GEOACTIVE 1 (2nd Edition) Sample Program
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
Page 1
1
GEOACTIVE 1 (2nd Edition) Sample Program
2
FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY
Stage 4
Global Geography
100 hours
4G1
Investigating
the world
4G2
Global
Environments
4G3
4G4
Global Change Global Issues
and the Role
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
FOCUS AREA
TIME- HOURS
4G1
25%
Years 7 and 8
4G2
25%
4G3
25%
Years 9 and 10
4G4
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
20%
20%
30%
30%
TIME- HOURS
Page 2
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.
Page 3
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
Page 4
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 timetablesSemester 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
Page 5
GEOACTIVE 1 (2nd Edition) Sample Program
6
FOCUS AREAS: STAGE 4 MANDATORY GEOGRAPHY
Stage 4
Global Geography
100 hours
4G1
Investigating
the world
4G2
Global
Environments
4G3
4G4
Global Change Global Issues
and the Role
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
FOCUS AREA
TIME- HOURS
4G1
25%
Years 7 and 8
4G2
25%
4G3
25%
Years 9 and 10
4G4
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
20%
20%
30%
30%
TIME- HOURS
Page 6
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.
Page 7
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
Page 8
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 timetablesSemester 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
Page 9
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G1
Focus
10
Investigating the World
Suggested time
Focus Area 4G1: 20hours
(depending on prior
The Nature of Geography
knowledge of students
Chapter 1
HSIE K-6)
An introduction to the discipline of Geography and the nature of geographical inquiry
Note: Many students enter Stage 4 Geography with prior geographical knowledge from Human Society and Its Environment
K–6. Pretest your students before you start your lessons to avoid overlap of content
Syllabus outcomes
Suggested ICT
Resources
A student (p2):
4.1 identifies and gathers geographical 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
4.10 explains how geographical knowledge,
understanding and skills combine with
knowledge of civics to contribute to informed
citizenship.
Page 10
The use of the
Internet is a source of
information for
research, extension
activities, students
with learning
problems,
geographical tools,
digital images, group
work, independent
learning as well a
providing a variety of
perspectives.
Students will:

collect
and interpret
electronic
information

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
changes to our
physical and human
world using satellite
imagery (p2,13)

collect
and interpret
photographic
images
p12,13,16,19,20,21

research
geographical issues
from a variety of
perspectives:
SMHwww.smh.com.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
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p2,7,11, 13,19,23

Knowledge and Understanding:
p6,9,10,13,15,17,19,21,23

Extension worksheets:
o
Inside the earth (1.1)
o
Build a city block (1.5)
o
Tornadoes in the USA (1.7)
o
Flood! (1.8)
o
Natural Hazard Report (1.9)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au
Glossary p3
Geofacts p13,18,
Survivor Game p24-25
Jacaranda Atlas and CD Rom
Videos (Classroom Video)

Biophysical environment 22 min

Air, water vapour and weather 21 min

Water and the water cycle 22 min

Plate tectonics 15min

The shape of the land geomorphology 40 min

Volcanoes 22 min

Climate and the giant Panda 7 min

Built Environment 26 min Classroom video

People and the environment 40 min

Products harm environment and what you can do
16m

Global cooperation. Rebuilding Rabaul after
volcanic eruption (AusAID) 26min

Impact of development-building a new mine in PNG
43

Natural disasters 20 min (and CD Rom)

Rural urban migration 20 min
Other suggested resources:
NSW Board of Studies http://www.boardofstudies.nsw.edu.au/
NSW Department of Education and Training
www.curriculumsupport.nsw.edu.au
and the Teaching and Learning Exchange, TaLEs
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about
Students learn to
 classify features of
the environment as
physical or human
elements p4-13
the physical elements of environments: p4-7
 record patterns of
physical and human

air
elements of
environments p4-13

flora and fauna
 identify patterns

soil
resulting from the

solar energy (heat and light)
interaction of the

water
physical and human
 physical processes –water cycle, weather
environments p14(insolation, climate), biotic (ecosystems,
23
food webs), geomorphological (plate

integrate
tectonics, weathering, erosion). p4-5
geographical tools
 topography,.p4-5
e.g. photographs,
 formation, interaction and managing
different types of
spheres sustainably p6-7
maps, satellite
 Focus: acid rain- human interaction in
imagery, ICT,
the physical environment and its
diagrams, 3D
management p7
diagrams, line
graphs, statistics,
flow diagrams(water
cycle, acid rain),
the human elements of environments: p8-13
time line
 integrate ICT by

agricultural- definition,
creating a desktopsubsistence, commercial, shifting, nomadic.
published document
Issues: blue green algae, fertilisers, salinity,
and develop and
pesticides, irrigation, HYV’s, GM food,
refine search
hydroponic. p8-9
techniques using the

settlements(definition, rural,
internet
urban, skyscrapers, slums, favelas, top 10

integrate
tallest buildings, satellite imagery p10-11, 12-13
geographical skills,

location (in relation to
tools and
physical environments, transport, resources
geographical issues
and defence locations) p10-11

integrate cross

economic ( rural/urban
curriculum content
migration, push/pull forces, world’s top ten
e.g. civics and
cities) p9
citizenship,

political (rural/urban
environment,
planning and zoning, restrictions on migration
difference and
to cities. p9
diversity, literacy,

sociocultural (inequalitynumeracy,
rich/poor, urban/rural, developed/developing
foundational
countries) Detailed noted chapter 10
knowledge and
skills and values and
attitudes
 integrate key
 the interaction of the physical and human
competencies:
elements: p14-25
collecting, analysing
and organising
Increasing population p12, p14
information,
 Results: increasing desertification, flooding,
communicating
bushfires, deforestation, salinity, landslides p14ideas and
15
information,
Sample studies:
planning, organising
Tornadoes (atmosphere) p16-17
activities, working
Tsunamis (hydrosphere) p18-19
with others and in
Landslides (lithosphere) p20-21
teams, using
Pandas (biosphere) p22-23.
mathematical ideas
Impacts of Terrible Twisters, Terrifying Tsunamis
and techniques,
and Levelling Landslides on humans and how
using technology
communities respond as active informed, responsible
and solving
citizensp16-21
problems.
The disappearing Precious Pandas and local to
global citizenship p22-23
The nature of Geography
Page 11
11
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Pretest prior knowledge
Mind/concept maps What are the physical and human
elements of the environment? What are the physical processes?
How does the physical environment affect humans? How do
humans affect the physical environment? What are the main
environmental issues facing the 21st century? What should we
do about environmental problems as informed, responsible
local and global citizens?
Draw a time line on the formation of the four spheres
(atmosphere, lithosphere, hydrosphere and biosphere) p6
Fieldwork: Observe and record physical and human elements
in the playground and local area
Organise a class trivia competition on the physical and human
elements of the environment using these quiz and trivia sites
http://www.lizardpoint.com/fun/geoquiz/asiaquiz.html
http://members.aol.com/bowermanb/quiz.html
http://geography.about.com/cs/quizzesandtrivia/
Multiple Intelligence: boil the kettle and describe the
operation of the water cycle; design a model of an active
volcano; work out what you eat for a week, draw the food web
and explain whether it is simple or complex; research the life of
a person who climbed Mt Everest and the problems of limited
oxygen; create a poster identifying patterns resulting from the
interaction of the physical and human environments
Perspectives: De Bono’s hats.
Divide class into conservation groups, (eg. WWF), developers,
town planners, farmers, industrialists and governments. Each
group will present the impacts of increasing population on the
physical environment as an oral report
Empathy exercise. Imagine you live in a developing country
and have just experienced a natural disaster, such as a tsunami,
earthquake, volcanic eruption or landslide. Describe your life
and how active citizens could help, such as NGOs and AusAID.
http://www.ausaid.gov.au/
Imagine you are employed as a town planner. What are the
problems of increasing population on the physical
environment? http://popplanet.org/PopPlanet/ Is it sustainable?
Research. Increasing human interaction has contributed to
desertification, salinity, deforestation, acid rain, global
warming and blue green algae. Refer to one issue and research
ten current Internet articles. Present findings as a newspaper
report.
Satellite

Refer to the satellite images of physical and human
elements of the environments. Classify five physical and
five human elements and identify the resulting patterns
http://www.gesource.ac.uk/worldguide/satellite.html

View the earth today from satellite and describe the
physical and human environments
http://www.fourmilab.ch/earthview/satellite.html
Video clips on the net.
Describe why virtual fieldwork can give you a better
understanding of the topic

Volcano world
http://volcano.und.nodak.edu/vw.html

Chill out with a glacier http://www.glacier.rice.edu/

Dynamic earth, flood, tornado, tidal wave,
hurricane, wonders of weather, avalanche, earthquakes,
understanding cities
http://school.discovery.com/ontv/videoclips/
Interactive models:

Look at the interactive water cycle model and record
the pattern and path of the water cycle
http://www.wrc.wa.gov.au/schools/water_cycle.html

Refer to the interactive river system and record its
changing pattern before and after human interaction
http://www.nationalgeographic.com/geographyaction/rivers
/

Refer to the plate tectonics interactive model. Does
a cracked hard boiled egg remind you of anything? Record
GEOACTIVE 1 (2nd Edition) Sample Program
12
the changing pattern of plate tectonics. How could an
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.giantpandabear.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.earthpolicy.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
Page 12
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 …………………..
Page 13
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G1
Focus
14
Investigating the World
Suggested time
Focus Area 4G1: 20hours
(depending on prior
Our World
knowledge of students
Chapter 2
HSIE K-6)
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)
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
4.10 explains how geographical knowledge,
understanding and skills combine with
knowledge of civics to contribute to informed
citizenship.
Students learn about
Our world



global representation using maps p28-29
the importance and use of latitude p30
the importance and use of longitude p30-33
 global patterns of physical and human features
p34-41
Map projections-Mercator, Mollweide, Peters and
Page 14
The use of the
Internet is a source of
information for
research, extension
activities, students
with learning
problems,
geographical tools,
digital images, group
work, independent
learning as well a
providing a variety of
perspectives.
Students will:

collect
and interpret
electronic
information (eg,
diversity of
interactive maps)

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

create a
desktop-published
document 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 to
 recognise
continents using
different map
projections p28-29
 use latitude to
describe the global
pattern of climate,
including the spatial
and seasonal change
in insolation p34-37
 use longitude to
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005. Includes knowledge and understandings,
values and attitudes, integration of skills based activities
incorporating mandatory tools, cross curriculum content, key
competencies, civics and citizenship, websites, worksheets,
maps, photographs, newspaper articles, puzzles, models,
diagrams, glossaries, satellite imagery, sample studies and
student centred, experiential and inquiry based learning
activities using multiple intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p26,31,33,39,41

Knowledge and Understanding: p29,35,37,40

Extension worksheets:
o
Make a map projection (2.1)
o
Cities of the World (2.7)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au
Glossary p27
Geofacts p32,36,39,41
Jacaranda Atlas and CD Rom
Videos (Classroom Video)

Making maps 19 min CV

Latitude and longitude 17 min CV

Time 16 min CV
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
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Mind maps-list all the maps that have been used in the past,
the present and maybe in the future
Answer the key geographical questions. What is a map? Why
do we have maps? Have maps changed over time? Why are
map projections not an exact representation of the globe? What
maps would you use to visit a friend in the next suburb, a friend
in India, walking in the Blue Mts or sailing in the Pacific
Ocean? What is the purpose of latitude and longitude? Why do
we watch the Olympic Games in Athens and the World Soccer
Championships in Europe in the middle of the night in
Australia? Will satellite and GIS replace hand drawn maps?
GEOACTIVE 1 (2nd Edition) Sample Program
McArthur’s Upside Down.
Maps from a Eurocentric and Australian perspective
Strengths and weaknesses of a diversity of projections
p28-29
explain world time
zones p32-33
 describe global
patterns of physical
and human features
Traditional Aboriginal map. Compare with other
p38-41
maps
 integrate ICT by
refining search
World maps-climate zones, temperature, precipitation,
techniques using the
landforms (plate tectonics), political p34-40
internet
 integrate
Latitude and longitude, hemispheres, date line,
geographical skills,
Meridian of Greenwich, equator, Tropics of Cancer
tools, issues and
and Capricorn, Arctic and Antarctic Circles, north and
perspectives
south poles
 integrate cross
Use latitude and longitude and alpha-numerical to find
curriculum content
physical and human elements and World Heritage sites
and key
on a map. P30
competencies:
Latitude and climate-seasons, angle of the sun’s rays
p34
Altitude and climate- lapse rates p 34
Climate zones and extreme weather events p37, p36
Time zones-GMT, International Date Line, daylight
saving p33
Extreme physical facts and figures p39
Global patterns of human features – countries by
area, cities of the world, population increase,
population density, quality of life indicators eg. IMR,
GDP, life expectancy, birth rates p40-41. More details
in Chapter 10
Page 15
15
What is the purpose of daylight saving? Why do we experience
a hot Christmas while Europeans experience snow? When do
the solstices and equinoxes occur?
Cartoon literacy p36
Fieldwork:

draw a map of the school

design an orienteering path in the school

suggested out door activities to enable students be
able to read maps
http://www.inquiry.net/outdoor/games/ripley/stalking/rea
ding_maps.htm.
Multiple Intelligences

Cut an orange to explain projections

Copy an Aboriginal map and describe its physical
and human features

Collect a variety of maps and make a collage

List ten songs, poems or books about other
countries. Locate countries on a Mollweide map
projection

Prepare a menu for another country. Research the
countries latitude, longitude, seasons, how far is it from
Australia as the ‘crow flies’, climate zone, average
annual temperature and precipitation, political
boundaries, time difference with Australia, population,
population density and quality of life

Make a compass
Plan a trip to 10 overseas cities. Record their latitude and
longitude. Work out when you will travel and what you should
wear. These sites may help you
http://www.cia.gov/cia/publications/factbook/ and
http://www.worldclimate.com/
What is the degree confluence project? Find 5 degree of
confluence sites and research the places. Present as a poster
http://www.confluence.org/index.php
Perspectives. Explain why map projections show different
perspectives:http://hum.amu.edu.pl/~zbzw/glob/glob0.htm. Up
side down map http://www.flourish.org/upsidedownmap/
Test your knowledge. Complete these easy, interactive
activities. Map games
http://members.aol.com/bowermanb/mapgames
Map wizard
http://interactive2.usgs.gov/learningweb/fun/map.asp
Latitude and Longitude quiz
http://www.pittsford.monroe.edu/jefferson/calfieri/maps&globe
s/latitudequiz.html
Co ordinates on a map
http://www.learn.co.uk/default.asp?WCI=SubUnit&WCU=892
8
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.ht
m
Exploring maps – lesson notes
http://interactive2.usgs.gov/learningweb/teachers/exploremaps.
htm
How to read maps
GEOACTIVE 1 (2nd Edition) Sample Program
16
http://www.geocities.com/EnchantedForest/8112/map.html
http://www.iapad.org/tips/mapreading.htm
Symbols –legend
http://www.es.mq.edu.au/courses/GEOS264/maps/mapch1/tsy
m.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 …………………..
Page 16
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G1
Focus
Suggested time
Focus Area 4G1: 20hours
(depending on prior
Geographical Research
knowledge of students
Chapter 3
HSIE K-6)
An introduction to the discipline of Geography and the nature of geographical inquiry
Syllabus outcomes
A student (p48):
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
4.10 explains how geographical knowledge,
understanding and skills combine with
knowledge of civics to contribute to informed
citizenship.
Page 17
17
Investigating the World
Note: Integration of geographical tools
Suggested ICT
The use of the
Internet is a source of
information for local
area fieldwork and
geographical inquiry
Students will:

collect
and interpret
electronic
information

observe
and record changes
to the physical and
human
environments in the
local area using the
Internet for satellite
imagery, maps,
synoptic charts and
digital
photographs

research
local geographical
issues from a variety
of perspectives:
SMHwww.smh.com.au
ABC www.abc.net.au

visit
Yellow Pages and
draw sketch map of
the local area
http://www.yellowp
ages.com.au

visit NSW
Community
Builders for
examples of active
citizenship in the
local area p72
www.communitybui
lders.com

visit local
council, sustainable
homes, Macquarie
Centre,
Streamwatch,
Waterwatch,
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
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p48,51,59,61.63,66,75

Knowledge and Understanding: p50,53,57,65,75

Extension worksheets:
o
The Bermuda Triangle (3.2)
o
Choropleth mapping skills (3.3)
o
Make a scale model (3.5)
o
Watch the weather (3.6)
o
Children’s cloud book (3.7)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Local area/school yard (3.9)
o
Shopping centre (3.10)
Glossary p49
Jacaranda Atlas and CD Rom
Videos CV Classroom Video

Weather forecasting 19 min CV

Weather in Australia 20 min CV

Air ,water vapour and weather 21min CV

People power 22min CV

Streetscape studies 22min CV
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
Suggestions for PowerPoint presentations
http://www.leesummit.k12.mo.us/its/powerpoint.htm
http://ed.uwyo.edu/tech/tutorials/powerpoint_design.htm
Kidspiration – tutorials
http://www.leesummit.k12.mo.us/its/kidspiration.htm
GEOACTIVE 1 (2nd Edition) Sample Program

Students learn about:
Geographical research
key geographical questions p50
 fieldwork: the use of geographical tools in
investigating the physical and human
environment p68-p73(local area) p74-75 (local
shopping centre)

