Topic: Ecosystems At Risk Year: 12 Geography Time: 60 Minutes Syllabus Pages:

Lesson No: Pre-Lesson Date: 2017 Room: Classroom Stage of learner: 6

Aim of lesson
This lesson is the first of three lessons in a Web Quest, which builds on knowledge, previously gained by students during their study of
Ecosystems at Risk. Sequentially, this lesson follows all completed lessons in the Ecosystems at Risk Geography unit outline. The aim of
this lesson is to engage students to think using higher order skills by providing them an on- line learning opportunity which immerses them
as an ‘expert’ in Ecosystems at Risk. This lesson introduces the Great Barrier Reef as the first of 2 case studies. Students will engage with
on-line tools such as Google Earth and various other interactive websites to search for knowledge about the GBR. During the three lesson
Web Quest students will be required to research the Great Barrier Reef and Stockton Bight Dunes and deliver their comparative findings in
an online report to their employer, the fictitious Environmental Research Bureau- for Ecosystems at Risk.
Outcomes Being Assessed: Differentiation
H2 explains the factors which place ecosystems at risk and the reasons for
their protection Tasks are differentiated throughout using Bloom’s- use of
lead verbs to allow access for all learners.
SLSO- to work with students who have low levels literacy/
H5 evaluates environmental management strategies in terms of ecological numeracy.
sustainability Key Vocabulary List- Glossary (see appendix)
H6 evaluates the impacts of, and responses of people to, environmental Differentiation for teaching strategies:
change
 Collaborative grouping: students work in small
H8 plans geographical inquiries to analyse and synthesise information from a groups- delegate responsibilities.
 Pace: students can pace themselves in their learning
variety of sources  Teacher can identify the students in the class who
need additional support and give more detailed
H9 evaluates geographical information and sources for usefulness, validity explanations and guidance using more simple
and reliability language for LSES students.
 Give more targeted and challenging questioning to
H10 applies maps, graphs and statistics, photographs and fieldwork to more able students as teacher moves around the
room.

1
analyse and integrate data in geographical contexts

H11 applies mathematical ideas and techniques to analyse geographical data

H12 explains geographical patterns, processes and future trends through

appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues

effectively, using appropriate written and/or oral, cartographic and graphic
forms.

Time Resources
Procedure:

Teacher prepared and students have

Pre- lesson: Introduction to online comparative study- Ecosystems at Risk: equipment out ready to learn.
The Great Barrier Reef.
Student class roll.
 Teacher greets students and marks student roll. Students are prepared
Webquest URL- Lesson 1:
with all necessary equipment including a BYOD- laptop/ I pad updated
https://www.createwebquest.com/le
with appropriate Apps.
sson-one-great-barrier-reef-
 Teacher introduces students to a three part online comparative study
ecosystem-risk
for the HSC Geography topic Ecosystems at Risk. Teacher
demonstrates the on-line site on the interactive whiteboard. To give
Activity worksheets- See
students an overview. Teacher hands out to students the glossary of
appendices/ digital/ printed copies
terms, for student reference (see appendix).
& spare copies.
2
 Teacher instructs students to visit the following URL (see appendix)
where students will be completing their online learning activities. 10 Mins ICT device set up by the teacher-
 Teacher draws on student prior knowledge and explains that this task is WWW, with appropriate apps
about comparing the two case studies previously studied in class, and
completing a 750 comparative report at the end of the three lesson on-
line comparative study or Web Quest
 Teacher shows the end task to class on whiteboard and explains that
the on-line study will help them prepare to write a very good report. Student workbook/ Student
Teacher draws connection between this type of writing and what is equipment: pens, pencils, BYOD
needed in a HSC essay. Helps students see meaning in the learning to
an end result- better HSC!
 You have just been appointed to a new position as a senior research Board of studies HSC Pack on-line
analyst for the Bureau of Environmental Research for Ecosystems at
Risk. You will be required to complete a comparative study of the
following two Ecosystems at Risk- The Great Barrier Reef and
Stockton Bight Dunes. At the completion of your research, you will
be required to write a 750 word report that analyses and evaluates
the management strategies for both ecosystems. This report will need
to be submitted to your supervisor. The report should specifically
refer to the effectiveness and practicality of management strategies
for each ecosystem, and any other recommendations you may have
for improved or alternative strategies for the ecosystems. Your report
will be used as part of a set of evidence and data which will be
presented at the National Ecosystems at Risk 2017 Conference in
3
 Canberra.
 Teacher then introduces students to the first case study: The Great
Barrier Reef. Teacher overviews the Web Quest on the interactive
whiteboard and makes sure all students understand how to navigate it.

Students open Web Quest URL- Lesson 1:

https://www.createwebquest.com/lesson-one-great-barrier-reef-ecosystem-
risk

 Teacher explains to students the importance of completing each task

included in the online learning study guide. Outlines high expectations for
all students. Reminds students that there will be some work that needs to
be completed at home

25 mins
First half of lesson:

 Students open a new Word Document on their BYOD. Students then

begin the On-line study in the following order:
access the internet and visit the following websites: Watch the
following video:

https://www.youtube.com/watch?v=IEWJAEkGeNk

• Students look at pictures of the Great Barrier Reef:

http://www.greatbarrierreef.org/images/greatbarrierreef_01.jpg

4
 http://southasia.oneworld.net/ImageCatalog/great-barrierreef.jpg

 Students then complete: ‘Describe what coral is and how it is made’.

 Students watch the following video about the Great Barrier Reef:

https://www.youtube.com/watch?v=wbNeIn3vVKM

 After students have watched the video, students are to visit the
following website:

http://www.mrstevennewman.com/geo/GBR/index.html

 Students then complete the “1.1- Location and Latitude" activity, found
on the left side of the page is a table of contents. Using the information

from the site and the video, on the word document, students are asked
to describe the location of the Great Barrier Reef.

Second half of lesson: 25 mins

 Teacher instructs students to open Google Earth on their BYOD and Numeracy
asks the students to locate the Great Barrier Reef, and save a
screenshot of it on their device.

Skills Activity: Lizard Island- The Great Barrier Reef (Precis Map)

 Students access this link http://lizardisland.virtualfieldsite.com/precis-

map1.html and complete the ‘Precis Map’ activity.

5
  Students then access the following site and view the satellite image of
Great Barrier Reef: http://photojournal.jpl.nasa.gov/jpeg/PIA03401.jpg
 On their word document, students answer the following questions:

1. What is the advantage of using satellite imagery in the study of

geography?
2. How could you use/ apply knowledge gained from analysis of this
image in your final report?

 Students use the following link, and view the information and map
presented.

http://www.coral-reef-info.com/where-are-coral-reefs-located.html

 On the word document, students then complete the following two

activities:

1. Analyse the global locations of coral reefs, and why coral reefs tend to
be located there.

2. Evaluate how consistent the Great Barrier Reef is with the location
trends for coral reefs in general.
 Students complete anything they did not finish in class for homework,
so that they are prepared for next lesson.

6
  Students are instructed to post any relevant comments /images
information to the share file in the class Wiki

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic knowledge 1.6 Substantive communication
that requires active construction and requires students to engage in higher-order
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations 2.6 Student direction
and explicit expectations and develops positive relationships between teacher and
students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge integration 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing
all cultural perspective.

7
 Learning Outcome Method of measurement and recording
1.4 Higher order thinking Students have to synthesise and hypothesise to achieve an interpretation of
the information they collect from their research.

Quality Learning Environment 2.2, 2.3, 2.4 Students will be sourcing geographical information online and will be
guided by the teacher throughout their online searches. Students are able to
share knowledge with each other and spend part of the lesson working
together to learn with the teacher acting as a support, rather than a focus
throughout the lesson.
Significance 3.1 Students are asked to convey their prior knowledge of the subject to the
teacher, the class and each other during this lesson.

Graduate Standards Evidence within this lesson

1.2: Understand how students learn Lead processes (class based discussions) so students can evaluate course
content and develop their essay writing skills.

2.1: Content and teaching strategies of the teaching area Demonstrate knowledge of course concepts relevant to global challenges.
Structure the content based upon learning outcomes relevant to topic via
handouts that demonstrate high quality essay writing skills.

3.1 Establish challenging learning goals Develop a culture of high expectations for all students by modelling and
setting challenging learning goals by providing a template and literacy
activities for essay construction.

