures – Tuareg (Blue people) strategies and processes that individuals, groups and governments use to influence change-revegetation dunes, ecotourism, water conservation techniques

Mongol community in Gobi Desert p138

Communities undergoing change p132-137 Greening the desert-technology Mining-minerals and-oil Tourism Sustainable futures Satellite imagery

Urban community undergoing change in a desert-Cairo p134-135

Pressure of increasing population or environment and communities quality of life

Ways the community is responding to these changes

Sustainable futures

Change and response - creeping sands of the Sahara Desert p136-137

Desertification causes and management Projects Greenbelts Responsibilities of individuals, groups and

governments for sustainable management

Disaster management - ground-to-air visual code p139

nuclear testing grounds. Draw and describe the impacts on ecosystems and indigenous communities. Explain how individuals, community groups and government actions are contributing to the current management of the environment. Suggest strategies for ecological sustainability.Humans are increasingly interacting in desert environments as tourists, overcroping and overgrazing on marginal land and smuggling rare plants and animals. Use the Internet and research the diversity of human interactions in deserts and suggest strategies for ecological sustainability. Present research as a posterBe the judge. Sinai is often referred to a ‘no-man's land despite 15,000 Bedouin who live along the coastal area. Refer to the Internet and debate for and against a tourist resort in the Sinai Desert. El Nino the "The Christ Child" appears, every few years. It brings unusually warm ocean conditions along the arid west coast of Chile, associated with increased rain and flood. Research the Internet and describe the geographical process of El Nino that changes the dry Chilean coastal environment. How can technology help governments manage this environmental change for a sustainable future? http://www.nationalgeographic.com/elnino/mainpage.htmlhttp://www.cdc.noaa.gov/ENSO/enso.education.htmlDew ponds have existed since prehistoric times, but today the technology is nearly forgotten. Describe the current use of water in dry environments and suggest strategies for the use of low tech sustainable technology Research other sustainable strategies to collect water in desert areas, such as qanats or foggaras. Why are they being rebuilt in Syria?http://www.ancientroute.com/water/qanat.htmCommunities in Burkino Faso, Africa have built stone walls to catch scarce water for a sustainable, low tech lifestyle. Locate Burkino Faso on a map. Describe the interrelationships of the environment with the community and complete worksheet http://www.globaleye.org.ukhttp://www.globaleye.org.uk/archive/pdfs/activ10.pdfhttp://www.unep.or.jp/ietc/Publications/TechPublications/TechPub-8a/permeable.aspImagine you are a rich oil sheik living in the desert. Describe the geographical processes that formed the oil, describe the interrelationship of the environment with the community. What are the impacts of oil spills and oil fires on the environment? Explain how individuals, businesses and governments are responsible for the use of oil resources and suggest alternative energy sources for ecological sustainabilityThe way forward in Cairo. Describe the interaction of increasing population with the water scarce environment and strategies for ecological sustainability. Present as a PowerPointhttp://www.cidob.org/Ingles/Publicaciones/Afers/45-46abdel.htmlhttp://www.hf-fak.uib.no/institutter/smi/paj/Myllyla.htmlDecreasing quantity of water per person as well as deteriorating water quality is a contemporary environmental issue in Cairo. Research this geographical issue and suggest strategies for ecological sustainabilityImagine you lived in a poor community in Cairo. How would you get your water? How is poor water quality linked to high infant mortality rates and low life expectancy? Suggest actions that individuals, communities and the government could implement for a better quality of life and a sustainable environmentDesertification is increasing. Research the causes, its impacts on communities, strategies for its sustainable management and how individuals, groups, governments and international organisations are contributing to its current management. For example the Convention to Combat Desertificationhttp://www.unccd.int/main.phphttp://www.fao.org/desertification/default.asp?lang=enCommunities living in Sub Saharan Africa frequently experience hunger and famine. Research the causes and identify the responsibility of governments and international organisations to the community and the environment http://www.bread.org/issues/backgroundpapers/200101.html

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http://www.bread.org/issues/backgroundpapers/200101.html

http://www.fao.org/desertification/default.asp?lang=en

http://www.unccd.int/main.php

http://www.hf-fak.uib.no/institutter/smi/paj/Myllyla.html

http://www.cidob.org/Ingles/Publicaciones/Afers/45-46abdel.html

http://www.cidob.org/Ingles/Publicaciones/Afers/45-46abdel.html

http://www.unep.or.jp/ietc/Publications/TechPublications/TechPub-8a/permeable.asp

http://www.unep.or.jp/ietc/Publications/TechPublications/TechPub-8a/permeable.asp

http://www.globaleye.org.uk/archive/pdfs/activ10.pdf

http://www.globaleye.org.uk/

http://www.ancientroute.com/water/qanat.htm

http://www.cdc.noaa.gov/ENSO/enso.education.html

http://www.nationalgeographic.com/elnino/mainpage.html


Communities in Darfur, Sudan have a difficult life living in a dry environment as well as suffering from years of conflicts. Locate Darfur on a map. Describe the interrelationship of the environment and the community and suggest strategies for a sustainable future.http://puzzlemaker.school.discovery.com/ See if your friend can answer your puzzle?Role play. Oil sheik, diamond miner, Bedouin, Berber, Mongol, zoologist, animal trader, tourist, nomadic herder, developer, small scale subsistence farmer, conservationist, World Heritage site manager, water conservation manager, nuclear waste disposal manager, nuclear testing scientist and a person suffering from hunger in sub Sahara Africa. Describe their different perspectives on the management of deserts. Which groups are promoting sustainable futures? Present a PowerPoint presentation or poster on their different perspectivesGroup work and citizenship – the changes to desert environments has had devastating effects on some communities that depend on the environment for essential resources. Each group will research one environmental issue and list its positive and negative impacts on the community (eg. Mining, overgrazing, over cropping). Present as an oral reportDebate for and against dumping nuclear waste in desertsCompare the lifestyle of a multi millionaire oil sheik and a Bedouin Group work. Divide into four groups and research NGOs, international government organisations, governments and community groups that have implemented strategies for sustainable desert environments. Present findings as an oral report Describe the impacts of global warming on deserts and how this should be sustainably managed from the local to the global scalehttp://yosemite.epa.gov/oar/globalwarming.nsf/content/ImpactsDeserts.htmlExtension activities: Find more about Deserts at these sites. Why are deserts increasing? Is their future sustainable? Explain how individuals, community organisations and governments actions are contributing to their current managementhttp://www.geography.learnontheinternet.co.uk/topics/desert.htmlhttp://www.eagle.ca/~matink/themes/Biomes/deserts.htmlhttp://www.oxfam.org.uk/coolplanet/ontheline/explore/nature/deserts/deserts.htmSummative assessment. Design a crossword to test the glossary on page 115 at puzzlemaker


For example students are able to plan a trip to different desert environments, draw cross sections, interpret diagrams, participate in role play and group work, design and create a multi media presentation or poster and test glossaryOthers………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher provides written and/or oral feedback following research. Oral feedback, drawing cross sections, interpreting climate graphs, writing a report (p139) and analysing an extract (138)Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….Webquests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse………Satellite images

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http://www.oxfam.org.uk/coolplanet/ontheline/explore/nature/deserts/deserts.htm

http://www.oxfam.org.uk/coolplanet/ontheline/explore/nature/deserts/deserts.htm

http://www.eagle.ca/~matink/themes/Biomes/deserts.html

http://www.geography.learnontheinternet.co.uk/topics/desert.html

http://www.geography.learnontheinternet.co.uk/topics/desert.html

http://yosemite.epa.gov/oar/globalwarming.nsf/content/ImpactsDeserts.html

http://yosemite.epa.gov/oar/globalwarming.nsf/content/ImpactsDeserts.html

http://puzzlemaker.school.discovery.com/


………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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RainforestsChapter 7




environments









collect and interpret electronic information p161




participate in a rainforest WebQuest http://rite.ed.qut.edu.au/old_oz-teachernet/projects/virtual-field-trips/rainforests/quests.html



observe and record latest changes in rainforests using satellite imagery-showing increasing deforestation-Amazonia, Rondonia and Bolivia http://www.geoexplorer.co.uk/sections/remote_sensing/remo


Geoskills Toolbox: p140,147,151,153,155,157,159,161,162,163

Check and challenge p162-163 Knowledge and Understanding:

p143,145,146,149,151,153,155,157,158,161 Geofacts p146,151,156 Extension worksheets:

o Build a diorama (7.1)o Write a children’s book (7.3)o Deforestation (7.5)o Rainforest flick cards (7.6)



o Minnamurra Rainforesthttp://www.epa.nsw.gov.au/soe/95/21_3s1.htmo Daintree (Geoactives 2)o VirtualEasy language http://www.bsrsi.msu.edu/rfrc/tour/rainforest.htmlPhoto journey through a Costa Rican rainforesthttp://www.ecofuture.org/pk/pkar9512.htmlandhttp://www.lawrence.org/edlinks/rainforests/rainforests.htmMinnamurra Rainforest http://hsc.csu.edu.au/geography/ecosystems/case_studies/mmfweb/


Amazon rainforests 25min Logging in PNG 42 min Minnamurra Rainforest 24 min Rainforests 21 min


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http://hsc.csu.edu.au/geography/ecosystems/case_studies/mmfweb/

http://hsc.csu.edu.au/geography/ecosystems/case_studies/mmfweb/

http://www.lawrence.org/edlinks/rainforests/rainforests.htm

http://www.lawrence.org/edlinks/rainforests/rainforests.htm

http://www.ecofuture.org/pk/pkar9512.html

http://www.bsrsi.msu.edu/rfrc/tour/rainforest.html

http://www.bsrsi.msu.edu/rfrc/tour/rainforest.html

http://www.epa.nsw.gov.au/soe/95/21_3s1.htm


http://www.geoexplorer.co.uk/sections/remote_sensing/remote_sensing_intro.htm


http://rite.ed.qut.edu.au/old_oz-teachernet/projects/virtual-field-trips/rainforests/quests.html






te_sensing_intro.htmand http://www.geoexplorer.co.uk/sections/remote_sensing/archive_index.htm

collect and interpret photographic images of rainforest environments and their communities

research current environmental issues in rainforest environments from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Select a rainforest environment:

the spatial distribution p142-143 the major geographical processes – atmospheric processes p144-145– biotic processes p146-147– geomorphic processes p147 (see mountains

in tropical environments)– hydrologic processes p144-145 the way humans, including indigenous groups, interact with the rainforests p148-149,150-151,152-153, 158-159

Select at least one community and the way it interacts with rainforest environment: p154-155, 156-157

the way the rainforest environment influences the community p148-149,151 the way the relationship between the community and the rainforest environment is changing p152 strategies and processes that individuals, groups and governments use to influence change p157 the way the community is responding to these changes p160-161

Spatial- location of rainforests p142-143o Tropical, mangrove, temperateo World mapo Photo literacy

Atmospheric processes p144-145o Temperature, precipitation, convectional

rainfall, thunderstorms, cumulonimbus clouds, lightning, tropical cyclones

o Satellite imageryo Climate graph

Biotic processes p146-147o Food webs, carbon-oxygen cycle

recognise the spatial distribution of a rainforest environment p143

describe the geographical processes that shape the rainforest environment p144-145

draw and describe the operation of a simple rainforest ecosystem p146-147

describe the interaction of humans with the rainforest environment p148-149, 150-151, 152-153, 158-159

describe the interrelationship of the rainforest environment and a specific community p154-155, 156-157

explain how individuals, community organisations and government actions are contributing to the current management of the rainforest environment p160-161

identify the responsibility of government to the community and its rainforest environment p160-

Pretest students prior knowledge Answer the key geographical questions? Where are rainforests located? Why is the climate hot and wet all year? What is a tropical cyclone and how does it effect the rainforest environment and their communities? How do plants adapt to poor soils? Why are rainforest ecosystems at risk from increasing human interaction? How did the traditional Indigenous people survive in rainforests? What is shifting cultivation? How do you get rubber? How are individuals, communities and governments reducing deforestation? What are the resources from a rainforest? How does the clearing of rainforests impact on global warming? What are the strategies for ecological sustainability of rainforest areas? Each student researches one of these questions and presents findings as an oral report. Ensure students do not overlap with the same questionDraw a simple food web from the information on p146There is more precipitation in rainforests that causes more chemical and physical weathering. Why does food, dead animals and leaves decompose at a faster rate in a rainforest than at the poles?Why does the Amazon river carry more water than any other river? P156 and http://www.extremescience.com/AmazonRiver.htmWhy is the rainforest worth more alive than dead? Present your views as an oral reportDraw two climate graphs - Iquitos, Peru and Kuala Lumpur, Malaysia. http://www.worldclimate.com/. Compare with Belem, Brazil p145Imagine your plane has crashed in the rainforest and you are alone and are forced to survive for one week before the rescue party reaches you. Describe how you will survive living on the natural resources. Write a journal of your seven day saga to be published for a newspaper. Inspired by the beauty and the Indigenous people you encounter prepare a report for the United Nations conference on “Environments and Communities” of global significanceDraw a mind map of human interaction in rainforests over time. List the interactions that are sustainable and unsustainable. This site may help http://www.rainforestweb.org/Rainforest_Destruction/(cattle ranching, shifting cultivation, mining, oil drilling, logging,, nomadic hunters and gatherers, rubber plantations, small scale subsistence fruit and vegetable farms, palm oil, tree

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http://www.rainforestweb.org/Rainforest_Destruction/


http://www.extremescience.com/AmazonRiver.htm





http://www.cnn.com/


http://www.geoexplorer.co.uk/sections/remote_sensing/archive_index.htm






o Greenhouse effect and enhanced greenhouse effect

o Nutrient cyclingo Leachingo Buttress rootso Profile of a rainforest –vegetation p142o Interactions of humans in rainforests p147

Human interaction p148-149, 150-151o Increasing populationo Medicine, homes, chocolate/cacao tree, fruit

and vegetables, rubber, minerals, timber, shifting cultivators, roads, palm oil, coconut plantations, settlements, scientific research stations, tourism, illegal trade in animals and plants

o Commercial loggingo Farming –small scale to plantationso Mining eg goldo Map showing changes in Indonesiao Satellite images showing changes

Impacts on environmentso Deforestationo Declining and extinct specieso Deteriorating soil fertilityo Water pollution (cyanide from

mining)o Enhanced greenhouse effecto Smog-burning

Declining traditional communities- Indigenous

Select at least one community and the way it interacts with rainforest environment: p154-155, 156-157

Huli in PNG-shifting cultivators Penan in Sarawak-nomadic hunters and

gathers Yanomami Indians in the Amazon-shifting

cultivatorsChanges to Indigenous communities

Impacts of roads on the rainforest environments and their communities p159

Strategies and processes that individuals, groups and governments use to influence change for a sustainable future p160-161

Four Rescue Packages Forest Stewardship Council

Other strategies include: Kyoto Protocol Australia Wet Tropics World Heritage Protection and Management Act 1993 Groups-Rainforest alliance sustainable products and programs http://www.rainforest-alliance.org/news/2003/news63.html

International treaties and programmes for ecological sustainability:

Convention on Biological Diversity UN Framework Convention on Climate Change Tropical Forestry Action Programme (TFAP) International Tropical Timber Organization (ITTO) U.N. Conference on the Environment and Development (UNCED) World Bank forest policies

161integrate geographical tools such as identifying features on a world map such as locating rainforests p143, maps p150,153, 154,156; diagrams 142, 147144,145, 147,150, 159; photos p140,148,149,159,151,152, 155,157,160,161,162,163; climate graphs p145, satellite imagery p145, 159, table p160, make a line diagram p162,

plantations, roads, towns and settlements, medicine, illegal trade in exotic plants and animals, commercial hunters, scientific research, tourism)Civics and citizenship. How could you be a conscious consumer by reducing the impacts of humans on rainforests for an ecological sustainable earth? This site may help http://www.rainforestweb.org/What_You_Can_Do/The actions of groups/organisations are contributing to the sustainable management of rainforests. Present a report on ten such organisations as a poster. For examplehttp://www.saveourearth.co.uk/soe_rainf.htmhttp://www.rainforestfoundationuk.org/s-indexWrite a letter to the Environment Minister promoting sustainable use of rainforests. Here is a letter writing campaign on the net http://www.globalresponse.org/What are the strategies for a sustainable rainforest?http://www.rainforestweb.org/Rainforest_Protection/International_Treaties/Students can journey into rainforests without leaving the classroom. Refer to satellite images and describe the changes to rainforests over time http://www.solcomhouse.com/nasarainforest.htm Satellite images can show changes to rainforests over time. Refer to these satellite images and describe the changes. Refer to page 159Multiple Intelligence. Work in groups and research music, poem or story on rainforests and present as an oral reportCurrent information on rainforests is important for a good geographer. Find the latest news on rainforests on the Internet Select 5 articles and summarise their contents. Determine whether the material ins biased. This site may helphttp://www.rainforestweb.org/news.phpResearch one of these topics: piranha, orang-utan or cattle ranches in rainforests and their links to the hamburger industryWhat is the true story behind ‘Cadbury accused of rainforest destruction’?http://www.guardian.co.uk/conservation/story/0,13369,1222387,00.html Plan a journey down the Amazon river and describe its environment and the interaction of communities. Present the journey as a poster or multi media presentation. Include maphttp://www.pbs.org/journeyintoamazonia/Role play. Pharmacist, zoologist, illegal animal trader, tourist, timber cutter, cattle rancher, orang-utan, miner, Indigenous shifting cultivator, developer, rubber plantation owner, small scale subsistence farmer, coffee plantation owner, conservationist, World Heritage site manager and a person living on a small coral island in the Pacific Ocean.Describe their different perspectives on the management of the

rainforests. Which groups are promoting sustainable futures? Present a PowerPoint presentation or poster on the different perspectivesSummative assessment. Design a crossword to test the glossary on page 141 at puzzlemaker

