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GEOACTIVE 1 (2nd Edition) Sample Program 1

SAMPLE PROGRAM

MANDATORY 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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GEOACTIVE 1 (2nd Edition) Sample Program 2

FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY

Stage 4 4G1 4G2 4G3 4G4 Investigating Global Global Change Global Issues Global Geography the world Environments and the Role 100 hours of Citizenship

GEOACTIVE 1 TABLE OF CONTENTS How to use this book About the CD Rom 4G1 Investigating the World 1. The nature of geography 2. Our World 3. Geographical Research 4G2 Global Environments 4. Global Environments 5. Mountain lands 6. Deserts 7. Rainforests 8. Polar lands 4G3 Global Change 9. The changing nature of the world 10. An unequal world 11. Global resource use 4G4 Global Issues and the Role of Citizenship 12. Global geographical issues 13. Threatened habitats 14. Tourism 15. Access to fresh water

TIME ALLOCATION Students 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 weightings Years 7 and 8 Years 9 and 10 FOCUS AREA 4G1 4G2 4G3 4G4 TIME- HOURS 25% 25% 25% 30%

Model 2: Variable weightings More 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 4G1 4G2 4G3 4G4 TIME- HOURS 20% 20% 30% 30%

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GEOACTIVE 1 (2nd Edition) Sample Program 3

Rationale Geography 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. Aim The 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  Skills Students will develop skills in acquiring, processing and communicating geographical information and choosing and applying appropriate geographical tools.  Knowledge and understanding Students 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 attitudes Students 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 fieldwork Fieldwork 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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GEOACTIVE 1 (2nd Edition) Sample Program 4

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 outcomes A student: 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.5 demonstrates a sense of place about global environments 4.6 describes the geographical processes that form and transform environments 4.7 identifies and discusses geographical issues from a range of perspectives 4.8 describes the interrelationships between people and environments 4.9 describes differences in life opportunities throughout the world 4.10 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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GEOACTIVE 1 (2nd Edition) Sample Program 5 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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GEOACTIVE 1 (2nd Edition) Sample Program 6

FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY

Stage 4 4G1 4G2 4G3 4G4 Investigating Global Global Change Global Issues Global Geography the world Environments and the Role 100 hours of Citizenship

GEOACTIVE 1 TABLE OF CONTENTS How to use this book About the CD Rom 4G1 Investigating the World 16. The nature of geography 17. Our World 18. Geographical Research 4G2 Global Environments 19. Global Environments 20. Mountain lands 21. Deserts 22. Rainforests 23. Polar lands 4G3 Global Change 24. The changing nature of the world 25. An unequal world 26. Global resource use 4G4 Global Issues and the Role of Citizenship 27. Global geographical issues 28. Threatened habitats 29. Tourism 30. Access to fresh water

TIME ALLOCATION Students 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 weightings Years 7 and 8 Years 9 and 10 FOCUS AREA 4G1 4G2 4G3 4G4 TIME- HOURS 25% 25% 25% 30%

Model 2: Variable weightings More 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 4G1 4G2 4G3 4G4 TIME- HOURS 20% 20% 30% 30%

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GEOACTIVE 1 (2nd Edition) Sample Program 7

Rationale Geography 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. Aim The 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  Skills Students will develop skills in acquiring, processing and communicating geographical information and choosing and applying appropriate geographical tools.  Knowledge and understanding Students 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 attitudes Students 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 fieldwork Fieldwork 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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GEOACTIVE 1 (2nd Edition) Sample Program 8

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 outcomes A student: 4.1 identifies and gathers geographical information 4.2 organises and interprets geographical information 4.3 uses a range of written, oral and graphic forms to communicate geographical information 4.4 uses a range of geographical tools 4.5 demonstrates a sense of place about global environments 4.6 describes the geographical processes that form and transform environments 4.7 identifies and discusses geographical issues from a range of perspectives 4.8 describes the interrelationships between people and environments 4.9 describes differences in life opportunities throughout the world 4.10 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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GEOACTIVE 1 (2nd Edition) Sample Program 9 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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GEOACTIVE 1 (2nd Edition) Sample Program 10

Focus Area 4G1 Investigating the World Suggested time Focus Area 4G1: 20hours The Nature of Geography (depending on prior Chapter 1 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): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2 organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms to research, extension integration of skills based activities incorporating mandatory communicate geographical information activities, students tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.5 demonstrates a sense of place about global problems, newspaper articles, puzzles, models, diagrams, glossaries, environments geographical tools, satellite imagery, sample studies and student centred, 4.6 describes the geographical processes that form and digital images, group experiential and inquiry based learning activities using multiple transform environments work, independent intelligences 4.10 explains how geographical knowledge, learning as well a CD Rom contains the contents of the whole book as well as understanding and skills combine with providing a variety of extra activities and tools/skills exercises knowledge of civics to contribute to informed perspectives. Activities: citizenship. Students will:  Geoskills Toolbox: p2,7,11, 13,19,23  collect  Knowledge and Understanding: and interpret p6,9,10,13,15,17,19,21,23 electronic  Extension worksheets: information o Inside the earth (1.1)  use o Build a city block (1.5) Geoactives CD o Tornadoes in the USA (1.7) Rom and complete o Flood! (1.8) activities and o Natural Hazard Report (1.9) worksheets  CD Rom (with textbook)  use the  Internet links to extra worksheets at Jaconline Internet links to www.jaconline.com.au extra worksheets at Glossary p3 Jaconline Geofacts p13,18, www.jaconline.com. Survivor Game p24-25 au Jacaranda Atlas and CD Rom  create a Videos (Classroom Video) desktop-published  Biophysical environment 22 min document  Air, water vapour and weather 21 min  develop and refine search  Water and the water cycle 22 min techniques  Plate tectonics 15min  observe  The shape of the land geomorphology 40 min and record latest  Volcanoes 22 min changes to our  Climate and the giant Panda 7 min physical and human  Built Environment 26 min Classroom video world using satellite  People and the environment 40 min imagery (p2,13)  Products harm environment and what you can do  collect 16m and interpret  Global cooperation. Rebuilding Rabaul after photographic volcanic eruption (AusAID) 26min images  Impact of development-building a new mine in PNG p12,13,16,19,20,21 43  research  Natural disasters 20 min (and CD Rom) geographical issues  Rural urban migration 20 min from a variety of Other suggested resources: perspectives: NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ SMHwww.smh.com.au NSW Department of Education and Training CNN www.cnn.com www.curriculumsupport.nsw.edu.au ABC www.abc.net.au and the Teaching and Learning Exchange, TaLEs BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org

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GEOACTIVE 1 (2nd Edition) Sample Program 11

Students learn about Students learn to Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning) The nature of Geography  classify features of Pretest prior knowledge the environment as Mind/concept maps What are the physical and human physical or human elements of the environment? What are the physical processes? elements p4-13 How does the physical environment affect humans? How do  the physical elements of environments: p4-7  record patterns of humans affect the physical environment? What are the main physical and human environmental issues facing the 21st century? What should we  air elements of do about environmental problems as informed, responsible  flora and fauna environments p4-13 local and global citizens?  soil  identify patterns Draw a time line on the formation of the four spheres  solar energy (heat and light) resulting from the (atmosphere, lithosphere, hydrosphere and biosphere) p6  water interaction of the Fieldwork: Observe and record physical and human elements in the playground and local area  physical processes –water cycle, weather physical and human Organise a class trivia competition on the physical and human (insolation, climate), biotic (ecosystems, environments p14- elements of the environment using these quiz and trivia sites food webs), geomorphological (plate 23 http://www.lizardpoint.com/fun/geoquiz/asiaquiz.html tectonics, weathering, erosion). p4-5 integrate http://members.aol.com/bowermanb/quiz.html  topography,.p4-5 geographical tools http://geography.about.com/cs/quizzesandtrivia/  formation, interaction and managing e.g. photographs, different types of Multiple Intelligence: boil the kettle and describe the spheres sustainably p6-7 operation of the water cycle; design a model of an active  Focus: acid rain- human interaction in maps, satellite imagery, ICT, volcano; work out what you eat for a week, draw the food web the physical environment and its and explain whether it is simple or complex; research the life of management p7 diagrams, 3D diagrams, line a person who climbed Mt Everest and the problems of limited graphs, statistics, oxygen; create a poster identifying patterns resulting from the flow diagrams(water interaction of the physical and human environments cycle, acid rain), Perspectives: De Bono’s hats.  the human elements of environments: p8-13 time line Divide class into conservation groups, (eg. WWF), developers,  integrate ICT by town planners, farmers, industrialists and governments. Each  agricultural- definition, creating a desktop- group will present the impacts of increasing population on the subsistence, commercial, shifting, nomadic. published document physical environment as an oral report Issues: blue green algae, fertilisers, salinity, and develop and Empathy exercise. Imagine you live in a developing country pesticides, irrigation, HYV’s, GM food, refine search and have just experienced a natural disaster, such as a tsunami, hydroponic. p8-9 techniques using the earthquake, volcanic eruption or landslide. Describe your life  settlements(definition, rural, internet and how active citizens could help, such as NGOs and AusAID. urban, skyscrapers, slums, favelas, top 10  integrate http://www.ausaid.gov.au/ tallest buildings, satellite imagery p10-11, 12-13 geographical skills, Imagine you are employed as a town planner. What are the  location (in relation to tools and problems of increasing population on the physical physical environments, transport, resources geographical issues environment? http://popplanet.org/PopPlanet/ Is it sustainable? and defence locations) p10-11 Research. Increasing human interaction has contributed to integrate cross  economic ( rural/urban desertification, salinity, deforestation, acid rain, global warming curriculum content migration, push/pull forces, world’s top ten and blue green algae. Refer to one issue and research ten e.g. civics and cities) p9 current Internet articles. Present findings as a newspaper report. citizenship, Satellite  political (rural/urban environment, planning and zoning, restrictions on migration difference and  Refer to the satellite images of physical and human to cities. p9 diversity, literacy, elements of the environments. Classify five physical and  sociocultural (inequality- numeracy, five human elements and identify the resulting patterns rich/poor, urban/rural, developed/developing foundational http://www.gesource.ac.uk/worldguide/satellite.html countries) Detailed noted chapter 10 knowledge and  View the earth today from satellite and describe the skills and values and physical and human environments attitudes http://www.fourmilab.ch/earthview/satellite.html  integrate key Video clips on the net.  the interaction of the physical and human competencies: Describe why virtual fieldwork can give you a better elements: p14-25 collecting, analysing understanding of the topic and organising  Volcano world  Increasing population p12, p14 information, http://volcano.und.nodak.edu/vw.html  Results: increasing desertification, flooding, communicating  Chill out with a glacier http://www.glacier.rice.edu/ bushfires, deforestation, salinity, landslides p14- ideas and  Dynamic earth, flood, tornado, tidal wave, 15 information, hurricane, wonders of weather, avalanche, earthquakes,  Sample studies: planning, organising understanding cities Tornadoes (atmosphere) p16-17 activities, working http://school.discovery.com/ontv/videoclips/ Tsunamis (hydrosphere) p18-19 with others and in Interactive models: Landslides (lithosphere) p20-21 teams, using  Look at the interactive water cycle model and record Pandas (biosphere) p22-23. mathematical ideas the pattern and path of the water cycle Impacts of Terrible Twisters, Terrifying Tsunamis and techniques, http://www.wrc.wa.gov.au/schools/water_cycle.html and Levelling Landslides on humans and how using technology  Refer to the interactive river system and record its communities respond as active informed, responsible and solving changing pattern before and after human interaction citizensp16-21 problems. http://www.nationalgeographic.com/geographyaction/rivers The disappearing Precious Pandas and local to / global citizenship p22-23  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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GEOACTIVE 1 (2nd Edition) Sample Program 12

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 environment Hot 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=2008 Tsunamis. When and where were the most recent tsunamis? What are tsunami safety rules? http://wcatwc.gov/subpage1.htm Have 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.htm Landslides. 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=11 Panda. Test your knowledge of Pandas by answering this quiz http://www.panda.org/news_facts/education/quiz/ques.cfm Prepare a PowerPoint presentation on the problems of the interaction of humans on the decline of the Panda and how active citizens are making a difference What can you do to conserve endangered animals? http://www.kidsgowild.com/ www. giant pandabear.com/ http://www.riverdeep.net/current/2001/02/020101_panda.jhtml Civics 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.htm Group work How should active citizens sustainably manage acid rain, disappearing Pandas, landslides and tornadoes? Select one issue and present report as PowerPoint or poster Use puzzlemaker to test the glossary on page 3 http://www.kids.net.au/profiles/665.php Have fun-test your knowledge and understanding of the earth  games, quizzes, puzzles and trivia http://members.aol.com/bowermanb/landgames.html  literacy, quizzes and lesson plans http://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.htm Future 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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GEOACTIVE 1 (2nd Edition) Sample Program 13

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 environments Others……………………………………………………………………………………………………………………………………………… …….. 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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GEOACTIVE 1 (2nd Edition) Sample Program 14

Focus Area 4G1 Investigating the World Suggested time Focus Area 4G1: 20hours Our World (depending on prior Chapter 2 knowledge of students HSIE K-6) Focus An introduction to the discipline of Geography and the nature of geographical inquiry

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

A student (p26) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. Includes knowledge and understandings, 4.2 organises and interprets geographical information information for values and attitudes, integration of skills based activities 4.3 uses a range of written, oral and graphic forms to research, extension incorporating mandatory tools, cross curriculum content, key communicate geographical information activities, students competencies, civics and citizenship, websites, worksheets, 4.4 uses a range of geographical tools with learning maps, photographs, newspaper articles, puzzles, models, 4.5 demonstrates a sense of place about global problems, diagrams, glossaries, satellite imagery, sample studies and environments geographical tools, student centred, experiential and inquiry based learning 4.6 describes the geographical processes that form and digital images, group activities using multiple intelligences transform environments work, independent CD Rom contains the contents of the whole book as well as 4.10 explains how geographical knowledge, learning as well a extra activities and tools/skills exercises understanding and skills combine with providing a variety of Activities: knowledge of civics to contribute to informed perspectives.  Geoskills Toolbox: p26,31,33,39,41 citizenship. Students will:  Knowledge and Understanding: p29,35,37,40  collect  Extension worksheets: and interpret o Make a map projection (2.1) electronic o Cities of the World (2.7) information (eg,  CD Rom (with textbook) diversity of  Internet links to extra worksheets at Jaconline interactive maps) www.jaconline.com.au  use Glossary p27 Geoactives CD Geofacts p32,36,39,41 Rom and complete Jacaranda Atlas and CD Rom activities and Videos (Classroom Video) worksheets  Making maps 19 min CV  use the  Latitude and longitude 17 min CV Internet links to  Time 16 min CV extra worksheets at Other suggested resources: Jaconline NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ www.jaconline.com. NSW Department of Education and Training au www.curriculumsupport.nsw.edu.au  create a and the Teaching and Learning Exchange, TaLEs desktop-published document on different map projections  develop and refine search techniques  observe and record how hand drawn maps are being replaced by satellite imagery and GIS  collect and interpret photographic images p 37 Students learn about Students learn to Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning) Our world  recognise Mind maps-list all the maps that have been used in the past, the continents using present and maybe in the future global representation using maps p28-29 different map Answer the key geographical questions. What is a map? Why the importance and use of latitude p30 projections p28-29 do we have maps? Have maps changed over time? Why are the importance and use of longitude p30-33  use latitude to map projections not an exact representation of the globe? What global patterns of physical and human features describe the global maps would you use to visit a friend in the next suburb, a friend p34-41 pattern of climate, in India, walking in the Blue Mts or sailing in the Pacific including the spatial Ocean? What is the purpose of latitude and longitude? Why do and seasonal change we watch the Olympic Games in Athens and the World Soccer in insolation p34-37 Championships in Europe in the middle of the night in Map projections-Mercator, Mollweide, Peters  use longitude to Australia? Will satellite and GIS replace hand drawn maps?

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and McArthur’s Upside Down. explain world time What is the purpose of daylight saving? Why do we experience Maps from a Eurocentric and Australian zones p32-33 a hot Christmas while Europeans experience snow? When do perspective  describe global the solstices and equinoxes occur? Strengths and weaknesses of a diversity of patterns of physical Cartoon literacy p36 projections p28-29 and human features Fieldwork: p38-41  draw a map of the school Traditional Aboriginal map. Compare with  integrate ICT by  design an orienteering path in the school other maps refining search  suggested out door activities to enable students be techniques using the able to read maps World maps-climate zones, temperature, internet http://www.inquiry.net/outdoor/games/ripley/stalking/rea precipitation, landforms (plate tectonics),  integrate ding_maps.htm. political p34-40 geographical skills, Multiple Intelligences tools, issues and  Cut an orange to explain projections Latitude and longitude, hemispheres, date line, perspectives  Copy an Aboriginal map and describe its physical Meridian of Greenwich, equator, Tropics of  integrate cross and human features Cancer and Capricorn, Arctic and Antarctic curriculum content  Collect a variety of maps and make a collage Circles, north and south poles and key  List ten songs, poems or books about other Use latitude and longitude and alpha-numerical to competencies: countries. Locate countries on a Mollweide map find physical and human elements and World projection Heritage sites on a map. P30  Prepare a menu for another country. Research the countries latitude, longitude, seasons, how far is it from Latitude and climate-seasons, angle of the sun’s Australia as the ‘crow flies’, climate zone, average rays p34 annual temperature and precipitation, political boundaries, time difference with Australia, population, Altitude and climate- lapse rates p 34 population density and quality of life Climate zones and extreme weather events p37,  Make a compass p36 Plan a trip to 10 overseas cities. Record their latitude and longitude. Work out when you will travel and what you should Time zones-GMT, International Date Line, wear. These sites may help you daylight saving p33 http://www.cia.gov/cia/publications/factbook/ and http://www.worldclimate.com/ Extreme physical facts and figures p39 What is the degree confluence project? Find 5 degree of confluence sites and research the places. Present as a poster Global patterns of human features – countries http://www.confluence.org/index.php by area, cities of the world, population increase, Perspectives. Explain why map projections show different population density, quality of life indicators eg. perspectives:http://hum.amu.edu.pl/~zbzw/glob/glob0.htm. IMR, GDP, life expectancy, birth rates p40-41. Up side down map http://www.flourish.org/upsidedownmap/ More details in Chapter 10 Test your knowledge. Complete these easy, interactive activities. Map games http://members.aol.com/bowermanb/mapgames Map wizard http://interactive2.usgs.gov/learningweb/fun/map.asp Latitude and Longitude quiz http://www.pittsford.monroe.edu/jefferson/ calfieri/maps&globes/latitudequiz.html Co ordinates on a map http://www.learn.co.uk/default.asp? WCI=SubUnit&WCU=8928 Videos. Write a report on a video shown in the classroom. Determine whether the material was biased Group 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 poster Maps and globes: What are maps? http://www.thenetwork.sa.edu.au/it_into_lit/units/wickedwww/ Activity_files/Activity5.pd Thousands of maps, globes and graphs http://members.aol.com/bowermanb/maps.html World Atlas political-interactive http://www.sitesatlas.com/Atlas/PolAtlas/index.htm World Atlas physical–interactive http://www.sitesatlas.com/Atlas/PhysAtlas/physatlas.htm Time: Virtual globe http://anutime.com/globe/3Den.html - sunlight and darkness World time zones http://www.worldtimezone.com/ Elements of maps and how to read them What do maps show http://interactive2.usgs.gov/learningweb/teachers/mapsshow .htm Exploring maps – lesson notes http://interactive2.usgs.gov/learningweb/teachers/explorem aps.htm How to read maps http://www.geocities.com/EnchantedForest/8112/map.html

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http://www.iapad.org/tips/mapreading.htm Symbols –legend http://www.es.mq.edu.au/courses/GEOS264/maps/mapch1/t sym.htm Scale http://maps.nrcan.gc.ca/maps101/scale.html http://geography.about.com/cs/maps/a/mapscale.htm http://mac.usgs.gov/mac/isb/pubs/factsheets/fs01502.html Latitude and longitude: Tutorial http://www.lakelandsd.com/tutorial/instructions.html Latitude 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.htm Seasons Excellent audio explanation http://kids.msfc.nasa.gov/earth/seasons/EarthSeasons.asp

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

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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G1 Investigating the World Suggested time Focus Area 4G1: 20hours Geographical Research (depending on prior Chapter 3 knowledge of students HSIE K-6) Focus An introduction to the discipline of Geography and the nature of geographical inquiry

Note: Integration of geographical tools Syllabus outcomes Suggested ICT Resources

A student (p48): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2 organises and interprets geographical information information for local Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms to area fieldwork and integration of skills based activities incorporating mandatory communicate geographical information geographical inquiry tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools Students will: citizenship, websites, worksheets, maps, photographs, 4.5 demonstrates a sense of place about global  collect newspaper articles, puzzles, models, diagrams, glossaries, environments and interpret satellite imagery, sample studies and student centred, 4.6 describes the geographical processes that form and electronic experiential and inquiry based learning activities using multiple transform environments information intelligences 4.10 explains how geographical knowledge,  observe CD Rom contains the contents of the whole book as well as understanding and skills combine with and record changes extra activities and tools/skills exercises knowledge of civics to contribute to informed to the physical and Activities: citizenship. human  Geoskills Toolbox: p48,51,59,61.63,66,75 environments in the  Knowledge and Understanding: p50,53,57,65,75 local area using the  Extension worksheets: Internet for satellite o The Bermuda Triangle (3.2) imagery, maps, o Choropleth mapping skills (3.3) synoptic charts and o Make a scale model (3.5) digital o Watch the weather (3.6) photographs o Children’s cloud book (3.7)  research  CD Rom (with textbook) local geographical  Internet links to extra worksheets at Jaconline issues from a variety www.jaconline.com.au of perspectives: SMHwww.smh.com.au  Fieldwork: ABC www.abc.net.au o Local area/school yard (3.9)  visit o Shopping centre (3.10) Yellow Pages and Glossary p49 draw sketch map of Jacaranda Atlas and CD Rom the local area Videos CV Classroom Video http://www.yellowp  Weather forecasting 19 min CV ages.com.au  Weather in Australia 20 min CV  visit NSW  Air ,water vapour and weather 21min CV Community  People power 22min CV Builders for  Streetscape studies 22min CV examples of active Other suggested resources: citizenship in the NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ local area p72 NSW Department of Education and Training www.communitybui www.curriculumsupport.nsw.edu.au lders.com and the Teaching and Learning Exchange, TaLEs  visit local council, sustainable Suggestions for PowerPoint presentations homes, Macquarie http://www.leesummit.k12.mo.us/its/powerpoint.htm Centre, http://ed.uwyo.edu/tech/tutorials/powerpoint_design.htm Streamwatch, Kidspiration – tutorials Waterwatch, http://www.leesummit.k12.mo.us/its/kidspiration.htm Landcare, Oz Green, Bureau of Meteorology  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

