HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments
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HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments
HSIE stage 3, HSIE outcomes: ENS3.5 (patterns of place and location), ENS3.6(relationships with places), subject matter: effects of human and natural changes on environments.
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appcountrys.pdf

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Tana Stojanov's comment, April 18, 2013 2:59 AM
This PDF booklet provides environmental sustainability success stories of programs implemented by Aboriginal people within NSW, in order to sustain the natural environment. The booklet details 5 different case studies of these programs implemented in different regions of NSW. The booklet portrays some beliefs and practices of the aboriginal people involved in the projects and the way these individuals interacted, changed and valued the environment for the better. It really shows the relationship the people have to the land.
Lesson idea.
Of coarse, before any new lesson is to take place with an aboriginal perspective, a local Aboriginal education consultative group should be approached for advice.
The booklet is quite detailed and long however the content could be appropriately summarised to make content simpler, to address the outcome and subject matter.
Before the lesson, students need to be informed about how natural, cultural, religious, historical, economic and political factors influence people’s interactions with environments.
A relevant case study could be chosen out of the booklet. For instance using case study 2 (Lagoon restoration in the south Coast) with aids such as a PowerPoint presentation and hand outs, small structured group discussions could take place.
Group work is an excellent way to help students generate ideas and link them through discussion and sharing of different opinions. Each group could be given a large piece of paper and textors. Each group could be asked to divide the questions into columns and together as a group answer the questions with their thoughts on the paper.
Questions addressed
1. What were the negative human changes to the environment in the lagoon.
2. Brainstorm and gather from the text factors that led to these changes e.g historical, cultural factors, beliefs.
3. What were the positive changes?
4. Brainstorm and gather from the text factors that influenced these positive changes e.g Cultural (beliefs and values of the Aboriginal culture)
As a class discuss the information gathered. If other Aboriginal projects are found each group could be asked to report back to the class on their answers.
With this resource in mind. An aboriginal education consultative group could be contacted within the local area in order to organise a speaker from a Aboriginal community within the local/close area who are actively passionate about improving the environment as a result of human change The speaker could talk about their beliefs and values about the negative and positive changes within their local environment. Students before the talk could organise questions around the subject matter and outcomes to ask the speaker.
Tana Stojanov's comment, April 18, 2013 3:11 AM
Link to pdf -- > http://www.environment.nsw.gov.au/resources/warr/appcountrys.pdf
Tana Stojanov's comment, April 18, 2013 3:30 AM
Evidence that resource has been selected using selection criteria for evaluation of Aboriginal Studies and Torres Strait Islander Studies.
- It is authentic. E.g. it was published in 2004.
- The material is accurate and supported. One author is from a community consultation group. There is acknowledgement to elders.
- There is Aboriginal Authors.
- There is no content that is secret or sacred in nature.
- Values diversity and complexity of these cultures.
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Home | Global Education

Home | Global Education | HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments | Scoop.it
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Tana Stojanov's comment, April 18, 2013 2:51 AM
This site is excellent for teachers to access resources in order to develop lesson content that encompasses a global perspective. The site links learning to the Australian curriculum and provides videos, images and teaching activities.
The site is an excellent resource for demonstrating global environment issues that are due to changes that are natural or caused by humans.
The site has some excellent activities about natural disasters and the effects it has on people and the environment.
The site provides a disaster preparedness file in the resources section (teaching activities), for year levels 5-6. It has useful activities and images that can be used within a class lesson to teach children about natural disasters around the world and the effects it has on people and the environment. The activities link to Australia which is excellent.
The lesson segment which is notable in activity 1: “when disaster strikes “gives rise to an assessment idea.
After being informed about natural disasters and doing some activities in relation to its effects on the environment and communities, students could be given an assessment task
An assessment task taken from this activity could be that children could research (directions and advice from the teacher would be given how to research) to find their own picture of a natural disaster which occurred in a country outside of Australia on the internet. The student then could write a report or do a short verbal presentation to the class about their picture. The student would need to address how people could respond to the disaster and how the environment and community was affected.
An example of this assessment task could be modelled to the students by the teacher using resources from the website.
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Flood

Flood | HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments | Scoop.it

Named picture book of the year by the Children’s Book Council of Australia.