More information http://www.kidskonnect.com/Rainforest/RainforestHome.htmlKid’s action cornerhttp://kids.ran.org/kidscorner/index.htmlA global debatehttp://www.faculty.de.gcsu.edu/~dvess/gissues/rainf.htmRainforests and Aboriginal heritagehttp://www.wettropics.gov.au/rah/rah_default.htmlDaintree Rainforest http://www.thekoala.com/camp/rainforest/rainforest.htmRainforest regionshttp://www.rainforestweb.org/Rainforest_Regions/Rainforest informationhttp://www.rainforestweb.org/Rainforest_Information/Great site for kidshttp://www.rainforestweb.org/Rainforest_Information/Sites_for_Kids/

Assessment :

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http://www.rainforestweb.org/Rainforest_Information/Sites_for_Kids/

http://www.rainforestweb.org/Rainforest_Information/Sites_for_Kids/

http://www.rainforestweb.org/Rainforest_Information/

http://www.rainforestweb.org/Rainforest_Regions/

http://www.thekoala.com/camp/rainforest/rainforest.htm

http://www.wettropics.gov.au/rah/rah_default.html

http://www.faculty.de.gcsu.edu/~dvess/gissues/rainf.htm

http://kids.ran.org/kidscorner/index.html

http://www.kidskonnect.com/Rainforest/RainforestHome.html

http://www.pbs.org/journeyintoamazonia/

http://www.guardian.co.uk/conservation/story/0,13369,1222387,00.html

http://www.guardian.co.uk/conservation/story/0,13369,1222387,00.html

http://www.rainforestweb.org/news.php

http://www.solcomhouse.com/nasarainforest.htm

http://www.rainforestweb.org/Rainforest_Protection/International_Treaties/


http://www.globalresponse.org/

http://www.rainforestfoundationuk.org/s-index

http://www.saveourearth.co.uk/soe_rainf.htm

http://www.rainforestweb.org/What_You_Can_Do/

http://www.rainforest-alliance.org/news/2003/news63.html

http://www.rainforest-alliance.org/news/2003/news63.html


for learning’ and ‘of learning.’ diagnostic, formative and summative oral, written, group work and ICT

For example students are able to plan a journey down the Amazon rainforest; interpret diagrams, satellite images and climate graphs; participate in role play and group work, design and create a multi media presentation or poster and test glossaryOthers………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher provides written and/or oral feedback following research. Making a line diagram p162, researching and preparing report, writing a letter to the Minister of the Environment, interpreting diagrams and media report on recent rainforest issuesOthers…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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Polar landsChapter 8




environments













participate in a virtual fieldtrip to Antarctica



observe and record latest changes in polar lands using satellite imageryhttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html

collect and interpret photographic images of polar environments and their communities

try this webquest role play


Geoskills Toolbox: p164,167,169,173,174,175,177,181,183,184

Check and challenge p186-187 Knowledge and Understanding:

p167,169,171,173,175,177,179,180,182,184,186 Geofacts p169,171, Extension worksheets:

o Sign a map (8.1)o Professor of Ice (8.5)o Survival in the Antarctica (8.7)o How do you feel? (8.10)


www.jaconline.com.au Virtual Fieldwork:

Lets go on adventurehttp://astro.uchicago.edu/cara/vtour/Webcams at Mawson, Casey, Davis, Macquarie Islandhttp://www.aad.gov.au/asset/webcams/default.aspFollow the progress of the Australian icebreaker Aurora Australishttp://www.aad.gov.au/default.asp?casid=5490Explore the Antarctic through the eyes of those who travel there with the Australian Antarctic Division:http://www.aad.gov.au/default.asp?content=dynamic&title=Antarctic%20Diaries&casid=38&docid=1&type=3&children=39Life at a stationhttp://www.aad.gov.au/default.asp?casid=32


Antarctica-Continent of ice 40min Antarctica-Life on ice 40min


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http://www.aad.gov.au/default.asp?casid=32

http://www.aad.gov.au/default.asp?content=dynamic&title=Antarctic%20Diaries&casid=38&docid=1&type=3&children=39




http://www.aad.gov.au/asset/webcams/default.asp

http://www.aad.gov.au/asset/webcams/default.asp

http://astro.uchicago.edu/cara/vtour/


http://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html






http://www.sacredhps.act.edu.au/level3/antarctica.htm

describe the five day weather forecast at Scott Base and Mawson Station. Compare with your local weather report

http://www.qwikcast.com/cgi-bin/forecast.cgi?zip=Scott+Base,AQ&pid=weatherbase

research current environmental issues in polar environments from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Select a polar environment:

the spatial distribution p166 the major geographical processes – atmospheric processes p167,172-173,176-

177– biotic processes p178-179– geomorphic processes p174-175– hydrologic processes p174-175 the way humans, including indigenous groups, interact with the polar lands p168,180-181

Select at least one community and the way it interacts with a polar environment: p168-169, 170-171, 182-185

the way the rainforest environment influences the community the way the relationship between the community and the rainforest environment is changing strategies and processes that individuals, groups and governments use to influence change the way the community is responding to these changes

Spatial- location of polar lands p166-167Arctic ad AntarcticIsotherm and mean temperature boundaryTwo landscapes - ice cap and tundraPermafrost

Atmospheric processes of polar landsp167Climate- oblique rays of sunCold and dryLow humidityWind chillBlizzards

recognise the spatial distribution of polar environments p166

describe the geographical processes that shape the polar environments p167-175

draw and describe the operation of a simple Antarctic ecosystem p179

describe the interaction of humans with polar environments

describe the interrelationship of the polar environments and a specific community

explain how individuals, community organisations and government actions are contributing to the current management of polar environments

identify the responsibility of government to the community and its polar environment

integrate geographical tools such as locating polar areas on a world map p166,;

Pretest students prior knowledgeAnswer the key geographical questions. Where are polar lands located? What is the coldest, highest, windiest and driest continent on earth? Why is krill important in the ecosystem? Why are Polar bears not found in Antarctica? What is the difference between an ice berg and a glacier? Why should we conserve the whales that migrate off the coasts of Australia and the birds that visit our wetlands? Why are polar ecosystems at risk from increasing human interaction? How did the traditional Indigenous people survive in the Arctic? What is transhumance? How are individuals, communities and governments sustainably managing polar lands? What are the natural resources in polar lands? How does tourism impact on polar ecosystems? What are the strategies for ecological sustainable tourism in polar areas? What is the Antarctic Treaty? What is the link between enhanced greenhouse gases and a decline in ice sheets and glaciers? What is the link between using CFCs and thinning ozone layer? Why is mining prohibited in Antarctica? How can you act locally to conserve polar lands?Each student researches one of these questions and presents findings as an oral report. Ensure students do not overlap with the same questionDescribe the environment from satellitehttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.htmlhttp://www.enchantedlearning.com/school/Antarctica/\Imagine you were lost in a polar region and suffered frost bite. What are the causes and effects of frost bite? How can humans reduce the adverse effects of the cold environment? http://kidshealth.org/parent/firstaid_safe/emergencies/frostbite.htmlRefer to the climate graphs. Point Barrow p167, Coober Pedy p119, Lucknow p113 and Belem p145. What places have the coldest, hottest, wettest and driest months? What places receive the highest and lowest annual rainfall? What place does not appear to have seasons? Compare Point Barrow’s climate with the other environments. What environment poses the greatest challenge for survival of humans? Give reasons for your answerWhy is their millions of tones of snow on the ground but the

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http://kidshealth.org/parent/firstaid_safe/emergencies/frostbite.html

http://kidshealth.org/parent/firstaid_safe/emergencies/frostbite.html

http://terraweb.wr.usgs.gov/projects/Antarctica/index.html

http://www.enchantedlearning.com/school/Antarctica/







http://www.cnn.com/









Climate graph

Select at least one community in the Arctic and the way it interacts with environment:

Sami in Northern Europe (Lapps) p168-169 Indigenous people Atmospheric, hydrologic, geomorphic

and biotic processes Reindeer communities Transhumance Transport –huskies, snowmobile,

surveillance planes Photograph literacy

Inuit in Northern Canada p170-171 Indigenous people Atmospheric, hydrologic, geomorphic

and biotic processes Transport Sod, stone, ice and tent homes Changes to Indigenous lives Conflict over land rights Strategies and processes that

individuals, groups and governments use to influence change for a sustainable future

Antarctica the facts p172-173Highest, dries, coldest and windiest continent on earthTwenty four hours of sunlight and darknessClothingFrostbiteOlympics- cross country skiing held in coastal pine forests on the Ross Ice Shelf, Inuit won the bob-sled event and the ski jump at Mawson, Antarctica’s largest cityInterpreting photographsNewspaper article

Antarctica-hydrologic and geomorphic processes p174-175Highest continentIce sheets, glaciers, ice shelves, crevasses, icebergsSea ice, floes, pack-icePhoto literacy-TitanicSatellite imagery

Antarctica-atmospheric and hydrologic processes p176-177Cold, dry and windySun’s rays, blizzards, katabatic windsClimate graphPhoto literacy

Antarctica - biotic processes –living in a freezer p178-179

EcosystemAdaptation of animals and birdsKrillMigrationEmperor penguin, humpback whales, killer whales, terns, petrel, dolphins, albatrossFood in rich, cold waters and on land (moss, lichens)

Antarctica-human interaction WhalingFishing krillTourismMiningScientific researchBases

maps p168,170,181,184,185; diagrams p187; photos p165,166,169,171,173, 186, 175,176,177,181,182,183; climate graphs p167,177; satellite imagery p175; table p167,181;newspaper article p172; transect p174; sketches p178; line graph p181

rainfall is almost nil?Design a sustainable tourist resort in a polar environmentDraw a sketch of the tundra. Compare this photograph with mountains p86 rainforests P140 and deserts p114. Which photographs show the most abundant vegetation, steepest gradient and coldest environment? What place would you like to live? Give reasons for your answerDraw a simple food web from the information on p178-179.Let’s party in Antarctica as it is full of life, especially in the nutrient rich freezing water. What does this mean?What would happen to the ecosystem if krill was over fished? The ocean is part of the global commons

DDT has found its way into Arctic and Antarctic waters and into the fatty tissues of penguins. What will happen to the penguins? Suggest strategies for its management.

Follow the migration of whales and dolphins from Antarctica on their yearly holiday to sunny Queensland

Research why the dumping of old Russian ships containing radioactive material in Arctic waters is a global problem.

The atmosphere is part of the global commons Describe the link between cutting trees in the

Amazon, driving cars in Australia, using fossil fuels to light homes in the US and drilling for oil in the Middle East is linked to polar lands. Draw a diagram to show the links

Why are the links between CFCs used in air conditioners, refrigerators and hair sprays and the thinning ozone layer? What are the impacts on the environment and people? What are the strategies for its management? Scenario. What will happen when 1.3 billion wealthier Chinese start buying refrigerators and using air conditioners?

How has the Montreal Protocol helped reduce the thinning of the ozone layer?

The Arctic Monitoring and Assessment Programme (AMAP) found the Inuit had a high mortality rate from cancer, a reduction in permanent ice was affecting their food resources and salmon was threatening native species. Why is the Arctic called the dumping ground for the rest of the world? What effects is deteriorating water quality and global warming having on food chains and ecosystems? What strategies should be implemented from the local to the global for their sustainable environment?What are the Convention on Biological Diversity and the Global Environment Facility (GEF) and their strategies for ecological sustainable Inuit environments? http://www.inuitcircumpolar.com/index.php?ID=26&Lang=EnWhat happens on earth happens at the poles first. What does this mean to the sustainability of polar environments and their communities? What are the strategies at the local scale that can improve the sustainability of polar environments?Refer to Chapter 2 on World Heritage sites. Research theses sites in polar lands. What were the criteria for their selection and how are government actions contributing to their current management. World Heritage –Heard and McDonald Islands and Macquarie Islandshttp://www.aad.gov.au/default.asp?casid=218Design a poster describing the interaction of Sami communities in Finland’s environment and how groups and government actions are contributing to the current management http://virtual.finland.fi/finfo/english/saameng.html.Describe the strategies for the sustainability of reindeers http://www.reindeer-husbandry.uit.no/The Sami practice transhumance. What does this mean? It is also practiced in the Pyrenees mountain area, Corsica and Rumania. Research the different types of transhumance and how humans interact with different environmentsRefer to the photograph on p169 and compare the clothing with the Huli’s p155, Mongols p138, Arabs p 133 and Nepalese p107. How have humans adapted to the different environments?Role play. biologist, tourist, penguin, miner, krill fishing fleet owner, Japanese Minke whaler, meteorologist, tourist

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http://www.reindeer-husbandry.uit.no/

http://virtual.finland.fi/finfo/english/saameng.html


http://www.inuitcircumpolar.com/index.php?ID=26&Lang=En


Photo literacy, map, line graph, table

Humans use Antarctica p187

Select at least one community in Antarctica and the way it interacts with environment: p182-183Bases on Ice

Permanent and semi permanent communities Whaling stations (closed)Scientific bases- measuring ozone, weather, climate change, magnetics, human physiologyImpact of the environment on basesImpact of bases on the environmentEnvironmental disasters-oil and nuclear spills, waste.Sustainable management of the environmentPhoto literacy exercises

Human activities change environments p186

Managing Antarctica sustainably p184-185Territorial claimsAntarctic TreatyNo miningFuture of icebergs for dry continentsImpacts of climate change and depletion of ozoneLocal to global strategies for a sustainable earthOther treaties and agreements (eg. Montreal Protocol)Treaties that apply to the Artic regionhttp://finnbarents.urova.fi/aria/aria_rus/tra_int.asp (issues-old Russian boats containing radioactive material dumped into Arctic Sea)Antarctic Treaty only the beginning of the management – for example Conservation of Antarctic Seals 1972 and Convention on the Conservation of Antarctic Marine Living Resources 1980

developer, conservationist, Sami, reindeer, Inuit, person living on a base in Antarctica, climate expert and waste manager. Describe their different perspectives on the management of polar lands. Which groups are promoting sustainable futures? Present the diversity of perspectives as either a multi media presentation, PowerPoint or poster.Civics and Citizenship-group work. ‘Act locally helps polar lands’. Research one local action and suggest strategies for the ecological sustainability of polar lands. Present findings as an oral report to the class then design a poster to promote a healthier earthLinks to 5A4 Geoactives 2. The Antarctic Treaty was signed by Australia. What is the treaty? What are the responsibilities of governments and communities to sustainably manage this environment for a healthier earth? http://www.unog.ch/frames/disarm/distreat/antarc.htmStrategies and processes. How does the Antarctic Treaty and the Madrid Protocol aim to protect Antarctica?http://www.olemiss.edu/orgs/SGLC/antar.htmThe actions of groups/organisations and governments are contributing to the sustainable management of polar lands Present a report on ten such organisations as a poster.Write a letter to the Environment Minister promoting sustainable use of polar lands.Humpback whales have the longest annual migration of any mammal. They travel from the Antarctic Peninsula across the Equator to even Mexico. What is the responsibility of the Queensland government to ensure that the humpback whales can migrate annually? http://www.epa.qld.gov.au/about_the_epa/media_statements/fact_sheets/humpback_whales/Perspectives: Debate for and against

Tourism in Antarctica The riches of Antarctica should be distributed

amongst the global population Increase fishing to feed millions of people dying

from hunger. Just remember there is sufficient food to feed everyone on earth if it was evenly distributed.

It does not matter what happens in Antarctica as no one really lives their

Ice bergs should be used to water dry environments. Summative assessment. Design a crossword to test the glossary on page 165 at puzzlemakerClassroom Antarcticahttp://classroomantarctica.aad.gov.au/Antarctic weather todayhttp://www.aad.gov.au/asset/webcams/weather.aspInteractive on line mapshttp://aadc-maps.aad.gov.au/atlas/Fact fileshttp://www.aad.gov.au/default.asp?casid=3249What are the impacts of the environment on humans? Polar medicine.http://www.aad.gov.au/default.asp?casid=1545useful information for family and friends in Antarcticahttp://www.aad.gov.au/default.asp?casid=112Protecting the environment http://www.aad.gov.au/default.asp?casid=42Human impactshttp://www.aad.gov.au/default.asp?casid=3436Environmental management and policyhttp://www.aad.gov.au/default.asp?casid=46Current news- what is happening on Australian baseshttp://www.aad.gov.au/default.asp?casid=28For examplehttp://www.saveourearth.co.uk/soe_rainf.htmhttp://www.rainforestfoundationuk.org/s-indexWhat are the strategies for a sustainable rainforest?http://www.rainforestweb.org/Rainforest_Protection/International_Treaties/


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http://www.rainforestfoundationuk.org/s-index

http://www.saveourearth.co.uk/soe_rainf.htm








http://aadc-maps.aad.gov.au/atlas/

http://www.aad.gov.au/asset/webcams/weather.asp

http://classroomantarctica.aad.gov.au/

http://www.epa.qld.gov.au/about_the_epa/media_statements/fact_sheets/humpback_whales/

http://www.epa.qld.gov.au/about_the_epa/media_statements/fact_sheets/humpback_whales/

http://www.olemiss.edu/orgs/SGLC/antar.htm

http://www.unog.ch/frames/disarm/distreat/antarc.htm

http://finnbarents.urova.fi/aria/aria_rus/tra_int.asp

http://finnbarents.urova.fi/aria/aria_rus/tra_int.asp


For example students are able to imagine living on a base in Antarctica, draw a simple ecosystem, analyse satellite images, climate graphs and photographs, participate in role play, create a multi media presentation on human interaction in polar lands, develop strategies for ecological sustainability of polar lands and test glossaryOthers………………………………………………………………………………………………………………………………………………Teacher feedback: For example teacher provides written and/or oral feedback following research, writing a letter to the Minister of the Environment, interpreting climate graphs and using ICTOthers…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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Focus Area 4G3 Global Change

The Changing Nature of the WorldChapter 9


(depending on prior knowledge of students)

Focus The changing nature of the world and responses to these changes.