Key geographical questions - What? Where? Why?
How? p50
Different perspectives on answering the key
geographical questions –global, indigenous, gender,
socio-cultural
Using geographical tools and skills to answer key
geographical questions (eg. maps, fieldwork, statistics,
photographs)
 Essential features of maps- BOLLTS p52-53
 Maps for different purposes – political, sketch,
topographic, physical ,tourist, précis, choropleth,
satellite imagery, theme, flow, synoptic charts,
UBD p54-57
 Topographic maps-contours, contour interval,
gradient, legend, colours, area and grid references,
spot heights, physical and human elements, form
line diagrams (plateau, valley, ridge, cliff, saddle,
hill), cross sections p58-61
 Weather maps/charts (synoptic)-isobars, high
and low pressure systems, cold and warm fronts,
cyclones, pressure gradient, hectopascals,
barometer, anticyclone p62-63
 Cloud identification –strato, cumulo and cirro,
nimbus, cumulonimbus, rainbows, tornadoes,
smog, frost, lightning, fog, cloud cover p64-65
 Photographs types p51
 Photograph and line diagrams –rice (interaction
of physical and human environments p66
Local area fieldwork p68-73
‘school, home or local area’
a. Physical environment p68-70
Location, maps, climate and weather, clouds,
catchment, water quantity and quality, landforms
(topographic maps)and soil, plants and animals
Environmental issues-air ,water, soil and noise
pollution, declining native species, use of water
and unsustainable energy sources
Active civics and citizenship-responsibilities of
the three levels of government p70.
Laws (Clean Air Act, water restrictions in Sydney),
individuals (recycle waste, solar energy, use public
transport, native gardens), groups (Landcare) and
local government (recycle garbage)
r
b. Human environment p71-73
Page 18
18
document
develop
and refine search
techniques
Students learn to:
 apply key
geographical
questions to a local
environment p68-75
 use geographical
tools to measure and
record elements of
the local
environment p51-67
 present
geographical
information about
the local
environment using a
range of written,
oral (p71)and
graphic forms (p71,
72)
 use a variety of
information sources
 conduct
fieldwork-observe,
record, collate and
analyse information
in the local area
p68-75
 explore different
perspectives in the
local area interviews, surveys,
questionnaires
 uses fieldwork to
assist in the
interpretation of,
and decisionmaking about
geographical
phenomena
 integrate tools in
local area physical
environment
use compass, street
directory and
topographic map;
draw sketch map to
scale; record
temperature and
precipitation; record
wind speed using
Beaufort scale;
identify cloud types
and cloud cover;
draw local
catchment; measure
water quality, pH,
velocity, turbidity,
temperature; count
water bugs; survey
litter along roadside;
collect and interpret
synoptic maps and
compare and analyse
fieldwork results
 integrate tools-
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning)
Answer the key geographical questions? What is
geographical research? p48 What are the key geographical
questions? P50
Describe the different types of photos and draw a form line
diagram p51
Select three photographs from home and/or the Internet that
show ground, aerial and oblique perspectives. Paste into book
and label
Find a photo of New York and identify the features on the
satellite image p56
Complete local area fieldwork
Draw the Beaufort scale as a picture graph p69
Draw a time line showing the changes to your local area since
1788
Perspectives: De Bono’s hats.
Divide class into conservation groups, local council, state
government, housing developer, retailer, industrialist, park
ranger, student and unemployed person. Each group will
present their perspective on the impacts of a new industrial site
in the local area, as a newspaper report
Visit the local shopping centre and complete surveys and
interviews p71, 75
Conduct a class survey on immigration p72
List the advantages and disadvantages of on line shopping for
shopping centres
Active involved citizenship – become involved in a local
environmental and cultural issue (eg. Clean up Australia,
visiting older people without families). Write a report on the
advantages of volunteers in the community
Debate for and against the dumping of nuclear waste in your
backyard
Design a map for buried treasure in the school. Then ask your
friend to find the treasure by following your map and written
directions. How well do you construct maps?
Draw a cross section from A to H and Mt Erin to the railway
station p59
Use weather instruments and record temperature,
precipitation, wind and humidity in local area, Weather kit
http://www.bom.gov.au/info/weatherkit/section2/barom2.shtml
Identify and draw the types of clouds and cloud cover in the
local area
http://www.bom.gov.au/info/weatherkit/section2/cloud.shtml
Become involved in Project Atmosphere Australia On-Line for
schools http://www.schools.ash.org.au/paa/paa.htm and
Airwatch http://www.environment.gov.au/net/airwatch.html.
Collect the latest weather map and satellite imagery
http://www.bom.gov.au. Compare this report with the weather
in your local area
Collect 20 songs or poems related to weather (eg. Singing in
the rain). Present as a poster
Test. Complete weather crossword
http://www.bom.gov.au/info/weatherkit/section3/cross.shtml
Make a collage of buildings in your local area using local
newspaper and real estate material p71
Visit the local council p71 and draw a table of its functions
Research homes in local area p71. Compare with other local
areas
Group work. Divide into groups. Draw a sketch of either a
sustainable school, home or transport for your local area p71.
Research the decline of the local corner shop p71
Draw a transect of the main shopping centre in your local area
p71
Interview a person who can tell you about the shopping area 40
years ago p71. List the changes
Interview a person who belongs to a local group or club p72.
Summarise its functions and advantages to the local community
Research the demographics of your local area p72. (ABS)
Present as oral report
GEOACTIVE 1 (2nd Edition) Sample Program
Roads, transport, settlements (types of homes),
government departments, industry, retail,
agriculture
Demographics -social and economic profile of your
community (ABS, Community Builders NSW)
population, income, age, religion, occupation,
birthplace, ancestry.
Changing multicultural profile (from original
Aboriginal inhabitants)
Community based services- local clubs, churches,
volunteer and charity organisations (Rotary, Red
Cross
Socio-economic issues –street dwellers, crime,
unemployment, lack of parks, sporting facilities,
doctors, transport, pools, theatres), communication
local to global links
Celebrations in the local community (Australia
Day, Anzac Day, market days)
c. Changes to the local physical and human
environments
Changing population (size, age, socio-economic
status, density), changing landuse, shopping centres,
transport, types of homes, industries (smokestack to
high tech). Gentrification of suburbs, rural decline,
suburbanisation (rural areas become housing estates)
Macquarie shopping centre p74-75
Conflict over changes –developers versus
conservationists, role of active citizenship and the
three levels of government.
Sustainable future for the local area- sustainable
home, transport, energy. Building stronger local
communities
d. Contemporary geographical issues in the local
area p73 Traffic
in local area
human
environment
street transect,
landuse survey,
questionnaires,
photographs,
interviews

integrate
geographical skills,
geographical
issues, cross
curriculum content
and key
competencies:
19
Brainstorm. Suggest strategies for a stronger local community
p72
List the yearly events in your local community p73. Present as
a poster to encourage tourists to the local area
Draw a flow map showing the links between your community
and others (some may be overseas) p73
Draw a map of your local area showing government facilities
(local, state and federal)
Present an oral report on Aboriginal sites and multicultural
changes to your local area
Group work. Research one local environmental issue (eg.water
pollution, traffic congestion, disappearing native animals) and
one local social issue (eg. unemployment, poverty, crime,
inadequate houses) and present to class as a written report
Empathy exercise. Imagine you were homeless living in the
local park. Describe your life. How could active citizens help
you?
What environmental disaster has happened to your community
in the last 10 years? (storm, fire, hailstorm, flood). Explain the
disaster and how governments, individuals and groups assisted.
Future scenario. Imagine your local area in the year 2050.
Draw the local physical and human environment. Present as a
poster.
Weather maps
Learn about weather http://www.bom.gov.au/lam/
Units of work for teachers
http://www.bom.gov.au/lam/Students_Teachers/learnact.htm
Get the latest weather map
http://www.bom.gov.au/weather/national/charts/synoptic.shtml
Topographic maps
http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.html
http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/index.html
Reading topographic maps and symbols
http://mac.usgs.gov/mac/isb/pubs/booklets/symbols/reading.ht
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.ht
m
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
Photographs draw/interpret/analyse
………Satellite images
………Digital images
Discussion……………….Questioning…………Summary………………Research……………..Group work……………...Explanation …………
Page 19
GEOACTIVE 1 (2nd Edition) Sample Program
20
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 …………………..
Page 20
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G2
Focus
21
Global Environments and Communities
Suggested time
Focus Area 4G2: 20hours
(depending on prior
Overview
knowledge of students
Chapter 4
HSIE K-6)
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):
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
4.6.describes the geographical processes that form and
transform environments
4.8.describes the interrelationships between people and
environments
4.10.explains how geographical knowledge,
understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
Page 21
The use of the
Internet is a source of
information for
research, extension
activities, students
with learning
problems,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

collect
and interpret
electronic
information

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

create a
desktop-published
document

develop
and refine search
techniques

use
satellite imagery

observe
and record latest
changes in global
environments using
satellite imagery volcanic eruption
and movement of
glacier
http://school.discovery.
com/lessonplans/progr
ams/satelliteimages/

collect
and interpret
photographic
images of different
environments
p76,78,79,80,81 and
their communities
p82,83,84,85

research
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p 81,85

Knowledge and Understanding: p81, 83,

Extension worksheets:
o
World Crossword (4.2)
o
Locating global environments (4.2)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Local global environments eg. wetlands
(Homebush Bay, Towra Point),
grasslands (Dubbo Zoo Environment
Centre), rivers (Hawkesbury, Georges,
Murray and Cooks), coasts (Botany Bay)
Details of fieldwork in Geoactives 2
o
Virtual fieldwork eg. coral reef
o
Refer to other suggested actual and/or
virtual fieldwork for Mountains (Chapter
5), Deserts (Chapter 6),
Rainforests(Chapter 7), Polar Lands
(Chapter 8)
Glossary p77
Jacaranda Atlas and CD Rom
Videos CV Classroom Video

Fragile ecosystems Palau’s coral reefs at risk 25min

Wetlands Homebush Bay 22min

River landforms – source to sea 26min

Coastal ecosystems 20min

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
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about:
Global Environments

types of global environments and their location:
 coasts (p80 and fieldwork activities
Geoactive 2)
 coral reefs (p81 and Australian examples
Geoactive 2)
 deserts(p 79, chapter 6 and Australian
examples Geoactive 2)
 grasslands(p79 and Australian examples
Geoactive 2)
 mountains(p78, chapter 5 and Australian
examples Geoactive 2)
 polar lands(p78, chapter 8 and further details
Geoactive 2)
 rainforests(p79, chapter 7 and Australian
examples Geoactive 2)
 rivers(p80 and Australian examples and
fieldwork Geoactive 2)
 tundra (p78, content within chapter 8)
 wetlands(p78 and Australian examples
Geoactive 2)
Overview of global environments p76-81

mountains, wetlands, polar, tundra,
deserts, grasslands and rainforests p78

locating global environments p78-79, 117,
88, and 143,166. Additional information in
Geoactive 2

from the mountains to the sea –rivers,
coasts and coral reefs p80-81
Environments and communities p82-83

Lake Titicaca and the Uro community –
living on reeds p82

Somalia and the nomadic pastoralists p83
Environments and change p84-85

Amazon rainforest and the Kayapo Indians
p84

Climate change- king tides in Tuvalu p85
and active citizenship
Page 22
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 to:
 locate different
global environments
p78-81
 describe the
interaction of humans
with environments eg.
Lake Titicaca p82,
nomadic pastoralists in
Somalia p83, Kayapo
Indians in Amazon
rainforest p84
 describe the changes
to global environments
and impacts on
communities eg. king
tides in Tuvalu p85
 use geographical
tools such as
photographs p76 p81,
maps (worksheets),
diagrams )p 76-85
 analyse a
newspaper article p85
22
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions?
What are global environments? Where are the different global
environments located? P78. How do humans interact with
different global environments over time? Is the interaction of
humans ecologically sustainable? How do individuals,
community organisations and government actions contribute to
the ecological management of environments?
Refer to the map locating deserts p117. List 5 deserts (cold or
hot) and describe their location
Refer to map locating mountains experiencing earthquakes and
volcanic activity p88. List 3 earthquakes and 3volcanic
eruptions
Describe the different environments in the photos p78, 79. List
the coldest, steepest, driest and hottest environments? Describe
whether each photo is aerial, oblique or ground. Draw a form
line diagram of two environments p78. Answer questions on
photos p81
Present a collage of global environments like p79
Describe the movement of water as it falls from the sky and
moves from the top of the mountain to the ocean p80. When
will it be moving fastest and slowest?
Explain why most communities live in coastal areas. Refer to
the map p12. What are the problems of too many people living
in coastal environments? What could occur with global
warming?
Research. Using the Internet and locate the latest natural
disasters over the last year on a world map. Describe their
environments and the impact of the disaster on communities.
Present as PowerPoint or poster
http://ghostchild.com/Natural_disasters_earthquakes_hurricane
_latest.html
http://www.angelfire.com/on/predictions/
View the latest environmental disasters using satellite
http://earthobservatory.nasa.gov/NaturalHazards/
Extension: More data and interactive maps at
http://www.ngdc.noaa.gov/seg/hazard/hazards.shtml
Write a video report on an environment under threat from
human interaction and how it is being managed. e.g. Palau’s
coral reefs at risk
Imagine you lived on Tuvalu p85. Global warming is predicted
to flood your lying coral island. Explain how individuals,
community organisations and government actions can
contribute to the sustainable management of the environment.
Global citizenship. All environments are prone to disasters.
Explain how the United Nations is contributing to a better life
for more communities suffering from natural disasters.
http://www.irinnews.org/AsiaFP.asp?SelectTheme=Natural_Di
sasters
Refer to the newspaper article on king tides in Tuvalu and
complete questions p85
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
GEOACTIVE 1 (2nd Edition) Sample Program
23
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 ……………………………
Page 23
GEOACTIVE 1 (2nd Edition) Sample Program
24
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 …………………..
Page 24
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G2
Focus
25
Global Environments and Communities
Suggested time
Focus Area 4G2: 20hours
(depending on prior
Mountains
knowledge of students
Chapter 5
HSIE K-6)
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):
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
4.6.describes the geographical processes that form and
transform environments
4.8.describes the interrelationships between people and
environments
4.10. explains how geographical knowledge,
understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
Page 25
The use of the
Internet is a source of
information for
research, virtual
fieldwork, students
with learning
problems,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

collect
and interpret
electronic
information

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
changes in global
environments using
satellite imageryvolcanic eruption
http://school.discovery.
com/lessonplans/progr
ams/satelliteimages/

collect
and interpret
photographic
images of mountain
environments and
their communities

research
environmental
issues in mountain
environments from
a variety of
perspectives:
SMHwww.smh.com.au
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p86,88,95,96,97,100,111,113

Check and challenge p112-23

Knowledge and Understanding:
p89,91,93,95,96,99,105,106,108,109,111,112

Geofacts p89,99,111

Extension worksheets:
o
Design an earthquake proof house (5.1)
o
Classifying mountains (5.2)
o
Make a volcano (5.3)
o
Write a myth (5.4)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Snowy Mountains (see Geoactive 2)
o
River (see Geoactive 2)
o
Coast (see Geoactive 2)
o
Virtual fieldwork

Climb Mt Everest
http://www.nationalgeographi
c.com/channel/highspeed/ever
est/

Visit Yellow Mountain China
http://www.chinavista.com/tr
avel/huangshang/hotspring.ht
ml

Visit a volcano
http://teacher.scholastic.com/f
ieldtrp/science/volcano.htm.
Glossary p87
Jacaranda Atlas and CD Rom
Videos CV Classroom Video

Volcanoes 22min

Plate tectonics 15min

Sherpas of Nepal 21min

Glaciers and glaciation 25min

People of Pogera 20min
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
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about:
Select a mountain environment

the spatial distribution p88

the major geographical processes 108-101
–
atmospheric processes p108, 113,5, 105
–
biotic processes p105
–
geomorphic processes p90-97, p110-111
–
hydrologic processes p98100

the way humans, including indigenous groups,
interact with the mountains 102-111
Select at least one community and the way it
interacts with mountain environment: p102-111

the way the mountain environment influences the
community

the way the relationship between the community
and the mountain environment is changing

strategies and processes that individuals, groups
and governments use to influence change

the way the community is responding to these
changes
Overview of mountains p88
Restless earth p88-89
Earthquakes, weathering, erosion, plates,
tectonic activity, continental drift
Mountain building p90-91
Folding, faulting, volcanoes, earthquakes
Volcanic mountains p92-93
Lava, dormitory, active, crater, magma,
vent, ash cloud, lightning
Types of volcanoes-shield, dome, cinder,
composite
Living with volcanoes p94-95
Benefits – building material, minerals,
thermal energy
Predicting eruptions-seismographs
Preparing for eruptions
Lessening the effects of eruptions
Satellite imagery
Human interaction and management
Mount Etna, Sicily p96-97
Photograph, topographic map, newspaper
article
Human interaction
Shaping mountains p98-99
Weathering, ‘V” and “U” shaped valleys,
glaciers, plucking, erosion, cirques, horns,
arêtes, hanging valleys and fiords
Human interaction
Tasman Glacier p100-101
Photograph, topographic map
Communities and the way they interact with
mountains p102-111
Western Highlands of PNG- Mt Hagen p102-105
Physical characteristics
Climate – altitude, lapse rates, snowline
Vegetation and altitude
Settlement
Homes, pigs, gardens, transport, families,
gender, tea, coffee
Conflict between communities –western
Page 26
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 to:
 recognise the
spatial distribution
of a mountain
environment p88-89
 describe the
geographical
processes that shape
the mountain
environment p88111
 draw and
describe the
operation of a
simple mountain
ecosystem
 describe the
interaction of
humans with the
environment p102111
 describe the
interrelationship of
the mountain
environment and a
specific community
p102-111
 explain how
individuals,
community
organisations and
government actions
are contributing to
the current
management of the
mountain
environment p102111 and 2021(landslides)
 identify the
responsibility of
government to the
community and its
mountain
environment p111
 integrate
geographical tools
such as identifying
features on a world
map such as
locating
earthquakes,
volcanoes and plates
p88, map 108, 3D
diagram p90,9,
photos p91,
topographic maps of
Tasman Glacier
p100-101 and Mt
Etna p97, transect
p106, vegetation
zones p105,
temperature
inversion diagram
p108, column graph
p111, statistics
26
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions? Where are
mountains located? How are mountains formed? What and
where are the largest mountains? Why is the temperature colder
and the air contains less oxygen the higher you walk up a
mountain? What plants and animals live in high mountain
areas? What is orographic rainfall and what are its effects on
vegetation?? Why is one side of a mountain warmer than the
other side? Why do landslides and avalanches occur on steep
mountain slopes? What is the lapse rate? Why are alpine
ecosystems fragile and are at risk from human interaction? Who
lives in mountains? What is transhumance? What is the effect
of global warming on mountain areas? Why are steep slopes
terraced for farming? Why should governments restrict the
number of people climbing Mt Everest? How do individuals,
communities and governments reduce the impacts of clearing
steep slopes, building settlements and transport routes? What
are the strategies for ecological sustainability of areas subject to
landslides, avalanches, transhumance and excessive tourism?
Draw a mind map of human interaction in mountain areas?
Hook Activity: What is the difference between breaking and
bending? Hand out rocks and play dough and ask the students
to bend them. Which one bends? Why? Why is it difficult to
bend rocks? Can rocks bend? Encourage them to think about
heat, pressure and time to bend a rock. Can rocks bend and
flow at the right temperatures and pressures?
Describe the different geographical process that causes folding
and faulting
Extension. Research the Richter scale and draw a sketch on
what damage would occur at different scales 1 to 12. (1 is not
felt and 12 objects are thrown in the air). Present research as a
poster http://pubs.usgs.gov/gip/earthq4/severitygip.html
Internet interactive exercises

Make a quake and see whether the building
survives.
http://dsc.discovery.com/anthology/unsolvedhistory/
earthquake/interactive/interactive.html

What are the differences between earthquakes
caused at sea and on land?
http://teacher.scholastic.com/activities/science/earth
quake_interactives.htm. Then write a report
analysing this website
Design an earthquake -proofhouse p89
Find the latest earthquakes in the last month. Draw these places
on a Mercator map
http://neic.usgs.gov/neis/bulletin/bulletin.html. Which ones are
on the plates? Describe the geographical process that caused
these earthquakes
Research the expected future movement of plates. Will it affect
Australia? Identify the responsibility of governments to the
communities
How can earthquakes cause tsunamis? (p18-19)
Describe the interactions of humans as active citizens before
and after a volcanic eruption in the sketch on page 94
Visit the online volcanic atlas and maps. Select two volcanoes
and describe their geographical processes that have shaped that
environment http://picasso.ngdc.noaa.gov/cgibin/seg/haz/volc_world.pl
http://vulcan.wr.usgs.gov/Volcanoes/Cascades/ImageMaps/Cas
cadeRange/cascade_range.html
http://www.msnbc.com/news/wld/graphics/volcano_dw.htm
Imagine you were a drop of rain that fell as snow in the high
mountains. Describe you adventure as you travelled through
warmer lands to the ocean. Explain the changes to valleys you
passed and the changing geographical processes.
GEOACTIVE 1 (2nd Edition) Sample Program
impact on traditional lifestyles
Sustainable management
Communities in Nepal p106-109
Physical – landform, climate (temperature
inversion, less oxygen)
Interaction of humans-soil degradation,
terracing, fuelwood
Tourism –changing Sherpa culture
Sustainable management
Avalanches: a natural hazard in mountain lands p110111
Characteristics of avalanches
Human interaction
Sustainable management of avalanches
Page 27
p113, climate graph
p113
27
Extension: Global warming melts Peruvian peaks (23rd July
2004). Describe the impacts of global warming on glaciers.
How will it affect ecosystems and the interaction of humans,
such as tourism? Identify the local and global groups and
governments responsible for the sustainable management of
these environments
http://www.swissinfo.org/sen/swissinfo.html?siteSect=143&sid
=5101922
Answer questions on the picture graph on mountains on page
39
If you were to walk up a mountain that is 5000 metres and the
temperature at 1000metres is 40oC. What would be the
temperature at the summit? What is this called? p5
Why do landslides occur when vegetation has been cleared on
steep slopes p20-21
Imagine you lived near the San Andrea Fault p89. Describe its
processes and the impacts on the communities living in
California if it was to move. Suggest strategies for ecological
sustainability.
Write newspaper article on a mountain 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
GEOACTIVE 1 (2nd Edition) Sample Program
28
group will research one environmental issue and its positive
and negative impacts on the community (eg. mining in
mountain areas in PNG and Peru). Present as an oral 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/Dis
asterWatch.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
Page 28
GEOACTIVE 1 (2nd Edition) Sample Program
29
………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 …………………..
Page 29
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G2
Focus
30
Global Environments and Communities
Suggested time
Focus Area 4G2: 20hours
(depending on prior
Deserts
knowledge of students
Chapter 6
HSIE K-6)
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):
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
4.6.describes the geographical processes that form and
transform environments
4.8.describes the interrelationships between people and
environments
4.10. explains how geographical knowledge,
understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
Page 30
The use of the
Internet is a source of
information for
research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

collect
and interpret
electronic
information

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
changes in global
environments using
satellite imageryshowing 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
Geoactives 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p114,119,121,123,133,134,137

