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.
- 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.
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 Outcomes: GE5-2, 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: