Australian environments (doc - 281kb)

Australian environments

This unit has been written for a multistage classroom. The activities are designed to support the learning in Stages 1, 2 and 3 of the HSIE syllabus and have students work towards the achievement of outcomes relevant to each stage. The unit can be taught as a multistage unit or as a separate unit for one of the stages. It can also be used in a class across two stages.

The green shading indicates teaching activities for all Stages, the turquoise shading indicates teaching for students in Stages 2 and 3. There are also many activities that are specific to one Stage and allow for group work and the development of skills and content from the HSIE syllabus.

These multistage units provide an example of the ways the mandatory subject matter and outcomes can be incorporated into teaching and learning in HSIE K–6.

The unit

Australian environments

provides the opportunity to develop background knowledge using a wide range of oral, visual and written text types. Teachers can further develop this material to support the teaching of the talking and listening, reading and writing outcomes of the English syllabus. This unit can be enhanced with teaching and learning activities on aspects of the outcomes

built environments, living things

and

earth and its surroundings

in Science and Technology.

The Environmental Education Policy, 2001, NSW Department of Education and Training, Curriculum Support Directorate

,

is mandatory for all government schools in 2003

.

This policy is the responsibility of the whole-school community and is incorporated into all learning areas. HSIE provides support for this curriculum focus area through the outcomes and content of the

Environment

content strand. Environmental Education permeates all learning areas, with many other opportunities for teaching about Environmental Education in a meaningful way in other KLAs.

The

Environmental Education Policy

encourages schools to undertake an environmental audit to evaluate aspects of the environmental management of resources, management of school grounds and environmental curriculum coverage as a basis for developing your

school environmental management plan (SEMP).

The Department of Education and Training has 22 Environmental Education Centres around NSW. These centres provide a wide range of environmental programs to assist teachers in providing environmental learning programs K–12. Contact details and additional information can be found on the Professional Support and Curriculum Directorate web site:

http://www.curriculumsupport.nsw.edu.au/EnviroEd/index.cfm?u=3&i=54

The section

Different environments

uses the video

Great National Parks of Australia.

This may be purchased from ABC shops for $30.95. This video looks at five different world heritage areas of Australia in a format that is accessible to primary students.

HSIE STAGE 1, 2 & 3

Curriculum Directorate

MARCH 2003

NSW Department of Education and Training

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

Page 1 of 28

Stage 1 Outcomes

Environments

ENS1.5

Patterns of place and location

Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.

ENS1.6

Relationships with places

Demonstrates an understanding of the relationship between environments and people.

Students in Stage 1 will learn about:

Environment

 the globe as a representation of Earth

 everyday words for location, position and direction, e.g. left, right, mountain, city

 natural, built and heritage features in the immediate environment and in other areas



 adaptations to environments to fulfil needs changes to the immediate environment as a result of meeting needs and wants

 personal and shared values and responsibilities towards features, sites, places and environments

 care of resources, including waste disposal



Aboriginal relationship to the land and ways of caring for the land.


Environments

ENS2.5


Describes places in the local area and other parts of Australia and explains their significance.

ENS2.6


Describes people’s interactions with environments and identifies responsible ways of interacting with environments.


Environment

 geographical terminology, e.g. north, south, east, west, Equator, Tropic of Cancer, Tropic of Capricorn, North or South Pole

 significant natural, heritage and built features in the local area, New South Wales and

Australia, and their uses

 the location of major cities, rivers and mountains in New South Wales and the capital cities in Australia

 environmental changes

 groups associated with places and features, including Aboriginal people

 management and care of features, sites, places and environments.


Environments

ENS3.5


Demonstrates an understanding of the interconnectedness between Australia and global environments and how individuals and groups can act in an ecologically responsible manner.

ENS3.6


Explains how various beliefs and practices influence the ways in which people interact with, change and value their environment.


Environments

 physical, political and cultural regions and main reference points in Australia and the world, including the continents and some capital cities

 geographical terminology, e.g. latitude, longitude

 communities, regions and environments in

Australia and in the world

 patterns of human involvement and use of environments, e.g. Aboriginal land management practices

 effects of human and natural changes on environments

 ecologically sustainable development of environments

 different perspectives about the maintenance and improvement of environments

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HSIE STAGE 1, 2 & 3 March 2003


Page 2 of 28

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

 selected natural or built heritage sites in the world, through case studies

 explanations of natural phenomena and the environment in Aboriginal Dreaming stories.

The Equity Resource Library provides a borrowing service for teachers in DET schools.

Phone: (02) 9582 5860

Fax: (02) 9550 2874

Address: 11–13 Swanson Street, Erskinville 2043

Email: equity.sydney@det.nsw.edu.au

Online query form: http://equityresourcelibrary.det.nsw.edu.au

Resources

Resources refered to should be readily available in schools and/or are available from the Equity Resource Library.

Most of the DET resources are also available as pdf files on the Professional Support and Curriculum Directorate web site: http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?u=4&i=142&kla=hsie

Organise a bulk borrow of books for students’ use on the environment and biodiversity, use the school, local or State Equity Centre library.

1.

Aboriginal Australians: The Australia today series, 1990 revised 1993, Video, published by Visual Media Pty Ltd.

2.

Big Mob Books for Little Fullas, 1997, BOS.

3.

Environmental Education Policy for Schools, 2001, DET.

4.

Implementing the Environmental Education Policy in your school, 2001, DET.

5.

It didn’t always look like this, 1999, DET, Stage 2 teaching kit.

6.

Jacaranda Primary Atlas, second edition, 2001, published by John Wiley & Sons.

