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James Cook University School of Education, CairnsED 3090 Social and Environmental Education for Early Childhood

ED 3190 Primary Social and Environmental EducationLecturer: Dr Hilary Whitehouse

Response Sheet - Progressive Curriculum Project (40%)

Name: ED3090 ED 3190

Student Number: Result: p °

Part One — discussion on IBA (30%)Responses to questions I to 6

.^: VH j H S L N

Part Two — unit planning (40%)Levels, strands, outcomes VH S L NProcedures identified H S L N'Concepts identified . L, Y H S L NSkills identified ` LI H S L NQuestioning H S L NIBA Methods H S L NEvaluation of learning WJJ H S L N

Part Three (30%)Relevant curriculum resourcesAppropriate use of ICT

+

HH

SS

LL

NN MbIdentification of resource use - ° H S L N

Demonstrated language competence H S L NReferencing H S L N

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Contents Page

Page number Content

2 Content page

3 Part one: Essay

10 Reference List

12 Part two: Unit plan

16 Concept map

17 Activities for unit plan

21 Unit plan references

24 Part 3 — Resource scan

29 Appendix I — Module from Board of studies,NSW.

34 Appendix II — Reflection sheets

37 Appendix III — Sample activity sheets

2

PART ONE

1. What are the major benefits, drawbacks and complexities of an inquiry-basedapproach in social and environmental education according to the authors you haveread?

Inquiry-based learning is described as a framework for developing an understanding of

the world and seeking the truth through involvement and questioning (Nailer, 1999/2003;

Exline, 2004). Indeed, inquiry is a process where students identify problems, form their own

theories and then reflect on them (Co*, 2004 in Exline, 2004). According to the Queensland

School Curriculum Council (QSCC, 2000) inquiry is an integral dimension of teaching studies

of society and environment (SOSE). It provides the students with an opportunity to participate

in society as active and informed citizens, whilst gaining an understanding of their society and

environment around them (QSCC, 2000). Additionally, the SOSE syllabus is designed to be

. used in conjunction with an inquiry process (QSCC, 2001). This allows educators to teach

students to be autonomous, self-directed learners with a deep understanding of many different

concepts and processes (QSCC, 2000; Groundwater-Smith, Ewing and Le Cornu, 1998. p.26).

This is one of the major benefits of inquiry. Students learn skills needed to actively make

observations, collect and synthesise information and learn to draw conclusions. They develop

useful problem solving skills that can be applied in many different situations {Exline, 2004).

Furthermore, inquiry develops student's habits of mind and guide learning and creative

thinking, which are attributes of life-long learners (Exline, 2004). Not surprisingly the QSCC

(2000) outlines the importance of encouraging students to develop attributes of deep

understanding, complex and creative thinking, active investigation and effective

communication. Inquiry encourages student's involvement in an interdependent world and to

be reflective and self-directed learners (QSCC, 2000). Indeed, students who participate in

inquiry learning consciously create their own interpretations based upon logical deduction,

evidence and empathy (QSCC, 20003

learly, inquiry encourages the skills for lifelong learning which are essential for future

anent. In fact, Exline (2004) identifies si -Hain skills that are essential and can be

developed using inquiry. These include: research skills, problem solving, team brain'torming,

computer date collection and data comparisons. Furthermore, inquiry can be used in

conjunction with other educational techniques such as multiple-intelligences and cooperative

and collaborative learning (Exline, 2004; Nayler, 1999/2003). Inquiry also provides students

with agency. For instance, they are able to negotiate learning experiences and topic choice

and are able to take action which strengthens the relationship between student and community

(Nayler, 199012003

Inquiry emphasises the process of students obtaining a deep understanding of the

concepts, whilst exploring content, values and perspectives (Gordon, 1999/2003). Thus, this

approach transforms classrooms from institutions of information transmission to exploration

learning focusing on how information is obtained (Exline, 2004; Gordon, 1999/2003). Inquiry is

intrinsically motivating for students. It provides them with a platform to reflect on issues that

interest them. They can search out relevant data, come to decisions that are personally

meaningful and reflect on their learning (Marsh, 2001). This assists in the development of self-

esteem and encourages ,,a greater responsibility towards self-directed learning (Gordon,

190912003).

However, there are also drawbacVs . For instance, teachers resist handing over control to

the students who resist accepting it (Gordon, 199912003). In fact, research indicates that

students prefer traditional methods of le^rnina (Marsh, 2001). Not surprisingly, teachers also

prefer traditional methods as inquiry learning requires large amiSunts of skill development,

scaffolding and modelling prior to students undertaking any units (Gordon, 1999/2003).

Additionally, teachers need professional development and appropriate resources in order to

successfully utilise this method (Exline, 2004; Marsh, 2001). They need administrativen

leadership and support, instructional resources, support and involvement from parents and

knowledge of the implementation and application of new technologies (Exline, 2004).

Teachers also need to consider what knowledge should guide the ing4aky and how they

are going to integrate student knowledge and experience with the subject matter (Marsh,

2001). Obviously, this method takes a large amount of time both in and out of the class to

enable students to effectively explore the issubs (Marsh, 2001). Nayler (1999/2003) describes

one particular challenge for SOSE is in maintaining the integrity of the various key learning

areas such as history and geography. Another is choosing appropriate forms of assessment

and reporting evidence of learning to the school community and family (Gilbert, 2001; Marsh,

2001) ^::

2. Why are some SOSE topics better suited to IBA than others?

According to Marsh (2001) it can be hazardous to teach some controversial issues using

the inquiry framework. McNeil (personal communication, 19 October, 2004) agrees and

believes that some political top'i'cs are controversial and recommends teachers seriously

consider the appropriateness of the inquiry method. Exline (2004) adds that some topics do

need basic knowledge and skill transference so should be teacher directed. However, Costa

(2004, in Exline, 2004) adds that inquiry is applicable to many different subject areas. He

claims that it is a process of how we look at 1learning; a means rather than an end. Moreover,

Singer (1999, in Marsh, 2001) recommends teachers combine an inquiry based approach with

multicultural studies. Another recommendation is that students be provided with the

opportunity to seek information on their own choice of topics (Marsh, 1987). Furthermore, the

SOSE syllabus supports using inquiry learning for all strands, outcomes and levels and does

not differentiate between any topics (QSCC, 2000).

3. What are the demands on teachers who use IBA at this year level or stage

Educators teaching at level four need to consider the physical, emotional and social

development of their students and how this may impact topics studied in SASE. For instance,V

students at the upper primary level are encountering puberty. Peers and media are becoming

extremely influential on their decision making process (Q5CC, 2001). Therefore, it is the

teacher's responsibility to ensure that classroom learning activi ties are relevant, have

applicable outcomes and are sensitive to student needs (Exline, 2004). Their main role is to

acilitate, mediate and guide the students to select appropriate research methods, materials

and focus questions (Exline, 2004). They need to make decisions regarding classroom

ecology and how they are going to integrate knowledge and experience and ensure their

students have access to the appropriate resources (Marsh, 2001; Marsh, 1987). Furthermore,

o it is the teacher's responsibility to keep students on track and guide them with useful reflective

questions (Marsh, 2001). Gordon, highlights the importance of teachers modelling appropriate

questioning techniques that encourage divergent tanking (1999/2003; Exline, 2004).

Educators need to accept that teaching is a learning process. They should be alert to

obstacles that students may experience and plan activities to ensure each student is actively

engaged in the learning process (Exline, 2004). Furthermore, teachers need to ensure their

students are developing appropriate metacognition skills, whereby they develop knowledge

and understanding of the learning process (Marsh, 2001). Additionally, students in the upper

primary levels want greater independence and involvement in decision making and are "able to

negotiate learning based on self-reflection' QSCC, 2001). Therefore, teachers should provide

ongoing assessment opportunities so that students can monitor their performance (Exline,

2004).EX^:

4. Which meta-cognitive skills will you develop with your students and how will you doso in the context of the unit?

The unit will cover metacognitive skills such as planning, predicting, monitoring, reflecting

and evaluating (Kearsley, 1994/2004; Savage, 2000; QSCC, 2001). The SOSE syllabus

guideline argues that student reflection activates their metacognition (2001). The students will

be required to write ongoing reflections in a journal. They will use this to keep their research

notes, diagrams, pictures and any other relevant information for their study. The students will

also be asked to reflect on their performance in a group project. Their reflections should

include information about their role in the group and how they felt doing the presentation and

working as a group. They will include an evaluation of their performance, including things they

believe they did well and what they could have done better. Finally, they will include a

reflection about the way they learnt and what research method they enjoyed the most (Wilson,

2003).

They students will be required to self-monitor their own learning. They will be assisted in

setting time lines and due dates for presentations and reflections , 'Board of Studies, NSW).

The students will also be involved in planning sessions in order to devise questions for guest

speakers and the field study. The students will be required to plan these questions prior to

undertaking the interviews (Shopen personal communication, 2003). They will also need to

use internet resources to locate appropriate activity sheets for their study. Finally, students will

predict a future rainforest using information obtained in their research and from interviews.

5. What procedural decisions did you make in relation to the IBA model you will use oradapt in your unit?

The SOSE syllabus expresses the importance of teachers providing opportunities for

students to learn the concepts relating to investigation, creating, participating, communicating

and reflecting (QSCC, 2000). Therefore, I considered the specific skills and procedures the

students needed to learn in order to achieve the chosen outconi 's.: Time and continuity (TCC)

4.1 and place and space (PS) 4.2 and 4.3. I also incorporated appropriate resources to enable

them to fully explore their interests (QSCC, 2000).