8
4.1 Support student participation Support inclusive student participation and engagement in classroom
activities by encouraging students to actively discuss in pairs their ideas in
relation to the essay question and in conjunction with appropriate syllabus
outcomes. Encourage students to share their ideas with the rest of the class.

Reflection:

I have learnt that effective and well planned lessons that present differentiation and maintain student engagement, fosters a
high quality learning environment. Students are engaged with learning when 21st century skills and tools are used in an
authentic and meaningful way. Lessons which are interactive and student driven give students scope to apply previous
knowledge to new learning situations. Student self- regulation and motivation must be encouraged by the teacher with strict
guidelines for how students are expected to engage with the on- line learning sequence. High expectations are paramount.

WHS Considerations for this lesson

 Students are seated in their chairs safely

 Room is ventilated adequately
 No trip hazards
 Risk assessment for any student that needs one has been carried out
 Individually learning plan has been carried out for aboriginal students or those with additional needs
 Provide adequate lighting in the classroom for student learning
 Ensure all students have been provided with appropriate training and instruction to facilitate safe and productive learning
environments
 Ensure all students are treating their peers with respect
9
References

Webquest URL:

LESSON 1: https://www.createwebquest.com/lesson-one-great-barrier-reef-ecosystem-risk

LESSON 2: https://www.createwebquest.com/lesson-two-stockton-bight-sand-dunes

LESSON 3: https://www.createwebquest.com/lesson-three-comparing-and-contrasting-great-barrier-reef-stockton-
bight-sand-dunes
Websites:

"Ecosystems at Risk"

http://www.mrstevennewman.com/geo/index.html

Lizard Island- The Great Barrier Reef-

http://lizardisland.virtualfieldsite.com/precis-map1.html

Satellite image of Great Barrier Reef:

http://photojournal.jpl.nasa.gov/jpeg/PIA03401.jpg

Pictures of the Great Barrier Reef:

10
http://www.greatbarrierreef.org/images/greatbarrierreef_01.jpg

http://southasia.oneworld.net/ImageCatalog/great-barrierreef.jpg

Videos:

Queensland, Australia

"Great Barrier Reef Facts"

https://www.youtube.com/watch?v=2d5VdQzAC_Y

Khaled bin Sultan Living Oceans Foundation

"Coral: What is it?"

https://www.youtube.com/watch?v=IEWJAEkGeNk

"Coral Reefs: One of the Most Diverse Ecosystems on Earth"

https://www.youtube.com/watch?v=y5FztaBTgD8

"Where Are Coral Reefs Found?"

https://www.youtube.com/watch?v=Xn7Ie_KOWvc

11
“Great Barrier Reef- Exploring Oceans”
https://www.youtube.com/watch?v=wbNeIn3vVKM

12
Topic: Ecosystems At Risk Year: 12 Geography Time: 60 Minutes Syllabus Pages:
Lesson No 2: Post-Lesson 1 Date: 2017 Room: Classroom Stage of learner: 6
Aim of lesson
This is the second of three lessons in an on- line comparative study of two Ecosystems at Risk. This lesson draws on previous course work
and re-introduces the second case study, Stockton Bight Dunes. During this lesson students will use higher order thinking skills and various
geographic skills and digital mapping tools to gather relevant information about Stockton Bight Dunes.
Outcomes Being Assessed: Differentiation
H2 explains the factors which place ecosystems at risk and the reasons for
their protection Tasks are differentiated throughout using Bloom’s use of
lead verbs to allow access for all learners
H5 evaluates environmental management strategies in terms of ecological SLSO- to work with students who have low levels literacy/
sustainability numeracy.
H6 evaluates the impacts of, and responses of people to, environmental Literacy techniques such as skim and scan, scaffolding and
change graphic organisers are used to help students organise ideas
and interpret information from a range of on-line sources.
H8 plans geographical inquiries to analyse and synthesise information from a
Group and independent study based learning activities
variety of sources
Key Vocabulary List- Glossary (see appendix)
H9 evaluates geographical information and sources for usefulness, validity
and reliability Differentiation for teaching strategies:

H10 applies maps, graphs and statistics, photographs and fieldwork to
analyse and integrate data in geographical contexts
H11 applies mathematical ideas and techniques to analyse geographical data
H12 explains geographical patterns, processes and future trends through
 Collaborative grouping: students work in small
groups- delegate responsibilities.
 Pace: students can pace themselves in their learning
 Teacher can identify the students in the class who
need additional support and give more detailed
explanations and guidance using more simple
language for LSES students.

13
appropriate case studies and illustrative examples
 Give more targeted and challenging questioning to
H13 communicates complex geographical information, ideas and issues more able students as teacher moves around the
room.
effectively, using appropriate written and/or oral, cartographic and graphic
forms.

Time Resources
Procedure:

Lesson focus: This is part two of three of your comparative on-line study. Teacher prepared and students have
This lesson will focus on Stockton Bight Dunes. You already have quite an equipment out ready to learn.
extensive knowledge of this site. Today you will be building on that
Student class roll.
knowledge by engaging in various on-line activities with the express
purpose of using the information you learn today to write a Report 15 mins Webquest URL- Lesson 2:
comparing and contrasting the 2 case studies GBR and SBD in lesson 3. https://www.createwebquest.com/le
sson-two-stockton-bight-sand-dunes
 Teacher greets students and marks student roll. Students are prepared
with all necessary equipment including a BYOD installed with Activity worksheets- See
appropriate Apps. appendices/ digital/ printed copies
 Teacher introduces students to part 2 of the online comparative study & spare copies.
for the HSC Geography topic Ecosystems at Risk, Stockton Bight
Dunes. Teacher puts the Web Quest up on the interactive whiteboard ICT device set up by the teacher-
and briefly overviews the site and expectations for learning. WWW, installed with appropriate
apps.

14
  Teacher asks students to visit the Web quest URL (see appendix) in Student workbook/ Student
order to complete the learning activities for this lesson. equipment: pens, pencils, BYOD

First half of lesson- Web Quest (Independent study)

Highlighters.
 Students complete the Web Quest in the following order: 10 mins
visit the following link: School library- book computer
rooms/ printer.
http://www.livescience.com/34748-what-is-sand-beach-sand.html

 Literacy Activity: In groups of 3, students are instructed to skim & Access to printer for précis activity
scan the information found on the website.
 On their word document, students describe what sand is and how it is
made- using the PEEL scaffold provided to them (see appendix).
 Students visit the following link and read the information about sand
dunes:

http://education.nationalgeographic.org/encyclopedia/dune/

 Students then watch following video:

https://www.youtube.com/watch?v=gKU1K8n6jYM

 On their word document, students describe what sand dunes are, and
how they are made.
 Student then visit the following link:
http://www.mrstevennewman.com/geo/Stockton/Home/index.html and
read the information under the heading "1.0 Spatial Patterns".
15
  On the word document, students describe the general location of
coastal dunes and the geographic location of Stockton Bight.

Second half of lesson-

Skills Activity- (school library/ printer).

20 mins
 Students Open Google Earth and locate Stockton Bight.

 Students take a screenshot of the location. Teacher asks students to

save this screenshot on a separate word document.

 Students then print the page with their photo and next to it, on a
separate piece of paper (see appendix for template) draw a Precis Map
of Stockton Bight Sand Dunes.

 Students on their word document complete the following questions:

1. Evaluate whether the location of Stockton Bight is consistent with the

general locations of coastal dunes, using PEEL/ ALARM to construct
your answer.

2. Evaluate why coastal dunes are generally located where they are.
Complete your answer on your word document.

16
Homework: Write something interesting you learnt in this lesson about
Stockton Bight Sand Dunes. Submit your answers on the class Wiki.

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something that 1.3 Problematic knowledge 1.6 Substantive communication
requires active construction and requires students to engage in higher-order thinking and
to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge integration 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.

17
 Learning Outcome Method of measurement and recording
1.4 Higher order thinking Students have to synthesise and hypothesise to achieve an interpretation of
the information they collect from their research.

Quality Learning Environment 2.2, 2.3, 2.4
Significance 3.1
Students will be sourcing geographical information online and will be
guided by the teacher throughout their online searches. Students are able
to share knowledge with each other and spend part of the lesson working
together to learn with the teacher acting as a support, rather than a focus
throughout the lesson.
Students are asked to convey their prior knowledge of the subject to the
teacher, the class and each other during this lesson.

