Activity Introduction

reece-diversion-tunnelQuick summary: Students will develop an appreciation of the natural beauty of the Tasmanian landscape which will help tune them into the importance of Hydro Tasmania’s commitment to environmentally friendly operations. Students will also consider the impact of waterways on the liveability of places and how they connect places and affect landscapes and lifestyles.

Activity developed in partnership with  tasmania_hydro_200x84_300pxl

Hydro Tasmania has been at the forefront of clean energy innovation for one hundred years. It is Australia’s largest producer of clean energy – generating hydro and wind power – and the largest water manager. Hydro Tasmania has 55 major dams, operates 30 hydropower stations and has built some of Australia’s largest wind farms.

Hydro Tasmania also sells energy in the National Electricity Market through its retail business Momentum Energy, and sells its expertise internationally through its consulting business Entura. Visit the Hydro Tasmania website to learn how the business is working towards Australia’s clean energy future.

Learning goals:

  • Students extend their knowledge of the natural features of Tasmania and how waterways affect the landscape which in turn affects the perceived liveability of places.
  • Students develop an increasingly complex understanding of the disadvantages of dirty energy production operations.
  • Students realise the important impact that water has on the environment and the aesthetics of the landscape.

General capabilities: Critical and creative thinking, Personal and social capability, Ethical understanding, ICT skills.

Cross-curriculum priority: Sustainability OI.5, OI. 7.

Australian Curriculum content descriptions:

Year 7 Geography

  • The influence of environmental quality on the liveability of places (ACHGK045).
  • The ways that flows of water connect places as it moves through the environment and the way this affects places (ACHGK038).
  • The economic, cultural, spiritual and aesthetic value of water for people, including Aboriginal and Torres Strait Islander Peoples and peoples of the Asia region (ACHGK041).

Year 7 Science

  • Some of Earth’s resources are renewable, but others are non-renewable (ACSSU116).
  • Water is an important resource that cycles through the environment (ACSSU222).
  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE121).

Year 8 Geography

  • The aesthetic, cultural and spiritual value of landscapes and landforms for people, including Aboriginal and Torres Strait Islander Peoples (ACHGK049).
  • The human causes and effects of landscape degradation (ACHGK051).

Year 8 Science

  • Science and technology contribute to finding solutions to a range of contemporary issues; these solutions may impact on other areas of society and involve ethical considerations (ACSHE135).
  • Science understanding influences the development of practices in areas of human activity such as industry, agriculture and marine and terrestrial resource management (ACSHE136).

Syllabus OutcomesGE4-1, GE4-4, GE4-2, GE4-3, GE4-5, GE4-6SC4-13ES, SC4-11PW SC4-13ES, SC4-12ES.

Topic: Hydro Tasmania, Energy.

Time required: 60 mins.

Level of teacher scaffolding: Medium – oversee activity.

Resources required: Internet access, a simple prize or reward for 4-5 students (or a prize that can be shared among a 4-5 person group) such as a packet of Tim Tams or Freddo Frogs, extra free time, stickers, certificates, Student Worksheet (one copy per student OR computers/tablets to access the online worksheet).

Digital technology opportunities: Online image searching.

Homework and extension opportunities: Includes opportunities for homework and extension.

Keywords: Tasmania, waterways, liveability, Hydro Tasmania.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

water-being-slowed-photoframeTeacher preparation

Overarching learning goal: Students will extend their knowledge of the natural features of Tasmania and how waterways affect the landscape which in turn affects the perceived liveability of places. They will develop an increasingly complex understanding of the disadvantages of dirty energy production operations and realise the important impact that water has on the environment and the aesthetics of the landscape.

Teacher background information: Energy is the lifeblood of our modern life. It gives us light and keeps our food fresh. It powers our industry, fuels our cars, and charges our iPhones. Our energy is produced by burning fossil fuels and this has a range of environmental, social and economic impacts. One of the most significant is the emission of greenhouse gases. A solution is the transition to clean energy sources. The brilliant thing is that we have huge amounts of free, renewable and clean supplies of natural energies. These include sunlight, wind, runn

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Student Worksheet

Thought starter: What affects the liveability of where you live?

How much does the natural beauty of a place affect your choice of where you’d like to live?

How many of these seven places in Tasmania look like they would score highly on your personal ‘liveability’ scale?

Which place would you most like to live in and why?

Which images illustrate the way in which waterways connect places and affect the actual and perceived liveability of places?

What are the potentially negative environmental impacts of dirty energy operations across Tasmania?

What are some aesthetic and practical implications for ecosystems that use ‘green’ energy production methods?

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