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Evaluation

FQs. How do worldviews influence decisions on how to manage environmental and social change?
Week 4
Lesson 1:
iPad
Flowchart
ACHGK070
WALT: explain the concept of sustainability, and describe the
USB
examples
The humansignificance of the source, sink, service and spiritual functions
Flow chart
induced
of the environment.
environmental View https://www.youtube.com/watch?v=w-1DQwaauwE
changes that
Think, pair, share; what are the issues?
challenge
View https://www.youtube.com/watch?v=jyt1t_WDtD0
sustainability
Think, pair, share; what are the issues?
Complete flow chart, glossary terms
Calculate ecological footprint
http://www.epa.vic.gov.au/ecologicalfootprint/calculators/perso
nal/page1.asp
Homework Calculate ecological footprint

ACHGK070

Lesson 2: Identification of Global Environmental Issues

WALT: identifying human-induced environmental changes,
1. Complete ecological footprint table on the board.
2. Write a sentence each for the following words:
Biocapacity, ecological footprint and stewardship.
3. Review the 4 Ss worksheet and page 46 47 in OBI
View https://www.youtube.com/watch?v=-Jw9dPYVT_Y
4. Add the terms Source, sinks, services and spirituality to
your glossary.
5. Read pages 6 -7 in OBI, 1 dot point per paragraph
View https://study.com/academy/lesson/what-are-the-

iPad
USB
Blank world
maps
Atlas biome
map

Ecological
footprint
Biomes on
world maps
Issues

Sustainabilit
y fact sheet

Questions
Definition

five-themes-of-geography.html
6. Add the terms place and space to your glossary
Table on board to compare ecological footprint. Did results
vary? Discuss why some people have larger footprints.
Early finishers; Identify the different environments on a
world map. Deserts, grasslands, savannah, forests,
mountains, tundra, coral reefs, oceans and ice caps
ACHGK070

Lesson 3: challenges to sustainability

WALT: identifying human-induced environmental changes,
Page 1 of 4

Reflection

Students enjoyed
the take3 video and
seemed to connect
with idea of
spirituality
Students didnt
understand 4 Ss,
need to review this
next lesson.
Need to move
around the room
more
Will get students to
locate glossary
definitions rather
than provide them.
Footprint activity
really interested
students
Writing work on
board allowed
students to work at
their own pace,
worked well.
Need to use pens
down and eyes to
me to ensure I
have everyones
attention when
giving instructions.
Will ask a student
to clarify
instructions to
ensure everyone
has understood.
The lesson went
really well and
Sara Tyrrell

1.
2.
3.
4.

ACHGK070

What are the 4 Ss of ecosystem services

What is another term for regulating service? sink
Timber and medicine are examples of which S? source
Read through the sustainability fact sheet and highlight
the key points.
a) What are the 3 pillars?
b) How do you define the term sustainability?
c) Add to your glossary the capacity of the Earth to
maintain all life
5. Watch Video https://www.youtube.com/watch?
v=_5r4loXPyx8
a) What does the environmental pillar include?
(protection of climate & resources, biodiversity,
organic food and limit resource use)
b) What does the economic pillar include?
(purchasing seasonal, local produce)
c) What does the social pillar encompass?
(education, equal rights, poverty)
6. View Dear Future Generations
https://www.youtube.com/watch?v=eRLJscAlk1M
a) Define the ecosystem services performed by
trees as sink, source or spirituality (clean up
pollution sink, absorb carbon sink, purify water
sink, medicine source, food source)
b) List the threats to the environment (species
extinction, poisoned oceans, climate change,
rising sea levels, air pollution, melting ice caps).
7. Add these threats to a world map
Think pair share: What are the major threats to each biome
List problems facing each environment: water and
atmospheric pollution; deforestation; loss of biodiversity;
degradation of land, ocean acidification; loss of Arctic sea ice;
Homework 3 problems for each environment
Lesson 4: Great Barrier Reef Case Study
WALT: evaluating the concept of ecosystem services and the
importance of these services for sustainability, including the
direct, indirect and intrinsic value of biodiversity to humans
Research: the Great Barrier Reef in terms of the 3 pillars
Jigsaw activity: In groups of 7 students use
http://www.gbrmpa.gov.au/managing-the-reef/threats-to-thePage 2 of 4