7.

Hands on Learnscapes, CD-ROM 1999, DET Curriculum Support Directorate.

8.

Sites and Scenes, CD-ROM 1999, DET teaching resource for Stage 3.

9.

Towards a New Dreaming, 1995, published by Clean up Australia and distributed to all schools by the Board of Studies, however out of print and difficult to find. Can be photocopied for educational purposes.

10.

Talking Identity, 2002, DET Stage 2 teaching resource.

11.

Where the forest meets the sea, first published 1987, available in a variety of formats: book, big book and video from different publishers including

Julia MacRae Books and Walker Books.

12.

Your school playground, 1992 , by Bruce Foott, published by Jacaranda English.

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13.

Australia's World Heritage , location map: http://www.ea.gov.au/heritage/awh/worldheritage/index.html

14.

DET Aboriginal Community Liaison Officers details: http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?i=11&kla=aboriginalstudies

15.

Jacaranda Primary Atlas, student worksheets: http://www.jaconline.com.au/atlases/jacpmyatlas2e/index.html

16.

Indigenous Communities and the Environment Fact Sheets: http://www.ea.gov.au/indigenous/fact-sheets/

17.

Indigenous Land Management Facilitator Program: http://www.ea.gov.au/indigenous/ilmf/index.html

18.

Uluru: Kata Tjuta National Park: http://www.ea.gov.au/parks/uluru/index.html

19.

World Heritage Committee, UNESCO: http://whc.unesco.org/nwhc/pages/sites/main.htm

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In teaching the HSIE syllabus, including the Environment content strand, knowing how to use an atlas is essential for students. Most of the educational publishes; Macmillan, Heineman and Jacaranda produce a high quality primary atlas at a cost of about $30–$35 each. Some come with an interactive CD-

ROM and a web site for teachers and students that includes student worksheets. Evaluate the different atlases to find the one that best meets the learning needs of students at your particular school. Some schools are now finding it necessary for students to purchase a specified atlas for their own use when they enter Stage 2, for use during Stages 2 and 3, and offering useful support in Stage 4. The quality of the resource, the length of time it is used and the significant learning support it provides offset the cost.

In this section of the unit how to “read” a map and use an atlas will be taught. These skills are needed for specific mapping activities in the later sections of the unit.

In organising the teaching and learning activities on mapping, the Jacaranda Primary Atlas has been referred to, however teachers can use any suitable primary atlas.

The class can also be involved in beginning the process of developing a school environmental management plan (SEMP). Choose the school grounds as a location to map. Identify the natural and built features that need specific management. Refer to Implementing the Environmental Education Policy in your school, Developing the school environmental management plan, page 19 and Management of school grounds, page 113, 2001, DET.

Refer also to Programming for environmental education page 35 to 54, Implementing the Environmental Education Policy in your school for ideas on using other KLAs and how they can be incorporated into the process of developing the school environmental management plan (SEMP).

Stage 1

Environments

ENS1.5



Activities

Identify a (safe) location that lends itself to a mapmaking activity, e.g. school grounds, sports facilities, local shops etc.

Walk around this location. Develop a practical knowledge of

Indicators

ENS1.5

 uses a range of geographical terms to describe location and features

Stage 2

Environments

ENS2.5



Activities

Mapping skills

Identify a (safe) location that lends itself to a mapmaking activity, e.g. school grounds, sports facilities, homestead, local shops etc.

Walk around this location.

Develop a practical knowledge of locational

Indicators

ENS2.5

 locates and names natural, built and heritage features of the local area

Stage 3

Environments

ENS3.5 Patterns of place and location


Activities

Identify a (safe) location that lends itself to a mapmaking activity, e.g. school grounds, sports facilities, homestead, local shops etc.

Walk around this location.

Develop a practical knowledge of locational

Indicators

ENS3.5

 uses geographical

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locational terminology while looking at this location.

Where are the compass directions?

How can they be located without a compass?

Relate to physical features, e.g. the classroom is north of the gate, the sun rises over the creek to the east of the school fence, etc.

Develop a practical understanding of beside, behind, above, between, next to, etc, by asking students to stand, point to or describe different items at these locations.

Also identify the differences between natural and built features.

Use a primary atlas to undertake the development of mapping skills using the following procedure.

Refer to the skills section of the atlas to develop an understanding of how

 develops an understanding of the concepts involved in depicting locations as a map terminology while looking at this location.





Refer to the skills section of the atlas to develop an understanding of how different objects can be represented; as a plan

(bird’s eye view) oblique and as a ground view.

Looking down pages 2 and

3 of the Jacaranda atlas.

Students do some free hand drawing activities of different objects, showing the three views. Discuss and demonstrate these concepts with students.

 uses geographical terminology to describe environmental features

 identifies the features depicted on different types of maps terminology while looking at this location.





Refer to the skills section of the atlas to develop an understanding of how different objects can be represented; as a plan

(bird’s eye view) oblique and as a ground view.

Looking down pages 2 and

3 of the Jacaranda atlas.

Students do some free hand drawing activities of a complex arrangement of objects, using all three views. Discuss and demonstrate these concepts with students. terminology and tools to locate and investigate environments.

 explains the way different features are depicted on different types of maps

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different objects can be represented; as a plan

(bird’s eye view) oblique and as a ground view. See pages 2 and 3 of the

Jacaranda atlas.

Students do some free hand drawing activities of known objects, as a plan view and ground view.

Use and discuss the activities: What is a map?

Page 4 and 5, Using symbols, page 6 and 7 and Using a simple grid, page 14 for all stages.

Use the key and symbols to identify features on the maps.