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document  develop and refine search techniques Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning) Geographical research  apply key Answer the key geographical questions? What is  key geographical questions p50 geographical geographical research? p48 What are the key geographical  fieldwork: the use of geographical tools in questions to a local questions? P50 investigating the physical and human environment p68-75 Describe the different types of photos and draw a form line environment p68-p73(local area) p74-75 (local  use geographical diagram p51 shopping centre) tools to measure and Select three photographs from home and/or the Internet that record elements of show ground, aerial and oblique perspectives. Paste into book the local and label Key geographical questions - What? Where? environment p51-67 Find a photo of New York and identify the features on the Why? How? p50  present satellite image p56 geographical Complete local area fieldwork Different perspectives on answering the key information about Draw the Beaufort scale as a picture graph p69 geographical questions –global, indigenous, the local Draw a time line showing the changes to your local area since gender, socio-cultural environment using a 1788 range of written, Perspectives: De Bono’s hats. Using geographical tools and skills to answer oral (p71)and Divide class into conservation groups, local council, state key geographical questions (eg. maps, fieldwork, graphic forms (p71, government, housing developer, retailer, industrialist, park statistics, photographs) 72) ranger, student and unemployed person. Each group will  Essential features of maps- BOLLTS p52-53  use a variety of present their perspective on the impacts of a new industrial site  Maps for different purposes – political, sketch, information sources in the local area, as a newspaper report topographic, physical ,tourist, précis, choropleth,  conduct Visit the local shopping centre and complete surveys and satellite imagery, theme, flow, synoptic charts, fieldwork-observe, interviews p71, 75 UBD p54-57 record, collate and Conduct a class survey on immigration p72  Topographic maps-contours, contour interval, analyse information List the advantages and disadvantages of on line shopping for gradient, legend, colours, area and grid references, in the local area shopping centres spot heights, physical and human elements, form p68-75 Active involved citizenship – become involved in a local line diagrams (plateau, valley, ridge, cliff, saddle,  explore different environmental and cultural issue (eg. Clean up Australia, hill), cross sections p58-61 perspectives in the visiting older people without families). Write a report on the  Weather maps/charts (synoptic)-isobars, high local area - advantages of volunteers in the community and low pressure systems, cold and warm fronts, interviews, surveys, Debate for and against the dumping of nuclear waste in your cyclones, pressure gradient, hectopascals, questionnaires backyard Design a map for buried treasure in the school. Then ask your barometer, anticyclone p62-63  uses fieldwork to friend to find the treasure by following your map and written  Cloud identification –strato, cumulo and cirro, assist in the directions. How well do you construct maps? nimbus, cumulonimbus, rainbows, tornadoes, interpretation of, Draw a cross section from A to H and Mt Erin to the railway smog, frost, lightning, fog, cloud cover p64-65 and decision- station p59  Photographs types p51 making about Use weather instruments and record temperature, geographical  Photograph and line diagrams –rice (interaction precipitation, wind and humidity in local area, Weather kit phenomena of physical and human environments p66 http://www.bom.gov.au/info/weatherkit/section2/barom2.sh tml Identify and draw the types of clouds and cloud cover in the  integrate tools in Local area fieldwork p68-73 local area local area physical ‘school, home or local area’ http://www.bom.gov.au/info/weatherkit/section2/cloud.shtm environment l use compass, a. Physical environment p68-70 Become involved in Project Atmosphere Australia On-Line for street directory Location, maps, climate and weather, clouds, schools and topographic catchment, water quantity and quality, landforms http://www.schools.ash.org.au/paa/paa.htm map; draw (topographic maps)and soil, plants and animals and Airwatch sketch map to Environmental issues-air ,water, soil and noise http://www.environment.gov.au/net/airwatch.h scale; record pollution, declining native species, use of water tml. temperature and and unsustainable energy sources Collect the latest weather map and satellite imagery precipitation; Active civics and citizenship-responsibilities of http://www.bom.gov.au. Compare this report record wind the three levels of government p70. with the weather in your local area speed using Laws (Clean Air Act, water restrictions in Sydney), Collect 20 songs or poems related to weather (eg. Singing in Beaufort scale; individuals (recycle waste, solar energy, use public the rain). Present as a poster identify cloud transport, native gardens), groups (Landcare) and Test. Complete weather crossword types and cloud local government (recycle garbage) http://www.bom.gov.au/info/weatherkit/section3/cross.shtml cover; draw Make a collage of buildings in your local area using local local newspaper and real estate material p71 catchment; Visit the local council p71 and draw a table of its functions measure water Research homes in local area p71. Compare with other local quality, pH, areas velocity, Group work. Divide into groups. Draw a sketch of either a turbidity, sustainable school, home or transport for your local area p71. temperature; Research the decline of the local corner shop p71 count water Draw a transect of the main shopping centre in your local area bugs; survey p71 litter along r Interview a person who can tell you about the shopping area 40 roadside;

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b. Human environment p71-73 collect and years ago p71. List the changes Roads, transport, settlements (types of homes), interpret Interview a person who belongs to a local group or club p72. government departments, industry, retail, synoptic maps Summarise its functions and advantages to the local community agriculture and compare Research the demographics of your local area p72. (ABS) Demographics -social and economic profile of your and analyse Present as oral report community (ABS, Community Builders NSW) fieldwork Brainstorm. Suggest strategies for a stronger local community population, income, age, religion, occupation, results p72 birthplace, ancestry. List the yearly events in your local community p73. Present as a Changing multicultural profile (from original poster to encourage tourists to the local area Aboriginal inhabitants)  integrate tools- Draw a flow map showing the links between your community Community based services- local clubs, churches, in local area and others (some may be overseas) p73 volunteer and charity organisations (Rotary, Red human Draw a map of your local area showing government facilities Cross environment (local, state and federal) Socio-economic issues –street dwellers, crime, street transect, Present an oral report on Aboriginal sites and multicultural unemployment, lack of parks, sporting facilities, landuse survey, changes to your local area doctors, transport, pools, theatres), communication questionnaires, Group work. Research one local environmental issue (eg.water local to global links photographs, pollution, traffic congestion, disappearing native animals) and Celebrations in the local community (Australia interviews one local social issue (eg. unemployment, poverty, crime, Day, Anzac Day, market days) inadequate houses) and present to class as a written report Empathy exercise. Imagine you were homeless living in the  integrate local park. Describe your life. How could active citizens help geographical skills, you? geographical What environmental disaster has happened to your community issues, cross in the last 10 years? (storm, fire, hailstorm, flood). Explain the c. Changes to the local physical and human curriculum content disaster and how governments, individuals and groups assisted. environments and key Future scenario. Imagine your local area in the year 2050. Changing population (size, age, socio-economic competencies: Draw the local physical and human environment. Present as a status, density), changing landuse, shopping centres, poster. transport, types of homes, industries (smokestack to Weather maps high tech). Gentrification of suburbs, rural decline, Learn about weather http://www.bom.gov.au/lam/ suburbanisation (rural areas become housing estates) Units of work for teachers Macquarie shopping centre p74-75 http://www.bom.gov.au/lam/Students_Teachers/learnact.htm Conflict over changes –developers versus Get the latest weather map conservationists, role of active citizenship and the http://www.bom.gov.au/weather/national/charts/synoptic.shtml three levels of government. Topographic maps Sustainable future for the local area- sustainable http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.ht home, transport, energy. Building stronger local ml communities http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.html Reading topographic maps and symbols d. Contemporary geographical issues in the local http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/reading.ht area p73 Traffic ml;http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/moreinf ormation.html Extension: Geographic technology in local area http://geography.about.com/od/geographictechnology/ GPS http://geography.about.com/od/geographictechnology/a/gps.htm GIS http://geography.about.com/library/weekly/aa080397.htm GIS and teachers http://www..king.ac.uk/geog/gis_for_teachers/

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work and ICT 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 report Others ……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change

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Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G2 Global Environments and Communities Suggested time Focus Area 4G2: 20hours Overview (depending on prior Chapter 4 knowledge of students 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 Syllabus outcomes Suggested ICT Resources

A student (p76): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1.identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2. organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3.uses a range of written, oral and graphic forms to research, extension integration of skills based activities incorporating mandatory communicate geographical information activities, students tools, cross curriculum content, key competencies, civics and 4.4.uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.6.describes the geographical processes that form and problems, newspaper articles, puzzles, models, diagrams, glossaries, transform environments geographical tools, satellite imagery, sample studies and student centred, 4.8.describes the interrelationships between people and digital images, experiential and inquiry based learning activities using multiple environments independent learning intelligences 4.10.explains how geographical knowledge, as well a providing a CD Rom contains the contents of the whole book as well as understanding and skills combine with knowledge variety of extra activities and tools/skills exercises of civics to contribute to informed citizenship. perspectives. Activities: Students will:  Geoskills Toolbox: p 81,85  collect  Knowledge and Understanding: p81, 83, and interpret  Extension worksheets: electronic o World Crossword (4.2) information o Locating global environments (4.2)  design  CD Rom (with textbook) and create a  Internet links to extra worksheets at Jaconline multimedia www.jaconline.com.au presentation  Fieldwork:  use o Local global environments eg. wetlands Geoactives CD (Homebush Bay, Towra Point), Rom and complete grasslands (Dubbo Zoo Environment activities and Centre), rivers (Hawkesbury, Georges, worksheets Murray and Cooks), coasts (Botany Bay)  use the Details of fieldwork in Geoactives 2 Internet links to o Virtual fieldwork eg. coral reef extra worksheets at o Refer to other suggested actual and/or Jaconline virtual fieldwork for Mountains (Chapter www.jaconline.com. 5), Deserts (Chapter 6), au Rainforests(Chapter 7), Polar Lands  create a (Chapter 8) desktop-published Glossary p77 document Jacaranda Atlas and CD Rom  develop Videos CV Classroom Video and refine search  Fragile ecosystems Palau’s coral reefs at risk 25min techniques  Wetlands Homebush Bay 22min  use  River landforms – source to sea 26min satellite imagery  Coastal ecosystems 20min  observe and record latest  changes in global Other suggested resources: environments using NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ satellite imagery - NSW Department of Education and Training volcanic eruption www.curriculumsupport.nsw.edu.au and movement of and the Teaching and Learning Exchange, TaLEs glacier http://school.discovery. com/lessonplans/progr ams/satelliteimages/  collect and interpret photographic images of different environments p76,78,79,80,81 and their communities p82,83,84,85  research

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global environmental issues from a variety of perspectives: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Global Environments  locate different Pretest students prior knowledge  types of global environments and their global environments Answer the key geographical questions? location: p78-81 What are global environments? Where are the different global  coasts (p80 and  describe the environments located? P78. How do humans interact with fieldwork activities Geoactive 2) interaction of humans different global environments over time? Is the interaction of  coral reefs (p81 and with environments eg. humans ecologically sustainable? How do individuals, Australian examples Geoactive Lake Titicaca p82, community organisations and government actions contribute to 2) nomadic pastoralists in the ecological management of environments?  deserts(p 79, chapter Somalia p83, Kayapo Refer to the map locating deserts p117. List 5 deserts (cold or 6 and Australian examples Indians in Amazon hot) and describe their location Geoactive 2) rainforest p84 Refer to map locating mountains experiencing earthquakes and  grasslands(p79 and  describe the changes volcanic activity p88. List 3 earthquakes and 3volcanic Australian examples Geoactive to global environments eruptions 2) and impacts on Describe the different environments in the photos p78, 79. List  mountains(p78, communities eg. king the coldest, steepest, driest and hottest environments? Describe chapter 5 and Australian tides in Tuvalu p85 whether each photo is aerial, oblique or ground. Draw a form examples Geoactive 2)  use geographical line diagram of two environments p78. Answer questions on photos p81  polar lands(p78, tools such as Present a collage of global environments like p79 chapter 8 and further details photographs p76 p81, Describe the movement of water as it falls from the sky and Geoactive 2) maps (worksheets), moves from the top of the mountain to the ocean p80. When  rainforests(p79, diagrams )p 76-85 will it be moving fastest and slowest? chapter 7 and Australian  analyse a Explain why most communities live in coastal areas. Refer to examples Geoactive 2) newspaper article p85 the map p12. What are the problems of too many people living  rivers(p80 and in coastal environments? What could occur with global Australian examples and warming? fieldwork Geoactive 2) Research. Using the Internet and locate the latest natural  tundra (p78, content disasters over the last year on a world map. Describe their within chapter 8) environments and the impact of the disaster on communities.  wetlands(p78 and Present as PowerPoint or poster Australian examples Geoactive http://ghostchild.com/Natural_disasters_earthquakes_hurricane 2) _latest.html http://www.angelfire.com/on/predictions/ Overview of global environments p76-81 View the latest environmental disasters using satellite  mountains, wetlands, polar, tundra, http://earthobservatory.nasa.gov/NaturalHazards/ deserts, grasslands and rainforests p78 Extension: More data and interactive maps at  locating global environments p78-79, 117, http://www.ngdc.noaa.gov/seg/hazard/hazards.shtml 88, and 143,166. Additional information in Write a video report on an environment under threat from Geoactive 2 human interaction and how it is being managed. e.g. Palau’s  from the mountains to the sea –rivers, coral reefs at risk coasts and coral reefs p80-81 Imagine you lived on Tuvalu p85. Global warming is predicted to flood your lying coral island. Explain how individuals, Environments and communities p82-83 community organisations and government actions can  Lake Titicaca and the Uro community – contribute to the sustainable management of the environment. living on reeds p82 Global citizenship. All environments are prone to disasters.  Somalia and the nomadic pastoralists p83 Explain how the United Nations is contributing to a better life for more communities suffering from natural disasters. Environments and change p84-85 http://www.irinnews.org/AsiaFP.asp?  Amazon rainforest and the Kayapo Indians SelectTheme=Natural_Disasters p84 Refer to the newspaper article on king tides in Tuvalu and  Climate change- king tides in Tuvalu p85 complete questions p85 and active citizenship Perspectives: 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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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 report Group 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 report Research 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 safari http://www.nationalgeographic.com/okavango/ Okavango delta communities in Botswana http://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 environments Refer 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 precipitation Interview a person who lived in another environment such as Antarctica. Describe the environment and how communities adapt Extension. 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 management http://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 examples Imagine 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 presentation Present 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 quiz http://www.ngdc.noaa.gov/seg/hazard/kqStart.shtml Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work and ICT 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 century Others……………………………………………………………………………………………………………………………………………… 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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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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G2 Global Environments and Communities Suggested time Focus Area 4G2: 20hours Mountains (depending on prior Chapter 5 knowledge of students HSIE K-6) Focus The geographical processes that form and transform global environments, and human interactions within environments

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

A student (p86): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1.identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2. organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3.uses a range of written, oral and graphic forms to research, virtual integration of skills based activities incorporating mandatory communicate geographical information fieldwork, students tools, cross curriculum content, key competencies, civics and 4.4.uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.6.describes the geographical processes that form and problems, newspaper articles, puzzles, models, diagrams, glossaries, transform environments geographical tools, satellite imagery, sample studies and student centred, 4.8.describes the interrelationships between people and digital images, experiential and inquiry based learning activities using multiple environments independent learning intelligences 4.10. explains how geographical knowledge, as well a providing a CD Rom contains the contents of the whole book as well as understanding and skills combine with knowledge variety of extra activities and tools/skills exercises of civics to contribute to informed citizenship. perspectives. Activities: Students will:  Geoskills Toolbox: p86,88,95,96,97,100,111,113  collect  Check and challenge p112-23 and interpret  Knowledge and Understanding: electronic p89,91,93,95,96,99,105,106,108,109,111,112 information  Geofacts p89,99,111  design  Extension worksheets: and create a o Design an earthquake proof house (5.1) multimedia o Classifying mountains (5.2) presentation o Make a volcano (5.3)  use o Write a myth (5.4) Geoactives CD  CD Rom (with textbook) Rom and complete activities and  Internet links to extra worksheets at Jaconline worksheets www.jaconline.com.au Fieldwork:  use the  Internet links to o Snowy Mountains (see Geoactive 2) extra worksheets at o River (see Geoactive 2) Jaconline o Coast (see Geoactive 2) www.jaconline.com. o Virtual fieldwork au . Climb Mt Everest  create a http://www.nationalgeographi desktop-published c.com/channel/highspeed/ever document est/  develop . Visit Yellow Mountain China and refine search http://www.chinavista.com/tra techniques vel/huangshang/hotspring.htm  observe l and record latest . Visit a volcano changes in global http://teacher.scholastic.com/f environments using ieldtrp/science/volcano.htm. satellite imagery- Glossary p87 volcanic eruption Jacaranda Atlas and CD Rom http://school.discovery. Videos CV Classroom Video com/lessonplans/progr  Volcanoes 22min ams/satelliteimages/  Plate tectonics 15min  collect  Sherpas of Nepal 21min and interpret  Glaciers and glaciation 25min photographic  People of Pogera 20min images of mountain environments and Other suggested resources: their communities NSW Board of Studies http://www.boardofstudies.nsw.edu.au/  research NSW Department of Education and Training environmental www.curriculumsupport.nsw.edu.au issues in mountain and the Teaching and Learning Exchange, TaLEs environments from a variety of perspectives: SMHwww.smh.com.au

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CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Select a mountain environment  recognise the Pretest students prior knowledge  the spatial distribution p88 spatial distribution Answer the key geographical questions? Where are  the major geographical processes 108-101 of a mountain mountains located? How are mountains formed? What and – atmospheric processes p108, 113,5, 105 environment p88-89 where are the largest mountains? Why is the temperature colder – biotic processes p105  describe the and the air contains less oxygen the higher you walk up a – geomorphic processes p90-97, p110-111 geographical mountain? What plants and animals live in high mountain – hydrologic processes p98100 processes that shape areas? What is orographic rainfall and what are its effects on  the way humans, including indigenous the mountain vegetation?? Why is one side of a mountain warmer than the groups, interact with the mountains 102-111 environment p88- other side? Why do landslides and avalanches occur on steep Select at least one community and the way it 111 mountain slopes? What is the lapse rate? Why are alpine interacts with mountain environment: p102-111  draw and ecosystems fragile and are at risk from human interaction? Who  the way the mountain environment describe the lives in mountains? What is transhumance? What is the effect influences the community operation of a of global warming on mountain areas? Why are steep slopes  the way the relationship between the simple mountain terraced for farming? Why should governments restrict the community and the mountain environment is ecosystem number of people climbing Mt Everest? How do individuals, changing  describe the communities and governments reduce the impacts of clearing  strategies and processes that individuals, interaction of steep slopes, building settlements and transport routes? What groups and governments use to influence change humans with the are the strategies for ecological sustainability of areas subject to landslides, avalanches, transhumance and excessive tourism?  the way the community is responding to environment p102- Draw a mind map of human interaction in mountain areas? these changes 111  describe the Hook Activity: What is the difference between breaking and interrelationship of bending? Hand out rocks and play dough and ask the students the mountain to bend them. Which one bends? Why? Why is it difficult to environment and a bend rocks? Can rocks bend? Encourage them to think about heat, pressure and time to bend a rock. Can rocks bend and flow Overview of mountains p88 specific community at the right temperatures and pressures? Restless earth p88-89 p102-111 Describe the different geographical process that causes folding Earthquakes, weathering, erosion, plates,  explain how and faulting tectonic activity, continental drift individuals, Extension. Research the Richter scale and draw a sketch on Mountain building p90-91 community what damage would occur at different scales 1 to 12. (1 is not Folding, faulting, volcanoes, earthquakes organisations and felt and 12 objects are thrown in the air). Present research as a Volcanic mountains p92-93 government actions poster http://pubs.usgs.gov/gip/earthq4/severitygip.html Lava, dormitory, active, crater, magma, are contributing to Internet interactive exercises vent, ash cloud, lightning the current Types of volcanoes-shield, dome, cinder, management of the  Make a quake and see whether the building survives. composite mountain http://dsc.discovery.com/anthology/unsolvedhistory/ Living with volcanoes p94-95 environment p102- earthquake/interactive/interactive.html Benefits – building material, minerals, 111 and 20-  What are the differences between earthquakes thermal energy 21(landslides) caused at sea and on land? Predicting eruptions-seismographs  identify the http://teacher.scholastic.com/activities/science/earth Preparing for eruptions responsibility of quake_interactives.htm. Then write a report Lessening the effects of eruptions government to the analysing this website Satellite imagery community and its Design an earthquake -proofhouse p89 Human interaction and management mountain Find the latest earthquakes in the last month. Draw these places Mount Etna, Sicily p96-97 environment p111 on a Mercator map Photograph, topographic map, newspaper  integrate http://neic.usgs.gov/neis/bulletin/bulletin.html. Which ones are article geographical tools on the plates? Describe the geographical process that caused Human interaction such as identifying these earthquakes Shaping mountains p98-99 features on a world Research the expected future movement of plates. Will it affect Weathering, ‘V” and “U” shaped valleys, map such as Australia? Identify the responsibility of governments to the glaciers, plucking, erosion, cirques, horns, locating communities arêtes, hanging valleys and fiords earthquakes, How can earthquakes cause tsunamis? (p18-19) Human interaction volcanoes and plates Describe the interactions of humans as active citizens before Tasman Glacier p100-101 p88, map 108, 3D and after a volcanic eruption in the sketch on page 94 Photograph, topographic map diagram p90,9, Visit the online volcanic atlas and maps. Select two volcanoes photos p91, and describe their geographical processes that have shaped that topographic maps of environment http://picasso.ngdc.noaa.gov/cgi- Communities and the way they interact with Tasman Glacier bin/seg/haz/volc_world.pl mountains p102-111 p100-101 and Mt http://vulcan.wr.usgs.gov/Volcanoes/Cascades/ImageMaps/Cas Western Highlands of PNG- Mt Hagen p102-105 Etna p97, transect cadeRange/cascade_range.html Physical characteristics p106, vegetation http://www.msnbc.com/news/wld/graphics/volcano_dw.htm Climate – altitude, lapse rates, snowline zones p105, Imagine you were a drop of rain that fell as snow in the high Vegetation and altitude temperature mountains. Describe you adventure as you travelled through Settlement inversion diagram warmer lands to the ocean. Explain the changes to valleys you Homes, pigs, gardens, transport, families, passed and the changing geographical processes. p108, column graph rd gender, tea, coffee p111, statistics Extension: Global warming melts Peruvian peaks (23 July