18
 Graduate Standards Evidence within this lesson

1.2: Understand how students learn Lead processes (class based discussions) so students can evaluate course
content and develop their essay writing skills.

2.1: Content and teaching strategies of the teaching area Demonstrate knowledge of course concepts relevant to global challenges.
Structure the content based upon learning outcomes relevant to topic via
handouts that demonstrate high quality essay writing skills.

3.1 Establish challenging learning goals Develop a culture of high expectations for all students by modelling and
setting challenging learning goals by providing a template and literacy
activities for essay construction.

4.1 Support student participation Support inclusive student participation and engagement in classroom
activities by encouraging students to actively discuss in pairs their ideas in
relation to the essay question and in conjunction with appropriate syllabus
outcomes. Encourage students to share their ideas with the rest of the class.

Reflection: I have learnt that effective and well planned lessons that present differentiation and maintain student
engagement; foster a high quality learning environment. Additionally, structured and modelled lessons allow students to
learn from explicit feedback. Moreover the repetition of skills in geography is important as it allows students to practise
their skill in preparation for HSC. The application of skills learnt such as interpretation of Google Earth maps or satellite
imagery in authentic inquiry based lessons like the ones in this Webquest allows students to transfer and apply knowledge
when needed in the HSC exam

19
WHS Considerations for this lesson

 Students are seated in their chairs safely

 Room is ventilated adequately
 No trip hazards
 Risk assessment for any student that needs one has been carried out
 Individually learning plan has been carried out for aboriginal students or those with additional needs
 Provide adequate lighting in the classroom for student learning
 Ensure all students have been provided with appropriate training and instruction to facilitate safe and productive learning
environments
 Ensure all students are treating their peers with respect

References

LESSON 1: https://www.createwebquest.com/lesson-one-great-barrier-reef-ecosystem-risk

LESSON 2: https://www.createwebquest.com/lesson-two-stockton-bight-sand-dunes

LESSON 3: https://www.createwebquest.com/lesson-three-comparing-and-contrasting-great-barrier-reef-stockton-
bight-sand-dunes

20
Links

"Ecosystems at Risk"

http://www.mrstevennewman.com/geo/index.html

National Geographic

http://education.nationalgeographic.org/encyclopedia/dune/

“What is Sand?”

http://www.livescience.com/34748-what-is-sand-beach-sand.html

Videos

Darron Gedge's Geography Channel

"Formation of Sand Dunes: Coastal Processes Part 5 of 6"

https://www.youtube.com/watch?v=gKU1K8n6jYM

21
Topic: Ecosystems At Risk Year: 12 Geography Time: 60 Minutes Syllabus Pages:
Lesson No 3: Post-Lesson 2 Date: 2017 Room: Classroom Stage of learner: 6
Aim of lesson
Students in this lesson build on their geographic inquiry skills and digital literacy skills. This is the last of three consecutive lessons in an
on-line comparative study of GBR and SBD. During this lesson students will be able to compare and contrast the management strategies
used at both sites and draw conclusions with regard to effectiveness and practicality of these strategies.
Outcomes Being Assessed: Differentiation
H2 explains the factors which place ecosystems at risk and the reasons for SLSO- to work with students who have low levels literacy/
their protection numeracy.
Literacy techniques such as skim and scan, scaffolding and
graphic organisers are used to help students organise ideas
H5 evaluates environmental management strategies in terms of ecological and interpret information from a range of on-line sources.
sustainability
Tasks are differentiated throughout using Bloom’s use of
H6 evaluates the impacts of, and responses of people to, environmental lead verbs to allow access for all learners.
change
Key Vocabulary List- Glossary (see appendix).
H8 plans geographical inquiries to analyse and synthesise information from a
ICT- BYOD device for students with vision impairments.
variety of sources
Differentiation for teaching strategies:
H9 evaluates geographical information and sources for usefulness, validity
and reliability  Collaborative grouping: students work in small
groups- delegate responsibilities.
H10 applies maps, graphs and statistics, photographs and fieldwork to  Pace: students can pace themselves in their learning
 Teacher can identify the students in the class who
analyse and integrate data in geographical contexts need additional support and give more detailed
explanations and guidance using more simple
H11 applies mathematical ideas and techniques to analyse geographical data language for LSES students.
 Give more targeted and challenging questioning to
H12 explains geographical patterns, processes and future trends through more able students as teacher moves around the
room.
22
appropriate case studies and illustrative examples

H13 communicates complex geographical information, ideas and issues

effectively, using appropriate written and/or oral, cartographic and graphic
forms.

Procedure: Time Resources

Lesson Focus: Students ccompare and contrast the two case studies through Teacher prepared and students have
more in-depth research and analysis. Focus on management strategies at both equipment out ready to learn.
sites.
Student class roll.
 Teacher greets students and marks student roll. Students are prepared 5 mins Webquest URL- Lesson 3:
with all necessary equipment including a BYOD.
https://www.createwebquest.com/le
 Teacher introduces students to part three of the online comparative sson-three-comparing-and-
study for the HSC Geography topic Ecosystems at Risk. Teacher sets contrasting-great-barrier-reef-
up the Web Quest on interactive whiteboard and briefly overviews the stockton-bight-sand-dunes
lesson. Teacher checks that all students are up to date so far and helps
any who need help. Teacher asks students to visit the Web Quest URL Activity worksheets- See
(see appendix) in order to complete the learning activities for this appendices/ digital/ printed copies
lesson. & spare copies.
 Teacher explains to students that this lesson will concentrate on
comparing and contrasting management strategies at the two sites- ICT device set up by the teacher-
The Great Barrier Reef & Stockton Bight Sand Dunes. WWW- with apps

23
 Teacher begins lesson by asking students to open up the word Student- BYOD
document they have been using when completing all of their Web Apps installed on BYOD
Quest activities, and checking homework has been completed and
students are up to date with the on-line activities. Students access the
Web Quest and complete the activities located there in the following
order:
 Students watch the following video:
https://www.youtube.com/watch?v=E8WXiEBf4Oc

 Students then visit the following website:

http://www.gbrmpa.gov.au/about-the-reef/animals/crown-of-thorns-
starfish/about-outbreaks

 Using the information found on the above link and the video students
complete the following questions: 15 mins
1. Describe what Crown of Thorn Starfish are.
2. Evaluate how they are impacting on the Great Barrier Reef, and why.
3. Evaluate the current methods for minimising the impact of the Crown
of Thorn Starfish.
4. Recommend alternative methods for dealing with this threat.

24
  Students visit the following website:
http://www.mrstevennewman.com/geo/GBR/index.html

 Students read the information under "2.5 Adjustments to Natural

Stress"

 On the word document, students complete the following questions: 5 mins

1. Describe the natural threats that place the Stockton Bight Coastal
Sand Dunes at risk.
2. Evaluate how these natural threats are impacting on the Stockton
Bight Coastal Sand Dunes.

Teacher hands out to student’s graphic organiser (see appendix- Y-chart).

Students are then required to complete the following activities on the
template provide:

1. Compare and contrast the natural threats of the Great Barrier Reef and
the Stockton Bight Coastal Sand Dunes, and the impact of those 10 mins
threats.
2. Evaluate the similarities and/or differences between the natural threats
of the two ecosystems at risk and whether their geographical location
has an impact on it (see appendix for template).

25
  Students watch the following video and visit the following website:

https://www.youtube.com/watch?v=mdJyS13oC7U

https://www.coolaustralia.org/challenges-and-solutions-for-the-great-barrier-
reef/

ICT Activity:

 Teacher asks students to use their BYOD to Open CmapTools. Using

CmapTools, students create a Cmap that demonstrates how global
warming and climate change are impacting on the Great Barrier Reef.
 Students visit the following link:
http://www.mrstevennewman.com/geo/Stockton/Home/index.html. On
the left of the page is a table of contents. Students read the information
under "4.0 Human Impacts", "5.1 Traditional Management" and "5.2
Contemporary Management" on both pages.

Second half of lesson: Preparation for final writing task 20 mins

 In preparation for writing the final 750 word comparative report,
students are to complete the following comparative table on their word
document. The columns are to be labelled "The Great Barrier Reef"
and "Stockton Bight Coastal Sand Dunes".
 The rows are to be labelled "Traditional Management" and
"Contemporary Management".