Do as an oral group activity using counters to cover identified features.

Students can build a

“map” in a sand tray or sandpit using blocks, paper cut-outs and models with labels to represent the location.

(refer to photo on page

28, HSIE Units of work).

 associates geographical terms for places and features with visual images

 makes and interprets 3D models of features and places of a particular location


Page 4 and 5, Using symbols, page 6 and 7 and

Using a simple grid, page

14 for all stages. Use the key and symbols to identify features on the maps.

Discuss the use and purpose of a map key.

Look at the symbols in relation to one another, why are the symbols listed separately?

Devise questions for students to locate different features on a map, e.g.

Map, page 6 , What is on the SE side of the Ruchill

River? Why is Dunira beach safer than Lednock beach?

Continue on with the activities: Using a key, page 8 and 9, Using directions, page 10, 11, 12 and 13 and Using scale, page 20 and 21.

Use the Investigation on page 7 or similar atlas tasks



Locates features using the map grid.

 use mapping key and symbols to locate features on a map

 learns about and uses a map key and scale


Page 4 and 5, Using symbols, page 6 and 7 and

Using a simple grid, page

14 for all stages. Use the key and symbols to identify features on the maps.

Students make up “treasure hunt questions” using one of the maps, swap with a partner to find the

“treasure”.

Continue on with the activities: Using a key, page 8 and 9, Using directions, page 10, 11, 12 and 13, and Using scale, page 20 and 21.

Use Investigation on page 9 or similar atlas tasks with

 use more complex mapping key and symbols to locate features on a map

 uses more complex map keys and scales

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Students draw a “map” of their journey to school.

Includes details and use of symbols to represent environmental features.

Classify features into natural or built.

Go outside to identify and locate (point to) the geographical features of the area, such as river, creek, valley, mountains, harbour, beach, cliff, island, etc.

 constructs a pictorial map using symbols for particular features

 participates in practical activities matching names and locations with students.

Students draw a detailed map of the location with labels. Classify or colour code features as natural or built.


Use the atlas to identify less well known geographical features, e.g. delta, spit, plateau, isthmus etc. (inside the front cover of the atlas). Discuss and define geographical features. Match features with places that students know.

 draws a freehand map using mapping conventions

 enhances understanding of specific geographical features

 matches geographical students.

Review Using grids on page 14, go on to page 15,

16 and 17, Drawing and using scale, pages 18, 19,

20 and 21. Undertake

Participation activities on page 10 and/or page 13, or use similar atlas tasks.

Students draw a labelled map of the location to scale, with some detail including a scale.


Use the atlas to identify less well known geographical features, e.g. delta, spit, plateau, isthmus etc. (inside the front cover of the atlas). Discuss and define geographical features. Match features with places that students know.



 draws accurate sketch map of location and includes, title, key, scale and direction matches unusual geographical

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Use the broadsheets available in the DET

Stage 2 teaching kit, It didn’t always look like this to further develop an understanding of natural and built environments.

Use the photographs to categorise environments into natural or built.

Are there any photographs that don’t fit in either category, discuss.

 categorises photographs into natural and built environments

 discusses changes to the natural environment to meet needs

Use the broadsheets available in the DET stage

2 teaching kit It didn’t always look like this to further develop an understanding of natural and built environments.



Refer to the Castlereagh map and legend (key).

Identify and locate the built up areas and other built features. Use the legend to locate other features on the map. Are they natural or built? Identify some of the reasons why these features are located where they are, e.g. Emu Heights is located on a gentle rise between the flood plain and much steeper terrain.

Use a world map (page 70,

72 or inside back cover) to features with known locations

 identifies changes to the environment to meet needs and wants

 uses a more complex map and legend

(key) to identify natural and built features

 identifies the location of

Use the broadsheets available in the DET stage

2 teaching kit It didn’t always look like this to further develop an understanding of natural and built environments.



Refer to the Castlereagh map and legend (key).

Identify and locate the built up areas and other built features. Use the legend to locate other features on the map. Are they natural or built? Identify some of the reasons why these features are located where they are, e.g. Emu Heights is located on a gentle rise between the flood plain and much steeper terrain.

Use a world map (page 70,

72 or inside back cover) to

 features with known locations

 locates natural and built features on a more complex local area map using the legend

(key) locates

Australia in

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locate: Equator, Tropic of

Capricorn, Tropic of

Cancer, north and south poles. Model the locations and demonstrate for students on a chart or overhead.

Develop tasks based on the atlas of Australia on the

CD-ROM. Students use the search feature to locate place names on maps and record some background information about each location. Begin with states and capitals of Australia.

Australia in relation to the

Equator,

Tropics of

Cancer and

Capricorn.

 locates and names each state and its capital as well as other selected significant features and locations locate: Equator, Tropic of

Capricorn, Tropic of

Cancer, north and south poles. Model the locations and demonstrate for students on a chart or overhead.

Use the world map on page

72 to locate continents, regions and oceans.

Identify the grid lines of latitude (across) and longitude (down).

Play the Quizmaster game on the CD-ROM.

Choose and print one of the worksheets, e.g. 5.1

Australia’s environments

, available on the web site

(1) for homework. relation to

Equator,

Tropics of

Cancer and

Capricorn

 locates continents, regions and oceans on a world map

 identifies latitude and longitude

 locates specific locations on a map of

Australia using atlas references

(1) http://www.jaconline.com.au/atlases/jacpmyatlas2e/index.html

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Investigating and enhancing biodiversity of the school grounds

Organise a variety of library books on biodiversity and the environment for students to refer to, e.g.