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Conflict between communities –western p113, climate graph 2004). Describe the impacts of global warming on glaciers. impact on traditional lifestyles p113 How will it affect ecosystems and the interaction of humans, Sustainable management such as tourism? Identify the local and global groups and Communities in Nepal p106-109 governments responsible for the sustainable management of Physical – landform, climate (temperature these environments inversion, less oxygen) http://www.swissinfo.org/sen/swissinfo.html? Interaction of humans-soil degradation, siteSect=143&sid=5101922 terracing, fuelwood Answer questions on the picture graph on mountains on page Tourism –changing Sherpa culture 39 Sustainable management If you were to walk up a mountain that is 5000 metres and the temperature at 1000metres is 40oC. What would be the Avalanches: a natural hazard in mountain lands temperature at the summit? What is this called? p5 p110-111 Why do landslides occur when vegetation has been cleared on Characteristics of avalanches steep slopes p20-21 Human interaction Imagine you lived near the San Andrea Fault p89. Describe its Sustainable management of avalanches 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 disaster Make a volcano p93 Describe 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 p105 Collect 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 poster Compare the biotic processes in the two photographs on p98 Draw and describe a simple mountain ecosystem Research the impact of climate change on the biotic processes (vegetation) in mountain areas and how they should be sustainably managed http://www.grida.no/climate/vital/28.htm Refer to map locating mountains experiencing earthquakes and volcanic activity p88. List 3 earthquakes and 3volcanic eruptions Describe the environments in the photos p86, 91, 98, 103, 107. Draw a form line diagram of two photos. Describe the processes and human interactions If 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 Nepal Write a video report on mining in the highlands of PNG. List its advantages and disadvantages. Suggest strategies for sustainability Group work and citizenship – the changes to mountain environments has had some devastating effects on communities that depend on the environment for essential resources. Each group will research one environmental issue and its positive and

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negative impacts on the community (eg. mining in mountain areas in PNG and Peru). Present as an oral report Debate for and against climbing Mt Everest Compare the lifestyle of a person living in their holiday ski lodge in Whistler with a nomadic herder in Tibet The 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.htm Role 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 perspectives Group 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 report Earthquakes- digital images and details http://www.ngdc.noaa.gov/seg/hazard/slideset/earthquakes/ Volcanic activity- digital images and details http://www.ngdc.noaa.gov/seg/hazard/slideset/volcanoes/ Landslides-digital images and details http://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 details http://www.ngdc.noaa.gov/seg/hazard/slideset/other_hazards/ Management- warnings and information of natural hazards http://www.ngdc.noaa.gov/seg/hazard/activity/intro.html World disasters http://www.pbrla.com/weather_natdisasters.html World satellite images of disasters http://www.eos.ubc.ca/courses/eosc114/EOSC114disasters/Disa sterWatch.html

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work and ICT 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 presentation Others……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images

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Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G2 Global Environments and Communities Suggested time Focus Area 4G2: 20hours Deserts (depending on prior Chapter 6 knowledge of students HSIE K-6) Focus The geographical processes that form and transform global environments, and human interactions within environments

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

A student (p114): The use of the Geoactives 1 Bliss S and Paine J. John Wiley and Sons 4.1.identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2. organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3.uses a range of written, oral and graphic forms to research, virtual integration of skills based activities incorporating mandatory communicate geographical information fieldwork, students tools, cross curriculum content, key competencies, civics and 4.4.uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.6.describes the geographical processes that form and problems, extension newspaper articles, puzzles, models, diagrams, glossaries, transform environments activities, satellite imagery, sample studies and student centred, 4.8.describes the interrelationships between people and geographical tools, experiential and inquiry based learning activities using multiple environments digital images, intelligences 4.10. explains how geographical knowledge, independent learning CD Rom contains the contents of the whole book as well as understanding and skills combine with knowledge as well a providing a extra activities and tools/skills exercises of civics to contribute to informed citizenship. variety of Activities: perspectives.  Geoskills Toolbox: p114,119,121,123,133,134,137 Students will:  Check and challenge p138-139  collect  Knowledge and Understanding: and interpret p116,119,121,123,125,129,131,133,135,137 electronic  Geofacts p118,131, information  Extension worksheets:  design o Desert plain crash (6.1) and create a o Alien climographs (6.2) multimedia o Water in the desert (6.3) presentation o Create a desert animal (6.5)  use  CD Rom (with textbook) Geoactives CD Rom and complete  Internet links to extra worksheets at Jaconline activities and www.jaconline.com.au worksheets  Fieldwork: Australian deserts (see Geoactive 2)  use the o Internet links to o Virtual fieldwork extra worksheets at http://www.field- Jaconline trips.org/tours/sci/desert/_tourlaunch5.htm and www.jaconline.com. http://teacher.scholastic.com/fieldtrp/science/d au eserts.htm  create a Glossary p115 desktop-published Jacaranda Atlas and CD Rom document Videos CV Classroom Video  develop Gods must be crazy- San in the Kalahari desert and refine search Desertification 24 min CV techniques Ecological niches- Surviving the Sahel 14min CV Other suggested resources:  observe NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ and record latest NSW Department of Education and Training changes in global www.curriculumsupport.nsw.edu.au environments using and the Teaching and Learning Exchange, TaLEs 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.au CNN www.cnn.com

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ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Select a desert environment  recognise the Pretest students prior knowledge  the spatial distribution p117 spatial distribution Answer the key geographical questions? Where are deserts  the major geographical processes p118-125, of a desert located? How are desert landforms formed? Why is the climate 130 environment p117 hot and dry all year? What happens after rainfall? What are the – atmospheric processes p118-121  describe the causes and impacts of wind storms? What is the diurnal range – biotic processes p124-125 geographical large? Why are deserts generally located on west sides of – geomorphic processes p122-123 processes that shape continents? How does the camel and other animals adapt to the – hydrologic processes p120-121 the desert environment? How do plants adapt to the hot and dry  the way humans, including indigenous environment 118- environment? What is the effect of orographic rain on desert groups, interact with the deserts p126-129 122, 125, 130 areas? Why is it not advisable to settle in wadis? How does the (Geoactives 2 Aboriginal people in Australia)  draw and baobab tree adapt to a desert environment? Why are desert describe the ecosystems at risk from increasing human interaction? Who Select at least one community and the way it operation of a lives in deserts? What is nomadic herding? What is grown in an interacts with desert environment: p126-135,138 simple desert oasis? How are individuals, communities and governments  the way the desert environment influences ecosystem 124-125 reducing desertification? How does the mining of oil in deserts the community  describe the impact on global warming? What are the strategies for  the way the relationship between the interaction of ecological sustainability of desert areas? community and the desert environment is humans with the Each student researches one of these questions and presents changing desert environment findings as an oral report. Ensure students do not overlap with  strategies and processes that individuals, p126-129,131 the same questions groups and governments use to influence change  describe the Draw a mind map of human interaction in desert areas Almost one third of the world’s area is covered in semi arid and  the way the community is responding to interrelationship of arid environments. Suggest sustainable strategies to green these changes the desert environment and a these areas specific community Satellite images can show changes to deserts over time. Refer p102-111 to these satellite images and describe the different desert  explain how environments. Why are dust storms a problem? How could they individuals, be managed? community http://www.gesource.ac.uk/worldguide/satellite_deserts.html organisations and The next major war is predicted to be over scarce water resources rather than oil. Research the lack of water and Location of deserts 116-118 government actions increasing population in the arid Middle East. How could this  extremely arid, arid and semi arid deserts are contributing to the current be sustainably managed?  hot and dry deserts Transect. If you were to travel from west to east Australia  global examples management of the desert environment p121 along the Tropic of Capricorn describe the changing p. 131-133 landforms and climates. Why deserts are hot 118-119 While travelling the world’s deserts tourists buy coloured salt in  identify the  latitude and altitude Tunisia, travel by camel in Morocco, eat dates and vegetables responsibility of  climate graphs grown in oasis in Syria, drink goat’s milk and live in black tents government to the  diurnal range in the Middle East. Organise a world trip to global desert community and its  cloud cover environments visiting caves in Saudi Arabia, underground desert environment  interrelationship of communities – Coober homes in Matmata, Tunisia where Star Wars was filmed, live in p134-135, 136-137 Pedy an underground hotel in Cappadocia, Turkey, live in a Berber  integrate tent in Iran, have lunch with the San in the Kalahari desert, ride geographical tools Why deserts are dry p120-121 camels with the Tuareg in the Sahara, stay at an oasis in such as identifying  Location on earth - west side of continents Morocco, take pictures of the glaciers in Patagonia and visit a features on a world between latitudes 15 and 35 degrees north oil well and a salt mine in the Middle East. Draw the trip on a map such as and south world map, find latitude and longitude for each place and locating deserts present as a multimedia presentation  High pressure systems p117, maps Design an ecotour to a desert. Describe what the tourists could  Orographic precipitation and rain shadow 121,127,130,134, look at, live in and mode of travel. Present as a poster area world desertification Let’s survive. Explain why it is easy to get lost and die in a  Cold ocean currents. Peru and links to 136-137, diagrams desert. Suggest strategies for survival. abundant fish 120,122, 126; Multiple Intelligences.  Emergency water supply p139 photos p114, 117,  Make a list of movies, poems and songs that involve  Impacts of El Nino and global warming 119,128, 131, deserts. Describe their message 133,136,138; Diversity of desert landforms p122-123 climate graphs 119,  Play the game who will survive p139  Processes 135; topographic  Go on a virtual fieldtrip Wind, water, heat and cold maps-cross section  Make a model of four desert landforms. Weathering, erosion, transportation and of a Mesa 123, 139; The Afghanistan desert mountain areas are filled with deposition satellite imagery thousands of natural caves. Most are used for irrigation and to  Landforms 132, 134; table 116 hide weapons and people. Osama bin Laden spent millions to Mesa, butte, dunes, salt lake, alluvial fan, create a network of crisscrossing tunnels and fortified inselberg, wadis underground dwellings. Refer to the Internet and describe the Oasis and underground water (see interrelationship of the Afghan environment with the Geoactives 2) community.

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 Cross sections of landforms 123 139 Deserts are used as dump sites for nuclear waste and as nuclear testing grounds. Draw and describe the impacts on Desert ecosystem p124-125 ecosystems and indigenous communities. Explain how  Biotic processes, food webs, ecosystems individuals, community groups and government actions are  Animal survivors contributing to the current management of the environment.  Staying cool Suggest strategies for ecological sustainability.  Food and water supplies Humans are increasingly interacting in desert environments as  Plant survivors tourists, overcroping and overgrazing on marginal land and smuggling rare plants and animals. Use the Internet and  Upside down beetle p131 research the diversity of human interactions in deserts and suggest strategies for ecological sustainability. Present research as a poster Communities in the Sahara Desert –Bedouin Be the judge. Sinai is often referred to a ‘no-man's land despite p126-129 15,000 Bedouin who live along the coastal area. Refer to the  the way the desert environment influences Internet and debate for and against a tourist resort in the Sinai the community –nomadic herders, water from Desert. oasis and underground wells, beliefs and cultures, El Nino the "The Christ Child" appears, every few years. It shelter-tent, growing crops on oasis brings unusually warm ocean conditions along the arid west  the way the relationship between the coast of Chile, associated with increased rain and flood. community and the desert environment is Research the Internet and describe the geographical process of changing-population increase and desertification, El Nino that changes the dry Chilean coastal environment. How tourism, oil wells, military outposts, camel can technology help governments manage this environmental replaced by four wheeled drives, young people change for a sustainable future? moving to towns, disappearing cultures – Tuareg http://www.nationalgeographic.com/elnino/mainpage.html (Blue people) http://www.cdc.noaa.gov/ENSO/enso.education.html  strategies and processes that individuals, Dew ponds have existed since prehistoric times, but today the groups and governments use to influence change- technology is nearly forgotten. Describe the current use of revegetation dunes, ecotourism, water water in dry environments and suggest strategies for the use of conservation techniques low tech sustainable technology Research other sustainable strategies to collect water in desert Mongol community in Gobi Desert p138 areas, such as qanats or foggaras. Why are they being rebuilt in Syria? Communities undergoing change p132-137 http://www.ancientroute.com/water/qanat.htm  Greening the desert-technology Communities in Burkino Faso, Africa have built stone walls to  Mining-minerals and-oil catch scarce water for a sustainable, low tech lifestyle. Locate  Tourism Burkino Faso on a map. Describe the interrelationships of the  Sustainable futures environment with the community and complete worksheet  Satellite imagery http://www.globaleye.org.uk http://www.globaleye.org.uk/archive/pdfs/activ10.pdf Urban community undergoing change in a desert- http://www.unep.or.jp/ietc/Publications/TechPublications/Tech Cairo p134-135 Pub-8a/permeable.asp  Pressure of increasing population or Imagine you are a rich oil sheik living in the desert. Describe environment and communities quality of the geographical processes that formed the oil, describe the life interrelationship of the environment with the community. What  Ways the community is responding to these are the impacts of oil spills and oil fires on the environment? changes Explain how individuals, businesses and governments are  Sustainable futures responsible for the use of oil resources and suggest alternative energy sources for ecological sustainability Change and response - creeping sands of the The way forward in Cairo. Describe the interaction of Sahara Desert p136-137 increasing population with the water scarce environment and  Desertification causes and management strategies for ecological sustainability. Present as a PowerPoint  Projects http://www.cidob.org/Ingles/Publicaciones/Afers/45-  Greenbelts 46abdel.html http://www.hf-fak.uib.no/institutter/smi/paj/Myllyla.html  Responsibilities of individuals, groups and governments for sustainable management Decreasing quantity of water per person as well as deteriorating water quality is a contemporary environmental issue in Cairo. Disaster management - ground-to-air visual code Research this geographical issue and suggest strategies for p139 ecological sustainability Imagine 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 environment Desertification 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 Desertification http://www.unccd.int/main.php http://www.fao.org/desertification/default.asp?lang=en Communities 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

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http://www.bread.org/issues/backgroundpapers/200101.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 perspectives Group 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 report Debate for and against dumping nuclear waste in deserts Compare 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 scale http://yosemite.epa.gov/oar/globalwarming.nsf/content/Impacts Deserts.html Extension 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 management http://www.geography.learnontheinternet.co.uk/topics/desert.ht ml http://www.eagle.ca/~matink/themes/Biomes/deserts.html http://www.oxfam.org.uk/coolplanet/ontheline/explore/nature/d eserts/deserts.htm Summative assessment. Design a crossword to test the glossary on page 115 at puzzlemaker Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work and ICT 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 glossary Others……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse

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………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G2 Global Environments and Communities Suggested time Focus Area 4G2: 20hours Rainforests (depending on prior Chapter 7 knowledge of students HSIE K-6) Focus The geographical processes that form and transform global environments, and human interactions within environments

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

A student (p140): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1.identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2. organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3.uses a range of written, oral and graphic forms to research, virtual integration of skills based activities incorporating mandatory communicate geographical information fieldwork, students tools, cross curriculum content, key competencies, civics and 4.4.uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.6.describes the geographical processes that form and problems, extension newspaper articles, puzzles, models, diagrams, glossaries, transform environments activities, satellite imagery, sample studies and student centred, 4.8.describes the interrelationships between people and geographical tools, experiential and inquiry based learning activities using multiple environments digital images, intelligences 4.10. explains how geographical knowledge, independent learning CD Rom contains the contents of the whole book as well as understanding and skills combine with knowledge as well a providing a extra activities and tools/skills exercises of civics to contribute to informed citizenship. variety of Activities: perspectives.  Geoskills Toolbox: Students will: p140,147,151,153,155,157,159,161,162,163  collect  Check and challenge p162-163 and interpret  Knowledge and Understanding: electronic p143,145,146,149,151,153,155,157,158,161 information p161  Geofacts p146,151,156  design  Extension worksheets: and create a o Build a diorama (7.1) multimedia o Write a children’s book (7.3) presentation o Deforestation (7.5)  use o Rainforest flick cards (7.6) Geoactives CD  CD Rom (with textbook) Rom and complete activities and  Internet links to extra worksheets at Jaconline worksheets www.jaconline.com.au Fieldwork:  use the  Internet links to o Minnamurra Rainforest extra worksheets at http://www.epa.nsw.gov.au/soe/95/21_3s1.htm Jaconline o Daintree (Geoactives 2) www.jaconline.com. o Virtual au Easy language  participate http://www.bsrsi.msu.edu/rfrc/tour/rainforest.h in a rainforest tml WebQuest Photo journey through a Costa Rican rainforest http://rite.ed.qut.edu http://www.ecofuture.org/pk/pkar9512.html .au/old_oz- and teachernet/projects/ http://www.lawrence.org/edlinks/rainforests/ra virtual-field- inforests.htm trips/rainforests/que Minnamurra Rainforest sts.html http://hsc.csu.edu.au/geography/ecosyste  create a ms/case_studies/mmfweb/ desktop-published document  develop Glossary p141 and refine search Jacaranda Atlas and CD Rom techniques Videos CV Classroom Video  observe  Amazon rainforests 25min and record latest  Logging in PNG 42 min changes in  Minnamurra Rainforest 24 min rainforests using  Rainforests 21 min satellite imagery- showing increasing Other suggested resources: deforestation- NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ Amazonia, NSW Department of Education and Training Rondonia and www.curriculumsupport.nsw.edu.au Bolivia and the Teaching and Learning Exchange, TaLEs http://www.geoexpl orer.co.uk/sections/r

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emote_sensing/remo te_sensing_intro.ht m and http://www.geoexpl orer.co.uk/sections/r emote_sensing/archi ve_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: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Select a rainforest environment:  recognise the Pretest students prior knowledge  the spatial distribution p142-143 spatial distribution Answer the key geographical questions? Where are  the major geographical processes of a rainforest rainforests located? Why is the climate hot and wet all year? – atmospheric processes p144-145 environment p143 What is a tropical cyclone and how does it effect the rainforest – biotic processes p146-147  describe the environment and their communities? How do plants adapt to – geomorphic processes p147 (see mountains geographical poor soils? Why are rainforest ecosystems at risk from in tropical environments) processes that shape increasing human interaction? How did the traditional – hydrologic processes p144-145 the rainforest Indigenous people survive in rainforests? What is shifting  the way humans, including indigenous environment p144- cultivation? How do you get rubber? How are individuals, groups, interact with the rainforests p148- 145 communities and governments reducing deforestation? What 149,150-151,152-153, 158-159  draw and are the resources from a rainforest? How does the clearing of describe the rainforests impact on global warming? What are the strategies Select at least one community and the way it operation of a for ecological sustainability of rainforest areas? interacts with rainforest environment: p154-155, simple rainforest Each student researches one of these questions and presents 156-157 ecosystem p146-147 findings as an oral report. Ensure students do not overlap with  the way the rainforest environment  describe the the same question influences the community p148-149,151 interaction of Draw a simple food web from the information on p146  the way the relationship between the humans with the There is more precipitation in rainforests that causes more community and the rainforest environment is rainforest chemical and physical weathering. Why does food, dead changing p152 environment p148- animals and leaves decompose at a faster rate in a rainforest  strategies and processes that individuals, 149, 150-151, 152- than at the poles? groups and governments use to influence change 153, 158-159 Why does the Amazon river carry more water than any other p157  describe the river? P156 and http://www.extremescience.com/AmazonRiver.htm  the way the community is responding to interrelationship of Why is the rainforest worth more alive than dead? Present your these changes p160-161 the rainforest environment and a views as an oral report specific community Draw two climate graphs - Iquitos, Peru and Kuala Lumpur, p154-155, 156-157 Malaysia. http://www.worldclimate.com/. Compare with  explain how Belem, Brazil p145 Imagine your plane has crashed in the rainforest and you are Spatial- location of rainforests p142-143 individuals, alone and are forced to survive for one week before the rescue o Tropical, mangrove, temperate community party reaches you. Describe how you will survive living on the World map organisations and o natural resources. Write a journal of your seven day saga to be o Photo literacy government actions are contributing to published for a newspaper. Inspired by the beauty and the the current Indigenous people you encounter prepare a report for the United Nations conference on “Environments and Atmospheric processes p144-145 management of the rainforest Communities” of global significance o Temperature, precipitation, convectional Draw a mind map of human interaction in rainforests over rainfall, thunderstorms, cumulonimbus environment p160- 161 time. List the interactions that are sustainable and clouds, lightning, tropical cyclones unsustainable. This site may help  identify the o Satellite imagery http://www.rainforestweb.org/Rainforest_Destruction/ responsibility of o Climate graph (cattle ranching, shifting cultivation, mining, oil drilling, government to the logging,, nomadic hunters and gatherers, rubber plantations, community and its

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Biotic processes p146-147 rainforest small scale subsistence fruit and vegetable farms, palm oil, tree o Food webs, carbon-oxygen cycle environment p160- plantations, roads, towns and settlements, medicine, illegal o Greenhouse effect and enhanced 161 trade in exotic plants and animals, commercial hunters, greenhouse effect  integrate scientific research, tourism) o Nutrient cycling geographical tools Civics and citizenship. How could you be a conscious o Leaching such as identifying consumer by reducing the impacts of humans on rainforests for o Buttress roots features on a world an ecological sustainable earth? This site may help http://www.rainforestweb.org/What_You_Can_Do/ o Profile of a rainforest –vegetation p142 map such as locating rainforests The actions of groups/organisations are contributing to the o Interactions of humans in rainforests p147 p143, maps sustainable management of rainforests. Present a report on ten p150,153, 154,156; such organisations as a poster. For example Human interaction p148-149, 150-151 diagrams 142, http://www.saveourearth.co.uk/soe_rainf.htm o Increasing population 147144,145, http://www.rainforestfoundationuk.org/s-index Medicine, homes, chocolate/cacao tree, fruit o 147,150, 159; Write a letter to the Environment Minister promoting and vegetables, rubber, minerals, timber, photos sustainable use of rainforests. Here is a letter writing campaign shifting cultivators, roads, palm oil, coconut p140,148,149,159,1 on the net http://www.globalresponse.org/ plantations, settlements, scientific research 51,152, What are the strategies for a sustainable rainforest? stations, tourism, illegal trade in animals 155,157,160,161,16 http://www.rainforestweb.org/Rainforest_Protection/Internation and plants 2,163; climate al_Treaties/ o Commercial logging graphs p145, Students can journey into rainforests without leaving the o Farming –small scale to plantations satellite imagery classroom. Refer to satellite images and describe the changes to o Mining eg gold p145, 159, table rainforests over time o Map showing changes in Indonesia p160, make a line http://www.solcomhouse.com/nasarainforest.htm o Satellite images showing changes diagram p162, Satellite images can show changes to rainforests over time. Refer to these satellite images and describe the changes. Refer Impacts on environments to page 159 o Deforestation Multiple Intelligence. Work in groups and research music, o Declining and extinct species poem or story on rainforests and present as an oral report o Deteriorating soil fertility Current information on rainforests is important for a good o Water pollution (cyanide from geographer. Find the latest news on rainforests on the Internet mining) Select 5 articles and summarise their contents. Determine whether the material ins biased. This site may help o Enhanced greenhouse effect http://www.rainforestweb.org/news.php o Smog-burning Research one of these topics: piranha, orang-utan or cattle ranches in rainforests and their links to the hamburger industry Declining traditional communities- What is the true story behind ‘Cadbury accused of rainforest Indigenous destruction’? http://www.guardian.co.uk/conservation/story/0,13369,1222387 ,00.html Select at least one community and the way it Plan a journey down the Amazon river and describe its interacts with rainforest environment: p154-155, environment and the interaction of communities. Present the 156-157 journey as a poster or multi media presentation. Include map  Huli in PNG-shifting cultivators http://www.pbs.org/journeyintoamazonia/  Penan in Sarawak-nomadic hunters and Role play. Pharmacist, zoologist, illegal animal trader, tourist, gathers timber cutter, cattle rancher, orang-utan, miner, Indigenous  Yanomami Indians in the Amazon-shifting shifting cultivator, developer, rubber plantation owner, small cultivators scale subsistence farmer, coffee plantation owner, Changes to Indigenous communities conservationist, World Heritage site manager and a person living on a small coral island in the Pacific Ocean. Impacts of roads on the rainforest Describe their different perspectives on the management of the environments and their communities p159 rainforests. Which groups are promoting sustainable futures? Present a PowerPoint presentation or poster on the different Strategies and processes that individuals, perspectives groups and governments use to influence Summative assessment. Design a crossword to test the change for a sustainable future p160-161 glossary on page 141 at puzzlemaker  Four Rescue Packages  Forest Stewardship Council More information http://www.kidskonnect.com/Rainforest/RainforestHome.html Other strategies include: Kid’s action corner  Kyoto Protocol http://kids.ran.org/kidscorner/index.html  Australia Wet Tropics World Heritage A global debate Protection and Management Act 1993 http://www.faculty.de.gcsu.edu/~dvess/gissues/rainf.htm  Groups-Rainforest alliance sustainable Rainforests and Aboriginal heritage products and programs http://www.rainforest- http://www.wettropics.gov.au/rah/rah_default.html alliance.org/news/2003/news63.html Daintree Rainforest http://www.thekoala.com/camp/rainforest/rainforest.htm International treaties and programmes for Rainforest regions ecological sustainability: http://www.rainforestweb.org/Rainforest_Regions/  Convention on Biological Diversity Rainforest information  UN Framework Convention on Climate http://www.rainforestweb.org/Rainforest_Information/ Change Great site for kids  Tropical Forestry Action Programme http://www.rainforestweb.org/Rainforest_Information/Sites_for (TFAP) _Kids/  International Tropical Timber Organization (ITTO)

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 U.N. Conference on the Environment and Development (UNCED)  World Bank forest policies Assessment :  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 glossary Others……………………………………………………………………………………………………………………………………………… 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 issues 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G2 Global Environments and Communities Suggested time Focus Area 4G2: 20hours Polar lands (depending on prior Chapter 8 knowledge of students HSIE K-6) Focus The geographical processes that form and transform global environments, and human interactions within environments

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

A student (p164): The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1.identifies and gathers geographical information Internet is a source of Australia Ltd, 2005. 4.2. organises and interprets geographical information information for Includes knowledge and understandings, values and attitudes, 4.3.uses a range of written, oral and graphic forms to research, virtual integration of skills based activities incorporating mandatory communicate geographical information fieldwork, students tools, cross curriculum content, key competencies, civics and 4.4.uses a range of geographical tools with learning citizenship, websites, worksheets, maps, photographs, 4.6.describes the geographical processes that form and problems, extension newspaper articles, puzzles, models, diagrams, glossaries, transform environments activities, satellite imagery, sample studies and student centred, 4.8.describes the interrelationships between people and geographical tools, experiential and inquiry based learning activities using multiple environments digital images, intelligences 4.10. explains how geographical knowledge, independent learning CD Rom contains the contents of the whole book as well as understanding and skills combine with knowledge as well a providing a extra activities and tools/skills exercises of civics to contribute to informed citizenship. variety of Activities: perspectives.  Geoskills Toolbox: Students will: p164,167,169,173,174,175,177,181,183,184  collect  Check and challenge p186-187 and interpret  Knowledge and Understanding: electronic p167,169,171,173,175,177,179,180,182,184,186 information  Geofacts p169,171,  design  Extension worksheets: and create a o Sign a map (8.1) multimedia o Professor of Ice (8.5) presentation o Survival in the Antarctica (8.7)  use o How do you feel? (8.10) Geoactives CD  CD Rom (with textbook) Rom and complete activities and  Internet links to extra worksheets at Jaconline worksheets www.jaconline.com.au Virtual Fieldwork:  use the  Internet links to Lets go on adventure extra worksheets at http://astro.uchicago.edu/cara/vtour/ Jaconline Webcams at Mawson, Casey, Davis, www.jaconline.com. Macquarie Island au http://www.aad.gov.au/asset/webcams/default. asp  participate Follow the progress of the Australian in a virtual icebreaker Aurora Australis fieldtrip to http://www.aad.gov.au/default.asp?casid=5490 Antarctica Explore the Antarctic through the eyes of those  create a who travel there with the Australian Antarctic desktop-published Division: document http://www.aad.gov.au/default.asp?  develop content=dynamic&title=Antarctic and refine search %20Diaries&casid=38&docid=1&type=3&chi techniques ldren=39  observe Life at a station and record latest http://www.aad.gov.au/default.asp?casid=32 changes in polar lands using satellite imagery Glossary p165 http://terraweb.wr.u Jacaranda Atlas and CD Rom sgs.gov/TRS/project Videos CV Classroom Video s/Antarctica/AVHR  Antarctica-Continent of ice 40min R.html  Antarctica-Life on ice 40min  collect and interpret Other suggested resources: photographic NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ images of polar NSW Department of Education and Training environments and www.curriculumsupport.nsw.edu.au their communities and the Teaching and Learning Exchange, TaLEs  try this webquest role play

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http://www.sacredhps .act.edu.au/level3/ant arctica.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: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Select a polar environment:  recognise the Pretest students prior knowledge  the spatial distribution p166 spatial distribution Answer the key geographical questions. Where are polar  the major geographical processes of polar lands located? What is the coldest, highest, windiest and driest – atmospheric processes p167,172-173,176- environments p166 continent on earth? Why is krill important in the ecosystem? 177  describe the Why are Polar bears not found in Antarctica? What is the – biotic processes p178-179 geographical difference between an ice berg and a glacier? Why should we – geomorphic processes p174-175 processes that shape conserve the whales that migrate off the coasts of Australia and – hydrologic processes p174-175 the polar the birds that visit our wetlands? Why are polar ecosystems at  the way humans, including indigenous environments p167- risk from increasing human interaction? How did the traditional groups, interact with the polar lands p168,180- 175 Indigenous people survive in the Arctic? What is 181  draw and transhumance? How are individuals, communities and describe the governments sustainably managing polar lands? What are the Select at least one community and the way it operation of a natural resources in polar lands? How does tourism impact on interacts with a polar environment: p168-169, 170- simple Antarctic polar ecosystems? What are the strategies for ecological 171, 182-185 ecosystem p179 sustainable tourism in polar areas? What is the Antarctic  the way the rainforest environment  describe the Treaty? What is the link between enhanced greenhouse gases influences the community interaction of and a decline in ice sheets and glaciers? What is the link  the way the relationship between the humans with polar between using CFCs and thinning ozone layer? Why is mining community and the rainforest environment is environments prohibited in Antarctica? How can you act locally to conserve changing  describe the polar lands?  strategies and processes that individuals, interrelationship of Each student researches one of these questions and presents groups and governments use to influence change the polar findings as an oral report. Ensure students do not overlap with the same question  the way the community is responding to environments and a Describe the environment from satellite these changes specific community  explain how http://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.h individuals, tml community http://www.enchantedlearning.com/school/Antarctica/ organisations and \ Imagine you were lost in a polar region and suffered frost bite. Spatial- location of polar lands p166-167 government actions What are the causes and effects of frost bite? How can humans Arctic ad Antarctic are contributing to reduce the adverse effects of the cold environment? Isotherm and mean temperature boundary the current http://kidshealth.org/parent/firstaid_safe/emergencies/frostbite. Two landscapes - ice cap and tundra management of html Permafrost polar environments Refer to the climate graphs. Point Barrow p167, Coober Pedy  identify the p119, Lucknow p113 and Belem p145. What places have the responsibility of coldest, hottest, wettest and driest months? What places receive Atmospheric processes of polar landsp167 government to the the highest and lowest annual rainfall? What place does not Climate- oblique rays of sun community and its appear to have seasons? Compare Point Barrow’s climate with Cold and dry polar environment the other environments. What environment poses the greatest Low humidity  integrate challenge for survival of humans? Give reasons for your answer Wind chill geographical tools Why is their millions of tones of snow on the ground but the Blizzards such as locating rainfall is almost nil? Climate graph

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polar areas on a Design a sustainable tourist resort in a polar environment Select at least one community in the Arctic world map p166,; Draw a sketch of the tundra. Compare this photograph with and the way it interacts with environment: maps mountains p86 rainforests P140 and deserts p114. Which Sami in Northern Europe (Lapps) p168-169 p168,170,181,184,1 photographs show the most abundant vegetation, steepest  Indigenous people 85; diagrams p187; gradient and coldest environment? What place would you like  Atmospheric, hydrologic, geomorphic photos to live? Give reasons for your answer and biotic processes p165,166,169,171,1 Draw a simple food web from the information on p178-179.  Reindeer communities 73, 186, Let’s party in Antarctica as it is full of life, especially in  Transhumance 175,176,177,181,18 the nutrient rich freezing water. What does this mean?  Transport –huskies, snowmobile, 2,183; climate What would happen to the ecosystem if krill was over fished? surveillance planes graphs p167,177; The ocean is part of the global commons  Photograph literacy satellite imagery  DDT has found its way into Arctic and Antarctic Inuit in Northern Canada p170-171 p175; table waters and into the fatty tissues of penguins. What p167,181;newspaper  Indigenous people will happen to the penguins? Suggest strategies for article p172; its management.  Atmospheric, hydrologic, geomorphic transect p174; and biotic processes  Follow the migration of whales and dolphins from sketches p178; line Antarctica on their yearly holiday to sunny  Transport graph p181 Queensland  Sod, stone, ice and tent homes  Research why the dumping of old Russian ships  Changes to Indigenous lives containing radioactive material in Arctic waters is a  Conflict over land rights global problem.  Strategies and processes that The atmosphere is part of the global commons individuals, groups and governments  Describe the link between cutting trees in the use to influence change for a Amazon, driving cars in Australia, using fossil fuels sustainable future 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 Antarctica the facts p172-173 conditioners, refrigerators and hair sprays and the Highest, dries, coldest and windiest continent on thinning ozone layer? What are the impacts on the earth environment and people? What are the strategies for Twenty four hours of sunlight and darkness its management? Scenario. What will happen when Clothing 1.3 billion wealthier Chinese start buying Frostbite refrigerators and using air conditioners? Olympics- cross country skiing held in coastal  How has the Montreal Protocol helped reduce the pine forests on the Ross Ice Shelf, Inuit won the thinning of the ozone layer? bob-sled event and the ski jump at Mawson, The Arctic Monitoring and Assessment Programme (AMAP) Antarctica’s largest city found the Inuit had a high mortality rate from cancer, a Interpreting photographs reduction in permanent ice was affecting their food resources Newspaper article and salmon was threatening native species. Why is the Arctic called the dumping ground for the rest of the world? What Antarctica-hydrologic and geomorphic effects is deteriorating water quality and global warming having processes p174-175 on food chains and ecosystems? What strategies should be Highest continent implemented from the local to the global for their sustainable Ice sheets, glaciers, ice shelves, crevasses, environment? icebergs What are the Convention on Biological Diversity and the Sea ice, floes, pack-ice Global Environment Facility (GEF) and their strategies for Photo literacy-Titanic ecological sustainable Inuit environments? Satellite imagery http://www.inuitcircumpolar.com/index.php?ID=26&Lang=En What happens on earth happens at the poles first. What does Antarctica-atmospheric and hydrologic this mean to the sustainability of polar environments and their processes p176-177 communities? What are the strategies at the local scale that can Cold, dry and windy improve the sustainability of polar environments? Sun’s rays, blizzards, katabatic winds Refer to Chapter 2 on World Heritage sites. Research theses Climate graph sites in polar lands. What were the criteria for their selection Photo literacy and how are government actions contributing to their current management. World Heritage –Heard and McDonald Islands Antarctica - biotic processes –living in a freezer and Macquarie Islands p178-179 http://www.aad.gov.au/default.asp?casid=218 Ecosystem Design a poster describing the interaction of Sami communities Adaptation of animals and birds in Finland’s environment and how groups and government Krill actions are contributing to the current management Migration http://virtual.finland.fi/finfo/english/saameng.html. Emperor penguin, humpback whales, killer Describe the strategies for the sustainability of reindeers whales, terns, petrel, dolphins, albatross http://www.reindeer-husbandry.uit.no/ Food in rich, cold waters and on land (moss, The Sami practice transhumance. What does this mean? It is lichens) also practiced in the Pyrenees mountain area, Corsica and Rumania. Research the different types of transhumance and Antarctica-human interaction how humans interact with different environments Whaling Refer to the photograph on p169 and compare the clothing Fishing krill with the Huli’s p155, Mongols p138, Arabs p 133 and Nepalese Tourism p107. How have humans adapted to the different environments? Mining Role play. biologist, tourist, penguin, miner, krill fishing fleet Scientific research owner, Japanese Minke whaler, meteorologist, tourist Bases developer, conservationist, Sami, reindeer, Inuit, person living

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Photo literacy, map, line graph, table on a base in Antarctica, climate expert and waste manager. Describe their different perspectives on the management of Humans use Antarctica p187 polar lands. Which groups are promoting sustainable futures? Present the diversity of perspectives as either a multi media Select at least one community in Antarctica presentation, PowerPoint or poster. and the way it interacts with environment: Civics and Citizenship-group work. ‘Act locally helps polar p182-183 lands’. Research one local action and suggest strategies for the Bases on Ice ecological sustainability of polar lands. Present findings as an Permanent and semi permanent communities oral report to the class then design a poster to promote a Whaling stations (closed) healthier earth Scientific bases- measuring ozone, weather, Links to 5A4 Geoactives 2. The Antarctic Treaty was signed climate change, magnetics, human physiology by Australia. What is the treaty? What are the responsibilities of Impact of the environment on bases governments and communities to sustainably manage this Impact of bases on the environment environment for a healthier earth? Environmental disasters-oil and nuclear spills, http://www.unog.ch/frames/disarm/distreat/antarc.htm waste. Strategies and processes. How does the Antarctic Treaty and Sustainable management of the environment the Madrid Protocol aim to protect Antarctica? Photo literacy exercises http://www.olemiss.edu/orgs/SGLC/antar.htm The actions of groups/organisations and governments are Human activities change environments p186 contributing to the sustainable management of polar lands Present a report on ten such organisations as a poster. Managing Antarctica sustainably p184-185 Write a letter to the Environment Minister promoting Territorial claims sustainable use of polar lands. Antarctic Treaty Humpback whales have the longest annual migration of any No mining mammal. They travel from the Antarctic Peninsula across the Future of icebergs for dry continents Equator to even Mexico. What is the responsibility of the Impacts of climate change and depletion of Queensland government to ensure that the humpback whales ozone can migrate annually? Local to global strategies for a sustainable earth http://www.epa.qld.gov.au/about_the_epa/media_statements/fa Other treaties and agreements (eg. Montreal ct_sheets/humpback_whales/ Protocol) Perspectives: Debate for and against Treaties that apply to the Artic region  Tourism in Antarctica http://finnbarents.urova.fi/aria/aria_rus/tra_int.as  The riches of Antarctica should be distributed p (issues-old Russian boats containing amongst the global population radioactive material dumped into Arctic Sea)  Increase fishing to feed millions of people dying Antarctic Treaty only the beginning of the from hunger. Just remember there is sufficient food management – for example Conservation of to feed everyone on earth if it was evenly Antarctic Seals 1972 and Convention on the distributed. Conservation of Antarctic Marine Living  It does not matter what happens in Antarctica as no Resources 1980 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 puzzlemaker Classroom Antarctica http://classroomantarctica.aad.gov.au/ Antarctic weather today http://www.aad.gov.au/asset/webcams/weather.asp Interactive on line maps http://aadc-maps.aad.gov.au/atlas/ Fact files http://www.aad.gov.au/default.asp?casid=3249 What are the impacts of the environment on humans? Polar medicine. http://www.aad.gov.au/default.asp?casid=1545 useful information for family and friends in Antarctica http://www.aad.gov.au/default.asp?casid=112 Protecting the environment http://www.aad.gov.au/default.asp?casid=42 Human impacts http://www.aad.gov.au/default.asp?casid=3436 Environmental management and policy http://www.aad.gov.au/default.asp?casid=46 Current news- what is happening on Australian bases http://www.aad.gov.au/default.asp?casid=28 For example http://www.saveourearth.co.uk/soe_rainf.htm http://www.rainforestfoundationuk.org/s-index What are the strategies for a sustainable rainforest? http://www.rainforestweb.org/Rainforest_Protection/Internation al_Treaties/ Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work and ICT For example students are able to imagine living on a base in Antarctica, draw a simple ecosystem, analyse satellite images, climate graphs

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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 glossary Others……………………………………………………………………………………………………………………………………………… 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 ICT 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G3 Global Change Suggested time Focus Area 4G3: 30hours The Changing Nature of the World (depending on prior Chapter 9 knowledge of students)

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

Syllabus outcomes Suggested ICT Resources

A student (p 188) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.2 organises and interprets geographical global perspective in integration of skills based activities incorporating mandatory information a globalised world, tools, cross curriculum content, key competencies, civics and 4.3 uses a range of written, oral and graphic forms research, virtual citizenship, websites, worksheets, maps, photographs, to communicate geographical information fieldwork, students newspaper articles, puzzles, models, diagrams, glossaries, 4.4 uses a range of geographical tools with learning satellite imagery, sample studies and student centred, 4.5 demonstrates a sense of place about global problems, extension experiential and inquiry based learning activities using multiple environments activities, intelligences 4.7 identifies and discusses geographical issues geographical tools, CD Rom contains the contents of the whole book as well as from a range of perspectives digital images, extra activities and tools/skills exercises 4.9 describes differences in life opportunities independent learning Activities: throughout the world as well a providing a  Geoskills Toolbox: p188,192,199,200,203, 4.10 explains how geographical knowledge, variety of  Check and challenge p206-207 understanding and skills combine with knowledge of perspectives.  Knowledge and Understanding: civics to contribute to informed citizenship. Students will: p191,193,195,199,201,203,204  use email  Geofacts p193 for a specific  Extension worksheets: geographical o Sign a map (9.1) purpose p200 o TNCs vs GDP (9.3)  practice o Global consumerism (9.5) ethical behaviour o United Nations wordsearch (9.7) when using email and the internet  CD Rom (with textbook) p200  Internet links to extra worksheets at Jaconline www.jaconline.com.au  collect and interpret  Virtual Fieldwork: electronic United Nations-global organisation information http://cyberschoolbus.un.org/untour/ Virtual tour of Disneyland-cultural integration  design and create a http://www.scottware.com.au/theme/linkage/guides. multimedia htm#Virtual tours presentation  use Glossary p189 Geoactives CD Jacaranda Atlas and CD Rom Rom and complete Videos activities and Global Connections-21 min CV worksheets The Global Economy –Globalisation 22min CV  use the Impacts of Globalisation 22min CV Internet links to Refugees- global movement of people 10min CV extra worksheets at Global organization-landmines- AusAID p191 10 Jaconline min www.jaconline.com. Global Business –Volvo in Brazil 18min CV au  participate Other suggested resources: in a virtual NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ fieldtrip to observe NSW Department of Education and Training globalisation and www.curriculumsupport.nsw.edu.au changing and the Teaching and Learning Exchange, TaLEs relationships  create a desktop-published document  develop and refine search techniques  observe and record latest global changes using satellite imagery

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 collect and interpret photographic images of globalisation  research current globalisation issues from a variety of perspectives: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) The changing nature of the world p188-203  outline the Pretest students prior knowledge  globalisation: process of Mind map. What is globalisation? P190 What are the impacts – the globalisation process globalisation of globalisation on students? P191 – changes in technology p190-191 Write a diary listing global links p191 .Present as multimedia – impacts of globalisation  recognise or PowerPoint  changing global relationships: the role of Prepare a collage of global advertisements p191. Explain the – business technology in message – nations the Complete activities on ethical behaviour using email and the – organisations globalisation Internet p200 process p192- What is the ethical behaviour that should be followed when Global organisations p204 193 you email people and organisations?  investigating a group involved in reducing  identify Ethical behaviour p200. Many global organisations are linked global inequalities and promoting ecological examples of via the Internet and email. One such organisation is Global sustainability eg. United Nations economic and Education. What are its views on globalisation? Is it balanced? cultural factors http://www.globaleducation.edna.edu.au/globaled/go/pid/178. that are part of To provide feedback to the organisation send an email globalisation http://www.globaleducation.edna.edu.au/globaled/go/pid/196 p194-203 Collect a media file on global issues p191. Determine bias and Introduction p188-189  identify stereotyping The changing world the impact of Group work. Design a Go Global Bingo Game (global music, Photo literacy globalisation at books, TV shows, films, clothes, holiday resorts, sporting an individual, heroes, film stars, food, organisations, TNCs). Global village p190-191 local, national Perspectives exercise. Debate for and against globalisation Interdependent and interconnected world and global Fieldwork Globalisation –TNCs, Coca Cola scalep190-203 Visit a local shop and list 20 goods that are Globalisation process diagram  describe imported into Australia. Locate the countries on a Impact of globalisation p191-local to ways in which world map including latitude and longitude global, positive and negatives (AusAID, the global Draw a transect of a shopping centre. Name the Simpsons, westernisation of society) relationships shops and the source of the majority of the products are changing as (eg. $2 shop mostly from Asia) The death of distance p192-193, 207 a result of Visit McDonalds. Describe the global links Internet, mobile phones, phone cards, globalisation (franchise),the impacts on individuals and how it has Photo literacy-satellite dish in Mali p190-205 changed into a more sustainable and equitable global Satellite imagery refer to  discuss company p2,56,132,134,145, 175. methods used Multiple Intelligence Growth of the Internet and Internet users by groups to Students organise a lunch with a variety of foods from Digital divide influence the different countries. Students locate countries on a world map Telecentres and Internet cafes global and write a report on the ingredients used Jets, container ships-Qantas p207 community- Students survey the class on overseas TV shows and films AusAID p191, viewed in the last week. Collate as a column graph Industry moves around the globe p194-195 TNCs p194, Role play. What role do these people play in the globalisation Rip Curl, Mambo, Billabong, Quicksilver media p200, process? A person who works for Nike in India, wears Levi Economic globalisation Internet NGOs, jeans, drinks Coca Cola, listens to the Disney channel, uses Decline of nation states and growth of UN p203 satellite imagery to determine the path of a cyclone in Australia, increasing desertification in sub Sahara Africa and economic zones eg. EU  integrate deforestation of the Amazon, a stock broker, an Internet user, Role of TNC’s –Sanyo, McDonalds, News geographical oil company CEO, tourist, mobile phone owner, AusAID Corporation, ExxonMobile tools such as: worker in PNG, Red Cross worker in Iraq, or a person who is World’s largest TNCs maps part of the World Cup or Olympic Games Role of TNC’s in the global economy- p193,194,196,1 United Nations uses ICT (cyber school) to promote a more positive and negative perspectives 97,206; graphs peaceful, equitable, socially just and sustainable globalised p192,197; world. Refer to page 200 and list its ethical values and the Nike a case study p196-197 tables and methods used to influence the global community such as special Process of globalisation statistics UN days Role of technology p195,197; time http://www.un.org/Pubs/CyberSchoolBus/ Economic and cultural integration line 198;

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Methods used to influence the global diagrams http://globaled.ausaid.gov.au/un_observ.html economy –marketing p190,204; Organise a guest speaker to celebrate United Nations Special Pie graph, world maps, table, time line, cartoons Days. How effective are these days in changing global survey p191,203; relationships? photographs Plan a trip to Disneyland. Organise accommodation and sites to Globalisation of culture p200-201 p188, 191, visit. Culture, cultural integration 192,194,195,19 http://www.scottware.com.au/theme/linkage/guides.htm#Virtua Impacts on indigenous culture and 7,199,200,201,2 l tours disappearing languages 02,205,207; Music is an international language. List music, bands and Technology and media giants –Time satellite images performers you listen to from overseas countries and Australian Warner, Disney, News Corporation p2,56,132,134,1 music, bands and performers who play overseas. Discuss how Australia and local content (FTA with 45, 175 and Napster and swapping music via the Internet is angering the America) fieldwork global music business. Ethical behaviour using email and the (actual and http://www.media- Internet virtual); survey awareness.ca/english/resources/educational/lessons/secondary/ Protecting local cultures p199 music/teaching_about_napster.cfm The Body Shop-cocoa beans form Ghana What is Harry Potter’s global appeal? http://www.engcool.com/GEN/comments.php?id=19_0_1_0_C McDonaldisation of our Global Society p202-203 Refer to the satellite images p2,56,132,134,145, 175. Describe Global fast food industry the images and how they help people manage the world’s McDonalds-globalisation process resources more sustainably. Cultural and economic impact at an Interpret line graphs p192 individual, local, national and global sale – Imagine you are a reporter writing a story on how modern threat to street food communications have changed lives p193 Methods used by resistance groups to Discuss how the Internet is used by groups to influence the influence the global community-banning global community (eg. NGOs, civil action groups) chains, prohibiting advertisements Investigate how AusAID aims to reduce the digital divide- Response – adapt to local markets and Virtual Colombo Plan cultures – rice meals in Hong Kong http://www.ausaid.gov.au/hottopics/topic.cfm? Changes to McDonalds as a result of Id=326_3216_5474_6437_2910 globalisation – support ecological Search engines on the Internet are part of the globalisation sustainability and becoming an active process. Research five search engines and summarise their global citizen global links Search the Internet for cartoons on the different types of The United Nations-a global organisation p204-205 globalisation. Collect five cartoons. Explain their message Towards a more equal, peaceful, socially Group work. Present a collage of global trade marks, such as just and sustainable world the Nike swish. Test the other groups Security/peace, emergencies, humanitarian Global sportspeople are always in the news, such as David assistance, economic and social Beckham and Tiger Woods. Research ten famous global development and human rights sportspeople and discuss how they influence the global Role in the globalisation process community eg. endorsements of global products Terrorism is global and moves across borders. What is meant Global cities p206 by terrorism? Research the changing nature of terrorism and Headquarters of TNCs and how it has changed the world since 2001. intergovernmental organisations eg. New Design two slogans. One pro globalisation and one anti- York-WTO globalisation. What are the characteristics of an effective Part of the globalisation process - slogan? economic, (stock exchange), technological The global jean and t-shirt is worn in every part of the world. (ports, aerodromes) social/cultural (theatres, Research the jean industry such as Levis. What is its impact on arts), political (government departments) indigenous communities. Present as an oral report tourism, expensive global products (clothes, Barbie dolls are part of western culture. Research the growth of porshes) Mattel from a small garage in 1945 to the largest global toy manufacturer Nestle babies formula p207 http://www.mattel.com/about_us/history/default.asp?f=true Global TNC and methods used by groups to As the world becomes globalised languages are disappearing. influence the global community-boycott http://abcnews.go.com/sections/world/DailyNews/endangered_l anguages.html. How many languages have disappeared and Qantas and changing technology in air travel discuss the methods to reverse this trend p207 Write 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.shtml Discuss methods used by groups to influence the global community, such as Fair Wear p195 and Jaconline Complete survey p199 Perspectives. Millions of people work in sweatshops making products for TNC’s. What are sweatshops? Discuss methods used by groups to influence the global community http://www.geocities.com/whydoyoukeepdeletingme/ASSLLea gue.html Extension What is the relationship between Australia and United Nations?

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http://www.unaavictoria.com.au/division/about_un.php People are also part of the globalisation process such as tourists, migrants, refugees and visiting film and sports stars. 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G3 Global Change Suggested time Focus Area 4G3: 30hours Global Inequalities (depending on prior Chapter 10 knowledge of students)

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

Syllabus outcomes Suggested ICT Resources

A student (p208) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical Internet is a source of Australia Ltd, 2005. information information research, Includes knowledge and understandings, values and attitudes, 4.2 organises and interprets geographical virtual fieldwork, integration of skills based activities incorporating mandatory information students with tools, cross curriculum content, key competencies, civics and 4.3 uses a range of written, oral and graphic forms learning problems, citizenship, websites, worksheets, maps, photographs, to communicate geographical information extension activities, newspaper articles, puzzles, models, diagrams, glossaries, 4.4 uses a range of geographical tools geographical tools, satellite imagery, sample studies and student centred, 4.5 demonstrates a sense of place about global digital images, experiential and inquiry based learning activities using multiple environments independent learning intelligences 4.7 identifies and discusses geographical issues as well a providing a CD Rom contains the contents of the whole book as well as from a range of perspectives variety of extra activities and tools/skills exercises 4.9 describes differences in life opportunities perspectives. Activities: throughout the world Students will:  Geoskills Toolbox: p208,211,215,221,229,230, 4.10 explains how geographical knowledge,  use email  Check and challenge p230,231 understanding and skills combine with knowledge of for a specific  Knowledge and Understanding: civics to contribute to informed citizenship. geographical p210,213,215,217,220-221,223,225,227,229 purpose such as  Geofacts p226 links to people with  Extension worksheets: different life o Needs and wants (10.1) opportunities and o Survive (10.2) global organisations o Comparing statistics (10.6) to reduce inequality o Scatter graphs (10.8)  practice Help! (10.10) ethical behaviour o when using email  CD Rom (with textbook) and the internet  Internet links to extra worksheets at Jaconline  collect www.jaconline.com.au and interpret  Fieldwork: electronic o Research inequality in your local area information from (homeless) the Global o Research the organisations that work to Education website reduce poverty and inequality in on education, food Australia. ACOSS, Smith Family, security, health, Exodus poverty alleviation, o Become involved as an active citizen and water, work for a charity infrastructure, women, refugees,  Power Point. volunteering in Explain slum upgrading developing http://www.citiesalliance.org/citiesalliancehomepag countries e.nsf/0/6E8DDD4FAA6557A186256BF900504512? http://www.globaled OpenDocument ucation.edna.edu.au/ globaled/page1.html  complete the on line Glossary p209 learning quests on Jacaranda Atlas and CD Rom access to safe Videos CV Classroom Video drinking, water and Sewage treatment 20min world hunger Women in development 25min-AusAID/CV http://www.globaled Living in Vietnam 20min CV ucation.edna.edu.au/ Vietnam- impact of aid 29min CV globaled/go/cache/o Global co-operation –aid in PNG & Vietnam 26 ffonce/pid/114;jsess min ionid=1898E342D6 Landmines-AusAID (impact on poverty) AB98992E88E9602 E08D788 AusAID Focus Magazines (free) and on line  design a http://www.ausaid.gov.au/publications/pubout.cfm? learning quiz on Id=4791_8370_3004_8623_90&Type=PubFocus global inequalities Summer 2003/4 HIVAIDS http://www.globaledu Summer 2003/4 and Autumn 2003 Water cation.edna.edu.au/gl Spring 2003 Refugees obaled/quiz Winter 2002 Afghanistan famine

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 design May 2004 Education and create a multimedia Global Education lessons and activities presentation using http://www.globaleducation.edna.edu.au/globaled/page1.html the AusAID website  Education and photo library  Food security showing global  Health inequalities  Poverty Alleviation http://photolibrary.au  Water said.gov.au/Cumulus/  Infrastructure Standard/index.jsp  Women  use  Refugees Geoactives CD  Volunteering Rom and complete Australians bringing education to the poorest people activities and http://www.ausaid.gov.au/publications/pdf/giftofknowledge199 worksheets 9.pdf  use the Internet links to Free posters for photo literacy –water extra worksheets at http://www.ausaid.gov.au/publications/default.cfm Jaconline www.jaconline.com. Other suggested resources: au NSW Board of Studies http://www.boardofstudies.nsw.edu.au/  participate NSW Department of Education and Training in a virtual www.curriculumsupport.nsw.edu.au fieldtrip to observe and the Teaching and Learning Exchange, TaLEs global inequalities and the work of global organisations  create a desktop-published document  develop and refine search techniques  use GIS and satellite imagery in mapping poverty and inequality http://www.worldbank. org/poverty/inequal/ab stracts/geog_map/read. htm  interpret rainfall in Kenya using GIS p230  research current global inequality issues from a variety of perspectives: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Indymedia http://www.indymedia. org/en/index.shtml

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Global inequalities  identify Pretest students prior knowledge global patterns Answer the key geographical questions. What is poverty?  extremes of poverty and wealth p210-211, of poverty and Who and what countries are poor? What are basic human 230 wealth p210- rights? Who and what countries are rich? Is the gap between 211, 230 rich and poor growing? What is the difference between absolute  variations in the access of people to  describe and relative poverty? What is wrong with first, second and third essential aspects of life including: global world classification of development? What is wrong with the – education p214225 variations in the 1980s North/South Brandt divide? How does the World Bank divide the world? What is wrong with using GDP as a measure

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– food p212-215 access of of wealth? What is the difference between hunger and famine? – health p220-223 people to a Is there enough food to feed everyone on earth? What controls – shelter p218-219 range of most of the food trade? Has everyone access to clean water, – water p216-217 essential adequate shelter, education and health services? Why is aspects of life HIV/AIDS both a health and development issue in Africa?  different life opportunities and quality of p212-225 What are the development advantages of educating girls? Why life throughout the world p226-227  describe do many women, indigenous people and ethnic minorities different global experience different life opportunities? What were the effects of life the Taliban rule on women? How has NGOS made a better life Global organisations opportunities for more people? How has AusAID helped to reduce poverty in  investigate a group involved in reducing and quality of developing countries? Students research one geographical global inequalities eg. AusAID p228-229 life, including question using the Internet and present findings as a PowerPoint those based on of multimedia. gender p226- Draw a mind map that explains how Thabiso’s AIDs can 227 influence other parts of his life? P210. Introduction to an unequal world p208  discuss The World Bank states that poverty is more than wealth. How methods used do you measure poverty? Why is GDP per capita a poor Poverty and wealth p210-211 by groups to measurement of wealth and poverty? Extremes of poverty and wealth-countries, influence the Refer to map p211. Identify global patterns of poverty and people,companies global wealth. Why is the Brandt line no longer used? Refer to the Poverty and wealth more than money community latest GDP per capita and HDI figures. Research one country Measurements: GDP and HDI p228- that experiences both a high and low GDP and HDI. Poverty perspectives-absolute, relative, income, 229,212,22223, http://hdr.undp.org/reports/global/2004/ human and basic needs 225,227 http://hdr.undp.org/reports/global/2004/pdf/hdr04_HDI.pdf Global pattern developed and developing  integrate http://www.cia.gov/cia/publications/factbook/geos/as.html Global divide p230 geographical http://hdr.undp.org/statistics/data/ HIV/AIDs sufferer in Africa and global tools such as In 2004 the world had 7.7 million millionaires. Research who is citizenship maps wealthy in the world and in Australia. Why do you think there Photo literacy, table and choropleth map p212,214,217,2 are less wealthy women? http://rich-bastards.com/d- Organisations to reduce inequality eg 18,221,222,223, RichLists.htm. Some of these people contribute millions of Australian Council for International 229; dollars to charities. Suggest strategies on how they could Development photographs redistribute their wealth for a more equal world. http://www.acfid.asn.au/ p210,213,216,2 Design a poster of famous rich sports people. How are some of International centre for eradicating poverty 26, 227: table these people redistributing their wealth? http://www.eradicatepoverty.com/ p210,211,215,2 http://www.forbes.com/2004/06/23/04athletesland.html 18,220,225,227, In 2004 there are 1.3 billion people who live on less than one 228,230; graphs dollar a day; 3 billion live on under two dollars a day; 1.3 p214,215,217,2 billion have no access to clean water; 3 billion have no access 21,224,229: to sanitation and 2 billion have no access to electricity. At the diagrams p218- same time the wealthy live in palaces with gold taps and toilet 219: GIS p230; seats. Compare the different life opportunities and suggest flow diagram strategies to reduce this extreme global gap p216: Extreme poverty could be an uneducated child who is a refugee newspaper with no home, income, family, food, clean water, suffering article p225; human rights abuses and HIV/AIDs. Compare this child’s life climate graph- with your own. Use the Internet to investigate an NGO that is water Cairo involved in reducing these inequalities (eg. Doctors Withourt p135 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 terror On 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 Family http://www.smithfamily.com.au/. Exodus Foundation http://www.exodusfoundation.net/

Write a story or poem about how it might feel to face hunger Famine versus hunger p212-213 every day p213 Famine, hunger, malnutrition Prepare a cartoon on hunger related diseases? P213 Groups involved in reducing hunger WHO,WFP Visit Jaconline on the Food security weblink p213 ‘Oil for Food Program’ In Iraq Imagine you are working for an organisation to reduce hunger Key geographical questions, such as and famine. Make a list of the actions you would take to ensure Are there too many people on earth to feed? food supply to a region p213 How much food does the world produce? Do all Design an advertisement p215 countries produce enough food? Is there enough Why are so many people starving while others are dying from farming land to grow food? Etc obesity, heart diseases and diabetes. Investigate the growth of

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Mercator world map and photo literacy gyms and diet foods. Organisations to reduce food inequality. Why do people in developed countries spend millions of dollars Freedom from Hunger on feeding animals while millions of people are dying from http://www.freefromhunger.org/ starvation? Hunger notes http://www.worldhunger.org/ Hunger project http://www.thp.org/

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

Safe water storage p216-217 Global water inequalities. Refer to climate graph on Cairo p135 Water quantity and Belem p145. Describe why water is unevenly distributed Global water quantity around the world. Compare the two graphs. What country has a Global inequality in water use water quantity problem? How is it managed? Future water scarcity and fear of future water wars How do people living in water scarce developing countries Sustainable development to conserve water (also manage their water supplies? P126 Refer to Deserts Chapter 6 Prepare a report p217 Jaconline Water Hotspots weblink Inequality in water quantity (Geoactives 2 Research the water quality issue of arsenic in water supplies in Australia) and sustainable management Bangladesh. Answer key geographical questions such as What Photo literacy –Kenya 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? Water quality What groups are making a difference to improve the lives of Uneven distribution of safe water these people? http://bicn.com/acic/ Water diseases Gender perspective: Women are the traditional suppliers of Life cycle of the schistosome (flow diagram) water in developing countries. How could the education of World map unequal access to fresh water women improve the quality of water the family drinks? Picture graph - water related diseases and deaths http://www.womenaid.org/press/info/development/womenprovi Organisations responsible for improving water ders.html. Why would women gain most from water security? UNDP http://www.cyberdyaryo.com/features/f2003_0326_04.htm http://www.un.org/esa/sustdev/sdissues/water/wate Research the reasons for the growth of bottled water. r.htm

A roof over our heads p218-219 Refer to pages 128-129, 171, 107, 10 and describe the different Squatters settlements, shanty towns settlements around the globe Focus study: Kenya Some people do not even have a roof over their head, such as Compare Kenya and with Australia -inequalities orphans from wars and AIDS in Africa. Imagine you were this Without a home person and describe your life. Extremes: Home is a castle Refer to PowerPoint presentation and investigate how cities Table, map and diagram could become places without slums Urban environmental management of squatter http://www.citiesalliance.org/citiesalliancehomepage.nsf/0/6E8 settlements DDD4FAA6557A186256BF900504512?OpenDocument http://www.gdrc.org/uem/squatters/squatters.html Group work p219 Write a biography p219 Construct and perform the lyrics of a rap song written by a teenager living in the slums p219 Role play p219 What 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 people http://www.unhcr.org/

Inequalities in health p220-221 Refer to the graph on p220 and describe the problems of Life expectancy related to income women living in developing countries Future –ageing global population Rank countries p220

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Infant mortality rate-breast feeding verus babies Investigate health requirements when travelling overseas p221 formula Comparing theme maps p221 HIV/AIDS What organisations are working towards better health for more Comparing theme maps on IMR people? Picture graph comparing life expectancy with WHO- World Breast Feeding Week. What is its purpose? GDP http://www.who.int/en/ Organisations to reduce inequality – Doctors Tobacco is a growing health problem in developing countries. Without Borders Why is it a problem and a health priority for WHO? How can it http://www.doctorswithoutborders.org/ be reduced from the local to the global scale? WHO WHO http://www.who.int/en/ http://www.who.int/tobacco/en/ and New Internationalist 2004 Fred Hollows Foundation p231 Why are some countries spending money on preventative http://www.hollows.org/content/FrontPage.aspx? medicine (eg mammograms and million dollar MRI machines) s=3 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 prothesis http://www.dfat.gov.au/landmines/. International campaign to ban landmines http://www.icbl.org/

Concept map traces the life of an AIDS orphan p223 AIDS the global killer p222-223 Interpret African map –AIDS p223 What is it? How do you get it? Is there a link to Poster literacy exercises p223 poverty? What should be done about it? What Complete AIDS quiz p223 (Internet links Jaconline organisations are working to reduce AIDS? Analsye whether this website is a source of reliable, unbiased, Gender- women and AIDS current information that also includes geographical tools such Orphans as maps, graphs, photo and statistics AIDS is a health and development issue in http://www.unaids.org/en/default.asp Africa Organisations – local to global– UNICEF, UNAIDS, AusAID, Aids Orphans Education Trust in Uganda Role of education and the media Poster literacy HIV/AIDS map -Africa Organisations to reduce inequality- Oxfam and cut the cost of medicine http://www.oxfam.org/eng/campaigns_camp_cu tcost.htm

PowerPoint presentation p225 Education for all p224-225 Links to gender gap at Jaconline Life without an education –being able to read The big issue today is the digital divide in education. What is and write the global divide initiative and the projects in Jordan and The importance of an education to move out of Mumbai? poverty and increase life opportunities http://www.weforum.org/site/homepublic.nsf/Content/Global+ Global illiteracy and comparisons (table) Digital+Divide+Initiative Picture graph – students per teacher- global Today, a child in Mozambique can expect to go to school for inequality two to three years compared to a European or North American Good news- reduced illiteracy child’s 17 years. How are organisations reducing this gap? Gender gap -table 150 million children of primary age start school, but drop out Gender. Newspaper article-girls in Sudan’s before they can read or write. In 16 countries in sub-Saharan nomadic communities Africa almost half are between 6and11 years. They drop out Quality education because of inadequate resources, poorly trained teachers and Organisations in reducing inequality eg they have to work to support their poor family. In other UNICEF, NGOs instances the education does not fit the needs of the community. Global campaign for education For example Shakespeare taught in remote African http://www.campaignforeducation.org/ communities versus how to grow crops, prevent the spread of AIDS and why you should drink clean water. Design a school 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 poverty Research why child labour replaces an education and how organisations are working for global improvements

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

Why is educating a girl a positive development step? Different life opportunities for women p226- http://www.unicef.org/sowc04/sowc04_girls_positive_force.ht 227 ml Feminsation of poverty Girls’ left out countries left behind. What does this mean? Effects of Taliban rule on women http://www.unicef.org/sowc04/sowc04_girls_left_out.html Human rights abuses What is the multiplier effect of girls’ education? Education improves quality of life and helps http://www.unicef.org/sowc04/sowc04_multiplier_effect.html move out of poverty Research Grameen Bank and how it is working to reduce Organisations in reducing inequality eg inequality p227 Grameen Bank Research the life opportunities for indigenous people and ethnic minorities and organisation working to improve their quality of life

Prepare an advertising poster p229 Links to the Internet p229 Australian Overseas Aid p228-229 Interpreting a theme map p229 AusAID organisation reduces poverty and Analysing a pie graph p229 provides education, food, health services, Visit the Global Education site shelter and water to poor people living in http://www.globaleducation.edna.edu.au/globaled/go/cache/off developing countries for a more equal, once/pid/24;jsessionid=1898E342D6AB98992E88E9602E08D socially just world 788 Answer the key geographical questions. Why does Provides improved life opportunities and Australia give aid? What is the focus of Australia’s aid? How is quality of life for women, indigenous aid delivered? How much aid does Australia give? Which peoples, ethnic minorities and refugees in countries receive aid? What makes aid effective? How much do developing countries other countries contribute to aid? Types of aid Complete activities Program- countries and expenditure http://www.globaleducation.edna.edu.au/globaled/go/pid/763 Global citizenship –eg. poverty, sustainable Debate: Aid is effective in reducing global poverty development, HIV/AIDS, landmines, food Role play. Allocating aid money security, education and good governance http://www.globaleducation.edna.edu.au/globaled/go/pid/763 Empathy stories Empathy stories. AusAID Close Up. Select four stories and AusAID describe how AusAID has reduced inequality http://www.ausaid.gov.au http://www.ausaid.gov.au/closeup/default.cfm. Such as microcredit bridge for the poor http://www.ausaid.gov.au/closeup/microcredit_vietnam.cfm

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work For example students are able to Others……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation ………… Cloze exercise…………...Debate………………Role play………………Diagram………………Cartoon interpretation...... Numeracy………...…

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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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G3 Global Change Suggested time Focus Area 4G3: 30hours Global Resource Use (depending on prior Chapter 11 knowledge of students)

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

Syllabus outcomes Suggested ICT Resources

A student (p 232) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.1 identifies and gathers geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.2 organises and interprets geographical global perspective, integration of skills based activities incorporating mandatory information research, virtual tools, cross curriculum content, key competencies, civics and 4.3 uses a range of written, oral and graphic forms fieldwork, students citizenship, websites, worksheets, maps, photographs, to communicate geographical information with learning newspaper articles, puzzles, models, diagrams, glossaries, 4.4 uses a range of geographical tools problems, extension satellite imagery, sample studies and student centred, 4.5 demonstrates a sense of place about global activities, experiential and inquiry based learning activities using multiple environments geographical tools, intelligences 4.7 identifies and discusses geographical issues digital images, CD Rom contains the contents of the whole book as well as from a range of perspectives independent learning extra activities and tools/skills exercises 4.9 describes differences in life opportunities as well a providing a Activities: throughout the world variety of  Geoskills Toolbox: p232,237,239,241,245,247 4.10 explains how geographical knowledge, perspectives.  Check and challenge p248-249 Word quiz on understanding and skills combine with knowledge of Students will: chapter, bar graph interpretation on global paper use, civics to contribute to informed citizenship.  use email pie graphs on oil spills, perspective exercises on oil for a specific spill disasters, impacts on resources and their geographical management purpose p247 –  Knowledge and Understanding: WWF and ‘Stop p234,235,237,239,241,243,244,247 Overfishing’  Extension worksheets: campaign o Babies..babies…babies (11.2)  practice o How do you feel? (11.4) ethical behaviour o Write a children’s book (11.4) when using email o Home of the future (11.7) and the internet o Rainforest PowerPoint (11.7) p247  CD Rom (with textbook)  collect and interpret  Internet links to extra worksheets at Jaconline electronic www.jaconline.com.au information-  Guest speaker from an environmental group weblinks on p.235,  Fieldwork. Organise a visit to: 243-4, 247 o recycling plant  design o local council or local garbage tip and and create a write a report on the recycling of PowerPoint resources presentation p249 o oil refinery, mine or forest plantation  design o organic or permaculture farm and create a o botanical gardens or zoo for biodiversity multimedia Be part of Streamwatch presentation http://www.streamwatch.org.au/main.jsp  use or Landcare Geoactives CD http://www.landcareaustralia.com.au/ Rom and complete activities and worksheets  Virtual Fieldwork:  use the Follow the polar bears on the ice p247 WWF Internet links to Polar Bear Tracker-part of a study on the extra worksheets at impact of climate change Jaconline www.jaconline.com. Glossary p233 au Jacaranda Atlas and CD Rom  participate Videos CV Classroom Video in a virtual Population and world resources –EF 31min fieldtrip to track Resource systems in a sustainable city Curitiba 19min polar bears p247 Sustainable agriculture 20min  create a Timber for tomorrow -50 years of logging 25min desktop-published Farming for the future 19min document Oil refining 13 min  develop Mining in Canada 22 min and refine search Sustainable Forestry 22min techniques Fish a limited resource 19min

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 observe Fish sustainability 23 min and record latest Other suggested resources: global changes to NSW Board of Studies http://www.boardofstudies.nsw.edu.au/ natural resources NSW Department of Education and Training using satellite www.curriculumsupport.nsw.edu.au imagery and the Teaching and Learning Exchange, TaLEs http://terraweb.wr.u sgs.gov/TRS/project s/Antarctica/AVHR R.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.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Indymedia http://www.indymedia. org/or/index.shtml Australia’s natural resource directory http://naturalresource.a lphalink.com.au/

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Variations in the distribution, access and use  identify Pretest students prior knowledge of natural resources: p232-245 global patterns Answer the key geographical questions. What are natural  use of natural resources of resource use resources? What is the difference between renewable and non  sustainability of natural resources p234-235 renewable resources? Who consumes most of the resources?  explain What happens when people living at the source of a river use the link most of the water so little is left for the people living between downstream? Who is cutting down the trees, digging the Global organisations p234-245; p246-247 resource use minerals and hunting the animals? Why is salinity increasing? WWF and What are the effects of global warming on coral reefs? Why Investigate a group involved in promoting sustainability does clearing wetlands effect marine and bird species? What are ecological sustainability eg .WWF p234-243 and the impacts of an oil spill at sea? Why is oil and water a source Ecological of global conflict?Is the use of resources ecologically Footprint p244- sustainable? What is your ecological footprint? How can you 245 reduce your EF?  discuss methods used Draw a time line of when everything came into existence Global resource use p232-250 by groups to http://www.pbs.org/wnet/nature/forces/html/body_timeline.htm influence the l Time line of earth p232 global Scientists estimate that over two thirds of the animals and Causes of decline of resources community plants that once lived on Earth are now extinct. Why are some Good global citizens- UN and WWF p234-245; species of animals endangered? WWF p246- http://www.animaland.org/asp/realissues/endangered4.asp 247 What groups promote ecological sustainability of species?  integrate Write a video report. Discuss whether the video was biased or tools such as gave a balance account of the topic maps such as Group work. You are the writer for the game show ‘called world mercator Catastrophic Events’ and have to devise questions on the cause map on of the decline in the Earth’s resources, such as disappearing resources p235, species and global warming.Make game cards with a question population on one side and the answer on the other. Play the trivia game change p236, and the group that answers the most questions wins. misuse of Access to natural resources p234-235 natural

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Renewable and non renewable resources p234, Imagine you were an owner of a large logging and mining Critical and non critical Minamata company operating in a developing country…….p234 Consumed by use and recyclable p241Africa Research the life of a Dinka in Africa and how they use the Unequal access to global resources p238; natural resources p235. TNC’s impact on resources photographs http://hsc.csu.edu.au/pta/scansw/dinka.htm. What has been World map of resources-oil, uranium p233, happening to their land? diamonds 235,238,239, Locate uranium on the world map p235. What are the main Dinka tribesmen in Sudan 241,243,245; uranium mining countries and what are its uses? What are the tables p236; effects of radioactivity on the natural environment? (air, soil, statistics p243; water, plants and animals) diagram p234; http://www.uic.com.au/nip41.htm graphs column, http://www.epa.gov/radiation/radionuclides/uranium.htm See bar and picture Geoactives 2 on uranium waste graphs p242, Refer to map p235. What are the effects of driftnet fishing? p248, pie How effective are international laws? What organisations are graphs p249; working for its sustainable management? climate graphs http://www.oceanlaw.net/netpath/page4-drf.htm p238,239; http://www.peopleandplanet.net/doc.php?id=1779 Population pressure on resources p236-237 population Population 1950-2050 pyramids p237 Where the world’s population is exploding- India and USA; China with 1.3 billion people is starting to develop. What will developing countries. ICT p247 and be the pressure on its scarce natural resources? What are World map with percentage population integrated China’s plans change throughout the http://www.cpre.sdnu.edu.cn/cpre(yw).htm Population distribution and growth and pages; Future scenario. What will be the future of the world in the year uneven consumption or resources- fieldwork; 3000 if the population as well as the use and misuse of natural developed versus developing countries, satellite p215, resources increases? Draw the earth and its natural resources in urban versus rural 245; cartoon 3000 Interpreting population pyramids- India and p244 and use of Complete population pyramid activites p237 USA and impacts on resources use GIS

Resources flashpoint: Southern Africa p238- 239 Conflicts – countries sharing same river supply Group work p239 Management of scarce water to improve Complete table p239 lifestyle opportunities Interpret climate graphs p239 Case study. Okavango River and delta – Angola, Namibia, Botswana. Management – multi uses of river, conflicts and proposed Namibian water pipeline Interpretation of climate graphs and comparisons with Australia (perspectives) Map of Africa and photo literacy

Misuse of natural resources p240-241 Biosphere-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 Compete quiz. What am I? Where am I? p241  Biosphere- deforestation, illegal Class discussion p241 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 seas Photo literacy of polluting events Minamata disease following the dumping of toxic waste into the sea –maps showing change over time, changing lifestyle expectations of the communities and its management

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Disappearing oil resources p242-243 Consumption and use of oil  Oil the lifeblood of economic growth in today’s society  Uneven global consumption  Main consuming countries  Global trends and future scenarios Production 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 Collage on sustainable energy p243  Wealthiest oil companies and oil Interpret oil company advertisements – Internet p243 people Complete Resources Conflicts worksheets p243  Oil in Iraq Perspectives: oil spills p249 –Exxon Valdez p249, Galapagos Under Saddam Hussein – Islands 2001, Corio Bay, near Geelong 2003 sanction and UN’s ‘Oil for Food PowerPoint presentation oil spills p249 Program’ and situation today Complete activities oil spills pie graphs p249 Uneven distribution of wealth from oil Word quiz p248  extremes of poverty and wealth Describe what it would be like living on an oil rig in the middle  oil money to support armed of the sea forces http://www.rain.org/pipermail/sanctuary-naturalist-corps/2001-  TNCs control 70% of oil May/000038.html reserves Make an oil rig Unsustainable energy –global warming http://papertoys.com/rig.htm Role of organisations to promote ecological sustainability Lobbying- Greenpeace, Friends of the Earth World Bank’s greater recent focus on a sustainable environment Resources and sustainability p244-245 Ecological footprint (EF) How is it is ‘roughly’ measured Global EF and country comparisons – developed and developing countries Increasing global urbanisation-large growing urban footprint How 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 Ark Global agreements- Montreal Protocol Issues such as the Kyoto Protocol Role of the Australian government and AusAID Measure your ecological footprint p244 Use of technology such as GIS and satellite Mind map on environmental problems we share p244 imagery List ten natural resource laws in Australia. Why does acting Aral Sea-decline in size and its management locally impact on global natural resources? Promoting ecological sustainability – WWF http://naturalresource.alphalink.com.au/index_files/Page513.ht p246-247 m Extent of the global organisation Use satellite and discuss the changes over time to the Aral Sea Aims and projects p245 Global 200 eco-regions Strategies used to promote ecological sustainability Conservation programs - climate change, toxic chemicals, forests for life, living water, endangered seas, endangered species Virtual fieldwork- Track the Polar Bears Use email for a specific geographical purpose Check and Challenge p248-249

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Design a campaign poster p247 Imagine you were employed by WWF. P247 Complete Internet activities at Jaconline Complete Worksheet on Rainforest PowerPoint presentation and its sustainable management p247

Word quiz on the chapter Interretation of bar graph on global paper use Evaluation of pie graphs on oil spills PowerPoint presentation Prepare an Action Plan

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work For example students are able to ……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G4 Global Issues and the Role of Citizenship Suggested time Focus Area 4G4: 30hours Global Geographical Issues (depending on prior Chapter 12 knowledge of students)

Focus Global geographical issues and appropriate method of citizenship for their management

Syllabus outcomes Suggested ICT Resources

A student (p 250) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.2 organises and interprets geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms global perspective on integration of skills based activities incorporating mandatory to communicate geographical information global geographical tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools issues as well as used citizenship, websites, worksheets, maps, photographs, 4.7 identifies and discusses geographical issues for research, virtual newspaper articles, puzzles, models, diagrams, glossaries, from a range of perspectives fieldwork, students satellite imagery, sample studies and student centred, 4.8 describes the interrelationships between with learning experiential and inquiry based learning activities using multiple people and environments problems, extension intelligences 4.9 describes differences in life opportunities activities, CD Rom contains the contents of the whole book as well as throughout the world geographical tools, extra activities and tools/skills exercises 4.10 explains how geographical knowledge, digital images, Activities: understanding and skills combine with knowledge of independent learning  Geoskills Toolbox: p250,253,,259,266 civics to contribute to informed citizenship. as well a providing a  Knowledge and Understanding: p253,255, variety of 257,259,261,263,265,267,269,271 perspectives.  Geofacts p255,257 Students will:  Newspaper articles and scaffold p253,,258,263  use a  Extension worksheets: range of digital o Making a solar oven (12.4) images, maps, o Growing cities (12.7) sound and other o Indigenous people (12.9) appropriate  CD Rom (with textbook) multimedia sources to develop a  Internet links to extra worksheets at Jaconline multimedia www.jaconline.com.au presentation or  Guest speakers webpage. Amnesty International  use email Conservation NGOs for a specific  Multi media presentation geographical Amnesty International video report purpose such as to http://web.amnesty.org/report2004/index-eng Amnesty  Fieldwork International and Join Clean Up Australia environmental http://www.cleanup.com.au/Main.asp? organisations RequestType=Homepage&SubRequestType=Interne  practice t ethical behaviour Landcare when using email http://www.landcareaustralia.com.au/ and the internet  Virtual fieldwork  collect Take a virtual tour underneath the ocean with and interpret Aquarius electronic http://www.uncw.edu/aquarius/virtual_tour/ipix.htm information- l weblinks Follow climate change  design http://www.exploratorium.edu/climate/. and create a PowerPoint Glossary p251 presentation Jacaranda Atlas and CD Rom Videos CV Classroom Video  use Women in development 25 min Geoactives CD Refugees –shattered lives 10 min Rom and complete Global cooperation 26min activities and Envrronmental Impact Assessment 23min worksheets Global Education http://www.globaleducation.edna.edu.au  use the  Connection between human rights, good governance Internet links to and sustainable development extra worksheets at http://www.globaleducation.edna.edu.au/globaled/g Jaconline o/cache/offonce/pid/180;jsessionid=613168FE77692 www.jaconline.com. 00C91920AD0EB5C3A34. au  Environment  participate http://www.globaleducation.edna.edu.au/globaled/g in a virtual o/cache/offonce/pid/15;jsessionid=613168FE776920 fieldtrip 0C91920AD0EB5C3A34 and  create a http://www.globaleducation.edna.edu.au/globaled/g

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desktop-published o/pid/15 document  Human Rights  develop http://www.globaleducation.edna.edu.au/globaled/se and refine search arch;jsessionid=613168FE7769200C91920AD0EB5 techniques C3A34?qt=human+rights&sr=site  observe  Child soldiers and record latest http://www.ausaid.gov.au/publications/focus/focusp global geographical dfs/autumn03/focus_autumn_03_14.pdf issues using  Freeing temple slaves in Ghana satellite imagery http://www.ausaid.gov.au/closeup/trokosi/default.cf http://terraweb.wr.u m sgs.gov/TRS/project  Indigenous people s/Antarctica/AVHR http://www.globaleducation.edna.edu.au/globaled/se R.html arch?qt=indigenous+people&sr=site  collect  Water and interpret http://www.globaleducation.edna.edu.au/globaled/g photographic o/pid/16 images  Children’s rights  research http://www.globaleducation.edna.edu.au/globaled/g current global o/cache/offonce/pid/26;jsessionid=613168FE776920 geographical issues 0C91920AD0EB5C3A34 and the role of  Volunteering citizenship from a http://www.globaleducation.edna.edu.au/globaled/g variety of o/pid/184 perspectives: SMHwww.smh.com.au Focus Magazines –AusAID and on line links CNN www.cnn.com  Sustainable development ABC www.abc.net.au http://www.ausaid.gov.au/publications/pubout.cfm? BBCwww.bbc.co.uk Id=9373_7686_1442_7898_4150&Type=PubFocus World Press Review  Water www.worldpress.org http://www.ausaid.gov.au/publications/pubout.cfm? New Internationalist Id=7271_1184_6361_3290_6595&Type=PubFocus www.newint.org Indymedia ABC and Department of Education – Human Rights http://www.indymedia. http://www.abc.net.au/civics/rights/enter.htm org/or/index.shtml

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

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Global geographical issues p250-271  recognise Pretest students prior knowledge  global geographical issues, which must include: global Answer the key geographical questions. What are geographical geographical issues? How can they be investigated? What is the  access to fresh water (Chapter 15) issues p250-271 spatial dimension of an issue? What is the ecological dimension  climate change p256-259  describe the of an issue? How are we all responsible for the management of  energy use p260-261 nature of global global issues? What is active, informed and responsible  human rights p268-269 geographical citizenship? What is meant by ‘act local think global’? What is  indigenous people and self-determination issues p250-271 the link between human actions and the consequences for p270-271  explain the ecological sustainability on a global scale? What are human rights? How can you determine bias in the media and in  land degradation p262-263 links between photographs? How can you communicate with organisations to  threatened habitats (Chapter 13) human actions participate as global citizens? What is meant by social justice  tourism (Chapter 14) and the consequences and equity?  urbanization p266-267 for ecological Select six global geographical issues and complete the  use of ocean resources p264-265 sustainability geographical issues scaffold p253 using the Jaconline Internet on a global link  the need to promote ecological scale p250-271 Guantanamo Bay in Cuba is in the news as a place where sustainability  integrate tools terrorists are detained. Refer to these two different Internet sites such as: on Guantanamo Bay. What are the different perspectives? (Refer to Geoactives 2- Australian Geographical  world maps http://www.guantanamo.com/ Issues 5A3) with latitude Refer to this site and find the latest environmental news and p259 pictures. http://www.planetark.org/envpicshome.cfm. Select  maps-Africa five news articles with pictures and explain how the pictures p263, China make the message easier to understand. Why does this site 267 suggest you email the stories to a friend? Fieldwork. Get involved join Clean Up Australia Day. Why is  fieldwork Global geographical issues –overview p250-251 it called ‘heroism in action?’  statistics p266 Perito Moreno Glacier in Argentina weakened by http://www.cleanup.com.au/Main.asp?

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global warming  picture graphs RequestType=Homepage&SubRequestType=Internet. What is Glossary p255,264, 266 Clean Up the World? http://www.cleanup.com.au/main.asp?  line graphs RequestType=Doc&DocID=71&CatID=55 How did this What are geographical issues p252-253 p257 organisation move from local to global? How can the actions of Key geographical questions  column graphs individuals make a difference for a more sustainable world? Spatial and ecological dimensions p258,266 What is the ‘Say no to Plastic Bags’ campaign? What is the Ecological sustainability  pie graphs 260, purpose of the Marine Debris Internet site? What is the problem Social justice 262 of cigarette butts? Active local to global citizenship  composite bar Identify waste issues that affect the local area. Human Rights graph p260 Refer to these clean up headlines and read the articles and Bias and perspectives  diagrams - 3D answer the questions. What are the most common types of Newspaper media file Greenhouse rubbish found? Where does the rubbish come from? Why is it Geographical issues scaffold effect and important to remove rubbish? Predict what would happen if Worksheet: make a solar oven enhanced waste was not disposed of correctly (eg. diseases) Fieldwork: Clean Up Australia greenhouse http://www.millenniumkids.com.au/curs1.htm effect p256and Create a Clean Up Australia song to be presented at assembly energy use and a poster to advertise your Clean Up Australia Day p260, land activities. degradation Become a local newspaper reporter and write an article on p262 five environmental issues in the local area and what actions should be taken for ecological sustainability. Present as a  photograp newspaper hs p252,253, Ensure you include different perspectives and avoid bias and 255, 263. Draw stereotyping a line drawing Refer to the Internet for cartoons on the environment. Draw a of p250 cartoon on an environmental issue that effect you  cartoon Refer to the Global Education site on waste and answer the p253 questions  satellite http://www.globaleducation.edna.edu.au/globaled/go/pid/15 imagery http://www.globaleducation.edna.edu.au/globaled/go/pid/149  table p260 Read the case study the ‘Power of Many’ in PNG and answer the questions and activities http://www.globaleducation.edna.edu.au/globaled/page152.html Debate: Should those who produce the waste be responsible for its disposal Refer 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 255 Refer to Focus Magazine http://www.ausaid.gov.au/publications/pubout.cfm? Why is ecological sustainability important? Id=9373_7686_1442_7898_4150&Type=PubFocus. What are P254-255 the actions of the Australian government to sustainable The future scenario for earth development? Research examples of finding ways to live more Environmental crises sustainably off the land, rivers and sea. What is Landcare Ecological foot pints a measure of Philippines style? How are volunteers saving elephants? How sustainability have they cut air pollution in China? Great divide between the users of resources- United Nations World Environment Day is in the first week in developed and developing countries June. Organise a guest speaker, a School Clean Up activity Not everyone has the same ecological and posters around the school promoting the day. Get in touch footprint- different living standards- with the NSW Geography Teachers’ Association for activities indigenous people, rural poor in developing and resources for that week countries. Water inequality http://hsc.csu.edu.au/pta/gtansw/ What is sustainable development? How can you measure ecological sustainability at the local Agenda 21 scale? http://www.earthday.net/footprint/index.asp Actions of governments Why is ecological sustainability important when we need a Is the environment on the back burner since couple of planets to survive at the present rate of resource use? the 9/11 incident? What could we do about making a smaller ecological footprint?