This unit has utilised the characteristics of the socially integrated model which includes

seven stages of inquiry (Gordon 1999/2003). These are: tuning in, preparing to find out,

finding out, sorting out, going further, making connections and taking action (Gordon,

1999/2003). The duration of the unit is approximately fifty hours over a ten week period to

dicomplete (plus an excursion to the Daintree Rainforest).

Procedural decisions that have been made include the focus activities that are used for

each phase and how the material is presented. I decided that brainstorming activities would

assist the students to choose the direction of their learning and what forms of action they wish

to take. Similarly, class negotiation determines what sub-topic the students wish to study.

This unit has been designed to provide the students the avenue to pursue their own interest

and become `experts' in their chosen area. The class will consolidate and share information

through PowerPoint'presentations in the sorting out phase. This will be followed by a whole

class discussion regarding the different elements of human impact and the students will make

comparisons and identify the changes over time. This wi!l allow the students to develop a time

line for their journals.

The students will use various research methods for this unit. I chose guest speakers

and a field study to give the research authenticity and provide the students the opportunity to

ask questions and gather information that they thought relevant for their sect jpn of study. In

order to do this I needed to consider the viability of conducting an overnight field study and

utilised the Department of Education Manual for safety precautions (Education Queensland,

2002). ! also considered how to teach questioning skills and will use Marsh's (2001) eight

stages of skill development (see question 10). Furthermore, as each group is studying

different aspects of human impact we needed to consolidate and share the information.8

I decided that the going further stage of inquiry would be a good opportunity for the

students to learn about rainforest conservation and predict a future either with conservation or

without conservation. This will provide a deeper understanding of the problems concerning

environmental sustainability (Environmentally sustainable schools initiative, 2004 in

Whitehouse, 2004). Finally, I will use focused analysis of journals, PowerPoint presentations,

and teacher observation in assessing student performance and participation.

6. Why is constant teacher reflection important to an IBA?

According to Marsh (2001) reflection facilitates individual recognition of the

consistency of related idea. Reflection also enables individuals to become aware of

differences in perception and the multiple realities that exist within society (Marsh, 2001).

The SOSE syllabus guidelines advocate the use of teacher evaluation in order to monitor

student progress. This will enable teachers to adjust learning experience and include

scaffolding and guidance where necessary (QSCC, 2001). According to Korthagen and

!!Rubbles (1991 in Killen, 2003) reflective teachers develop a better interpersonal

relationship with their students and experience a higher level of job satisfaction.

Additionally, research indicates that reflective teachers show improvement in their

teaching abilities and their student learning (Killen 1991 in Killen 2003). Therefore, if

teachers devote more time to reflection on their teaching pedagogies and their students

learning then they are more able to develop appropriate experiences and guidance to

1jl 1II*)

A

References:

Board of Studies, New South Wales. (2004). Stage 3 units. Retrieved August 31, 2004 fromNSW, Board of Studies site: http://www.bosnswv-kS.nsw.edu.au/hsie/pdf doc/k6hsie stt3 unitsof ork.pdf

Education Queensland. (2002). Department of Education manual. Health and safety.Available at the DOEM website:hftp:1/education.gld. tov.au ;corporatefdoem/healthsa/healthsa.htmi

Exiine, J. (2004). Concept to classroom. Available from Thirteen EdOnline site:http://www.thirteen.org/edonline/concept2class/inciuiry

Gilbert, R. (2001). Studying society and environment - a guide for teachers. (2t1

edn).NSW: Social Sciences Press.

Gordon, K (1999/2003) Inquiry approaches in primary studies of society and environmentkey/earning area, QSCCIQSA. Brisbane. Available from the Queensland studiesauthority web site: http:ffwww.gsa.gld.edu.au/yrsltol0/kiaisose/research.html

Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (1998). Teaching challenges anddilemmas. Victoria: Harcourt Australia Pty Limited.

Kearsley, G. (1994/2004) Metacognition. Retrieved October 10, 2004 from the Theory IntoPractice (TIP) database! http://tip.psychology.org/meta.htnil

Killen, R. (2003). Effective teaching strategies — lessons from research and practice. (3rdedn). NSW: Social Sciences Press.

Marsh, C. (Ed.) (1987).. Teaching social studies. Sydney: Prentice-Hall of Australia PtyLtd.

Marsh, C. {2001). (Ed).Teaching studies of society and environment. (3rd edn). NSW:Pearson Education Australia Pty Limited 2001.

