Studies of Society and Environment Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes



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Place and Space


Elaborations of core learning outcomes using a geographical perspective and geography learning outcomes.

The following elaborations are examples only of what students know and can do, and should not be considered prescriptive or exhaustive.
Key concept: Spatial patterns

Key process: Communicating





Level 5

Level 5

Level 6

Level 6

Learning 0utcome

Core PS 5.4

Students use maps, diagrams and statistics to justify placing value on environments in Australia and the Asia-Pacific region.



Geography PS 5.4

Students investigate the characteristics of and the processes operating in biophysical environments in areas such as wetlands, arid lands and forests.



Core PS 6.4

Students use maps, tables and statistical data to express predictions about the impact of change upon environments.



Geography PS 6.4

Students undertake fieldwork to monitor the impact of a development proposal on the features of a natural and/or built environment, using indicators appropriate to environmental impact assessments.



Students know:
Spatial patterns

maps and diagrams

choropleth

topographic

political

thematic (population, economic activity etc.)

isoline maps

flow diagrams

statistics and their representation

mean


median

correlation

data Manipulation

bar graphs

column graphs

line graphs

climate graphs

scatter graphs

sector graphs

environments in Australia and the Asia-Pacific region

natural environments e.g. deserts in Australia, rainforests in Asia, coral reefs in the Pacific

built environments e.g. farming regions in Australia, tourist resorts in the Pacific, cities in Asia

social environments e.g. regional communities in Australia, families in Asia, language groups in the Pacific



examples of biophysical environments

wetlands


coastal

tundra


arid/semi-arid

forests e.g. rainforest, coniferous



characteristics of biophysical environments

climate


soil

landforms

flora

fauna


processes occurring in biophysical environments

erosion, transportation, deposition.

water, nitrogen and carbon cycles and associated processes


maps and photographs

climatic


vegetation

political

orthophoto

choropleth

weather

thematic -historical, world heritage



aerial and satellite imagery

tables

life expectancies

income/other distributions

frequencies



statistical data

percentages

averages

mean


median

impact of change on environments

natural impacts e.g. tidal wave, cyclone, earthquake, drought, fire, flood, erosion

human impacts e.g. global warming, atmospheric and water pollution, habitat loss, species extinction, dams, land degradation/salinisation

positive or negative consequences of impacts

reversible or non-reversible impacts


development proposals

dams


logging

tourist resort

canal

townhouse development



shopping centre

removal of heritage housing

new urban estate

indicators

social


economic

environmental

political


Students can:
Communicate

use maps, diagrams and statistics to justify value placement

refer to information from maps, diagrams, statistics to identify environmental values e.g. heritage listings, national parks

consider possible perspectives of cartographers and statisticians e.g. commercial/government, target audience

use available data to critique listings of areas of international significance e.g. World Heritage sites, Ramsar Convention sites

select a familiar environment and communicate why (via maps, diagrams, statistics) it is worthy of preservation/conservation


investigate the biophysical environment by

gathering information and recognising the relationship between climate, soil and vegetation types

viewing videos of these biophysical environments to investigate the characteristics and processes


use maps, tables and statistics to express predictions

graph and map trends before and after introduction of conservation measures or after a development that uses natural resources e.g. groyne construction on Sunshine/Gold Coast beaches, LandCare initiatives, ‘Waterwatch’ programmes, sandmining at Beachmere (Bribie Island)

combine maps and tables to identify trends and express predictions of change such as habitat loss impacting on endangered species e.g. farming and brigalow/grasslands loss; rangelands occupation and bilby loss, sugar cane farming and mahogany glider


use field work to monitor impact

collect data

what is the nature of the development

where is it proposed

how and why will it impact on the natural/built environment

use indicators to make a decision about the likely impact





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