State of the World http://www.worldwatch.org/ United Nations Division for Sustainable Development http://www.un.org/esa/sustdev/ Australian government-AusAID and the environment http://www.ausaid.gov.au/keyaid/envt.cfm United Nations Environment Program http://www.unep.org/ World Summit on Sustainable Development Johannesburg 2002 http://www.unep.org/wssd/

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p257 Visit the kid’s site on global warming. What is it? How does it Climate change p256-259 affect environments and communities? What can we do about Past, present, future it? http://www.epa.gov/globalwarming/kids/ Greenhouse effect and enhanced Be a climate detective and use geographical tools greenhouse effect http://www.epa.gov/globalwarming/kids/detectives.html Use of fossil fuels Answer the quiz at climate animations Producers of C02- developed world http://www.epa.gov/globalwarming/kids/animations.html Causes and impacts of climate change How can you at the local scale make an impact on global Scenarios – flooded coral atolls and warming? declining snow levels Imagine you lived on a small coral island in the Pacific Ocean. Species will migrate, die or adapt What will be your future with increasing sea levels? Active citizenship-local to global- http://www.disasterrelief.org/Disasters/020314Tuvalu/ Australian Greenhouse Office, Sustainable Explain the effects of global warming on health? Energy Programs http://www.jhsph.edu/globalchange/ International treaties-Kyoto Protocol What are the threats of global warming to coral reefs and how Photo literacy are the actions of groups responding to this geographical issue? Internet links and exercises http://www.panda.org/about_wwf/what_we_do/marine/what_w e_do/coral_reefs/threats/climatechange.cfm In 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 presentation Virtual fieldwork – climate change. What is climate change and its impacts on the environment, hydrosphere, cryosphere (ice) and biosphere? What are its effects? Email your questions http://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.htm http://www.skepticism.net/faq/environment/global_warming/in dex.html http://www.gre.ac.uk/~bj61/talessi/tlr29.html Sketch 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 p259 Go to Jaconline and complete worksheets on Kyoto Protocol and Weather and Climate p259

Page 260 Design a media campaign p261 Energy use p260-261 Design logos p261 Use of fossil fuels Internet links to Jaconline and Alternative Energy project sheets Distribution of oil production in the Middle p261 East (see 4G3) What are the latest ideas on sustainable energy technology? Top 5 countries - users and producers of http://www.csiro.au/index.asp?id=Petroleum energy %20Resources_AltEnergy_Sust&type=researchProgram&xml= Sustainable energy relatedResearchAreas,researchProjects Windmills, wave power, solar panels, tower http://www.altenergy.org/ of power, hot rocks, tidal power, HEP, http://earthsci.org/teacher/basicgeol/alt_energy/alt_energy.html biomass farming, landfill waste and sewage Read how some people can live without electricity. Compare treatment you life with theirs Active citizenship and government http://www.highlonesomeranch.com/LivingWithoutElectricity. responsibilities html Promotion of ecological sustainability Describe how groups and organisations are working towards cleaner air http://www.transport.qld.gov.au/qt/driver.nsf/index/aircare_ho me What are air toxins and how do they affect our health? http://www.ephc.gov.au/nepms/air/air_toxics.html What are the NSW environmental regulations on the

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atmosphere? http://www.epa.nsw.gov.au/legal/summariesreg.htm#cape Enter the renewable energy student competition and win $1000 http://www.anzses.org/index01.html

P262 Work in small groups and develop an action plan p263 Land degradation p262-263 Find out about Landcare groups using Jaconline p263 Types of land degradation Write a script for a radio or TV advertisement designed to get Causes and extent of land degradation people involved in an upcoming Landcare project p263 Deforestation and impacts on land Contact local council or Department of Land and Water Desertification Conservation to plan the landuse in the local area Sample study Sahel region of Africa When the land dies and the wells dry communities living in sub Active citizenship-United Nations and Saharan Africa are forced to move. Research the growth in NGOs environmental refugees globally. What should governments do? Use of satellite imagery for sustainable What is the UN Convention to Combat Desertification management http://www.unccd.int/main.php. Why is their global alarm over Also Geoactives 2 5A3 dust? What are the national action plans to manage desertification in Africa? http://www.unccd.int/actionprogrammes/africa/africa.php#natio nal Over 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 Sea http://earthobservatory.nasa.gov/NaturalHazards/natural_ hazards_v2.php3?img_id=12258 and dust storm in Chad http://earthobservatory.nasa.gov/NaturalHazards/natural_hazard s_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_chinad ust.html http://news.nationalgeographic.com/news/2001/05/0518_cresce nt.html Each 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 management http://www.usgs.gov/125/articles/dust.html Imagine if you were lost in a dust storm. What should you do to survive?

P264 Predict the consequences p265 Use of ocean resources p264-265 Role play p265 Proportion of earth that is water Imagine activity and PowerPoint presentation p265 Importance of water ecosystems Graph interpretation p265 Increasing human interaction Protest over driftnet fishing and research p265 Fishing-increase production, decline in Find some good news stories on increasing fish supplies. For species, example a World Bank project in Bangladesh and AusAID Driftnet fishing ,cyanide poisoning and projects in PNG blasting http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,con Red tides, disposal of radioactive wastes, tentMDK:20044801~menuPK:34460~pagePK:64003015~piPK oil tanker disasters, clearing wetlands, :64003012~theSitePK:4607,00.html aquaculture http://www.fisheries.gov.pg/projectmanag/fishdevproj.htm

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Groups, governments, international laws Satellite imagery used to manage ocean resources Satellite tagging of whales and other marine http://www.noaa.gov/ocean.html species Refer 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.html Read kids corner and complete activities http://response.restoration.noaa.gov/kids/kids.html Chocolate 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 mousse Let’s look at the ocean floor. http://www.ngdc.noaa.gov/mgg/announcements/announce_pred ict.html. Design a hotel underneath the ocean Debate for and against dumping radioactive waste in the ocean http://www.ocrwm.doe.gov/ymp/about/oceanfloor.shtml http://greennature.com/article408.html http://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 _21222051 http://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 sustainably What is aquaculture and why is it increasing. Refer to the study of salmon farming in Australia http://hsc.csu.edu.au/geography/activity/local/tassal/salmon.htm l#Heading6 Perspectives. Debate for and against aquaculture? What are the legal limits to the ocean resources for a country? eg. Australian Exclusive Economic Zone What 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.htm The 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 Island http://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.html What 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.html Satellite imagery shows sea temperature and location of fish http://www.thecoolroom.org/fishermen/fish_help_sst.htm

What is tagging and why is it used? Tagging of marine species http://www.csiro.au/index.asp? type=mediaRelease&id=Prwhiteshark2 Satellite tagging of sharks http://oceanica.cofc.edu/SharkTagging/Home.htm. Student activities tagging the sharks http://oceanica.cofc.edu/SharkTagging/Student %20Activities.htm Satellite tagging whales http://www.curtin.edu.au/curtin/centre/cmst/research/wa_bluew hales/wabluewhales/pages/sattag.htm Satellite tagging of endangered dolphins http://www.wdcs.org.au/info_details.php?select=1078732120 S

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Urbanisation p266-267 Urbanisation- global, developed and p266 developing countries UNPD Population Past, present and future trends http://www.un.org/esa/population/unpop.htm Rural-urban migration. Push/pull forces http://www.un.org/esa/population/publications/wup2003/2003 Future environmental and social issues- WUPHighlights.pdf large urban ecological footprint Global sustainability institute. What can you do in the home, at Urbanisation in China and environmental school and at play to leave a smaller ecological footprint? problems http://www.global.rmit.edu.au/ Actions of governments http://www.global.rmit.edu.au/resources/gshints.php Sustainable Cities Program What is London’s large ecological footprint? Also Geoactive 2 5A3 http://www.citylimitslondon.com/ What is a sustainable city? http://www.rec.org/REC/Programs/SustainableCities/What.html What is the Sustainable Cities Program? Outline three successful projects in developing countries http://www.icsc.ca/ http://www.rec.org/REC/Programs/SustainableCities/

Importance of human rights p268-269 P268-269 Purpose of human rights Refer to the lessons and activities on Human Rights at this site Declaration of human rights http://www.abc.net.au/civics/rights/enter.htm Types of human rights – social, economic, Amnesty International is a global organisation concerned with cultural, civil and political abuses of human rights. Refer to this site or the latest report on Rights of the Child 155 countries http://web.amnesty.org/report2004/index-eng Abuse of human rights From a spatial perspective refer to an Atlas and locate on a Sample Study China world map 15 countries suffering human rights abuses. Include Amnesty International latitude and longitude. Issues such as terrorism, child labour, Why do human rights matter? slavery, sweatshop labour, child soldiers, http://web.amnesty.org/report2004/message-eng terrorism, children in detention, refugees, What is the Convention on the Rights of the Child? Design a indigenous peoples poster and place along classroom walls. Gender perspective http://www.unhchr.ch/html/menu2/6/crc/treaties/crc.htm Active citizenship-writing letters The Convention on the Rights of the Child has two Optional Individuals, groups and governments Protocols: the involvement of children in armed conflict and the working towards social justice for all sale of children, child prostitution and child pornography. people Research child soldiers, child labour and child slavery and Also Geoactives 2 5A4 describe how the actions of individuals, groups and governments work for social justice and equity http://web.amnesty.org/pages/treaty-crc-eng http://www.unicef.org/protection/index_childlabour.html http://www.hrw.org/campaigns/crp/index.htm. http://www.unicef.org/ Present as multi media presentation Empathy exercises. Listen to the voices of child soldiers. Describe their life and compare with your own life http://www.hrw.org/campaigns/crp/voices.htm. What are the International laws to protect child soldiers? http://www.hrw.org/campaigns/crp/int-law.htm Gender 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 world http://web.amnesty.org/library/index/ENGACT400032001 http://web.amnesty.org/library/index/ENGACT770342004 http://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 difference Research human rights abuses in Australia and present as an 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.

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Discuss how individuals, groups and governments are working for improved life opportunities for bonded labourers http://www.antislavery.org/homepage/campaign/bondedinfo.ht m http://www.guardian.co.uk/Refugees_in_Britain/Story/0,2763,1 180141,00.html http://www.indianet.nl/sob.html Answer 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=0,2 What 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 report What are the current campaigns of A1? http://www.amnesty.org/campaign/. Select two campaigns and present a poster promoting the campaigns Organise 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.html How can individuals make a difference for a more socially just world? Use the email ethically http://web.amnesty.org/pages/hre-contacts-eng Research 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 world http://www.ohchr.org/english/countries/field/docs/terrain.pdf Global Education –notes and activities to be completed http://www.globaleducation.edna.edu.au/globaled/go/cache/off once/pid/180;jsessionid=613168FE7769200C91920AD0EB5C 3A34. The connection between human rights, good governance and sustainable development Devise a simulation game on geographical issues and their management http://www.globaleducation.edna.edu.au/globaled/go/pid/1315 How can you become involved as an active, informed, responsible global citizen? http://www.globaleducation.edna.edu.au/globaled/go/pid/1319

P270 Indigenous people and self determination p270 Who are indigenous peoples? What are the indigenous issues Indigenous groups- Tuareg, Cheyenne, that UNDP supports? List 10 UNDP projects with Indigenous Maoris. Kayapo Indians, Torres Strait people? Islanders http://www.undp.org/cso/ip/faq.html Sample study – Indigenous people in the Native web Philippines http://www.nativeweb.org/ Cultural conflict, change and integration Centre for Indigenous Studies Self determination http://www.cwis.org/ Land Rights In 2004 800 people marched in Adelaide in support indigenous Global networks -NGOs self determination. Design a poster promoting the walk. Multicultural policy and anti discrimination Test your knowledge of the glossary on p250 using laws puzzlemaker Also Geoactive 2 5A4

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work Students are able to ……………………………………………………………………………………………………………………………………………… Teacher feedback: ………………………………………………………………………………………………………………………………………………….. …………………………………………………………………………………………………………………………………………………………. Teaching/learning activities used

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

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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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G4 Global Issues and the Role of Citizenship Suggested time Focus Area 4G4: 30hours Global Geographical Issues (depending on prior Threatened Habitats knowledge of students) 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

Syllabus outcomes Suggested ICT Resources

A student (p 272)) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.2 organises and interprets geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms global perspective on integration of skills based activities incorporating mandatory to communicate geographical information global geographical tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools issues as well as used citizenship, websites, worksheets, maps, photographs, 4.7 identifies and discusses geographical issues for research, virtual newspaper articles, puzzles, models, diagrams, glossaries, from a range of perspectives fieldwork, students satellite imagery, sample studies and student centred, 4.8 describes the interrelationships between with learning experiential and inquiry based learning activities using multiple people and environments problems, extension intelligences 4.9 describes differences in life opportunities activities, CD Rom contains the contents of the whole book as well as throughout the world geographical tools, extra activities and tools/skills exercises 4.10 explains how geographical knowledge, digital images, Activities: understanding and skills combine with knowledge of independent learning  Geoskills Toolbox: civics to contribute to informed citizenship. as well a providing a p272,275,277,281,283,285,287,291,293 variety of  Knowledge and Understanding: perspectives. p275,277,279,281,283,285,287,289,291 Students will:  Newspaper articles and scaffold p291  use a  Extension worksheets: range of digital o Habitat loss (13.1) images, maps, o Fragile wetlands under threat (13.3) sound and other o Endangered animal flow chart (13.5) appropriate o Design a survival animal (13.6) multimedia sources Endangered animal (13.9) to develop a o multimedia  CD Rom (with textbook) presentation or  Internet links to extra worksheets at Jaconline webpage. P291 www.jaconline.com.au  use email  Guest speakers-WWF, Animal Liberation Front for a specific http://www.animalliberationfront.com/ geographical  Fieldwork-Taronga Zoo, Dubbo Zoo, Museum purpose such as to (extinct species) and Q3 p291 illegal poaching and  Virtual fieldwork smuggling of o Live cam elephants animals http://www.tappedintoelephants.com/asp/  practice index.php ethical behaviour o Endangered species http://www.field- when using email guides.com/sci/endanger/index.htm and the internet  collect Glossary p273 and interpret Jacaranda Atlas and CD Rom electronic Videos CV Classroom Video information- Gorillas in the Mist weblinks Ecological niches. Surviving drought in Sahel 14min  design Australian animals 18min and create a PowerPoint Other suggested resources: presentation NSW Board of Studies http://www.boardofstudies.nsw.edu.au/  use NSW Department of Education and Training Geoactives CD www.curriculumsupport.nsw.edu.au Rom and complete and the Teaching and Learning Exchange, TaLEs activities and worksheets  use the Internet links to extra worksheets at Jaconline www.jaconline.com. au  participate in a virtual

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fieldtrip  create a desktop-published document  develop and refine search techniques  observe and record latest global geographical issues on threatened habitats using satellite imagery http://terraweb.wr.u sgs.gov/TRS/project s/Antarctica/AVHR R.html  collect and interpret photographic images of global threatened habitats  research current global threatened habitats and their management from a variety of perspectives: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Indymedia http://www.indymedia. org/or/index.shtml

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Threatened habitats p272-293)  recognise the Pretest student’s prior knowledge  the nature of the issue global Answer the key geographical questions. What is a threatened  different perspectives relevant to the issue geographical habitat? Where are they located? What is the difference  the responsibility of governments to the issue of between endangered and extinct species? What has been the issue threatened impact of human interactions? How many species have been  the actions of individuals, groups and habitats lost in the last 100 years? What is the present rate of decline of governments  explain the species? What is the purpose of satellite imagery and fieldwork  implications for social justice and equity links between in managing threatened habitats? What are your local council, human actions Australian government and groups doing to conserve native on threatened species? What is CITES? What are the international agreements habitats and the on conserving threatened habitats? consequences Locate on a world map endangered habitats (spatial) Overview Threatened Habitats p272-272 for ecological What are the ecological dimensions of threatened and extinct sustainability species? How would it feel to lose your home p274-275 on a global Select six threatened animal species. Describe where they are Endangered, threatened, extinction scale located and the actions of individuals, groups and governments  describe in their sustainable management Saving the habitat of the Mountain Pygmy the ecological What are the different perspectives on the following: killing Possum p276-277 dimensions animals to feed hungry people versus conserving animals; National Parks Act, predators  identify leather and fur clothes versus conserving animals; testing Management perspectives animals for medical research, clearing forests for settlements or Topographic map and photo literacy and bias, conserving indigenous food and medicines; clearing wetlands Active citizenship including media for homes versus conserving marine ecosystems reports Describe the actions of individuals, groups and governments to Wetlands: The delicate balance under threat  describe conserve endangered habitats p278-279 the actions of Research the decline of habitats from increasing human Everglades individuals, interaction Homebush Bay-Parramatta River and the groups and How do individuals make a difference? restoration of wetlands. Fieldwork – governments http://www.ausaid.gov.au/youtham/ayad/intake10/fehring- Bicentennial Park  communicate samoa.cfm Interview a field researcher –elephant poacher (perspectives)

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Macquarie Marshes Management appropriately http://www.fieldtripearth.org/qa_article.xml?id=9 Committee (MMMC) with What is the purpose of field reports? organisations to Interpreting photographs p275 Forest habitats and deforestation p280-281 participate as a Topographic map p277. Draw a cross section from X to Y Links between human actions and global citizen What is the direction of Mt Higginbotham to the General ecological sustainability  integrate tools Store.? How long is the chairlift? Rainforests and deforestation such as: Macquarie Marshes and active citizenship Islands in the forest  maps- http://www.macquariemarshes.com/ Clearing Borneo’s rainforests Everglades Rehabilitating Homebush wetlands Demand for tropical timber p278, Asia http://www.sydneyolympicpark.com.au/index.asp? Interpreting a vegetation map and bar graph p282, Africa PageType=TemplateA2&CatID=134&DocID=1572&Sectio Active citizenship –sustainable logging p284, nID=9 methods eg. selective logging and Bangladesh http://www.epa.nsw.gov.au/soe/97/ch5/9_3.htm Rainforest Concern p286 Fieldwork. Visit a threatened habitat. Use geographical Implications for social justice and equity  fieldwork- instruments and collect and record data in the field (Indigenous people versus large global Taronga Zoo, Sustainable logging methods logging companies) Dubbo Zoo, http://www.mongabay.com/1011.htm Museum Types of protected areas Disappearing tigers p282-283 (extinct species) http://www.mongabay.com/1016.htm Spatial distribution of tigers-latitude and  bar graphs Latest deforestation statistics longitude p281, 282 http://rainforests.mongabay.com/defor_index.htm Declining numbers  diagrams - 3D How can individuals act for ecological sustainable management Map showing the changing ecological p287 of forests? Rainforest Concern dimension  photograp http://www.rainforestconcern.org/ Links between human activities and hs Debate for and against logging threatened habitats and consequences for ecological sustainability p272,275,276,2 indigenous people’s lifestyles Action of governments-Project Tiger India, 80,278,279,283, Become a local newspaper reporter and write an article on the Siberian Tiger Project 284, 287, illegal poaching of animals. Ensure you include different Groups such as WWF use satellite for 288,289,290,29 perspectives to avoid bias and stereotyping (eg. poor who hunt sustainable management 2, 293. Draw a to survive versus the global corporations) and how government line drawing of are responsible for the trade in endangered species. Managing elephants p284-285 p279 Environmental Impact Assessment/Statement. Why are EIS Spatial distribution in Africa-latitude and important for different perspectives on the management of  diagrams longitude threatened habitats? Visit the local council and view an EIS on p274,276,280 Changing ecological dimensions a local geographical issue.  topograph Poaching Map of Bangladesh p286. What is the direction and distance of ic map p277. Disappearing habitats Dacca from Rajshahi? Construct a sketch map (or précis) of the Using grid Destruction of properties map. references p285 Actions of individuals, groups and Refer to the 3D diagram on page 287. Redraw the diagram and governments-counting, aerial surveys, GIS,  vegetation put in the other human actions in the catchment (eg. cremated GPS, field diaries map p281 bodies, industry etc). What are the changes to water quality Use of grid references locating distribution  distributio when it reaches the ocean at Bangladesh? What impact will it of elephants n map p283- have on the majority of poor people? What are local to global change over citizens doing for a more sustainable, socially just water time system? Some flood plains are threatened habitats  field diary Draw a line diagram of the photograph on p279 p286-287 p285 Count the elephants in the photograph on p 284. Describe the Spatial –map  newspape vegetation. Do you think there is sufficient food for them to Flood plain, delta r article and survive? What do you think they are doing? Ganges river, catchment and delta (source analysis Design a media campaign to stop the use of animals for testing to mouth)  future cosmetics International river managed by three wheel p292 Design a logos to protect endangered species countries-conflicting use and management  satellite Role play : tiger, poor indigenous person that hunts animals, Deforestation p293 large overseas timber company, poor farmer whose animals are Ecological sustainable management  GPS p285 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, Coral reefs-many are threatened habitats ecotourist. What are their different perspectives on the p288-289 management of threatened habitats. Present as a multi media Ecosystems presentation Human interactions and threats to habitats Test your knowledge of the glossary on p273 using Caribbean coral reefs puzzlemaker Quick Silver Crossing-discover the world’s Imagine you were a TV reporter in the Everglades p279 best surf spots some located near coral reefs Group work and fieldwork p291 and its sustainable management Collage and photos p291

What can you do to protect threatened habitats p290-291 Actions of individuals to conserve endangered habitats Writing letters and emails , protests, lobby, join organisations and groups (WWF, Landcare) Newspaper article-Newtown’s patch of green in last elections.