Nayler, Jennifer (1999/2003) Inquiry approaches in secondary studies of society andenvironment key learning area, QSCCIQSA, Brisbane. Available from theQueensland studies authority site:http://vmm.gsa.gid.edu.au/yrsl tol Olkta/soseiresearch .html

,^ r

Queensland School Curriculum Council. (2000). Years Ito 10 Studies of society andenvironment syllabus. Retrieved August 11, 2004 from the Queensland StudiesAuthority site: http :Ilwww.gsa .gkLedu .au/yrsl tol 0/kla/sose/index.html

Queensland School Curriculum Council. (2000). Years 1 to 10 studies of society andenvironment sourcebook guidelines. Retrieved August 11, 2004 from theQueensland Studies Authority site:hftp:ffwww.gsa.gld.edu.autyrsl tol 0/kiafsose/index.htmi

Wilson, E. (2004). EDI 421:03- Language and Iiteracies. Semester I prospectus. Cairns:James Cook University.

11

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Unit reference list:

Board of Studies, New South Wales. (2004). Stage 3 units — Global environments:rainforests. Retrieved August 31, 2004 from NSW, Board of Studies site:http:ilv\rrw.bosnsw-k6.nsw.edu.au/hsie/pdf doctk6hsie stg3 unitsof work.pdf

Gilbert, R. (2001). Studying societ y and environment — a guide for teachers. (2 nd edn).NSW: Social Sciences Press.

Gordon, K. (190912003). inquiry approaches in primary studies of society and environmentkey learning area, QSCCIQSA. Brisbane. Available from the Queensland StudiesAuthority web site: htta:llw i .g a.gid.edu .aui,rslto10/kla/sosefresearch.hmtl .

Kelly, M. & Silver, R. (Unpublished). Sample integrated multi-age social studies curriculumunit

Killen, R. (2003). Effective teaching strategies —lessons from research and practice. (3rdedn). NSW: Social Sciences Press.

Marsh, C. (Ed.). (2001). Teaching studies of society and environment. (3' edn). NSWPearson Education Australia Pty Limited 2001.

Queensland School Curriculum Council. (2000). Years Ito 10 Studies of society andenvironment syllabus. Retrieved 11 August, 2004 from the Queensland StudiesAuthority site: http:ifwvww.gsa.gld.edu.au/yrsl tol 0/kiaisoselindex.html

Queensland School Curriculum Council. (2000). Years I to 10 studies of society andenvironment sourcebook guidelines. Retrieved 11 August, 2004 from the QueenslandStudies Authority site: http://www.qsa.gld.edu.aulyrsltol01kla/sose/ index.html

Queensland Studies Authority. (2003). Unit Planning Pro-forma — `Outcomes in Action`Conference 2003. Available from the Queensland Studies Authority site:http:llwww .gsa.gid.edu.au/

Whitehouse, H. (2004). Assignment A - A place! love. Retrieved August 15, 2004 from theLearn JCU site: http://Iearnicu.icu.edu.au

Wilson, E. (2004). ED1421:03- Language and 1i eracies. Semester 1 prospectus. Cairns:James Cook University.

21

PART THREE: RESOURCE SCAN

The following is an annota d list of different curriculum resources that will support this

unit. The list includes narratives for reading activities in the tuning in phase of the unit. The

list also includes valuable internet websites that can be used by teachers and students.

Naturally, the students will be encouraged to use these websites and any others that they

locate themselves. The students will also be encouraged to share their newly located

websites with other members of the class. This will enable them to develop skills in

searching the internet for appropriate prima ry resources. The students will discover how to

identify reliable prima ry resources compared to non-reliable seconda ry sources.

Clearly, through encouragement of searching the internet and downloading pictures and

information the students are learning how to use Information Communication Technology in

their projects. They will learn how to cut and paste into their PowerPoint presentations and

print information to stick into their journals. Students will also be permitted to take cameras

on their field trip. For those with digital technology, they will experience downloading the

pictures and pasting them into their presentations. They may also print some to put into

their journals. Students using film cameras may scan pictures using the scanner and then

pasting into their presentations.

The students will also be required to present a predicted future rajnforest. This means

that they need to include design and organisation techniques in order to visually or

narratively present their prediction. The use of ICT in the unit is quite extensive and will

assist in student development of skills in this area. The students will be active participants

rather that passive listeners. This will enable them to gain a deeper understanding of the

concepts involved in ICT skill development (QSCC, 2000).

The unit will also utilise the expertise of guest speakers. For instance, Aboriginal

speakers from the Kuku Yalangi will visit and describe different aspects of land

management and how they have used the rainforest throughout the generations. They may

^«.r:^xF ..... .. ...... __ . ^.. 22

describe how European settlement impacted on the Rainforest ecosystem. Other guest

speakers include rangers from the Queensland Parks and Wildlife service and conservation

programs. These people will explain present management techniques and how industry,

agriculture and tourism impact on the Rainforest. Finally, the students will visit the Daintree

rainforest where they will have the opportunity to speak to guides about issues that relate to

their topics. They will also visit the Wet tropics information centre where they can ask

questions and collect handouts..:'

Narrative resources:

This list is just a sample of available texts that the students could use for reading activities.