26
 Students then complete the table by summarising the information
presented on the links provided.
 Teacher reminds students of Homework Task: On your word
document, analyse and evaluate the management strategies for both
ecosystems at risk. Your answer should refer to the effectiveness and
practicality of the management strategies, and any recommendations
you may have for improved or alternative strategies.
 Teacher then re-explains to students the final task, which is to be
completed by the students at home and collected by the teacher next
week. Final Task: You have just been appointed to a new position as a
senior research analyst for the Bureau of Environmental Research for
Ecosystems at Risk. You will be required to complete a comparative
study of the following two Ecosystems at Risk- The Great Barrier Reef
and Stockton Bight Dunes. At the completion of your research, you
will be required to write a 750 word report that analyses and evaluates
the management strategies for both ecosystems. This report will need
to be submitted to your supervisor. The report should specifically refer
to the effectiveness and practicality of management strategies for each
ecosystem, and any other recommendations you may have for
improved or alternative strategies for the ecosystems. Your report will
be used as part of a set of evidence and data which will be presented at
the National Ecosystems at Risk 2017 Conference in Canberra.

27
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic knowledge 1.6 Substantive communication
that requires active construction and requires students to engage in higher-order thinking
and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high 2.3 High Expectations 2.6 Student direction
and explicit expectations and develops positive relationships between teacher and
students and among students.
Significance 3.1 Background knowledge 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to 3.2 Cultural knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.3 Knowledge integration 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all
cultural perspective.

Learning Outcome Method of measurement and recording

1.4 Higher order thinking Students have to synthesise and hypothesise to achieve an interpretation
of the information they collect from their research.

Quality Learning Environment 2.2, 2.3, 2.4 Students will be sourcing geographical information online and will be
guided by the teacher throughout their online searches. Students are able
to share knowledge with each other and spend part of the lesson working
together to learn with the teacher acting as a support, rather than a focus
throughout the lesson.
Significance 3.1 Students are asked to convey their prior knowledge of the subject to the
teacher, the class and each other during this lesson.

28
 Graduate Standards
1.2: Understand how students learn
2.1: Content and teaching strategies of the teaching area
3.1 Establish challenging learning goals
4.1 Support student participation
29
Evidence within this lesson
Lead processes (class based discussions) so students can evaluate
course content and develop their essay writing skills.
Demonstrate knowledge of course concepts relevant to global
challenges. Structure the content based upon learning outcomes
relevant to topic via handouts that demonstrate high quality essay
writing skills.
Develop a culture of high expectations for all students by modelling
and setting challenging learning goals by providing a template and
literacy activities for essay construction.
Support inclusive student participation and engagement in classroom
activities by encouraging students to actively discuss in pairs their
ideas in relation to the essay question and in conjunction with
appropriate syllabus outcomes. Encourage students to share their
ideas with the rest of the class.
Reflection: Students engage with their learning when learning environments promote a love of learning and high
expectations. Teacher passion and knowledge of their subject is important in the promotion of learning. Additionally student
immersion in an authentic task that has relevance and meaning to their life and a practical application to life outside of the
classroom walls such as a career can help promote higher levels of engagement. It is crucial that students be able to access
the curriculum appropriately and as such differentiation of product and delivery as in these 3 lessons promotes greater
outcomes for all learners.

WHS Considerations for this lesson

 Students are seated in their chairs safely

 Room is ventilated adequately
 No trip hazards
 Risk assessment for any student that needs one has been carried out
 Individually learning plan has been carried out for aboriginal students or those with additional needs
 Provide adequate lighting in the classroom for student learning
 Ensure all students have been provided with appropriate training and instruction to facilitate safe and productive learning
environments
 Ensure all students are treating their peers with respect

30
References

LESSON 1: https://www.createwebquest.com/lesson-one-great-barrier-reef-ecosystem-risk

LESSON 2: https://www.createwebquest.com/lesson-two-stockton-bight-sand-dunes

LESSON 3: https://www.createwebquest.com/lesson-three-comparing-and-contrasting-great-barrier-reef-stockton-
bight-sand-dunes

Websites

http://www.mrstevennewman.com/geo/index.html

http://www.mrstevennewman.com/geo/Stockton/Home/index.html

https://www.coolaustralia.org/challenges-and-solutions-for-the-great-barrier-reef/

http://www.4wdnow.com/news/150-stockton-beach-draft-plan-of-management

Videos

Australian Museum

"Crown of Thorns Starfish Threaten the Great Barrier Reef"

https://www.youtube.com/watch?v=E8WXiEBf4Oc

https://www.youtube.com/watch?v=mdJyS13oC7U

31
 YEAR 12 GEOGRAPHY
ECOSYSTEMS AT RISK

Online Comparative Study Guide

Resource booklet

32
Glossary
Biodiversity: the variety of living organisms on earth and the recognition of the need to maintain and protect this diversity

Biosphere: the realm of earth that includes all plant and animal life forms

Cadastral map: a map which shows property boundaries

Counter urbanisation- a marked decline in the total population, or growth of the population, of large metropolitan areas and the subsequent
growth of smaller urban centres at their expense- first identified in North America in the 1970s where counter urbanisation had replaced
urbanisation as the dominant force shaping the nation’s settlement pattern

Ecological dimension: describes the relationship between people and the environment and the effect that they have on each other

Ecologically Sustainable development: using, conserving and enhancing the community’s resources so the ecological processes are maintained
so that quality of life, now and in the future, can be increased.

Ecosystem: a system formed by the interaction of all living organisms(plants, animals, humans) with each other and with the physical elements
of the environment in which they live

Environment: the ‘total surroundings’ including the components of the biophysical world, and the cultural, social, political and economic
contexts of people

Environmental impact assessments: a detailed study for a proposed development that identifies and describes the environment, predicts any
likely changes that might result from such a proposal, assesses the significance of any predicted changes and reports through an environmental
impact statement which makes provision for community consultation

Ex-urbanisation: a process whereby people, usually affluent, move from the city to rural areas but continue to maintain an urban way of life
either through long distance commuting or technology

33
Geographical issues: areas of concern that arise due to changes resulting from the interaction within environments and which can be
investigated from spatial and/or ecological dimensions

Geographical: the combination of physical and human forces that form processes and transform our world

GIS Geographical Information Systems: integrated computer tools for the handling, processing and analysing of geographical data

Mega cities: very large agglomerations of at least 10 million inhabitants

Nation-state: the political unit of people living in a defined territory, with government authority in their economy, political organisation and
external security

Non-government organisations (NGOs): groups of people in the community focused around a common aim whether it be to raise money for
projects, environmental action, political or social change spatial dimension describes where things are and why they are there

Spatial exclusion: refers to the defence of luxury lifestyles which have resulted in restrictions in spatial access and the freedom of movement of
other urban dwellers. It is manifest in ‘high security suburbs’, ‘walled estates’ and security conscious retail-business complexes

Spatial interdependence: the degree to which phenomena depend on each other for development and/or survival. Spatial interdependence
implies that a spatial association exists

Spatial patterns: a key theme in geography that includes the concepts of location, distribution, spatial organisation and spatial differentiation

Sustainability: the ability to meet the needs of the present generation without compromising the ability of future generations to meet their needs

Transnational corporations (TNCs): large business enterprises with a number of branches operating in several countries but with usually a
central head office in a developed country, whose powers transcend national boundaries

Urban village: distinctive residential districts comprising a clustering of people with a common culture and forming an identifiable community

World city (global city): a large city that has importance to the operation of the global systems of finance, trade, politics, communications, aid,
tourism and entertainment.

34
Final Task: Assessment for learning
‘As part of your job with the Bureau, you are required to
complete a comparative study of the following two Ecosystems at
Risk- The Great Barrier Reef and Stockton Bight Sand Dunes.
At the end of the three lessons you will be required to write a
750 word report that analyses and evaluates the management
strategies for both Ecosystems. The report should refer to the
effectiveness and practicality of management strategies for each
case study and any recommendation’s you may have for improved or
alternative strategies.

35
PEEL Paragraph Writing
Point

Your first sentence must state your point. It introduces the topic you’re about to discuss and tells the
reader what the paragraph is going to be about. This is sometimes called a topic sentence.

Evidence
Support your point with evidence and examples. In the next one or two sentences, give evidence to
expand upon and support the point you made. Evidence can include facts, statistics, research
findings, and quotes from a credible authority or a primary text.