Australia’s Environment

, 2002, by Greg Pyers, published by Echidna Books.

Develop student’s background knowledge on biodiversity by explaining and discussing different aspects of biodiversity as they arise during the teaching and learning activities throughout the unit. Biodiversity information is available on the Australian Museum web site at: http://www.amonline.net.au/biodiversity/what/index.htm

this includes a wide range of fact sheets. The Environment Australia web site http://www.ea.gov.au/biodiversity/ also provides excellent information.

Students will investigate the biodiversity of the school and/or nearby area. Students will conduct some environmental surveys to collect a range of information on the environment, counting and categorising this information to develop an understanding of the immediate environment and its relative health. This data can be included in the schools environmental audit. From the surveys the positive and negative aspects of the immediate environment can be identified, suggestions can be made on fixing problems and enhancing positive aspects of the immediate environment. Some of these suggestions can be acted on in the schools environmental education plan (SEMP). These activities provide a biannual evaluation and comparison of aspects of the biodiversity of the school environment. Students can plan improvements to the school environment using the Landscape images, available at the end of this unit.

The web site One Environment: http://www.abc.net.au/civics/environment/default.htm

provides an explanation of biodiversity that is suitable for use with students.

This section of work can be enhanced with teaching and learning activities on aspects of the outcomes built environments, living things and earth and its surroundings in Science and Technology.

Stage 1

Environments

ENS1.5



ENS1.6



Environments environments.

Stage 2

ENS2.5



ENS2.6


Describes people’s interactions with environments and identifies responsible ways of interacting with

Environments

Stage 3

ENS3.5 Patterns of place and location


ENS3.6



Activities

Use the web site One

Environment (1).

Read through and discuss with

Indicators

ENS1.6

 identifies how the elements of

Activities


Environment (1).


Indicators

ENS2.6

 identifies issues about the care

Activities


Environment (1).


Indicators

ENS3.6

 identifies the biodiversity of

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students the sections Home and Issues to establish an understanding of biodiversity. Discuss the biodiversity of the school.

Compile a class PMI

(Pluses, Minuses and

Interesting) of the biodiversity in the area surrounding the school and/or particularly within the school itself.

Organise students into across stage mixed

“ environment teams

”, to undertake a survey

(environmental audit) of the biodiversity of the school grounds. Students then work together to develop ideas on improving the biodiversity of the school. Components of this work can be included into the school environmental management plan (SEMP).

Use the Hands on

Learnscapes CD-ROM.

Open the Contents pdf, the environmental team views the Stage 1 video, it the environment rely on each other

 shows an understanding of environmental issues students the sections Home and Issues to establish an understanding of biodiversity. Discuss the biodiversity of the school.

Compile a class PMI







Use the Hands on

Learnscapes CD-ROM.

Open the Contents pdf, the environmental team views the Stage 1 video, it models an environmental of places in the environment

 identifies issues about the biodiversity of the school grounds

 actively participates in an environmental audit of the school grounds students the sections Home and Issues to establish an understanding of biodiversity. Discuss the biodiversity of the school.

Compile a class PMI







Use the Hands on

Learnscapes CD-ROM.

Open the Contents pdf, the environmental team views the Stage 1 video, it models an environmental the school environment

 identifies human and natural change in the school environment.

 leads environmental team in undertaking an environmental audit of the school grounds

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models an environmental investigation. View the

Stage 3 video clip on environmental change in the school grounds.

Lead by Stage 3 students discuss and list the changes, both natural and man made, that have occurred in the school grounds since attending school. Decide if the changes are positive or negative. Identify if the changes have increased or decreased the biodiversity of the school grounds.

Undertake Task 2 from the

Stage 1 Learnscapes unit:

Environmental Diversity.

Each Environment team undertakes the activity on the Learnscape CD-ROM

> Stage 3 > Task 1 > Parts

1 to 3. Gather information

 participates in identifying changes to the school grounds

 contributes ideas to the effect of these changes

 classifies places in the school grounds according to set criteria

 communicates an understanding of living, nonliving, natural and man-made features

 participates in collecting environmental information on the school grounds

 organises data on the investigation. View the



Students locate vegetation in the environment, the benefits, habitats and problems the wrong sort of vegetation can have. A suitable text for student use is Your school playground by Bruce Foott, 1992,

Jacaranda English.




 contributes ideas to group, explaining and justifying suggestions

 suggests and explains ideas to improve the biodiversity of the school grounds

 develops an understanding of the purpose and value of different sorts of vegetation

 actively participates in collecting data on the biodiversity of investigation. View the



Students develop PMI chart on the diversity of vegetation in the school grounds.




 leads group on identifying and recording changes in the school environment.

 identifies areas or degradation or erosion

 enhances understanding of the diversity of vegetation in the school grounds

 gathers and records data on the biodiversity of school grounds

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on the ground surfaces of the school, by undertaking a group “police walk” from one boundary to the other.

At each large step (about one metre) record what is underfoot, note any buildings in the way. This is modelled on the Stage 3 video clip. Also identify areas suffering erosion or degradation.

Students participate in the survey of the biodiversity of the school environment in their environment team, parents, if available, can also participate.



Give each student an

A4 piece of paper; fold into eighths and number 1 to 8.



As the environment team undertakes the

“police walk” students take turns to record, by drawing or taking a rubbing what is under foot at each step. Older students assist these students to biodiversity in the school grounds

 records data with assistance on the ground surfaces of the school, by undertaking a group “police walk” from one boundary to the other.


Back in the classroom tally and graph this information.

Discuss and analyse this information as suggested in part 3 of Learnscape task.