They will be invited to bring any fiction and non-fiction texts that they wish to share with theV/

class.

Oktober, T. (1998). Rainforest. Australia: Hodder Headline Australia Pty Limited.

Baker (1988). Where the forest meets the sea.

Macinnis, P. & Bowring, J. (1999). The rainforest. Victoria: Penguin Books Australia Ltd.

Research/activity resources:

Websites:

Daintree rainforest. (2004). Home p ge. Available from the Daintree Rainforest web site:rest.cojli

Annotation:

• This site is packed with information regarding the Daintree area. It contains information

about the Rainforest, including the plants and animals. It also provides information

regarding the history of the rainforest, including Aboriginal history.

• The site is suitable for this age level.

2

23

• The site contains links to other environmental agencies that students can use for their

research.

• The site also contains a Rainforest discussion forum, where students can post questions

and have them answered.

• The histo ry section can be used for the student's timelines in Activity 4.5.

• Other information can be used for the student's research and PowerPoint presentations.

• The students can download pictures and cut and paste them into their presentations.

This is one way the site can utilise Information Communication Technology (ICT)

Daintree village tourism association. (2004). Home page. Available fro m the DaintreeVillage Tourism Association web site: http://www.daintreevillage^asn.au/

Annotation:

• This site contains many photographs of di fferent areas in and around the Daintree,

including the rainforest. It also contains information regarding Aboriginal and European

histo ry, agriculture and tourism.

• The site is suitable for this age level.

• Students can use this site for their research to obtain relevant information for the

PowerPoint presentations.

• Students can also download pictures to cut and paste into their PowerPoint

presentations.

ETE team. (2004). Exploring the environment. Available from the ETE team web site:http://www.cotf.edu/ete/modules/modules.html

Annotation:

• This web site is contains useful background information for teachers to peruse. It

contains activity pages in relation to a wide range of topics including overseas

rainforests. Unfortunately, it is an international web site and does not contain information

regarding Australian issues. However, it may be useful for teacher references.

24

Fein, J. , Heck, D. & Ferreira, J. (2004). Learning for a sustainable environment. Availablefrom the sustainability web ring site: http://www.ens.gu.edu.au/cir^ SE/main.htm

Annotation:

• This site contains many modules to enhance teacher's knowledge and skills. Modules

include:

• Education for sustainability

• A whole school approach

• Experiential learning

• Storytelling for the environment

• Indigenous knowledge

• Values education

• Enqui ry learning

• Learning outside the classroom

• Community problem solving

• Appropriate assessment.

• Each module has information regarding how to conduct the workshop. It would be useful

for professional development facilitators to download modules to enhance teacher

knowledge and skills.

Kemsley, S. (2001/2004). ABC teach directo ry. Available from the ABCteach site:http://www.abcteach.com/directo ry/theme units/habitats/rain forest/

Annotation:

• This site is suitable for this ageJevel.

• It contains teacher resources and notes for a rainforest unit.

• The site also contains activity sheets that can be downloaded by students prior to their

field study.

• The site contains label proformas for presenting information neatly, eg. It has labels for

books, folders, pictures etc.

• The site contains themed writing paper and banners.

• Finally it contains evaluation sheets that students may,use to reflect on their

performance. These can be used regularly by teachers to monitor student performance.

The State of Queensland (Environmental Protection Agency). (2004). Sustai ability.Available from the Environmental Protection Agency/Queensland Parks and WildlifeService web site: http://www.env.gld.gov.au/

25

Annotation:

• This site contains research material relating to environmental management, parks and

forests, nature conservation and cultural heritage.

• It is not as child friendly as some of the other sites and may need teacher guidance.

Wet tropics management authority. (2004). Home page. Available from the Wet Tropicswebsite: http://www.wettropics.gov.au/I

Annotation: V

• This web site is fantastic, contains heaps of infortpation and is suitable for this age level.

There is a wide variety of topics that are discussed in these pages including: Things to do

in the Daintree, Animals, rainforest Aboriginal heritage and Managing World Heritage

Areas. It also has a comprehensive teacher and student resource section were students

can download activity sheets prior to excursions (see attached).

• The best part of the website is an interactive kids club called Cyber Rangers. The

students can join this club (its free) and manoeuvre around the site learning information

about different environments. They have a new topic each month but retain old topics for

referral. There is a topic on rainforests that includes information regarding histo ry

(Aboriginal, European), indust ry, tourism etc. The site has a ranger icon and the

students can ask questions relating to environmental issues. The site allows the

D write narratives that other students can add to. Therefore, it can become a

i. Unfortunately it is only updated monthly, so if students ask the ranger a

^r post a section to the sto ry it does not appear for a month. The site also

section that lists different types of action that children/community can

in order to protect the planet and includes a section of planting wildlife friendly

Students can send each other postcards, do puzzles, take quizzes and learn

n.