A student (p 188)4.1 identifies and gathers geographical

information4.2 organises and interprets geographical

information4.3 uses a range of written, oral and graphic forms

to communicate geographical information4.4 uses a range of geographical tools4.5 demonstrates a sense of place about global

environments4.7 identifies and discusses geographical issues

from a range of perspectives4.9 describes differences in life opportunities

throughout the world4.10 explains how geographical knowledge, understanding and skills combine with knowledge of civics to contribute to informed citizenship.

The use of the Internet is a source of information for a global perspective in a globalised world, research, virtual fieldwork, students with learning problems, extension activities, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:

use email for a specific geographical purpose p200

practice ethical behaviour when using email and the internet p200





participate in a virtual fieldtrip to observe globalisation and changing relationships



observe and record latest global changes using satellite imagery

collect and interpret


Geoskills Toolbox: p188,192,199,200,203, Check and challenge p206-207 Knowledge and Understanding:

p191,193,195,199,201,203,204 Geofacts p193 Extension worksheets:

o Sign a map (9.1)o TNCs vs GDP (9.3)o Global consumerism (9.5)o United Nations wordsearch (9.7)


www.jaconline.com.au Virtual Fieldwork:

United Nations-global organisationhttp://cyberschoolbus.un.org/untour/Virtual tour of Disneyland-cultural integrationhttp://www.scottware.com.au/theme/linkage/guides.htm#Virtual tours

Glossary p189Jacaranda Atlas and CD Rom Videos

Global Connections-21 min CV The Global Economy –Globalisation 22min CVImpacts of Globalisation 22min CVRefugees- global movement of people 10min CVGlobal organization-landmines- AusAID p191 10 min Global Business –Volvo in Brazil 18min CV


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http://cyberschoolbus.un.org/untour/





photographic images of globalisation

research current globalisation issues from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)The changing nature of the world p188-203

globalisation:– the globalisation process– changes in technology – impacts of globalisation changing global relationships:– business– nations– organisations

Global organisations p204 investigating a group involved in reducing global inequalities and promoting ecological sustainability eg. United Nations

Introduction p188-189The changing worldPhoto literacy

Global village p190-191Interdependent and interconnected worldGlobalisation –TNCs, Coca ColaGlobalisation process diagramImpact of globalisation p191-local to global, positive and negatives (AusAID, the Simpsons, westernisation of society)

The death of distance p192-193, 207Internet, mobile phones, phone cards, Photo literacy-satellite dish in MaliSatellite imagery refer to p2,56,132,134,145, 175.Growth of the Internet and Internet usersDigital divideTelecentres and Internet cafesJets, container ships-Qantas p207

Industry moves around the globe p194-195Rip Curl, Mambo, Billabong, QuicksilverEconomic globalisationDecline of nation states and growth of economic zones eg. EURole of TNC’s –Sanyo, McDonalds, News Corporation, ExxonMobileWorld’s largest TNCsRole of TNC’s in the global economy-positive and negative perspectives

Nike a case study p196-197Process of globalisationRole of technologyEconomic and cultural integrationMethods used to influence the global economy –marketing

outline the process of globalisation p190-191 recognise the role of technology in the globalisation process p192-193 identify examples of economic and cultural factors that are part of globalisation p194-203 identify the impact of globalisation at an individual, local, national and global scalep190-203 describe ways in which global relationships are changing as a result of globalisation p190-205 discuss methods used by groups to influence the global community-AusAID p191, TNCs p194, media p200, Internet NGOs, UN p203 integrate geographical tools such as: maps p193,194,196,197,206; graphs p192,197; tables and statistics p195,197; time line 198; diagrams p190,204;

Pretest students prior knowledgeMind map. What is globalisation? P190 What are the impacts of globalisation on students? P191Write a diary listing global links p191 .Present as multimedia or PowerPointPrepare a collage of global advertisements p191. Explain the messageComplete activities on ethical behaviour using email and the Internet p200What is the ethical behaviour that should be followed when you email people and organisations?Ethical behaviour p200. Many global organisations are linked via the Internet and email. One such organisation is Global Education. What are its views on globalisation? Is it balanced?http://www.globaleducation.edna.edu.au/globaled/go/pid/178. To provide feedback to the organisation send an email http://www.globaleducation.edna.edu.au/globaled/go/pid/196Collect a media file on global issues p191. Determine bias and stereotypingGroup work. Design a Go Global Bingo Game (global music, books, TV shows, films, clothes, holiday resorts, sporting heroes, film stars, food, organisations, TNCs).Perspectives exercise. Debate for and against globalisationFieldwork

Visit a local shop and list 20 goods that are imported into Australia. Locate the countries on a world map including latitude and longitude Draw a transect of a shopping centre. Name the shops and the source of the majority of the products (eg. $2 shop mostly from Asia)Visit McDonalds. Describe the global links (franchise),the impacts on individuals and how it has changed into a more sustainable and equitable global company

Multiple IntelligenceStudents organise a lunch with a variety of foods from different countries. Students locate countries on a world map and write a report on the ingredients usedStudents survey the class on overseas TV shows and films viewed in the last week. Collate as a column graphRole play. What role do these people play in the globalisation process? A person who works for Nike in India, wears Levi jeans, drinks Coca Cola, listens to the Disney channel, uses satellite imagery to determine the path of a cyclone in Australia, increasing desertification in sub Sahara Africa and deforestation of the Amazon, a stock broker, an Internet user, oil company CEO, tourist, mobile phone owner, AusAID worker in PNG, Red Cross worker in Iraq, or a person who is part of the World Cup or Olympic Games

United Nations uses ICT (cyber school) to promote a more peaceful, equitable, socially just and sustainable globalised world. Refer to page 200 and list its ethical values and the methods used to influence the global community such as special UN dayshttp://www.un.org/Pubs/CyberSchoolBus/http://globaled.ausaid.gov.au/un_observ.htmlOrganise a guest speaker to celebrate United Nations Special

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http://globaled.ausaid.gov.au/un_observ.html

http://www.un.org/Pubs/CyberSchoolBus/

http://www.globaleducation.edna.edu.au/globaled/go/pid/196






http://www.cnn.com/



Pie graph, world maps, table, time line, survey

Globalisation of culture p200-201Culture, cultural integrationImpacts on indigenous culture and disappearing languagesTechnology and media giants –Time Warner, Disney, News Corporation Australia and local content (FTA with America)Ethical behaviour using email and the InternetProtecting local culturesThe Body Shop-cocoa beans form Ghana

McDonaldisation of our Global Society p202-203Global fast food industryMcDonalds-globalisation processCultural and economic impact at an individual, local, national and global sale –threat to street foodMethods used by resistance groups to influence the global community-banning chains, prohibiting advertisementsResponse – adapt to local markets and cultures – rice meals in Hong KongChanges to McDonalds as a result of globalisation – support ecological sustainability and becoming an active global citizen

The United Nations-a global organisation p204-205Towards a more equal, peaceful, socially just and sustainable worldSecurity/peace, emergencies, humanitarian assistance, economic and social development and human rightsRole in the globalisation process

Global cities p206Headquarters of TNCs and intergovernmental organisations eg. New York-WTOPart of the globalisation process - economic, (stock exchange), technological (ports, aerodromes) social/cultural (theatres, arts), political (government departments) tourism, expensive global products (clothes, porshes)

Nestle babies formula p207Global TNC and methods used by groups to influence the global community-boycott

Qantas and changing technology in air travel p207

cartoons p191,203; photographs p188, 191, 192,194,195,197,199,200,201,202,205,207; satellite images p2,56,132,134,145, 175 and fieldwork (actual and virtual); survey p199

Days. How effective are these days in changing global relationships?

Plan a trip to Disneyland. Organise accommodation and sites to visit. http://www.scottware.com.au/theme/linkage/guides.htm#Virtual toursMusic is an international language. List music, bands and performers you listen to from overseas countries and Australian music, bands and performers who play overseas. Discuss how Napster and swapping music via the Internet is angering the global music business.http://www.media-awareness.ca/english/resources/educational/lessons/secondary/music/teaching_about_napster.cfmWhat is Harry Potter’s global appeal?http://www.engcool.com/GEN/comments.php?id=19_0_1_0_CRefer to the satellite images p2,56,132,134,145, 175. Describe the images and how they help people manage the world’s resources more sustainably.Interpret line graphs p192Imagine you are a reporter writing a story on how modern communications have changed lives p193Discuss how the Internet is used by groups to influence the global community (eg. NGOs, civil action groups)Investigate how AusAID aims to reduce the digital divide-Virtual Colombo Plan http://www.ausaid.gov.au/hottopics/topic.cfm?Id=326_3216_5474_6437_2910Search engines on the Internet are part of the globalisation process. Research five search engines and summarise their global linksSearch the Internet for cartoons on the different types of globalisation. Collect five cartoons. Explain their messageGroup work. Present a collage of global trade marks, such as the Nike swish. Test the other groupsGlobal sportspeople are always in the news, such as David Beckham and Tiger Woods. Research ten famous global sportspeople and discuss how they influence the global community eg. endorsements of global productsTerrorism is global and moves across borders. What is meant by terrorism? Research the changing nature of terrorism and how it has changed the world since 2001. Design two slogans. One pro globalisation and one anti-globalisation. What are the characteristics of an effective slogan? The global jean and t-shirt is worn in every part of the world. Research the jean industry such as Levis. What is its impact on indigenous communities. Present as an oral reportBarbie dolls are part of western culture. Research the growth of Mattel from a small garage in 1945 to the largest global toy manufacturerhttp://www.mattel.com/about_us/history/default.asp?f=trueAs the world becomes globalised languages are disappearing. http://abcnews.go.com/sections/world/DailyNews/endangered_languages.html. How many languages have disappeared and discuss the methods to reverse this trendWrite a list of words that are used in text messages that are considered to be poor spelling and grammar. How do you think this will change the written word in the future?Globalised media now reports on a globalised world. How can you make sure the news we receive is unbiased and we can

obtain a variety of perspectives? http://www.indymedia.org/en/index.shtmlDiscuss methods used by groups to influence the global community, such as Fair Wear p195 and JaconlineComplete survey p199Perspectives. Millions of people work in sweatshops making products for TNC’s. What are sweatshops? Discuss methods used by groups to influence the global communityhttp://www.geocities.com/whydoyoukeepdeletingme/ASSLLeague.html ExtensionWhat is the relationship between Australia and United Nations?http://www.unaavictoria.com.au/division/about_un.phpPeople are also part of the globalisation process such as tourists, migrants, refugees and visiting film and sports stars.

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http://www.unaavictoria.com.au/division/about_un.php

http://www.geocities.com/whydoyoukeepdeletingme/ASSLLeague.html

http://www.geocities.com/whydoyoukeepdeletingme/ASSLLeague.html

http://www.indymedia.org/en/index.shtml

http://abcnews.go.com/sections/world/DailyNews/endangered_languages.html

http://abcnews.go.com/sections/world/DailyNews/endangered_languages.html

http://www.mattel.com/about_us/history/default.asp?f=true

http://www.ausaid.gov.au/hottopics/topic.cfm?Id=326_3216_5474_6437_2910

http://www.ausaid.gov.au/hottopics/topic.cfm?Id=326_3216_5474_6437_2910

http://www.engcool.com/GEN/comments.php?id=19_0_1_0_C

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/music/teaching_about_napster.cfm

http://www.media-awareness.ca/english/resources/educational/lessons/secondary/music/teaching_about_napster.cfm


What are their economic and cultural impacts on Australians?Australia is a multicultural country. Describe ways in which relationships have changed in Australia as a result of globalisation. http://www.immi.gov.au/

Assessment : for learning’ and ‘of learning.’ diagnostic, formative and summative oral, written, group work

Students are able to s………………………………………………………………………………………………………………………………………………Teacher feedback: …………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….WebQuests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average………Account for changePhotographs draw/interpret/analyse………Satellite images………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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http://www.immi.gov.au/



Global InequalitiesChapter 10





A student (p208) 4.1 identifies and gathers geographical







The use of the Internet is a source of information research, virtual fieldwork, students with learning problems, extension activities, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:

use email for a specific geographical purpose such as links to people with different life opportunities and global organisations to reduce inequality

practice ethical behaviour when using email and the internet

collect and interpret electronic information from the Global Education website on education, food security, health, poverty alleviation, water, infrastructure, women, refugees, volunteering in developing countrieshttp://www.globaleducation.edna.edu.au/globaled/page1.html

complete the on line learning quests on access to safe drinking, water and world hunger http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/114;jsessionid=1898E342D6AB98992E88E9602E08D788

design a learning quiz on global inequalities

http://www.globaleducation.edna.edu.au/


Geoskills Toolbox: p208,211,215,221,229,230, Check and challenge p230,231 Knowledge and Understanding:

p210,213,215,217,220-221,223,225,227,229 Geofacts p226 Extension worksheets:

o Needs and wants (10.1)o Survive (10.2)o Comparing statistics (10.6)o Scatter graphs (10.8)o Help! (10.10)



o Research inequality in your local area(homeless) o Research the organisations that work to

reduce poverty and inequality in Australia. ACOSS, Smith Family, Exodus

o Become involved as an active citizen and work for a charity

Power Point.Explain slum upgradinghttp://www.citiesalliance.org/citiesalliancehomepage.nsf/0/6E8DDD4FAA6557A186256BF900504512?OpenDocument


Sewage treatment 20minWomen in development 25min-AusAID/CVLiving in Vietnam 20min CVVietnam- impact of aid 29min CVGlobal co-operation –aid in PNG & Vietnam 26 minLandmines-AusAID (impact on poverty)

AusAID Focus Magazines (free) and on linehttp://www.ausaid.gov.au/publications/pubout.cfm?Id=4791_8370_3004_8623_90&Type=PubFocus

Summer 2003/4 HIVAIDSSummer 2003/4 and Autumn 2003 Water Spring 2003 RefugeesWinter 2002 Afghanistan famine

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http://www.ausaid.gov.au/publications/pubout.cfm?Id=4791_8370_3004_8623_90&Type=PubFocus


http://www.citiesalliance.org/citiesalliancehomepage.nsf/0/6E8DDD4FAA6557A186256BF900504512?OpenDocument




http://www.globaleducation.edna.edu.au/globaled/quiz


http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/114;jsessionid=1898E342D6AB98992E88E9602E08D788



http://www.globaleducation.edna.edu.au/globaled/page1.html




globaled/quiz design

and create a multimedia presentation using the AusAID website and photo library showing global inequalities

http://photolibrary.ausaid.gov.au/Cumulus/Standard/index.jsp



participate in a virtual fieldtrip to observe global inequalities and the work of global organisations



use GIS and satellite imagery in mapping poverty and inequality

http://www.worldbank.org/poverty/inequal/abstracts/geog_map/read.htm interpret

rainfall in Kenya using GIS p230

research current global inequality issues from a variety of perspectives:

SMHwww.smh.com.auCNN www.cnn.comABC www.abc.net.auBBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.orgIndymediahttp://www.indymedia.org/en/index.shtml

May 2004 Education

Global Education lessons and activitieshttp://www.globaleducation.edna.edu.au/globaled/page1.html

Education Food security Health Poverty Alleviation Water Infrastructure Women Refugees Volunteering

Australians bringing education to the poorest peoplehttp://www.ausaid.gov.au/publications/pdf/giftofknowledge1999.pdf

Free posters for photo literacy –water http://www.ausaid.gov.au/publications/default.cfm



(‘for’ learning and ‘of’ learning4)Global inequalities

extremes of poverty and wealth p210-211, 230

identify global patterns of poverty and wealth p210-211, 230

Pretest students prior knowledgeAnswer the key geographical questions. What is poverty? Who and what countries are poor? What are basic human rights? Who and what countries are rich? Is the gap between rich and poor growing? What is the difference between absolute

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http://www.ausaid.gov.au/publications/default.cfm

http://www.ausaid.gov.au/publications/pdf/giftofknowledge1999.pdf

http://www.ausaid.gov.au/publications/pdf/giftofknowledge1999.pdf









http://www.cnn.com/


http://www.worldbank.org/poverty/inequal/abstracts/geog_map/read.htm










variations in the access of people to essential aspects of life including: – education p214225– food p212-215– health p220-223– shelter p218-219– water p216-217

different life opportunities and quality of life throughout the world p226-227

Global organisations investigate a group involved in reducing global inequalities eg. AusAID p228-229

Introduction to an unequal world p208

Poverty and wealth p210-211Extremes of poverty and wealth-countries, people,companiesPoverty and wealth more than moneyMeasurements: GDP and HDIPoverty perspectives-absolute, relative, income, human and basic needsGlobal pattern developed and developing Global divide p230HIV/AIDs sufferer in Africa and global citizenshipPhoto literacy, table and choropleth map Organisations to reduce inequality egAustralian Council for International Development http://www.acfid.asn.au/International centre for eradicating povertyhttp://www.eradicatepoverty.com/

Famine versus hunger p212-213Famine, hunger, malnutritionGroups involved in reducing hunger WHO,WFP‘Oil for Food Program’ In IraqKey geographical questions, such as Are there too many people on earth to feed?