USB
Blank maps
A3 paper
Big Ideas
textbooks
p50

Classifying
terms
maps

students are all

familiar with the 3
pillars.
They really enjoyed
Dear Future
Generations video
and asked to watch
it again without me
stopping.
The questions
worked well.

laptops
PowerPoint
Flowchart
example

Graffiti of
threats to
biomes
Flowchart of
3 pillars

Students were very

off task. I need to
spend another
lesson on this.
Next lesson I will
really break down
the instructions and
Sara Tyrrell

reef investigate one of the following topics;

Climate change
Extreme weather
Declining water quality
Coastal development
Illegal fishing
Crown-of-thorns starfish outbreaks
Marine debris
Student present to class
FQs. How do different groups of people perceive and use the natural environment
management?
Week 5
Lesson 1: Great Barrier Reef Case Study
ACHGK070
WALT: evaluating the concept of ecosystem services and the
importance of these services for sustainability, including the
direct, indirect and intrinsic value of biodiversity to humans
Show article:
http://www.iflscience.com/environment/humanity-has-alreadyused-entire-earths-worth-resources
Research: the Great Barrier Reef in terms of the 3 pillars
Draw flow chart on board. Open up
http://wwf.panda.org/about_our_earth/blue_planet/coasts/cor
al_reefs/coral_importance/ ask students which pillar to put
fisheries (economic); tourism (economic); coastal protection
(environmental); medical advances (economic and social);
snorkelers (social), scuba divers, wildlife documentary viewers
ACHGK071
Lesson 2: different perceptions of the natural
The
environment
environmental WALT: How world views affect sustainability
worldviews of 1. Add case study information to Y chart
people and
2. Add the terms Wellbeing and Biodiversity to your
their
glossary
implications
3. Read p 48 and make notes on the different world views
for
4. Watch Miranda Gibson video
environmental https://www.youtube.com/watch?v=0VG4NGxORBo
management
What did she hope to achieve?
Did she achieve this?
How long did she spend on the platform?
5. Read the 15 statements on p 49 and complete q 3 & 4
6. Find a classmate with a similar world view to you and
discuss their views of Miranda Gibsons anti logging protest
Page 3 of 4

spend time
modelling the flow
diagram

and what are the implications for environmental

iPads or
laptops
word doc

Y chart of
GBR Study
Case studies

Much better lesson.

Students now
understand how to
identify the 3 pillars
in a case study.
Explicit instructions
and student
clarification of
expectations
helped.

A3 paper
P49 One
world, many
views
Youtube
video

Questions
Discussion

Students were
fascinated with
Miranda Gibson
video. Pausing
video for questions
worked well.
They finished
everything very
quickly today so I
showed the Point
Peron film clip I had
and had an
interesting class
discussion on the
proposed marina.
Sara Tyrrell

ACHGK072

Lesson 3: scenario comparing world views

WALT: How do ethics and values affect sustainability
http://www.dilemmas.net.au/course/view.php?id=25

PowerPoint
Cut up notes

Discussion

Lesson 4: The Aboriginal and Torres Strait Islander Peoples

approaches to custodial responsibility and environmental
management in different regions of Australia
WALT: Explain how traditional burning practices can contribute
to a sustainable future?
http://www.environorth.org.au/learn/Burning-IssuesOnline/BurningIssues.html
1. Answer questions on handout whilst watching outback
cinema.
2. Identify environmental, social and economic benefits.
3. Add greenhouse gas and carbon emission to your
glossary
4. Read p74 & 75 in OBI and answer q1-4 & 6
Read The Conversation article.
Cool Australia website and work through student toolbox on
cool burning. Complete worksheet.

Laptops
Handouts
OBIs

Questions
Class
discussion
worksheet

Page 4 of 4

What a fantastic
lesson. Every
student was
engaged and
contributing.
Students asked if
this was based on
Avatar need to
watch video.
Technology failure!!
EnviroNorth would
not load. Students
are barred from
accessing the Cool
Australia videos on
their accounts.
Luckily the articles
could be read so
students could
explore cool
burning.
Students off task.
Will speak to IT to
see what can be
done.

Sara Tyrrell