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Analysis of newspaper article Civics –laws and protection of habitats

Check and Challenge p292-293 Pipeline built from the Okavango River to Windhoek-future wheel GIS and impacts of acid rain on forests Photo literacy-acid rain

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work Students are able to ……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G4 Global Issues and the Role of Citizenship Suggested time Focus Area 4G4: 30hours Global Geographical Issues (depending on prior Tourism knowledge of students) Chapter 14

Focus Global geographical issues and appropriate methods of citizenship for their management

*Note at least two global geographical issues are to be studied

Syllabus outcomes Suggested ICT Resources

A student (p 294) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.2 organises and interprets geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms global perspective on integration of skills based activities incorporating mandatory to communicate geographical information global geographical tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools issues as well as used citizenship, websites, worksheets, maps, photographs, 4.7 identifies and discusses geographical issues for research, virtual newspaper articles, puzzles, models, diagrams, glossaries, from a range of perspectives fieldwork, students satellite imagery, sample studies and student centred, 4.8 describes the interrelationships between with learning experiential and inquiry based learning activities using multiple people and environments problems, extension intelligences 4.9 describes differences in life opportunities activities, CD Rom contains the contents of the whole book as well as throughout the world geographical tools, extra activities and tools/skills exercises 4.10 explains how geographical knowledge, digital images, Activities: understanding and skills combine with knowledge of independent learning  Geoskills Toolbox: civics to contribute to informed citizenship. as well a providing a p294,297,299,307,309,311,315,317 variety of  Knowledge and Understanding: perspectives. p297,298,301,304,305,308,311,313 Students will:  Geofacts: p312  use a  Media reports p306,307 range of digital  Extension worksheets: images, maps, o Our school-tourist magnet (14.1) sound and other o Dolphin facts (14.7) appropriate o Body continuum (14.8) multimedia sources o My land….my people (14.9) to develop a multimedia  CD Rom (with textbook) presentation P297  Internet links to extra worksheets at Jaconline  use email www.jaconline.com.au for a specific  Guest speakers-Travel agent geographical  Fieldwork-Visit a global hotel (Regent) or a purpose such as to popular tourist site in the local area (Rocks, Darling purchase a plane Harbour, Opera House, Manly, Bondi, Blue ticket or a night in a Mountains) hotel/motel  practice Virtual fieldwork ethical behaviour Florida Keys a tourist area when using email http://www.virtual-geology.info/vft/fl- and the internet keys/triphome.html  collect and interpret Glossary p294 electronic Jacaranda Atlas and CD Rom information- Videos weblinks on where Make you own video of tourist attractions in the you can book plane local area tickets, hotels and tours Other suggested resources: NSW Board of Studies http://www.boardofstudies.nsw.edu.au/  design and create a NSW Department of Education and Training PowerPoint www.curriculumsupport.nsw.edu.au presentation and the Teaching and Learning Exchange, TaLEs  use Geoactives CD Rom and complete activities and worksheets  use the Internet links to extra worksheets at Jaconline www.jaconline.com. au

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 participate 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 imagery http://terraweb.wr.u sgs.gov/TRS/project s/Antarctica/AVHR R.html  collect and interpret photographic images of fantasy holiday destinations  research current global tourist issues eg. SARS, terrorism from a variety of perspectives: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Indymedia http://www.indymedia. org/or/index.shtml

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Tourism ( p294-317)  recognise the Pretest student’s prior knowledge  the nature of the issue global Answer key geographical questions. What is tourism? What is  different perspectives relevant to the issue geographical the difference between domestic and international tourism?  the responsibility of governments to the issue tourism Why do people travel? What are the most popular destinations? issue and its What are the economic and social/cultural impacts of tourism  the actions of individuals, groups and implications for on a country? Is tourism ecologically sustainable? Does governments social justice everyone in a country gain from tourism (equity)? What are the  implications for social justice and equity and equity advantages of tourism to developing countries? What is meant  explain the by ecotourism? How should you behave in another country? links between How should individuals, groups and governments act for Overview of tourism p294-295 tourism and the sustainable, socially just and equitable tourism? consequences Design an advertisement advertising Australia as a holiday Tourism is a rapidly growing industry p296- for ecological destination 297 sustainability What are the advantages of holding the Olympic Games, the An old industry –Marco Polo, Christopher on a global World Cup or the Mardi Gras for a country? Columbus, Captain Cook scale Make a collage advertising tourist sites in the Pacific Region. Growth of tourism-developed and  describe the Why do you think these countries need tourism? developing countries spatial Prepare a multi media presentation p297 Global influences-exchange rates, cost of dimension of Collect photographs of a place you would like to visit p297. living, terrorism, conflict, diseases, safety, tourism Locate on a map with latitude and longitude. Give reasons for visas, warnings from the Department of  describe the selection of the place. Do they have environmental Foreign Affairs, Olympic Games, growth in the ecological problems? middle class and retired people with money dimensions of Draw a line diagram of page p294. Label fully (left, centre, Tourism statistics p316 tourism right, foreground, middle distance, background, natural and Reasons why people become tourists  identify cultural features) Planning a holiday-domestic, international perspectives Plan a holiday p296 Types of holidays-growth in adventure and bias, Imagine you have a round the world ticket q3, p299 holidays including media Collect digital images q4, p299 Cultural experiences, integration and reports Draw the table p298 as a bar graph q6 p299 exchange  describe Refer to the climate graphs p297. Name the places that have the hottest and coldest temperatures, highest and lowest rainfall,

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Ecotourism the actions of located in northern and southern hemisphere and are located Growth of cheap air travel and resorts in individuals, nearest the equator and the poles. Select on graph and calculate developing countries groups and the maximum rainfall and range in temperature. What season Back packer versus five star governments would you visit each place and why? accommodation  communicate Group work q12, p301. Present as an oral report Key geographical questions-Where? When? appropriately Make a poster q3, p304 How much? How long? What type of travel with Analyse newspaper articles p308 experience? organisations to Complete mind map p311 ICT. Use of the Internet to book travel participate as a Design an eco resort q4,p311 experiences and decline of the tour agent global citizen Design a poster q3, p311  integrate tools Design a brochure q2, p311 Who travels where? p298-299 such as: Plan a three day Safari to Kruger q8,p313 Physical and cultural attractions  maps –Bali Complete fieldwork activities p317-questionnaires and surveys Sports, business, conferences, education p308 with Complete the research task p316 and cultural events latitude and Perspectives p316. Is their bias? Specialist tours for study groups, wine, food longitude, Complete world map activities p316 and garden tours national parks What are the ecological dimensions of tourism on coral reefs Family visits in a multicultural world and game and mountain environments (eg. Mt Everest). What are the Top destinations, earners and spenders reserves in threats to habitats? Correlation between income and air travel South Africa Select five tourist areas that are suffering from environmental and the emerging Asian middle class p312 problems. Describe where they are located and the actions of  street map p309 individuals, groups and governments in their sustainable The Perfect Industry? p300-301 with places of management Economic, social and environmental interest to Describe the actions of individuals, groups and governments to benefits tourists in conserve endangered habitats in tourist areas Multiplier effect of tourism-issue of equity London Debate for and against tourism in developing countries Impacts on local culture  fieldwork p317 Become a local newspaper reporter and write an article on the Principles of sustainable tourism  column graph advantages of back packing over staying in five star hotels p299 In most developed countries an Environmental Impact The wrong people (That’s Us) p303-304 Statement (EIS) must be completed before a tourist resort  line graph p296 Tourism’s potential for destruction starts construction. What is an EIS?  correlation Foreign owned hotels List the tourist attractions in your local area graph p299 Consumption of scarce resources –water, food Test your knowledge of the glossary on p295 using Destroying ecosystems –rubbish, sewage  climate graphs puzzlemaker Golf courses-uses valuable land and water in p297 developing countries  photographs Child labour in developing countries p294, Smog from tourist cars 298,300,301,30 Animals neglect young when fed by tourists 4,305,307, Scarce land for tourist resorts 314,308,313. Rich hotels beside squatter settlements (equity) Draw a line Ignore local standards of dress code and body drawing of language photo on p294 Poor people around for photographs rather than  topograph obtain a job ic map p314. Active informed citizen- How to behave when Using area and travelling grid references Ecological sustainability, social justice and  table p298 equity  snapshot diagram with The impacts of tourism on culture p304-305 photos p303- Damage to cultures 304 Loss of traditional skills  photo Integration of western cultures and food- fast literacy p304 food Coca cola versus street food.  analysis Growth in crime and anti social behaviour of newspaper Tourist enclaves (equity and social justice issue) articlesp308 Racial and ethnic tensions  diagram Sample study-Yami people from Lanyu, a small p310-311 Pacific Island. Changes to traditional culture  mind map McDonaldisation and westernisation of p311 indigenous cultures

Bali-A Paradise Lost? P306-307 Location Culture at risk Physical environment at risk-hotels replacing rice fields, increased garbage Economic, social and environmental impacts of tourism Terrorist attack on western tourists 2002 Impacts of terrorism on tourist industry- increasing poverty-equity and social justice

The Impact of Tourism on the Environment

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p308-309 Carrying capacity Mountain environments- threatened habitats Beach and marine tourism-threatened habitats The built environment –Paris, London Ecological sustainability

Ecotourism: The Last Resort p310-311 Ecological sustainability Soft tourism Composting toilets Organically grown food Native species Recycling water Transport-bicycles Board walks Education tours with guides Solar energy Mind map to protect coral reefs from tourists

Ecotourism as sustainable tourism p312-313 Perspectives – are they really sustainable? Ecotourism in South Africa-National Parks and Game Reserves Kruger National Park-Wilderbeest and elephants

Victoria Falls-using topographic maps p314- 315 World Heritage site- Victoria Falls and Mosi-Oa-Tunya National Park

Check and Challenge p316-317 Tourism statistics Perspectives-Zimbabwe Research-SARS and impacts on travel Visit World Health Organisation Internet site Working with the PMI chart (Plus, Minus and Interesting)

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work Students are able to ……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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………

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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/No Comments …………………………………………………………………………………………………………………………………………….. 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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Focus Area 4G4 Global Issues and the Role of Citizenship Suggested time Focus Area 4G4: 30hours Global Geographical Issues (depending on prior Access to fresh water knowledge of students) Chapter 15

Focus Global geographical issues and appropriate methods of citizenship for their management

*Note at least two global geographical issues are to be studied

Syllabus outcomes Suggested ICT Resources

A student (p 318) The use of the Geoactive 1 Bliss S and Paine J. John Wiley and Sons 4.2 organises and interprets geographical Internet is a source of Australia Ltd, 2005. information information for a Includes knowledge and understandings, values and attitudes, 4.3 uses a range of written, oral and graphic forms global perspective on integration of skills based activities incorporating mandatory to communicate geographical information global geographical tools, cross curriculum content, key competencies, civics and 4.4 uses a range of geographical tools issues as well as used citizenship, websites, worksheets, maps, photographs, 4.7 identifies and discusses geographical issues for research, virtual newspaper articles, puzzles, models, diagrams, glossaries, from a range of perspectives fieldwork, students satellite imagery, sample studies and student centred, 4.8 describes the interrelationships between with learning experiential and inquiry based learning activities using multiple people and environments problems, extension intelligences 4.9 describes differences in life opportunities activities, CD Rom contains the contents of the whole book as well as throughout the world geographical tools, extra activities and tools/skills exercises 4.10 explains how geographical knowledge, digital images, Activities: understanding and skills combine with knowledge of independent learning  Geoskills Toolbox: p318, 325,329,331,331,335.337 civics to contribute to informed citizenship. as well a providing a  Knowledge and Understanding: variety of p321,323,325,329,331,333,335 perspectives.  Geofacts: p321,323,327,332,333,335,337 Students will:  Media reports p335,337  use a  Extension worksheets: \ range of digital o An ingenious invention (15.1) images, maps, o Fresh water scarcity (15.3) sound and other o Water-saving strategies (15.4) appropriate o Investigate water pollution (15.6) multimedia sources to develop a  CD Rom (with textbook) multimedia  Internet links to extra worksheets at Jaconline presentation www.jaconline.com.au  use email  Guest speakers-Sydney Water, NGO working on for a specific water projects in developing countries geographical  Fieldwork purpose such as o Streamwatch, or Water watch program  practice o Visit a sewerage works ethical behaviour Virtual fieldwork when using email AusAID and the internet Water  collect http://www.ausaid.gov.au/publications/pubout.cfm? and interpret Id=7271_1184_6361_3290_6595&Type=PubFocus electronic Porjects information- http://www.ausaid.gov.au/closeup/water/water.cfm weblinks on water Free water posters for photo literacy. Order at  design http://www.ausaid.gov.au/orders/default.cfm and create a PowerPoint Global Education and active citizenship presentation Water  use http://www.globaleducation.edna.edu.au/globaled/go/pid/ Geoactives CD 16 Rom and complete Glossary p319 activities and Jacaranda Atlas and CD Rom worksheets Videos CV Classroom video  use the  Environmental Impact Assessment 23min Internet links to  Waste water treatment 30 min extra worksheets at  World Water Resources –Israel ,China Australia 22 Jaconline min www.jaconline.com. Other suggested resources: au NSW Board of Studies http://www.boardofstudies.nsw.edu.au/  participate NSW Department of Education and Training in Streamwatch or www.curriculumsupport.nsw.edu.au Waterwatch and and the Teaching and Learning Exchange, TaLEs place results on their Internet site  create a

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desktop-published 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: SMHwww.smh.com.au CNN www.cnn.com ABC www.abc.net.au BBCwww.bbc.co.uk World Press Review www.worldpress.org New Internationalist www.newint.org Indymedia http://www.indymedia. org/or/index.shtml

Students learn about: Students learn to: Integrated student centred learning/teaching activities and assessment tasks (‘for’ learning and ‘of’ learning4) Access to fresh water (p318-337)  recognise the Pretest student’s prior knowledge  the nature of the issue global Revise Focus Area 4G3 unequal global access to water  different perspectives relevant to the issue geographical Revise Focus Area 4G2 and compare access to fresh water in  the responsibility of governments to the issue of access deserts with rainforests issue to fresh water Answer key geographical questions. What is meant by access to  the actions of individuals, groups and and its fresh water? Who does not have access to fresh water? Why is governments implications for bottled water popular? Where is fresh water located? What are  implications for social justice and equity social justice the ecological and social problems of poor water quality? How and equity can the actions of individuals, groups and governments ensure  explain the all people have access to fresh water? What are the problems of links between fresh water if you lived along the Ganges River? Are human salinisation plants the answer? Will the next war be over fresh Access to fresh water p318-319 interaction and water? What are the advantages and disadvantaged of huge Glossary fresh water and multi purpose dams? Should governments recycle sewage? the What are the diseases from poor water quality? The Water Cycle p320-321 consequences Debate for and against bottled water Flows –PERTIC for ecological Design an advertisement advertising recycled sewage? Storages-dams, oceans, groundwater ,atmosphere, sustainability Make a collage of how individuals could reduce water use? glaciers, rivers, lakes, ice caps on a global Research the role of women and water collection and use in Orographic and frontal rainfall scale developing countries Spatial-uneven global distribution (rainforests,  describe the Investigate water quality in a stream near your school. deserts, monsoons) spatial Research how water is managed in your local area dimension of Refer to Minamata page…. How much fresh water is there? p322-323 access to fresh Refer to the Aral Sea page…………… Availability water Impacts of tourism on water page……………… Uneven global distribution (spatial)-  describe What are the different perspectives on using water? What are developed/developing countries; rich/poor the ecological the conflicts between swimming, fishing, disposal of sewage World map annual precipitation dimensions of and discharges from power stations and factories into the World map water availability-lakes, rivers, access to fresh water? What are the responsibilities of governments to promote groundwater water the ecological sustainable management of water? What are the

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Global use 1900 to 2000- changes over time.  identify actions of individuals and groups (Streamwatch, Waterwatch) Unequal use of water resources and social justice perspectives for sustainable management? and bias, Design a poster to communicate to the local area on how to Why is fresh water scarce? P324-325 including media reduce water pollution. Monsoons and irregular rainfall reports on the Investigate the problem of decreasing water quantity and how it Hot deserts and semi arid regions use and misuse should be managed from the local to the global scale for a more Droughts of water sustainable, equitable world El Nino-droughts in Australia, floods in Peru  describe Floods the actions of In 2004 the United Nations announced an $11M project to Links between human interaction and rainfall- individuals, begin restoration of the historic marshlands of southeastern land degradation from cleared lands followed by groups and Iraq. The Government of Japan will provide funding. Where is heavy rains governments to it located? Describe its ecological dimensions. Describe the Population growth and available water ecologically actions of governments in relation to its sustainable restoration Water stressed countries sustain fresh http://www.iwahq.org.uk/template.cfm?name=indnews6 Water scarce countries 1955 to 2025 water Deteriorating water quality –pollution  communicate appropriately Contemporary. Refer to five media reports on water How can we reduce water scarcity? P326-327 with management. Discuss the water issues and identify perspectives Underground water-aquifers-s subsiding organisations to and bias in the reports http://www.iwahq.org.uk/template.cfm? land participate as a name=industry Unsustainable use-fossil aquifers not global citizen to recharged improve access Examples-Mexico City, Salinas Valley, Fieldwork. Streamwatch, Waterwatch. Visit a sewage to fresh water treatment works Beijing area, Bundaberg (Queensland)  integrate tools Managing run off-total catchment UN World Water Development Report such as: http://www.unesco.org/water/wwap/wwdr/index.shtml management –Nile, Ganges  maps Multi purpose dams 322,333,324,33 Three Gorges Dam in China Civics and Citizenship (global to local) 0,334 Millennium Development Water Goals Advantages and disadvantages of dams-  bar graph p329 economically, socially and environmentally http://www.unesco.org/water/wwap/facts_figures/mdgs.shtml  fieldwork such (need to build fish ladders) Global - UNDP as Streamwatch Harvesting water- tube wells (Bangladesh), http://www.undp.org/water/ and Waterwatch qanats (Middle East), rocks walls (Burkino World Day for Water  column graph Faso) http://www.un.org/depts/dhl/water/ p333 Controlling water - drip irrigation, contour International Water Association. ploughing, crops requiring little water  compound line http://www.iwahq.org.uk/template.cfm?name=home (olives, dates), salinisation projects (Israel) graph p323 Nile Basin Agreements-Initiatives Coordinated catchment management  photographs. http://www.scienceinafrica.co.za/2003/may/nile.htm P318, 325, Governments: AusAID and Vietnam- Three Delta Towns Water Managing Water for Agriculture: Bali p330-331 327,328,326, supply and sanitation in Vietnam http://www.3deltatowns.org/ Subak system 329,330 Draw Australian Mekong Project (Interactive CD Rom with Growing sawah rice and the changing quantity a line drawing activities) –schools are using this as their water example. It is of water during the rice cycle of photo on fantastic-so need to link into it. Debate for and against building Deteriorating water quality –pesticides, p330 a dam fertilisers  table p325 http://www.mekong.es.usyd.edu.au//index.htm Increased demand for water since the Green  analysis AusAID and NGOs (photo library, free posters) Revolution (genetically engineered rice species) of newspaper http://www.developmentgateway.com.au/jahia/Jahia/cache/offo Increased deaths from deteriorating water articles nce/lang/en/pid/291 quality p335,337 Global Education –access to safe water and role of AusAID and Actions of individuals, groups, governments  diagrams NGOs p320,321,326,3 http://www.globaleducation.edna.edu.au/globaled/go/cache/off Water Pollution p332-333 28,333 once/pid/187 Links between humans actions and water pollution  cross NGO-WaterAid Sources-domestic, industrial, agricultural section p331 http://www.wateraid.org/landingpage.asp? Relation to quality of life-higher IMR, lower life  circular Mode=FromGlobalASA expectancy graph p336 NGO-WWF and living waters http://www.panda.org/about_wwf/what_we_do/freshwater/prob Sewage and its management-recycling  refer to lems/index.cfm Management –developed and developing page 101 for Australian government-inland waters countries-role of grassroots organisations, NGOs, topographic http://www.deh.gov.au/water/ governments, United Nations and the World Bank map on water in NSW Government – Water (and other agencies) UN Millennium goals 2015 mountain http://www.nsw.gov.au/Environment_results.asp? environments SEARCH_KEYS=WATER_NATURAL_ENVIRONMENT_S Pollution disaster in Southern Europe p334- where water is NSW&DISPLAY=Environment+%26amp 335 generally %3B+Natural+Resources+%3E+Water Europe’s toxic dam and rivers-Baia Mare, frozen. Locate Oz Green Rumania-cyanide spill and other heavy metals features using http://www.ozgreen.org.au/ Active citizenship-regional plans and international grid and area Sydney Water objectives references http://www.sydneywater.com.au/index.cfm?pageNotFound=yes Poison in the Danube and its management  compare satellite Check and Challenge p336-337 imagery on Making a difference as an active citizen-reducing irrigation fields water use in deserts p132 Gender issue-Women and water in Sierra Leone and ice packs Jaconline activities-Water Scarcity, Water Shortage p175

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in South Africa and Arsenic Alert  refer to 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

Assessment :  for learning’ and ‘of learning.’  diagnostic, formative and summative  oral, written, group work Students are able to ……………………………………………………………………………………………………………………………………………… 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 line Statistics-collect/interpret/analyse ………Maximum, minimum, total, range, rank, average ………Account for change Photographs draw/interpret/analyse ………Satellite images ………Digital images Discussion……………….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/No Comments …………………………………………………………………………………………………………………………………………….. 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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