describe global variations in the access of people to a range of essential aspects of life p212-225 describe different global life opportunities and quality of life, including those based on gender p226-227 discuss methods used by groups to influence the global community p228-229,212,22223,225,227 integrate geographical tools such as maps p212,214,217,218,221,222,223,229; photographs p210,213,216,226, 227: table p210,211,215,218,220,225,227,228,230; graphs p214,215,217,221,224,229: diagrams p218-219: GIS p230; flow diagram p216: newspaper article p225; climate graph-water Cairo p135

and relative poverty? What is wrong with first, second and third world classification of development? What is wrong with the 1980s North/South Brandt divide? How does the World Bank divide the world? What is wrong with using GDP as a measure of wealth? What is the difference between hunger and famine? Is there enough food to feed everyone on earth? What controls most of the food trade? Has everyone access to clean water, adequate shelter, education and health services? Why is HIV/AIDS both a health and development issue in Africa? What are the development advantages of educating girls? Why do many women, indigenous people and ethnic minorities experience different life opportunities? What were the effects of the Taliban rule on women? How has NGOS made a better life for more people? How has AusAID helped to reduce poverty in developing countries? Students research one geographical question using the Internet and present findings as a PowerPoint of multimedia. Draw a mind map that explains how Thabiso’s AIDs can influence other parts of his life? P210.The World Bank states that poverty is more than wealth. How do you measure poverty? Why is GDP per capita a poor measurement of wealth and poverty? Refer to map p211. Identify global patterns of poverty and wealth. Why is the Brandt line no longer used? Refer to the latest GDP per capita and HDI figures. Research one country that experiences both a high and low GDP and HDI. http://hdr.undp.org/reports/global/2004/http://hdr.undp.org/reports/global/2004/pdf/hdr04_HDI.pdfhttp://www.cia.gov/cia/publications/factbook/geos/as.htmlhttp://hdr.undp.org/statistics/data/In 2004 the world had 7.7 million millionaires. Research who is wealthy in the world and in Australia. Why do you think there are less wealthy women? http://rich-bastards.com/d-RichLists.htm. Some of these people contribute millions of dollars to charities. Suggest strategies on how they could redistribute their wealth for a more equal world.Design a poster of famous rich sports people. How are some of these people redistributing their wealth?http://www.forbes.com/2004/06/23/04athletesland.htmlIn 2004 there are 1.3 billion people who live on less than one dollar a day; 3 billion live on under two dollars a day; 1.3 billion have no access to clean water; 3 billion have no access to sanitation and 2 billion have no access to electricity. At the same time the wealthy live in palaces with gold taps and toilet seats. Compare the different life opportunities and suggest strategies to reduce this extreme global gapExtreme poverty could be an uneducated child who is a refugee with no home, income, family, food, clean water, suffering human rights abuses and HIV/AIDs. Compare this child’s life with your own. Use the Internet to investigate an NGO that is involved in reducing these inequalities (eg. Doctors Withourt Borders, Red Cross)Active global citizenship has enabled a better quality of life for more people? What is the good news?Perspectives exercise-Two reigns of terrorOn September 11, 2001, about 3000 people died from terrorist attacks in the US and on the same day 30,000 children under five years died of preventable causes, such as starvation and curable diseases. Such deaths continue today without interruption. What are your perspectives on this statement? Is there a link between poverty and terrorism?What organisations work to reduce inequality in Australia ? P219. ACOSS http://www.acoss.org.au/. Smith Familyhttp://www.smithfamily.com.au/. Exodus Foundationhttp://www.exodusfoundation.net/

Write a story or poem about how it might feel to face hunger every day p213Prepare a cartoon on hunger related diseases? P213Visit Jaconline on the Food security weblink p213Imagine you are working for an organisation to reduce hunger and famine. Make a list of the actions you would take to ensure

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http://www.exodusfoundation.net/

http://www.smithfamily.com.au/

http://www.acoss.org.au/

http://www.forbes.com/2004/06/23/04athletesland.html

http://rich-bastards.com/d-RichLists.htm

http://rich-bastards.com/d-RichLists.htm

http://hdr.undp.org/statistics/data/

http://www.cia.gov/cia/publications/factbook/geos/as.html

http://hdr.undp.org/reports/global/2004/pdf/hdr04_HDI.pdf

http://hdr.undp.org/reports/global/2004/

http://www.eradicatepoverty.com/

http://www.acfid.asn.au/


How much food does the world produce? Do all countries produce enough food? Is there enough farming land to grow food? EtcMercator world map and photo literacyOrganisations to reduce food inequality. Freedom from Hunger http://www.freefromhunger.org/Hunger noteshttp://www.worldhunger.org/Hunger projecthttp://www.thp.org/

A global food market p214-215Commodities, TNCsCoffee –producers, consumers, who gets the money, role of TNCs, tradeMercator world map, table coffee production, picture graph of coffee importing countriesLinks to Jaconline-NestleOrganisations to improve trade in food Oxfam promotes ‘fair trade’http://www.oxfam.org.uk/what_we_do/fairtrade/

Safe water storage p216-217Water quantity

Global water quantity Global inequality in water useFuture water scarcity and fear of future water warsSustainable development to conserve water (also Refer to Deserts Chapter 6 Inequality in water quantity (Geoactives 2 Australia) and sustainable managementPhoto literacy –Kenya

Water qualityUneven distribution of safe waterWater diseasesLife cycle of the schistosome (flow diagram)World map unequal access to fresh water Picture graph - water related diseases and deathsOrganisations responsible for improving waterUNDP http://www.un.org/esa/sustdev/sdissues/water/water.htm

A roof over our heads p218-219Squatters settlements, shanty townsFocus study: Kenya Compare Kenya and with Australia -inequalitiesWithout a homeExtremes: Home is a castleTable, map and diagramUrban environmental management of squatter settlementshttp://www.gdrc.org/uem/squatters/squatters.html

food supply to a region p213Design an advertisement p215Why are so many people starving while others are dying from obesity, heart diseases and diabetes. Investigate the growth of gyms and diet foods. Why do people in developed countries spend millions of dollars on feeding animals while millions of people are dying from starvation?

Global water inequalities. Refer to climate graph on Cairo p135 and Belem p145. Describe why water is unevenly distributed around the world. Compare the two graphs. What country has a water quantity problem? How is it managed? How do people living in water scarce developing countries manage their water supplies? P126Prepare a report p217 Jaconline Water Hotspots weblinkResearch the water quality issue of arsenic in water supplies in Bangladesh. Answer key geographical questions such as What is it? Where is it? How did it happen? What were the effects on the health of the Bangladeshis? What should be done about it? What groups are making a difference to improve the lives of these people? http://bicn.com/acic/Gender perspective: Women are the traditional suppliers of water in developing countries. How could the education of women improve the quality of water the family drinks?http://www.womenaid.org/press/info/development/womenproviders.html. Why would women gain most from water security? http://www.cyberdyaryo.com/features/f2003_0326_04.htmResearch the reasons for the growth of bottled water.

Refer to pages 128-129, 171, 107, 10 and describe the different settlements around the globeSome people do not even have a roof over their head, such as orphans from wars and AIDS in Africa. Imagine you were this person and describe your life. Refer to PowerPoint presentation and investigate how cities could become places without slums http://www.citiesalliance.org/citiesalliancehomepage.nsf/0/6E8DDD4FAA6557A186256BF900504512?OpenDocumentGroup work p219Write a biography p219Construct and perform the lyrics of a rap song written by a teenager living in the slums p219Role play p219What could you do to help Australia’s homeless young people? Imagine you were a refugee. Describe your home and life and how organisations are helping to make a better life for over 17 million displaced and homeless peoplehttp://www.unhcr.org/

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http://www.unhcr.org/



http://www.cyberdyaryo.com/features/f2003_0326_04.htm

http://www.womenaid.org/press/info/development/womenproviders.html

http://www.womenaid.org/press/info/development/womenproviders.html

http://bicn.com/acic/

http://www.gdrc.org/uem/squatters/squatters.html

http://www.un.org/esa/sustdev/sdissues/water/water.htm

http://www.un.org/esa/sustdev/sdissues/water/water.htm

http://www.oxfam.org.uk/what_we_do/fairtrade/

http://www.thp.org/

http://www.worldhunger.org/

http://www.freefromhunger.org/


Inequalities in health p220-221Life expectancy related to incomeFuture –ageing global populationInfant mortality rate-breast feeding verus babies formulaHIV/AIDSComparing theme maps on IMRPicture graph comparing life expectancy with GDPOrganisations to reduce inequality – Doctors Without Bordershttp://www.doctorswithoutborders.org/WHO http://www.who.int/en/Fred Hollows Foundation p231http://www.hollows.org/content/FrontPage.aspx?s=3

AIDS the global killer p222-223What is it? How do you get it? Is there a link to poverty? What should be done about it? What organisations are working to reduce AIDS?Gender- women and AIDSOrphansAIDS is a health and development issue in AfricaOrganisations – local to global– UNICEF, UNAIDS, AusAID, Aids Orphans Education Trust in UgandaRole of education and the mediaPoster literacy HIV/AIDS map -AfricaOrganisations to reduce inequality- Oxfam and cut the cost of medicinehttp://www.oxfam.org/eng/campaigns_camp_cutcost.htm

Education for all p224-225Life without an education –being able to read and writeThe importance of an education to move out of poverty and increase life opportunitiesGlobal illiteracy and comparisons (table)Picture graph – students per teacher- global inequalityGood news- reduced illiteracyGender gap -tableGender. Newspaper article-girls in Sudan’s nomadic communitiesQuality educationOrganisations in reducing inequality eg UNICEF, NGOsGlobal campaign for educationhttp://www.campaignforeducation.org/

Refer to the graph on p220 and describe the problems of women living in developing countriesRank countries p220Investigate health requirements when travelling overseas p221Comparing theme maps p221What organisations are working towards better health for more people?WHO- World Breast Feeding Week. What is its purpose? http://www.who.int/en/Tobacco is a growing health problem in developing countries. Why is it a problem and a health priority for WHO? How can it be reduced from the local to the global scale? WHOhttp://www.who.int/tobacco/en/ and New Internationalist 2004Why are some countries spending money on preventative medicine (eg mammograms and million dollar MRI machines) while other countries lack primary health care and people die from diahorrea? Is this equity?With improved quality of life developed countries are facing an ageing population. What will be the important health care issues in the future?Destroy a landmine saves lives and reduces poverty as agricultural production decreases as they are hidden in the ground. p231. Write a short article on being a dog handler. Watch the video and write a report about how organisations are working to reduce poverty and help people with prothesishttp://www.dfat.gov.au/landmines/. International campaign to ban landmines http://www.icbl.org/

Concept map traces the life of an AIDS orphan p223Interpret African map –AIDS p223Poster literacy exercises p223Complete AIDS quiz p223 (Internet links Jaconline Analsye whether this website is a source of reliable, unbiased, current information that also includes geographical tools such as maps, graphs, photo and statisticshttp://www.unaids.org/en/default.asp

PowerPoint presentation p225Links to gender gap at JaconlineThe big issue today is the digital divide in education. What is the global divide initiative and the projects in Jordan and Mumbai?http://www.weforum.org/site/homepublic.nsf/Content/Global+Digital+Divide+InitiativeToday, a child in Mozambique can expect to go to school for two to three years compared to a European or North American child’s 17 years. How are organisations reducing this gap?150 million children of primary age start school, but drop out before they can read or write. In 16 countries in sub-Saharan Africa almost half are between 6and11 years. They drop out because of inadequate resources, poorly trained teachers and they have to work to support their poor family. In other instances the education does not fit the needs of the community. For example Shakespeare taught in remote African communities versus how to grow crops, prevent the spread of AIDS and why you should drink clean water. Design a school

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http://www.weforum.org/site/homepublic.nsf/Content/Global+Digital+Divide+Initiative

http://www.weforum.org/site/homepublic.nsf/Content/Global+Digital+Divide+Initiative

http://www.unaids.org/en/default.asp

http://www.icbl.org/

http://www.dfat.gov.au/landmines/

http://www.who.int/tobacco/en/

http://www.who.int/en/

http://www.campaignforeducation.org/

http://www.oxfam.org/eng/campaigns_camp_cutcost.htm

http://www.oxfam.org/eng/campaigns_camp_cutcost.htm

http://www.hollows.org/content/FrontPage.aspx?s=3

http://www.hollows.org/content/FrontPage.aspx?s=3

http://www.who.int/en/

http://www.doctorswithoutborders.org/


Different life opportunities for women p226-227Feminsation of povertyEffects of Taliban rule on womenHuman rights abusesEducation improves quality of life and helps move out of povertyOrganisations in reducing inequality eg Grameen Bank

Australian Overseas Aid p228-229AusAID organisation reduces poverty and provides education, food, health services, shelter and water to poor people living in developing countries for a more equal, socially just worldProvides improved life opportunities and quality of life for women, indigenous peoples, ethnic minorities and refugees in developing countriesTypes of aid Program- countries and expenditureGlobal citizenship –eg. poverty, sustainable development, HIV/AIDS, landmines, food security, education and good governance Empathy storiesAusAID http://www.ausaid.gov.au

in a remote developing country that improves their education as well as developing life long skills to help them move out of the cycle of povertyResearch why child labour replaces an education and how organisations are working for global improvementshttp://www.unicef.org/protection/index_childlabour.html

Why is educating a girl a positive development step? http://www.unicef.org/sowc04/sowc04_girls_positive_force.htmlGirls’ left out countries left behind. What does this mean?http://www.unicef.org/sowc04/sowc04_girls_left_out.htmlWhat is the multiplier effect of girls’ education?http://www.unicef.org/sowc04/sowc04_multiplier_effect.htmlResearch Grameen Bank and how it is working to reduce inequality p227Research the life opportunities for indigenous people and ethnic minorities and organisation working to improve their quality of life

Prepare an advertising poster p229Links to the Internet p229Interpreting a theme map p229Analysing a pie graph p229Visit the Global Education sitehttp://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/24;jsessionid=1898E342D6AB98992E88E9602E08D788 Answer the key geographical questions. Why does Australia give aid? What is the focus of Australia’s aid? How is aid delivered? How much aid does Australia give? Which countries receive aid? What makes aid effective? How much do other countries contribute to aid?Complete activitieshttp://www.globaleducation.edna.edu.au/globaled/go/pid/763Debate: Aid is effective in reducing global povertyRole play. Allocating aid moneyhttp://www.globaleducation.edna.edu.au/globaled/go/pid/763Empathy stories. AusAID Close Up. Select four stories and describe how AusAID has reduced inequalityhttp://www.ausaid.gov.au/closeup/default.cfm. Such as microcredit bridge for the poor http://www.ausaid.gov.au/closeup/microcredit_vietnam.cfm


For example students are able toOthers………………………………………………………………………………………………………………………………………………Teacher feedback: Others…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used

Geographical tools……………………………………….ICT………………………………………………..Civics ……………………………Maps-draw/ interpret/analyse………………………………….collect/interpret electronic information………Citizenship………………………………Synoptic……….…………………………………….....design/create multimedia presentation………...Literacy…………………………………Topographic……………………………………………PowerPoint presentation………………………Perspectives……………………………Projections/Atlas……………………………………….CD Rom……………………………………….Key competencies………………..Graphs–draw/ interpret/analyse………………………………..Interactive websites…………………………..Fieldwork…………………………………Line, column, bar, climate, proportional……………….WebQuests…………………………………….Research Action Plan……………………Population pyramids……………………………………Quizzes, games, webcams……………………Geographical issues……………....………Divided bar/column; composite lineStatistics-collect/interpret/analyse………Maximum, minimum, total, range, rank, average

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http://www.ausaid.gov.au/closeup/microcredit_vietnam.cfm

http://www.ausaid.gov.au/closeup/default.cfm






http://www.unicef.org/sowc04/sowc04_multiplier_effect.html

http://www.unicef.org/sowc04/sowc04_girls_left_out.html

http://www.unicef.org/sowc04/sowc04_girls_positive_force.html

http://www.unicef.org/sowc04/sowc04_girls_positive_force.html

http://www.unicef.org/protection/index_childlabour.html

http://www.ausaid.gov.au/


………Account for changePhotographs draw/interpret/analyse………Satellite images………Digital imagesDiscussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation......Numeracy………...…Video…………………….Oral presentation……Reading………………..Comprehension………Peer assessment………….Interviews…………..Model construction……...Case study…………..Media article……………Note taking…………..Text exercise…………….Guest speaker………Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..


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Global Resource UseChapter 11





A student (p 232)4.1 identifies and gathers geographical







The use of the Internet is a source of information for a global perspective, research, virtual fieldwork, students with learning problems, extension activities, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:

use email for a specific geographical purpose p247 –WWF and ‘Stop Overfishing’ campaign

practice ethical behaviour when using email and the internet p247

collect and interpret electronic information-weblinks on p.235, 243-4, 247

design and create a PowerPoint presentation p249




participate in a virtual fieldtrip to track polar bears p247



observe


Geoskills Toolbox: p232,237,239,241,245,247 Check and challenge p248-249 Word quiz on

chapter, bar graph interpretation on global paper use, pie graphs on oil spills, perspective exercises on oil spill disasters, impacts on resources and their management

Knowledge and Understanding: p234,235,237,239,241,243,244,247

Extension worksheets: o Babies..babies…babies (11.2)o How do you feel? (11.4)o Write a children’s book (11.4)o Home of the future (11.7)o Rainforest PowerPoint (11.7)


www.jaconline.com.au Guest speaker from an environmental group Fieldwork. Organise a visit to:

o recycling planto local council or local garbage tip and

write a report on the recycling of resources

o oil refinery, mine or forest plantationo organic or permaculture farm o botanical gardens or zoo for biodiversityBe part of Streamwatch http://www.streamwatch.org.au/main.jspor Landcare http://www.landcareaustralia.com.au/

Virtual Fieldwork:Follow the polar bears on the ice p247 WWF Polar Bear Tracker-part of a study on the impact of climate change


Population and world resources –EF 31minResource systems in a sustainable city Curitiba 19minSustainable agriculture 20minTimber for tomorrow -50 years of logging 25minFarming for the future 19minOil refining 13 minMining in Canada 22 minSustainable Forestry 22minFish a limited resource 19minFish sustainability 23 min

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http://www.landcareaustralia.com.au/

http://www.streamwatch.org.au/main.jsp





and record latest global changes to natural resources using satellite imageryhttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html

collect and interpret photographic images of natural resources in World Heritage sites

research current issues on the conflicts over the management of natural resources from a variety of perspectives:

SMHwww.smh.com.auCNN www.cnn.comABC www.abc.net.auBBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.orgIndymediahttp://www.indymedia.org/or/index.shtmlAustralia’s natural resource directoryhttp://naturalresource.alphalink.com.au/



(‘for’ learning and ‘of’ learning4)Variations in the distribution, access and use of natural resources: p232-245

use of natural resources sustainability of natural resources

Global organisations p234-245; p246-247 WWFInvestigate a group involved in promoting ecological sustainability eg .WWF

Global resource use p232-250

Time line of earth p232Causes of decline of resourcesGood global citizens- UN and WWF

identify global patterns of resource use p234-235 explain the link between resource use and sustainability p234-243 and Ecological Footprint p244-245 discuss methods used by groups to influence the global community p234-245; WWF p246-247 integrate tools such as maps such as world mercator map on resources p235, population change p236,

Pretest students prior knowledgeAnswer the key geographical questions. What are natural resources? What is the difference between renewable and non renewable resources? Who consumes most of the resources?What happens when people living at the source of a river use most of the water so little is left for the people living downstream? Who is cutting down the trees, digging the minerals and hunting the animals? Why is salinity increasing? What are the effects of global warming on coral reefs? Why does clearing wetlands effect marine and bird species? What are the impacts of an oil spill at sea? Why is oil and water a source of global conflict?Is the use of resources ecologically sustainable? What is your ecological footprint? How can you reduce your EF?

