Activity Introduction
Quick summary: In this lesson, students explore the interconnected characteristics of a distinct region by investigating a recent case study. By studying the Shy Albatross students will learn about the flow-on effect of a variety of environmental changes and how geographical data has been used to protect this species. The class will then use this learning to write an article that engages the rest of the school in a program to monitor and protect local biodiversity.
This lesson has been developed in partnership with Earthwatch. Earthwatch developed the ClimateWatch program with the Bureau of Meteorology and The University of Melbourne to understand how changes in temperature and rainfall are affecting the seasonal behaviour of Australia’s plants and animals.
Learning intentions:
- Students understand how a species can be linked to its local environment.
- Students understand how changes in the environment could affect a species.
- Students know that long-term data can help inform environmental management.
21st century skills:
Australian Curriculum Mapping
Content descriptions:
Year 9 Geography
- Distribution and characteristics of biomes as regions with distinctive climates, soils, vegetation and productivity (ACHGK060).
- Human alteration of biomes to produce food, industrial materials and fibres, and the use of systems thinking to analyse the environmental effects of these alterations (ACHGK061).
- 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 (ACHGS068).
- 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 (ACHGS070).
Year 10 Geography
- Select ONE of the following types of environment as the context for study: land (e.g. forests, deserts, grasslands, farmland), inland water, coast, marine or urban. A comparative study of examples selected from Australia and at least one other country should be included (ACHGK0082).
- The application of systems thinking to understanding the causes and likely consequences of the environmental change being investigated (ACHGK073).
- 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).
- 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 outcomes: GE5-1, GE5-2, GE5-3, GE5-7, GE5-8, SC5-14LW.
General capabilities: Information and CommunicationTechnology (ICT) Capability, Critical and Creative Thinking.
Cross-curriculum priority: Sustainability OI.2.
Relevant parts of Year 9 Geography achievement standards: Students explain how geographical processes change the characteristics of places. They analyse interconnections between people, places and environments and explain how these interconnections influence people, and change places and environments. They predict changes in the characteristics of places over time and identify the possible implications of change for the future.
Relevant parts of Year 10 Geography achievement standards: Students explain how interactions between geographical processes at different scales change the characteristics of places. Students identify, analyse and explain significant interconnections between people, places and environments and explain changes that result from these interconnections and their consequences.
Topic: Biodiversity, Climate Change.
Unit of work: ClimateWatch: Citizen Science – Geography – Years 9 & 10.
Time required: 120 mins.
Level of teacher scaffolding: Medium – teachers will facilitate class discussions and a group research activity.
Resources required:
- Student Worksheets (one copy per student).
- Data projector and connected internet-enabled device.
- Enough internet-enabled devices to allow students to conduct paired research.
- A range of whiteboard markers.
Keywords: STEAM, STEM, Earthwatch, ClimateWatch, geography, citizen science, biodiversity, community.
Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.
Teacher Preparation