Explanation
This is where you show your understanding by explaining in more detail how and why your evidence supports your point. Your explanation should interpret
the evidence for the reader.

Link
The last sentence should reinforce your original point or link your writing to the next paragraph. The link sentence can provide a transition to the next topic
or paragraph.

Note: The PEEL approach is most effective when your writing is first carefully planned. To do this jot down the key points you are going to make and the
evidence and explanations you can use to help support your point.

36
 Precis Map
Stockton Bight Sand Dunes
Activity: Using the screenshot you took on Google Earth of Stockton Bight Sand Dunes, in the empty space provided
below, draw a Precis Map of the location.

Use Google Earth to find Stockton Bight Sand Dunes.

A still image has been provided below to assist you.

KEY: Use the following colours for your key:

Green – Recreation

Red - Transport routes - road and walking tracks

Yellow – Commercial

Orange – Airport

Blue - Water

37
38
 Y-Chart Activity
Your task: Complete the following activities on the templates provide:

1. Compare and contrast the natural threats of the Great Barrier Reef and the Stockton Bight Coastal Sand Dunes, and the impact of those
threats.

Compare and contrast the natural threats and impacts

of those natural threats

The Great Barrier Reef

Stockton Bight Sand
Dunes

39
Activity: Using the table below to record your answers to the following question:

Evaluate the similarities and/or differences between the natural threats of the two ecosystems (The Great Barrier Reef & Stockton Bight Sand
Dunes) at risk and whether their geographical location has an impact on it.

Similarities Differences

40
 Geographical Location:
Impact on Ecosystems at Risk

Impact on: The Great Barrier Reef Impact on: Stockton Bight Sand Dunes

41
 Appendix A.
SCOPE AND SEQUENCE

SUBJECT: Geography STAGE: 6 YEAR: 12 (HSC)

TERM 4 1 2 3 4 5 6 7 8 9 10

TOPIC ECO-SYSTEMS AT RISK

Bio-physical Vulnerability and Case study: Coral Reefs- The importance of ecosystem Evaluation and
SUB-TOPIC interactions which resilience of ecosystems Great barrier reef and management and protections contemporary
lead to diverse Coastal Sand Dunes- management
ecosystems and their Stockton Bight strategies
functioning
Task 1: Task 1 due: Research
ASSESSMENT Handed out task

TERM 1 1 2 3 4 5 6 7 8 9 10

TOPIC URBAN PLACES

SUB-TOPIC World Cities Mega Cities Case Study: Sydney

ASSESSMENT Task 2: Task 2:

Handed Extended
out Response
42
TERM 2 1 2 3 4 5 6 7 8 9 10
TOPIC URBAN PLACES PEOPLE AND ECONOMIC ACTIVITY
SUB-TOPIC Sydney Case Study: Global Activity: A The environmental, social Local Activity: Nature, Location,
Bathurst description of the and economic impacts of the Internal/ external factors.
nature, spatial patterns economic activity
and future directions
ASSESSMENT Task 3: Handed Task 3:
out Geographic
Inquiry

TERM 3 1 2 3 4 5 6 7 8 9 10

TOPIC People and Economic Revision for trials Trial Exams Revision for HSC
activity + Skills

SUB-TOPIC Skills Revision Revision Exams Revision and consolidation of course material

ASSESSMENT Task 4: Trial exam

43
Appendix b. Concept Map

44
 Appendix C.

Assessment Schedule: Year 12 Geography

Unit title Unit Length Basic Overview
Ecosystems at risk 10 weeks- Term 4 The focus of this study is a geographical investigation of the
functioning of ecosystems at risk, their management and
protection.

Urban places 12-14 weeks- Term 1 & 2 The focus of this study is a geographical investigation of world
cities, mega cities and the urban dynamics of large cities and
urban localities.

People and Economic activity 10 weeks- Term 2 & 3 The focus of this study is a geographical investigation of
economic activity integrating the local and the global context.

Assessment Item Due date Basic description of task Weighting

TASK 1 WEEK 8: Term 4 Ecosystems at risk- Research Task 25%

TASK 2 WEEK 5: Term 1 Urban places: Extended response 20%
TASK 3 WEEK 7: Term 2 Geographic Inquiry: People and Economic activity 25%
TASK 4 WEEK 5/6: Term 3 Trial Examination 30%

45
Component Task 1 Task 2 Task 3 Task 4 Weighting

Knowledge and understanding of course content 5 10 5 20 40

Geographical tools and skills 5 5 5 5 20

Geographical inquiry and research, including fieldwork 10 10 20

Communication of geographical information, ideas and issues 5 5 5 5 20

in appropriate forms

Marks 25 20 25 30 100

46
 Year 12 HSC Geography: Assessment task
Assessment task: Year 12 Geography

Due date: Week 8, Term 4.

Task Weighting: 25%

Task Description: Ecosystems at Risk Research/ Report Task

Syllabus Outcomes being assessed

• vulnerability and resilience of ecosystems
– impacts due to natural stress
– impacts due to human induced modifications to energy flows, nutrient
cycling, and relationships between biophysical components
• the relevance of a geographical understanding of ecosystems at risk to a
particular vocation such as: managing a national park, guiding tourist
groups, ecological mapping for surveyors, evaluating dune stabilisation
programs preserving heritage sites.
H1- explains the changing nature, spatial patterns and
interaction of ecosystems, urban places and economic activity.
H5- evaluates environmental management strategies in terms of
ecological sustainability.
H9- evaluates geographical information and sources for
usefulness, validity and reliability
H12- explains geographical patterns, processes and future trends
through appropriate case studies and illustrative example
H13- communicates complex geographical information, ideas
and issues effectively, using appropriate written and/or oral,
cartographic and graphic forms.

Your task is to: Imagine you are a member of an environmental group competing for a monetary grant from the Federal

Government (it doesn't have to be Australia). The main concern of your group is the protection of vulnerable ecosystems.
47
Part 1: Using a report style format you are required to:

 Name and describe the ecosystem you wish to protect.

 Describe where the ecosystem is located (provide a map).

 Describe the functioning of the ecosystem (animals, plant, and biophysical interactions).

 Explain why this ecosystem needs protection (refer to linkages, biodiversity, location and/or extent).

 Outline management strategies you intend to put in place.

Explain why you would put these particular management strategies in place.

Part 2: In your report you should also include the following:

 What is the name of your environmental group?

 What would be three important vocations (jobs) related to managing your selected environment?

 Choose one of these vocations and provide details about the role this person would play in protecting your chosen

environment.

48
Marking Criteria Assessment 1- Research Task
Topic: Ecosystems at Risk

Criteria Marks
 Provides a highly detailed map and extensive explanation of the factors affecting chosen vulnerable 17–20
ecosystem, with reference to biophysical, animal & plant interactions.
 Applies highly detailed and relevant geographical knowledge and understanding of why chosen ecosystem
is at risk with reference to appropriate case studies and illustrative examples, including: linkages,
biodiversity, location and or extent- examples collected from research.
 Presents a sustained, logical and well-structured report using appropriate geographical information, ideas
and examples in relation to the Environmental Group discussed.
 Efficiently communicates in written report form using appropriate structure, applying precise and abstract
geographic terms and using complex graphic forms.
 Effectively explains management strategies in the ecosystem outlined in the report.
 Provides a detailed map an and extensive explanation of the factors affecting chosen vulnerable ecosystem, 13–16
with reference to biophysical, animal & plant interactions.
 Applies detailed and relevant geographical knowledge and understanding of why chosen ecosystem is at
risk with reference to appropriate case studies and illustrative examples, including: linkages, biodiversity,
location and or extent- examples collected from research.
 Presents a logical and well-structured report using appropriate geographical information, ideas and
examples in relation to the Environmental Group discussed.
 Communicates in written report form using appropriate structure, applying geographic terms.
 Explains management strategies in the ecosystem outlined in the report.

49
 Provides a sound explanation of the factors affecting chosen vulnerable ecosystem, with reference to 9–12
biophysical, animal & plant interactions.
 Applies general geographical knowledge with reference to appropriate case studies and/or illustrative
examples including: linkages, biodiversity, location and or extent.
 Presents a clear answer using appropriate geographical information and ideas
 Communicates in written form using geographic terms and/or graphic forms.
 Demonstrates basic knowledge of some of the factors affecting chosen vulnerable ecosystem, with reference 5–8
to biophysical, animal & plant interactions.
 May outline an illustrative example related to: linkages, biodiversity, location and or extent- examples
collected from research.
 Presents some geographical information, ideas and examples
 Communicates in written form using some major geographic terms and concepts. Does not keep to written
report form.
 May demonstrate elementary knowledge of one or more factors affecting chosen vulnerable ecosystem, 1–4
with reference to biophysical, animal & plant interactions.
 May make reference to a simple case study or illustrative example
 Limited geographical information, ideas and examples.
 Does not communicate ideas in written report.