Draw a time line of when everything came into existence http://www.pbs.org/wnet/nature/forces/html/body_timeline.htmlScientists estimate that over two thirds of the animals and plants that once lived on Earth are now extinct. Why are some species of animals endangered? http://www.animaland.org/asp/realissues/endangered4.aspWhat groups promote ecological sustainability of species?Write a video report. Discuss whether the video was biased or gave a balance account of the topicGroup work. You are the writer for the game show ‘called Catastrophic Events’ and have to devise questions on the cause of the decline in the Earth’s resources, such as disappearing species and global warming.Make game cards with a question on one side and the answer on the other. Play the trivia game and the group that answers the most questions wins.

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http://www.animaland.org/asp/realissues/endangered4.asp

http://www.pbs.org/wnet/nature/forces/html/body_timeline.html

http://www.pbs.org/wnet/nature/forces/html/body_timeline.html



http://naturalresource.alphalink.com.au/



http://www.indymedia.org/or/index.shtml







http://www.cnn.com/






Access to natural resources p234-235Renewable and non renewableCritical and non criticalConsumed by use and recyclableUnequal access to global resourcesTNC’s impact on resourcesWorld map of resources-oil, uranium diamondsDinka tribesmen in Sudan

Population pressure on resources p236-237Population 1950-2050Where the world’s population is exploding-developing countries.World map with percentage population changePopulation distribution and growth and uneven consumption or resources-developed versus developing countries, urban versus ruralInterpreting population pyramids- India and USA and impacts on resources use

Resources flashpoint: Southern Africa p238-239Conflicts – countries sharing same river supplyManagement of scarce water to improve lifestyle opportunitiesCase study. Okavango River and delta – Angola, Namibia, Botswana. Management – multi uses of river, conflicts and proposed Namibian water pipelineInterpretation of climate graphs and comparisons with Australia (perspectives)Map of Africa and photo literacy

Misuse of natural resources p240-241Biosphere-endangered and extinct flora and fauna, declining biodiversity and ecosystems in danger due to:

Lithosphere -soils –salinity, soil erosion, soil degradation, monoculture and genetically engineered crops

Biosphere- deforestation, illegal hunting,

Water –deteriorating quality-toxins, pesticides, fertilisers, acidity, dumping of radioactive material, oil spills, turbidity and sedimentation

Atmosphere-acid rain, temperature inversion p108

World Mercator map on acid rain , oil spills, oil rig blowouts and polluted seasPhoto literacy of polluting eventsMinamata disease following the dumping of toxic waste into the sea –maps showing change over time, changing lifestyle expectations of the communities and its management

misuse of natural resources p234, Minamata p241Africa p238; photographs p233, 235,238,239, 241,243,245; tables p236; statistics p243; diagram p234; graphs column, bar and picture graphs p242, p248, pie graphs p249; climate graphs p238,239; population pyramids p237 India and USA; ICT p247 and integrated throughout the pages; fieldwork; satellite p215, 245; cartoon p244 and use of GIS

Imagine you were an owner of a large logging and mining company operating in a developing country…….p234Research the life of a Dinka in Africa and how they use the natural resources p235. http://hsc.csu.edu.au/pta/scansw/dinka.htm. What has been happening to their land?Locate uranium on the world map p235. What are the main uranium mining countries and what are its uses? What are the effects of radioactivity on the natural environment? (air, soil, water, plants and animals)http://www.uic.com.au/nip41.htmhttp://www.epa.gov/radiation/radionuclides/uranium.htm See Geoactives 2 on uranium wasteRefer to map p235. What are the effects of driftnet fishing? How effective are international laws? What organisations are working for its sustainable management?http://www.oceanlaw.net/netpath/page4-drf.htmhttp://www.peopleandplanet.net/doc.php?id=1779

China with 1.3 billion people is starting to develop. What will be the pressure on its scarce natural resources? What are China’s planshttp://www.cpre.sdnu.edu.cn/cpre(yw).htmFuture scenario. What will be the future of the world in the year 3000 if the population as well as the use and misuse of natural resources increases? Draw the earth and its natural resources in 3000Complete population pyramid activites p237

Group work p239Complete table p239Interpret climate graphs p239

Compete quiz. What am I? Where am I? p241Class discussion p241

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http://www.cpre.sdnu.edu.cn/cpre(yw).htm

http://www.peopleandplanet.net/doc.php?id=1779

http://www.oceanlaw.net/netpath/page4-drf.htm

http://www.epa.gov/radiation/radionuclides/uranium.htm

http://www.uic.com.au/nip41.htm

http://hsc.csu.edu.au/pta/scansw/dinka.htm


Disappearing oil resources p242-243Consumption and use of oil

Oil the lifeblood of economic growth in today’s society

Uneven global consumption Main consuming countries Global trends and future

scenariosProduction of oil

Uneven global distribution –source of conflict

OPEC Unsustainable general trend in

production (non renewable resource)

Oil is wealth ‘black gold”-rich countries, people and companies

Wealthiest oil companies and oil people

Oil in IraqUnder Saddam Hussein –sanction and UN’s ‘Oil for Food Program’ and situation today

Uneven distribution of wealth from oil extremes of poverty and wealth oil money to support armed

forces TNCs control 70% of oil

reservesUnsustainable energy –global warming Role of organisations to promote ecological sustainability Lobbying- Greenpeace, Friends of the EarthWorld Bank’s greater recent focus on a sustainable environment

Resources and sustainability p244-245Ecological footprint (EF)How is it is ‘roughly’ measuredGlobal EF and country comparisons –developed and developing countriesIncreasing global urbanisation-large growing urban footprintHow individuals can make difference by reducing their EF.Local to global management Global movements towards a smaller footprint- 1992 Earth Summit, United Nations Millennium Goals and Targets on sustainable development, Global Conservation Trust, Global Envrionment Facility, Planet ArkGlobal agreements- Montreal ProtocolIssues such as the Kyoto ProtocolRole of the Australian government and AusAIDUse of technology such as GIS and satellite imageryAral Sea-decline in size and its management

Promoting ecological sustainability – WWF p246-247

Extent of the global organisationAims and projectsGlobal 200 eco-regionsStrategies used to promote ecological sustainabilityConservation programs - climate change, toxic chemicals, forests for life, living water, endangered seas, endangered speciesVirtual fieldwork- Track the Polar BearsUse email for a specific geographical purpose

Check and Challenge p248-249

Collage on sustainable energy p243Interpret oil company advertisements – Internet p243Complete Resources Conflicts worksheets p243Perspectives: oil spills p249 –Exxon Valdez p249, Galapagos Islands 2001, Corio Bay, near Geelong 2003PowerPoint presentation oil spills p249Complete activities oil spills pie graphs p249Word quiz p248Describe what it would be like living on an oil rig in the middle of the seahttp://www.rain.org/pipermail/sanctuary-naturalist-corps/2001-May/000038.htmlMake an oil righttp://papertoys.com/rig.htm

Measure your ecological footprint p244Mind map on environmental problems we share p244List ten natural resource laws in Australia. Why does acting locally impact on global natural resources?http://naturalresource.alphalink.com.au/index_files/Page513.htmUse satellite and discuss the changes over time to the Aral Sea p245

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http://naturalresource.alphalink.com.au/index_files/Page513.htm

http://papertoys.com/rig.htm

http://www.rain.org/pipermail/sanctuary-naturalist-corps/2001-May/000038.html

http://www.rain.org/pipermail/sanctuary-naturalist-corps/2001-May/000038.html


Design a campaign poster p247Imagine you were employed by WWF. P247Complete Internet activities at JaconlineComplete Worksheet on Rainforest PowerPoint presentation and its sustainable management p247

Word quiz on the chapterInterretation of bar graph on global paper useEvaluation of pie graphs on oil spillsPowerPoint presentationPrepare an Action Plan


For example students are able to………………………………………………………………………………………………………………………………………………Teacher feedback: …………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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Focus Area 4G4 Global Issues and the Role of Citizenship

Global Geographical IssuesChapter 12



Focus Global geographical issues and appropriate method of citizenship for their management


A student (p 250)4.2 organises and interprets geographical


to communicate geographical information4.4 uses a range of geographical tools4.7 identifies and discusses geographical issues

from a range of perspectives4.8 describes the interrelationships between

people and environments4.9 describes differences in life opportunities


The use of the Internet is a source of information for a global perspective on global geographical issues as well as used for research, virtual fieldwork, students with learning problems, extension activities, geographical tools, digital images, independent learning as well a providing a variety of perspectives. Students will:

use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation or webpage.

use email for a specific geographical purpose such as to Amnesty International and environmental organisations


collect and interpret electronic information-weblinks

design and create a PowerPoint presentation



participate in a virtual fieldtrip

create a desktop-published


Geoskills Toolbox: p250,253,,259,266 Knowledge and Understanding: p253,255,

257,259,261,263,265,267,269,271 Geofacts p255,257 Newspaper articles and scaffold p253,,258,263 Extension worksheets:

o Making a solar oven (12.4)o Growing cities (12.7)o Indigenous people (12.9)


www.jaconline.com.au Guest speakers

Amnesty InternationalConservation NGOs

Multi media presentationAmnesty International video report http://web.amnesty.org/report2004/index-eng

FieldworkJoin Clean Up Australia http://www.cleanup.com.au/Main.asp?RequestType=Homepage&SubRequestType=InternetLandcarehttp://www.landcareaustralia.com.au/

Virtual fieldwork Take a virtual tour underneath the ocean with Aquariushttp://www.uncw.edu/aquarius/virtual_tour/ipix.htmlFollow climate changehttp://www.exploratorium.edu/climate/.


Women in development 25 minRefugees –shattered lives 10 minGlobal cooperation 26minEnvrronmental Impact Assessment 23min

Global Education http://www.globaleducation.edna.edu.au Connection between human rights, good governance

and sustainable development http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/180;jsessionid=613168FE7769200C91920AD0EB5C3A34.

Environment http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/15;jsessionid=613168FE7769200C91920AD0EB5C

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http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/15;jsessionid=613168FE7769200C91920AD0EB5C3A34





http://www.globaleducation.edna.edu.au/

http://www.exploratorium.edu/climate/

http://www.uncw.edu/aquarius/virtual_tour/ipix.html

http://www.uncw.edu/aquarius/virtual_tour/ipix.html

http://www.landcareaustralia.com.au/

http://www.cleanup.com.au/Main.asp?RequestType=Homepage&SubRequestType=Internet



http://web.amnesty.org/report2004/index-eng





document develop

and refine search techniques

observe and record latest global geographical issues using satellite imageryhttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html

collect and interpret photographic images

research current global geographical issues and the role of citizenship from a variety of perspectives:

SMHwww.smh.com.auCNN www.cnn.comABC www.abc.net.auBBCwww.bbc.co.ukWorld Press Review www.worldpress.orgNew Internationalist www.newint.orgIndymediahttp://www.indymedia.org/or/index.shtml

3A34 and http://www.globaleducation.edna.edu.au/globaled/go/pid/15

Human Rights http://www.globaleducation.edna.edu.au/globaled/search;jsessionid=613168FE7769200C91920AD0EB5C3A34?qt=human+rights&sr=site

Child soldiers http://www.ausaid.gov.au/publications/focus/focuspdfs/autumn03/focus_autumn_03_14.pdf

Freeing temple slaves in Ghanahttp://www.ausaid.gov.au/closeup/trokosi/default.cfm

Indigenous people http://www.globaleducation.edna.edu.au/globaled/search?qt=indigenous+people&sr=site

Water http://www.globaleducation.edna.edu.au/globaled/go/pid/16

Children’s rightshttp://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/26;jsessionid=613168FE7769200C91920AD0EB5C3A34

Volunteering http://www.globaleducation.edna.edu.au/globaled/go/pid/184

Focus Magazines –AusAID and on line links Sustainable developmenthttp://www.ausaid.gov.au/publications/pubout.cfm?Id=9373_7686_1442_7898_4150&Type=PubFocus Waterhttp://www.ausaid.gov.au/publications/pubout.cfm?Id=7271_1184_6361_3290_6595&Type=PubFocus

ABC and Department of Education – Human Rightshttp://www.abc.net.au/civics/rights/enter.htm



(‘for’ learning and ‘of’ learning4)Global geographical issues p250-271 global geographical issues, which must include:

access to fresh water (Chapter 15) climate change p256-259 energy use p260-261 human rights p268-269 indigenous people and self-determination

p270-271 land degradation p262-263 threatened habitats (Chapter 13) tourism (Chapter 14) urbanization p266-267 use of ocean resources p264-265

the need to promote ecological sustainability

(Refer to Geoactives 2- Australian Geographical Issues 5A3)

recognise global geographical issues p250-271

describe the nature of global geographical issues p250-271

explain the links between human actions and the consequences for ecological sustainability on a global scale p250-271

integrate tools such as:

world maps with latitude p259

maps-Africa p263, China 267

Pretest students prior knowledgeAnswer the key geographical questions. What are geographical issues? How can they be investigated? What is the spatial dimension of an issue? What is the ecological dimension of an issue? How are we all responsible for the management of global issues? What is active, informed and responsible citizenship? What is meant by ‘act local think global’? What is the link between human actions and the consequences for ecological sustainability on a global scale? What are human rights? How can you determine bias in the media and in photographs? How can you communicate with organisations to participate as global citizens? What is meant by social justice and equity?Select six global geographical issues and complete the geographical issues scaffold p253 using the Jaconline Internet linkGuantanamo Bay in Cuba is in the news as a place where terrorists are detained. Refer to these two different Internet sites on Guantanamo Bay. What are the different perspectives?http://www.guantanamo.com/Refer to this site and find the latest environmental news and pictures. http://www.planetark.org/envpicshome.cfm. Select five news articles with pictures and explain how the pictures make the message easier to understand. Why does this site suggest you email the stories to a friend?

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http://www.planetark.org/envpicshome.cfm

http://www.guantanamo.com/



http://www.abc.net.au/civics/rights/enter.htm












http://www.globaleducation.edna.edu.au/globaled/search?qt=indigenous+people&sr=site

http://www.globaleducation.edna.edu.au/globaled/search?qt=indigenous+people&sr=site

http://www.ausaid.gov.au/closeup/trokosi/default.cfm

http://www.ausaid.gov.au/closeup/trokosi/default.cfm

http://www.ausaid.gov.au/publications/focus/focuspdfs/autumn03/focus_autumn_03_14.pdf

http://www.ausaid.gov.au/publications/focus/focuspdfs/autumn03/focus_autumn_03_14.pdf

http://www.globaleducation.edna.edu.au/globaled/search;jsessionid=613168FE7769200C91920AD0EB5C3A34?qt=human+rights&sr=site













http://www.cnn.com/






Global geographical issues –overview p250-251Perito Moreno Glacier in Argentina weakened by global warmingGlossary

What are geographical issues p252-253Key geographical questionsSpatial and ecological dimensionsEcological sustainabilitySocial justiceActive local to global citizenshipHuman RightsBias and perspectivesNewspaper media fileGeographical issues scaffoldWorksheet: make a solar ovenFieldwork: Clean Up Australia

Why is ecological sustainability important? P254-255

The future scenario for earthEnvironmental crisesEcological foot pints a measure of sustainabilityGreat divide between the users of resources- developed and developing countriesNot everyone has the same ecological footprint- different living standards-indigenous people, rural poor in developing countries. Water inequalityWhat is sustainable development?Agenda 21Actions of governmentsIs the environment on the back burner since the 9/11 incident?

fieldwork statistics p266 picture graphs

p255,264, 266 line graphs

p257 column graphs

p258,266 pie graphs 260,

262 composite bar

graph p260 diagrams - 3D

Greenhouse effect and enhanced greenhouse effect p256and energy use p260, land degradation p262 photographs p252,253, 255, 263. Draw a line drawing of p250 cartoon p253 satellite imagery table p260

Fieldwork. Get involved join Clean Up Australia Day. Why is it called ‘heroism in action?’http://www.cleanup.com.au/Main.asp?RequestType=Homepage&SubRequestType=Internet. What is Clean Up the World? http://www.cleanup.com.au/main.asp?RequestType=Doc&DocID=71&CatID=55 How did this organisation move from local to global? How can the actions of individuals make a difference for a more sustainable world? What is the ‘Say no to Plastic Bags’ campaign? What is the purpose of the Marine Debris Internet site? What is the problem of cigarette butts?Identify waste issues that affect the local area.Refer to these clean up headlines and read the articles and answer the questions. What are the most common types of rubbish found? Where does the rubbish come from? Why is it important to remove rubbish? Predict what would happen if waste was not disposed of correctly (eg. diseases)http://www.millenniumkids.com.au/curs1.htmCreate a Clean Up Australia song to be presented at assembly and a poster to advertise your Clean Up Australia Day activities.Become a local newspaper reporter and write an article on five environmental issues in the local area and what actions should be taken for ecological sustainability. Present as a newspaperEnsure you include different perspectives and avoid bias and stereotypingRefer to the Internet for cartoons on the environment. Draw a cartoon on an environmental issue that effect youRefer to the Global Education site on waste and answer the questions http://www.globaleducation.edna.edu.au/globaled/go/pid/15http://www.globaleducation.edna.edu.au/globaled/go/pid/149Read the case study the ‘Power of Many’ in PNG and answer the questions and activitieshttp://www.globaleducation.edna.edu.au/globaled/page152.htmlDebate: Should those who produce the waste be responsible for its disposalRefer to the video on Environmental Impact Assessment/Statement. Why are EIS important for different perspectives on the management of the environment? Visit the local council and view an EIS on a local geographical issue.

