 |
Land Issues
9. Rich Descriptions
The Great Barrier Reef could be described as a rich marine habitat;
Antarctica may be described as a great untouched wilderness.
Find visual material or photographs and think of ways to describe
these
- The Pyramids, Egypt
- Uluru
- Victoria Falls, Africa
- Galapagos Islands
- Giant's Causeway, Ireland
- Machu Picchu, Peru
- Stonehenge,England
- Taj Mahal, India
- Kakadu National Park
- Tasmanian Wilderness
- Willandra Lakes
- Monkey Mia, Shark Bay
10. Aboriginal Place Names
On this map of Australia you will see that Kakadu and Uluru are
marked. In the space after the Aboriginal name write what the word
means. Find out about other Aboriginal place names and mark these
on the map and see if you can find out what they mean.
11. Signing Up
You need to decide what signs need to be made for an important
public place you know or one you make up. Your signs need to have:
- The name of the public place.
- The history of this place.
- Information people need to know.
- Rules about what people can and cannot do
12. Threatened Species
The Threatened Species List can
be found here.
You need to choose some of these and make up a grid to show others
what you can find out about them, the reasons why they are threatened
and what conservation action has been taken. Your grid could look
like this.
| Species |
Where Found |
Reasons Why Threatened |
Conservation Action |
| Orange-belled parrot |
South West Tasmania |
Habitat loss from logging, agriculture |
World Heritage listing |
13. Top Ten
You need to make a list of the ten World Heritage areas around
the world that you would like to visit most. There are two examples
to show you how to do it. Prepare your list and share it with others
to see which areas are the most popular.
| World Heritage Area |
Country Where Found |
Significance |
| Pyramids |
|
Cultural history |
| Victoria Falls |
Zimbabwe |
|
Evaluation
- Review the summary and data charts with the students. Ask them
to make some generalisations about what they now know about land
use, land degradation and land conservation, and the concept of
World Heritage.
- Collect samples of students' individual written work and
assess their ability to transform information into a different
genre; their knowledge of the field; their knowledge of appropriate
language patterns and structures; and their use of effective text
organisation and graphic devices.
- Analyse students' critical literacy skills in terms of
their abilities to discuss and analyse different texts, perspectives
and viewpoints.
- Observe the links that students have been able to make between
different texts in terms of the development of concepts about
land use and conservation; their knowledge of technical terms;
and their ability to carry out further purposeful investigation.
Literacy Achievement Record
| Names |
Knowledge of Topic |
Appropriate Presentation or Transformation of Knowledge |
| Appropriate Language Patterns or Structures |
Effective Organisation Of Text |
Effective Use of Graphic Devices
|
|
 |
|
Teachers' Notes
CD Tour
Schools Showcase
Invitation
State Resources
|
|
