Changes of Environment to Meet Needs and Wants
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Changes of Environment to Meet Needs and Wants
HSIE-Stage 1
Outcome: ENS1.6
Demonstrates an understanding of the relationship between environments and
people.
Subject Matter: Changes to the immediate environment as a result of meeting needs and wants
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Trees for Survival

Trees for Survival | Changes of Environment to Meet Needs and Wants | Scoop.it
Venus Huang's insight:

Teachers are increasingly encouraged to design and assign hands-on environmental activities, ‘enabling students to have a direct experience with nature through the school ground environment’ (Gilbert & Brian, 2012, p.358) in order to build on their education.

The Trees for Survival (TfS), is a program that provides an interactive environmental education experience for children to simulate growing and planting native trees and shrubs to meet future desires for ecological sustainability. It is a great teaching resource to help students identify native plants, the importance of ecological sustainability and basic horticultural skills to grow and care about vegetation. The program provides vast opportunities for teachers to explore various resources including videos, posters, activities and suggestions to support their classroom and outdoor activities.

It provides students with not only the opportunity to study a diverse range of native plants through interaction with the natural world, but also the opportunity to gain an appreciation for the value of our native flora and the quintessential role plants play in supporting ecosystems. For example, increasing vegetation will increase biodiversity by providing new habitats for animals, restore the natural landscape and remove carbon dioxide from the atmosphere.

Students will experience working in the field, learn about how to care for and grow plants in order to preserve the environment. These activities assist students to learn about the key plant-care techniques and experience the enjoyment gained from caring and growing plants. Students are given the opportunity to bond with the natural world, to learn to love it and be comfortable in it. This program embeds three dimensions of environmental education; allowing students to learn about the environment, in the environment and for the environment.

Gilbert, R. & Hoepper, B. (2012). Teaching Society and Environment. 4th Edition. Victoria: Cengage Learning

 

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UNEP/GRID-Sioux Falls

UNEP/GRID-Sioux Falls | Changes of Environment to Meet Needs and Wants | Scoop.it
UNEP, as the environmental voice of the United Nations, analyzes the state of the global environment, assesses global and regional trends, provides early-warning information on environmental threats and advises governments and the UN based...
Venus Huang's insight:

The United Nation Environment Programs (UNEP) work as a global resource for teachers to develop lesson plans on climate change. It provides a range of useful information such as historical satellite images of weather patterns and Birdseye-view photographs to illustrate how humans have altered the surrounding habitat and ultimately changing the global environment.

One of the UNEP's tools includes an interactive map ("Atlas of Our Changing Environment") which displays multiple examples of environmental changes and trends around the world. Each placemark on the map has close-up views of the land and a concise description about the environmental changes at that particular location. For example, clicking on a placemark in Australia, a close-up view of the site, detailed information and statistics about changes in the ecosystem at that location will be shown.

This interactive map can be transferred to a Smart-board, displaying images and photos of various locations to teach stage one students about the changes to the global environment. With the students arranged in small groups and each group allocated a chosen site, they could discuss and explore the environmental impacts, develop potential solutions to evident problems of the allocated site. This activity allows students to analyze trends in the immediate environment, provide creative input to rectify problems at each location (by planning ahead, plantation schemes) to meet future desires for a sustainable environment.

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Green Lane Diary - THINK + ACT + SHARE = CHANGE!

Green Lane Diary - THINK + ACT + SHARE = CHANGE! | Changes of Environment to Meet Needs and Wants | Scoop.it
The Green Lane Diary is a curriculum linked education program designed by environmental educators to help 8-13 year old children become aware of the stresses our planet confronts and how sustainable living can make a difference.

Via LTrimble
Venus Huang's insight:

 

 A Green Cross Australia is a website that was established to help children to adapt to changing climates, embrace sustainable living and build environmentally friendly communities.  This project draws particular attention to The Green Lane Diary, an interactive curriculum-linked education program designed by the environmental educators to help children to become aware of the stresses Earth confronts and how sustainable living can make a difference.

 

This website provides immense amount of resources for students to learn from and access to, with topics such as water, waste, energy and biodiversity. It is an immersive and interactive resource for students to learn about environmental problems and how our actions affect the environment, which in turn promotes positive thinking and action to maintain a sustainable environment.

