HSIE STAGE 5
Curriculum K –12
November 2007 Page 1 of 4
NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au

Topic/focus area 5A3 Issues in Australian Environments Time:
Focus Ways in which geographical understanding contributes to the sustainable management of issues affecting the Australian environment
Outcomes
5.1 identifies, gathers and evaluates geographical information
5.2 analyses, organises and synthesises geographical information
5.3 selects and uses appropriate written, oral and graphic forms to communicate geographical information
5.4 selects and applies appropriate geographical tools
5.5 demonstrates a sense of place about Australian environments
5.6 explains the geographical processes that form and transform Australian environments
5.7 analyses the impacts of different perspectives on geographical issues at local, national and global scales
5.10 applies geographical knowledge, understanding and skills with knowledge of civics to demonstrate informed and active citizenship.
Suggested ICT
Design and create a multimedia presentation or web page to communicate geographical information to a particular audience, including maps and diagrams as appropriate.
Resources (Include resources available within your school and community.)
There are a variety of commercial textbooks that can support the tasks outlined in this topic to provide background for students and that have skills based activities incorporating mandatory tools.
The use of the Internet is assumed as a source of information.
The Curriculum K-12 Directorate website – www.curriculumsupport.education.nsw.gov.au
and the
Teaching and Learning Exchange (TaLE), will increasingly have other support added to assist teachers.
Websites www.epa.nsw.gov.au
www.deh.gov.au/parks www.apo.org.au
www.ecnt.org/marineandcoastal.htm
www.australia2030.gov.au
www.npws.nsw.gov.au
HSIE STAGE 5
Curriculum K –12
November 2007 Page 2 of 4
NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au

Learn abouts
Learn tos
Geographical Issues
 geographical issues affecting
Australian environments including:
 air quality
 coastal management
 land and water management
 spatial inequality
 urban growth and decline
 waste management
 describe each geographical issue in relation to:
 its nature
 its impacts
 the responses by individuals, groups and governments to the issue
 outline how a range of geographical issues are affecting Australian environments
At least TWO geographical issues affecting Australian environments, selected from the list above (one study must include fieldwork)
 the geographical processes relevant to the issue
 the perceptions of different groups about the issue
 individual, group and government responses to the issue
 decision-making processes involved in the management of the issue
HSIE STAGE 5
Curriculum K –12
Teaching and learning activities
Assessment : The activities require students to demonstrate their learning and are all assessment for learning activities.
Some activities might be selected and included in a school assessment schedule for assessment of learning.
Task 1 Educational activity
Your local council wishes to educate their constituents on the importance of the geographical issues listed below. They have enlisted your assistance to develop an educational, yet enjoyable, activity for each issue.
1. Divide into six groups. Each group will choose a different issue from the following list:
 air quality
 coastal management
 land and water management
 spatial inequality
 urban growth and decline
 waste management
2. The task for each group is to design an informative webbased activity or podcast on the issue, including:
 what the issue is about
 the geographic processes relevant to the issue
 a brief case study involving the issue in a specific environment
 based on the case study, the impacts of this issue on
Australian environments
 how individuals, groups and governments respond to this situation.
3. Each group tries the web-based or podcast activities from the other five groups. For each activity they complete an evaluation sheet that notes the following:
 was the site user friendly?
 was the activity interesting? Why or why not?
 what did you learn from the presentation and the activity?
Hand the evaluations to the teacher when completed.
Task 2 Issue 1: Lesson activity
The local primary school needs to teach their students about the importance of sustainability (Stage 3). They have asked your group from Task 1 above to develop a lesson that will teach the students about your issue and how it can be managed in a sustainable way.
Your group has decided to base your lesson on a specific case study. You will teach the following information:
 where the case study is located (construct a land use map and collect digital images to teach the students about the characteristics of this location)
 the processes involved including an explanation of the influences of human and physical elements in relation to the issue
November 2007 Page 3 of 4
NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au

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 explain the interaction of the physical and human elements of the environment
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 management of the issue and implications for sustainability, social justice and equity investigate a geographical issue through fieldwork by developing and implementing a research action plan
(as outlined on page 17 of Syllabus) recognise the responsibility of the levels of government to the issue propose actions that promote:
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 sustainability social justice equity evaluate the success of individuals, groups and the levels of government in managing the issue develop a research action plan apply fieldwork techniques present geographical information in an appropriate format demonstrate active citizenship by proposing individual/group action to address the issue
 the governments’ responsibilities
 how individuals, groups and governments responded to the issue
 an evaluation of the responses to the issue (use statistical data to support your decision).
 some strategies that will promote sustainability, social justice and equity.
Present the lesson to the class.
Task 3 Issue 2: Fieldwork and letter
You are a concerned citizen. You have decided to investigate and collect information about a local issue and to write a detailed letter (two to three pages) on the issue, to your appropriate government representative.
1. You have decided to start your investigation process by developing a research action plan that will outline the following:
 four broad focus questions
 the types of primary and secondary data required to answer the focus questions
 how you are going to collect the data
 how you are going to process and analyse the data collected (graphs, tables, maps, etc.)
 strategies proposed in response to the initial focus questions.
Note: make sure that your focus questions cover the following pieces of information:
 the geographic process (including the interactions between human and physical elements)
 government responsibilities
 individual, group and government responses
 management processes, strategies and an evaluation of their success.
2. Provide information about the area to be studied, including:
 a photograph of the location
 the bearings of the location of the issue from your school
 the population density of the area
 a map of the area showing local relief, and the aspect and gradient
 a cross-section and a transect of the area showing landform and vegetation features
 climatic variety (using synoptic charts)
 a six-line description of how the issue relates to the location.
3. Investigate the issue by following the steps outlined in your research action plan.
4. Develop your two/three-page letter about the issue.
HSIE STAGE 5
Curriculum K –12
November 2007 Page 4 of 4
NSW Department of Education and Training http://www.curriculumsupport.education.nsw.gov.au