Investigating Australia’s Physical Environments Task

  • 2,492 views
Uploaded on

Investigating Australia’s Physical Environments Task, Stage 5 Australian Geography

Investigating Australia’s Physical Environments Task, Stage 5 Australian Geography

More in: Education , Travel , Sports
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
No Downloads

Views

Total Views
2,492
On Slideshare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
49
Comments
0
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Yr 10: Investigating Australia’s Physical Environments Task Email Background You have received notification that you have been accepted for an exchange visit in Thailand. You will be spending a week in a small village in the lowlands of Thailand. You have received the following (hypothetical) emails from your exchange school in Thailand requesting specific information about Australia. You need to respond to these emails. Email 1 “Hi. We hear you are visiting our school. We hope you can teach us a bit about your country before you come here. Some students in our class do not even know where Australia is. Could you please send us a map and tell us a bit about how big your country is. Is it big like Thailand or small like Singapore?” Task 1: Mapping Australia's position 1. On a blank map of the world:  Locate 4 different countries (including Australia and Thailand) and 2 continents  Calculate the area for each of the countries and continents selected (results to be noted on the map)  Indicate the longitude and latitude of the countries Email 2 “We saw Cathy Freeman light the Olympic cauldron in Sydney and our teacher has shown us photos of cave paintings at Uluru. Can you tell us about the origins of Australia from an Aboriginal and geographic perspective.” Task 2: Report on landforms 1. In groups of 4, select an Australian landform (for example Uluru, Devils Marbles, Wave Rock).
  • 2. 2. Two people from each group will investigate the geographic origin of the landform and the other two students will research the Dreaming that explains its origin. 3. Present the information in a two-page word document. Include a photo of the landform and web-links. Email 3 Our teacher has asked, could you please bring some things with you when you come on exchange to our school? She wants you to bring some activities for us to work on in class so that we can learn about: - major landforms and drainage basins - weather and climate - natural resources flora and fauna Task 3: Design a webpage (this could appear on a wiki or using frontpage) 1. In groups of four create a webpage designed to teach students about the physical characteristics that make Australia unique. 2. Draft the webpage concept. Consider factors like:  How are the students going to learn whilst interacting with the webpage?  Page set up and design  Ease of use 3. Each member of the group will choose an “area of expertise” from below. They will research this area covering the questions outlined and devise the part of the page that teaches students about this area. 4. The areas of expertise and the information to be covered by the four members include: i. Major landforms and drainage basins a) Locate Australia’s major landforms on a variety of maps. b) Describe the geographical processes that have formed and transformed these landforms. c) Locate Australia’s drainage basins. d) Describe the processes important to drainage basins. ii. Weather and climate a) What is the difference between weather and climate? b) Describe seasonal variations of the climate c) Explain the processes that cause variations in the weather (include fronts, pressure systems, El Nino & La Nina) d) How do the natural landforms impact on the weather? e) Account for Australia’s relative dryness. iii. Natural resources a) List Australia’s natural resources (main ones) b) Where are these resources found?
  • 3. c) For 4 resources identified, outline the processes that lead to their formation. iv. Flora and Fauna a) Identify some of Australia’s unique flora and fauna. b) Where can they be found? c) How have they adapted to Australia’s changing terrain and climate? 5. Once the games have been made the groups will play each other’s games. They will also give each game a mark. Half of the mark will be for information learnt and the other half will be based on how much fun the game was. Email 4 “Sorry that we have not emailed for a while but our school was flooded with the start of the monsoon. Our classrooms were under water for three days. We could not come to school and many houses and farms were destroyed. People now have to live at the community centre and the government says it will take a while for roads, electricity and normal water supplies to be fully restored throughout the area. Could you please tell us about the types of natural hazards experienced in Australia. We are particularly interested in the impacts of the disasters and any strategic plans available. We look forward to your visit and learning more about Australia.” Task 4 Home and expert groups 1. Students divide into groups of 6. Each member of the group is allocated a different natural hazard from the following: bushfires, droughts, earthquakes, floods, storms, or tropical cyclones. 2. The students now divide and form another set of groups with the other students who are studying the same natural hazard. Within these new groups students will create a 2 - 3 page word document (including web links, photographs / diagrams) that includes the following information:  The areas of Australia that are prone to experiencing this type of natural hazard  Description of the geographical processes associated with the natural hazard (include a variety of diagrams/charts)  Outline a specific incident of this natural hazard that occurred within Australia (when, where, how much damage was caused).  Consequences of this specific incident (include information about the economic, environmental and social impacts).  How did the people react to the devastation? Outline the responses of individuals, groups (eg. SES, police, charity groups) and government.
  • 4.  What are the responsibilities of the different parties (ie individuals, groups& government) with regards to this natural hazard? 3. Each group will create an activity designed to teach others about the basic concepts of their natural hazard (include information about where, how, and the devastation caused). 4. Each student will take his/her activity back to their original groups and teach the other members about the different natural hazards.