Check and challenge p138-139

Knowledge and Understanding:
p116,119,121,123,125,129,131,133,135,137

Geofacts p118,131,

Extension worksheets:
o
Desert plain crash (6.1)
o
Alien climographs (6.2)
o
Water in the desert (6.3)
o
Create a desert animal (6.5)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Australian deserts (see Geoactive 2)
o
Virtual fieldwork
http://www.fieldtrips.org/tours/sci/desert/_tourlaunch5.htm and
http://teacher.scholastic.com/fieldtrp/science/d
eserts.htm
Glossary p115
Jacaranda Atlas and CD Rom
Videos CV Classroom Video
Gods must be crazy- San in the Kalahari desert
Desertification 24 min CV
Ecological niches- Surviving the Sahel 14min CV
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
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about:
Select a desert environment

the spatial distribution p117

the major geographical processes p118-125, 130
–
atmospheric processes p118-121
–
biotic processes p124-125
–
geomorphic processes p122-123
–
hydrologic processes p120-121

the way humans, including indigenous groups,
interact with the deserts p126-129 (Geoactives 2
Aboriginal people in Australia)
Select at least one community and the way it
interacts with desert environment: p126-135,138

the way the desert environment influences the
community

the way the relationship between the community
and the desert environment is changing

strategies and processes that individuals, groups
and governments use to influence change

the way the community is responding to these
changes
Location of deserts 116-118

extremely arid, arid and semi arid deserts

hot and dry deserts

global examples
Why deserts are hot 118-119

latitude and altitude

climate graphs

diurnal range

cloud cover

interrelationship of communities – Coober
Pedy
Why deserts are dry p120-121

Location on earth - west side of continents
between latitudes 15 and 35 degrees north
and south

High pressure systems

Orographic precipitation and rain shadow
area

Cold ocean currents. Peru and links to
abundant fish

Emergency water supply p139

Impacts of El Nino and global warming
Diversity of desert landforms p122-123

Processes
Wind, water, heat and cold
Weathering, erosion, transportation and
deposition

Landforms
Mesa, butte, dunes, salt lake, alluvial fan,
inselberg, wadis
Oasis and underground water (see
Geoactives 2)

Cross sections of landforms 123 139
Page 31
ABC www.abc.net.au
BBCwww.bbc.co.uk
World Press Review
www.worldpress.org
New Internationalist
www.newint.org
Students learn to:
 recognise the
spatial distribution
of a desert
environment p117
 describe the
geographical
processes that shape
the desert
environment 118122, 125, 130
 draw and
describe the
operation of a
simple desert
ecosystem 124-125
 describe the
interaction of
humans with the
desert environment
p126-129,131
 describe the
interrelationship of
the desert
environment and a
specific community
p102-111
 explain how
individuals,
community
organisations and
government actions
are contributing to
the current
management of the
desert environment
p. 131-133
 identify the
responsibility of
government to the
community and its
desert environment
p134-135, 136-137
 integrate
geographical tools
such as identifying
features on a world
map such as
locating deserts
p117, maps
121,127,130,134,
world desertification
136-137, diagrams
120,122, 126;
photos p114, 117,
119,128, 131,
133,136,138;
climate graphs 119,
135; topographic
maps-cross section
of a Mesa 123, 139;
satellite imagery
132, 134; table 116
31
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions? Where are deserts
located? How are desert landforms formed? Why is the climate
hot and dry all year? What happens after rainfall? What are the
causes and impacts of wind storms? What is the diurnal range
large? Why are deserts generally located on west sides of
continents? How does the camel and other animals adapt to the
environment? How do plants adapt to the hot and dry
environment? What is the effect of orographic rain on desert
areas? Why is it not advisable to settle in wadis? How does the
baobab tree adapt to a desert environment? Why are desert
ecosystems at risk from increasing human interaction? Who
lives in deserts? What is nomadic herding? What is grown in an
oasis? How are individuals, communities and governments
reducing desertification? How does the mining of oil in deserts
impact on global warming? What are the strategies for
ecological sustainability of desert areas?
Each student researches one of these questions and presents
findings as an oral report. Ensure students do not overlap with
the same questions
Draw a mind map of human interaction in desert areas
Almost one third of the world’s area is covered in semi arid and
arid environments. Suggest sustainable strategies to green
these areas
Satellite images can show changes to deserts over time. Refer
to these satellite images and describe the different desert
environments. Why are dust storms a problem? How could they
be managed?
http://www.gesource.ac.uk/worldguide/satellite_deserts.html
The next major war is predicted to be over scarce water
resources rather than oil. Research the lack of water and
increasing population in the arid Middle East. How could this
be sustainably managed?
Transect. If you were to travel from west to east Australia
p121 along the Tropic of Capricorn describe the changing
landforms and climates.
While travelling the world’s deserts tourists buy coloured salt
in Tunisia, travel by camel in Morocco, eat dates and
vegetables grown in oasis in Syria, drink goat’s milk and live in
black tents in the Middle East. Organise a world trip to global
desert environments visiting caves in Saudi Arabia,
underground homes in Matmata, Tunisia where Star Wars was
filmed, live in an underground hotel in Cappadocia, Turkey,
live in a Berber tent in Iran, have lunch with the San in the
Kalahari desert, ride camels with the Tuareg in the Sahara, stay
at an oasis in Morocco, take pictures of the glaciers in
Patagonia and visit a oil well and a salt mine in the Middle
East. Draw the trip on a world map, find latitude and longitude
for each place and present as a multimedia presentation
Design an ecotour to a desert. Describe what the tourists could
look at, live in and mode of travel. Present as a poster
Let’s survive. Explain why it is easy to get lost and die in a
desert. Suggest strategies for survival.
Multiple Intelligences.

Make a list of movies, poems and songs that involve
deserts. Describe their message

Play the game who will survive p139

Go on a virtual fieldtrip

Make a model of four desert landforms.
The Afghanistan desert mountain areas are filled with
thousands of natural caves. Most are used for irrigation and to
hide weapons and people. Osama bin Laden spent millions to
create a network of crisscrossing tunnels and fortified
underground dwellings. Refer to the Internet and describe the
interrelationship of the Afghan environment with the
community.
GEOACTIVE 1 (2nd Edition) Sample Program
Desert ecosystem p124-125

Biotic processes, food webs, ecosystems

Animal survivors

Staying cool

Food and water supplies

Plant survivors

Upside down beetle p131
Communities in the Sahara Desert –Bedouin p126-129

the way the desert environment influences the
community –nomadic herders, water from oasis
and underground wells, beliefs and cultures,
shelter-tent, growing crops on oasis

the way the relationship between the community
and the desert environment is changingpopulation increase and desertification, tourism,
oil wells, military outposts, camel replaced by
four wheeled drives, young people moving to
towns, disappearing cultures – Tuareg (Blue
people)

strategies and processes that individuals, groups
and governments use to influence changerevegetation dunes, ecotourism, water
conservation techniques
Mongol community in Gobi Desert p138
Communities undergoing change p132-137

Greening the desert-technology

Mining-minerals and-oil

Tourism

Sustainable futures

Satellite imagery
Urban community undergoing change in a desert-Cairo
p134-135

Pressure of increasing population or
environment and communities quality of
life


Ways the community is responding to these
changes
Sustainable futures
Change and response - creeping sands of the Sahara
Desert p136-137

Desertification causes and management

Projects

Greenbelts

Responsibilities of individuals, groups and
governments for sustainable management
Disaster management - ground-to-air visual code p139
Page 32
32
Deserts are used as dump sites for nuclear waste and as
nuclear testing grounds. Draw and describe the impacts on
ecosystems and indigenous communities. Explain how
individuals, community groups and government actions are
contributing to the current management of the environment.
Suggest strategies for ecological sustainability.
Humans are increasingly interacting in desert environments as
tourists, overcroping and overgrazing on marginal land and
smuggling rare plants and animals. Use the Internet and
research the diversity of human interactions in deserts and
suggest strategies for ecological sustainability. Present research
as a poster
Be the judge. Sinai is often referred to a ‘no-man's land despite
15,000 Bedouin who live along the coastal area. Refer to the
Internet and debate for and against a tourist resort in the Sinai
Desert.
El Nino the "The Christ Child" appears, every few years. It
brings unusually warm ocean conditions along the arid west
coast of Chile, associated with increased rain and flood.
Research the Internet and describe the geographical process of
El Nino that changes the dry Chilean coastal environment. How
can technology help governments manage this environmental
change for a sustainable future?
http://www.nationalgeographic.com/elnino/mainpage.html
http://www.cdc.noaa.gov/ENSO/enso.education.html
Dew ponds have existed since prehistoric times, but today the
technology is nearly forgotten. Describe the current use of
water in dry environments and suggest strategies for the use of
low tech sustainable technology
Research other sustainable strategies to collect water in desert
areas, such as qanats or foggaras. Why are they being rebuilt in
Syria?
http://www.ancientroute.com/water/qanat.htm
Communities in Burkino Faso, Africa have built stone walls to
catch scarce water for a sustainable, low tech lifestyle. Locate
Burkino Faso on a map. Describe the interrelationships of the
environment with the community and complete worksheet
http://www.globaleye.org.uk
http://www.globaleye.org.uk/archive/pdfs/activ10.pdf
http://www.unep.or.jp/ietc/Publications/TechPublications/Tech
Pub-8a/permeable.asp
Imagine you are a rich oil sheik living in the desert. Describe
the geographical processes that formed the oil, describe the
interrelationship of the environment with the community. What
are the impacts of oil spills and oil fires on the environment?
Explain how individuals, businesses and governments are
responsible for the use of oil resources and suggest alternative
energy sources for ecological sustainability
The way forward in Cairo. Describe the interaction of
increasing population with the water scarce environment and
strategies for ecological sustainability. Present as a PowerPoint
http://www.cidob.org/Ingles/Publicaciones/Afers/4546abdel.html
http://www.hf-fak.uib.no/institutter/smi/paj/Myllyla.html
Decreasing quantity of water per person as well as deteriorating
water quality is a contemporary environmental issue in Cairo.
Research this geographical issue and suggest strategies for
ecological 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
GEOACTIVE 1 (2nd Edition) Sample Program
33
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
Page 33
GEOACTIVE 1 (2nd Edition) Sample Program
34
………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 …………………..
Page 34
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G2
Focus
35
Global Environments and Communities
Suggested time
Focus Area 4G2: 20hours
(depending on prior
Rainforests
knowledge of students
Chapter 7
HSIE K-6)
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):
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
4.6.describes the geographical processes that form and
transform environments
4.8.describes the interrelationships between people and
environments
4.10. explains how geographical knowledge,
understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
Page 35
The use of the
Internet is a source of
information for
research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

collect
and interpret
electronic
information p161

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a rainforest
WebQuest
http://rite.ed.qut.edu
.au/old_ozteachernet/projects/
virtual-fieldtrips/rainforests/que
sts.html

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
changes in
rainforests using
satellite imageryshowing increasing
deforestationAmazonia,
Rondonia and
Bolivia
http://www.geoexpl
orer.co.uk/sections/r
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox:
p140,147,151,153,155,157,159,161,162,163

Check and challenge p162-163

Knowledge and Understanding:
p143,145,146,149,151,153,155,157,158,161

Geofacts p146,151,156

Extension worksheets:
o
Build a diorama (7.1)
o
Write a children’s book (7.3)
o
Deforestation (7.5)
o
Rainforest flick cards (7.6)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Minnamurra Rainforest
http://www.epa.nsw.gov.au/soe/95/21_3s1.htm
o
Daintree (Geoactives 2)
o
Virtual
Easy language
http://www.bsrsi.msu.edu/rfrc/tour/rainforest.h
tml
Photo journey through a Costa Rican rainforest
http://www.ecofuture.org/pk/pkar9512.html
and
http://www.lawrence.org/edlinks/rainforests/ra
inforests.htm
Minnamurra Rainforest
http://hsc.csu.edu.au/geography/ecosyste
ms/case_studies/mmfweb/
Glossary p141
Jacaranda Atlas and CD Rom
Videos CV Classroom Video

Amazon rainforests 25min

Logging in PNG 42 min

Minnamurra Rainforest 24 min

Rainforests 21 min
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
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about:
Select a rainforest environment:

the spatial distribution p142-143

the major geographical processes
–
atmospheric processes p144-145
–
biotic processes p146-147
–
geomorphic processes p147 (see mountains
in tropical environments)
–
hydrologic processes p144-145

the way humans, including indigenous groups,
interact with the rainforests p148-149,150151,152-153, 158-159
Select at least one community and the way it
interacts with rainforest environment: p154-155,
156-157

the way the rainforest environment influences the
community p148-149,151

the way the relationship between the community
and the rainforest environment is changing p152

strategies and processes that individuals, groups
and governments use to influence change p157

the way the community is responding to these
changes p160-161
Spatial- location of rainforests p142-143
o
Tropical, mangrove, temperate
o
World map
o
Photo literacy
Atmospheric processes p144-145
o
Temperature, precipitation, convectional
rainfall, thunderstorms, cumulonimbus
clouds, lightning, tropical cyclones
o
Satellite imagery
o
Climate graph
Biotic processes p146-147
o
Food webs, carbon-oxygen cycle
o
Greenhouse effect and enhanced
Page 36
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 to:
 recognise the
spatial distribution
of a rainforest
environment p143
 describe the
geographical
processes that shape
the rainforest
environment p144145
 draw and
describe the
operation of a
simple rainforest
ecosystem p146-147
 describe the
interaction of
humans with the
rainforest
environment p148149, 150-151, 152153, 158-159
 describe the
interrelationship of
the rainforest
environment and a
specific community
p154-155, 156-157
 explain how
individuals,
community
organisations and
government actions
are contributing to
the current
management of the
rainforest
environment p160161
 identify the
responsibility of
government to the
community and its
36
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions? Where are
rainforests located? Why is the climate hot and wet all year?
What is a tropical cyclone and how does it effect the rainforest
environment and their communities? How do plants adapt to
poor soils? Why are rainforest ecosystems at risk from
increasing human interaction? How did the traditional
Indigenous people survive in rainforests? What is shifting
cultivation? How do you get rubber? How are individuals,
communities and governments reducing deforestation? What
are the resources from a rainforest? How does the clearing of
rainforests impact on global warming? What are the strategies
for ecological sustainability of rainforest areas?
Each student researches one of these questions and presents
findings as an oral report. Ensure students do not overlap with
the same question
Draw a simple food web from the information on p146
There is more precipitation in rainforests that causes more
chemical and physical weathering. Why does food, dead
animals and leaves decompose at a faster rate in a rainforest
than at the poles?
Why does the Amazon river carry more water than any other
river? P156 and
http://www.extremescience.com/AmazonRiver.htm
Why is the rainforest worth more alive than dead? Present your
views as an oral report
Draw two climate graphs - Iquitos, Peru and Kuala Lumpur,
Malaysia. http://www.worldclimate.com/. Compare with
Belem, Brazil p145
Imagine your plane has crashed in the rainforest and you are
alone and are forced to survive for one week before the rescue
party reaches you. Describe how you will survive living on the
natural resources. Write a journal of your seven day saga to be
published for a newspaper. Inspired by the beauty and the
Indigenous people you encounter prepare a report for the
United Nations conference on “Environments and
Communities” of global significance
Draw a mind map of human interaction in rainforests over
time. List the interactions that are sustainable and
unsustainable. This site may help
http://www.rainforestweb.org/Rainforest_Destruction/
(cattle ranching, shifting cultivation, mining, oil drilling,
logging,, nomadic hunters and gatherers, rubber plantations,
GEOACTIVE 1 (2nd Edition) Sample Program
o
o
o
o
o
greenhouse effect
Nutrient cycling
Leaching
Buttress roots
Profile of a rainforest –vegetation p142
Interactions of humans in rainforests p147
Human interaction p148-149, 150-151
o
Increasing population
o
Medicine, homes, chocolate/cacao tree, fruit
and vegetables, rubber, minerals, timber,
shifting cultivators, roads, palm oil, coconut
plantations, settlements, scientific research
stations, tourism, illegal trade in animals
and plants
o
Commercial logging
o
Farming –small scale to plantations
o
Mining eg gold
o
Map showing changes in Indonesia
o
Satellite images showing changes
Impacts on environments
o
Deforestation
o
Declining and extinct species
o
Deteriorating soil fertility
o
Water pollution (cyanide from
mining)
o
Enhanced greenhouse effect
o
Smog-burning
Declining traditional communities- Indigenous
Select at least one community and the way it
interacts with rainforest environment: p154-155,
156-157

Huli in PNG-shifting cultivators

Penan in Sarawak-nomadic
hunters and gathers

Yanomami Indians in the
Amazon-shifting cultivators
Changes to Indigenous communities
Impacts of roads on the rainforest environments
and their communities p159
Strategies and processes that individuals, groups
and governments use to influence change for a
sustainable future p160-161

Four Rescue Packages

Forest Stewardship Council
Other strategies include:

Kyoto Protocol

Australia Wet Tropics World Heritage Protection
and Management Act 1993

Groups-Rainforest alliance sustainable products
and programs http://www.rainforestalliance.org/news/2003/news63.html
International treaties and programmes for
ecological sustainability:

Convention on Biological Diversity

UN Framework Convention on Climate Change

Tropical Forestry Action Programme (TFAP)

International Tropical Timber Organization
(ITTO)

U.N. Conference on the Environment and
Development (UNCED)