 

This website provides vast opportunities for teachers to explore the ways to integrate The Green Lane Diary into their classroom curriculum programs. It includes a range of teaching ideas for classroom learning activities, assessment tasks and educational tools for each topic covered in the Green Lane Dairy. Classroom teachers can utilize such resource to encourage Stage 1 students to write a diary entry each day about how they performed something small or big to look after our Earth. By encouraging students to write simple literacy texts, students are given the opportunity to “plan and assess the development of explicit knowledge of how written language works” (Board of Studies, 2007, 19) and allows teachers to assess students’ writing skills and developments.

 

Board of Studies NSW (2007). English K-6 Syllabus. Sydney:B.O.S. Retrieved from

http://www.boardofstudies.nsw.edu.au/

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Aboriginal land care - Creative Spirits

Aboriginal land care - Creative Spirits | Changes of Environment to Meet Needs and Wants | Scoop.it
Aboriginal land care methods today vary greatly from traditional Aboriginal land care but address moderns issues such as greenhouse gas emission.

Bush rangers are critical to many land care tasks.
Venus Huang's insight:

The provided article from Creative Spirits is a thorough teaching resource which allows students to grasp the knowledge of how indigenous people altered their environment to meet “their” needs and wants (through traditional techniques). Interestingly, an Australian with no Aboriginal heritage created the site with substantial and culturally sensitive information (obtained from primary Aboriginal sources), aimed to cultivate the understanding of Aboriginal cultures. It is therefore a useful and reliable resource for classroom teaching. However, it is important for teachers to consider and be aware of the cultural bias and stereotypes that are potentially present in this resource.

This article compares the Aboriginal traditional land care methods to the modern practices we use to care for our land. Stage 1 students can be encouraged to learn and compare both traditional and contemporary means to understand how cultures continually alter their environment differently, in order to meet their changing needs and wants. For example, by comparing fire-farming, a traditional approach for Aboriginals to control the landscape, to modern machines which are used to achieve the same effect in today’s world, students can realize the different methods used at different eras.

One potential teaching task for stage one is as followed: students could be asked to create a poster, with one half portraying modern techniques to sustain the environment (weeding, tractors/machine), and the other half displaying more traditional methods to maintain the environment (eg. Hunting/gathering/preventing fires). This is to reinforce the students’ understanding of aboriginal culture. Teachers can utilize the aforementioned website as a teaching resource to support students in building their cultural understanding of changing environment, while simultaneously learning to acknowledge and appreciate the uniqueness of the Australian Aboriginal culture.

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Designing a Built Environment Resilient to Climate Change

Designing a Built Environment Resilient to Climate Change | Changes of Environment to Meet Needs and Wants | Scoop.it

Buildings, landscapes, infrastructure, and even entire cities can be designed to be more resilient to climate, environmental, and population changes, argued a high-profile panel at the American Institute of Architects (AIA) D.C.’s Design D.C. conference....


Via Lauren Moss
Venus Huang's insight:

This article relates to the use of green innovations in infrastructure to increase resilience and enable houses to better adapt to climate change, creating an eco-friendly community. This is a useful resource for teachers to utilize and implement in the classroom, which will assist stage one students to understand the impacts of climate change and learn to become environmentally friendly. It demonstrates how “green innovations” could be embedded in buildings such as solar panels, portable hot water systems and window louvers. These sustainable energy sources are important knowledge for students, especially to acknowledge the positive impacts it could bring to our environment.

 

Delivering explicit teaching strategies is necessary to assist students’ learning of the concepts mentioned above. We as teachers can engage Stage 1 students in interactive activities such as designing an environmental friendly home in groups, delineate their ideas on paper and allow them to present their proposed ideas. This activity promotes a cooperative learning approach in which students work together to achieve or complete shared or common tasks. Cooperative learning is a ‘constructivist method for fostering cognitive process.” (McInerney, 2010, p.271) The use of language during student-student interaction is a critical factor in enhancing children’s thinking. When children argue their point of view with other children, verify it and criticize the opinions of others, they are engaging a variety of ideas from which to learn.

 

McInerney, D., & McInerney, V. (2010). Educational Psychology: Constructing Learning. Sydney: Pearson Education Australia. Gilbert. 

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