Page 255Refer to Focus Magazinehttp://www.ausaid.gov.au/publications/pubout.cfm?Id=9373_7686_1442_7898_4150&Type=PubFocus. What are the actions of the Australian government to sustainable development? Research examples of finding ways to live more sustainably off the land, rivers and sea. What is Landcare Philippines style? How are volunteers saving elephants? How have they cut air pollution in China?United Nations World Environment Day is in the first week in June. Organise a guest speaker, a School Clean Up activity and posters around the school promoting the day. Get in touch with the NSW Geography Teachers’ Association for activities and resources for that weekhttp://hsc.csu.edu.au/pta/gtansw/How can you measure ecological sustainability at the local scale? http://www.earthday.net/footprint/index.aspWhy is ecological sustainability important when we need a couple of planets to survive at the present rate of resource use? What could we do about making a smaller ecological footprint?

State of the Worldhttp://www.worldwatch.org/United Nations Division for Sustainable Developmenthttp://www.un.org/esa/sustdev/Australian government-AusAID and the environmenthttp://www.ausaid.gov.au/keyaid/envt.cfmUnited Nations Environment Programhttp://www.unep.org/World Summit on Sustainable Development Johannesburg

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http://www.unep.org/

http://www.ausaid.gov.au/keyaid/envt.cfm

http://www.un.org/esa/sustdev/

http://www.worldwatch.org/

http://www.earthday.net/footprint/index.asp

http://hsc.csu.edu.au/pta/gtansw/







http://www.millenniumkids.com.au/curs1.htm

http://www.cleanup.com.au/main.asp?RequestType=Doc&DocID=71&CatID=55

http://www.cleanup.com.au/main.asp?RequestType=Doc&DocID=71&CatID=55




Climate change p256-259Past, present, futureGreenhouse effect and enhanced greenhouse effectUse of fossil fuelsProducers of C02- developed worldCauses and impacts of climate changeScenarios – flooded coral atolls and declining snow levelsSpecies will migrate, die or adaptActive citizenship-local to global-Australian Greenhouse Office, Sustainable Energy ProgramsInternational treaties-Kyoto ProtocolPhoto literacyInternet links and exercises

Energy use p260-261Use of fossil fuelsDistribution of oil production in the Middle East (see 4G3)Top 5 countries - users and producers of energySustainable energyWindmills, wave power, solar panels, tower of power, hot rocks, tidal power, HEP, biomass farming, landfill waste and sewage treatmentActive citizenship and government responsibilitiesPromotion of ecological sustainability

2002http://www.unep.org/wssd/

p257Visit the kid’s site on global warming. What is it? How does it affect environments and communities? What can we do about it? http://www.epa.gov/globalwarming/kids/Be a climate detective and use geographical toolshttp://www.epa.gov/globalwarming/kids/detectives.htmlAnswer the quiz at climate animationshttp://www.epa.gov/globalwarming/kids/animations.htmlHow can you at the local scale make an impact on global warming?Imagine you lived on a small coral island in the Pacific Ocean. What will be your future with increasing sea levels?http://www.disasterrelief.org/Disasters/020314Tuvalu/Explain the effects of global warming on health?http://www.jhsph.edu/globalchange/What are the threats of global warming to coral reefs and how are the actions of groups responding to this geographical issue?http://www.panda.org/about_wwf/what_we_do/marine/what_we_do/coral_reefs/threats/climatechange.cfmIn the European Alps, snow line could move from 1200 metres to 1800 metres within 15 years. How can the tourist industry adjust to theses changes?How can the actions of individuals, groups and governments reduce global warming and its impacts on environments and communities? Search the Internet and present findings as a PowerPoint presentationVirtual fieldwork – climate change. What is climate change and its impacts on the environment, hydrosphere, cryosphere (ice) and biosphere? What are its effects? Email your questionshttp://www.exploratorium.edu/climate/.This United Nations site explains climate change by using geographical tools such as graphs. What is climate change? What are the climate trends? What are the potential impacts of climate change? How is the UN taking responsibility to combat global warming? What are the UNFCC and the IPCC?http://www.grida.no/climate/vital/.?http://www.ipcc.ch/Are you a believer or a skeptic? There are different perspectives on climate change. What are they? What is your perspective on the issue?http://www.42explore.com/globewrm.htmhttp://www.skepticism.net/faq/environment/global_warming/index.htmlhttp://www.gre.ac.uk/~bj61/talessi/tlr29.htmlSketch the photo on page 258 and describe the changes over time and how it would impact on tourist activities. Work in groups to present a multimedia presentation p259Go to Jaconline and complete worksheets on Kyoto Protocol and Weather and Climate p259

Page 260Design a media campaign p261Design logos p261Internet links to Jaconline and Alternative Energy project sheets p261What are the latest ideas on sustainable energy technology? http://www.csiro.au/index.asp?id=Petroleum%20Resources_AltEnergy_Sust&type=researchProgram&xml=relatedResearchAreas,researchProjectshttp://www.altenergy.org/http://earthsci.org/teacher/basicgeol/alt_energy/alt_energy.htmlRead how some people can live without electricity. Compare you life with theirshttp://www.highlonesomeranch.com/LivingWithoutElectricity.htmlDescribe how groups and organisations are working towards cleaner airhttp://www.transport.qld.gov.au/qt/driver.nsf/index/

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http://www.transport.qld.gov.au/qt/driver.nsf/index/aircare_home

http://www.highlonesomeranch.com/LivingWithoutElectricity.html

http://www.highlonesomeranch.com/LivingWithoutElectricity.html

http://earthsci.org/teacher/basicgeol/alt_energy/alt_energy.html

http://www.altenergy.org/

http://www.csiro.au/index.asp?id=Petroleum%20Resources_AltEnergy_Sust&type=researchProgram&xml=relatedResearchAreas,researchProjects



http://www.gre.ac.uk/~bj61/talessi/tlr29.html

http://www.skepticism.net/faq/environment/global_warming/index.html

http://www.skepticism.net/faq/environment/global_warming/index.html

http://www.42explore.com/globewrm.htm

http://www.ipcc.ch/

http://www.grida.no/climate/vital/

http://www.exploratorium.edu/climate/

http://www.panda.org/about_wwf/what_we_do/marine/what_we_do/coral_reefs/threats/climatechange.cfm

http://www.panda.org/about_wwf/what_we_do/marine/what_we_do/coral_reefs/threats/climatechange.cfm

http://www.jhsph.edu/globalchange/

http://www.disasterrelief.org/Disasters/020314Tuvalu/

http://www.epa.gov/globalwarming/kids/animations.html

http://www.epa.gov/globalwarming/kids/detectives.html

http://www.epa.gov/globalwarming/kids/

http://www.unep.org/wssd/


Land degradation p262-263Types of land degradationCauses and extent of land degradationDeforestation and impacts on landDesertificationSample study Sahel region of AfricaActive citizenship-United Nations and NGOsUse of satellite imagery for sustainable managementAlso Geoactives 2 5A3

Use of ocean resources p264-265Proportion of earth that is waterImportance of water ecosystemsIncreasing human interactionFishing-increase production, decline in species, Driftnet fishing ,cyanide poisoning and blastingRed tides, disposal of radioactive wastes,

aircare_homeWhat are air toxins and how do they affect our health?http://www.ephc.gov.au/nepms/air/air_toxics.htmlWhat are the NSW environmental regulations on the atmosphere?http://www.epa.nsw.gov.au/legal/summariesreg.htm#capeEnter the renewable energy student competition and win $1000http://www.anzses.org/index01.html

P262Work in small groups and develop an action plan p263Find out about Landcare groups using Jaconline p263Write a script for a radio or TV advertisement designed to get people involved in an upcoming Landcare project p263Contact local council or Department of Land and Water Conservation to plan the landuse in the local areaWhen the land dies and the wells dry communities living in sub Saharan Africa are forced to move. Research the growth in environmental refugees globally. What should governments do?What is the UN Convention to Combat Desertificationhttp://www.unccd.int/main.php. Why is their global alarm over dust? What are the national action plans to manage desertification in Africa?http://www.unccd.int/actionprogrammes/africa/africa.php#nationalOver 720 NGOs are working in Africa to reduce desertification. They are working from the bottom up (grassroots-village) while governments tend to work from the top down. Which action do you think achieves the best results?Eye in the sky. Satellite imagery showed that North America had been sprinkled with a dash of Asia. A dust cloud from China crossed the Pacific Ocean and rained Asian dust from Alaska to Florida. What are the advantages of satellite imagery?Refer to these satellite images. African dust over the Red Seahttp://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=12258 and dust storm in Chadhttp://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=12165. Describe what were the causes and how do you think this environmental problems should be sustainably managed? Refer to the articles on land degradation. Dust storms in China are a sign of impeding catastrophe and fertile ancient soils in Iraq are almost gone. What is the message? What should be done now?http://news.nationalgeographic.com/news/2001/06/0601_chinadust.htmlhttp://news.nationalgeographic.com/news/2001/05/0518_crescent.htmlEach year, two billion tons of dust with a quintillion microorganisms (1 followed by 18 zeros -- or enough to form a microbial bridge between Earth and Jupiter) flows around the earth. A major source of this dust is from increasing desertification, especially in Africa. Describe the spatial and ecological dimensions of dust storms in Africa and their managementhttp://www.usgs.gov/125/articles/dust.htmlImagine if you were lost in a dust storm. What should you do to survive?

P264Predict the consequences p265Role play p265Imagine activity and PowerPoint presentation p265Graph interpretation p265Protest over driftnet fishing and research p265Find some good news stories on increasing fish supplies. For example a World Bank project in Bangladesh and AusAID projects in PNG

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http://www.usgs.gov/125/articles/dust.html

http://news.nationalgeographic.com/news/2001/05/0518_crescent.html

http://news.nationalgeographic.com/news/2001/05/0518_crescent.html

http://news.nationalgeographic.com/news/2001/06/0601_chinadust.html

http://news.nationalgeographic.com/news/2001/06/0601_chinadust.html

http://earthobservatory.nasa.gov/NaturalHazards/natural_hazards_v2.php3?img_id=12165




http://www.unccd.int/actionprogrammes/africa/africa.php#national

http://www.unccd.int/actionprogrammes/africa/africa.php#national

http://www.unccd.int/main.php

http://www.anzses.org/index01.html

http://www.epa.nsw.gov.au/legal/summariesreg.htm#cape

http://www.ephc.gov.au/nepms/air/air_toxics.html

http://www.transport.qld.gov.au/qt/driver.nsf/index/aircare_home


oil tanker disasters, clearing wetlands, aquacultureGroups, governments, international lawsSatellite tagging of whales and other marine species

http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,contentMDK:20044801~menuPK:34460~pagePK:64003015~piPK:64003012~theSitePK:4607,00.htmlhttp://www.fisheries.gov.pg/projectmanag/fishdevproj.htmSatellite imagery used to manage ocean resourceshttp://www.noaa.gov/ocean.htmlRefer to the photo images of oil spills in the ocean. What have been the major oil spills? How are they managed to reduce impacts on marine species?Imagine you are a reporter. Write an article for the TV news on the actions of groups and governments to sustainably manage oil spills http://response.restoration.noaa.gov/photos/gallery.htmlRead kids corner and complete activitieshttp://response.restoration.noaa.gov/kids/kids.htmlChocolate mousse is a name given to a particular combination of oil and water that sometimes forms when oil is spilled. It may look similar but it surely will taste differently. Indulge yourself and make a chocolate mousseLet’s look at the ocean floor. http://www.ngdc.noaa.gov/mgg/announcements/announce_predict.html. Design a hotel underneath the oceanDebate for and against dumping radioactive waste in the ocean http://www.ocrwm.doe.gov/ymp/about/oceanfloor.shtmlhttp://greennature.com/article408.htmlhttp://archive.greenpeace.org/odumping/radioactive/Poor fishing communities now suffering a decrease in fish from the effects of driftnet fishing have been forced to use cyanide and explosive devices to catch fish. What are the effects on the environment and fishermen in the Philippines? http://www.findarticles.com/p/articles/mi_m1076/is_n8_v40/ai_21222051http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2002/05/30/MN232485.DTL.Describe the actions of individuals ,groups and governments to manage ocean resources more sustainablyWhat is aquaculture and why is it increasing. Refer to the study of salmon farming in Australiahttp://hsc.csu.edu.au/geography/activity/local/tassal/salmon.html#Heading6Perspectives. Debate for and against aquaculture?What are the legal limits to the ocean resources for a country? eg. Australian Exclusive Economic ZoneWhat are the International obligations of countries set out in the United Nations Convention on the Law of the Sea?http://www.un.org/Depts/los/index.htmThe Australian government is responsible for the management of marine protected areas in Australia? Draw the map locating the marine areas. Research one area such as Lord Howe Islandhttp://www.deh.gov.au/coasts/mpa/What are the international laws and organisations involved on the conservation of marine species?http://www.deh.gov.au/coasts/species/conventions.htmlWhat are red tides and their impacts on marine species? http://www.whoi.edu/redtide/ What are the laws on driftnet fishing?http://www.earthtrust.org/dnpaper/intllaw.htmlSatellite imagery shows sea temperature and location of fishhttp://www.thecoolroom.org/fishermen/fish_help_sst.htm

What is tagging and why is it used? Tagging of marine specieshttp://www.csiro.au/index.asp?type=mediaRelease&id=Prwhiteshark2Satellite tagging of sharkshttp://oceanica.cofc.edu/SharkTagging/Home.htm. Student activities tagging the sharkshttp://oceanica.cofc.edu/SharkTagging/Student%20Activities.htmSatellite tagging whaleshttp://www.curtin.edu.au/curtin/centre/cmst/research/wa_bluewhales/wabluewhales/pages/sattag.htmSatellite tagging of endangered dolphinshttp://www.wdcs.org.au/info_details.php?select=1078732120S

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http://www.wdcs.org.au/info_details.php?select=1078732120

http://www.curtin.edu.au/curtin/centre/cmst/research/wa_bluewhales/wabluewhales/pages/sattag.htm

http://www.curtin.edu.au/curtin/centre/cmst/research/wa_bluewhales/wabluewhales/pages/sattag.htm

http://oceanica.cofc.edu/SharkTagging/Student%20Activities.htm

http://oceanica.cofc.edu/SharkTagging/Student%20Activities.htm

http://oceanica.cofc.edu/SharkTagging/Home.htm

http://www.csiro.au/index.asp?type=mediaRelease&id=Prwhiteshark2

http://www.csiro.au/index.asp?type=mediaRelease&id=Prwhiteshark2

http://www.thecoolroom.org/fishermen/fish_help_sst.htm

http://www.earthtrust.org/dnpaper/intllaw.html

http://www.whoi.edu/redtide/

http://www.deh.gov.au/coasts/species/conventions.html

http://www.deh.gov.au/coasts/mpa/

http://www.un.org/Depts/los/index.htm

http://hsc.csu.edu.au/geography/activity/local/tassal/salmon.html#Heading6

http://hsc.csu.edu.au/geography/activity/local/tassal/salmon.html#Heading6

http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2002/05/30/MN232485.DTL

http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2002/05/30/MN232485.DTL

http://www.findarticles.com/p/articles/mi_m1076/is_n8_v40/ai_21222051

http://www.findarticles.com/p/articles/mi_m1076/is_n8_v40/ai_21222051

http://archive.greenpeace.org/odumping/radioactive/

http://greennature.com/article408.html

http://www.ocrwm.doe.gov/ymp/about/oceanfloor.shtml

http://www.ngdc.noaa.gov/mgg/announcements/announce_predict.html

http://www.ngdc.noaa.gov/mgg/announcements/announce_predict.html

http://response.restoration.noaa.gov/kids/kids.html

http://response.restoration.noaa.gov/photos/gallery.html

http://www.noaa.gov/ocean.html

http://www.fisheries.gov.pg/projectmanag/fishdevproj.htm

http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,contentMDK:20044801~menuPK:34460~pagePK:64003015~piPK:64003012~theSitePK:4607,00.html




Urbanisation p266-267Urbanisation- global, developed and developing countriesPast, present and future trendsRural-urban migration. Push/pull forcesFuture environmental and social issues-large urban ecological footprintUrbanisation in China and environmental problemsActions of governmentsSustainable Cities Program Also Geoactive 2 5A3

Importance of human rights p268-269Purpose of human rightsDeclaration of human rightsTypes of human rights – social, economic, cultural, civil and politicalRights of the ChildAbuse of human rightsSample Study ChinaAmnesty InternationalIssues such as terrorism, child labour, slavery, sweatshop labour, child soldiers, terrorism, children in detention, refugees, indigenous peoplesGender perspectiveActive citizenship-writing lettersIndividuals, groups and governments working towards social justice for all peopleAlso Geoactives 2 5A4

p266UNPD Populationhttp://www.un.org/esa/population/unpop.htmhttp://www.un.org/esa/population/publications/wup2003/2003WUPHighlights.pdfGlobal sustainability institute. What can you do in the home, at school and at play to leave a smaller ecological footprint?http://www.global.rmit.edu.au/http://www.global.rmit.edu.au/resources/gshints.phpWhat is London’s large ecological footprint?http://www.citylimitslondon.com/What is a sustainable city?http://www.rec.org/REC/Programs/SustainableCities/What.htmlWhat is the Sustainable Cities Program? Outline three successful projects in developing countrieshttp://www.icsc.ca/http://www.rec.org/REC/Programs/SustainableCities/