World Bank forest policies
Page 37
rainforest
environment p160161
 integrate
geographical tools
such as identifying
features on a world
map such as
locating rainforests
p143, maps
p150,153, 154,156;
diagrams 142,
147144,145,
147,150, 159;
photos
p140,148,149,159,1
51,152,
155,157,160,161,16
2,163; climate
graphs p145,
satellite imagery
p145, 159, table
p160, make a line
diagram p162,
37
small scale subsistence fruit and vegetable farms, palm oil, tree
plantations, roads, towns and settlements, medicine, illegal
trade in exotic plants and animals, commercial hunters,
scientific research, tourism)
Civics and citizenship. How could you be a conscious
consumer by reducing the impacts of humans on rainforests for
an ecological sustainable earth? This site may help
http://www.rainforestweb.org/What_You_Can_Do/
The actions of groups/organisations are contributing to the
sustainable management of rainforests. Present a report on ten
such organisations as a poster. For example
http://www.saveourearth.co.uk/soe_rainf.htm
http://www.rainforestfoundationuk.org/s-index
Write a letter to the Environment Minister promoting
sustainable use of rainforests. Here is a letter writing campaign
on the net http://www.globalresponse.org/
What are the strategies for a sustainable rainforest?
http://www.rainforestweb.org/Rainforest_Protection/Internation
al_Treaties/
Students can journey into rainforests without leaving the
classroom. Refer to satellite images and describe the changes to
rainforests over time
http://www.solcomhouse.com/nasarainforest.htm
Satellite images can show changes to rainforests over time.
Refer to these satellite images and describe the changes. Refer
to page 159
Multiple Intelligence. Work in groups and research music,
poem or story on rainforests and present as an oral report
Current information on rainforests is important for a good
geographer. Find the latest news on rainforests on the Internet
Select 5 articles and summarise their contents. Determine
whether the material ins biased. This site may help
http://www.rainforestweb.org/news.php
Research one of these topics: piranha, orang-utan or cattle
ranches in rainforests and their links to the hamburger industry
What is the true story behind ‘Cadbury accused of rainforest
destruction’?
http://www.guardian.co.uk/conservation/story/0,13369,122238
7,00.html
Plan a journey down the Amazon river and describe its
environment and the interaction of communities. Present the
journey as a poster or multi media presentation. Include map
http://www.pbs.org/journeyintoamazonia/
Role play. Pharmacist, zoologist, illegal animal trader, tourist,
timber cutter, cattle rancher, orang-utan, miner, Indigenous
shifting cultivator, developer, rubber plantation owner, small
scale subsistence farmer, coffee plantation owner,
conservationist, World Heritage site manager and a person
living on a small coral island in the Pacific Ocean.
Describe their different perspectives on the management of the
rainforests. Which groups are promoting sustainable futures?
Present a PowerPoint presentation or poster on the different
perspectives
Summative assessment. Design a crossword to test the
glossary on page 141 at puzzlemaker
More information
http://www.kidskonnect.com/Rainforest/RainforestHome.html
Kid’s action corner
http://kids.ran.org/kidscorner/index.html
A global debate
http://www.faculty.de.gcsu.edu/~dvess/gissues/rainf.htm
Rainforests and Aboriginal heritage
http://www.wettropics.gov.au/rah/rah_default.html
Daintree Rainforest
http://www.thekoala.com/camp/rainforest/rainforest.htm
Rainforest regions
http://www.rainforestweb.org/Rainforest_Regions/
Rainforest information
http://www.rainforestweb.org/Rainforest_Information/
Great site for kids
http://www.rainforestweb.org/Rainforest_Information/Sites_for
_Kids/
GEOACTIVE 1 (2nd Edition) Sample Program
38
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 …………………..
Page 38
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G2
Focus
39
Global Environments and Communities
Suggested time
Focus Area 4G2: 20hours
(depending on prior
Polar lands
knowledge of students
Chapter 8
HSIE K-6)
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):
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
4.6.describes the geographical processes that form and
transform environments
4.8.describes the interrelationships between people and
environments
4.10. explains how geographical knowledge,
understanding and skills combine with knowledge
of civics to contribute to informed citizenship.
Page 39
The use of the
Internet is a source of
information for
research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

collect
and interpret
electronic
information

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
fieldtrip to
Antarctica

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
changes in polar
lands using satellite
imagery
http://terraweb.wr.u
sgs.gov/TRS/project
s/Antarctica/AVHR
R.html

collect
and interpret
photographic
images of polar
environments and
their communities

try this
webquest role play
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox:
p164,167,169,173,174,175,177,181,183,184

Check and challenge p186-187

Knowledge and Understanding:
p167,169,171,173,175,177,179,180,182,184,186

Geofacts p169,171,

Extension worksheets:
o
Sign a map (8.1)
o
Professor of Ice (8.5)
o
Survival in the Antarctica (8.7)
o
How do you feel? (8.10)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Virtual Fieldwork:
Lets go on adventure
http://astro.uchicago.edu/cara/vtour/
Webcams at Mawson, Casey, Davis,
Macquarie Island
http://www.aad.gov.au/asset/webcams/default.
asp
Follow the progress of the Australian
icebreaker Aurora Australis
http://www.aad.gov.au/default.asp?casid=5490
Explore the Antarctic through the eyes of
those who travel there with the Australian
Antarctic Division:
http://www.aad.gov.au/default.asp?content=dy
namic&title=Antarctic%20Diaries&casid=38
&docid=1&type=3&children=39
Life at a station
http://www.aad.gov.au/default.asp?casid=32
Glossary p165
Jacaranda Atlas and CD Rom
Videos CV Classroom Video

Antarctica-Continent of ice 40min

Antarctica-Life on ice 40min
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
GEOACTIVE 1 (2nd Edition) Sample Program
Students learn about:
Select a polar environment:

the spatial distribution p166

the major geographical processes
–
atmospheric processes p167,172-173,176177
–
biotic processes p178-179
–
geomorphic processes p174-175
–
hydrologic processes p174-175

the way humans, including indigenous groups,
interact with the polar lands p168,180-181
Select at least one community and the way it
interacts with a polar environment: p168-169, 170171, 182-185

the way the rainforest environment influences the
community

the way the relationship between the community
and the rainforest environment is changing

strategies and processes that individuals, groups
and governments use to influence change

the way the community is responding to these
changes
Spatial- location of polar lands p166-167
Arctic ad Antarctic
Isotherm and mean temperature boundary
Two landscapes - ice cap and tundra
Permafrost
Atmospheric processes of polar landsp167
Climate- oblique rays of sun
Cold and dry
Low humidity
Wind chill
Blizzards
Climate graph
Select at least one community in the Arctic and the
Page 40
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/cgibin/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 to:
 recognise the
spatial distribution
of polar
environments p166
 describe the
geographical
processes that shape
the polar
environments p167175
 draw and
describe the
operation of a
simple Antarctic
ecosystem p179
 describe the
interaction of
humans with polar
environments
 describe the
interrelationship of
the polar
environments and a
specific community
 explain how
individuals,
community
organisations and
government actions
are contributing to
the current
management of
polar environments
 identify the
responsibility of
government to the
community and its
polar environment
 integrate
geographical tools
such as locating
polar areas on a
40
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions. Where are polar
lands located? What is the coldest, highest, windiest and driest
continent on earth? Why is krill important in the ecosystem?
Why are Polar bears not found in Antarctica? What is the
difference between an ice berg and a glacier? Why should we
conserve the whales that migrate off the coasts of Australia and
the birds that visit our wetlands? Why are polar ecosystems at
risk from increasing human interaction? How did the traditional
Indigenous people survive in the Arctic? What is
transhumance? How are individuals, communities and
governments sustainably managing polar lands? What are the
natural resources in polar lands? How does tourism impact on
polar ecosystems? What are the strategies for ecological
sustainable tourism in polar areas? What is the Antarctic
Treaty? What is the link between enhanced greenhouse gases
and a decline in ice sheets and glaciers? What is the link
between using CFCs and thinning ozone layer? Why is mining
prohibited in Antarctica? How can you act locally to conserve
polar lands?
Each student researches one of these questions and presents
findings as an oral report. Ensure students do not overlap with
the same question
Describe the environment from satellite
http://terraweb.wr.usgs.gov/TRS/projects/Antarctica/AVHRR.h
tml
http://www.enchantedlearning.com/school/Antarctica/
\
Imagine you were lost in a polar region and suffered frost bite.
What are the causes and effects of frost bite? How can humans
reduce the adverse effects of the cold environment?
http://kidshealth.org/parent/firstaid_safe/emergencies/frostbite.
html
Refer to the climate graphs. Point Barrow p167, Coober Pedy
p119, Lucknow p113 and Belem p145. What places have the
coldest, hottest, wettest and driest months? What places receive
the highest and lowest annual rainfall? What place does not
appear to have seasons? Compare Point Barrow’s climate with
the other environments. What environment poses the greatest
challenge for survival of humans? Give reasons for your answer
Why is their millions of tones of snow on the ground but the
rainfall is almost nil?
GEOACTIVE 1 (2nd Edition) Sample Program
way it interacts with environment:
Sami in Northern Europe (Lapps) p168-169

Indigenous people

Atmospheric, hydrologic, geomorphic
and biotic processes

Reindeer communities

Transhumance

Transport –huskies, snowmobile,
surveillance planes

Photograph literacy
Inuit in Northern Canada p170-171

Indigenous people

Atmospheric, hydrologic,
geomorphic and biotic processes

Transport

Sod, stone, ice and tent homes

Changes to Indigenous lives

Conflict over land rights

Strategies and processes that
individuals, groups and governments
use to influence change for a
sustainable future
Antarctica the facts p172-173
Highest, dries, coldest and windiest continent on
earth
Twenty four hours of sunlight and darkness
Clothing
Frostbite
Olympics- cross country skiing held in coastal
pine forests on the Ross Ice Shelf, Inuit won the
bob-sled event and the ski jump at Mawson,
Antarctica’s largest city
Interpreting photographs
Newspaper article
Antarctica-hydrologic and geomorphic processes
p174-175
Highest continent
Ice sheets, glaciers, ice shelves, crevasses,
icebergs
Sea ice, floes, pack-ice
Photo literacy-Titanic
Satellite imagery
Antarctica-atmospheric and hydrologic processes
p176-177
Cold, dry and windy
Sun’s rays, blizzards, katabatic winds
Climate graph
Photo literacy
Antarctica - biotic processes –living in a freezer
p178-179
Ecosystem
Adaptation of animals and birds
Krill
Migration
Emperor penguin, humpback whales, killer
whales, terns, petrel, dolphins, albatross
Food in rich, cold waters and on land (moss,
lichens)
Antarctica-human interaction
Whaling
Fishing krill
Tourism
Mining
Scientific research
Bases
Photo literacy, map, line graph, table
Page 41
world map p166,;
maps
p168,170,181,184,1
85; diagrams p187;
photos
p165,166,169,171,1
73, 186,
175,176,177,181,18
2,183; climate
graphs p167,177;
satellite imagery
p175; table
p167,181;newspaper
article p172;
transect p174;
sketches p178; line
graph p181
41
Design a sustainable tourist resort in a polar environment
Draw a sketch of the tundra. Compare this photograph with
mountains p86 rainforests P140 and deserts p114. Which
photographs show the most abundant vegetation, steepest
gradient and coldest environment? What place would you like
to live? Give reasons for your answer
Draw a simple food web from the information on p178-179.
Let’s party in Antarctica as it is full of life, especially in the
nutrient rich freezing water. What does this mean?
What would happen to the ecosystem if krill was over fished?
The ocean is part of the global commons

DDT has found its way into Arctic and Antarctic
waters and into the fatty tissues of penguins. What
will happen to the penguins? Suggest strategies for
its management.

Follow the migration of whales and dolphins from
Antarctica on their yearly holiday to sunny
Queensland

Research why the dumping of old Russian ships
containing radioactive material in Arctic waters is a
global problem.
The atmosphere is part of the global commons

Describe the link between cutting trees in the
Amazon, driving cars in Australia, using fossil fuels
to light homes in the US and drilling for oil in the
Middle East is linked to polar lands. Draw a
diagram to show the links

Why are the links between CFCs used in air
conditioners, refrigerators and hair sprays and the
thinning ozone layer? What are the impacts on the
environment and people? What are the strategies for
its management? Scenario. What will happen when
1.3 billion wealthier Chinese start buying
refrigerators and using air conditioners?

How has the Montreal Protocol helped reduce the
thinning of the ozone layer?
The Arctic Monitoring and Assessment Programme (AMAP)
found the Inuit had a high mortality rate from cancer, a
reduction in permanent ice was affecting their food resources
and salmon was threatening native species. Why is the Arctic
called the dumping ground for the rest of the world? What
effects is deteriorating water quality and global warming
having on food chains and ecosystems? What strategies should
be implemented from the local to the global for their
sustainable environment?
What are the Convention on Biological Diversity and the
Global Environment Facility (GEF) and their strategies for
ecological sustainable Inuit environments?
http://www.inuitcircumpolar.com/index.php?ID=26&Lang=En
What happens on earth happens at the poles first. What does
this mean to the sustainability of polar environments and their
communities? What are the strategies at the local scale that can
improve the sustainability of polar environments?
Refer to Chapter 2 on World Heritage sites. Research theses
sites in polar lands. What were the criteria for their selection
and how are government actions contributing to their current
management. World Heritage –Heard and McDonald Islands
and Macquarie Islands
http://www.aad.gov.au/default.asp?casid=218
Design a poster describing the interaction of Sami
communities in Finland’s environment and how groups and
government actions are contributing to the current management
http://virtual.finland.fi/finfo/english/saameng.html.
Describe the strategies for the sustainability of reindeers
http://www.reindeer-husbandry.uit.no/
The Sami practice transhumance. What does this mean? It is
also practiced in the Pyrenees mountain area, Corsica and
Rumania. Research the different types of transhumance and
how humans interact with different environments
Refer to the photograph on p169 and compare the clothing
with the Huli’s p155, Mongols p138, Arabs p 133 and Nepalese
p107. How have humans adapted to the different environments?
Role play. biologist, tourist, penguin, miner, krill fishing fleet
owner, Japanese Minke whaler, meteorologist, tourist
developer, conservationist, Sami, reindeer, Inuit, person living
GEOACTIVE 1 (2nd Edition) Sample Program
Humans use Antarctica p187
Select at least one community in Antarctica and the
way it interacts with environment: p182-183
Bases on Ice
Permanent and semi permanent communities
Whaling stations (closed)
Scientific bases- measuring ozone, weather,
climate change, magnetics, human physiology
Impact of the environment on bases
Impact of bases on the environment
Environmental disasters-oil and nuclear spills,
waste.
Sustainable management of the environment
Photo literacy exercises
Human activities change environments p186
Managing Antarctica sustainably p184-185
Territorial claims
Antarctic Treaty
No mining
Future of icebergs for dry continents
Impacts of climate change and depletion of
ozone
Local to global strategies for a sustainable earth
Other treaties and agreements (eg. Montreal
Protocol)
Treaties that apply to the Artic region
http://finnbarents.urova.fi/aria/aria_rus/tra_int.as
p (issues-old Russian boats containing
radioactive material dumped into Arctic Sea)
Antarctic Treaty only the beginning of the
management – for example Conservation of
Antarctic Seals 1972 and Convention on the
Conservation of Antarctic Marine Living
Resources 1980
42
on a base in Antarctica, climate expert and waste manager.
Describe their different perspectives on the management of
polar lands. Which groups are promoting sustainable futures?
Present the diversity of perspectives as either a multi media
presentation, PowerPoint or poster.
Civics and Citizenship-group work. ‘Act locally helps polar
lands’. Research one local action and suggest strategies for the
ecological sustainability of polar lands. Present findings as an
oral report to the class then design a poster to promote a
healthier earth
Links to 5A4 Geoactives 2. The Antarctic Treaty was signed
by Australia. What is the treaty? What are the responsibilities
of governments and communities to sustainably manage this
environment for a healthier earth?
http://www.unog.ch/frames/disarm/distreat/antarc.htm
Strategies and processes. How does the Antarctic Treaty and
the Madrid Protocol aim to protect Antarctica?
http://www.olemiss.edu/orgs/SGLC/antar.htm
The actions of groups/organisations and governments are
contributing to the sustainable management of polar lands
Present a report on ten such organisations as a poster.
Write a letter to the Environment Minister promoting
sustainable use of polar lands.
Humpback whales have the longest annual migration of any
mammal. They travel from the Antarctic Peninsula across the
Equator to even Mexico. What is the responsibility of the
Queensland government to ensure that the humpback whales
can migrate annually?
http://www.epa.qld.gov.au/about_the_epa/media_statements/fa
ct_sheets/humpback_whales/
Perspectives: Debate for and against

Tourism in Antarctica

The riches of Antarctica should be distributed
amongst the global population

Increase fishing to feed millions of people dying
from hunger. Just remember there is sufficient food
to feed everyone on earth if it was evenly
distributed.

It does not matter what happens in Antarctica as no
one really lives their

Ice bergs should be used to water dry environments.
Summative assessment. Design a crossword to test the
glossary on page 165 at 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 and
Page 42
GEOACTIVE 1 (2nd Edition) Sample Program
43
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 …………………..
Page 43
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G3
44
Global Change
Suggested time
Focus Area 4G3: 30hours
(depending on prior
knowledge of students)
The Changing Nature of the World
Chapter 9
Focus
The changing nature of the world and responses to these changes.
Syllabus outcomes
A student (p 188)
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
4.7
identifies and discusses geographical issues
from a range of perspectives
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.
Page 44
Suggested ICT
The use of the
Internet is a source of
information for a
global perspective in
a globalised world,
research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

use email
for a specific
geographical
purpose p200

practice
ethical behaviour
when using email
and the internet
p200

collect
and interpret
electronic
information

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
fieldtrip to observe
globalisation and
changing
relationships

create a
desktop-published
document

develop
and refine search
techniques

observe
and record latest
global changes
using satellite
imagery
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p188,192,199,200,203,

Check and challenge p206-207

Knowledge and Understanding:
p191,193,195,199,201,203,204

Geofacts p193

Extension worksheets:
o
Sign a map (9.1)
o
TNCs vs GDP (9.3)
o
Global consumerism (9.5)
o
United Nations wordsearch (9.7)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Virtual Fieldwork:
United Nations-global organisation
http://cyberschoolbus.un.org/untour/
Virtual tour of Disneyland-cultural integration
http://www.scottware.com.au/theme/linkage/guides.
htm#Virtual tours
Glossary p189
Jacaranda Atlas and CD Rom
Videos
Global Connections-21 min CV
The Global Economy –Globalisation 22min CV
Impacts of Globalisation 22min CV
Refugees- global movement of people 10min CV
Global organization-landmines- AusAID p191 10
min
Global Business –Volvo in Brazil 18min CV
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
GEOACTIVE 1 (2nd Edition) Sample Program
45

