OUR VALUABLE ESTUARIES, COASTS and MARINE ENVIRONS'

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OUR VALUABLE ESTUARIES, COASTS and MARINE
ENVIRONS.

• STAGE 5 GEOGRAPHY
• 5A3 Issues in Australian Environments
• Lorraine Chaffer

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• This resource has been developed by OceanWatch
  Australia (OWA) in partnership with the NSW
  Department of Education and Training (NSW DET)
  and the NSW Commercial Fishermens Cooperative
  Association , funded by the NSW Environmental
  Trust Education Program.

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THE RESOURCE

• Based around the Clarence River in Northern NSW.
• The resource follows the Stage 5 Geography
  Syllabus, Focus Area 5A3 Issues in Australian
  Environments.
• Covers all syllabus requirements for 5A3
  including
• - learn about
• - learn to
• - ICT
• - tools
• The focus issues are land and water management
  and waste management in a coastal environment.

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CONTENTS

• Teaching Program
• POSTER x 6
• Broadsheet x 30
• Fact Sheets (OceanWatch website)
• YOUR HANDOUT contains
• Draft program
• Samples of draft fact sheets
• Draft broadsheet

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The TEACHNG PROGRAM

• Introduction to the resource
• Syllabus learn to and learn about
• Student centred tasks that allow for
• Assessment for learning
  Assessment of learning
• Worksheets for tasks
• Sample answers ( for students to model their
  responses)
• Glossary
• Outline map (s)
• List of websites
• List of fact sheets

The Clarence River estuary
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The TASKS

• 3 tasks to cover
• - an overview of 6 issues
• - detailed study of 2 issues
  including RAP and fieldwork.
• - learn to , learn about , tools,
  ICT.

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THE POSTER Task 1
Using the poster to discuss the issues affecting
Australian environments followed by group work to
investigate each issue. The issues include
Land and Water Management
Coastal Management
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Urban Growth, Air quality, Waste Management
Land Management
MAKING CONNECTIONS DOWNSTREAM IMPACTS
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OUR VALUABLE ESTUARIES, COASTS and MARINE
ENVIRONS.
THERE NEEDS TO BE AN EFFORT BY TEACHERS TO ENSURE
STUDENTS SEE CONNECTIONS BETWEEN PARTS OF A
CATCHMENT and THE IMPACTS OF ACTIVITIES IN A
CATCHMENT ON AQUATIC HABITATS, WATER QUALITY AND
DOWNSTREAM STAKEHOLDERS such as the fishing
industry, tourism and recreation ....

See POSTER.
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Worksheet for TASK 1
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MODEL ANSWER SPATIAL INEQUALITY
THERE IS ALSO A MODEL ANSWER TO THE SECOND PART
OF THE TASK
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The BROADSHEET
BROADSHEET INFORMATION IS BASED ON THE LOWER
CLARENCE FLOODPLAIN ??
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PAGES 1 and 4 WASTE MANAGEMENT
SOURCES
RESPONSES
TASK 2
FACTS SHEETS PROVIDE DETAILED INFORMATION
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TASK 2 WASTE MANAGEMENT ISSUES IN THE CLARENCE
FLOODPLAIN

• Using
• The information from Task 1 as a starting point
• The broadsheet photographs and diagrams
• The Fact Sheets ( See samples in your handout) on
  the OceanWatch website
• Preparing a lesson to present to the class
• - covers concept of sustainability

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PAGES 2 AND 3 LAND AND WATER MANAGEMENT
PROCESSES
LAND WATER USES
MANAGEMENT
IMPACTS
TASK 3
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TASK 3 LAND and WATER MANAGEMENT ISSUESR.A.P.
and COMPULSORY FIELDWORKFLEXIBILITY

• This task involves
• Identifying land and water management issues from
  the previous 2 tasks.
• Reading fact sheets
• Compulsory fieldwork
• Research Action Plan
• ICT multimedia presentation
• Considerations of Climate Change

Estuarine habitats are threatened by poor land
and water management yet are the key to
sustainable fishing industries.
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TOOLS

• Geographical tools in this focus area
• The geographical tools listed below are to be
  integrated into teaching and learning activities
  in this focus area ( syllabus)
• Maps
• calculate the density of a feature
• calculate local relief
• identify the aspect of a slope( Task 3)
• measure bearings on a map
• construct a cross-section
• calculate the gradient of a slope
• construct a transect ( Task 3)
• construct a land use map ( Task 2 )
• read and interpret synoptic charts ( Task 3 )
• Fieldwork
• develop a research action plan ( Task 3)
• use a variety of techniques to collect and record
  primary and secondary data ( Task 3)
• Graphs and Statistics
• recognise and account for change using
  statistical data ( Fact sheets on waste)
• Photographs

Mostly TASK 2
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FEEDBACK

• Please consider
• - would you use this resource in the format
  presented?
• - Do you see any issues with the resource ?
• - Any ideas for improvement or additions ?
• - things you think are missing ? or might be
  useful
• Suggestions from a previous workshop included
• - More sample answers on the other two tasks
• - Labels for the photos in the teachers program (
  not on the broadsheet)
• - Flexibility in when to do the RAP and FIELDWORK
  ( Whole class vs. individual)
• - Clear topographic map, diagrams and
  photographs.
• Email lchaffer_at_tpg.com.au
• A USEFUL STRATEGY PICK THE DIFFERENCES

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Sustainable land water management
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Sustainable urban land and water management
http//audit.ea.gov.au/ANRA/coasts/docs/national/
estuary_report.pdf
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Sustainable management of water based activities
http//audit.ea.gov.au/ANRA/coasts/docs/national/e
stuary_report.pdf