50
ASSESSMENT SIGN OFF/ ON SHEET

DATE
DATE
STUDENT NAME SIGNATURE SUBMITTED/ SIGNATURE
ISSUED
COMPLETED

51
Appendix D. Unit Outline- Ecosystems at Risk.

Stage 6 Geography
Unit Outline
Unit: Ecosystems at Risk

The focus of this study is a geographical investigation of the functioning of ecosystems at risk, their management and protection

Time Allocation: 40 indicative hours (10 weeks)

Outcomes (indicated in red throughout the teaching Strategies/student learning experience)

H2 explains the factors which place ecosystems at risk and the reasons for their protection
H5 evaluates environmental management strategies in terms of ecological sustainability
H6 evaluates the impacts of, and responses of people to, environmental change
H7 justifies geographical methods applicable and useful in the workplace and relevant to a changing world
H8 plans geographical inquiries to analyse and synthesise information from a variety of sources
H9 evaluates geographical information and sources for usefulness, validity and reliability
H10 applies maps, graphs and statistics, photographs and fieldwork to analyse and integrate data in geographical contexts
H11 applies mathematical ideas and techniques to analyse geographical data
H12 explains geographical patterns, processes and future trends through appropriate case studies and illustrative examples
H13 communicates complex geographical information, ideas and issues effectively, using appropriate written and/or oral, cartographic
and graphic forms.

52
Students Learn to Students Learn about Teaching Strategies/student learning experience Resources
Ecosystems at Risk Ecosystems and their Introduce students to Board of Studies, Assessment Research Centre and
investigate and management distribute past HSC papers (Homework booklet).
communicate
Issue course Outline, Syllabus, Glossary of terms.
geographically by • biophysical interactions Kleeman Textbook
which lead to diverse As a class, discuss “Ecosystems at Risk”. What is an ecosystem, where can Global Interactions.
• Asking and ecosystems and their they be found? Discuss Latitude & look at the classification of ecosystems.
addressing functioning For Homework, students can find images of different ecosystems.
geographical Baker et.al pathways in
questions such as • vulnerability and Discuss featuers of exosystems and link this to climate/Physical Featuers & Senior Geography
– what are the resilience of ecosystems Vegetation. Watch Youtube Clip: Crash Course in Ecology Discuss the HSC
reasons for the different types of Ecosystems. Discuss how an ecosystem functions. Discuss Paine et al Senior
location of the Trophic Levels, consumers, ecotones and the general functioning of an Geography 2
Great Barrier – impacts due to natural
stress ecosystem. Watch Lion King snippet about the ‘Circle of Life’. Macmillan
Reef? Mapping and statistical
– what action is – impacts due to human Sketch diagram on page illustrating impact of Stress & Resilience (p27 skills for senior
appropriate for induced modifications Kleeman). Students read Mt St Helens (Kleeman) article & watch YouTube students. Scott and
managing to energy flows, video of this. Discuss Resilience. H2, H13 Laws, Jacaranda
wetland nutrient cycling, and
ecosystems relationships between Conduct flow line diargrams for food chains and food webs- discuss
sustainably? biophysical components ecosystems and links in specific ecosystems- food chains and food webs.
– what will the
rainforests of • the importance of As a class- look at maps showing areas of high human impacts on ecosystems-
Kalimantan be ecosystem management written or verbal discussion as to reasons. Drawing and analysis of natural
like in the future? and protection cycles- water, oxygen, nitrogen, carbon and phosphorus. Construction and
analysis of energy pyramids and trophic levels.
Use geographical skills
and tools such as – maintenance of genetic
Class discussion about impacts due to human induced modifications. Look at
• Calculating the diversity
the Sugar Cane Industry in Tully & read newspaper article.
gradient of a slope – utility values
as a ratio – intrinsic values

53
• Calculating the – heritage values Discuss the impacts to Nutrient cycling and the relationship between
vertical – need to allow natural biophysical components (cyclones – increasing water temperature – impact to Google Maps
exaggeration of a change to proceed the Great Barrier Reef).
cross section Virtual Activity
describing a specific Video Muddy Waters- Discuss stress experinced by the Great Barrier Reef and
ecosystem • evaluation of look at the Sugar Cane Industry. Discuss Nutrient Cycling, energy flows. Google street view
traditional and Discuss the Crown of Thorn Starfish & succession and invasion.... link back to
• Determining sight contemporary
lines between two Mt St Helens (p30 Kleeman) H5, H6, H7, H12 David Attenbrough-
management strategies. Interactive Great
points
Students to take notes from PPT on “Management and Protection” of Barrier Reef activity
• Recognising ecosystems. Students copy & mindmap genetic diversity, utility value,
features of changing Case studies of ecosystems intrinsic, heritage values + the need to allow natural change (homework – Past Google Earth Map
pressure patterns on HSC Question from NESA). exercises GBR.
weather maps in
order to describe • TWO case studies of
different ecosystems at Class notes on Contemporary and Traditional Management strategies. PPT to
characteristics of accompany. Students to discuss the changes over time & the most common
different ecosystems risk to illustrate their
unique characteristics management strategies. Recap/discuss reasons for Management and
• Constructing a log including: Protection.
of events and
activities to manage – spatial patterns and
Students complete past HSC papers on traditional and contemporate
the development of dimensions: location,
management strategies. Students to create palm cards & update study guides.
a fieldwork activity altitude, latitude, size,
Refer students to class wiki where course work notes, information and
explaining human shape and continuity
activities can be accessed.
impacts on an – biophysical interactions
ecosystem at risk including: HAND OUT teacher developed course notes to students for all dot point.
• Interpreting – the dynamics of Refer students to our class Wiki where additional notes, tasks and resources
frequency weather and climate can be viewed and uploaded by students
distributions and – geomorphic and
diagrams about hydrologic processes
energy flows in such as earth
different ecosystems movements,
weathering, erosion,

54
• Constructing a transport and CASE STUDY 1: The Great Barrier Reef
precis map from an deposition, soil
aerial photo or formation Hand out blank syllabus guide to students (students to tick off as we
satellite image to – biogeographical go).Remind students about class wiki and information found there.
describe spatial processes: invasion,
patterns of overland succession, Introduction to GBR- using David Attenbrough Youtube link:
flow modification, resilience
• Using GIS to – adjustments in response Google Earth mapping exercise GBR.
examine spatial and to natural stress
ecological issues Students to answer worksheets on spatial patterns, as found on the wiki. Class
– the nature and rate of discuss location, spatial patterns, latitude, size, shape and continuity.
relevant to the change which affects
protection and ecosystem functioning
management of Look at geomorpic and hydrolic processes –class wiki. Look at
– human impacts (both erosion/climate change/disturbances and discuss natural and human induced
ecosystems. positive and negative) impacts on the Great Barrier Reef. Read article re; Obama and discuss the
Identify geographical – traditional and implications of the changes to the future of the GBR- Attenbrough Interview
methods applicable to, contemporary on youtube. Class discussion follows.
and useful in, the management practices.
workplace such as Students complete activities related to this on the wiki.
• Using
meteorological data, Dicuss weather and climate. Look at the cyclones, increase in water Bureau of
satellite imagery and temperature and the impact of soil disturbance on coral. Look at the David Meterology- Satelite
aerial photography Attenrbough snippet on youtube- implications of coral bleaching (increase in imagery/ tracking
• Constructing water temperature). Students complete acxtivities on the wiki. cyclone Debbie.
environmental maps
and compiling Discuss Invasion and succession. Look at the Crown of Thorns Starfish and
environmental re-discuss Tully & the sugarcane industry- David Attenbrough/ Lizard Island.
impact reports
Discuss the impact of Tourism (85%of GBR Tourists visit between
Townsville and Cairns – discuss this impact. Look at the Fertiliser run off &
the sediments in the water – creating a blanket, blocking out the sun and
killing the coral.