P268-269Refer to the lessons and activities on Human Rights at this sitehttp://www.abc.net.au/civics/rights/enter.htmAmnesty International is a global organisation concerned with abuses of human rights. Refer to this site or the latest report on 155 countries http://web.amnesty.org/report2004/index-eng From a spatial perspective refer to an Atlas and locate on a world map 15 countries suffering human rights abuses. Include latitude and longitude.Why do human rights matter?http://web.amnesty.org/report2004/message-engWhat is the Convention on the Rights of the Child? Design a poster and place along classroom walls.http://www.unhchr.ch/html/menu2/6/crc/treaties/crc.htmThe Convention on the Rights of the Child has two Optional Protocols: the involvement of children in armed conflict and the sale of children, child prostitution and child pornography. Research child soldiers, child labour and child slavery and describe how the actions of individuals, groups and governments work for social justice and equityhttp://web.amnesty.org/pages/treaty-crc-enghttp://www.unicef.org/protection/index_childlabour.htmlhttp://www.hrw.org/campaigns/crp/index.htm. http://www.unicef.org/ Present as multi media presentationEmpathy exercises. Listen to the voices of child soldiers. Describe their life and compare with your own lifehttp://www.hrw.org/campaigns/crp/voices.htm.What are the International laws to protect child soldiers?http://www.hrw.org/campaigns/crp/int-law.htmGender perspective- cross curriculum feature. “Broken bodies, shattered minds -- The torture of women worldwide” Refer to the article and the other Internet sites and give examples of human rights abuses against women and the actions of groups and government to make a more socially just worldhttp://web.amnesty.org/library/index/ENGACT400032001http://web.amnesty.org/library/index/ENGACT770342004http://www.hrw.org/women/Investigate the work of Aung San Suu Kyi in Burma/Myanmar or the Dalai Lama from Tibet and how the efforts of individuals can make a differenceResearch human rights abuses in Australia and present as an

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http://www.hrw.org/women/

http://web.amnesty.org/library/index/ENGACT770342004

http://web.amnesty.org/library/index/ENGACT400032001

http://www.hrw.org/campaigns/crp/int-law.htm

http://www.hrw.org/campaigns/crp/voices.htm

http://www.unicef.org/

http://www.hrw.org/campaigns/crp/index.htm

http://www.unicef.org/protection/index_childlabour.html

http://web.amnesty.org/pages/treaty-crc-eng

http://www.unhchr.ch/html/menu2/6/crc/treaties/crc.htm

http://web.amnesty.org/report2004/message-eng

http://web.amnesty.org/report2004/index-eng

http://www.abc.net.au/civics/rights/enter.htm

http://www.rec.org/REC/Programs/SustainableCities/

http://www.icsc.ca/

http://www.rec.org/REC/Programs/SustainableCities/What.html

http://www.rec.org/REC/Programs/SustainableCities/What.html

http://www.citylimitslondon.com/

http://www.global.rmit.edu.au/resources/gshints.php

http://www.global.rmit.edu.au/

http://www.un.org/esa/population/publications/wup2003/2003WUPHighlights.pdf

http://www.un.org/esa/population/publications/wup2003/2003WUPHighlights.pdf

http://www.un.org/esa/population/unpop.htm


Indigenous people and self determination p270Indigenous groups- Tuareg, Cheyenne, Maoris. Kayapo Indians, Torres Strait IslandersSample study – Indigenous people in the PhilippinesCultural conflict, change and integrationSelf determinationLand RightsGlobal networks -NGOsMulticultural policy and anti discrimination lawsAlso Geoactive 2 5A4

oral report http://web.amnesty.org/report2004/aus-summary-eng (anti terrorism measures, refugee rights, domestic violence against Aboriginal women and children and indefinite detention of child asylum-seekers)Imagine you were a bonded labourer. Describe your life. Discuss how individuals, groups and governments are working for improved life opportunities for bonded labourershttp://www.antislavery.org/homepage/campaign/bondedinfo.htmhttp://www.guardian.co.uk/Refugees_in_Britain/Story/0,2763,1180141,00.htmlhttp://www.indianet.nl/sob.htmlAnswer geographical questions on refugees. Who is a refugee? How many refugees in the world? What are their rights? What are the actions of individuals, groups and governments to preserve their rights? Give examples of human rights abuses against refugees.http://www.hrw.org/doc/?t=refugees&document_limit=0,2What are landmines? Why are they abuses against human rights? What are the actions of individuals, groups and governments to ban them http://www.banmines.org/. View the video at http://www.cirnetwork.org/advocacy/videos.cfm as well as the free video from Global Education/AusAID. Write a reportWhat are the current campaigns of A1?http://www.amnesty.org/campaign/. Select two campaigns and present a poster promoting the campaignsOrganise a guest speaker from Amnesty International or a person who has suffered human rights abuses. Start an Amnesty International club in the school and write letters to the government asking for improve human rights. Letter writing guide http://www.amnesty.org/campaign/letter-guide.htmlHow can individuals make a difference for a more socially just world? Use the email ethicallyhttp://web.amnesty.org/pages/hre-contacts-engResearch the work of the Office of the United Nations High Commissioner for Human Rights http://www.ohchr.org/english/. Discuss human rights in action for a more socially just worldhttp://www.ohchr.org/english/countries/field/docs/terrain.pdfGlobal Education –notes and activities to be completedhttp://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/180;jsessionid=613168FE7769200C91920AD0EB5C3A34. The connection between human rights, good governance and sustainable developmentDevise a simulation game on geographical issues and their management http://www.globaleducation.edna.edu.au/globaled/go/pid/1315How can you become involved as an active, informed, responsible global citizen?http://www.globaleducation.edna.edu.au/globaled/go/pid/1319

P270Who are indigenous peoples? What are the indigenous issues that UNDP supports? List 10 UNDP projects with Indigenous people?http://www.undp.org/cso/ip/faq.htmlNative webhttp://www.nativeweb.org/Centre for Indigenous Studieshttp://www.cwis.org/In 2004 800 people marched in Adelaide in support indigenous self determination. Design a poster promoting the walk.Test your knowledge of the glossary on p250 using puzzlemaker


Students are able to………………………………………………………………………………………………………………………………………………Teacher feedback:

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http://www.cwis.org/

http://www.nativeweb.org/

http://www.undp.org/cso/ip/faq.html






http://www.ohchr.org/english/countries/field/docs/terrain.pdf

http://www.ohchr.org/english/

http://web.amnesty.org/pages/hre-contacts-eng

http://www.amnesty.org/campaign/letter-guide.html

http://www.amnesty.org/campaign/letter-guide.html

http://www.amnesty.org/campaign/

http://www.cirnetwork.org/advocacy/videos.cfm

http://www.banmines.org/

http://www.hrw.org/doc/?t=refugees&document_limit=0,2

http://www.indianet.nl/sob.html

http://www.guardian.co.uk/Refugees_in_Britain/Story/0,2763,1180141,00.html

http://www.guardian.co.uk/Refugees_in_Britain/Story/0,2763,1180141,00.html

http://www.antislavery.org/homepage/campaign/bondedinfo.htm

http://www.antislavery.org/homepage/campaign/bondedinfo.htm

http://web.amnesty.org/report2004/aus-summary-eng

http://web.amnesty.org/report2004/aus-summary-eng


…………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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Global Geographical IssuesThreatened Habitats

Chapter 13



Focus Global geographical issues and appropriate methods of citizenship for their management

*Note at least two global geographical issues are to be studied


A student (p 272))4.2 organises and interprets geographical







use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation or webpage. P291

use email for a specific geographical purpose such as to illegal poaching and smuggling of animals


collect and interpret electronic information-weblinks




participate in a virtual fieldtrip


Geoskills Toolbox: p272,275,277,281,283,285,287,291,293

Knowledge and Understanding: p275,277,279,281,283,285,287,289,291

Newspaper articles and scaffold p291 Extension worksheets:

o Habitat loss (13.1)o Fragile wetlands under threat (13.3)o Endangered animal flow chart (13.5)o Design a survival animal (13.6)o Endangered animal (13.9)


www.jaconline.com.au Guest speakers-WWF, Animal Liberation Front

http://www.animalliberationfront.com/ Fieldwork-Taronga Zoo, Dubbo Zoo, Museum

(extinct species) and Q3 p291 Virtual fieldwork

o Live cam elephants http://www.tappedintoelephants.com/asp/index.php

o Endangered species http://www.field-guides.com/sci/endanger/index.htm


Gorillas in the MistEcological niches. Surviving drought in Sahel 14minAustralian animals 18min


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http://www.field-guides.com/sci/endanger/index.htm

http://www.field-guides.com/sci/endanger/index.htm

http://www.tappedintoelephants.com/asp/index.php

http://www.tappedintoelephants.com/asp/index.php

http://www.animalliberationfront.com/







observe and record latest global geographical issues on threatened habitats using satellite imageryhttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html

collect and interpret photographic images of global threatened habitats

research current global threatened habitats and their management from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Threatened habitats p272-293)

the nature of the issue different perspectives relevant to the issue the responsibility of governments to the issue the actions of individuals, groups and governments implications for social justice and equity

Overview Threatened Habitats p272-272

How would it feel to lose your home p274-275Endangered, threatened, extinction

Saving the habitat of the Mountain Pygmy Possum p276-277

National Parks Act, predatorsManagementTopographic map and photo literacyActive citizenship

Wetlands: The delicate balance under threat p278-279

EvergladesHomebush Bay-Parramatta River and the restoration of wetlands. Fieldwork –Bicentennial Park

recognise the global geographical issue of threatened habitats

explain the links between human actions on threatened habitats and the consequences for ecological sustainability on a global scale describe the ecological dimensions identify perspectives and bias, including media reports describe the actions of individuals, groups and governments

communicate

Pretest student’s prior knowledgeAnswer the key geographical questions. What is a threatened habitat? Where are they located? What is the difference between endangered and extinct species? What has been the impact of human interactions? How many species have been lost in the last 100 years? What is the present rate of decline of species? What is the purpose of satellite imagery and fieldwork in managing threatened habitats? What are your local council, Australian government and groups doing to conserve native species? What is CITES? What are the international agreements on conserving threatened habitats? Locate on a world map endangered habitats (spatial)What are the ecological dimensions of threatened and extinct species? Select six threatened animal species. Describe where they are located and the actions of individuals, groups and governments in their sustainable managementWhat are the different perspectives on the following: killing animals to feed hungry people versus conserving animals; leather and fur clothes versus conserving animals; testing animals for medical research, clearing forests for settlements or conserving indigenous food and medicines; clearing wetlands for homes versus conserving marine ecosystemsDescribe the actions of individuals, groups and governments to conserve endangered habitatsResearch the decline of habitats from increasing human interactionHow do individuals make a difference? http://www.ausaid.gov.au/youtham/ayad/intake10/fehring-samoa.cfm

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http://www.ausaid.gov.au/youtham/ayad/intake10/fehring-samoa.cfm

http://www.ausaid.gov.au/youtham/ayad/intake10/fehring-samoa.cfm








http://www.cnn.com/






Macquarie Marshes Management Committee (MMMC)

Forest habitats and deforestation p280-281Links between human actions and ecological sustainabilityRainforests and deforestationIslands in the forestClearing Borneo’s rainforestsDemand for tropical timberInterpreting a vegetation map and bar graphActive citizenship –sustainable logging methods eg. selective logging and Rainforest ConcernImplications for social justice and equity (Indigenous people versus large global logging companies)

Disappearing tigers p282-283Spatial distribution of tigers-latitude and longitudeDeclining numbersMap showing the changing ecological dimensionLinks between human activities and consequences for ecological sustainabilityAction of governments-Project Tiger India, Siberian Tiger ProjectGroups such as WWF use satellite for sustainable management

Managing elephants p284-285Spatial distribution in Africa-latitude and longitudeChanging ecological dimensionsPoachingDisappearing habitatsDestruction of propertiesActions of individuals, groups and governments-counting, aerial surveys, GIS, GPS, field diariesUse of grid references locating distribution of elephants

Some flood plains are threatened habitats p286-287Spatial –map Flood plain, deltaGanges river, catchment and delta (source to mouth)International river managed by three countries-conflicting use and managementDeforestationEcological sustainable management

Coral reefs-many are threatened habitats p288-289EcosystemsHuman interactions and threats to habitatsCaribbean coral reefsQuick Silver Crossing-discover the world’s best surf spots some located near coral reefs and its sustainable management

What can you do to protect threatened habitats p290-291

Actions of individuals to conserve endangered habitatsWriting letters and emails , protests, lobby, join organisations and groups (WWF, Landcare)Newspaper article-Newtown’s patch of green in last elections.Analysis of newspaper articleCivics –laws and protection of habitats

appropriately with organisations to participate as a global citizen


maps-Everglades p278, Asia p282, Africa p284, Bangladesh p286

fieldwork-Taronga Zoo, Dubbo Zoo, Museum (extinct species)

bar graphs p281, 282

diagrams - 3D p287 photographs p272,275,276,280,278,279,283,284, 287, 288,289,290,292, 293. Draw a line drawing of p279 diagrams p274,276,280 topographic map p277. Using grid references p285 vegetation map p281 distribution map p283-change over time field diary p285 newspaper article and analysis future wheel p292 satellite p293 GPS p285

Interview a field researcher –elephant poacher (perspectives)http://www.fieldtripearth.org/qa_article.xml?id=9What is the purpose of field reports?Interpreting photographs p275Topographic map p277. Draw a cross section from X to YWhat is the direction of Mt Higginbotham to the General Store.? How long is the chairlift? Macquarie Marshes and active citizenshiphttp://www.macquariemarshes.com/Rehabilitating Homebush wetlandshttp://www.sydneyolympicpark.com.au/index.asp?PageType=TemplateA2&CatID=134&DocID=1572&SectionID=9http://www.epa.nsw.gov.au/soe/97/ch5/9_3.htmFieldwork. Visit a threatened habitat. Use geographical instruments and collect and record data in the fieldSustainable logging methodshttp://www.mongabay.com/1011.htmTypes of protected areashttp://www.mongabay.com/1016.htmLatest deforestation statisticshttp://rainforests.mongabay.com/defor_index.htmHow can individuals act for ecological sustainable management of forests? Rainforest Concernhttp://www.rainforestconcern.org/Debate for and against logging threatened habitats and indigenous people’s lifestylesBecome a local newspaper reporter and write an article on the illegal poaching of animals. Ensure you include different perspectives to avoid bias and stereotyping (eg. poor who hunt to survive versus the global corporations) and how government are responsible for the trade in endangered species.Environmental Impact Assessment/Statement. Why are EIS important for different perspectives on the management of threatened habitats? Visit the local council and view an EIS on a local geographical issue. Map of Bangladesh p286. What is the direction and distance of Dacca from Rajshahi? Construct a sketch map (or précis) of the map. Refer to the 3D diagram on page 287. Redraw the diagram and put in the other human actions in the catchment (eg. cremated bodies, industry etc). What are the changes to water quality when it reaches the ocean at Bangladesh? What impact will it have on the majority of poor people? What are local to global citizens doing for a more sustainable, socially just water system?Draw a line diagram of the photograph on p279Count the elephants in the photograph on p 284. Describe the vegetation. Do you think there is sufficient food for them to survive? What do you think they are doing?Design a media campaign to stop the use of animals for testing cosmeticsDesign a logos to protect endangered speciesRole play : tiger, poor indigenous person that hunts animals, large overseas timber company, poor farmer whose animals are killed by tigers, person who makes ivory jewellery, poacher, fur company, fisherman, Penan in Sarawak, person who needs medicine from the rainforest to survive, conservationists, ecotourist. What are their different perspectives on the management of threatened habitats. Present as a multi media presentationTest your knowledge of the glossary on p273 using puzzlemakerImagine you were a TV reporter in the Everglades p279Group work and fieldwork p291Collage and photos p291

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http://www.rainforestconcern.org/

http://rainforests.mongabay.com/defor_index.htm

http://www.mongabay.com/1016.htm

http://www.mongabay.com/1011.htm

http://www.epa.nsw.gov.au/soe/97/ch5/9_3.htm

http://www.sydneyolympicpark.com.au/index.asp?PageType=TemplateA2&CatID=134&DocID=1572&SectionID=9



http://www.macquariemarshes.com/

http://www.fieldtripearth.org/qa_article.xml?id=9


Check and Challenge p292-293Pipeline built from the Okavango River to Windhoek-future wheelGIS and impacts of acid rain on forestsPhoto literacy-acid rain


Students are able to………………………………………………………………………………………………………………………………………………Teacher feedback: …………………………………………………………………………………………………………………………………………………..………………………………………………………………………………………………………………………………………………………….Teaching/learning activities used



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Global Geographical IssuesTourism

Chapter 14













use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation P297

use email for a specific geographical purpose such as to purchase a plane ticket or a night in a hotel/motel


collect and interpret electronic information-weblinks on where you can book plane tickets, hotels and tours




participate


Geoskills Toolbox: p294,297,299,307,309,311,315,317

Knowledge and Understanding: p297,298,301,304,305,308,311,313

Geofacts: p312 Media reports p306,307 Extension worksheets:

o Our school-tourist magnet (14.1)o Dolphin facts (14.7)o Body continuum (14.8)o My land….my people (14.9)


www.jaconline.com.au Guest speakers-Travel agent Fieldwork-Visit a global hotel (Regent) or a

popular tourist site in the local area (Rocks, Darling Harbour, Opera House, Manly, Bondi, Blue Mountains)

Virtual fieldwork Florida Keys a tourist areahttp://www.virtual-geology.info/vft/fl-keys/triphome.html

Glossary p294Jacaranda Atlas and CD Rom Videos

Make you own video of tourist attractions in the local area


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http://www.virtual-geology.info/vft/fl-keys/triphome.html

http://www.virtual-geology.info/vft/fl-keys/triphome.html





in a virtual holiday create a

desktop-published document

develop and refine search techniques p297

observe and record the impacts of tourism on the physical environment using satellite imageryhttp://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.html

collect and interpret photographic images of fantasy holiday destinations

research current global tourist issues eg. SARS, terrorism from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Tourism ( p294-317)