• I can incorporate this web site into the tuning in section of the unit to help motivate and

obtain the students interest. They can join the club and write their narrative here (Activity

1.3).

• Students can also use this site to download activity sheets prior to the excursion.

• They can obtain their research data from the site as well.

26

This is a fantastic opportunity to integrate information communication technology into the

unit. Students will learn to manoeuvre around the site and download information. They

can also use the many photographs in their PowerPoint using cut and past techniques.

Print texts:

The following is a long list of print resources that teachers can use to enable student

research. The texts include information regarding Rainforest plants, animals and industry.

There are texts that contain information about Aboriginal habitation and history as well as

those that speak of European habitation and land use. The list also includes a compilation

of newspapers that contain information relevant to this study as well as three volumes on

Wet Tropics information packages. These include fact sheets about the rainforest as well

as history and management issues. This list is not comprehensive and students will be

invited to bring any other resources that they may have at home. Additionally, the Board of

Studies, NSW (2004) has a long list of print resources that may assist students.

Erbacher, J. & Erbacher, S. (1993). Life in the rainforest. Hong Kong: Cambridge UniversityPress.

Frith, C. B., Frith, D. W. (1992). Australia's wet tropics rainforest life : including the Daintreeregion. Malanda, Qld : Frith & Frith Books

Healey, J. (2001). (ed). Biodiversity. Volume 145, Issues in Society. Spinney Press.

Healey, J. (2001). (ed). Endangered and introduced species. Volume 145, Issues inSociety. Spinney Press

Hiddens, L. (2000). The tropical rainforest, Ringwood, Vic: Penguin.

Lewington, A. (1996). The wayland atlas of rainforests. East Sussex: Wayland (Publishers)Limited.

Parish, S. (1999). Nature kids —Australian rare and endangered wildlife. Archerfield: SteveParish Publishing Pty Ltd.

Pedley, H. (Ed). (1992). Aboriginal life in the rainforest. Cairns: Department of Education.

Queensland Wet Tropics Management Authority. (1993). Newspapers, Editions: Cairns:•1993:no.1 (1993) - 1994:no.5 (1994),; 1995:Winter,; 1996:Winter,; 1997:Winter,;;

27

1998:Spring/Summer - 1998/1999:Spring/Summer,; 2001:Winter; Cairns, QId. : WetTropics Management Authority

Queensland Wet Tropics Management Authority. (1993) Wet Tropics information package:part 3; teacher resources . Wet Tropics Management Authority.

Queensland Wet Tropics Management Authority. (1997). Rainforest Aboriginal news.Cairns: The Authority's Aboriginal Resource Management Program.

Slater, P. (2001). Steve Parish — Discover and learn about Australian forests andwoodlands: Habitats and ecosystems. Archerfield: Steve Parish Publishing Pty Ltd.

Video/audio Resources:

ABC schools television service. (2004). Naturally Australia — Program 2 the Daintree.Recorded 20 October, 2004 on ABC television.

Annotation:• This resource is a pre-recording of a television program run by ABC schools Television

Service.

• It contains information regarding the Daintree Rainforest. It discusses the importance of

the Daintree and its historical value.

• It also discusses the Kuku Yalangi Aboriginal people and their important connection with

the forest.

• The program also includes information about the wildlife, history of its isolation and

settlement and tourism and private ownership.

• The program is only short, fifteen minutes but provides a good introduction that can be

used in the tuning in phase of the unit. It is appropriate for students of this age level.

Davis, K. (1991). Early morning in the rainforest. Sydney: Ken Davis Music Studios.Annotation:

• This compact disc is a pre-recording of instrumental music. It includes the soothing

sounds of water and bird calls.

• This music can be used in the classroom whenever students are working on their units.

It is relaxing and will enable students to remain on task.

28

Global Environments: RainforestsEN

The unit provides opportunities for students to investigate a rainforest environment inAustralia. The unit focuses on comparing environmental patterns in Australia with those inother places in the world.

Unit Duration Approximately 7-8 weeks

Subject Matter Focus In this unit, students learn about:

II physical, political and cultural regions and main n patterns of human involvement and use ofreference points in Australia and the world, including environmentsthe continents and some capital cities

n effects of human and natural changes on environmentsgeographic terminology

® different perspectives about the maintenance andU communities, regions and environments in Australia improvement of environments.

and the world

Implications for Learning In this unit, students have opportunities to:

n investigate some environments in Australia t clarify and reflect on various perspectives about

n compare environmental patterns in Australia, Asia andenvironmental use, including negative aspects

elsewhere n participate in activities that contribute to

n locate features on world maps, including politicalenvironmental sustainability

boundaries, latitude and longitude, major cities ® investigate some case studies of Australia's global

n explore changes that occur in environmental areas,interdependence, including some indications of our

incorporating a case studyexport and import industries.