This becomes part of the schools environmental audit. Keep for comparison in future audits. Ask: What changes could be made to enhance the biodiversity of the school playground in a manner that is useful and sustainable? List ideas.

Vegetation audit

Students undertake a count or audit of vegetation in the school grounds, or section of the grounds in the school grounds

 discusses and makes suggestions for improving the biodiversity of the school grounds on the ground surfaces of the school, by undertaking a group “police walk” from one boundary to the other.





Vegetation audit

Students undertake a count or audit of vegetation in the school grounds, or section of the grounds in

 collates and graphs the collected data

 generates and records ideas on ways to improve the biodiversity of the school grounds

 participates in an audit of the different types of vegetation in

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progressively fill each space, this may include a label, recording each step only once.



Return to the classroom and students cut A4 sheet along fold lines.



The group categorises each drawing or rubbing according to living or non-living, creating subgroups for non-living of natural or man-made.



Each group pastes onto a chart to make a picture graph.



As a class discuss:

What the results on the graph tell us about our school environment.

What are the good things? What are the bad things?



Discuss what can be done to improve the biodiversity in the school grounds.


 categorises data into living, non-living, natural and man-made

 collates data into a picture graph

 evaluates the information depicted in the picture graph. their environment teams lead by Stage 3 students.

Canvas and include parents where possible to develop wider school community involvement .



Provide each team with a simple map of the school to mark the locations of different types of vegetation..



Delegate each environment team to locate different types of vegetation, e.g. grass areas, gardens, shrubs, trees, degraded or eroded places.



Use colour coding or symbols to mark on the school map.



Identify locations that have good biodiversity and areas that need improving in the school grounds.



Discuss the benefits of improving the biodiversity of the school grounds.

Brainstorm ideas to improve identified

 locates specific vegetation on school map

 gives reasons for improving the biodiversity of the school grounds their environment teams lead by Stage 3 students.

Canvas and include parents where possible to develop wider school community involvement .



Provide each team with a simple map of the school to mark the locations of different types of vegetation..



Delegate each environment team to locate different types of vegetation e.g. grass areas, gardens, shrubs, trees, degraded or eroded places.



Use colour coding or symbols to mark on the school map.



Categorised plants as introduced or indigenous, where possible with adult assistance.



Once completed, make overheads (using photocopier) to overlay each aspect of vegetation to provide a total picture. the school grounds

 locates patterns of vegetation on a school map

 categorises vegetation into introduced or indigenous

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Do activities from Task 4 of the Stage 1 Learnscapes unit: Environmental

Diversity. Found on the

Hands on Learnscapes

CD-ROM.

Undertake Task 2 from the

Stage 1 Learnscapes unit:

Environmental Diversity

Students participate in environmental team task to develop a plan to improve the biodiversity of the school using the

Landscape images

(available at the end of the unit). Cut and paste, add

 uses senses to evaluate environmental diversity in the school grounds

 categorises different locations in the school grounds using set criteria

 contributes ideas to improve the biodiversity of the school grounds areas in the school grounds, e.g. rubbish and weed removal, mulching, replanting with indigenous plants.



Discuss and develop an action plan including suggestions from all stages.

Students develop a plan to improve the biodiversity of the school using the

Landscape images

(available at the end of the unit). Cut and paste, add drawings or labelled diagrams to the plan.

 develops ideas to be included in an environmental management plan

 develops ideas for the environmental management plan of the school



Label and keep overheads to compare to future audits.



Identify locations that have good biodiversity and areas that need improving in the school grounds.



Discuss the benefits of improving the biodiversity of the school grounds.

Brainstorm ideas to improve identified areas in the school grounds, e.g. rubbish and weed removal, mulching, replanting with indigenous plants.



Discuss and develop an action plan including suggestions from all stages.

Continue with Learnscape

> Stage 3 > Task 2 >

Investigates the design and location and use of spaces in the school environment.

Go back to the list of ideas undertaken in Task 1.

Discuss and develop further.

 locates and justifies the suitability of important places in the school grounds

 discusses and justifies practical ideas to improve the biodiversity of the school

 develops a more detailed plan of a suggestion to improve the biodiversity of the school

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drawings or labelled diagrams to the plan.

Continue with Learnscape

Tasks 3, Investigates the changes to the school environment over time.

Go back to the list of ideas undertaken in Task 1 and 2.

Discuss and develop further. Identify the most practical ideas.

Stage 3 students lead their environmental team to:

Develop a plan to improve the biodiversity of the school using the Landscape images (available at the end of the unit). Cut and paste, add drawings or labelled diagrams to the group plan.

Investigate some of the costs and materials associated with the idea

(with adult assistance).

Discuss the viability of undertaking these changes to the school playground.

How will it improve the biodiversity of the school grounds?

Present to class and then to parents, or publish in the school newsletter. With

 references primary sources to establish environmental change over time

 leads environmental teams

 supervises the development of a “landscape plan”

 endeavours to establish the viability of the landscape plans

 displays and explains ideas for community

___________________________________________________________________________________________________________________________________________



Page 17 of 28


cooperation and collaboration of the wider school community include in SEMP. Undertake action plan.

(1) One Environment: http://www.abc.net.au/civics/environment/default.htm

Other useful web sites on Biodiversity



NSW Environmental Protection Authority: http://www.epa.nsw.gov.au/envirom/biodiversity.htm



Victorian Department of Environment and Sustainability: http://www.nre.vic.gov.au/



Biodiversity webquest: http://science.uniserve.edu.au/school/sciweek/biodiv.html



Power House Museum, environment games: http://www.phm.gov.au/ecologic/games.htm

in particular undertake the Bigfoot Interactive.