Overview of tourism p294-295

Tourism is a rapidly growing industry p296-297An old industry –Marco Polo, Christopher Columbus, Captain CookGrowth of tourism-developed and developing countriesGlobal influences-exchange rates, cost of living, terrorism, conflict, diseases, safety, visas, warnings from the Department of Foreign Affairs, Olympic Games, growth in middle class and retired people with moneyTourism statistics p316Reasons why people become touristsPlanning a holiday-domestic, internationalTypes of holidays-growth in adventure holidaysCultural experiences, integration and exchangeEcotourism

recognise the global geographical issue tourism and its implications for social justice and equity

explain the links between tourism and the consequences for ecological sustainability on a global scale

describe the spatial dimension of tourism describe the ecological dimensions of tourism identify perspectives and bias, including media reports describe

Pretest student’s prior knowledgeAnswer key geographical questions. What is tourism? What is the difference between domestic and international tourism? Why do people travel? What are the most popular destinations? What are the economic and social/cultural impacts of tourism on a country? Is tourism ecologically sustainable? Does everyone in a country gain from tourism (equity)? What are the advantages of tourism to developing countries? What is meant by ecotourism? How should you behave in another country? How should individuals, groups and governments act for sustainable, socially just and equitable tourism?Design an advertisement advertising Australia as a holiday destinationWhat are the advantages of holding the Olympic Games, the World Cup or the Mardi Gras for a country?Make a collage advertising tourist sites in the Pacific Region. Why do you think these countries need tourism?Prepare a multi media presentation p297Collect photographs of a place you would like to visit p297. Locate on a map with latitude and longitude. Give reasons for the selection of the place. Do they have environmental problems?Draw a line diagram of page p294. Label fully (left, centre, right, foreground, middle distance, background, natural and cultural features)Plan a holiday p296Imagine you have a round the world ticket q3, p299Collect digital images q4, p299Draw the table p298 as a bar graph q6 p299Refer to the climate graphs p297. Name the places that have the

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http://www.cnn.com/






Growth of cheap air travel and resorts in developing countriesBack packer versus five star accommodationKey geographical questions-Where? When? How much? How long? What type of travel experience?ICT. Use of the Internet to book travel experiences and decline of the tour agent

Who travels where? p298-299Physical and cultural attractionsSports, business, conferences, education and cultural eventsSpecialist tours for study groups, wine, food and garden toursFamily visits in a multicultural worldTop destinations, earners and spendersCorrelation between income and air travel and the emerging Asian middle class

The Perfect Industry? p300-301Economic, social and environmental benefitsMultiplier effect of tourism-issue of equityImpacts on local culturePrinciples of sustainable tourism

The wrong people (That’s Us) p303-304Tourism’s potential for destructionForeign owned hotelsConsumption of scarce resources –water, foodDestroying ecosystems –rubbish, sewageGolf courses-uses valuable land and water in developing countriesChild labour in developing countriesSmog from tourist carsAnimals neglect young when fed by touristsScarce land for tourist resortsRich hotels beside squatter settlements (equity)Ignore local standards of dress code and body languagePoor people around for photographs rather than obtain a jobActive informed citizen- How to behave when travellingEcological sustainability, social justice and equity

The impacts of tourism on culture p304-305Damage to culturesLoss of traditional skillsIntegration of western cultures and food- fast food Coca cola versus street food.Growth in crime and anti social behaviourTourist enclaves (equity and social justice issue)Racial and ethnic tensionsSample study-Yami people from Lanyu, a small Pacific Island. Changes to traditional cultureMcDonaldisation and westernisation of indigenous cultures

Bali-A Paradise Lost? P306-307LocationCulture at riskPhysical environment at risk-hotels replacing rice fields, increased garbageEconomic, social and environmental impacts of tourismTerrorist attack on western tourists 2002Impacts of terrorism on tourist industry-increasing poverty-equity and social justice

The Impact of Tourism on the Environment p308-309

Carrying capacity

the actions of individuals, groups and governments

communicate appropriately with organisations to participate as a global citizen


maps –Bali p308 with latitude and longitude, national parks and game reserves in South Africa p312

street map p309 with places of interest to tourists in London

fieldwork p317 column graph

p299 line graph p296 correlation

graph p299 climate graphs

p297 photographs

p294, 298,300,301,304,305,307, 314,308,313. Draw a line drawing of photo on p294 topographic map p314. Using area and grid references table p298 snapshot diagram with photos p303-304 photo literacy p304 analysis of newspaper articlesp308 diagram p310-311 mind map p311

hottest and coldest temperatures, highest and lowest rainfall, located in northern and southern hemisphere and are located nearest the equator and the poles. Select on graph and calculate the maximum rainfall and range in temperature. What season would you visit each place and why?Group work q12, p301. Present as an oral reportMake a poster q3, p304Analyse newspaper articles p308Complete mind map p311Design an eco resort q4,p311Design a poster q3, p311Design a brochure q2, p311Plan a three day Safari to Kruger q8,p313Complete fieldwork activities p317-questionnaires and surveysComplete the research task p316Perspectives p316. Is their bias?Complete world map activities p316What are the ecological dimensions of tourism on coral reefs and mountain environments (eg. Mt Everest). What are the threats to habitats?Select five tourist areas that are suffering from environmental problems. Describe where they are located and the actions of individuals, groups and governments in their sustainable managementDescribe the actions of individuals, groups and governments to conserve endangered habitats in tourist areasDebate for and against tourism in developing countriesBecome a local newspaper reporter and write an article on the advantages of back packing over staying in five star hotelsIn most developed countries an Environmental Impact Statement (EIS) must be completed before a tourist resort starts construction. What is an EIS?List the tourist attractions in your local areaTest your knowledge of the glossary on p295 using puzzlemaker

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Mountain environments- threatened habitatsBeach and marine tourism-threatened habitatsThe built environment –Paris, LondonEcological sustainability

Ecotourism: The Last Resort p310-311Ecological sustainabilitySoft tourismComposting toiletsOrganically grown foodNative speciesRecycling waterTransport-bicyclesBoard walksEducation tours with guidesSolar energyMind map to protect coral reefs from tourists

Ecotourism as sustainable tourism p312-313Perspectives – are they really sustainable?Ecotourism in South Africa-National Parks and Game ReservesKruger National Park-Wilderbeest and elephants

Victoria Falls-using topographic maps p314-315World Heritage site- Victoria Falls and Mosi-Oa-Tunya National Park

Check and Challenge p316-317Tourism statistics Perspectives-ZimbabweResearch-SARS and impacts on travelVisit World Health Organisation Internet siteWorking with the PMI chart (Plus, Minus and Interesting)




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Global Geographical IssuesAccess to fresh water

Chapter 15













use a range of digital images, maps, sound and other appropriate multimedia sources to develop a multimedia presentation

use email for a specific geographical purpose such as


collect and interpret electronic information-weblinks on water




participate in Streamwatch or Waterwatch and place results on their Internet site

create a desktop-published


Geoskills Toolbox: p318, 325,329,331,331,335.337 Knowledge and Understanding:

p321,323,325,329,331,333,335 Geofacts: p321,323,327,332,333,335,337 Media reports p335,337 Extension worksheets: \

o An ingenious invention (15.1)o Fresh water scarcity (15.3)o Water-saving strategies (15.4)o Investigate water pollution (15.6)


www.jaconline.com.au Guest speakers-Sydney Water, NGO working on

water projects in developing countries Fieldwork

o Streamwatch, or Water watch programo Visit a sewerage works

Virtual fieldwork AusAID

Waterhttp://www.ausaid.gov.au/publications/pubout.cfm?Id=7271_1184_6361_3290_6595&Type=PubFocusPorjectshttp://www.ausaid.gov.au/closeup/water/water.cfmFree water posters for photo literacy. Order at http://www.ausaid.gov.au/orders/default.cfm

Global Education and active citizenshipWater http://www.globaleducation.edna.edu.au/globaled/go/pid/16

Glossary p319Jacaranda Atlas and CD Rom Videos CV Classroom video

Environmental Impact Assessment 23min Waste water treatment 30 min World Water Resources –Israel ,China Australia 22

minOther suggested resources:NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ NSW Department of Education and Training www.curriculumsupport.nsw.edu.auand the Teaching and Learning Exchange, TaLEs

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http://www.ausaid.gov.au/orders/default.cfm

http://www.ausaid.gov.au/closeup/water/water.cfm







document develop

and refine search techniques observe and record the impacts of humans on water quality

collect and interpret photographic images of women collecting water in developing countries, Subak system in Bali, water pollution along the Ganges

research current global water issues eg. arsenic in Bangladesh’s water, using salinised water in Israel, watet diseases in developing countries from a variety of perspectives:



(‘for’ learning and ‘of’ learning4)Access to fresh water (p318-337)


Access to fresh water p318-319Glossary

The Water Cycle p320-321Flows –PERTICStorages-dams, oceans, groundwater ,atmosphere, glaciers, rivers, lakes, ice capsOrographic and frontal rainfallSpatial-uneven global distribution (rainforests, deserts, monsoons)

How much fresh water is there? p322-323AvailabilityUneven global distribution (spatial)-developed/developing countries; rich/poorWorld map annual precipitationWorld map water availability-lakes, rivers, groundwater

recognise the global geographical issue of access to fresh water and its implications for social justice and equity

explain the links between human interaction and fresh water and the consequences for ecological sustainability on a global scale

describe the spatial dimension of access to fresh water describe the ecological dimensions of access to fresh water

Pretest student’s prior knowledgeRevise Focus Area 4G3 unequal global access to waterRevise Focus Area 4G2 and compare access to fresh water in deserts with rainforestsAnswer key geographical questions. What is meant by access to fresh water? Who does not have access to fresh water? Why is bottled water popular? Where is fresh water located? What are the ecological and social problems of poor water quality? How can the actions of individuals, groups and governments ensure all people have access to fresh water? What are the problems of fresh water if you lived along the Ganges River? Are salinisation plants the answer? Will the next war be over fresh water? What are the advantages and disadvantaged of huge multi purpose dams? Should governments recycle sewage? What are the diseases from poor water quality?Debate for and against bottled waterDesign an advertisement advertising recycled sewage?Make a collage of how individuals could reduce water use?Research the role of women and water collection and use in developing countriesInvestigate water quality in a stream near your school. Research how water is managed in your local areaRefer to Minamata page….Refer to the Aral Sea page……………Impacts of tourism on water page……………… What are the different perspectives on using water? What are the conflicts between swimming, fishing, disposal of sewage and discharges from power stations and factories into the water? What are the responsibilities of governments to promote the ecological sustainable management of water? What are the

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Global use 1900 to 2000- changes over time. Unequal use of water resources and social justice

Why is fresh water scarce? P324-325Monsoons and irregular rainfallHot deserts and semi arid regionsDroughtsEl Nino-droughts in Australia, floods in PeruFloodsLinks between human interaction and rainfall-land degradation from cleared lands followed by heavy rainsPopulation growth and available waterWater stressed countriesWater scarce countries 1955 to 2025Deteriorating water quality –pollution

How can we reduce water scarcity? P326-327Underground water-aquifers-s subsiding landUnsustainable use-fossil aquifers not rechargedExamples-Mexico City, Salinas Valley, Beijing area, Bundaberg (Queensland)Managing run off-total catchment management –Nile, GangesMulti purpose damsThree Gorges Dam in ChinaAdvantages and disadvantages of dams-economically, socially and environmentally (need to build fish ladders)Harvesting water- tube wells (Bangladesh), qanats (Middle East), rocks walls (Burkino Faso)Controlling water - drip irrigation, contour ploughing, crops requiring little water (olives, dates), salinisation projects (Israel)Coordinated catchment management

Managing Water for Agriculture: Bali p330-331Subak systemGrowing sawah rice and the changing quantity of water during the rice cycleDeteriorating water quality –pesticides, fertilisersIncreased demand for water since the Green Revolution (genetically engineered rice species)Increased deaths from deteriorating water qualityActions of individuals, groups, governments

Water Pollution p332-333Links between humans actions and water pollutionSources-domestic, industrial, agriculturalRelation to quality of life-higher IMR, lower life expectancySewage and its management-recyclingManagement –developed and developing countries-role of grassroots organisations, NGOs, governments, United Nations and the World BankUN Millennium goals 2015

Pollution disaster in Southern Europe p334-335Europe’s toxic dam and rivers-Baia Mare, Rumania-cyanide spill and other heavy metalsActive citizenship-regional plans and international objectivesPoison in the Danube and its management

Check and Challenge p336-337Making a difference as an active citizen-reducing water useGender issue-Women and water in Sierra LeoneJaconline activities-Water Scarcity, Water Shortage in South Africa and Arsenic Alert

identify perspectives and bias, including media reports on the use and misuse of water describe the actions of individuals, groups and governments to ecologically sustain fresh water

communicate appropriately with organisations to participate as a global citizen to improve access to fresh water


maps 322,333,324,330,334

bar graph p329 fieldwork such

as Streamwatch and Waterwatch

column graph p333

compound line graph p323

photographs. P318, 325, 327,328,326, 329,330 Draw a line drawing of photo on p330 table p325 analysis of newspaper articles p335,337 diagrams p320,321,326,328,333 cross section p331 circular graph p336 refer to page 101 for topographic map on water in mountain environments where water is generally frozen. Locate features using grid and area references compare satellite imagery on irrigation fields in deserts p132 and ice packs p175 refer to

actions of individuals and groups (Streamwatch, Waterwatch) for sustainable management?Design a poster to communicate to the local area on how to reduce water pollution.Investigate the problem of decreasing water quantity and how it should be managed from the local to the global scale for a more sustainable, equitable world

In 2004 the United Nations announced an $11M project to begin restoration of the historic marshlands of southeastern Iraq. The Government of Japan will provide funding. Where is it located? Describe its ecological dimensions. Describe the actions of governments in relation to its sustainable restoration http://www.iwahq.org.uk/template.cfm?name=indnews6

Contemporary. Refer to five media reports on water management. Discuss the water issues and identify perspectives and bias in the reports http://www.iwahq.org.uk/template.cfm?name=industry

Fieldwork. Streamwatch, Waterwatch. Visit a sewage treatment worksUN World Water Development Reporthttp://www.unesco.org/water/wwap/wwdr/index.shtml

Civics and Citizenship (global to local)Millennium Development Water Goalshttp://www.unesco.org/water/wwap/facts_figures/mdgs.shtmlGlobal - UNDPhttp://www.undp.org/water/World Day for Waterhttp://www.un.org/depts/dhl/water/International Water Association. http://www.iwahq.org.uk/template.cfm?name=homeNile Basin Agreements-Initiativeshttp://www.scienceinafrica.co.za/2003/may/nile.htmGovernments: AusAID and Vietnam- Three Delta Towns Water supply and sanitation in Vietnam http://www.3deltatowns.org/Australian Mekong Project (Interactive CD Rom with activities) –schools are using this as their water example. It is fantastic-so need to link into it. Debate for and against building a damhttp://www.mekong.es.usyd.edu.au//index.htmAusAID and NGOs (photo library, free posters)http://www.developmentgateway.com.au/jahia/Jahia/cache/offonce/lang/en/pid/291Global Education –access to safe water and role of AusAID and NGOshttp://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/187NGO-WaterAidhttp://www.wateraid.org/landingpage.asp?Mode=FromGlobalASANGO-WWF and living watershttp://www.panda.org/about_wwf/what_we_do/freshwater/problems/index.cfmAustralian government-inland watershttp://www.deh.gov.au/water/NSW Government – Water (and other agencies)http://www.nsw.gov.au/Environment_results.asp?SEARCH_KEYS=WATER_NATURAL_ENVIRONMENT_SNSW&DISPLAY=Environment+%26amp%3B+Natural+Resources+%3E+WaterOz Greenhttp://www.ozgreen.org.au/Sydney Waterhttp://www.sydneywater.com.au/index.cfm?pageNotFound=yes

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http://www.sydneywater.com.au/index.cfm?pageNotFound=yes

http://www.ozgreen.org.au/

http://www.nsw.gov.au/Environment_results.asp?SEARCH_KEYS=WATER_NATURAL_ENVIRONMENT_SNSW&DISPLAY=Environment+%26amp%3B+Natural+Resources+%3E+Water



http://www.deh.gov.au/water/

http://www.panda.org/about_wwf/what_we_do/freshwater/problems/index.cfm

http://www.panda.org/about_wwf/what_we_do/freshwater/problems/index.cfm

http://www.wateraid.org/landingpage.asp?Mode=FromGlobalASA

http://www.wateraid.org/landingpage.asp?Mode=FromGlobalASA

http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/187

http://www.globaleducation.edna.edu.au/globaled/go/cache/offonce/pid/187

http://www.developmentgateway.com.au/jahia/Jahia/cache/offonce/lang/en/pid/291

http://www.developmentgateway.com.au/jahia/Jahia/cache/offonce/lang/en/pid/291

http://www.mekong.es.usyd.edu.au/index.htm

http://www.3deltatowns.org/

http://www.scienceinafrica.co.za/2003/may/nile.htm

http://www.iwahq.org.uk/template.cfm?name=home

http://www.un.org/depts/dhl/water/

http://www.undp.org/water/

http://www.unesco.org/water/wwap/facts_figures/mdgs.shtml

http://www.unesco.org/water/wwap/wwdr/index.shtml

http://www.iwahq.org.uk/template.cfm?name=industry

http://www.iwahq.org.uk/template.cfm?name=industry

http://www.iwahq.org.uk/template.cfm?name=indnews6


Interpreting newspaper article satellite imagery of the Nile River p134 refer to climate graphs on water scarcity p135 and compare with rainforests with water surplus p




Evaluation: Were all students with different abilities adequately catered –learning problems and gifted and talented? Yes/No Comments......................................................................................................................................................................................................................Student evaluation. Did the students enjoy the topic? Yes/NoComments ……………………………………………………………………………………………………………………………………………..Suggested changes for next year (resources, activities, case studies, timing of content, assessment tasks) ………………………………………….………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………………………………………………….………………………………………………………………………………………………………………Registration. Date commenced………………………………………Date completed………………….Teacher’s signature …………………….

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GEO1SECON1 - John Wiley & Sonscatalogimages.johnwiley.com.au/Attachment/07314/... · Web viewStudents achieve this as they develop geographic knowledge, understanding, skills, values