Literacy Notes

This unit provides opportunities for students to explore descriptions and information reports.

The HSIE teaching strategies/practices in this unit include mapping, conceptimind maps, role-plays, diagrams/flow charts.

Links with Other Key Learning Areas

English: The structure and language features of the text types students create and interpret (see above).

Science and Technology: Content from the Earth and Its Surroundings and Living Things strands.

Creatiue and Practical Arts: The natural beauty of the rainforest provides stimulus for all of the Creative and Practical Artsstrands. Reflecting the colours and textures of the rainforest through visual art, and the serenity and atmosphere throughmusic, dance and drama, provides students with opportunities to interpret information they gather about rainforests andexpress their responses.

Resources

The Board's website (httpJ/www.boardofstudies.nsw.edu.au) lists current available resources such as some selectedbackground information sheets, websites, texts and other material to support this unit.

Tourist departments, organisations and agents, for information about the tourist industry and rainforests.

Videos on rainforests, eg through the ABC, Film Australia and Classroom. Videos. Posters, photographs, music and tapedsounds of the rainforest are also available.

Texts such as Where the Forest Meets the Sea (Baker, 1988), electronic texts such. as Imagination Express: DestinationRainforest CD -ROM (by Edmark, 1995).

Resources that include Aboriginal peoples' interaction with the rainforest.

Internet sites related to rainforests around the world, eg http3/www.ran.org/ran/kids

119

Global Environments: Rainforests

Outcomes.::and::: n ica ors.:,.:;<:.::.:.:':;<.;:::: :::.:.,..:'::::;:::;.;::........ .:..:.......::..

ENS3.5 ENS3.6

Demonstrates an understanding of the interconnectedness Explains how various beliefs and practices influence thebetween Australia and global environments, and how individuals ways in which people interact with, change and value theirand groups can act in an ecologically responsible manner. environment.

n uses maps and globes to locate global and Australianreference points

n locates and describes patterns of human involvementin environmental areas ofAustralia

n compares human use of an environmental area withuses in another area of the world

• explains the effects of human changes on anenvironment, evaluating the positive and negativeaspects of these changes

draws accurate sketch maps of a known area andincludes title, key, scale and direction

• uses geographic terminology and tools to locate andinvestigate environments.

• examines factors that may give rise to different viewsabout the care of places

n identifies the different viewpoints of groups andindividuals, including Aboriginal people, farmers andminers, about uses of land

n expresses a personal point of view on anenvironmental issue and provides supporting evidence.

Learning::E

.... eriericer:.::::::::'

Key assessment opportunities are marked:

Learning Sequence 1: What Is a Rainforest?

U Ask students what they know about rainforests. Brainstorm and list possible questions.

n Share written and visual texts such as Where the Forest Meets the Sea (Baker, 1988). Seek students' responses to suchquestions as: Have you been to a place/heard about a place like this? Where is it located? What might you hear, smell,feel, touch, see there? What does the text tell us about the rainforest?

® Have students independently construct a conceptfmind map showing what they already know about the rainforest.

n Where possible, jointly visit a rainforest or view a video and/or visual texts that depict a rainforest. Provide opportunitiesfor students to gain access to a range of texts on rainforests, including electronic texts.

n Have students write a description of a particular rainforest. They could include diagrams or flow charts about theinteractions between elements of rainforests.

® Return students to their concept/mind maps and have them add their newly acquired knowledge in a different colour.

n Provide students with atlases. Ask them to locate a rainforest on a map of Australia, eg the Daintree. Have students drawsketch maps of Australia, using a key and directional points to locate the rainforest region.

i Have students work in pairs to answer some geographical questions related to the location of the selected rainforest, egWhat is the rainfall? What is the nearest town? What State is it in? What ocean is nearby? What roads run into it? Whatlatitude and longitude is it near? What other geographical features are near it? Students should use the informationgathered to add more detail to their maps of Australia.

® Organise for students to research aspects of Australian tropical rainforests such as insects, reptiles, birds, plants, frogsand fish, the ecosystem and interrelationships, using a range of sources. Have students present their findings asinformation reports or explanations.

® Develop a classroom display representing a rainforest with emergent growth, canopy, understorey and forest floor. Labelwhere particular animals and plants would be typically located.

n Explain how sections of the rainforest are interdependent. Have students construct terrariums out of recycled plasticdrink bottles as a simple model of an interdependent environmental system.

n Discuss and identify the main dangers affecting rainforests, including species extinction.