Ollie saves: http://www.ollierecycles.com/planet/aus/info/issue/bio.htm

support

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Page 18 of 28


Different environments

Any of the fourteen Australian world heritage sites can be used as case studies in Different Environments . The case studies are examples of global environments showcasing our unique Australian flora and fauna. The teaching and learning strategies are modelled using readily available resources. These activities will work with a range of different case studies using other, similar resources to support learning about these environments. Case studies should be changed regularly to maintain student interest as they progress through the stages. Replace Where the forest meets the sea with another junior text related to a particular case study, the junior text may not be necessary if this unit is only being used with Stages 2 or 3 classes.

The video Great National Parks of Australia , available from ABC shops for $30.95, can be used for this section of work. The video is divided into ten minute segments looking at some Australian world heritage areas. There are segments on: Daintree National Park, the Great Barrier Reef, Kakadu National

Park, Western Tasmania: Wild Rivers, South West, Cradle Mountain, Uluru: Kata Tjuta National Park as well as Kosciusko National Park.

The two case studies written into these teaching and learning activities are the Daintree National Park and the Great Barrier Reef. Western Tasmania could replace Daintree as it looks at a cool temperate rainforest instead of a wet tropical rainforest (Daintree). Do keep in mind that although rainforests are interesting environments due to their biodiversity; dry woodlands are the dominate “forest” found in Australia. Dry woodlands are under threat from land clearing for farming. Many locations have only unsustainable remnants left, often without sufficient size or access to water sources for sustainable animal communities.

Note: Uluru: Kata Tjuta National Park is used as a case study for Stage 3 in the section Living with the land later in the unit and should not be used as a case study here.

The Mapping skills taught at the beginning of this unit are used to locate the case studies using a primary atlas and/or the CD-ROM.

This section of work provides the opportunity for teachers to develop factual text types such as factual descriptions, information reports or expositions using the content covered in Different Environments.

Environments

Activities

1. Rainforests

Stage 1

ENS1.5



ENS1.6



Read the big book Where

Indicators

ENS1.6

 reads about and

Environments

Stage 2

ENS2.6



Activities

1. Rainforests


Indicators

ENS2.6

Stage 3

Environments

ENS3.6



Activities

1. Rainforests


Indicators

ENS3.6

___________________________________________________________________________________________________________________________________________



Page 19 of 28


the forest meets the sea, by

Jeannie Baker . Look closely at the illustrations depicting the features of the rainforest. Refer to the last page of the text as a focus for discussion. List features students can identify from text and illustrations; research additional features of a wet tropical rainforest.

Enlarge activity one on worksheet 6.2 available on the web site (1). Students read the extract and illustrate. observes features of the

Daintree rainforest

 illustrates features of the

Daintree the forest meets the sea, by


Use a Primary atlas (and the CD-ROM) to find out more information about the location of the Daintree rainforest. Use the contents page to identify the different maps of Australia and Queensland that are relevant. Look up Daintree in the index then look up

Mossman or Cairns, (the towns nearest the

Daintree). Compile a chart of information found, e.g.

World Heritage area, located between 15 and 19 degrees south of the equator, temperatures of 20 to 30 degrees year round,

 discusses the

Daintree, the place, people and predicament of this area

 identifies features of a wet tropical rainforest

 uses mapping skills to locate and describe the Daintree the forest meets the sea , by


Use a Primary atlas (and the CD-ROM) to find out more information about the location of the Daintree rainforest. Use the contents page to identify the different maps of Australia and Queensland that are relevant. Look up Daintree in the index then look up

Mossman or Cairns, (the towns nearest the

Daintree). Compile a chart of information found, e.g.

World Heritage area, located between 15 and 19 degrees south of the equator, temperatures of 20 to 30 degrees year round,

 examines different viewpoints on the Daintree, the place, people and predicament of the area

 investigates features of a wet tropical rainforest

 uses mapping skills to locate and describe the Daintree in detail

___________________________________________________________________________________________________________________________________________



Page 20 of 28


View the segment Daintree

National Park (10 mins) on the video Great National

Parks of Australia.

Develop a word bank of rainforest features, including animals and plants.

2. Coral reefs

View video segment Great

Barrier Reef on Great

National Parks of

 identifies words describing features of the rainforest and lists some animals and plants rainfall of 1200 mm to over

1600 mm a year, located in the land of the Kukuyalanji Aboriginal language group etc.




Following the video add to the information chart.

Review sections of the video to clarify information. This models taking notes from a video.

2. Coral reefs

Use the world heritage web sites available at (1) to identify the other

Australian world heritage sites. Refer to the fact sheet on the Great Barrier Reef, click on 13.

Read fact sheet with students, discuss and highlight key points.



National Parks of

 attempts to list information covered in the video

 investigates a range of

Australian world heritage sites

 locates key points with assistance on a fact sheet rainfall of 1200 mm to over

1600 mm a year, located in the land of the Kukuyalanji Aboriginal language group etc.




Following the video add to the information chart.

Review sections of the video to clarify information. This models taking notes from a video.

2. Coral reefs

Use the world heritage web sites available at (1) to identify the other

Australian world heritage sites. Refer to the fact sheet on the Great Barrier Reef, click on 13.

Students read fact sheet, discuss and highlight key points.



National Parks of

 lists information covered in the video

 locates and investigates a range of

Australian world heritage sites

 locates key points on “The

Great Barrier

Reef” fact sheet

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Page 21 of 28


Australia.

Discuss why the Great

Barrier reef is an important place.