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Tana Stojanov's comment, April 18, 2013 2:35 AM
This is an emotion provoking picture book which captures the effects natural changes, like floods, have on communities and the environment. The book shows how people can react to these changes in a responsible manner by helping to clean up their community and environment. The book was written to remember the devastating 2010-2011 Queensland floods. It commemorates how the Queensland community worked together, with the help of interstate volunteers, to lend a hand to flood victims. The book was published to help raise money for the victims of the floods and to help parents talk to their children and educate them about the disaster.
Through watercolour illustrations and the text, a story is told about how the flood began and the great cleanup effort that occurred when the water subsided. The flood is shown to have caused a lot of destruction to homes and the heroic effort by strangers to help people in struggle is portrayed.
The link given for the book is from the primary teaching association website (PETAA) where it is a suggested Australian curriculum english text for stage 3. The link provides informative links such as links to information related to the Queensland floods and teachers notes in relation to the book. Even though the link is related to English, there is useful information relevant to this environmental topic and the learning outcomes. The book could be used in support of a literacy approach to address the topic.
Learning Idea
The book could be used to stimulate discussion about the effects of natural disasters and how individuals and society respond to these changes.
Firstly before starting the book, through group discussion children should be given the chance to tell the class any personal experiences they have with floods or any knowledge they may have about floods. The concepts of floods, its effects on the environment, people’s reactions to floods and information regarding the Queensland floods should be explored (context of book). Children could do the research themselves and then develop a mind map individually or in pairs indicating the facts. A map of Australia could be shown by the teacher to indicate the affected areas to the children. Safety and emergency protocols in response to the protocols should be discussed.
Then, after reading the book as a class, a class discussion should follow firstly about what happened in the book and then how different individuals in the book responded to the disaster in a responsible manner. Then children could form in pairs and do a role play mock interview. One student could act as a character seen in the book (interviewee) and the other student could ask 3 questions about the flood the interviewee experienced and what they did in reaction to the flood. Made up on-lookers in the events portrayed in the book could also be used as interviewees. Questions and answers should be written down by the students.
Role play activities like mock interviews are a good way of allowing participants to enhance their skills such as skills in perspective taking and problem solving.
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Threats to the Great Barrier Reef

Threats to the Great Barrier Reef | HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments | Scoop.it
Climate change is the greatest of many threats to the Great Barrier Reef, pollution and overfishing among them.
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Tana Stojanov's comment, April 18, 2013 2:55 AM
The WWF Australia site is an excellent site that can be used to gather information about changes, specifically human, that negatively impact on the environment. The site links to the international WWF organisation site which can provide resources and information for teachers to get a global perspective on issues related to the environment.
Teaching idea.
Teachers could gather information from the WWF Australia site to develop a case study for their students in looking at the harmful impacts human changes are having on the Great Barrier Reef. Using the WWF international link teachers could also find information about other coral reefs from countries other than Australia, to allow for a global comparison perspective. In order to stimulate and engage interest of the topic teachers could use videos or images of the corals before presenting written information on the case study. The videos or images could also be used to help children consolidate and understand the text.
Comprehension and open ended questions could be asked about the case study text in regards to
- The effects of the human changes on the coral reefs
- The positive and negative effects of these human changes
If desired, questions could also be asked about the students’s personal view points in regards to the coral reef issues and get them to explain why they have the opinion they have using evidence from the case study text, videos and images. Another way students could present their view point is by getting them to create a poster using paint, crayon or water pastels to draw and/or write their opinions.
Or students could be asked using the case study text, video or images to make a poster showing a one or more of the human changes that are making an effect (positive or negative) on the coral reef.
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Environment Facts, Environment Science, Global Warming, Natural Disasters, Ecosystems, Green Living - National Geographic

Environment Facts, Environment Science, Global Warming, Natural Disasters, Ecosystems, Green Living - National Geographic | HSIE - Stage 3 - ENS3.5, ENS3.6 - Effects of Human and Natural Changes on Environments | Scoop.it
National Geographic Environment Home Page.
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Tana Stojanov's comment, April 18, 2013 2:43 AM
The National Geographic website is an excellent place to gather teaching resources and information on Australian and global environments and the issues. The website has abundance of information, links and videos on a wide range of topics from all over the globe. The website also has some teaching resources part of its National Geographic Education section.
The site can be used by teachers to inform themselves about the environment topic. By pressing the environment tab several categories come up for instance natural disasters, global warming and a green guide.
A teaching idea
Teachers could gather information from the site and bring copies of short summaries about the different types of natural disasters and some associated responses people have to these disasters.
A jig saw group work strategy could be implemented in the class.
1. Groups are formed in categories of natural disasters e.g. floods, fires, cyclones (expert groups). Children are given the information addressing their natural disaster. Children are given time to read and make notes about their disaster before the group is formed.
2. Expert groups prepare a report summarising the key points of what the natural disaster is, what are the effects on the environment and what responses can be made by people
3. New groups are formed with each member of a group coming from a different expert group, each person reporting on their expertise of a particular natural disaster. The groups then build a mind map to illustrate the different point of every natural disaster.
The strategy can also be made less complicated by just getting the students in the groups to look at either the effects from the natural disaster on the environment or the responses to the disaster from people.
The jigsaw strategy for this activity is useful because it encourages students to take responsibility of their own learning.