Students learn about:
The changing nature of the world p188-203

globalisation:
–
the globalisation process
–
changes in technology
–
impacts of globalisation

changing global relationships:
–
business
–
nations
–
organisations
Global organisations p204

investigating a group involved in reducing global
inequalities and promoting ecological
sustainability eg. United Nations
Introduction p188-189
The changing world
Photo literacy
Global village p190-191
Interdependent and interconnected world
Globalisation –TNCs, Coca Cola
Globalisation process diagram
Impact of globalisation p191-local to
global, positive and negatives (AusAID, the
Simpsons, westernisation of society)
The death of distance p192-193, 207
Internet, mobile phones, phone cards,
Photo literacy-satellite dish in Mali
Satellite imagery refer to
p2,56,132,134,145, 175.
Growth of the Internet and Internet users
Digital divide
Telecentres and Internet cafes
Jets, container ships-Qantas p207
Industry moves around the globe p194-195
Rip Curl, Mambo, Billabong, Quicksilver
Economic globalisation
Decline of nation states and growth of
economic zones eg. EU
Role of TNC’s –Sanyo, McDonalds, News
Corporation, ExxonMobile
World’s largest TNCs
Role of TNC’s in the global economypositive and negative perspectives
Nike a case study p196-197
Process of globalisation
Role of technology
Economic and cultural integration
Page 45
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 to:







outline the
process of
globalisation
p190-191
recognise the
role of
technology in
the
globalisation
process p192193
identify
examples of
economic and
cultural factors
that are part of
globalisation
p194-203
identify the
impact of
globalisation at
an individual,
local, national
and global
scalep190-203
describe ways
in which global
relationships
are changing as
a result of
globalisation
p190-205
discuss
methods used
by groups to
influence the
global
communityAusAID p191,
TNCs p194,
media p200,
Internet NGOs,
UN p203
integrate
geographical
tools such as:
maps
p193,194,196,1
97,206; graphs
p192,197;
tables and
statistics
p195,197; time
line 198;
diagrams
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Mind map. What is globalisation? P190 What are the impacts
of globalisation on students? P191
Write a diary listing global links p191 .Present as multimedia
or PowerPoint
Prepare a collage of global advertisements p191. Explain the
message
Complete activities on ethical behaviour using email and the
Internet p200
What is the ethical behaviour that should be followed when
you email people and organisations?
Ethical behaviour p200. Many global organisations are linked
via the Internet and email. One such organisation is Global
Education. What are its views on globalisation? Is it balanced?
http://www.globaleducation.edna.edu.au/globaled/go/pid/178.
To provide feedback to the organisation send an email
http://www.globaleducation.edna.edu.au/globaled/go/pid/196
Collect a media file on global issues p191. Determine bias and
stereotyping
Group work. Design a Go Global Bingo Game (global music,
books, TV shows, films, clothes, holiday resorts, sporting
heroes, film stars, food, organisations, TNCs).
Perspectives exercise. Debate for and against globalisation
Fieldwork
Visit a local shop and list 20 goods that are
imported into Australia. Locate the countries on a
world map including latitude and longitude
Draw a transect of a shopping centre. Name the
shops and the source of the majority of the products
(eg. $2 shop mostly from Asia)
Visit McDonalds. Describe the global links
(franchise),the impacts on individuals and how it
has changed into a more sustainable and equitable
global company
Multiple Intelligence
Students organise a lunch with a variety of foods from
different countries. Students locate countries on a world map
and write a report on the ingredients used
Students survey the class on overseas TV shows and films
viewed in the last week. Collate as a column graph
Role play. What role do these people play in the globalisation
process? A person who works for Nike in India, wears Levi
jeans, drinks Coca Cola, listens to the Disney channel, uses
satellite imagery to determine the path of a cyclone in
Australia, increasing desertification in sub Sahara Africa and
deforestation of the Amazon, a stock broker, an Internet user,
oil company CEO, tourist, mobile phone owner, AusAID
worker in PNG, Red Cross worker in Iraq, or a person who is
part of the World Cup or Olympic Games
United Nations uses ICT (cyber school) to promote a more
peaceful, equitable, socially just and sustainable globalised
world. Refer to page 200 and list its ethical values and the
methods used to influence the global community such as
special UN days
http://www.un.org/Pubs/CyberSchoolBus/
GEOACTIVE 1 (2nd Edition) Sample Program
Methods used to influence the global
economy –marketing
Pie graph, world maps, table, time line,
survey
Globalisation of culture p200-201
Culture, cultural integration
Impacts on indigenous culture and
disappearing languages
Technology and media giants –Time
Warner, Disney, News Corporation
Australia and local content (FTA with
America)
Ethical behaviour using email and the
Internet
Protecting local cultures
The Body Shop-cocoa beans form Ghana
McDonaldisation of our Global Society p202-203
Global fast food industry
McDonalds-globalisation process
Cultural and economic impact at an
individual, local, national and global sale –
threat to street food
Methods used by resistance groups to
influence the global community-banning
chains, prohibiting advertisements
Response – adapt to local markets and
cultures – rice meals in Hong Kong
Changes to McDonalds as a result of
globalisation – support ecological
sustainability and becoming an active
global citizen
The United Nations-a global organisation p204-205
Towards a more equal, peaceful, socially
just and sustainable world
Security/peace, emergencies, humanitarian
assistance, economic and social
development and human rights
Role in the globalisation process
Global cities p206
Headquarters of TNCs and
intergovernmental organisations eg. New
York-WTO
Part of the globalisation process economic, (stock exchange), technological
(ports, aerodromes) social/cultural (theatres,
arts), political (government departments)
tourism, expensive global products (clothes,
porshes)
Nestle babies formula p207
Global TNC and methods used by groups to
influence the global community-boycott
Qantas and changing technology in air travel p207
Page 46
p190,204;
cartoons
p191,203;
photographs
p188, 191,
192,194,195,19
7,199,200,201,2
02,205,207;
satellite images
p2,56,132,134,1
45, 175 and
fieldwork
(actual and
virtual); survey
p199
46
http://globaled.ausaid.gov.au/un_observ.html
Organise a guest speaker to celebrate United Nations Special
Days. How effective are these days in changing global
relationships?
Plan a trip to Disneyland. Organise accommodation and sites
to visit.
http://www.scottware.com.au/theme/linkage/guides.htm#Virtua
l tours
Music is an international language. List music, bands and
performers you listen to from overseas countries and Australian
music, bands and performers who play overseas. Discuss how
Napster and swapping music via the Internet is angering the
global music business.
http://www.mediaawareness.ca/english/resources/educational/lessons/secondary/
music/teaching_about_napster.cfm
What is Harry Potter’s global appeal?
http://www.engcool.com/GEN/comments.php?id=19_0_1_0_C
Refer to the satellite images p2,56,132,134,145, 175. Describe
the images and how they help people manage the world’s
resources more sustainably.
Interpret line graphs p192
Imagine you are a reporter writing a story on how modern
communications have changed lives p193
Discuss how the Internet is used by groups to influence the
global community (eg. NGOs, civil action groups)
Investigate how AusAID aims to reduce the digital divideVirtual Colombo Plan
http://www.ausaid.gov.au/hottopics/topic.cfm?Id=326_3216_5
474_6437_2910
Search engines on the Internet are part of the globalisation
process. Research five search engines and summarise their
global links
Search the Internet for cartoons on the different types of
globalisation. Collect five cartoons. Explain their message
Group work. Present a collage of global trade marks, such as
the Nike swish. Test the other groups
Global sportspeople are always in the news, such as David
Beckham and Tiger Woods. Research ten famous global
sportspeople and discuss how they influence the global
community eg. endorsements of global products
Terrorism is global and moves across borders. What is meant
by terrorism? Research the changing nature of terrorism and
how it has changed the world since 2001.
Design two slogans. One pro globalisation and one antiglobalisation. What are the characteristics of an effective
slogan?
The global jean and t-shirt is worn in every part of the world.
Research the jean industry such as Levis. What is its impact on
indigenous communities. Present as an oral report
Barbie dolls are part of western culture. Research the growth of
Mattel from a small garage in 1945 to the largest global toy
manufacturer
http://www.mattel.com/about_us/history/default.asp?f=true
As the world becomes globalised languages are disappearing.
http://abcnews.go.com/sections/world/DailyNews/endangered_l
anguages.html. How many languages have disappeared and
discuss the methods to reverse this trend
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?
GEOACTIVE 1 (2nd Edition) Sample Program
47
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 …………………..
Page 47
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G3
48
Global Change
Suggested time
Focus Area 4G3: 30hours
(depending on prior
knowledge of students)
Global Inequalities
Chapter 10
Focus
The changing nature of the world and responses to these changes.
Syllabus outcomes
Suggested ICT
The use of the
A student (p208)
4.1
identifies and gathers geographical
Internet is a source of
information
information research,
4.2
organises and interprets geographical
virtual fieldwork,
information
students with
4.3
uses a range of written, oral and graphic forms learning problems,
to communicate geographical information
extension activities,
4.4
uses a range of geographical tools
geographical tools,
4.5
demonstrates a sense of place about global
digital images,
environments
independent learning
4.7
identifies and discusses geographical issues
as well a providing a
from a range of perspectives
variety of
4.9
describes differences in life opportunities
perspectives.
throughout the world
Students will:
4.10
explains how geographical knowledge,

use email
understanding and skills combine with knowledge of
for a specific
civics to contribute to informed citizenship.
geographical
purpose such as
links to people with
different life
opportunities and
global organisations
to reduce inequality

practice
ethical behaviour
when using email
and the internet

collect
and interpret
electronic
information from
the Global
Education website
on education, food
security, health,
poverty alleviation,
water,
infrastructure,
women, refugees,
volunteering in
developing
countries
http://www.globaled
ucation.edna.edu.au/
globaled/page1.html
 complete the on line
learning quests on
access to safe
drinking, water and
world hunger
http://www.globaled
ucation.edna.edu.au/
globaled/go/cache/o
ffonce/pid/114;jsess
ionid=1898E342D6
AB98992E88E9602
E08D788

design a
learning quiz on
global inequalities
http://www.globaledu
cation.edna.edu.au/gl
obaled/quiz
Page 48
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p208,211,215,221,229,230,

Check and challenge p230,231

Knowledge and Understanding:
p210,213,215,217,220-221,223,225,227,229

Geofacts p226

Extension worksheets:
o
Needs and wants (10.1)
o
Survive (10.2)
o
Comparing statistics (10.6)
o
Scatter graphs (10.8)
o
Help! (10.10)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Fieldwork:
o
Research inequality in your local area
(homeless)
o
Research the organisations that work to
reduce poverty and inequality in
Australia. ACOSS, Smith Family,
Exodus
o
Become involved as an active citizen and
work for a charity

Power Point.
Explain slum upgrading
http://www.citiesalliance.org/citiesalliancehomepag
e.nsf/0/6E8DDD4FAA6557A186256BF900504512?
OpenDocument
Glossary p209
Jacaranda Atlas and CD Rom
Videos CV Classroom Video
Sewage treatment 20min
Women in development 25min-AusAID/CV
Living in Vietnam 20min CV
Vietnam- impact of aid 29min CV
Global co-operation –aid in PNG & Vietnam 26
min
Landmines-AusAID (impact on poverty)
AusAID Focus Magazines (free) and on line
http://www.ausaid.gov.au/publications/pubout.cfm?Id=4791_8
370_3004_8623_90&Type=PubFocus
Summer 2003/4 HIVAIDS
Summer 2003/4 and Autumn 2003 Water
Spring 2003 Refugees
Winter 2002 Afghanistan famine
May 2004 Education
GEOACTIVE 1 (2nd Edition) Sample Program
49

design
and create a
multimedia
presentation using
the AusAID website
and photo library
showing global
inequalities
http://photolibrary.au
said.gov.au/Cumulus/
Standard/index.jsp

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
fieldtrip to observe
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:
Global inequalities

extremes of poverty and wealth p210-211, 230

variations in the access of people to essential
aspects of life including:
–
education p214225
–
food p212-215
Page 49
Students learn to:


identify global
patterns of
poverty and
wealth p210211, 230
describe global
variations in the
access of
Global Education lessons and activities
http://www.globaleducation.edna.edu.au/globaled/page1.html

Education

Food security

Health

Poverty Alleviation

Water

Infrastructure

Women

Refugees

Volunteering
Australians bringing education to the poorest people
http://www.ausaid.gov.au/publications/pdf/giftofknowledge199
9.pdf
Free posters for photo literacy –water
http://www.ausaid.gov.au/publications/default.cfm
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
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions. What is poverty?
Who and what countries are poor? What are basic human
rights? Who and what countries are rich? Is the gap between
rich and poor growing? What is the difference between absolute
and relative poverty? What is wrong with first, second and third
world classification of development? What is wrong with the
1980s North/South Brandt divide? How does the World Bank
divide the world? What is wrong with using GDP as a measure
GEOACTIVE 1 (2nd Edition) Sample Program
–
–
–

health p220-223
shelter p218-219
water p216-217
different life opportunities and quality of life
throughout the world p226-227

Global organisations

investigate a group involved in reducing global
inequalities eg. AusAID p228-229
Introduction to an unequal world p208
Poverty and wealth p210-211
Extremes of poverty and wealth-countries,
people,companies
Poverty and wealth more than money
Measurements: GDP and HDI
Poverty perspectives-absolute, relative, income,
human and basic needs
Global pattern developed and developing
Global divide p230
HIV/AIDs sufferer in Africa and global
citizenship
Photo literacy, table and choropleth map
Organisations to reduce inequality eg
Australian Council for International
Development
http://www.acfid.asn.au/
International centre for eradicating poverty
http://www.eradicatepoverty.com/
Famine versus hunger p212-213
Famine, hunger, malnutrition
Groups involved in reducing hunger WHO,WFP
‘Oil for Food Program’ In Iraq
Key geographical questions, such as
Are there too many people on earth to feed?
How much food does the world produce? Do all
countries produce enough food? Is there enough
farming land to grow food? Etc
Mercator world map and photo literacy
Page 50


people to a
range of
essential
aspects of life
p212-225
describe
different global
life
opportunities
and quality of
life, including
those based on
gender p226227
discuss
methods used
by groups to
influence the
global
community
p228229,212,22223,
225,227
integrate
geographical
tools such as
maps
p212,214,217,2
18,221,222,223,
229;
photographs
p210,213,216,2
26, 227: table
p210,211,215,2
18,220,225,227,
228,230; graphs
p214,215,217,2
21,224,229:
diagrams p218219: GIS p230;
flow diagram
p216:
newspaper
article p225;
climate graphwater Cairo
p135
50
of wealth? What is the difference between hunger and famine?
Is there enough food to feed everyone on earth? What controls
most of the food trade? Has everyone access to clean water,
adequate shelter, education and health services? Why is
HIV/AIDS both a health and development issue in Africa?
What are the development advantages of educating girls? Why
do many women, indigenous people and ethnic minorities
experience different life opportunities? What were the effects
of the Taliban rule on women? How has NGOS made a better
life for more people? How has AusAID helped to reduce
poverty in developing countries? Students research one
geographical question using the Internet and present findings as
a PowerPoint of multimedia.
Draw a mind map that explains how Thabiso’s AIDs can
influence other parts of his life? P210.
The World Bank states that poverty is more than wealth. How
do you measure poverty? Why is GDP per capita a poor
measurement of wealth and poverty?
Refer to map p211. Identify global patterns of poverty and
wealth. Why is the Brandt line no longer used? Refer to the
latest GDP per capita and HDI figures. Research one country
that experiences both a high and low GDP and HDI.
http://hdr.undp.org/reports/global/2004/
http://hdr.undp.org/reports/global/2004/pdf/hdr04_HDI.pdf
http://www.cia.gov/cia/publications/factbook/geos/as.html
http://hdr.undp.org/statistics/data/
In 2004 the world had 7.7 million millionaires. Research who is
wealthy in the world and in Australia. Why do you think there
are less wealthy women? http://rich-bastards.com/dRichLists.htm. Some of these people contribute millions of
dollars to charities. Suggest strategies on how they could
redistribute their wealth for a more equal world.
Design a poster of famous rich sports people. How are some of
these people redistributing their wealth?
http://www.forbes.com/2004/06/23/04athletesland.html
In 2004 there are 1.3 billion people who live on less than one
dollar a day; 3 billion live on under two dollars a day; 1.3
billion have no access to clean water; 3 billion have no access
to sanitation and 2 billion have no access to electricity. At the
same time the wealthy live in palaces with gold taps and toilet
seats. Compare the different life opportunities and suggest
strategies to reduce this extreme global gap
Extreme poverty could be an uneducated child who is a refugee
with no home, income, family, food, clean water, suffering
human rights abuses and HIV/AIDs. Compare this child’s life
with your own. Use the Internet to investigate an NGO that is
involved in reducing these inequalities (eg. Doctors Withourt
Borders, Red Cross)
Active global citizenship has enabled a better quality of life for
more people? What is the good news?
Perspectives exercise-Two reigns of 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
every day p213
Prepare a cartoon on hunger related diseases? P213
Visit Jaconline on the Food security weblink p213
Imagine you are working for an organisation to reduce hunger
and famine. Make a list of the actions you would take to ensure
food supply to a region p213
Design an advertisement p215
Why are so many people starving while others are dying from
obesity, heart diseases and diabetes. Investigate the growth of
GEOACTIVE 1 (2nd Edition) Sample Program
Organisations to reduce food inequality.
Freedom from Hunger
http://www.freefromhunger.org/
Hunger notes
http://www.worldhunger.org/
Hunger project
http://www.thp.org/
51
gyms and diet foods.
Why do people in developed countries spend millions of dollars
on feeding animals while millions of people are dying from
starvation?
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
Water quantity
Global water quantity
Global inequality in water use
Future water scarcity and fear of future water wars
Sustainable development to conserve water (also
Refer to Deserts Chapter 6
Inequality in water quantity (Geoactives 2
Australia) and sustainable management
Photo literacy –Kenya
Water quality
Uneven distribution of safe water
Water diseases
Life cycle of the schistosome (flow diagram)
World map unequal access to fresh water
Picture graph - water related diseases and deaths
Organisations responsible for improving water
UNDP
http://www.un.org/esa/sustdev/sdissues/water/wate
r.htm
A roof over our heads p218-219
Squatters settlements, shanty towns
Focus study: Kenya
Compare Kenya and with Australia -inequalities
Without a home
Extremes: Home is a castle
Table, map and diagram
Urban environmental management of squatter
settlements
http://www.gdrc.org/uem/squatters/squatters.html
Inequalities in health p220-221
Life expectancy related to income
Future –ageing global population
Infant mortality rate-breast feeding verus babies
Page 51
Global water inequalities. Refer to climate graph on Cairo p135
and Belem p145. Describe why water is unevenly distributed
around the world. Compare the two graphs. What country has a
water quantity problem? How is it managed?
How do people living in water scarce developing countries
manage their water supplies? P126
Prepare a report p217 Jaconline Water Hotspots weblink
Research the water quality issue of arsenic in water supplies in
Bangladesh. Answer key geographical questions such as What
is it? Where is it? How did it happen? What were the effects on
the health of the Bangladeshis? What should be done about it?
What groups are making a difference to improve the lives of
these people? http://bicn.com/acic/
Gender perspective: Women are the traditional suppliers of
water in developing countries. How could the education of
women improve the quality of water the family drinks?
http://www.womenaid.org/press/info/development/womenprovi
ders.html. Why would women gain most from water security?
http://www.cyberdyaryo.com/features/f2003_0326_04.htm
Research the reasons for the growth of bottled water.
Refer to pages 128-129, 171, 107, 10 and describe the different
settlements around the globe
Some people do not even have a roof over their head, such as
orphans from wars and AIDS in Africa. Imagine you were this
person and describe your life.
Refer to PowerPoint presentation and investigate how cities
could become places without slums
http://www.citiesalliance.org/citiesalliancehomepage.nsf/0/6E8
DDD4FAA6557A186256BF900504512?OpenDocument
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/
Refer to the graph on p220 and describe the problems of
women living in developing countries
Rank countries p220
GEOACTIVE 1 (2nd Edition) Sample Program
formula
HIV/AIDS
Comparing theme maps on IMR
Picture graph comparing life expectancy with
GDP
Organisations to reduce inequality – Doctors
Without Borders
http://www.doctorswithoutborders.org/
WHO http://www.who.int/en/
Fred Hollows Foundation p231
http://www.hollows.org/content/FrontPage.aspx?
s=3
52
Investigate health requirements when travelling overseas p221
Comparing theme maps p221
What organisations are working towards better health for more
people?
WHO- World Breast Feeding Week. What is its purpose?
http://www.who.int/en/
Tobacco is a growing health problem in developing countries.
Why is it a problem and a health priority for WHO? How can it
be reduced from the local to the global scale? WHO
http://www.who.int/tobacco/en/ and New Internationalist 2004
Why are some countries spending money on preventative
medicine (eg mammograms and million dollar MRI machines)
while other countries lack primary health care and people die
from diahorrea? Is this equity?
With improved quality of life developed countries are facing an
ageing population. What will be the important health care
issues in the future?
Destroy a landmine saves lives and reduces poverty as
agricultural production decreases as they are hidden in the
ground. p231. Write a short article on being a dog handler.
Watch the video and write a report about how organisations are
working to reduce poverty and help people with prothesis
http://www.dfat.gov.au/landmines/. International campaign to
ban landmines http://www.icbl.org/
AIDS the global killer p222-223
What is it? How do you get it? Is there a link to
poverty? What should be done about it? What
organisations are working to reduce AIDS?
Gender- women and AIDS
Orphans
AIDS is a health and development issue in
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
Concept map traces the life of an AIDS orphan p223
Interpret African map –AIDS p223
Poster literacy exercises p223
Complete AIDS quiz p223 (Internet links Jaconline
Analsye whether this website is a source of reliable, unbiased,
current information that also includes geographical tools such
as maps, graphs, photo and statistics
http://www.unaids.org/en/default.asp
Education for all p224-225
Life without an education –being able to read
and write
The importance of an education to move out of
poverty and increase life opportunities
Global illiteracy and comparisons (table)
Picture graph – students per teacher- global
inequality
Good news- reduced illiteracy
Gender gap -table
Gender. Newspaper article-girls in Sudan’s
nomadic communities
Quality education
Organisations in reducing inequality eg
UNICEF, NGOs
Global campaign for education
http://www.campaignforeducation.org/
PowerPoint presentation p225
Links to gender gap at Jaconline
The big issue today is the digital divide in education. What is
the global divide initiative and the projects in Jordan and
Mumbai?
http://www.weforum.org/site/homepublic.nsf/Content/Global+
Digital+Divide+Initiative
Today, a child in Mozambique can expect to go to school for
two to three years compared to a European or North American
child’s 17 years. How are organisations reducing this gap?
150 million children of primary age start school, but drop out
before they can read or write. In 16 countries in sub-Saharan
Africa almost half are between 6and11 years. They drop out
because of inadequate resources, poorly trained teachers and
they have to work to support their poor family. In other
instances the education does not fit the needs of the community.
For example Shakespeare taught in remote African
communities versus how to grow crops, prevent the spread of
AIDS and why you should drink clean water. Design a school
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
Page 52
GEOACTIVE 1 (2nd Edition) Sample Program
53
http://www.unicef.org/protection/index_childlabour.html
Different life opportunities for women p226-227
Feminsation of poverty
Effects of Taliban rule on women
Human rights abuses
Education improves quality of life and helps
move out of poverty
Organisations in reducing inequality eg
Grameen Bank
Why is educating a girl a positive development step?
http://www.unicef.org/sowc04/sowc04_girls_positive_force.ht
ml
Girls’ left out countries left behind. What does this mean?
http://www.unicef.org/sowc04/sowc04_girls_left_out.html
What is the multiplier effect of girls’ education?
http://www.unicef.org/sowc04/sowc04_multiplier_effect.html
Research Grameen Bank and how it is working to reduce
inequality p227
Research the life opportunities for indigenous people and ethnic
minorities and organisation working to improve their quality of
life
Australian Overseas Aid p228-229
AusAID organisation reduces poverty and
provides education, food, health services,
shelter and water to poor people living in
developing countries for a more equal,
socially just world
Provides improved life opportunities and
quality of life for women, indigenous
peoples, ethnic minorities and refugees in
developing countries
Types of aid
Program- countries and expenditure
Global citizenship –eg. poverty, sustainable
development, HIV/AIDS, landmines, food
security, education and good governance
Empathy stories
AusAID
http://www.ausaid.gov.au
Prepare an advertising poster p229
Links to the Internet p229
Interpreting a theme map p229
Analysing a pie graph p229
Visit the Global Education site
http://www.globaleducation.edna.edu.au/globaled/go/cache/off
once/pid/24;jsessionid=1898E342D6AB98992E88E9602E08D
788 Answer the key geographical questions. Why does
Australia give aid? What is the focus of Australia’s aid? How is
aid delivered? How much aid does Australia give? Which
countries receive aid? What makes aid effective? How much do
other countries contribute to aid?
Complete activities
http://www.globaleducation.edna.edu.au/globaled/go/pid/763
Debate: Aid is effective in reducing global poverty
Role play. Allocating aid money
http://www.globaleducation.edna.edu.au/globaled/go/pid/763
Empathy stories. AusAID Close Up. Select four stories and
describe how AusAID has reduced inequality
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………...…
Page 53
GEOACTIVE 1 (2nd Edition) Sample Program
54
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 …………………..
Page 54
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G3
55
Global Change
Suggested time
Focus Area 4G3: 30hours
(depending on prior
knowledge of students)
Global Resource Use
Chapter 11
Focus
The changing nature of the world and responses to these changes.
Syllabus outcomes
Suggested ICT
The use of the
A student (p 232)
4.1
identifies and gathers geographical
Internet is a source of
information
information for a
4.2
organises and interprets geographical
global perspective,
information
research, virtual
4.3
uses a range of written, oral and graphic forms fieldwork, students
to communicate geographical information
with learning
4.4
uses a range of geographical tools
problems, extension
4.5
demonstrates a sense of place about global
activities,
environments
geographical tools,
4.7
identifies and discusses geographical issues
digital images,
from a range of perspectives
independent learning
4.9
describes differences in life opportunities
as well a providing a
throughout the world
variety of
4.10
explains how geographical knowledge,
perspectives.
understanding and skills combine with knowledge of
Students will:
civics to contribute to informed citizenship.