55
• The relevance of a Look at resillience and listen to the ABC radio transcript on student wiki.
geographical Students to complete worksheets found on wiki for this section of the unit.
understanding of
ecosystems at risk to Disucss adjustments in response to natural stress and look at what is being
a particular vocation done. Notes and PPT in class wiki. Questions are also here for discussion and
such as: managing a class collaboration. Students informed to post ideas on the Wkiki page.
national park,
guiding tourist Discuss the nature and rate of change and link this to reslience. Discuss
groups, ecological trophic levels and ‘survival of the fittest’. Students to take notes on nature and
mapping for rate og change and discuss, linking to GBR. Students complete the compartive
surveyors, table on the class website. Students use a graphic organiser to show human
evaluating dune impacts on GBR.
stabilisation
programs preserving Students discuss Muddy Waters & sediment article (GBR) and discuss human
heritage sites. impaccts on the GBR. Discuss negative impacts (again, talk about Fertilisers
& run off from Sugarcane industry) and discuss positive impacts (such as
management strategies). Students discuss intrinsic, utility, heritage values, for
managing and protecting GBR ( class debate).

Students investigate and address geographical questions such as:

1. What are the reasons for the location of the Great Barrier Reef?
2. What action is appropriate for managing wetlands sustaibly?
3. What will the Great barrier Reef look like in the future?

PPT and notes on Traditional and contemporary management practices.

Look at zoning, anchoring and mooring etc and get students to explore http://www.gbrmpa.go
GBRMPA (Great Barrier Reef Marine Park Authority Website). v.au/visit-the-reef/site-
THINK/ PAIR/ SHARE Activity. specific-management

56
Students complete an activity guide table using the template provided on the HSIE Teachers-
Wiki- to evaluate the effectgiveness of management strategies use don the http://lizardisland.virtu
GBR in terms of ecological, sustainable development. alfieldsite.com/

CASESTUDY 2: Stockton Bight Sand Dunes

Spatial Patterns and Dimensions

(where is it and what's it like?)
Location and Latitude Where are Coastal Sand Dunes located and where is the
Stockton Bight Coastal Sand Dune Ecosystem?
AltitudeHow High above sea level does it rise?
Size and ShapeWhat is its extent?
ContinuityHow long has it been there?

Location and Latitude- Coastal Sand Dunes are obviously located in coastal
regions but they are generally found on coasts that experience strong onshore
(wind that blows on to the shore from the sea) prevailing winds.
For this reason most Coastal Sand Dune ecosystems are found in the world's
temperate and arid tropical climatic zones because these areas are more likely
to experience onshore prevailing winds.

In the wet tropical zones, prevailing winds are generally weaker and less able
to move the volume of sand required construct large sand dune.

Stockton Bight is located at the mid-point of the New South Wales coast,
halfway between Victoria and Queensland. It is 165 kilometres north of
Sydney.

Biophysical Interactions- The four spheres functioning together- The accretion

cycle. Coastal Dune Systems are formed by the interactions between the
atmosphere, lithosphere, hydrosphere and biosphere.

57
The predominant process that shows how the four spheres interact on Coastal
Sand Dunes along the SE coast of Australia is called the ACCRETION
CYCLE. Simply, the accretion cycle is a process that helps deposit, store and
remove sand on Coastal Sand Dunes.

Introduce Biophysical interactions: Geomorphological, Hydrological, weather

and climate, Biogeographical, adjustments to natural sress.

The ACCRETION CYCLE plays a major role in the functioning of The

Stockton Coastal Dune Ecosystem. This cycle is a complex process where the
lithosphere, hydrosphere, atmosphere and biosphere create, build up, store and
remove of sand in the dune system in a constant cycle.This cycle often begins
with sand that has been eroded and transported by rivers and along the
coastline are deposited onto the shore by waves. The sand dries out and is
blown to the back of the beach where it is stored with the help of the
vegetation. Sand is then taken back into the sea via destructive waves and
currents and stored offshore but it is deposited back slowly with constructive
waves. And the cycle continues.

Nature and Rates of Change- Like all ecosystems, Coastal Sand Dunes do
change over time. The causes of these changes have predominantly been
natural, but in recent times humans have contributed greatly to the rapid
changes that have occurred on Coastal Sand Dunes.

Human Impacts on Coastal Sand Dune Ecosystems: As mentioned in the

previous chapter, humans have been responsible for changing the lithosphere
and biosphere on Coastal Sand Dunes. The Stockton Bight Coastal Sand
Dunes are no exception and humans have had both positive and negative
impacts upon them.

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Discuss Positive Impacts on sand dunes including:

a) Aboriginals, fire and the Encouragement of Biodiversity

The most positive human impact that has been made on the Stockton Bight
Coastal Sand Dunes was by the Aboriginal people, particularly the Worimi
Nation. The Worimipeople, through a practice called "fire stick farming", have
actively encouraged vegetation growth.Vegetation plays two important roles
on Coastal Sand Dunes.
Some of the main vegetation species found at Stockton Bight -such as
Banksias, Wattles, and Eucalypts- depend on fire for the propagation of their
seeds and for the development of new growth.

Class discussion on the Management Practices of Coastal Dune Systems

The Stockton Bight sand dune ecosystem has been managed for thousands of
years by local Aboriginal groups. In more recent times, management of the
ecosystem is divided between the various governmental agencies and
departments responsible for particular aspects of the ecosystem.

Student investigate: Why protect and manage Coastal Dune Systems?

Traditional Management Practices- The Maaiangal Clan of the Worimi Nation

have occupied the Stockton Bight area since the beginning of the Dreaming.
Western scientific thought believes they have been around for thousands of
years. Periodic visits to the Stockton Bight coastal area coincided with the
seasonal availability of seafood. There are numerous ways in which the
Maaiangal Clan of the Worimi Nation managed this unique ecosystem.
Contemporary Management of Coastal Dune Ecosystems- investigate the
current Management of the Stockton Bight Sand Dunes- Stockton Bight Sand
Dunes was managed by Newcastle City Council(Southern End) and Port
Stephens Council (Northern End).

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Appendix E. A relational table of the unit to past papers (2013-2016).

Section III- Geography

2013 HSC Examination Mapping Grid

Questions Marks Content Syllabus Outcomes

25 20 Ecosystems at Risk H1, H2, H8, H12, H13
26 20 Urban Places H1, H5, H8, H12, H13
27 20 People and Economic Activity H1, H4, H8, H12, H13
Section III- Geography
2014 HSC Examination Mapping Grid

Questions Marks Content Syllabus Outcomes

25 20 People and Economic Activity H1, H4, H8, H12, H13
26 20 Urban Places H1, H3, H12, H13
27 20 Ecosystems at Risk H1, H5, H8, H12, H13
Section III- Geography
2015 HSC Examination Mapping Grid

Questions Marks Content Syllabus Outcomes

25 20 World and Mega Cities H1, H6, H12, H13

26 20 Ecosystems at Risk H2, H6, H12, H13

27 20 Economic Activity H1, H4, H12, H13

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Section III- Geography
2016 HSC Examination Mapping Grid

Questions Marks Content Syllabus Outcomes

25 20 Urban places – mega cities H5, H6, H12, H13

26 20 Ecosystems at Risk – biophysical H2, H5, H6, H12, H13

20 Economic activity H4, H6, H12, H13

27

Examples of past papers and responses to go up the grading scale can be found at the following websites:

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2013/geography-2013-hsc-exam-pack

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2014/geography-2014-hsc-exam-pack

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2015/geography-2015-hsc-exam-pack

https://educationstandards.nsw.edu.au/wps/portal/nesa/11-12/Understanding-the-curriculum/resources/hsc-exam-papers/hsc-exam-paper-
detail/2016/geography-2016-hsc-exam-pack

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Justification

For the purpose of this assessment, I have incorporated evidence based pedagogical research and theoretical frameworks in order to construct a

series of 3 lessons for the HSC Year 12 Geography Course, topic: Ecosystems at Risk. I have attached classroom ready supporting

documentation which covers the content of the Stage 6 Geography unit.

Bloom’s Theory of Taxonomy is a theoretical framework which can be easily transferred into the year 12 Geography classroom. Bloom’s

Taxonomy describes “the cognitive domain related to learners' and recalls or recognises the knowledge and the development of intellectual

abilities and skills; learners' interests, attitudes, and values; and a learners motor skills” (Surjosuseno & Watts, 1999). Kelly (2014) suggests that

Blooms can be applied into the Geography classroom and used as an excellent way to differentiate course content. Using Bloom’s theory for the

creation of my lesson plans, allows for student access, at a level commensurate to their ability.