List ideas.

Students categorise (draw or write) the information and ideas into a Needs and

Wants chart.

What needs does the reef provide, what may some people want to do with the reef.

ENS1.5

 suggests

 reasons why the

Great Barrier

Reef is an important environment

Categorises information from brainstorm list into a chart

Australia.

Students develop a mind map using information on the Great Barrier Reef.



Highlight the management and care of this site.

Use library books or

Internet sites, e.g. the Reef

Education web site to find information,

Undertake as group research. Collate



 develops a mind map on the Great

Barrier Reef gives reasons why the Great

Barrier Reef should be protected and

managed

Australia.

Students develop a summary by listing at least ten important points on the

Great Barrier Reef.



Highlight the different perspectives on the use and management of this site.

Use library books or

Internet sites, e.g. the Reef

Education web site to find information.

Undertake as personal or



 develops a summary of facts on the

Great Barrier

Reef identifies different views on the maintenance and care of the

Great Barrier

Reef information into a poster or present orally with illustrations. group research. Collate information into a poster or present orally with illustrations.

(1) http://www.ea.gov.au/heritage/awh/worldheritage/index.html

shows all fourteen Australian world heritage sites and links to fact sheets on each. Can be used in conjunctions with worksheet 6.1

Australia’s World Heritage sites available at: http://www.jaconline.com.au/atlases/jacpmyatlas2e/index.html

Web sites on the Great Barrier Reef

• Great Barrier Reef Marine Park Authority: http://www.gbrmpa.gov.au

• Reef HQ: http://www.reefHQ.org.au

• Australian Institute of Marine Science: http://www.aims.gov.au

(the content of this site is complex)

• CRC Reef Research Centre: http://www.reef.crc.org.au

• Reef Education Network: http://www.reef.edu.au

___________________________________________________________________________________________________________________________________________



Page 22 of 28


Living with the land

Living with the land looks at Aboriginal environmental technology. The focus is on how Aboriginal people manage(d) the environment in a sustainable way that meets the physical and spiritual needs of the people of a particular area, not only for the current generations, but also for the benefit of future generations.

Depending on where you are in NSW you will need to differentiate between traditional and contemporary practices of Aboriginal people.

Aboriginal people live with the land rather than on it, known as “looking over country”. Aboriginal land management practices were aimed at increasing the biodiversity of the local area, so that food and medicines remained plentiful and had a better chance of surviving Australia’s pattern of drought, flood and fire.

This section aims at developing an understanding of Aboriginal land management techniques and how some of these techniques can be incorporated into a sustainable future for the unique Australian environment.

Try and find a copy of Towards a New Dreaming, a booklet published by Clean up Australia in 1995 and distributed to all schools by the Board of Studies,

(out of print and not available from the Equity Centre library, but available from the State Library of NSW, http://www.sl.nsw.gov.au/ ). This publication allows the material to be photocopied for educational purposes, except for the front cover. This booklet provides concise but significant background knowledge for this section of the unit to enhance learning about Living with the land. Towards a New Dreaming is a desirable, but not a necessary resource to teach this section of the unit.

Conclude with a local area walk or excursion with Aboriginal community members.

Organise for the class to participate in a guided excursion to local Aboriginal archaeological sites, a bush food walk or visit a cultural centre with local

Aboriginal community members who have a direct link to the school. Local councils can also often advise on suitable sites. Stress the need to respect and conserve archaeological sites. If your school does not have direct community links use your Aboriginal community liaison officer who can be contacted through your district office. Community liaison officers often work across several districts, contact details can be found at: http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?i=11&kla=aboriginalstudies

The DET teaching material Talking Identity outlines information for teachers on the consultation and protocol of working with Aboriginal communities.

Stage 1

Environments

ENS1.6



Environments

Stage 2

ENS2.5


Describes places in the local area and other parts of

Australia and explains their significance.

ENS2.6



Stage 3

Environments

ENS3.6



___________________________________________________________________________________________________________________________________________



Page 23 of 28


Stage 1

Activities

View Part one: The Land

(9 minutes) of the video

Aboriginal Australians.

This video is also used in the unit Australian

Democracy: Aboriginal cultural practices and customary lore. In

Aboriginal society it is impossible to separate culture and the land. In this unit the use of the same video is used to introduce

Aboriginal land management practices. Use the Concepts and Key

Questions on page 10 of the teacher’s manual to develop students understanding of

Aboriginal land management practices.

Use texts from Big Mob

Books for Little Fullas:

Ten Little Jarjum, (the text

Paddy’s Island could also be used here, as well as, or in place of Ten Little

Jarjum) and The

Indicators

ENS1.6

 participates in discussions on the connections between

Aboriginal people and the land

 participates in discussions on some of the strategies

Aboriginal people used to manage the environment

Stage 2

Activities






Aboriginal society it is impossible to separate culture and the land. In this unit the use of the same video is used to introduce Aboriginal land management practices.

Use the Concepts and Key



Undertake Topic 5

Belonging to Country, page 44 and 45 in Talking

Identity.

It may be necessary to refer back to pages 41 and

42 when using the text

Indicators

ENS2.6

 identifies the connections between


 identifies some of the strategies

Aboriginal people have used to manage the environment

 describes features of the environment using key concepts in an experiential situation

ENS2.5

 describes different

Activities

Stage 3






Aboriginal society it is impossible to separate culture and the land. In this unit the use of the same video is used to introduce

Aboriginal land management practices. Use the Concepts and Key



Indicators

ENS3.6

 evaluates the connections between


 explains strategies

Aboriginal people have used to manage the environment

___________________________________________________________________________________________________________________________________________



Page 24 of 28


Permaculture Courtyard.