use email
for a specific
geographical
purpose p247 –
WWF and ‘Stop
Overfishing’
campaign

practice
ethical behaviour
when using email
and the internet
p247

collect
and interpret
electronic
informationweblinks on p.235,
243-4, 247

design
and create a
PowerPoint
presentation p249

design
and create a
multimedia
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
fieldtrip to track
polar bears p247

create a
desktop-published
document

develop
and refine search
techniques
Page 55
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p232,237,239,241,245,247

Check and challenge p248-249 Word quiz on
chapter, bar graph interpretation on global paper
use, pie graphs on oil spills, perspective exercises on
oil spill disasters, impacts on resources and their
management

Knowledge and Understanding:
p234,235,237,239,241,243,244,247

Extension worksheets:
o
Babies..babies…babies (11.2)
o
How do you feel? (11.4)
o
Write a children’s book (11.4)
o
Home of the future (11.7)
o
Rainforest PowerPoint (11.7)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Guest speaker from an environmental group

Fieldwork. Organise a visit to:
o
recycling plant
o
local council or local garbage tip and
write a report on the recycling of
resources
o
oil refinery, mine or forest plantation
o
organic or permaculture farm
o
botanical gardens or zoo for biodiversity
Be part of Streamwatch
http://www.streamwatch.org.au/main.jsp
or Landcare
http://www.landcareaustralia.com.au/

Virtual Fieldwork:
Follow the polar bears on the ice p247 WWF
Polar Bear Tracker-part of a study on the
impact of climate change
Glossary p233
Jacaranda Atlas and CD Rom
Videos CV Classroom Video
Population and world resources –EF 31min
Resource systems in a sustainable city Curitiba 19min
Sustainable agriculture 20min
Timber for tomorrow -50 years of logging 25min
Farming for the future 19min
Oil refining 13 min
Mining in Canada 22 min
Sustainable Forestry 22min
Fish a limited resource 19min
Fish sustainability 23 min
GEOACTIVE 1 (2nd Edition) Sample Program

observe
and record latest
global changes to
natural resources
using satellite
imagery
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:
Variations in the distribution, access and use of
natural resources: p232-245

use of natural resources

sustainability of natural
resources
Students learn to:


Global organisations p234-245; p246-247 WWF
Investigate a group involved in promoting ecological
sustainability eg .WWF

Global resource use p232-250
Time line of earth p232
Causes of decline of resources
Good global citizens- UN and WWF

Access to natural resources p234-235
Page 56
identify global
patterns of
resource use
p234-235
explain the link
between
resource use
and
sustainability
p234-243 and
Ecological
Footprint p244245
discuss
methods used
by groups to
influence the
global
community
p234-245;
WWF p246247
integrate tools
such as maps
such as world
mercator map
on resources
p235,
population
change p236,
misuse of
natural
resources p234,
56
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
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions. What are natural
resources? What is the difference between renewable and non
renewable resources? Who consumes most of the resources?
What happens when people living at the source of a river use
most of the water so little is left for the people living
downstream? Who is cutting down the trees, digging the
minerals and hunting the animals? Why is salinity increasing?
What are the effects of global warming on coral reefs? Why
does clearing wetlands effect marine and bird species? What
are the impacts of an oil spill at sea? Why is oil and water a
source of global conflict?Is the use of resources ecologically
sustainable? What is your ecological footprint? How can you
reduce your EF?
Draw a time line of when everything came into existence
http://www.pbs.org/wnet/nature/forces/html/body_timeline.htm
l
Scientists estimate that over two thirds of the animals and
plants that once lived on Earth are now extinct. Why are some
species of animals endangered?
http://www.animaland.org/asp/realissues/endangered4.asp
What groups promote ecological sustainability of species?
Write a video report. Discuss whether the video was biased or
gave a balance account of the topic
Group work. You are the writer for the game show ‘called
Catastrophic Events’ and have to devise questions on the cause
of the decline in the Earth’s resources, such as disappearing
species and global warming.Make game cards with a question
on one side and the answer on the other. Play the trivia game
and the group that answers the most questions wins.
GEOACTIVE 1 (2nd Edition) Sample Program
Renewable and non renewable
Critical and non critical
Consumed by use and recyclable
Unequal access to global resources
TNC’s impact on resources
World map of resources-oil, uranium
diamonds
Dinka tribesmen in Sudan
Population pressure on resources p236-237
Population 1950-2050
Where the world’s population is explodingdeveloping countries.
World map with percentage population
change
Population distribution and growth and
uneven consumption or resourcesdeveloped versus developing countries,
urban versus rural
Interpreting population pyramids- India and
USA and impacts on resources use
Minamata
p241Africa
p238;
photographs
p233,
235,238,239,
241,243,245;
tables p236;
statistics p243;
diagram p234;
graphs column,
bar and picture
graphs p242,
p248, pie
graphs p249;
climate graphs
p238,239;
population
pyramids p237
India and USA;
ICT p247 and
integrated
throughout the
pages;
fieldwork;
satellite p215,
245; cartoon
p244 and use of
GIS
Imagine you were an owner of a large logging and mining
company operating in a developing country…….p234
Research the life of a Dinka in Africa and how they use the
natural resources p235.
http://hsc.csu.edu.au/pta/scansw/dinka.htm. What has been
happening to their land?
Locate uranium on the world map p235. What are the main
uranium mining countries and what are its uses? What are the
effects of radioactivity on the natural environment? (air, soil,
water, plants and animals)
http://www.uic.com.au/nip41.htm
http://www.epa.gov/radiation/radionuclides/uranium.htm See
Geoactives 2 on uranium waste
Refer to map p235. What are the effects of driftnet fishing?
How effective are international laws? What organisations are
working for its sustainable management?
http://www.oceanlaw.net/netpath/page4-drf.htm
http://www.peopleandplanet.net/doc.php?id=1779
China with 1.3 billion people is starting to develop. What will
be the pressure on its scarce natural resources? What are
China’s plans
http://www.cpre.sdnu.edu.cn/cpre(yw).htm
Future scenario. What will be the future of the world in the year
3000 if the population as well as the use and misuse of natural
resources increases? Draw the earth and its natural resources in
3000
Complete population pyramid activites p237
Resources flashpoint: Southern Africa p238-239
Conflicts – countries sharing same river
supply
Management of scarce water to improve
lifestyle opportunities
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
Group work p239
Complete table p239
Interpret climate graphs p239
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

Biosphere- deforestation, illegal
hunting,

Water –deteriorating qualitytoxins, 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
Disappearing oil resources p242-243
Compete quiz. What am I? Where am I? p241
Class discussion p241
Page 57
57
Collage on sustainable energy p243
Interpret oil company advertisements – Internet p243
Complete Resources Conflicts worksheets p243
GEOACTIVE 1 (2nd Edition) Sample Program
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

Wealthiest oil companies and oil
people

Oil in Iraq
Under Saddam Hussein –
sanction and UN’s ‘Oil for Food
Program’ and situation today
Uneven distribution of wealth from oil

extremes of poverty and wealth

oil money to support armed
forces

TNCs control 70% of oil
reserves
Unsustainable energy –global warming
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
Use of technology such as GIS and satellite
imagery
Aral Sea-decline in size and its management
Promoting ecological sustainability – WWF p246247
Extent of the global organisation
Aims and projects
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
Page 58
58
Perspectives: oil spills p249 –Exxon Valdez p249, Galapagos
Islands 2001, Corio Bay, near Geelong 2003
PowerPoint presentation oil spills p249
Complete activities oil spills pie graphs p249
Word quiz p248
Describe what it would be like living on an oil rig in the middle
of the sea
http://www.rain.org/pipermail/sanctuary-naturalist-corps/2001May/000038.html
Make an oil rig
http://papertoys.com/rig.htm
Measure your ecological footprint p244
Mind map on environmental problems we share p244
List ten natural resource laws in Australia. Why does acting
locally impact on global natural resources?
http://naturalresource.alphalink.com.au/index_files/Page513.ht
m
Use satellite and discuss the changes over time to the Aral Sea
p245
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
GEOACTIVE 1 (2nd Edition) Sample Program
59
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 …………………..
Page 59
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G4
Global Issues and the Role of Citizenship
Global Geographical Issues
Chapter 12
Focus
60
Suggested time
Focus Area 4G4: 30hours
(depending on prior
knowledge of students)
Global geographical issues and appropriate method of citizenship for their management
Syllabus outcomes
A student (p 250)
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
4.7
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.
Page 60
Suggested ICT
The use of the
Internet is a source of
information for a
global perspective on
global geographical
issues as well as used
for research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

use a
range of digital
images, maps,
sound and other
appropriate
multimedia sources
to develop a
multimedia
presentation or
webpage.

use email
for a specific
geographical
purpose such as to
Amnesty
International and
environmental
organisations

practice
ethical behaviour
when using email
and the internet

collect
and interpret
electronic
informationweblinks

design
and create a
PowerPoint
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
fieldtrip

create a
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p250,253,,259,266

Knowledge and Understanding: p253,255,
257,259,261,263,265,267,269,271

Geofacts p255,257

Newspaper articles and scaffold p253,,258,263

Extension worksheets:
o
Making a solar oven (12.4)
o
Growing cities (12.7)
o
Indigenous people (12.9)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Guest speakers
Amnesty International
Conservation NGOs

Multi media presentation
Amnesty International video report
http://web.amnesty.org/report2004/index-eng

Fieldwork
Join Clean Up Australia
http://www.cleanup.com.au/Main.asp?RequestType
=Homepage&SubRequestType=Internet
Landcare
http://www.landcareaustralia.com.au/

Virtual fieldwork
Take a virtual tour underneath the ocean with
Aquarius
http://www.uncw.edu/aquarius/virtual_tour/ipix.htm
l
Follow climate change
http://www.exploratorium.edu/climate/.
Glossary p251
Jacaranda Atlas and CD Rom
Videos CV Classroom Video
Women in development 25 min
Refugees –shattered lives 10 min
Global cooperation 26min
Envrronmental Impact Assessment 23min
Global Education http://www.globaleducation.edna.edu.au

Connection between human rights, good governance
and sustainable development
http://www.globaleducation.edna.edu.au/globaled/g
o/cache/offonce/pid/180;jsessionid=613168FE7769
200C91920AD0EB5C3A34.

Environment
http://www.globaleducation.edna.edu.au/globaled/g
o/cache/offonce/pid/15;jsessionid=613168FE77692
00C91920AD0EB5C3A34 and
http://www.globaleducation.edna.edu.au/globaled/g
o/pid/15
GEOACTIVE 1 (2nd Edition) Sample Program
desktop-published
document

develop
and refine search
techniques

observe
and record latest
global geographical
issues using
satellite imagery
http://terraweb.wr.u
sgs.gov/TRS/project
s/Antarctica/AVHR
R.html

collect
and interpret
photographic
images

research
current global
geographical issues
and the role of
citizenship 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
61







Human Rights
http://www.globaleducation.edna.edu.au/globaled/se
arch;jsessionid=613168FE7769200C91920AD0EB5
C3A34?qt=human+rights&sr=site
Child soldiers
http://www.ausaid.gov.au/publications/focus/focusp
dfs/autumn03/focus_autumn_03_14.pdf
Freeing temple slaves in Ghana
http://www.ausaid.gov.au/closeup/trokosi/default.cf
m
Indigenous people
http://www.globaleducation.edna.edu.au/globaled/se
arch?qt=indigenous+people&sr=site
Water
http://www.globaleducation.edna.edu.au/globaled/g
o/pid/16
Children’s rights
http://www.globaleducation.edna.edu.au/globaled/g
o/cache/offonce/pid/26;jsessionid=613168FE77692
00C91920AD0EB5C3A34
Volunteering
http://www.globaleducation.edna.edu.au/globaled/
go/pid/184
Focus Magazines –AusAID and on line links

Sustainable development
http://www.ausaid.gov.au/publications/pubout.cfm?Id=93
73_7686_1442_7898_4150&Type=PubFocus

Water
http://www.ausaid.gov.au/publications/pubout.cfm?Id=72
71_1184_6361_3290_6595&Type=PubFocus
ABC and Department of Education – Human Rights
http://www.abc.net.au/civics/rights/enter.htm
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:
Global geographical issues p250-271

global geographical issues, which must include:

access to fresh water (Chapter
15)










climate change p256-259
energy use p260-261
human rights p268-269
indigenous people and selfdetermination p270-271
land degradation p262-263
threatened habitats (Chapter 13)
tourism (Chapter 14)
urbanization p266-267
use of ocean resources p264-265
the need to promote ecological sustainability
(Refer to Geoactives 2- Australian Geographical
Issues 5A3)
Students learn to:






Global geographical issues –overview p250-251
Perito Moreno Glacier in Argentina weakened by
global warming
Page 61



recognise
global
geographical
issues p250-271
describe the
nature of global
geographical
issues p250-271
explain the
links between
human actions
and the
consequences
for ecological
sustainability
on a global
scale p250-271
integrate tools
such as:
world maps
with latitude
p259
maps-Africa
p263, China
267
fieldwork
statistics p266
picture graphs
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest students prior knowledge
Answer the key geographical questions. What are
geographical issues? How can they be investigated? What is the
spatial dimension of an issue? What is the ecological dimension
of an issue? How are we all responsible for the management of
global issues? What is active, informed and responsible
citizenship? What is meant by ‘act local think global’? What is
the link between human actions and the consequences for
ecological sustainability on a global scale? What are human
rights? How can you determine bias in the media and in
photographs? How can you communicate with organisations to
participate as global citizens? What is meant by social justice
and equity?
Select six global geographical issues and complete the
geographical issues scaffold p253 using the Jaconline Internet
link
Guantanamo Bay in Cuba is in the news as a place where
terrorists are detained. Refer to these two different Internet sites
on Guantanamo Bay. What are the different perspectives?
http://www.guantanamo.com/
Refer to this site and find the latest environmental news and
pictures. http://www.planetark.org/envpicshome.cfm. Select
five news articles with pictures and explain how the pictures
make the message easier to understand. Why does this site
suggest you email the stories to a friend?
Fieldwork. Get involved join Clean Up Australia Day. Why is
it called ‘heroism in action?’
http://www.cleanup.com.au/Main.asp?RequestType=Homepag
e&SubRequestType=Internet. What is Clean Up the World?
GEOACTIVE 1 (2nd Edition) Sample Program
Glossary

What are geographical issues p252-253
Key geographical questions
Spatial and ecological dimensions
Ecological sustainability
Social justice
Active local to global citizenship
Human Rights
Bias and perspectives
Newspaper media file
Geographical issues scaffold
Worksheet: make a solar oven
Fieldwork: Clean Up Australia








Why is ecological sustainability important? P254255
The future scenario for earth
Environmental crises
Ecological foot pints a measure of
sustainability
Great divide between the users of resourcesdeveloped and developing countries
Not everyone has the same ecological
footprint- different living standardsindigenous people, rural poor in developing
countries. Water inequality
What is sustainable development?
Agenda 21
Actions of governments
Is the environment on the back burner since
the 9/11 incident?
p255,264, 266
line graphs
p257
column graphs
p258,266
pie graphs 260,
262
composite bar
graph p260
diagrams - 3D
Greenhouse
effect and
enhanced
greenhouse
effect p256and
energy use
p260, land
degradation
p262
photographs
p252,253, 255,
263. Draw a
line drawing of
p250
cartoon p253
satellite
imagery
table p260
62
http://www.cleanup.com.au/main.asp?RequestType=Doc&Doc
ID=71&CatID=55 How did this organisation move from local
to global? How can the actions of individuals make a difference
for a more sustainable world? What is the ‘Say no to Plastic
Bags’ campaign? What is the purpose of the Marine Debris
Internet site? What is the problem of cigarette butts?
Identify waste issues that affect the local area.
Refer to these clean up headlines and read the articles and
answer the questions. What are the most common types of
rubbish found? Where does the rubbish come from? Why is it
important to remove rubbish? Predict what would happen if
waste was not disposed of correctly (eg. diseases)
http://www.millenniumkids.com.au/curs1.htm
Create a Clean Up Australia song to be presented at assembly
and a poster to advertise your Clean Up Australia Day
activities.
Become a local newspaper reporter and write an article on
five environmental issues in the local area and what actions
should be taken for ecological sustainability. Present as a
newspaper
Ensure you include different perspectives and avoid bias and
stereotyping
Refer to the Internet for cartoons on the environment. Draw a
cartoon on an environmental issue that effect you
Refer to the Global Education site on waste and answer the
questions
http://www.globaleducation.edna.edu.au/globaled/go/pid/15
http://www.globaleducation.edna.edu.au/globaled/go/pid/149
Read the case study the ‘Power of Many’ in PNG and answer
the questions and activities
http://www.globaleducation.edna.edu.au/globaled/page152.htm
l
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?Id=9373_7
686_1442_7898_4150&Type=PubFocus. What are the actions
of the Australian government to sustainable development?
Research examples of finding ways to live more sustainably off
the land, rivers and sea. What is Landcare Philippines style?
How are volunteers saving elephants? How have they cut air
pollution in China?
United Nations World Environment Day is in the first week in
June. Organise a guest speaker, a School Clean Up activity
and posters around the school promoting the day. Get in touch
with the NSW Geography Teachers’ Association for activities
and resources for that week
http://hsc.csu.edu.au/pta/gtansw/
How can you measure ecological sustainability at the local
scale? http://www.earthday.net/footprint/index.asp
Why is ecological sustainability important when we need a
couple of planets to survive at the present rate of resource use?
What could we do about making a smaller ecological footprint?
State of the 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/
p257
Page 62
GEOACTIVE 1 (2nd Edition) Sample Program
Climate change p256-259
Past, present, future
Greenhouse effect and enhanced
greenhouse effect
Use of fossil fuels
Producers of C02- developed world
Causes and impacts of climate change
Scenarios – flooded coral atolls and
declining snow levels
Species will migrate, die or adapt
Active citizenship-local to globalAustralian Greenhouse Office, Sustainable
Energy Programs
International treaties-Kyoto Protocol
Photo literacy
Internet links and exercises
Energy use p260-261
Use of fossil fuels
Distribution of oil production in the Middle
East (see 4G3)
Top 5 countries - users and producers of
energy
Sustainable energy
Windmills, wave power, solar panels, tower
of power, hot rocks, tidal power, HEP,
biomass farming, landfill waste and sewage
treatment
Active citizenship and government
responsibilities
Promotion of ecological sustainability
Page 63
63
Visit the kid’s site on global warming. What is it? How does it
affect environments and communities? What can we do about
it? http://www.epa.gov/globalwarming/kids/
Be a climate detective and use geographical tools
http://www.epa.gov/globalwarming/kids/detectives.html
Answer the quiz at climate animations
http://www.epa.gov/globalwarming/kids/animations.html
How can you at the local scale make an impact on global
warming?
Imagine you lived on a small coral island in the Pacific Ocean.
What will be your future with increasing sea levels?
http://www.disasterrelief.org/Disasters/020314Tuvalu/
Explain the effects of global warming on health?
http://www.jhsph.edu/globalchange/
What are the threats of global warming to coral reefs and how
are the actions of groups responding to this geographical issue?
http://www.panda.org/about_wwf/what_we_do/marine/what_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
Design logos p261
Internet links to Jaconline and Alternative Energy project
sheets p261
What are the latest ideas on sustainable energy technology?
http://www.csiro.au/index.asp?id=Petroleum%20Resources_Alt
Energy_Sust&type=researchProgram&xml=relatedResearchAr
eas,researchProjects
http://www.altenergy.org/
http://earthsci.org/teacher/basicgeol/alt_energy/alt_energy.html
Read how some people can live without electricity. Compare
you life with theirs
http://www.highlonesomeranch.com/LivingWithoutElectricity.
html
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
atmosphere?
GEOACTIVE 1 (2nd Edition) Sample Program
64
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
Land degradation p262-263
Types of land degradation
Causes and extent of land degradation
Deforestation and impacts on land
Desertification
Sample study Sahel region of Africa
Active citizenship-United Nations and
NGOs
Use of satellite imagery for sustainable
management
Also Geoactives 2 5A3
Use of ocean resources p264-265
Proportion of earth that is water
Importance of water ecosystems
Increasing human interaction
Fishing-increase production, decline in
species,
Driftnet fishing ,cyanide poisoning and
blasting
Red tides, disposal of radioactive wastes, oil
tanker disasters, clearing wetlands,
aquaculture
Groups, governments, international laws
Page 64
P262
Work in small groups and develop an action plan p263
Find out about Landcare groups using Jaconline p263
Write a script for a radio or TV advertisement designed to get
people involved in an upcoming Landcare project p263
Contact local council or Department of Land and Water
Conservation to plan the landuse in the local area
When the land dies and the wells dry communities living in sub
Saharan Africa are forced to move. Research the growth in
environmental refugees globally. What should governments do?
What is the UN Convention to Combat Desertification
http://www.unccd.int/main.php. Why is their global alarm over
dust?
What are the national action plans to manage desertification in
Africa?
http://www.unccd.int/actionprogrammes/africa/africa.php#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_hazar
ds_v2.php3?img_id=12258 and dust storm in Chad
http://earthobservatory.nasa.gov/NaturalHazards/natural_hazar
ds_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_china
dust.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
Role play p265
Imagine activity and PowerPoint presentation p265
Graph interpretation p265
Protest over driftnet fishing and research p265
Find some good news stories on increasing fish supplies. For
example a World Bank project in Bangladesh and AusAID
projects in PNG
http://web.worldbank.org/WBSITE/EXTERNAL/NEWS/0,,con
tentMDK:20044801~menuPK:34460~pagePK:64003015~piPK
:64003012~theSitePK:4607,00.html
http://www.fisheries.gov.pg/projectmanag/fishdevproj.htm
Satellite imagery used to manage ocean resources
http://www.noaa.gov/ocean.html
GEOACTIVE 1 (2nd Edition) Sample Program
Satellite tagging of whales and other marine
species
65
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/cgibin/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.ht
ml#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=Prwhite
shark2
Satellite tagging of sharks
http://oceanica.cofc.edu/SharkTagging/Home.htm. Student
activities tagging the sharks
http://oceanica.cofc.edu/SharkTagging/Student%20Activities.ht
m
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
Page 65
GEOACTIVE 1 (2nd Edition) Sample Program
66
Urbanisation p266-267
Urbanisation- global, developed and
developing countries
Past, present and future trends
Rural-urban migration. Push/pull forces
Future environmental and social issueslarge urban ecological footprint
Urbanisation in China and environmental
problems
Actions of governments
Sustainable Cities Program
Also Geoactive 2 5A3
p266
UNPD Population
http://www.un.org/esa/population/unpop.htm
http://www.un.org/esa/population/publications/wup2003/2003
WUPHighlights.pdf
Global sustainability institute. What can you do in the home, at
school and at play to leave a smaller ecological footprint?
http://www.global.rmit.edu.au/
http://www.global.rmit.edu.au/resources/gshints.php
What is London’s large ecological footprint?
http://www.citylimitslondon.com/
What is a sustainable city?
http://www.rec.org/REC/Programs/SustainableCities/What.htm
l
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
Purpose of human rights
Declaration of human rights
Types of human rights – social, economic,
cultural, civil and political
Rights of the Child
Abuse of human rights
Sample Study China
Amnesty International
Issues such as terrorism, child labour,
slavery, sweatshop labour, child soldiers,
terrorism, children in detention, refugees,
indigenous peoples
Gender perspective
Active citizenship-writing letters
Individuals, groups and governments
working towards social justice for all people
Also Geoactives 2 5A4
P268-269
Refer to the lessons and activities on Human Rights at this site
http://www.abc.net.au/civics/rights/enter.htm
Amnesty International is a global organisation concerned with
abuses of human rights. Refer to this site or the latest report on
155 countries http://web.amnesty.org/report2004/index-eng
From a spatial perspective refer to an Atlas and locate on a
world map 15 countries suffering human rights abuses. Include
latitude and longitude.
Why do human rights matter?
http://web.amnesty.org/report2004/message-eng
What is the Convention on the Rights of the Child? Design a
poster and place along classroom walls.
http://www.unhchr.ch/html/menu2/6/crc/treaties/crc.htm
The Convention on the Rights of the Child has two Optional
Protocols: the involvement of children in armed conflict and the
sale of children, child prostitution and child pornography.
Research child soldiers, child labour and child slavery and
describe how the actions of individuals, groups and
governments work for social justice and 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-summaryeng (anti terrorism measures, refugee rights, domestic violence
against Aboriginal women and children and indefinite detention
of child asylum-seekers)
Imagine you were a bonded labourer. Describe your life.
Discuss how individuals, groups and governments are working
Page 66
GEOACTIVE 1 (2nd Edition) Sample Program
67
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/letterguide.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
Indigenous people and self determination p270
Indigenous groups- Tuareg, Cheyenne,
Maoris. Kayapo Indians, Torres Strait
Islanders
Sample study – Indigenous people in the
Philippines
Cultural conflict, change and integration
Self determination
Land Rights
Global networks -NGOs
Multicultural policy and anti discrimination
laws
Also Geoactive 2 5A4
P270
Who are indigenous peoples? What are the indigenous issues
that UNDP supports? List 10 UNDP projects with Indigenous
people?
http://www.undp.org/cso/ip/faq.html
Native web
http://www.nativeweb.org/
Centre for Indigenous Studies
http://www.cwis.org/
In 2004 800 people marched in Adelaide in support indigenous
self determination. Design a poster promoting the walk.
Test your knowledge of the glossary on p250 using
puzzlemaker
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…………………………
Page 67
GEOACTIVE 1 (2nd Edition) Sample Program
68
………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 …………………..
Page 68
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G4
69
Global Issues and the Role of Citizenship
Suggested time
Focus Area 4G4: 30hours
(depending on prior
knowledge of students)
Global Geographical Issues
Threatened Habitats
Chapter 13
Focus
Global geographical issues and appropriate methods of citizenship for their management
*Note at least two global geographical issues are to be studied
Syllabus outcomes
A student (p 272))
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
4.7
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.
Page 69
Suggested ICT
The use of the
Internet is a source of
information for a
global perspective on
global geographical
issues as well as used
for research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

use a
range of digital
images, maps,
sound and other
appropriate
multimedia sources
to develop a
multimedia
presentation or
webpage. P291

use email
for a specific
geographical
purpose such as to
illegal poaching and
smuggling of
animals

practice
ethical behaviour
when using email
and the internet

collect
and interpret
electronic
informationweblinks

design
and create a
PowerPoint
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in a virtual
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox:
p272,275,277,281,283,285,287,291,293

Knowledge and Understanding:
p275,277,279,281,283,285,287,289,291

Newspaper articles and scaffold p291

Extension worksheets:
o
Habitat loss (13.1)
o
Fragile wetlands under threat (13.3)
o
Endangered animal flow chart (13.5)
o
Design a survival animal (13.6)
o
Endangered animal (13.9)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Guest speakers-WWF, Animal Liberation Front
http://www.animalliberationfront.com/

Fieldwork-Taronga Zoo, Dubbo Zoo, Museum
(extinct species) and Q3 p291

Virtual fieldwork
o
Live cam elephants
http://www.tappedintoelephants.com/asp
/index.php
o
Endangered species http://www.fieldguides.com/sci/endanger/index.htm
Glossary p273
Jacaranda Atlas and CD Rom
Videos CV Classroom Video
Gorillas in the Mist
Ecological niches. Surviving drought in Sahel
14min
Australian animals 18min
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
GEOACTIVE 1 (2nd Edition) Sample Program

70
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:
Threatened habitats p272-293)

the nature of the issue

different perspectives relevant to the issue

the responsibility of governments to the issue

the actions of individuals, groups and
governments

implications for social justice and equity
Students learn to:


Overview Threatened Habitats p272-272
How would it feel to lose your home p274-275
Endangered, threatened, extinction
Saving the habitat of the Mountain Pygmy Possum
p276-277
National Parks Act, predators
Management
Topographic map and photo literacy
Active citizenship
Wetlands: The delicate balance under threat p278279
Everglades
Homebush Bay-Parramatta River and the
restoration of wetlands. Fieldwork –
Bicentennial Park
Macquarie Marshes Management
Committee (MMMC)
Page 70




recognise the
global
geographical
issue of
threatened
habitats
explain the
links between
human actions
on threatened
habitats and the
consequences
for ecological
sustainability
on a global
scale
describe the
ecological
dimensions
identify
perspectives
and bias,
including media
reports
describe the
actions of
individuals,
groups and
governments
communicate
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest student’s prior knowledge
Answer the key geographical questions. What is a threatened
habitat? Where are they located? What is the difference
between endangered and extinct species? What has been the
impact of human interactions? How many species have been
lost in the last 100 years? What is the present rate of decline of
species? What is the purpose of satellite imagery and fieldwork
in managing threatened habitats? What are your local council,
Australian government and groups doing to conserve native
species? What is CITES? What are the international agreements
on conserving threatened habitats?
Locate on a world map endangered habitats (spatial)
What are the ecological dimensions of threatened and extinct
species?
Select six threatened animal species. Describe where they are
located and the actions of individuals, groups and governments
in their sustainable management
What are the different perspectives on the following: killing
animals to feed hungry people versus conserving animals;
leather and fur clothes versus conserving animals; testing
animals for medical research, clearing forests for settlements or
conserving indigenous food and medicines; clearing wetlands
for homes versus conserving marine ecosystems
Describe the actions of individuals, groups and governments to
conserve endangered habitats
Research the decline of habitats from increasing human
interaction
How do individuals make a difference?
http://www.ausaid.gov.au/youtham/ayad/intake10/fehringsamoa.cfm
Interview a field researcher –elephant poacher (perspectives)
GEOACTIVE 1 (2nd Edition) Sample Program
Forest habitats and deforestation p280-281
Links between human actions and
ecological sustainability
Rainforests and deforestation
Islands in the forest
Clearing Borneo’s rainforests
Demand for tropical timber
Interpreting a vegetation map and bar graph
Active citizenship –sustainable logging
methods eg. selective logging and
Rainforest Concern
Implications for social justice and equity
(Indigenous people versus large global
logging companies)
Disappearing tigers p282-283
Spatial distribution of tigers-latitude and
longitude
Declining numbers
Map showing the changing ecological
dimension
Links between human activities and
consequences for ecological sustainability
Action of governments-Project Tiger India,
Siberian Tiger Project
Groups such as WWF use satellite for
sustainable management
Managing elephants p284-285
Spatial distribution in Africa-latitude and
longitude
Changing ecological dimensions
Poaching
Disappearing habitats
Destruction of properties
Actions of individuals, groups and
governments-counting, aerial surveys, GIS,
GPS, field diaries
Use of grid references locating distribution
of elephants
Some flood plains are threatened habitats p286-287
Spatial –map
Flood plain, delta
Ganges river, catchment and delta (source
to mouth)
International river managed by three
countries-conflicting use and management
Deforestation
Ecological sustainable management
Coral reefs-many are threatened habitats p288-289
Ecosystems
Human interactions and threats to habitats
Caribbean coral reefs
Quick Silver Crossing-discover the world’s
best surf spots some located near coral reefs
and its sustainable management
What can you do to protect threatened habitats
p290-291
Actions of individuals to conserve
endangered habitats
Writing letters and emails , protests, lobby,
join organisations and groups (WWF,
Landcare)
Newspaper article-Newtown’s patch of
green in last elections.
Analysis of newspaper article
Civics –laws and protection of habitats
Page 71















appropriately
with
organisations to
participate as a
global citizen
integrate tools
such as:
mapsEverglades
p278, Asia
p282, Africa
p284,
Bangladesh
p286
fieldworkTaronga Zoo,
Dubbo Zoo,
Museum
(extinct species)
bar graphs
p281, 282
diagrams - 3D
p287
photographs
p272,275,276,2
80,278,279,283,
284, 287,
288,289,290,29
2, 293. Draw a
line drawing of
p279
diagrams
p274,276,280
topographic
map p277.
Using grid
references p285
vegetation map
p281
distribution
map p283change over
time
field diary p285
newspaper
article and
analysis
future wheel
p292
satellite p293
GPS p285
71
http://www.fieldtripearth.org/qa_article.xml?id=9
What is the purpose of field reports?
Interpreting photographs p275
Topographic map p277. Draw a cross section from X to Y
What is the direction of Mt Higginbotham to the General
Store.? How long is the chairlift?
Macquarie Marshes and active citizenship
http://www.macquariemarshes.com/
Rehabilitating Homebush wetlands
http://www.sydneyolympicpark.com.au/index.asp?PageTyp
e=TemplateA2&CatID=134&DocID=1572&SectionID=9
http://www.epa.nsw.gov.au/soe/97/ch5/9_3.htm
Fieldwork. Visit a threatened habitat. Use geographical
instruments and collect and record data in the field
Sustainable logging methods
http://www.mongabay.com/1011.htm
Types of protected areas
http://www.mongabay.com/1016.htm
Latest deforestation statistics
http://rainforests.mongabay.com/defor_index.htm
How can individuals act for ecological sustainable management
of forests? Rainforest Concern
http://www.rainforestconcern.org/
Debate for and against logging threatened habitats and
indigenous people’s lifestyles
Become a local newspaper reporter and write an article on the
illegal poaching of animals. Ensure you include different
perspectives to avoid bias and stereotyping (eg. poor who hunt
to survive versus the global corporations) and how government
are responsible for the trade in endangered species.
Environmental Impact Assessment/Statement. Why are EIS
important for different perspectives on the management of
threatened habitats? Visit the local council and view an EIS on
a local geographical issue.
Map of Bangladesh p286. What is the direction and distance of
Dacca from Rajshahi? Construct a sketch map (or précis) of the
map.
Refer to the 3D diagram on page 287. Redraw the diagram and
put in the other human actions in the catchment (eg. cremated
bodies, industry etc). What are the changes to water quality
when it reaches the ocean at Bangladesh? What impact will it
have on the majority of poor people? What are local to global
citizens doing for a more sustainable, socially just water
system?
Draw a line diagram of the photograph on p279
Count the elephants in the photograph on p 284. Describe the
vegetation. Do you think there is sufficient food for them to
survive? What do you think they are doing?
Design a media campaign to stop the use of animals for testing
cosmetics
Design a logos to protect endangered species
Role play : tiger, poor indigenous person that hunts animals,
large overseas timber company, poor farmer whose animals are
killed by tigers, person who makes ivory jewellery, poacher, fur
company, fisherman, Penan in Sarawak, person who needs
medicine from the rainforest to survive, conservationists,
ecotourist. What are their different perspectives on the
management of threatened habitats. Present as a multi media
presentation
Test your knowledge of the glossary on p273 using
puzzlemaker
Imagine you were a TV reporter in the Everglades p279
Group work and fieldwork p291
Collage and photos p291
GEOACTIVE 1 (2nd Edition) Sample Program
72
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 …………………..
Page 72
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G4
73
Global Issues and the Role of Citizenship
Suggested time
Focus Area 4G4: 30hours
(depending on prior
knowledge of students)
Global Geographical Issues
Tourism
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
A student (p 294)
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
4.7
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.
Page 73
Suggested ICT
The use of the
Internet is a source of
information for a
global perspective on
global geographical
issues as well as used
for research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

use a
range of digital
images, maps,
sound and other
appropriate
multimedia sources
to develop a
multimedia
presentation P297

use email
for a specific
geographical
purpose such as to
purchase a plane
ticket or a night in a
hotel/motel

practice
ethical behaviour
when using email
and the internet

collect
and interpret
electronic
informationweblinks on where
you can book plane
tickets, hotels and
tours

design
and create a
PowerPoint
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox:
p294,297,299,307,309,311,315,317