The year 12 Geography Unit: Ecosystems at Risk, requires students to conduct geographical investigation in order to collect information and

formulate ideas. As such, students within this unit should learn to: hypothesise, make use of criticism, understand subjectivity, be critical

thinkers and move towards deepening their understanding of how the course concepts overlap and interact. By considering this idea, the aim of

my lessons is to have students working towards higher level thinking skills. Bloom’s describes this as being able to: Evaluate, analyse and

create.

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Beginning with my pre-lesson, I build on knowledge previously gained by students during their study of Ecosystems at Risk. Students have

already completed all lessons as outlined in the Unit Outline for the topic. The purpose of lesson 1/3 is to engage students, by having them utilise

higher order thinking skills.

The task presented to the students during this lesson, asks that students consider themselves as an ‘expert in the field’ for the Bureau of

Environmental Research for Ecosystems at Risk. Students are required to research two case studies- The Great Barrier Reef and Stockton Bight

sand dunes and deliver their findings in an online report. By completing this task, students are able to authentically appoint themselves in their

learning.

The unit of work designed for the topic: Ecosystems at Risk, directly links to the online comparative study and the 3 lesson plans. The online

learning activities are part of a series of 3 lessons, where students investigate and study two ecosystems at risk. The online comparative study is

in support of further detailed lessons in each case study, conducted in class as part of the unit. At the completion of the 3 on-line lessons,

students will have a stronger understanding of geographical issues and skills.

The online comparative study facilitates student learning, as it allows each student the opportunity to immerse themselves in an authentic task,

with an authentic audience. Having the lessons presented to students using an online platform, permits each student with an equal opportunity to

be able to successfully meet the intended learning outcomes for the Geography Stage 6 syllabus. It allows students better time management, as

students can work independently on set tasks both in and out of the classroom. Using a web quest page to deliver content to the students provides

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extra support for those that need additional time to complete their learning. In addition, it makes learning transferable as students can keep up-to-

date with class work, even if they are not physically present in the classroom.

This digital platform allows students to actively participate in the learning via the use of ICT. It permits students with an opportunity to improve

their research skills, as they are required to retrieve information from a number of sources. In particular, many of the learning activities

demonstrated throughout the lessons, require students to interpret visual representations of information, in the form of a video (YouTube).

Moreover, the use of Google Earth and digital imagery (satellite images) has also been employed throughout the lessons, so that students meet

the needs for high stakes learning. I used an existing webquest and enhanced it to suit the learning needs of my class. In particular I added skills

activities to the webquest and changed the end task into a more authentic opportunity for learning. Implementation of rich digital sources into the

Web Quest also enabled me as teacher to guide the learning of the geographic knowledge and skills in an engaging way and enabled a shift

towards active 21st Century learning, for every student. Integrating the use of ICT into the classroom provides students the chance to take greater

charge of their own and each other's learning, providing a framework for deep learning competencies. Digital technologies, such as Google

Earth, accelerates student learning. Therefore, having students complete the Google Earth activity (see lesson plan) subsequently, enhances

student’s geographical skills and knowledge.

According to Bodzin, Anastasio & Lehigh (2014) “ Web-based geospatial tools such as Google Earth and instructional resources integrated with

appropriately designed instructional materials show great potential in promoting spatial thinking with diverse learners”. It is also suggested that

recent education reform initiatives emphasises the significance of developing thinking skills, data analysis skills and understanding real-world
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applications, and utilizing the power of technology in teaching and learning, allows for the development of spatial thinking skills- providing a

platform for effectively achieving these education goals.

Throughout the online study, students are required to complete mapping activities such as: drawing a Precis Map and written responses. These

activities have been specifically designed to help improve student’s numeracy and literacy skills. Paramount to the successful completion of the

HSC Geography Course is the need for students to build their reading and writing skills. Literacy for students, involves students listening,

reading, viewing, speaking, writing and creating oral, print, visual and digital texts, and using and modifying language for different purposes in a

range of contexts. The online comparative study designed for this topic, teaches students how to be able to transfer knowledge and skills and

apply it to new learning situations. The activities presented incorporate a variety of literary modes that can be categorised by the Bloom’s matrix.

In particular, HSC terminology such as: evaluate and analyse, have been included in the learning tasks where students are to write responses to

questions. By implementing this teaching strategy, students are familiarised with HSC terminology, which ultimately allows them the

opportunity to continually refine their literacy skills and become better prepared for writing written responses in the final HSC examination. In

addition, throughout my lessons I have integrated differentiation, in order to meet the needs of every student. A variety of teaching strategies

have been developed, including activities that require students to work both collaboratively and independently on set tasks.

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Embedded throughout the series of lessons, is Assessment for learning. The shared platform (webquest) and the informal assessment at the end

of the online study (final task), has been sequenced appropriately, so that students can first build on their prior knowledge and skills whilst

working towards higher level achievement. By lesson 3, students should be able to submit a well written, coherent and logical report.

Delivering lessons using an on-line platform, promotes classroom participation by encouraging a high degree of pupil response. This style of

teaching is labelled as Student-Centred Learning. SCI is an instructional approach in which students influence the content, activities, materials,

and pace of learning. Utilizing this pedagogy in the Geography classroom, means as a teacher, I am able to observe those students who may need

additional support with the outcomes being taught or, recognise those students whom need their learning fast tracked. It is also critical to use

clear, accessible language when teaching and supporting students who may be unfamiliar with academic discourse. With this in mind, students

are facilitated in the learning activities via graphic organisers and scaffolds, such as: PEEL and the Y-chart.

The primary focus for the 3 lessons and subsequent learning activities is to promote and encourage student learning. By targeting their research

and academic writing skills, students can progress with their learning and hopefully achieve higher bands in the HSC.

This inquiry based pedagogical approach, also enables students to become equipped with the appropriate skills and knowledge required to

complete the assessment task (see appendix).

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Overall, I have included into my lessons, teaching strategies that are considered appropriate to the HSC Geography Course and specifically the

topic being studied: Ecosystems at Risk. The use of online/ digital tools, such as: Webquest and Google Earth have been implemented into the

online learning activities, as a means of making learning accessible and relevant for every student.

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 References

Barker, M., Frederiks, E., & Farrelly, B. (2009). Designing Culturally Inclusive Learning and Teaching Environments. Retrieved:

https://www.griffith.edu.au/__data/assets/pdf_file/0011/184853/Creating-a-Culturally-Inclusive-Classroom-Environment-mcb2.pdf

Board of Studies, NSW. (1999). Geography Stage 6 Syllabus. Retrieved:

http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/geography-st6-syl-from2010.pdf

Bodzin, A., Anastasio, D., & Kulo, V. Designing Google Earth Activities for Learning Earth and Environmental Science. (2014). In MaKinster,

Trautmann, & Barnett (Eds.) Teaching Science and Investigating Environmental Issues with Geospatial Technology: Designing Effective

Professional Development for Teachers. Dordrecht, Netherlands: Springer.

Castle Hill High School. (2014). ALARM – A Learning and Responding Matrix. Retrieved: http://www.castlehill-

h.schools.nsw.edu.au/news/alarm-a-learning-and-responding-matrix

Devlin, M., K, S., Nelson, K., Smith, L., & McKay, J. (2012). Effective teaching and support of students from low socioeconomic status

backgrounds: practical advice for teaching staff. Retrieved:

http://www.lowses.edu.au/assets/Practical%20Advice%20for%20Teaching%20Staff.pdf

Froyd, J. & Simpson, N. (n.a). Student-Centered Learning Addressing Faculty Questions about Student centered learning. Retrieved:

http://ccliconference.org/files/2010/03/Froyd_Stu-CenteredLearning.pdf
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Kelly, M. (2014). Bloom’s Taxonomy in the classroom. Retrieved: http://712educators.about.com/od/testconstruction/p/bloomstaxonomy.htm

Mctighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Retrieved:

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

Surjosuseno, T., & Watts, V. (1999). Using Bloom’s Taxonomy to teach critical reading in English as a foreign language classes. Vol, 15.

Retrieved: http://www.iier.org.au/qjer/qjer15/surjosuseno.htm

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