120

ron

Learning Sequence 2: People and Rainforests

• Jointly research the life of Aboriginal peoples of the tropical rainforests of Australia. Use texts such as those written bySue and John Erbacher, Aborigines of the Rainforest and Survival in the Rainforest, and the Encyclopedia ofAboriginalAustralia (Horton (ed), 1994).

n Have students develop a concept/mind map to indicate the interdependence of the people and the forest, eg exampleswhere the rainforest meets the needs of the people and where people maintain and manage the rainforest.

n Locate media articlestreports about the building of the road through the Daintree rainforest and the consequencesassociated with it Have students critically examine the viewpoints expressed and visual images presented in these texts. 1

n Ask students to locate examples of where human impact on Australian rainforests is minimised, eg ecotourism,sustainable logging. Students could present an example as a flow chart.

n Have students formulate responses to questions such as: What are the benefits of our rainforests to the global community?

Learning Sequence 3: Rainforests in Other Parts of the World

n Use a variety of resources, including the Internet and CD-ROMs, to compare the Daintree rainforest with a rainforest inanother part of the world:

(Daintree or anotherAustralian rainforest)

(A rainforest in anotherpart of the world)

animals

plants

people

issues

solutions

n Jointly construct, or have students independently construct, a multimedia text on rainforests, drawing on a range ofresources and technologies.

Learning Sequence 4: What Can We Do?

n Have students survey peers and adults to obtain their views on rainforest preservation. Organise a class discussion onthe topic: How can we best preserve our rainforests?

n What can we do? A good reference here is the Rainforest Action Network (http//www.ran.org/ranlkids), which providessome options for student action.

n Have students reflect on these options and consider the possible positive and negative aspects of these actions, eg role-play a development proposal for a tourist resort in a rainforest area with students as developers, environmentalists, localgovernment officers, residents, shop owners.

n Encourage students to choose an appropriate form of environmental action, eg design a poster, write a letter, debate anissue. *

121

Where to from Here?

Discuss the use of exposition in letters. Model the useof language with high modality, eg `The logging of the... Rainforest will ...' Have students write letters toenvironmental organisations, eg Greenpeace, toexpress their concerns regarding particular issuesraised on their mind maps.

Human .,Globa nvironments: ainforests

Student Work Sample

Context

Student groups were allocated a rainforest in anotherpart of the world. The groups researched the animals,plants, peoples, issues and solutions concerningthat environment. They then made a comparison withDaintree rainforest Over a period of one week, eachgroup developed a multimedia presentation. Thesepresentations included audiotapes, videos, computer-generated information or photographs. Eachpresentation was critically appraised by fellow students.

n uses texts and multimedia to investigate factsabout rainforests (ENS3.5)

n compares human use of an environmental areawith use in another area of the world (ENS3.5)

i uses tools to locate and investigateenvironments (ENS3.5)

n locates and describes patterns of humaninvolvement in environmental areas (ENS3.5)

Student Work Sample..:....: :..:::.:.::::::....::.:...;:-..:.:.:.:.:....::..: >..:-:.::::.::_.:...::....:.::.. ;.::....::..,_::....::....;.....:.....:..:.:.,`.:::..:. .: :.;,., ..::...: ::; ...., ....::....... .. ,•:;.

Context

After holding a public meeting in which theypresented the viewpoints of different interest groups,students presented their opinions on whoseresponsibility it is to preserve rainforests. Studentsshared their ideas on how to present their informationduring the draft stage. This work sample shows astudent's mind map exploring group responsibilitiestowards preserving rainforests. The final product wasdisplayed and students discussed their findings.

n identities the different viewpoints of groups aboutuses of land (ENS3.6)

• expresses a personal point of view on anenvironmental issue (ENS3.6)

• examines peoples' responsibilities forenvironments (ENS3.6)

• explains the effects of humans on anenvironment (ENS3.5)

• evaluates solutions to environmental problems(ENS3.5)

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What I have learnt - Reflection Sheet Appendix Two

When we started thistopic I thought.

When we started thisWhen we started this topic topic I felt.I wanted to know moreabout.

The best part of this topicwork was.

I still want to find outmore about.

Group Work Reflection Sheet

1.How did your group share out the parts of the task?

2. Give your whole group a score out of 5 for each of the following:

• keeping on task /5• having things done on time /5• sharing out the jobs fairly /5• talking about the tasks /5• giving each other feedback /5• good finished products /5

3. Draw a graph to. show how each person participated in the group. The group members must allagree on this.

4. We will work better next time by:

Signed (group members):

Signed (teacher): Date:

___ I" M art in work - reflectionMy group p

Name:

Date/s Activity How I went.

I am good at

I prefer not to

One thing I said that helped my group was

One thing I did that helped my group was

World Heritage Site Visit

1.Name of site

2.Where is it?

3. Is it easy to find?

4. What facilities are there?

5.What activities can visitors do?

6. Are there any bad impacts made by visitors?

7. How could the site be improved?

8. Draw a plan or a picture of the site below:

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Did you see them? Describe it(eg. where, how many, size)

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