Knowledge and Understanding:
p297,298,301,304,305,308,311,313

Geofacts: p312

Media reports p306,307

Extension worksheets:
o
Our school-tourist magnet (14.1)
o
Dolphin facts (14.7)
o
Body continuum (14.8)
o
My land….my people (14.9)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Guest speakers-Travel agent

Fieldwork-Visit a global hotel (Regent) or a
popular tourist site in the local area (Rocks, Darling
Harbour, Opera House, Manly, Bondi, Blue
Mountains)
Virtual fieldwork
Florida Keys a tourist area
http://www.virtual-geology.info/vft/flkeys/triphome.html
Glossary p294
Jacaranda Atlas and CD Rom
Videos
Make you own video of tourist attractions in the
local area
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
GEOACTIVE 1 (2nd Edition) Sample Program
74

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:
Tourism ( p294-317)

the nature of the issue

different perspectives relevant to the issue

the responsibility of governments to the issue

the actions of individuals, groups and
governments

implications for social justice and equity
Students learn to:


Overview of tourism p294-295
Tourism is a rapidly growing industry p296-297
An old industry –Marco Polo, Christopher
Columbus, Captain Cook
Growth of tourism-developed and
developing countries
Global influences-exchange rates, cost of
living, terrorism, conflict, diseases, safety,
visas, warnings from the Department of
Foreign Affairs, Olympic Games, growth in
middle class and retired people with money
Tourism statistics p316
Reasons why people become tourists
Planning a holiday-domestic, international
Types of holidays-growth in adventure
holidays
Cultural experiences, integration and
exchange
Ecotourism
Growth of cheap air travel and resorts in
Page 74




recognise the
global
geographical
issue tourism
and its
implications for
social justice
and equity
explain the
links between
tourism and the
consequences
for ecological
sustainability
on a global
scale
describe the
spatial
dimension of
tourism
describe the
ecological
dimensions of
tourism
identify
perspectives
and bias,
including media
reports
describe the
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest student’s prior knowledge
Answer key geographical questions. What is tourism? What
is the difference between domestic and international tourism?
Why do people travel? What are the most popular destinations?
What are the economic and social/cultural impacts of tourism
on a country? Is tourism ecologically sustainable? Does
everyone in a country gain from tourism (equity)? What are the
advantages of tourism to developing countries? What is meant
by ecotourism? How should you behave in another country?
How should individuals, groups and governments act for
sustainable, socially just and equitable tourism?
Design an advertisement advertising Australia as a holiday
destination
What are the advantages of holding the Olympic Games, the
World Cup or the Mardi Gras for a country?
Make a collage advertising tourist sites in the Pacific Region.
Why do you think these countries need tourism?
Prepare a multi media presentation p297
Collect photographs of a place you would like to visit p297.
Locate on a map with latitude and longitude. Give reasons for
the selection of the place. Do they have environmental
problems?
Draw a line diagram of page p294. Label fully (left, centre,
right, foreground, middle distance, background, natural and
cultural features)
Plan a holiday p296
Imagine you have a round the world ticket q3, p299
Collect digital images q4, p299
Draw the table p298 as a bar graph q6 p299
Refer to the climate graphs p297. Name the places that have the
hottest and coldest temperatures, highest and lowest rainfall,
GEOACTIVE 1 (2nd Edition) Sample Program
developing countries
Back packer versus five star
accommodation
Key geographical questions-Where? When?
How much? How long? What type of travel
experience?
ICT. Use of the Internet to book travel
experiences and decline of the tour agent
Who travels where? p298-299
Physical and cultural attractions
Sports, business, conferences, education
and cultural events
Specialist tours for study groups, wine, food
and garden tours
Family visits in a multicultural world
Top destinations, earners and spenders
Correlation between income and air travel
and the emerging Asian middle class
The Perfect Industry? p300-301
Economic, social and environmental benefits
Multiplier effect of tourism-issue of equity
Impacts on local culture
Principles of sustainable tourism
The wrong people (That’s Us) p303-304
Tourism’s potential for destruction
Foreign owned hotels
Consumption of scarce resources –water, food
Destroying ecosystems –rubbish, sewage
Golf courses-uses valuable land and water in
developing countries
Child labour in developing countries
Smog from tourist cars
Animals neglect young when fed by tourists
Scarce land for tourist resorts
Rich hotels beside squatter settlements (equity)
Ignore local standards of dress code and body
language
Poor people around for photographs rather than
obtain a job
Active informed citizen- How to behave when
travelling
Ecological sustainability, social justice and
equity
The impacts of tourism on culture p304-305
Damage to cultures
Loss of traditional skills
Integration of western cultures and food- fast
food Coca cola versus street food.
Growth in crime and anti social behaviour
Tourist enclaves (equity and social justice issue)
Racial and ethnic tensions
Sample study-Yami people from Lanyu, a small
Pacific Island. Changes to traditional culture
McDonaldisation and westernisation of
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 industryincreasing poverty-equity and social justice
The Impact of Tourism on the Environment p308309
Carrying capacity
Mountain environments- threatened habitats
Page 75
actions of
individuals,
groups and
governments
communicate
appropriately
with
organisations to
participate as a
global citizen
integrate tools
such as:
maps –Bali
p308 with
latitude and
longitude,
national parks
and game
reserves in
South Africa
p312
street map p309
with places of
interest to
tourists in
London
fieldwork p317
column graph
p299
line graph p296
correlation
graph p299
climate graphs
p297
photographs
p294,
298,300,301,30
4,305,307,
314,308,313.
Draw a line
drawing of
photo on p294
topographic
map p314.
Using area and
grid references
table p298
snapshot
diagram with
photos p303304
photo literacy
p304
analysis of
newspaper
articlesp308
diagram p310311
mind map p311
75
located in northern and southern hemisphere and are located
nearest the equator and the poles. Select on graph and calculate
the maximum rainfall and range in temperature. What season
would you visit each place and why?
Group work q12, p301. Present as an oral report
Make a poster q3, p304
Analyse newspaper articles p308
Complete mind map p311
Design an eco resort q4,p311
Design a poster q3, p311
Design a brochure q2, p311
Plan a three day Safari to Kruger q8,p313
Complete fieldwork activities p317-questionnaires and surveys
Complete the research task p316
Perspectives p316. Is their bias?
Complete world map activities p316
What are the ecological dimensions of tourism on coral reefs
and mountain environments (eg. Mt Everest). What are the
threats to habitats?
Select five tourist areas that are suffering from environmental
problems. Describe where they are located and the actions of
individuals, groups and governments in their sustainable
management
Describe the actions of individuals, groups and governments to
conserve endangered habitats in tourist areas
Debate for and against tourism in developing countries
Become a local newspaper reporter and write an article on the
advantages of back packing over staying in five star hotels
In most developed countries an Environmental Impact
Statement (EIS) must be completed before a tourist resort
starts construction. What is an EIS?
List the tourist attractions in your local area
Test your knowledge of the glossary on p295 using
puzzlemaker
GEOACTIVE 1 (2nd Edition) Sample Program
76
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………
Simulation exercise………Quiz………………...Games…………………Survey………………..Questionnaire…………….Narrative…………..
Mind map/brainstorm……Photo literacy……….Research……………….Critical literacy……….Empathy exercises……….Others……………..
Evaluation:
Page 76
GEOACTIVE 1 (2nd Edition) Sample Program
77
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 …………………..
Page 77
GEOACTIVE 1 (2nd Edition) Sample Program
Focus Area 4G4
78
Global Issues and the Role of Citizenship
Suggested time
Focus Area 4G4: 30hours
(depending on prior
knowledge of students)
Global Geographical Issues
Access to fresh water
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
A student (p 318)
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
4.7
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.
Page 78
Suggested ICT
The use of the
Internet is a source of
information for a
global perspective on
global geographical
issues as well as used
for research, virtual
fieldwork, students
with learning
problems, extension
activities,
geographical tools,
digital images,
independent learning
as well a providing a
variety of
perspectives.
Students will:

use a
range of digital
images, maps,
sound and other
appropriate
multimedia sources
to develop a
multimedia
presentation

use email
for a specific
geographical
purpose such as

practice
ethical behaviour
when using email
and the internet

collect
and interpret
electronic
informationweblinks on water

design
and create a
PowerPoint
presentation

use
Geoactives CD
Rom and complete
activities and
worksheets

use the
Internet links to
extra worksheets at
Jaconline
www.jaconline.com.
au

participate
in Streamwatch or
Waterwatch and
place results on their
Internet site

create a
Resources
Geoactive 1 Bliss S and Paine J. John Wiley and Sons
Australia Ltd, 2005.
Includes knowledge and understandings, values and attitudes,
integration of skills based activities incorporating mandatory
tools, cross curriculum content, key competencies, civics and
citizenship, websites, worksheets, maps, photographs,
newspaper articles, puzzles, models, diagrams, glossaries,
satellite imagery, sample studies and student centred,
experiential and inquiry based learning activities using multiple
intelligences
CD Rom contains the contents of the whole book as well as
extra activities and tools/skills exercises
Activities:

Geoskills Toolbox: p318, 325,329,331,331,335.337

Knowledge and Understanding:
p321,323,325,329,331,333,335

Geofacts: p321,323,327,332,333,335,337

Media reports p335,337

Extension worksheets: \
o
An ingenious invention (15.1)
o
Fresh water scarcity (15.3)
o
Water-saving strategies (15.4)
o
Investigate water pollution (15.6)

CD Rom (with textbook)

Internet links to extra worksheets at Jaconline
www.jaconline.com.au

Guest speakers-Sydney Water, NGO working on
water projects in developing countries

Fieldwork
o
Streamwatch, or Water watch program
o
Visit a sewerage works
Virtual fieldwork
AusAID
Water
http://www.ausaid.gov.au/publications/pubout.cfm?Id=72
71_1184_6361_3290_6595&Type=PubFocus
Porjects
http://www.ausaid.gov.au/closeup/water/water.cfm
Free water posters for photo literacy. Order at
http://www.ausaid.gov.au/orders/default.cfm
Global Education and active citizenship
Water
http://www.globaleducation.edna.edu.au/globaled/go/pid/
16
Glossary p319
Jacaranda Atlas and CD Rom
Videos CV Classroom video

Environmental Impact Assessment 23min

Waste water treatment 30 min

World Water Resources –Israel ,China Australia 22
min
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
GEOACTIVE 1 (2nd Edition) Sample Program
79
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:
Access to fresh water (p318-337)

the nature of the issue

different perspectives relevant to the issue

the responsibility of governments to the issue

the actions of individuals, groups and
governments

implications for social justice and equity
Students learn to:


Access to fresh water p318-319
Glossary
The Water Cycle p320-321
Flows –PERTIC
Storages-dams, oceans, groundwater ,atmosphere,
glaciers, rivers, lakes, ice caps
Orographic and frontal rainfall
Spatial-uneven global distribution (rainforests,
deserts, monsoons)
How much fresh water is there? p322-323
Availability
Uneven global distribution (spatial)developed/developing countries; rich/poor
World map annual precipitation
World map water availability-lakes, rivers,
groundwater
Global use 1900 to 2000- changes over time.
Page 79


recognise the
global
geographical
issue of access
to fresh water
and its
implications for
social justice
and equity
explain the
links between
human
interaction and
fresh water and
the
consequences
for ecological
sustainability
on a global
scale
describe the
spatial
dimension of
access to fresh
water
describe the
ecological
dimensions of
access to fresh
water
Integrated student centred learning/teaching activities and
assessment tasks
(‘for’ learning and ‘of’ learning4)
Pretest student’s prior knowledge
Revise Focus Area 4G3 unequal global access to water
Revise Focus Area 4G2 and compare access to fresh water in
deserts with rainforests
Answer key geographical questions. What is meant by access to
fresh water? Who does not have access to fresh water? Why is
bottled water popular? Where is fresh water located? What are
the ecological and social problems of poor water quality? How
can the actions of individuals, groups and governments ensure
all people have access to fresh water? What are the problems of
fresh water if you lived along the Ganges River? Are
salinisation plants the answer? Will the next war be over fresh
water? What are the advantages and disadvantaged of huge
multi purpose dams? Should governments recycle sewage?
What are the diseases from poor water quality?
Debate for and against bottled water
Design an advertisement advertising recycled sewage?
Make a collage of how individuals could reduce water use?
Research the role of women and water collection and use in
developing countries
Investigate water quality in a stream near your school.
Research how water is managed in your local area
Refer to Minamata page….
Refer to the Aral Sea page……………
Impacts of tourism on water page………………
What are the different perspectives on using water? What are
the conflicts between swimming, fishing, disposal of sewage
and discharges from power stations and factories into the
water? What are the responsibilities of governments to promote
the ecological sustainable management of water? What are the
GEOACTIVE 1 (2nd Edition) Sample Program
Unequal use of water resources and social justice
Why is fresh water scarce? P324-325
Monsoons and irregular rainfall
Hot deserts and semi arid regions
Droughts
El Nino-droughts in Australia, floods in Peru
Floods
Links between human interaction and rainfallland degradation from cleared lands followed by
heavy rains
Population growth and available water
Water stressed countries
Water scarce countries 1955 to 2025
Deteriorating water quality –pollution



How can we reduce water scarcity? P326-327
Underground water-aquifers-s subsiding
land
Unsustainable use-fossil aquifers not
recharged
Examples-Mexico City, Salinas Valley,
Beijing area, Bundaberg (Queensland)
Managing run off-total catchment
management –Nile, Ganges
Multi purpose dams
Three Gorges Dam in China
Advantages and disadvantages of damseconomically, socially and environmentally
(need to build fish ladders)
Harvesting water- tube wells (Bangladesh),
qanats (Middle East), rocks walls (Burkino
Faso)
Controlling water - drip irrigation, contour
ploughing, crops requiring little water
(olives, dates), salinisation projects (Israel)
Coordinated catchment management
Managing Water for Agriculture: Bali p330-331
Subak system
Growing sawah rice and the changing quantity
of water during the rice cycle
Deteriorating water quality –pesticides,
fertilisers
Increased demand for water since the Green
Revolution (genetically engineered rice species)
Increased deaths from deteriorating water
quality
Actions of individuals, groups, governments
Water Pollution p332-333
Links between humans actions and water pollution
Sources-domestic, industrial, agricultural
Relation to quality of life-higher IMR, lower life
expectancy
Sewage and its management-recycling
Management –developed and developing
countries-role of grassroots organisations, NGOs,
governments, United Nations and the World Bank
UN Millennium goals 2015













Pollution disaster in Southern Europe p334-335
Europe’s toxic dam and rivers-Baia Mare,
Rumania-cyanide spill and other heavy metals
Active citizenship-regional plans and international
objectives
Poison in the Danube and its management
Check and Challenge p336-337
Making a difference as an active citizen-reducing
water use
Gender issue-Women and water in Sierra Leone
Jaconline activities-Water Scarcity, Water Shortage
in South Africa and Arsenic Alert
Interpreting newspaper article
Page 80

identify
perspectives
and bias,
including media
reports on the
use and misuse
of water
describe the
actions of
individuals,
groups and
governments to
ecologically
sustain fresh
water
communicate
appropriately
with
organisations to
participate as a
global citizen to
improve access
to fresh water
integrate tools
such as:
maps
322,333,324,33
0,334
bar graph p329
fieldwork such
as Streamwatch
and Waterwatch
column graph
p333
compound line
graph p323
photographs.
P318, 325,
327,328,326,
329,330 Draw
a line drawing
of photo on
p330
table p325
analysis of
newspaper
articles
p335,337
diagrams
p320,321,326,3
28,333
cross section
p331
circular graph
p336
refer to page
101 for
topographic
map on water in
mountain
environments
where water is
generally
frozen. Locate
features using
grid and area
references
compare
satellite
imagery on
irrigation fields
in deserts p132
and ice packs
p175
80
actions of individuals and groups (Streamwatch, Waterwatch)
for sustainable management?
Design a poster to communicate to the local area on how to
reduce water pollution.
Investigate the problem of decreasing water quantity and how it
should be managed from the local to the global scale for a more
sustainable, equitable world
In 2004 the United Nations announced an $11M project to
begin restoration of the historic marshlands of southeastern
Iraq. The Government of Japan will provide funding. Where is
it located? Describe its ecological dimensions. Describe the
actions of governments in relation to its sustainable restoration
http://www.iwahq.org.uk/template.cfm?name=indnews6
Contemporary. Refer to five media reports on water
management. Discuss the water issues and identify perspectives
and bias in the reports
http://www.iwahq.org.uk/template.cfm?name=industry
Fieldwork. Streamwatch, Waterwatch. Visit a sewage
treatment works
UN World Water Development Report
http://www.unesco.org/water/wwap/wwdr/index.shtml
Civics and Citizenship (global to local)
Millennium Development Water Goals
http://www.unesco.org/water/wwap/facts_figures/mdgs.shtml
Global - UNDP
http://www.undp.org/water/
World Day for Water
http://www.un.org/depts/dhl/water/
International Water Association.
http://www.iwahq.org.uk/template.cfm?name=home
Nile Basin Agreements-Initiatives
http://www.scienceinafrica.co.za/2003/may/nile.htm
Governments: AusAID and Vietnam- Three Delta Towns
Water supply and sanitation in Vietnam
http://www.3deltatowns.org/
Australian Mekong Project (Interactive CD Rom with
activities) –schools are using this as their water example. It is
fantastic-so need to link into it. Debate for and against building
a dam
http://www.mekong.es.usyd.edu.au//index.htm
AusAID and NGOs (photo library, free posters)
http://www.developmentgateway.com.au/jahia/Jahia/cache/offo
nce/lang/en/pid/291
Global Education –access to safe water and role of AusAID and
NGOs
http://www.globaleducation.edna.edu.au/globaled/go/cache/off
once/pid/187
NGO-WaterAid
http://www.wateraid.org/landingpage.asp?Mode=FromGlobalA
SA
NGO-WWF and living waters
http://www.panda.org/about_wwf/what_we_do/freshwater/prob
lems/index.cfm
Australian government-inland waters
http://www.deh.gov.au/water/
NSW Government – Water (and other agencies)
http://www.nsw.gov.au/Environment_results.asp?SEARCH_K
EYS=WATER_NATURAL_ENVIRONMENT_SNSW&DISP
LAY=Environment+%26amp%3B+Natural+Resources+%3E+
Water
Oz Green
http://www.ozgreen.org.au/
Sydney Water
http://www.sydneywater.com.au/index.cfm?pageNotFound=yes
GEOACTIVE 1 (2nd Edition) Sample Program


81
refer to 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 …………………….
Page 81