Activity Introduction

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Quick summary: Students investigate the evidence for climate change due to human activity. They focus on greenhouse gas mitigation through changing fire land management practices in the tropical savanna. They scrutinise the federal government’s carbon credit program and how it is applied to this region. They start to bring together some of the economic and environmental benefits from cool burning projects.  

Learning goals:

  • Students strengthen their understanding of human induced climate change.
  • Students explore viable options for land management practices. 
  • Students critique the role of the federal government in dealing with environmental issues. 

General capabilities: Critical and creative thinking, ethical understanding, intercultural understanding. 

Australian Curriculum content descriptions: 

Year 10 Geography:  

  • The human-induced environmental changes that challenge sustainability (ACHGK070)
  • The Aboriginal and Torres Strait Islander Peoples’ approaches to custodial responsibility and environmental management in different regions of Australia (ACHGK072)
  • The application of geographical concepts and methods to the management of the environmental change being investigated (ACHGK074)
  • Develop geographically significant questions and plan an inquiry that identifies and applies appropriate geographical methodologies and concepts (ACHGS072)
  • Collect, select, record and organise relevant data and geographical information, using ethical protocols, from a range of appropriate primary and secondary sources (ACHGS073)
  • Evaluate multi-variable data and other geographical information using qualitative and quantitative methods and digital and spatial technologies as appropriate to make generalisations and inferences, propose explanations for patterns, trends, relationships and anomalies, and predict outcomes (ACHGS076)
  • Apply geographical concepts to synthesise information from various sources and draw conclusions based on the analysis of data and information, taking into account alternative points of view (ACHGS077)
  • Identify how geographical information systems (GIS) might be used to analyse geographical data and make predictions (ACHGS078)
  • Present findings, arguments and explanations in a range of appropriate communication forms selected for their effectiveness and to suit audience and purpose, using relevant geographical terminology and digital technologies as appropriate (ACHGS079)

Syllabus OutcomesGE5-2, GE5-3, GE5-4, GE5-5, GE5-7, GE5-8

Topic: Cool burning

Time needed: 60 minutes

Level of teacher scaffolding: Medium – students may need some assistance to understand the warming properties of different greenhouse gases. Much of the documentation about carbon credits requires clarification. Make sure students have understood the fact sheets provided.

Resources needed: Access to computers and the Internet.

Key words: climate change, carbon credits, Carbon Farming Initiative

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum. There is great diversity in histories and cultures among Aboriginal and Torres Strait Islander peoples throughout Australia. This resource includes investigations into and information about some of them. It has an emphasis, but not an exclusive one, on the histories and cultural practices of the Aboriginal peoples of the Northern Territory. It is underpinned by consultation with Aboriginal communities in various parts of Australia. 

Special thanks to:

Fish River Station, John Daly, Dr Jeremy Russell-Smith, Peter Jacklyn, Peter McConchie, Dr Tommy George, David Claudie, Dale Musgrave, Carolyn George and Victor Steffensen.

Made possible by:

 

 

 

Worksheets

Teacher Worksheet

storm-polaroidTeacher preparation

Overarching learning goals: Students investigate the evidence for climate change due to human activity. They focus on greenhouse gas mitigation through changing fire management practices in the tropical savanna. They scrutinise the federal government’s carbon credit program and how it is applied to this region. They start to bring together some of the economic and environmental benefits from cool burning projects.

Teacher content information: To reduce Australia’s greenhouse gas emissions, a variety of alternative practices exist. These include:

  1. Reducing the amount of energy we use by being more efficient, being less wasteful and finding alternatives to energy wastage.
  2. Using alternative forms of energy that produce fewer or no greenhouse gas emissions.
  3. Making changes to agricultural practices that lessen greenhouse gas emissions.
  4. Managing landfill sites and sewage systems so methane gas is not released and preventing the escape of methane from gas pipes.
  5. Re
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Student Worksheet

Thought starters: why would some scientists call global warming 'global weirding'?

Step 1. Asking questions

Spend ten minutes exploring the videos in the Climate Change Toolbox and the Cool Burning Digital Toolbox on the Cool Australia website. Then read over the Fact Sheets below.

Complete the following question stems based on what you've seen in the toolboxes:

Climate change and cool burning

How would it be different if …?

 

Suppose that …?

 

What are the reasons …?

 

What if …?

 

What if we knew …?

 

What is the purpose of …?

 

What would change if …?

 

Part 2: Digging deeper

You will investigate the answer to the question you were given using only the sources of information in the reference list below. Create

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