Refer to the notes in the

Teacher’s Handbook and

Teaching ideas in the

Blackline Masters, on each of these stories.

Organise the tape for students. Select student activities from the

Blackline masters.

1. Refer to background notes, page 44, Teacher’s

Handbook . Students listen to the tape of Ten Little

Jarjum, before looking at the big book. Listen carefully again to the description given by

Bundjalung Elder Charles

Moran. Now refer to the inside back cover of the big book to find the creatures he talked about. Read the rest of the big book together. Students undertake some of the activities from the

Blackline Masters, e.g. pages 72, 73, 74 and 75.

2. Refer to background

 recognises the personal links that individual

Aboriginal people have with particular places

 identifies ways in which people interact with and value their environment

 develops an understanding of

Rak Niwili.

Review the teaching and learning strategies, the text and tape of Rak Niwili in Talking Identity before teaching to identify the most appropriate teaching and learning sequence for students.

Copy Living with the land, page 76 in Talking

Identity for students to read. Students highlight the key words in this text.

Discuss with the class the key ideas found.

Students develop a mind map showing the ideas or concepts of Living with the land found in this text and outlined in the video.

…Stage 2 continues…

↓ environments of

Aboriginal communities

around Australia

ENS2.6

 demonstrates an aesthetic awareness of environments, both natural and built, relating to key body senses

 communicates an understanding of the links between


Copy Living with the land page 76 in Talking Identity for students to read.

Students highlight the key words in this text. Discuss with the class the key ideas found.

Students develop a mind map showing the ideas or concepts of Living with the land found in this text and outlined in the video.

Investigate case studies of

Aboriginal communities managing natural or heritage environments.

Refer to web sites (1) and/or (2). Review sites to select most appropriate for student use.

 communicates a welldeveloped understanding of the links between


 investigates case studies of

Aboriginal communities managing different environments

___________________________________________________________________________________________________________________________________________



Page 25 of 28


notes, page 46, Teacher’s

Handbook. Use the same procedure with The

Permaculture Courtyard, as in 1.

Select worksheets from Blackline masters.

Students could plant some indigenous bush foods of the local area in the school grounds. This can be part of the SEMP.


↓

Permaculture practices

 identifies ways in which people use technology to modify environments


↓

Use the information available on the web sites to develop background knowledge.

On the web site (1) follow the link to Indigenous communities (top right- hand corner) .

On web site (2) scroll down to Aboriginal

Rainforest use.

Read through the text of the web site(s) together with the students and discuss.

Use the fact sheets available on the web site at

(3) on Paruku indigenous protected areas and/or

Walalkar and Watarru indigenous protected areas. Use these facts sheets to model research procedures, e.g. keywords, main ideas, making a summary, etc. Students then use this research procedure to undertake an independent research task.

Students undertake own research to prepare a short



 develops understanding of research procedures when undertaking a research task research and present

___________________________________________________________________________________________________________________________________________



Page 26 of 28



↓


↓ talk, a poster using diagrams and illustrations or a PowerPoint presentation outlining the history, geographical features, climate, location

(map), the role Aboriginal people have in mana ging an environment etc.

Choose from:

1. Uluru: Kata Tjuta

National Park. Use the web site at (4) and its links, to research this World

Heritage site. Additional resources can be used, including the video

National Parks of

Australian, used in previous section of unit

Different Environments.

Remain focused on

Aboriginal land management practice.

2. Mutawingi National

Park. Use the Sites and

Scenes CD-ROM.

Investigate:



Archives



Experts:

Archaeologist,

Environmental material on a case study of

Aboriginal land management

___________________________________________________________________________________________________________________________________________



Page 27 of 28


Organise an excursion to a significant area looking at archaeological sites, bush foods or visit an Aboriginal cultural centre.

 values Aboriginal knowledge of our environment

Organise an excursion to a significant area, looking at archaeological sites, bush foods or visit an

Aboriginal cultural centre.

Students can present or share their posters on

Belonging to country with

Aboriginal community visitors.

(1) http://www.ea.gov.au/indigenous/ilmf/index.html

(2) http://whc.unesco.org/nwhc/pages/sites/main.htm

(3) http://www.ea.gov.au/indigenous/fact-sheets/

(4) http://www.ea.gov.au/parks/uluru/index.html

 values Aboriginal knowledge of our environment scientist, Park ranger,

Conservationist.

Community:

Aboriginal people.



Media: Dreamtime for true owners.

Students’ present completed work to class.

Organise an excursion to a significant area, looking at archaeological sites, bush foods or visit an

Aboriginal cultural centre.

Students can present or share their work on Uluru:

Kata Tjuta National Park or Mutawingi National

Park with Aboriginal community visitors.

 values

Aboriginal knowledge of our environment

___________________________________________________________________________________________________________________________________________



Page 28 of 28


Australian environments (doc - 281kb)

Australian environments

Australian environments

built environments, living things

earth and its surroundings

,

.

Environment

Environmental Education Policy

school environmental management plan (SEMP).

http://www.curriculumsupport.nsw.edu.au/EnviroEd/index.cfm?u=3&i=54

Different environments

Great National Parks of Australia.

Activities

Indicators

Activities

Mapping skills

Indicators

Activities

Indicators

Investigating and enhancing biodiversity of the school grounds

Different environments

Living with the land

Stage 1

Activities

Indicators

Stage 2

Activities

Indicators

Activities

Stage 3

Indicators

Related documents

Products

Support

Australian environments (doc - 281kb)